module 1
the general aims of module one:
language points:
(1) the new words: chopsticks, a knife and fork, use, easy, hard and mess
(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.
do you want…
do you use…
(3) the new words: hamburgers, chips, fast food
(4) the basic structure of processing tense
attitude aims:
the students could make differences in food culture between the western countries and china.
teaching important points:
(1) do you use chopsticks in …?
do you use a knife and fork in …?
(2) the processing tense
teaching difficult points:
(1) the pronunciation of some new words. for example, chopsticks
(2) the changes of “be”
activity for module one:
in module one, the topic is mainly about the different customs in china and western countries. before the class, i require the students to prepare the pictures of food. in the process of teaching, i begin the class with talking about the differences in food and then some other topics are related. with the help of pictures, the students talk about the differences in group. several minutes later, one group is given two minutes to show the results of discussion. then the teacher takes out the chopsticks and fork and knife. the students can also talk about the other aspects. this activity class is designed in the form of dicussion. the students could speak freely according to their own vocabularies.
unit 1 do you use chopsticks in england?
teaching aims：
(1)make students remember the new words:
chopsticks, a knife and fork, use, easy, hard and mess
(2) mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.
do you want…
do you use…
attitude aims:
the students could make differences in food culture between the western countries and china.
teaching important points:
do you use chopsticks in …?
do you use a knife and fork in …?
teaching difficult point:
the pronunciation of some new words. for example, chopsticks
preparation:
word card, cd-rom
teaching process:
warming up part:
the teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.
do you like noodles? yes, i do. no, i don’t.
do you want …? yes, i do.no,i don’t.
step two: presentation and practice
the teacher makes use of the picture “noodles” and a new word “chopsticks” can be leaded out.共27页，当前第1页123456789101112131415161718192021222324252627
t: i like noodles. i eat noodles with chopsticks.
the teacher takes out the real chopsticks and then says the new word. at the same time, the teacher shows the picture of chopsticks.
an activity can be made here. the title of the activity is saying words as quickly. the pronunciation of new word is a difficult point. so the teacher should ask students to practice more.
step three:
the new word “use” can be leaded out in the process of communication.
t: can you use chopsticks?
the word card of use should be shown.
we use chopsticks in china. and the teacher writes the sentence on the blackboard.
we use chopsticks.
do you use chopsticks? yes, we do. no, we don’t.
ask and answer in pairs.
the teacher inquires the students if the english people use
chopsticks and a knife and fork will be leaded out.
t: we use chopsticks in china. do the english people use chopsticks?
s: no, they don’t.
english people use a knife and fork.
do you use chopsticks / a knife and fork? yes, i do. no, i don’t.
step four:
(1)presentation of the text.
amy and daming are in the park. they want to eat noodles. watch the cd-rom, then answer the questions: “does amy use chopsticks in england?”
the students look at the co-rom and then answer questions.
now amy is using chopsticks. watch again, then answer the next question: are the chopsticks “easy” or “hard” for her?
easy – hard
chopsticks are hard for amy.
a knife and fork are easy for her.some other oposite words are shown here.
big-small
long-short
fat-thin
hot-cold
white-black
easy-hard
listen again, then answer:
are the chopsticks “easy” or “hard” for english people?
t: if i say “big”. you should say “small”. please say the words as quickly as you can.
chopsticks are hard for english people. so amy make the mess.
?mess /e/
then the students read the passage again.
find the sentences, “ do you …?”. then circle them.
practice:
(1)in china, we use __________. in england, people use ________.
chopsticks are ________ for chinese people. they are _______ for english people.
chant:
do you use chopsticks? yes i do. yes, i do.
we use chopsticks in china.
they’re easy for us.
do you use ___________? yes i do. yes, i do.
we use ________ in england.
they’re easy for us.
homework:
ask students to practice the sentence patterns that they have learned in this lesson.
unit 2 i’m eating hamburgers and chips
teaching aims:
(1) mastering the new words:
hamburgers, chips, fast food
(2) the basic structure of processing tense共27页，当前第2页123456789101112131415161718192021222324252627
teaching important point:
the processing tense
teaching difficult point:
the changes of “be”
preparation:
word card, card for real things,cd-rom
teaching process:
warming up part:
review the content of unit one.
we use chopsticks in china. english people use a knife and fork in england.
listen to a poem, then say it.
step one:presentation and practice
a. the teacher does actions and ask questions.
what am i doing?（running, playing, jumping, etc.）
e.g. you’re running.
b.do actions：look, i’m eating. i’m eating hamburgers and chips.and then the new words are be leaded out. hamburger, chip
?it’s english fast food. here we can talk about the england food. steak, cheese, bread and butter, etc. what is chinese / english fast food? do you like …? do you want …?
step two:
asking students to listen to the tape and answer the questions.
what is amy eating?
listen, point and repeat the text.
practice:
here the teacher asks students to practice the processing tense.
look at amy. she’s eating hamburgers and chips. she’s using her hand.
what is daming doing ? he’s eating rice.
what is he using? he’s using chopsticks.
then the teacher asks students to talk about the pictures in the textbook.
s: what is daming doing? s: he’s ---
s: what is daming using? s: he’s ---
step 3 consolidation and extension
1. game: what am i eating?
the teacher does actions and asks students to guess what heshe is doing.for example: are you eating a hamburger?
