第一篇：朗文快捷英语IV教案
朗文快捷英语IV Exit 1 Friends and neighbors Lead-in 1.Gloria had just moved into Michael’s building.She is asking him a question about one of the rules of the building.What do you think they are saying to each other? 2.Vincent is having a problem with something in his house.He is calling his neighbor David and is asking him for advice.What do you think Vincent and David are saying to each other? Focal Points 1.Greet someone and introduce yourself, using noun clauses 2.Ask for information about a neighborhood, using embedded questions.3.Ask permission to do something 4.Offer to help someone, using gerunds.5.Ask a favor of someone 6.Give advice about home repairs, using should and gerunds.7.Inquire about home repair services, using embedded questions.8.Discuss home repairs, using embedded questions.Functions
1.Greeting people.2.Offering to help.3.Appreciation.4.Permission.5.Requests.6.Advice-suggestions.7.Asking for and reporting information.Exit 2 Calling people going places Lead-in 1.Amy is talking to an airline ticket agent on the telephone.What do you think they are saying to each other? 2.Emily is leaving a message for Alice, who isn’t there.What do you think Emily and the person who has answered the phone are saying to each other?
Focal Points 1.Learn how to make different kinds of telephone calls, using imperatives.2.Call for transportation and recreation reservations, using embedded questions and short answers.3.Make person-to-person collect calls.4.Understand transportation safety rules, using imperatives and reported speech.5.Ask about transportation, using embedded questions.6.Leave telephone messages, using noun clauses and embedded questions.Functions
1.Asking for and reporting information.2.Attracting attention.3.Want-desire.4.Offering to help.5.Offering to do something.6.Initiating conversation.7.Checking and indicating understanding.8.Asking for repetition.9.Apologizing.10.Instructing.Exit 3 Personal finances Lead-in 1.Susan and Peter are talking about how much cash they need to get at the bank for the weekend.What do you think they are saying to each other? 2.Jeff is talking to a bank officer about taking out a loan.What do you think Jeff and the bank officer are saying to each other? Focal Points 1.Discuss family budgeting, using should and have to 2.Discuss paying bills, using time expressions.3.Discussing balancing a checkbook.4.Complain about mistakes on bills, using the passive voice.5.Learn about banking practices and procedures, using embedded questions.6.Discuss loan applications, using embedded questions.7.Evaluate the affordability of items, using the present perfect tense.8.Provide information for a credit card application.Functions
1.Remembering/Forgetting 2.Asking for and reporting information 3.Advice-suggestions 4.Obligation 5.Certainty/uncertainty 6.Initiating a topic 7.Hesitating 8.Checking and indicating understanding 9.Likes and dislikes 10.Agreement/ Disagreement
Exit 4 Rules and Regulations at School Lead-in 1.Janet is a passenger n Frank’s car.Frank just did something he should not have.What do you think Janet and Frank are saying to each other? 2.Mrs.Taylor is talking to her son about a telephone call she just received from her son’s teacher.What do you think Mrs.Taylor and her son are saying to each other? Focal Points 1.Ask whether things are allowed, using impersonal expressions with you.2.Tell people they aren’t allowed to do things.3.Understand traffic violations, using different verb tenses.4.Understand traffic violations, using perfect modals 5.Discuss parent-teacher communication, using reported speech.6.Discuss notes to a teacher, using reported speech.7.Discuss student performance in school, using embedded questions.8.Discuss grades and evaluation, using the passive voice, the past tense, and should have.Functions
1.Permission 2.Requests.3.Asking for and Reporting information.4.Possibility/Impossibility 5.Intention.6.Surprise-Disbelief.7.Attracting attention
Exit 5 At Work Lead-in 1.Barry is asking his supervisor for feedback on something he has just done at work.What do you think Barry and his supervisor are saying to each other? 2.Doris is depending on her employee, Marta, to do something important at work.What do you think Doris and Marta are saying to each other? Focal Points 1.Offer to help someone at work, using want + object + infinitive and should have 2.Ask for feedback on job performance, using the present perfect tense.3.Give feedback on job performance, using could have, supposed to, and short answers.4.Correct someone at work 5.Warn someone about a dangerous situation, using had better.6.Make promises to fulfill responsibilities, using the present real conditional.Functions 1.Offering to do something 2.Approval/Disapproval 3.Correcting 4.Warning 5.Advice-suggestions 6.Promising 7.Asking for repetition 8.Gratitude
Exit 6 Rights and responsibilities Lead-in 1.Henry is returning something to a store because there is a problem with it.What do you think Henry and the sale person are saying to each other? 2.Greg is talking to Stella about a problem he is having in his apartment building.What do you think Greg and Stella are saying to each other? Focal Points 1.Express dissatisfaction with products, using short answers.2.Express dissatisfaction with services, using different verb tenses.3.Make requests of neighbors, using short answers and sequence of tenses.4.Discuss housing repair problems, using reported speech and sequences of tenses.5.Complain about housing problems, using the present perfect tense.6.Discuss employee rights.7.Discuss taking legal action.8.Discuss citizen’s rights Functions
1.Complaining 2.Satisfaction/ Dissatisfaction 3.Advice-Suggestion 4.Focusing attention 5.Preference 6.Requests 7.Asking for and reporting additional information 8.Want-desire 9.Apologizing 10.Intention.11.Certainty.12.Disappointment
Exit 7 Friends ,Family, and Co-workers Lead-in 1.Lisa and Jasmin are having a discussion about something.Are they agreeing or disagreeing with each other? What do you think they are saying? 2.Alan and Karen are complaining about something at work that they wish were different.What do you think they are saying to each other? Focal Points 1.Agree with someone using emphatic sentences and tag questions.2.Disagree with someone.3.Give compliments, using adjectives and question formation.4.Express opinions, using adjectives.5.Discuss television viewing, using adjectives 6.Express concerns, using wish-clauses and the present unreal conditional.7.Admit something to someone, using the past unreal conditional.8.Discuss important issues, using gerunds, wish-clauses, and hope-clauses Functions
1.Agreement/Disagreement.2.Likes/Dislikes 3.Admitting.4.Asking for and reporting information.5.Regret 6.Sympathizing 7.Wish—hope 8.Complimenting
Exit 8 Strategies for communicating saying good-bye Lead-in 1.Indicate conversations, using tag questions and short answers.2.Politely interrupt people 3.Asking for and give clarification 4.Clarify statements, using reported speech and sequence of tenses.5.Say good-bye to someone by expressing obligation.6.Express opinions about controversial issues Focal Points 1.Clarification.2.Interrupting 3.Focusing Attention.4.Agreement/Disagreement 5.Asking for repetition 6.Leave Taking 7.Obligation.8.Checking and indicating understanding 9.Asking for and reporting information Functions 1.Clarification 2.Interrupting 3.Focusing attention 4.Agreement/Disagreement 5.Asking for repetition 6.Leave taking 7.Obligation 8.Checking and indicating understanding 9.Asking for and reporting information
第二篇：英语朗文听力
Video Listening
1.Pre-listening
Talia Santos works as a news researcher for Newsline, a TV news program.It's Tuesday morning.Amy Lee, another Newsline employee, sees Talia and greets her.Look at the picture.What do you think? Predict: How well does Talia know Amy
She knows Amy very well.They are co-workers and friends.She doesn't know Amy very well.They are co-workers, but they aren't friends.She has just met Amy recently.Amy is a new employee.(一)1.What does Amy say to Talia?
