上海版牛津英语4B教案

Teaching Plan for Oxford English 4B
Module 1 Using my five senses
Unit 1 Look!
Look and learn& say and act At the bookshop
The First Period
Contents:Look and learn& say and act At the bookshop (P2)
1、Basic Aims:
⑴Using Predicative adjectives to describe objects.
⑵Using nouns to identify objects.
⑶Using demonstratives to refer to objects.
⑷Asking “Wh-”questions to find out specific information about a person .
2、Developing Aims:
⑴To learn the new word: paint brush.
⑵Free talk.
Education Aims: To take care o f your books, paints…
Teaching main points:
1、These /Those…are…
2、They’re…
3、What have you got? I’ve got…
Teaching Procedure: 教学意图
一、Warming-up.
1、A Children’s Rhyme.活跃课堂气氛，
2、Sing an English song. 创设学习氛围。

二、Pre-task preparation
1、Read the following:
∣I∣thin thick milk this 加强语音训练，∣eI∣plane make paint eight 培养学生语感，∣∣bus rubber cut brush 在巩固旧知的同∣e∣desk hen pen felt 时学习新知。

∣∣thin thick three thirteen
∣∣this that these those
2、Talk about something.
e.g. What is this / that / t? 以旧引新，为学
Is this / that / it…?新知张铺垫。

What are these / those / they?
Are these / those / they…?
三、While-task procedure
1、To learn the New words: thick、thin. 以直观教学手段进
⑴T:(Show two books.) Can you say something about the 行教学，激发学生
books? 的求知欲，充分体⑵T: Look. Is this a thin book? 现以学生为主体，S1:Yes,it is.→thin 渗透学法，注重效T: Is that a thin book, too? 果。

S2:No,it’s a thick book.→thick
⑶Please say something about your books.
2、To learn: Paints, brushes, felt pens, paint brush. 在民主和谐的师生
⑴T: What can you do, dear children? 关系中，用谈话法S1: I can swim\jump\paint … 引出所授内容，更⑵T(show some paints, brushes and felt pens.) 在学习知识的同时Look, Are they crayons? No, they are paints. Paints 增进师生的友谊。

Are they new or old?
S1:They’re new.
⑶T: Are those paints?
S2: No, they aren’t.
T: What are those? Listen carefully. They’re brushes.
Ask the students to listen and complete the word.
brushes
⑷T: There are something in my hands. We can draw some 教学中由扶到放，
pictures with them. 培养学生的自主学Please guess. What are they? 习能力。

S1: Are they paints /brushes/ pencils…?
T: No, the y aren’t. Look. They’re felt pens.
S: Oh, how nice!→felt pen
⑸T: Look. This isn’t a brush. It isn’t a felt pen. It’s a paint
brush. →paint brush.
⑹Ask the students to say something about the paints /
brushes/ felt pens /paint brush.
3、To learn the dialogue: At a bookshop.
⑴Look at the pictures, listen to the tape. 加强听、说训练，
⑵Say after the tape. 提高技能技巧，培
⑶Please form groups of four ,talk about the pictures. 养学生的思维能力e-g· Picture 1:Are those crayons thin? Yes, they are. 和活用知识的能
How are those crayons? They’re thin.力。

Are those crayons thin or thick?
They’re thin.
⑷Open your books. Read after the tape.
四、Post-task activity
1、Please form groups of three, act out the dialogues. 在及时反馈中培养
2、Make a new dialogue. 学生的英语交际能
3、Work Book P1. 力，同时在作业过
五、Home work. 程中养成良好的作
1、Read after the tape. 业习惯。

2、Copy the new words.
Unit 1 Look The Second Period.
Contents: Say and act & Ask and answer (P3).
Basic aims:
ing demonstratives to refer to objects.
2. Asking ‘Wh-’ questions to find out which person something belongs to
3. To learn the sound: －ck | k |
Developing aims: Free talk.
Education aims: Helping each other.
Main points and difficult points: Whose…are these /those? They’re…
Materials: A cassette player, some objects, some pictures, work Book 4B. Teaching procedure: 教学意图
一、Warming-up.
Sing an English song. 创设学习氛围。

二、Revision.
1. Take out the paints, brushes, felt pens and so on, try to 为以上课时迅速say some sentences about them. 过渡到本课新授
2. Act out dialogue on P2. 作准备。