2. guessing game: what am i doing? what is he / she doing?
3. make a new dialogue.
it’s time for _________. (breakfast/ lunch/ dinner)
i like _______.
look, i’m eating ________.
i’m using ________.
step 4 summary
the differences between chinese customs and english customs
china england
we use ___________. they use _____________
_____ is chinese fast food. _____ and _____ are english fast food
step 5 homework
make a summary about the differences in customs in different countries.
reflection of module one:
the topic of module one is talking about the different customs in different countries. at the first, i prepare many datas about the differences. i think that the students maybe know little about these differences. but i am surpised at students’ aboundance in the knowledge. so i change my plans. i asks them discuss these differences in groups. then i ask them to stand up in a line in the front of the classroom to tell others about the differences. they tell a lot. i am very happy. in the future, i should make great efforts to find students’ knowledge. we should really believe them and give tasks to them. they can achieve the tasks perfectly. 共27页，当前第3页123456789101112131415161718192021222324252627
reading of module one:
content of reading:
an article about the different customs
purpose of reading:
broaden the cultural knowledge of students.
preparation:
multiplayer
step of reading:
firstly, i ask students to discuss about the festivals. then they can talk freely about the festivals in china. talking as the topic, i lead students to talk about the festivals in western countries. in this lesson, i take christmas day as an example. the students are required to express more idea. they must speak in english. then i write down all the sentences on the blackboard. more than thirty sentences are learned in the class. in my opinion, it is a good way. it is not necessary to find all the reading materials in datas. our students are the good material resource. the sentences are spoken by students as following:
it is very good.
i like it.
……..
module 2
the general aims of module one:
language points:
(1) the new words: make, cake, idea, instead, lovely.
(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.
what are you making?
i’m…
(3) the new words: good idea! be quiet!
teaching important points:
1. what are you making?
i’m making…
2. can use these by themselves.
unit 1 we are making a cake.
teaching aims:
1. make students remember the new words:
making a cake; good idea and so on.
2.can listen and say: what are you doing? we’re making a cake.
please be quiet! i’m working.
teaching important and focal points:
what are you doing? we’re making a cake.
please be quiet! i’m working.
teaching aids:
1.tape-recorder
2.some cards
teaching course:
step one warming up
1.say the poem of module 1.
2.review: do you use chopsticks in england? no, we don’t.
what are you doing? i’m eating.
are you eating a hamburger? yes, i am.
step two presentation and practice
1.ask the child to act, and ask him: what are you doing?
the child try to answer: i’m eating…
2.ask ss to look at their books. elicit as much as i can.
3.play the cassette. the children listen and follow it.
4.play the cassette again. pause after each utterance for the children to point at the corresponding picture.
5.play the cassette again. ask the children to find “we are making…” then explain.
6.play the cassette again. ask the students to repeat.共27页，当前第4页123456789101112131415161718192021222324252627
step three
1.listen to the tape and say the sentence.
2.explain and practice: read row by row.
3.practice in pairs. then check it.
step four
1.point and say: cake, plane, kite, noodles
2. practice in pairs.: what are you doing? we’re making a plane.
3.check them.
step five
1.listen and write the missing words.
2.now point and say.
homework:
read the text to your friend or your parents.
thinking:
this book is difficult for almost students. i spent more time to teach it about module one. they are not happy to learn it. unit one: they couldn’t read it well. they couldn’t say, “chopsticks, knife, fork” and some sentences well.
unit 2 i’m watching tv.
teaching aims:
1.can listen and repeat: i’m watching tv.
2.can sing the song.
3.play the game: point and say.
teaching important and focal points:
i’m watching tv.
teaching aids:
tape-recorder
teaching course:
step one wrming up
1.listen to the tape of unit 1 and repeat.
2.review: what are you doing? we’re making a cake.
step two
1.ask the children to look at the picture. listen to the tape.
2.play the cassette again and explain.
3.play the cassette again. the children follow it.
4.practice the sentence: i’m watching tv.
step three
1.listen and say the words.
2.teach the children the song line by line.
3.listen and sing.
step five
1.play the game in groups.