A.You're trying too hard.B.You're working too hard.C.You're too tired.2.Why does Talia feel tired today? A.She was out late last night.B.She worked late last night.C.She didn't sleep well last night.3.What kind of class are Talia and Amy taking? A.a research class B.a journalism class C.an English class
4.When will Talia do her class assignment? A.She has already done it.B.She's going to do it during her lunch hour.C.She's going to do it after work.（二)
1.Tony is Talia's(select)boss
.2.Talia works hard, but(select)her boss doesn't know it.3.Talia's hair looks messy because(select)she didn't take the time to comb it.4.Talia is taking a class because she wants to be(select)a reporter.2.Listening for Information
Amy and Talia continue their conversation.Talia's boss, Tony, comes over to Talia's cubicle.He wants to talk to Talia.The following sentences are in Talia and Tony's conversation.Predict: Which sentences do you think Tony says?
I have something important to talk to you about.I'm researching the background information for that transportation story.I know you've been hoping for a break.By the way, you look different.Really? That's great!(一)1.What does Amy invite Talia to do? A.go to a party with her B.walk to class with her
C.meet Josh Taylor
2.What is Talia working on now? A.ideas for a new project
B.background information for a story C.plans for a party
3.What does Tony come to see Talia about? A.a big project B.a transportation report
C.her work habits
（二）1.Amy says to Talia, “Come on!Josh Taylor is having a party...You might meet someone.” Amy means that(select)Talia might meet a guy she likes
.2.Talia tells Amy “I'm too busy to go.” Talia probably feels(select)a little annoyed that Amy is trying to make her go to a party
.3.Amy tells Tony, “Talia is always working.” Amy says this because(select)she wants Tony to know that Talia works hard
.4.Tony says, “I have a big project for you.” Talia probably feels(select)little excited
.Vocabulary 2.How Do You Feel?
In the video, Talia says, “I'm in a bad mood.” The word pool below contains additional words and phrases that describe how people feel(their feelings and moods).Click on to see the meanings of these words.When you are sure you understand all the expressions, do the exercise.Click on the answer that means the opposite of each word or phrase.（一）cheerful
1.Nervous A.Tense B.laid-back 2.Energetic A.Exhausted B.Cheerful 3.in a bad mood A.Cheerful B.relaxed
4.Tense A.Exhausted B.Relaxed confident in a great mood
depressed in a bad mood
energetic laid-back
nervous
exhausted relaxed
tense 5.Cheerful A.Depressed B.Confident（二)Practice Complete the sentences.Click on the drop-down box.Then click on the answer.1.Be careful when you talk to Lucy.She's(select)in a bad mood today.2.Kyoko is(select)exhausted because she didn't get enough sleep last night.3.Bob is joking with everyone today.It's strange.He's not usually(select)cheerful.4.Sheila feels really(select)tense because she has too much to do at work.5.Arturo is(select)confident that he is smart enough to handle the big project.6.I'm(select)in a great mood!I just made plans to go out with my friends after work tonight.7.Kim and Rong are so(select)energetic!They never seem to get tired.8.Mrs.Montoya is very(select)depressed
these days.She's out of work and can't find a job.9.Pete is taking a class after work.Tonight is the first exam and he feels(select)nervous about it.8.10.Work was very stressful this week.I hope I'll feel more(select)relaxed after the weekend.