三、New teaching.
1. Have students look at six characters at the top of the page. 对学生进行发散Ask: What has___ got? to elicit: He’s/she’s got ____.性思维训练，培养
2. To learn: Whose…are these/those? They’re…其良好的学习习
1) Point to the pictures, talk about them: 惯。

e.g. T: Whose brushes are these?
S1: T hey’re kitty’s brushes.
2) Form groups of six. Talk about the pictures. 使学生利用学法，
Write: Whose…are these/those?快速掌握新知。

3) T: Look. The pencils are on the floor. 在学习中渗透思想
Whose pencils are they? 教育。

S: They’re…
T: What will we do?
S: Pick up the pencils.
T: You’re good children. We must help each other.
3. Listen and read after the tape.
4. Learn the sound: －ck | k |
四、Consolidation.
1. Act out the dialogue.
2. Look at the picture again. Practice in pairs.
3. Hare each student put some classroom objects into the
bag and pass it to the student who is sitting in front of
him/her. Remind students that they hare to put in at least
two of each item. Ask students to use a rubber band to
tie their things up before putting them into the bag. 丰富多彩的游戏4. Collect the bags and put group them on your desk. Give 活动是巩固新授each row a bag from one of the other groups. Groups 的催化剂。

take turns to play the game. Group A students take turns
and pick things up from the bag. Group B points to the
student who is talking things out and ask: Whose___ are
those? to elicit：Those are____’s____. If the student is
correct, he gains a mark for his group. If he/she is wrong,
no marks will be given. The group with the most correct
guesses will be the winner.
5. Workbook P2.
五、Homework.
1. Read after the tape.
Contents: Say and act & Look and say & Play a game. (P4)
Basic Aims: Using the present continuous tense to describe an action taking place at the time of speaking.
e.g. What are you doing? I’m drawing.
Developing Aims: A: What is he/she doing?
B: He’s/She’s…
Education Aims: Good habit.
Main points and difficult points: What are you doing? I’m…
Materials: Workbook 4B page 3, a cassette player, some pictures, Photocopiable pages 1, 2and 3
Teaching procedures: 教学意图
一、Warming-up.
Listen and sing a song《Are you sleeping?》所学唱歌曲与新
课有联系。

二、Revision
1. Ask and answer: What can you do? 以旧引新，为新授
作铺垫。

2. Ta lk about: Whose…are these/those/they?
三、New teaching.
1. Listen and act.
e.g. T: Write, please.
What are you doing? I’m writing. 注重口语，培养学
Say and write: paint—painting write—writing 生听、说能力，
talk—talking draw—drawing 并注意渗透学法，
read—reading sit—sitting 鼓励学生主动求
sleep—sleeping sing—singing 知，充分体现以
say—saying 学生为主体的英
2. To learn how to add-ing. 语课堂活动。

3. Look at the pictures, listen to the tape.
4. Talk about the pictures.
e.g. What is Eddie doing? What is he saying?
Is Eddie sleeping? Are you sitting?
5. Read after the tape.
四、Consolidation.
1. Please form groups of four, make some new dialogues. 举一反三，培养
2. Paly a game. 和提高学生灵活
3. Photocopiable page 1, 2 and 3. 运用知识的能力。

五、Homework.
1. Read after the tape.
2. Grammar Practice Book 4B, page
3.
附：
Teaching Plan for Unit 1 Look and say
The Fourth Period
Contents: Look and say (P5)
Teaching aims: To learn the new sentences:
Where’s…? He’s\She’s…
What’s…doing? He’s\She’s…
Where are…? They’re…
What are they doing? They’re…
Developing aims: 1) To learn the new words.
2) Say more sentences about somebody.
Education aims: 1) To take care of the things around us.
2) Asking sb. not to do sth.
e.g. Don’t walk on the grass.
Teaching main points and difficult points:
1) A: Where’s\Where are…?
B: He’s\She’s\They’re…
2)A: What’s he\she doing?
B: He’s\She’s…
3)A: What are they doing?
B: They’re…
Teaching materials: A cassette player, some pictures\a computer,
A small blackboard.
Teaching procedure: 教学意图
一.Warming-up.
1.Sing a song.
2.A Children’s Rhyme.
二.Pre-task preparation
1.Read the following words.
may day play playground
he meet teacher speak
my five bicycle library
go no know home
use you pupil super
2.Add-ing (Group work)
e.g. jump—jumping make—making sit—sitting
3.Say and act.
Where are you? I’m…
What are you doing? I’m…
三.While-task procedure
1.To learn: Where’s…? He’s\She’s…
What’s he\she doing? He’s\She’s…
1)Show a computer\picture. 循序渐进，从所学
T: Look. Who’s he?知识入手以多媒体
S1: He’s Danny.教学为主线，鼓励
T: Where’s he?学生用英语直接思
S1: He’s on the grass.维，同时维护和谐
T: Can you say something about Danny? 的师生关系，体现
S: He’s Danny. He’s a boy. He’s a pupil. Today is师生之间的互动教
Sunday. 学。