第三篇：基础英语IV教学大纲
陇东学院英语本科专业课程大纲
说明
1、课程性质
本课程是英语教育本科专业基础课，教学对象是二年级学生。
2、教学目的
全面发展听、说、读、写四项语言能力，本册侧重读写能力。并采用一定的翻译练习，以引起学生对两种语言对比的注意。
3、教学内容
本课程以课文为中心，侧重阅读和写作技能训练，同时兼顾听说训练，不断加强学生创造力的发挥。
4、总学时
周学时：6 总学时：108 开设学期：2 学分：4
5、教学方法：
讲授法，小组讨论法，对比分析法
内容
Book IV(108 hours)
Unit 1(6 hours)Text I This Year It’s Going to Be Different Text II
My Financial Career Oral Work Role-play: Asking about Bank Accounts Interaction Activities: My Resolutions Guided Writing Basic Writing Techniques---Expansion of Ideas(1)Composition Writing---Narration Letter Writing---Introducing Someone
Unit 2(6 hours)Text I A Englishes
B Stop Being Coy Text II
Two Languages or One? Oral Work Role-play: Showing an American Tourist Round the City Interaction Activities: The Differences Between British English and American English Guided Writing Basic Writing Techniques---Expansion of Ideas(2)Composition Writing---Exposition
Letter Writing---Letter Accompanying a Present
Unit 3(6 hours)Text I Salvation Text II The Rumor Oral Work Role-play: What a Relief!Interaction Activities: Rumor Is a Fearful Thing Guided Writing Basic Writing Techniques---The Parallel Construction Composition Writing---Narration Letter Writing---Answering a Letter Accompanying a Present
Unit 4(6 hours)Text I Writing Between the Lines Text II
Handling the Knowledge Explosion Oral Work Role-play: Buying a Dictionary Interaction Activities: The Way I Do My Reading Guided Writing Basic Writing Techniques---Comparison, Simile, and Metaphor Composition Writing---Argumentation
Unit 5(6 hours)Text I Network Designer---Tim Berners-Lee Text II
Angels on the Internet Oral Work 1.Role-play: Discussing Plans after Graduation 2.Interaction Activities: Parents and Child Guided Writing 1.Basic Writing Techniques---Contrast 2.Composition Writing---Narration 3.Letter Writing---Asking after a Friend’s Health
Unit 6(6 hours)Text I Predators, Parasites and Other Relationships Text II
Slaughter of the Elephants Oral Work Role-play: For or Against? Interaction Activities: Parasites in Human Society Guided Writing Basic Writing Techniques---Expansion of Words(1)Composition Writing---Exposition Letter Writing---Answering a Letter Asking After the Writer’s Health
Unit 7(6hours)Text I A Sunrise on the Veld Text II
Tiny Killers on the March Oral Work Role-play: Telling a Story about Insects Interaction Activities: A Discussion on the Psychology of the Boy in “A Sunrise on the Veld” Guided Writing Basic Writing Techniques---Expansion of Words(2)Composition Writing---Narration Letter Writing---Letters of Condolences
Unit 8(6 hours)Text I Antarctica Text II
The underworld Oral Work Role-play: Back from an Antarctic Expedition Interaction Activities: A Report on an Antarctic Expedition Guided Writing Basic Writing Techniques---Expansion of Nouns Composition Writing---Exposition and Expansion of Nouns Letter Writing---Confirming a Previous Verbal Arrangement
Unit 9(6hours)Text I The pearl Text II Gold Oral Work Role-play: Borrowing a Book Interaction Activities: Snobbishness in Human Relationships Guided Writing
Composition Writing---Narration and Description Letter Writing---Answering a Letter Confirming a Verbal Arrangement
Unit 10(6 hours)Text I From Composer to Interpreter to Listener Text II
The Jazz Scene Oral Work Role-play: What a Pity!Interaction Activities: Music I like and Dislike Guided Writing Basic Writing Techniques---Expansion of the Sentence Base Composition Writing---Exposition Letter Writing---Describing the Changes in One’s Own Town
Unit 11(6 hours)Text I A Friend in Need Text II
The Dinner Party Oral Work Role-play: A Conversation Between Octavian and His Mother Interaction Activities: Comparing Jimmy Wells in “After Twenty Years” with Edward Hyde Burton in “A Friend in Need” Guided Writing Basic Writing Techniques---Normal and Inverted Order of sentences(1)Composition Writing---Story-Telling Letter Writing---Welcoming a Friend to One’s Town / City for a Visit
Unit 12(6 hours)Text I University Days Text II
The Aim of a University Education Oral Work Role-play: An Interview by a Foreign Newspaper Reporter with a Chinese University Student Guided Writing Basic Writing Techniques---Normal and Inverted Order of sentences(2)Composition Writing---Narration and Exposition Letter Writing---Answering a Friend’s Letter, Suggesting Places to Visit
Unit 13(6 hours)Text I
Dolly’s False Legacy Text II
The Biotech Century Oral Work Role-play: Whatever You Like Interaction Activities: Cloning and Its Moral and Medical Consequences Guided Writing Basic Writing Techniques---Improving Your sentences(1)Letter Writing---Describing One’s Life on Campus
Unit 14(6 hours)Text I Water, Water Everywhere Text II
A Near-Disaster In Space Oral Work Role-play: Going on Holiday Interaction Activities: A Discussion on “How Space Stations Serve mankind” Guided Writing Basic Writing Techniques---Improving Your sentences(2)Composition Writing---Narration Letter Writing---Letter of Complaint
Unit 15(6 hours)Text I Gettysburg Addresses Text II
Abraham Lincoln and the American Civil War Oral Work Role-play: An Argument about the Two Addresses at Gettysburg Interaction Activities: The Text I Like Best in A New English Course, Level 4 Guided Writing Basic Writing Techniques---Improving Your sentences(3)Composition Writing---Persuasion and Narration Letter Writing---Letter of Complaint to a Department Store 参考书目
李观仪.新编英语教程（教师用书）（第4册）[M].上海：上海外语教育出版社，2000
撰稿：朱玉霞 编审：苏彩琴
第四篇：朗文一年级1A教案
Teaching
Plan Ⅰ.Teaching content: Chapter 1.Starting school Ⅱ.Teaching goals: 1.Basic language goals: Ss could master the usage of all the words and expressions.Words: afternoon
boy
girl
hello
morning
name
teacher
card
children Miss Sir
spell
thank Expressions: Good morning/afternoon.Hello.I am Mary.Good bye.What is your name?
2.Ability goal:
To improve the Ss’ ability of listening and speaking.Students can make dialogues by themselves.3.Emotion goal: Cultivate the Ss’ ability of group cooperation further.Stimulate the Ss’ interest.Ⅲ.Main and difficult points 1.Words and expressions: The basic language point of Chapter 1.2.Grammar focus: Moral and Civic Education;good manners.Ⅳ.Teaching aids: Pictures
cards
Ⅴ.Time allotment:
The 1st.Period Ⅰ.Teaching task: Chapter 1 PartA Ⅱ.Teaching steps:
Step 1.Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls.I am Jacky,your Englishteacher.Can you greet me?Say “Hello,Jacky.”
who would you like to greet me? You’re
.Do you know my name?Can you greet me? P:Hello,Jacky./Good morning/afternoon,Jacky.T:Very good.Step 2.Presentation 1.Write your name on the board.2.put on a name card(on a string arond your neck.)Keeping repeating My name is...T:What is your name?Do you have an English name? Who has already got an English name?Hands up!What is your English name? P1：My English name is Mary.T:Hello,Mary.Anybody else? P2:I am...T:Good morning,...3.Write some common English names on the board.Then speak to pupils who don’t have an English name.T:Look at these names.You can choose one you like.You can use it in the classroom.You can write the name.then you can take it home and show your parents.you’re...How about Kevin or Kelvin？ Step 3.Practice
Make a short dialogue.The 2nd Period Ⅰ.Teaching task: Chapter 1 Part B Ⅱ.Teaching steps:
Step 1.Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls.I am Jacky,your Englishteacher.Can you greet me?Say “Hello,Jacky.”
who would you like to greet me? You’re
.Do you know my name?Can you greet me? P:Hello,Jacky./Good morning/afternoon,Jacky.T:Very good.Step 2.Presentation 1.Try adressing different pupils,greeting them and getting them to introduce themselves.Less able pupils can do this in groups to build up confidence.T: Good morning/afternoon,Group B.P: Good morning/afternoon,Jacky.2.Write Good morning/afternoon on board.Keep practising this and other expressions around the class.3.Write key words and expressions on the board.4.Encourage pupils to repeat the phrases and sentences after you,acting roles.Step 3.Practice Listen to the tape.what can you say?
The 3rd.Period Ⅰ.Teaching task: Chapter 1 PartC Ⅱ.Teaching steps: Step 1.Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls.I am Jacky.Say “Hello,Jacky.”
who would you like to greet me? You’re
.Do you know my name?Can you greet me? P:Hello,Jacky./Good morning/afternoon,Jacky.T:Very good.Step 2.Presentation 1.Arouse pupils’ interest in reading by asking one or two questions about the story.T:Do you know who Beeno is?
Can you point to Beeno? 2.Pre-teach the key words and give the classroom language for teaching them,eg:spell,present.3.Tell pupils to read the story once silently.4.Ask question about the story.①Who is the teacher?(peter)②In picture one is it morning or afternoon? ③There are four children.do you know their name?Can you tell me one name? ④How do you know?Tell me a girl’s/boy’s name.Step 3.Practice 1.Get pupils to act the story in groups,changing names where appropriate.ask one or two groups with lively intonation and reasonably accurate pronunciation to come to the front to perform.2.Ask pupils to spell their names.3.Check pupils answers to Part D
The 4th.Period Ⅰ.Teaching task: Chapter 1 PartD Ⅱ.Teaching steps:
Step 1.Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls.Say “Hello,Jacky.”
who would you like to greet me? You’re
.Do you know my name?Can you greet me? 2.Review the story.Get pupils to act the story in groups,changing names where appropriate.ask one or two groups with lively intonation and reasonably accurate pronunciation to come to the front to perform.Step 2.Presentation(Phonics)1.Get pupils to look at my mouth while you pronounce the/g/sound or play the video in the Super E-Book.Lool at my mouth.Say after me.2.Play the phonic game in the Super E-Book.3.Ask the pupils to look for anther word with the same sound(goodbye.)4.Suggest English names that pupils can use in the class beginning with the same sound.T:Does everyone have a name beginning with a/g/sound?Can you tell me who has a name beginning with /g/? Here are some names:Gary,Gilbert,Gordon,Grace【Write them on the board.】
Step 3.Practice
Ask pupils to say other known words with the same sound.The 9th.Period
Ⅰ.Teaching task: Chapter 1 Part E Ⅱ.Teaching steps:
Step 1.Warm-up Daily greeting.T: Hello, boys and girls.Ss: Hello, Lucia.T: What’s your name ? Ss: My name is Mary.Step 2.Presentation 1.Revise learnt expressions by greeting different pupils and getting them to introduce themselves.T: What is your name ? S1: My name is _______.T: Good afternoon,________.S1: Good afternoon, Lucia.2.Lead pupils to do pair work like the above mentioned.3.Go round the class to check pupils’ understanding.4.Make a name card for your partner.Step 3.Practice
Make a short dialogue.Teaching
Plan Ⅰ.Teaching content: Chapter 2.Nice to meet you Ⅱ.Teaching goals: 2.Basic language goals: Ss could master the usage of all the words and expressions.Words: my father
my mother
my classmate
my brother
my sister
my friend Expressions: This is ______.Nice to meet you.Nice to meet you, too.How are you? I am fine, thank you.How are you ? I am fine, too.2.Ability goal:
To improve the Ss’ ability of listening and speaking.Students can make dialogues by themselves.4.Emotion goal: Cultivate the Ss’ ability of group cooperation further.Stimulate the Ss’ interest.Ⅲ.Main and difficult points 3.Words and expressions: The basic language point of Chapter 2.4.Grammar focus: Customary greetings.Ⅳ.Teaching aids: Pictures
cards
Ⅴ.Time allotment:
The
1st
Period
Ⅰ.Teaching task: Chapter 2.Part A(1)
Ⅱ.Teaching steps:
Step1.Warm-up
Daily greeting:
T: Hello, children.Ss: Hello, teacher.T: What is your name?
Ss: My name is _______.Step 2.Presentation 1.Play a game: T says, Ss do.2.T shows the pictures and lead the Ss to read the words.(T writes the words on the blackboard.)3.Ask Ss to read the words group by group to see which group is the best.4.Teach Ss how to act the different roles.As a teacher reads the words, the Ss do the action, then ask some students to be a little teacher.5.T points the words, Ss read them out.Step3.Practice 1.T shows the pictures, Ss read the words.2.Ask Ss to read the words by themselves.The
2nd
Period Ⅰ.Teaching task: Chapter 2.Part A(2)Ⅱ.Teaching steps:
Step1.Warm-up
Daily greeting:
T: Hello, children.Ss: Hello, teacher.T: What is your name?
Ss: My name is _______.Step2.Presentation 1.Sing a song together.2.Review the words of family members.(father mother brother sister me)3.T shows the pictures, Ss say the words.4.T says the words, Ss catch the pictures.5.Teach Ss how to introduce people with the pattern “This is _____” 6.Lead Ss to read the above pattern.7.Ask Ss to introduce their friends to all the classmates in the front.Step3.Practice 1.Ask Ss to read the words and sentences.2.T shows other photos of pupils, Ss say “This is______”
The
3rd
Period Ⅰ.Teaching task: Chapter 2.Part A(3)Ⅱ.Teaching steps:
Step1.Warm-up
Daily greeting:
T: Hello, children.Ss: Hello, teacher.T: What is your name?