He has no classes. He’s in the park. Look. He’s
on the Grass….
2)T: Now look. What is he doing? 由直观教学及谈话S:
Try to say: He’s walking on the grass法引出思想品德教
T: Can you walk on the grass? 育，让学生在学习
S: No, we can’t.知识的同时，接受
T: What will you say to Danny? 情感体验。

S1: Danny, please don’t walk on the grass….
3)T: Look. Where’s Danny?
S: He’s in the playground.
T: Can you say something about him now?
S: This is Danny. He’s in the playground.
He is not walking.
He’s playing…Now he’s playing in the street.
T: Can he play in the street? 通过play in the S: No, he can’t.playground引出T: What will you say to him? play in the street等S: Don’t play in the street.增加语言的摄入
量，并为学生的后
续学习打基础，
又通过不该做某
事对学生进行思
想教育。

4)Please talk about Danny, using the following
sentences with your partners.
Show: Where’s …? He’s\She’s…
What’s he doing? He’s\She’s…
Please look at the scream. Who’s she? Is she激发学生用语言dancing? Where’s she? Please talk about her, 组织来引出本课do pair work. 学习重点，并让其
接受思维训练。

5)Show many pictures, ask each group to choose
2 pictures to
Talk about with the partners. To learn:
A: Where are…? B: They’re…
A: What are you doing? B: They’re…
1)Show a picture.
T: Where are Danny and Kitty?
S1: They’re in the playground.
T: What are they doing?
S2: Th ey’re playing.
2)Show a library.
T: Can you talk about the library? 充分发挥学生的
S: This is a library. We can borrow books from 主体作用，强调
the library. We can read books in it. 主体意识，让学
But we must be quiet in it. Show: Peter and 生从生活实际悟
Betty are in the library. 出真理。

T: Can you talk about Peter and Betty? Please
form groups of four.
3)T: Very Good. Would you please using the 并懂得为人，从
following sentences to talk about them? 小学好真本领。

Show: Where are …? They’re…发挥合作探究精
What are they doing? They’re…神，使学生在相
互合作探究中寻
求答案。

4)Show another pictures, then talk about them. 概括性操练，帮
one person→some people 学生理清学习思
路，同时进一步
突破本课难点，
反馈新授情况。

四.Post-task activity
1.Ask and answer. (Group work) 巩固新知的同
Show some pictures on P5, talk about with your 时，增加语言量，
deskmates. 同时提高输出
e.g. A: Who’s she? B: She’s Alice.量。

A: Where’s she? B: She’s in the classroom.
A: What’s she doing? B: She’s writing in the
classroom.
2.Listen and colour, then talk about the pictures. 这部分体现本课
e.g. Kally is singing\dancing\sweeping the floor\ 高潮，让学生通
drawing a picture\ doing some washing\playing 过复习再求得本
piano…in the classroom.课升华，达到“学
Listen and choose one, then colour it and talk about 以致用”的目的，
it with your good friend. 同时通过动手涂
色，剪剪，说说
等形式，使Homework.
师生情绪始终饱满，
提高教学效果。

3.Sing a song.
Read after the tape & Say something about your friends\
partners After class.
附：
The First Period
Contents: Look and learn & Sing a song (P6)
Basic aims: Using nouns to identify things.
e· g· a piano
Developing aims: Can play the musical instruments
Education aims:
Main points and difficult points:
⒈Using nouns to identify things.
⒉Can read the words correctly.
Materials: some toy musical instruments, a cassette player, some pictures, Workbook. Teaching procedures: 教学意图
一、Warming-up. 带领学生进入本课
Listen and sing a song.《The music man》学习内容。

二、Revision.
⒈Read the following:
∣∣five knife triangle 语音练习，以求正∣I∣his behind music 确发音，同时训练∣∣bus rubber brush 语感。