Ss: My name is _______.Step2.Presentation 1.Teach “he” and “she”.Through the pictures to be clear about these two words.2.Give examples to introduce others with the two words.Eg: He is my classmate.She is my sister.3.Ask Ss to introduce their partners with this pattern: This is Peter.He is my brother.This is Cherry.She is my sister.Step3.Practice 1.Lead Ss to read the sentences on the blackboard.2.Listen to the CD and read the dialogue in Part A.Step4.Homework
Ask Ss to draw a picture about their families and describe.The
4th
Period Ⅰ.Teaching task: Chapter 2.Part A(4)Ⅱ.Teaching steps:
Step1.Warm-up
1.Daily greeting:
T: What is your name?
Ss: My name is _______.2.Sing a song.Step2.Presentation 1.Ask Ss to show their pictures about their family members, and try to introduce them in this way.2.T shows the Flash cards, Ss read the words out together, and then pick up one group to read the words one by one.3.Look at the books and ask Ss to say the content of Part A about: Where is it? Who are they? What are they doing? 4.Listen to the CD and read the dialogue.5.T leads them to read one sentence by one sentence.Step3.Practice
Play a game.T draws a picture about family members on the blackboard.Firstly, ask Ss to recognize who they are(father? mother? brother? or sister?)
The
5th
Period Ⅰ.Teaching task: Chapter 2.Part B Ⅱ.Teaching steps:
Step1.Warm-up
Daily greeting:
T: Hello, children.Ss: Hello, teacher.T: How are you?
Ss: Fine, thank you.Step2.Presentation 1.Take out a photo and ask Ss to do introduction with “This is _____” or “He/She is ______.” 2.Listen to the CD and read Part A.3.Ask Ss to look at the pictures carefully to make themselves be clear about the relationships of these people.4.Lead them to say out these children’s relationships like: This is ________.He/She is my friend.Step3.Practice 1.Write the right answer of Part B and ask Ss to copy by themselves.2.Check their books.Step4.Thought after class
The
6th
Period Ⅰ.Teaching task: Chapter 2.Part C Ⅱ.Teaching steps:
Step1.Warm-up
Daily greeting:
T: Hello, children.Ss: Hello, teacher.T: How are you?
Ss: Fine, thank you.Step2.Presentation 1.Ask Ss to look at pictures on P1 and P2 and answer Qs: What is the bee’s name?(Beeno.)What did Mary lost?(Her book.)Which class did Mary in?
(Class1A.)Who is Betty?
(Mary’s classmate.)2.Listen to the CD and ask Ss to talk about the main content of this story.3.Lead Ss to read the story one sentence by one sentence.Step3.Practice 1.Listen to the CD and read.2.Ask Ss to read the story follow the T.3.Ask Ss to read together.The
7th
Period Ⅰ.Teaching task: Chapter 2.Part D & Phonics Ⅱ.Teaching steps:
Step1.Warm-up
Daily greeting:
T: Hello, children.Ss: Hello, teacher.T: How are you?
Ss: Fine, thank you.Step2.Presentation 1.Listen to the CD and read Part C.2.Ask some questions: Which class does Mary in? What is the meaning of “friend”? What does “classmate” mean? 3.Ask Ss to finish Part D.4.Check the answer.5.Let Ss to look at T’s mouth when pronounces /h/ Step3.Practice 1.Play the phonics game.2.Ask Ss to say more words with the sound of /h/ 3.Listen to the CD and read Part D.The
8th
Period Ⅰ.Teaching task: Chapter 2.Part E & Task F Ⅱ.Teaching steps:
Step1.Warm-up
Daily greeting:
T: Hello, children.Ss: Hello, Lucia.T: How are you?
Ss: Fine, thank you.Step2.Presentation 1.Revise the greeting expressions learnt in this chapter by greeting Ss 2.Ask Ss to do pair work.3.Check the answers of Part E.Step3.Practice 1.Tell the main idea of the song in Part F.2.Listen to the CD and sing the song.3.Play the song and tell pupils to follow the words with their fingers.4.Play the song again and ask Ss to sing along.Step4.Thought after class
The
9th
Period Ⅰ.Teaching task: Revision(Chapter 2.)Ⅱ.Teaching steps:
Step1.Warm-up
1.Daily greeting:
T: Hello, children.Ss: Hello, teacher.T: Nice to meet you.Ss: Nice to meet you, too.2.Sing a song < I love my family>
Step2.Presentation 1.T does the actions and Ss say the words to revise Good morning/ Good afternoon/ Good evening.2.Play a game to revise the basic sentences.What is your name?
My name is _________.Step3.Practice 1.Listen to the CD and read Part A.2.Ask some Ss to recite the dialogue.3.Listen to the CD and read Part C.4.Point to the important sentences of story in Part C and read for several times.Step4.Thought after class
The
10th
Period I Teaching task: Revision C(Chapter 2)II Teaching steps: Step1 Warming up activities 1 Daily greeting.2 Sing a song(I love my family).Step2 Presentation’ T show s the Flash cards, Ss read the words out.2 Ask Ss to make sentences with the words like: This is Peter.He is my classmate.3 Recite Part A together.4 Read the story in Part C and answer the questions.① Which classs is Mary in? ② What did Mary lost? ③ What relationship are between Betty and Mary? Step 3 Practice Listen to the CD and read Part C.2 Point out the key words and expressions of the story write them on the blackboard and read again.Step 4 Homework
Recite Part C.Teaching Plan I Teaching content:
Unit 3 My toys II Teaching goals: Basic language goals: Ss could master the usage of all words and expressions.Words: a doll a car a robot a ball
a bus a teddy bear
one two three four five
six seven eight nine ten Expressions: I have a ball.I have two balls
He has three buses and five balls 2 Ability goals:
To improve the students’ abilities of speaking and listening.3 Emotion goal
To be confident during studying English
To cultivate the students’ ability of group coorperation.III Main and difficult points.1 Words and expressions 2 Grammar focus:
I have a ball He has two balls.IV Teaching aids
Flash cards, CD player, toys V Time allotment:
The I Teaching task: Part A(a)II Teaching steps
Step1 Warming up activities 1 Daily greeting
Period
1st 2 Sing a song.Step 2 Presentation 1 Introduce the number from 1~10 and write them on the blackboard.2 Lead them to read and then ask Ss to count them one by one.3 If someone counts the wrong number or doesn’t know how to count, I will give him/her a punishment to jump and other students help him/her to count together.Step 3 Practice 1 Look at the calendar on the book and read the numbers follow the T with the fingers pointing to the words.2 Lead Ss to do some mathematic like:
One + two = three
seven－two = five
three + five = eight
four－one = three
one + five = six
ten－five = five Step 4 Homework
To remember the numbers.The
2nd
Period I Teaching task: Unit3 Part A(b)II Teaching steps: Step 1 Warming up activities
Greeting.2 Sing a song.Step 2 Presentation
Review the numbers.2 Introduce the new words with Flash cards.Show an opaque bag with small objects in it in my bag.Oh!It is a ball.Is there only one ball? No? There is another ball.Let’s count.How many balls? One ball, two balls, three balls.Etc.3 Teach the vocabulary using the flash cards or toys.T: This is a car.Say “ car”.Repeat follow me.Car.I have a car.This is my car.4 Keep asking “How many?”
Focus on the plurals: one bus, two buses T: How many robots? S1: I have two robots.Step 3 Practice 1 Listen to the CD and read the words.The
3rd
Period I Teaching task: Unit 3 Part A(c)II Teaching steps: 1 Greeting.2 Play a game.Step 2 Presentation 1 Review the words with Flash cards 2 Write the numbers on the board first, then the words.Let pupils point and read the words.Correct their pronounciation when necessary.T: Who would like to be a teacher? Let’s count together.Group A, say the numbers.Listen carefully: Three.This is three.Repeat.Three.Very good.Etc.3 Rub out the words only.Try to get Ss to say the numbers in random.Demonstrate first, then ask Ss to come up.4 In order to keep Ss’ attention, come to the board, then suddenly rub out different numbers and get Ss to say the missing words.(numbers).Continue until you have rubbed out all the numbers.Get Ss to count from one to ten in groups and individually.Step 3 Practice
Use number cards to match the numbers and words.Draw out a card and a toy from your bags.The
4th
Period I Teaching task: Chapter 3 Part B II Teaching steps:
Step 1 Warming up activities
Greetings.2 Play a game.Step 2 Presentation 1 Review the new words with Flash cards.2 Lead students to count numbers one by one.3 Listen to the CD and read Part A.Write down the basic sentence: I have … Ask Ss to look at the pictures and count how many toys Peter/Tom/Mary has.5 Ask Ss to make up a short dialogue in groups.e.g.I have a robot.I have nine balls.To underline we use a/an instead of one for singular nouns and we add s in the end.Put es on the end of plural nouns which ending in s, sh, ch, x or z and some nouns ending in O.Step 3 Practice
The
5th
Period I Teaching task: Chapter 3 Part C II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Review the new words.Step 2 Presentation.1 Arouse pupil’s interest in reading by asking one or two questions about the story.What are the children playing with?
What toys can you see? 2 Listen to the CD and ask pupils to answer:
Whose house is it?
What toys does Danny have?
Are Danny’s robot big?
Is Sue’s robot big? 3 Interpret the story and read one sentence by one sentence.Step 3 Practice 1 Listen to the CD and read the story.2 Lead pupils to read the story.3 Ask pupils to read by themselves.Step 4 Homework.The
6th
Period I Teaching task: Chapter 3 Part D& Phonics II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Listen to the CD and read Part C.Step 2 Presentation 1 Lead Ss to read the story.2 Ask Ss to answer the questions How many pigs does Danny have? Who has five robots? Who has a big robot? 3 Ask Ss to read the story together.4 Finish Part D & check the answers.5 Get pupils to look at my mouth while pronounce the |b| and |p| sounds or play video in the Super E-book.Step 3 Practice Play the phonics game in the Super E-Book.2 Ask pupils to look for one more word for each sound(ball, Pippy).3Tell pupils to hold a piece of paper in front of their mouths when they say the |b| and |p| sounds.The paper will move when they say |p|, because more air should be pushed out of the mouth.The
7th
Period I Teaching task: Chapter 3 Part E II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Review the new word.Step 2 Presentation 1 Ofer an opaque bag full of toys and ask some Ss to get someone, then say the sentence.e.g.I have a doll.I have two robots.2 Also ask someone to get a toy from the bag and ask other Ss to guess what she/he has.e.g.She has five cars.He has two robots.3 Listen to the CD and read PartE.4 Ask Ss to look at the 4 pictures in Part E and write the right name in the blanks.Step 3 Practice Lead Ss to read the Part E again.Play the phonics game in the Super E-Book.2 Ask Ss to make up a short passage about Sam and Tina with pictures.The
8th
Period I Teaching task: Chapter 3 Part F II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Review the numbers 1-10.Step 2 Presentation 1 Count the numbers group by group.2 Write these numbers on the blackboard and ask someone to read.3 Look at the picture on P18 and ask how many teddy bears there are.4 Play the CD and listen.5 Teach Ss to sing the song one sentence by sentence.6 Lead them to dance with the music.Step 3 Practice 1 T leads Ss to sing and dance for 3 times.2 Choose some students to perform in the front.3 The whole class sing and dance follow the music.Step 4 Homework
Teaching Plan I Teaching content:
Chapter 4 My pencil case II Teaching goals: Basic language goals: Ss could master the usage of all words and expressions.Words: a pen a pencil a ruler
an eraser a sharpener a pencil case red blue yellow pink brown green black white Expressions: I have a ball.I have two balls
He has three buses and five balls 2 Ability goals:
To improve the students’ abilities of speaking and listening.3 Emotion goal
To be confident during studying English
To cultivate the students’ ability of group coorperation.III Main and difficult points.1 Words and expressions 2 Grammar focus:
I have a ball He has two balls.IV Teaching aids
Flash cards, CD player, toys V Time allotment:
The
1st
I Teaching task: Chapter 4 Part A(a)II Teaching steps: Step 1 Warming up activities.1 Greetings.Period 2 Play a game.Step 2 Presentation 1 Teaching the colours with the flash cards.Demonstrate by naming the colour of an object in the classroom.Match it with the correct flash card.Repeat with all the colours.T: Look!I have a pen.What colour is it? It is red.Show me/Point to something red in the classroom.The card is yellow.The pencil is yellow.Can you show me something yellow? What is black? What is white? The pen is black.The wall is white.My shoes are black.My hair is black.Etc.2 Now teach the vocabulary.First show the flash cards with the words covered.Then write the words on the board and teach the pronunciation.Rub out the words and get pupils to say the words.T: Read after me.P-E-N.Pen.Who can spell “pen”? Step 3 Practice 1 Listen to the CD and repeat.2 Ask Ss to make a phrase with the words of school things and colours.Step 4 Homework
The
2nd