∣∣sister doctor teacher
∣a:∣car park classroom
⒉Talk about: Where’s / Where are…?
What’s / What are he / she / they doing?
三、New teaching:
⒈Sing a song:《The music man》
⒉Learn the new words:
⑴Stick the Wore cards beside the Picture Cards to make
pairs. Introduce: a piano, a violin, a guitar.
⑵Ask a students to play a recorder. 结合学生兴趣爱好Show and learn: a recorder 及艺术特长，引出⑶Ask some students to come to play the triangles and 相应乐器，并用听drums. 音填字母尘便于学Show and learn: a triangle 生理解、掌握新
a drum 词。

⒊Play the cassette: Look and learn , Students listen and
follow in their books.
⒋Play the cassette again, Students listen and repeat.
四、Consolidation.
⒈Invite pairs of students to choose and stick the right pair 充分发挥学生主of Cards on the board. Match the following. 体思想，培养和
⒉Sing a song together. 提高学生能力。

⒊Students sing and play the musical instruments with the
cassette.
⒋All the students who have brought their own musical
instruments can play them in this round. Students sing
without the cassette.
⒌Divide students into groups and conduct an intergroup
singing contest.
⒍Workbook Page 4.
五、Homework.
⒈Read after the tape.
⒉Copy the new words.
The Second Period
Contents: Look and say (P7)
Basic Aims:
1. Asking ‘yes/no’ questions to obtain simple responses
2. Asking ‘Wh-’ questions to find out which person something belongs to
3. Using pronouns to indicate possessions
4. Using possessive forms of nouns to show possessions
Developing Aims: Can make a new dialogue.
Education Aims: To like folk music and pop music.
Main points and difficult points:
1. Asking ‘Wh-’ question to find out which person something belongs to
e.g. Whose guitar is this?
2. Using pronouns to indicate possessions
e.g. No, it isn’t my violin.
Materials: some toy musical instruments
Teaching procedure: 教学意图
一、Warming-up.
Sing: 《The music man》
二、Pre-task preparation.
Have students hide their toy musical instruments in
their drawers. Invite a student to go outside and stay in the 承上启下，新旧知corridor for a moment. Ask one of the students to act out 识之间合理过渡。

how to play his/her musical instrument and the noise that
it makes. Tell the other students that they have to pretend
to makes. Tell the other students that they have to pretend
to be playing their musical instruments as well, but that
they be playing their musical instruments as well, but that
they should make no noise. The student who comes back
walks around the classroom to find out who is making the
noise.
三、While-task procedure
1. To teach: Can you hear a noise?
1) T ask student to play a musical instrument. 由听入手，培养学
Then ask: What can you hear? 生基本能力。

Can you hear a noise?
2) Listen and say: Can you hear a noise?
3) Show: Can you hear a noise?
4) Read the sentence.
2. To learn: Whose___ is this? It’s ___. (Listen and guess.)突破难点，突出重
3. To learn the whole dialogue. 点，由浅入深，递
1) Listen to the tape. 进教学。

2) Listen and repeat.
3) Invite groups to read the dialogue for the class.
4. Have students play the game introduced in the
Preparation section again.
5.Read after the tape.
四、Post-task activity
1. Form groups of seven, act out the dialogue. 在练习巩固中，
2. Listen, colour and match. 由动手做，开口说
3. Make a new dialogue. 的同时加强思想
五、Homework. 品德教育，让学生
1. Read after the tape. 接受情感体验。

2. Grammar Practice Book 4B, page 6.
附：
(Yes, it’s my…)____________________________________
The Third Period
Contents: Look and learn & Point and say (P8)
Basic Aims: 1. Using prepositions to indicate positions
e. g. It’s behind her chair.
2. Asking ‘Wh-’ questions to find o ut the position
e. g. Where’s Kally’s drum?
3. Pronounce words properly.
4. Learn the sound –11 ∣l∣
Developing Aims: Can make some new dialogues.
Education Aims: Modestly decline each other.
Main points and difficult points: Where’s…? It’s…
Materials: 1. a cassette player, some objects, some pictures, a small blackboard
2. Workbook 4B page 7, Photocopiable pages 6 and 7
Teaching procedure: 教学意图
一、Warming-up.
Sing 《The music man》
二、Revision.
1. Read the following.
∣I ∣big in beside behind
∣D∣not hot cock on
∣Λ∣bus rubber number under
∣ai∣fine my behind beside
2. Put five boxes on your desk. Number the boxes.
Invite a student to come out and put his/her pencil
case anywhere near one of the boxes. Ask five
students in total.
三、New teaching.
1.Listen and act.(Learn and show the words.)
e.g. Put your books under the desk.
2. Play the cassette: Look and learn. Students listen
and follow in their books.
3. Play the cassette again. Students listen and repeat.
4. Play the cassette for the third time. Pause after each
preposition. Encourage students to give you the
number of the box which has got the pencil case in
a position that matches the description on the tape.
If none of them matches, invite students to come out
and put the pencil case in the right place.
5. Ask students to look at the picture in Point and say.
Say the words in this section at random, e.g. Kitty’s 加强听说读写技
violin. Students are required to point at Kitty’s violin能训练，充分发
as quickly as they can. 挥学生主体作用，
6. Divide students into pairs or groups. Continue the 调动学生的学习
game using the dialogue, e.g. Where’s Kally’s drum?积极性，使学生
It’s behind her chair.学会思考、学会
7. Collect come classroom realia (avoid things which 质疑，进而学会
are too small in size) from the students. Put the 学习。

objects on your desk.
8. Invite five students to come out each time. Have
them face the board with their eyes closed for
twenty seconds. Invite a different student to choose
an object on your desk and put it somewhere else in
the classroom. Prompt the class to ask: Where’s __?
The five students respond by walking around the
classroom to find out where that particular object is.
The one who finds it tells the other four students:
It’s ____.
9. Learn the sound.
1) Play the cassette. Students listen and follow in
their books.
2) Play the cassette again. Students listen and repeat.
3) Invite individual students to read the sentence.
四、Consolidation.
1. Ask and answer.
e.g. Where’s Kally’s drum? It’s behind her chair.
2. Make some new dialogues.
3. Workbook page 5.
五、Homework.
1. Read after the tape.
2. Distribute a copy off photocopiable page 6 to each
student, cut the two pictures out.
3. Grammar Practice Book 4B, page 7.
附：
The Third Period Contents: Look and learn & Point and say (P8)
Basic Aims: 1. Using prepositions to indicate positions
e. g. It’s behind her chair.
2. Asking ‘Wh-’ questions to find out the position
e. g. Where’s Kally’s drum?
3. Pronounce words properly.
4. Learn the sound –11 ∣l∣
Developing Aims: Can make some new dialogues.
Education Aims: Modestly decline each other.
Main points and difficult points: W here’s…? It’s…
Materials: 1. a cassette player, some objects, some pictures, a small blackboard
2. Workbook 4B page 7, Photocopiable pages 6 and 7
Teaching procedure: 教学意图
一、Warming-up.
Sing 《The music man》
二、Revision.
1. Read the following.
∣I ∣big in beside behind
∣D∣not hot cock on
∣Λ∣bus rubber number under
∣ai∣fine my behind beside
2. Put five boxes on your desk. Number the boxes.
Invite a student to come out and put his/her pencil
case anywhere near one of the boxes. Ask five
students in total.
三、New teaching.
2.Listen and act.(Learn and show the words.)
e.g. Put your books under the desk.
2. Play the cassette: Look and learn. Students listen
and follow in their books.
3. Play the cassette again. Students listen and repeat.
4. Play the cassette for the third time. Pause after each
preposition. Encourage students to give you the
number of the box which has got the pencil case in
a position that matches the description on the tape.
If none of them matches, invite students to come out
and put the pencil case in the right place.
5. Ask students to look at the picture in Point and say.
Say the words in this section at random, e.g. Kitty’s 加强听说读写技
violin. Students are required to point at Kitty’s violin能训练，充分发
as quickly as they can. 挥学生主体作用，
6. Divide students into pairs or groups. Continue the 调动学生的学习
game using the dialogue, e.g. Where’s Kally’s drum?积极性，使学生It’s behind her chair.学会思考、学会
7. Collect come classroom realia (avoid things which 质疑，进而学会
are too small in size) from the students. Put the 学习。