Period I Teaching task: Chapter 4 Part A(b)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 Review the new words.a)Look at the flash cards and read.b)Compete who can read the words fastest.c)T leads Ss to read again.2 Introduce pupils to the article “an”.T: Speak after me.Be very careful: an apple, an eraser, an elephant, Pencil? A pencil? Pen? A pen.Eraser? An eraser.3 Introduce it and they.T: I have a pencil sharpener.What colour is it? It is pink./ One … It is …/ Two … They are …/ Three … They are … Step 3 Practice 1 Play a game.Give pupils key words, then ask them to make sentences.e.g.Two, ruler, pink.I have two rulers.They are pink.Step 4 Homework
The
3rd
Period I Teaching task: Chapter 4 Part A(c)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 Review the new words.2 Ask Ss to make sentences with these words.Introduce when a name/she/he is at the beginning of a sentence, we will use “has” instead of “have”.e.g.May has two pencils.She has a ruler.He has five erasers.Step 3 Practice 1 Show them key words, let Ss make sentences.e.g.Tom, three, pen, red.Tom has three pens.They are red.2 Write these sentences on the bb and lead Ss to read.Draw three big circles on the board.The representatives write the quantity in the circile and the object in the third circle.The groups get five points for writing the words correctly.I f they can say the sentences correctly, they can get an extra ten points.Step 4 Homework
The
4th
Period I Teaching task: Chapter 4 Part A & B II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Review the words.a)with flash cards.b)listen and repeat.c)make sentences.2 Ask Ss to look out the picture on P20.Q: a)How many children are they? b)Who are they? c)What does Peter have? d)What does Mary have? 3 Listen and read the dialogue.Step 3 Practice 1 Ask questions about Sally and Tom.a)What does Sally have? b)What colour are they? c)What does Tom have? d)What colour are they? Step 4 Homework Read the dialogue and recite.The
5th
Period I Teaching task: Chapter 4 Part C II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Review the words.2 Show a pencil case and ask Ss to say what is in it.e.g.three pencils, a sharpener, two green erasers, no pens.3 Ask Ss to look at the pictures on P21.Q: a)Where are the children? b)What are they waiting for? 4 Listen and answer.Qs: a)Why can’t Tom play with Charlie? b)Where is Charlie in Picture 3? c)In picture 3, is the school bag Charlie’s? d)In picture 3, is the pencil case Charlie’s? 5 Interpret the story and read the story one sentence by one sentence.Step 3 Practice 1 Listen and read.Check pupils’ answer of Part D.3 Read the story again.Step 4 Homework
Read the story and recite.The
6th
Period I Teaching task: Chapter 4 Part C II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 Ask Ss to answer questions.a)What are the children doing? b)Whose pencil case does Charlie have? c)What happened later? 2 Listen to the CD and read.3 Pick out the important points.a)come and play b)This isn’t … c)Oh, dear!d)the next day.4 Lead Ss read the above sentences.Step 3 Practice 1 Ask Ss to read the story by themselves.2 Invite some Ss try to retell the story with their own words.3 Lead them to act the story.Step 4 Homework
Recite the story.The
7th
Period I Teaching task: Chapter 4 Part D & Phonics II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 Listen and read the story.2 Look at the picture on P22 and talk about what they are in the pencil case.3 Ask Ss to write the names.4 To check the answers.5 Get pupils to look at your mouth while you pronounce the /e/ sound or play he video.T: Look at my mouth.6 Play the phonics game.7 Ask pupils to say the words hen and bed.Make sure they pronounce the words correctly./e/ /en/ /hen/ /e/ /ed/ /bed/ Step 3 Practice 1 Ask pupils to imagine that they are making a hesitation sound ‘eh’.As if do not know the answers to the T’s question.2 Ask pupils to say other known words with the same sounds.Step 4 Homework
Recite the story
The
8th
Period I Teaching task: Chapter 4 Part E II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Go through Tom’s description with pupils.Ask questions to check their understanding.a)How many pencils does Beeno have? b)What colour are they? c)How many erasers does Beeno have? d)What colour is it? 2 For less able pupils, you can write down key words on the board for their reference.e.g.five, black, pencils.3 Tell pupils to draw and colour the stationery in Beeno’s pencil case.Go round the class checking their understanding.4 Ask pupils to listen to Tom’s description of the stationery in Ting Ting’s pencil case.They write down the number of things in Ting Ting’s pencil case.5 Check pupils’ answers to Part E.Step 3 Practice 1 Let a student to be a little teacher, the other students read after him/her.2 Let students read the texts one by one.Step 4 Homework
Recite the story
The
9th
Period I Teaching task: Chapter 4 Part F II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 Tell pupils that they are going to play a game.T: Let’s play a game.I’m going to divide you into groups of four.2 Demonstrate how to play the game by saying, e.g.In my pencil case, I have a blue ruler.Then pass a pencil case to the pupil next to you 3 The pupil next to you, has to hold the pencil case and extend the sentence with the words.e.g.In my pencil case, I have a blue ruler and two red pencils.Step 3 Practice 1 Let a student to be a little teacher, the other students read after him/her.2 Let students read the texts one by one.Step 4 Homework
Recite the story
Teaching Plan I Teaching content:
Chapter 5 We can do it!II Teaching goals: 1.Basic language goals: Ss could master the usage of all words and expressions.Words: climb draw jump read run sing skip swim
Walk write can English Expressions: I can swim.I can’t read.Can you run ? 2 Ability goals:
To improve the students’ abilities of speaking and listening.3 Emotion goal
To be confident during studying English
To cultivate the students’ ability of group coorperation.III Main and difficult points.1 Words and expressions 2 Grammar focus:
Can you … ?