objects on your desk.
8. Invite five students to come out each time. Have
them face the board with their eyes closed for
twenty seconds. Invite a different student to choose
an object on your desk and put it somewhere else in
the classroom. Prompt the class to ask: Where’s __?
The five students respond by walking around the
classroom to find out where that particular object is.
The one who finds it tells the other four students:
It’s ____.
9. Learn the sound.
1) Play the cassette. Students listen and follow in
their books.
2) Play the cassette again. Students listen and repeat.
3) Invite individual students to read the sentence.
四、Consolidation.
1. Ask and answer.
e.g. Where’s Kally’s drum? It’s behind her chair.
2. Make some new dialogues.
3. Workbook page 5.
五、Homework.
1. Read after the tape.
2. Distribute a copy off photocopiable page 6 to each
student, cut the two pictures out.
3. Grammar Practice Book 4B, page 7.
附：
A: Where’s…? ______________________________
B: It’s… ______________________________
in on under ______________________________
behind beside ______________________________
______________________________
______________________________
The Fourth Period
Contents: Read a story (P9)
Basic Aims: 1. Using the present continuous tense to describe an action taking place at the time of Speaking.
e.g. It is sleeping.
2. Using predicative adjectives to describe feelings.
e.g. The cat is angry and tired.
3. Using prepositions to indicate positions.
e.g. The mouse is under the chair.
Developing Aims: Rearrange the story, make a new dialogue about the mouse and the cat.
Education Aims: Do the useful things for the people.
Main points and difficult points: To understand and handle the prepositional phrases
very skillfully.
Materials: A cassette player, a small blackboard, some pictures, two masks. Teaching procedure: 教学意图
一、Warming-up. 营造英语学习氛
⒈Sing 《The music man》围，调整学生学习
⒉A chant. 心态。

二、Pre-task preparation
⒈Read the following:
in the box on the chair under the chair
behind the mouse beside the cat in the basket
⒉Add-ing.
Sleep-sleeping eat-eating jump-jumping
Chase-chasing run-running
⒊Can you say something about yourself?
You can begin like this: 在训练学生的口
Who are you? How are you? How old are you? 头表达能力的同
Where are you from? Where are you? Are you…?时，加强思维训
What are you doing? Do you like cats? Do you like 练。

mice?
Have you seen cats chasing after mice before?
⒋Tell a story about the cat and the mouse. 利用老鼠属相由
来的童话故事，
激发学生的学习
兴趣。

三、While-task procedure.
⒈To learn the objects: basket, door, chair, hole. 词不离句，句不离
e.g. I’m drawing a picture. Look, what’s this?篇，引导学生在篇
Oh, it’s a h ole. (Ask the student to listen and say 章训练中理解新
the word, then fill in the missing word.) 词，增加其悟性。

show: hole
⒉Show the pictures. 以学生为主，训练
e.g. a cat. 学生的说话能力，
T: Can you say something about the cat? 从而训练其发散…It is sleeping/chasing the mouse/jumping…性思维的能力。

⒊T: Are you hungry? Is the mouse afraid of the cat? …师生间亲切的谈
S1: …话，有利于学生在
⒋Play the cassette, students listen. Enhance their 学习新知的同时
listening by pointing at the pictures in the Student’s节师生和谐的关
Book. 系。

⒌Play the cassette again. Students listen and follow in 循序渐进，启发、
their books. 引导学生积极思
⒍Play the cassette for the third time. Students listen 维，训练其基本
and repeat. 能力。

⒎Have students work in pairs to answer the questions
in Read and answer. Remind students that the three
questions can be applied to all the pictures.
⒏Invite individual students to give answers orally. The
rest pf the class check answers.
四、Post-task activity
⒈Act out the story.(Using the masks and the objects.) 尝试引导学生把
⒉Make a dialogue about the cat and the mouse. 故事改编成对话
⒊If the cat and the mouse are friends, what will you 形式，训练学生活
talk? 用知识的能力。

同
⒋Photocopiable page 8. Students compare and discuss 时由启发引导学
what they have in groups. 生要做对人类有五、Homework. 益的事。

⒈Read after the tape and recite the story.
⒉Workbook page 5.
附：
Content: Look and say.
Education Aim: Helping each other.
Teaching Aims:
1、Basic Aims:
(1)、Use nouns to identify animals. e.g. donkey
(2)、Use imperatives to give instructions. e.g. Feel the donkey.
2、Developing Aim: Free talk
Teaching Aids: cassette player, word and picture Cards.
Teaching Procedure
Pre-task preparation Purpose
1、Song 歌曲能使学生集
中注意力，迅
速进入
学习状态。

2、Ask and answer:
(1)、What's this? It's a monkey. (lion, dog, cat, rabbit...) 通过学习问答，帮
助学生复习所
学的内容，并为
新课作铺垫。

(2)、Where's its nose?(mouth ,face) It's here.
Where're its eyes?(ears ,legs) They're here.
While-task procedure:
1、This is its...
These are its...
(1)、T: This is a dog. This is its tail 通过老师引导，
学生学说，引出
新授内容，接着
让学生P: This is a rabbit. This is its tail. 互相操练，活
用句型。

(2)、Look and say.(Learn: donkey)
(3)、T: There are its eyes. 通过比较，使学
生对单数句和
复数句有了形
象的区别，P: There are... 加深对知识掌握。

Compare: This is its...
There are its...
2、Feel the donkey. Put the tail on the donkey.
(1)、Guess: Can you see? What's this? Please feel . 戴上面具在
猜的游戏中，
突破难点，并
且增加学习
兴趣。

What's missing on the drawing?
(2)、T: Put the tail on the donkey.
P sticks the tail.
3、Look, listen and say. 训练学生听的能
力培养学生的
模仿能力，并在
听的过程(1)、Play the cassette. Students, listen and repeat. 中扩大学生的
知识面，丰富学
生的口头表达
能力。

(2)、Listen and say.
4、Free talk.
P-P work in pairs.
Post-task activities:
1、Game.
(1)、Play the game in pairs. 让学生运用所做
的动物卡片进
行游戏活动，培
养学生运
Say these sentences. 用知识的交际能
力。

This is a _____.
This is/These are its _____.
Feel the _____/
Put the _____on the _____.
2、Work book page 6. 及时反馈所学
的知识，并且使
学生的综合素
质有一个提(1)、Hare students work in pairs to match 高。

the provided sentences with the pictures srallg.
(2)、Students write the sentences under the pictures.
Assignment.
1、Do Grammar Practice Book B，Page 9.
2、Cut and match the cards in your family.
The Second Period
Content: Ask and answer.
Education Aims: Helping each other.
Teaching Aims:
1、Basic Aims:
(1)、Use imperatives to give instructions e.g. Touch the window.
(2)、Ask "yes/no "questions to obtairr simple responses e.g. Is it hot?
(3)、Use predicative adjectives to describe things e.g. It's blunt.
2、Developing Aims: Free talk
Teaching Aids: cassette player, large pieces of card, objects, photocopiable
page11.
Teaching procedure:
Purpose Pre-task preparation
1、Sing a son《The music man》创设英语氛围，
使学生迅速进
入学习状态，通
过问答，
2、Daily talk (Review: hot, cold, hard, soft, rough, smooth) 帮助学生复习所
学过的内容，并
为新课作准备. While-task procedure:
1、Touch...
(1)、T: Touch your nose.(mouth, arms, eyes, ears, knees) 在表演中逐渐过
度到新知识，使
学生的兴趣浓
厚，便于P:(acts) 新知识的掌握。

(2)、T: Touch the desk. Feel it. Is it hot?
P:(Touch and answer)No, it's cold.
(3)、P-P work in pairs.(window, desk...) 在学生操练中
巩固所学知识，
加深对知识的
理解和记忆。

2、sharp/blunt
(1)、T: Look. This is a mouse. Its teeth are sharp. 通过复习引出
单词，并通过比
较让学生理解
“blunt”
This pencil is sharp, too. That pencil is blunt. 的意思。

P: My pencil is sharp. His pencil is blunt.
(2)、T: Touch the pencil. Feel it. Is it sharp?
P: Yes. /No.
(3)、P-P work in pairs.
3、Free talk.(pencil, chair...)
Post-talk activities:
1、Play a game. 在游戏中巩固所学
的新知，培养学生
运用知识的交际能
力。

(Make these cards. Match opposite cards)
2、Play the another game in pairs.
(1)、Mix your cards.
(2)、put your cards on the desk.
(3)、show two cards.
(4)、Collect opposite cards.
Assignment:1、Do Grammar Practice Book 4B page 10.
2、Consolidate the oral and written language in this
seetion further.
The Third Period
Content: Read and tick.
Education Aim: Looking carefully.
Teaching Aims:
1、Basic Aims:
(1)、Use imperatives to give instructions e.g. Danny, put your pencil in the bag.
(2)、Ask ' Wh- 'questions to find out which person something belongs to .e.g. Whose balloon is this?。