I can/ can’t ….IV Teaching aids
Flash cards, CD player, toys V Time allotment:
The
1st
Period I Teaching task: Chapter 5 Part A(a)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Greet pupils and revise greetings.2 Revise spelling and counting using “can”.T: You can all spell your name now.Can you spell my name ? I can spell my name.My name is Lucia.L-U-C-I-A.Everyone can count from one two three… Can you count the buses? One bus, two buses…
I can draw a car.Who can draw a ruler? 3 Write “can” on the board and underneath write the names of the things pupils might be able to draw.Ask questions and put a tick next to the things pupils can draw.Write “can’t” on the board and put a cross next to the things pupils can’t draw.Recycle all taught vocabulary.Step 3 Practice Make dialogues:
T: I can’t draw a fish.I can draw a ball.Can you …? Ss: Yes, I can./ No, I can’t.The
2nd
Period I Teaching task: Chapter 5 Part A(b)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Mime swimming to teach the word ”swim”.T: Who can swim? Can you swim? P: I can swim./ I can’t swim.T: Those who can swim, hands up.Those who can’t swim, stand up.2 Teach all the new vocabulary(skip read write climb)in the same way.You can also use pictures.Write all the words on the board.T: Can you skip?
P: Yes, I can.(Put a tick)
No, I can’t.(Put a cross)3 Point to objects in the classroom.T: Can you say the names of the things in the classroom? How many things can you say in English? Can you say this in English?
P: Yes, I can./ No, I can’t.Step 3 Practice
Pair work.The
3rd
Period I Teaching task: Chapter 5 Part A(c)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Review the new words.Read together with Flash Cards.Eg: skip skip
I can skip.Read the words line by line.Read out the words quickly.2 Review the basic sentences.T: I can draw.Can you draw? P: Yes, I can.I can draw an apple.3 Ask Ss to practice in pairs.Step 3 Practice In pairs pupils ask each other questions to practice using can and can’t.Eg: Can you skip, Mary?
Yes, I can.Can you climb?
No, I can’t.The
4th
Period I Teaching task: Chapter 5 Part A&B II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 T does the actions, Ss guess the words.2 Listen to the CD and read the dialogue in Part A.Step 3 Practice 1.Ask Ss to look at P26.T: What can Kate do? P1: She can draw.T: What can Peter do? P2: He can climb.2.Ask Ss to complete the sentence by speaking.3.T writes down the right answer on the board.Let Ss copy them down.4.Check their handwriting.Step 4 Consolidation 1.Ask Ss to make sentences with Flash Cards.Eg: I can swim.I can’t climb.Can you write?
The
5th
Period I Teaching task: Chapter 5 Part C(a)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Ask some questions.T: Can you run? S1: Yes, I can.2 Creat a situation: We are going to have a sports meeting.T: What can you do? S1: I can jump.T: He can jump.He can run too.(Write on the blackboard)T: Who can run fast? Ss: I can run fast.3.Ask Ss to look at the pictures on P27---28 and answer the following questions.1)Who can run fast and jump? 2)Can Ricky run too? Step 3 Practice Make dialogues:
The
6th
Period I Teaching task: Chapter 5 Part C(b)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Ask some questions.1)What can Kelly do? 2)What can Ricky do? 2 Listen to the CD and answer the following questions.1)Who is Coco? 2)Can he run fast? 3)Who is late? 4)Can Coco run fast at last? 3 Interpret the story, write the important phrases and sentences on the board.Step 3 Practice 1.Listen to the CD and repeat.2.Ask Ss to read the story follow T.3.Ask Ss to talk about why Coco can run fast at last in groups.S1: Coco is late.S2: Coco feels worried.S3: Coco must run fast.The
7th
Period I Teaching task: Chapter 5 Part D & Phrases II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Review the words.Step 2 Presentation 1 Read the story and answer the following questions.1)Which animals can run fast? 2)Can Ricky run? 3)In picture 6 can Coco run fast? 2 Get pupils to act the story in groups.Ask one or two groups with lively intonation and reasonably accurate pronunciation to come to the front to perform.3 Check pupils’ answers to Part D.Step 3 Practice
1.Get pupils to look at your mouth while you pronounce the /k/ sound or play the video.2.Play the phonics game.3.Ask pupils to look for two more words with the same sound.4.Ask pupils to tell you other known words beginning with the same letters and sound.Dram the on the board.The
8th
Period I Teaching task: Chapter 5 Part E II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Introduce “Mimi” She is clever ask Ss to look at the pictures and ask: 1)Can she read a book?
2)Can she write a story? 3)Can she sing a song?
4)Can she climb a tree? 2.Revise he/she.3.Revise the question form.Eg: Peter can walk.Can Peter walk?
Can he walk ? Step 3 Practice
1.Pupils do pair work.They ask their partner to report two things he/she can do and he/she cannot do.2.Pick out one or two pairs.Ask one of the pupils to report one thing his/her partner can do.Then ask whether the partner can do another thing.Eg: Mary can swim.Can she climb?
No, she can’t.3.Check pupils answers to Part E.The
9th
Period I Teaching task: Chapter 5 Part F(a)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song 3.Recite the important words and sentences.Words: Ask Ss to read out according to the flash cards.Play a game(I say you do)Sentences: Ask Ss “ Can you skip?” Step 2 Presentation 1.Tell pupils to fill in their personal information in the table.They tick the things they can do.2.Ask pupils to get in groups of four.They put their counters on the start.3.They take turns to throw the dice and move their counters according to the number on the dice.Step 3 Practice
1.Work in pairs.They ask their partner to report two things he/she can do and he/she cannot do.2.Ask one of the pupils to report one thing his/her partner can do.Then ask whether the partner can do another thing.The
10th
Period I Teaching task: Chapter 5 Part F(b)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.3.Review the sentences:
Ask and answer “Can you … ?”
Ask Ss to answer according to the chant.Step 2 Presentation 1 Tell pupils to fill in their personal information in the table.2.When they move to a circle with an action, they say whether they can do that action according to the information in their table.If they can, they throw the dice again.If not, they will miss one turn.Step 3 Practice 1.Pupils do pair work.2.They ask their partner to report two things he/she can do and he/she cannot do.3.Play the game and check which group is the winner.Teaching Plan I Teaching content:
Chapter 6 Look at me!II Teaching goals: Basic language goals:
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