2.point and say: what is he doing? he’s sleeping.
homework:
finish activity three.
thinking:
this book is difficult for almost students. i spent more time to teach it about module one. they are not happy to learn it. unit two: it’s easier than unit one. almost students could read it well.
reflection of module one:
name: who is clever?
purpose: remember the words in module one
teaching steps:
step one
read the texts and the words in module one.
step two
give the students ten minutes to remember these words: chopsticks, knife and fork.
step three
check them.
step four
give the students ten minutes to remember these words: use, people, hard and easy.
step five
check them.
step six
find out who is the best one.
thinking:
the students could remember these words quickly to use this way. they did this well that their group could get high points.
reading:
title: fox and grapes
content:
this is a fox. he is very hungry. he sees some black grapes. the grapes are high from the ground. he wants to eat them very much. he jumps and jumps, but he still can’t reach the grapes.
in the end, the fox gives up. he says to himself, “i don’t want to eat the grapes. they are not good to eat.”共27页，当前第5页123456789101112131415161718192021222324252627
teaching steps:
1. watch the flash about “fox and grapes” in chinese.
2. teacher tells the students the story in english, and ask them to listen it carefully.
3. give them the paper and ask them to read it by themselves.
4. ask them to tell the story with their own words.
5. make a book about this story.
thinking:
this is the first class about english reading. so i just ask them to listen the story and say some easy sentences. i want them to listen the story just like chinese story, so i do some actions. at last, some students from class one can recite the story with their own words. but the class two is not good.
module 3
the general aims of module three:
teaching aims:
(1) vocabulary: naughty, dragon boat, row, lake, feed, get out
sentence structure：what are these/those?
they’re…
(2) vocabularies:wet, shorts
sentence structure: this is …’s …
these are …’s …
teaching important points:
(1) mastering the sentence introducing the plural forms
(2) the students could describe the processive form of some things in non-plural sentences.
teaching difficult points:
(1) the students could describe a situaton in which plural forms
are used.
(2) the students could use non-plural sentences correctly.
ativity for module three:
purpose of activity:
having a systemic review of the important sentences and words that have been learned in module three. at the same time, the students’ interests are aroused through the organization of activity.
preparation of activity:
pensil, pens, and many other things that students owns.
process of activity:
firstly, i let students to show the things that they have prepared. each one has a fixed place to stand up. and then we imitate the enviornment of supermarket. they can introduce their own things to other persons. they can persuade other persons to buy the things. the teacher guides the students to using the sentence:
this is…
these are …
this is sam’s …
the students are active because they all want to let others to know their things and exchange the things with other person. at the same time, they practice the sentence correctly and frequently.
unit 1 these ducks are very naughty.
teaching aims:
vocabulary: naughty dragon boat, row, lake, feed, get out
sentence structure：what are these/those?
they’re…
attitude aim:
cultivating the emotion of loving life and nature
teaching important point:共27页，当前第6页123456789101112131415161718192021222324252627
mastering the sentence introducing the plural forms
teaching difficult point:
the students could describe a situaton in which plural forms
are used.
preparation:
picutres, cards,cd-rom,
teaching processes:
step one: warming up
the students enjoy the song: row row row your boat. the teacher does actions and
sings this song together with the students. the teacher writes these words on the
blackboard and the students could learn these words from the song.
row your/a boat
step 2: presentation and practice
the teacher asks students “do you want to row a boat?” according to the song. and further the teacher asks students “where can you row a boat?” then the teacher draws a picture of boat on the blackboard and teaches the new word lake. and the teacher says like this: “you can row a boat on a lake.” at this time, the teacher can show the picture of dragon boat. “look! this is a very big boat. it’s a dragon boat! the teacher asks questions such as what’s this/that ? it’s a …to practice the new words and sentences. then the teacher can show more pictures about dragon boatand asks them. what are these? the students are leaded to speak out the sentence that they are dragon boats. the teacher draws some pictures of some ducks and practice the sentence pattern. the teacher says that“sam and his family are in the park now. let’s have a look. what’s happen?” after listening to the tape,some students perform different roles and read the new lesson. at the same time the teacher teaches the new words: these, those, feed the ducks. the students imitates the sound of ducks and teaches the word naughty.
activities: read the text in roles
step 4 summary
the teacher asks students to reinforce the new words:this, that, these, those.
step 5 homework
read the lesson for three times and write one time
unit 2 this is sam’s sweater.
teaching aims:
vocabulary: wet, shorts
the sentence structure: this is …’s …
these are …’s …
teaching important point:
describing the processing of things using non-plural sentence.
teaching difficult point:
using the non-plural sentences correctly.
preparation:
cd-rom, pictures and word cards
teaching processes:
step 1 warm up
review the song row row row your boat.at the same time, the teacher sings and does action to creat the situaiton for speaking english.
the teacher takes out the rulers, pensils and so on. then the teacher leads the students to use the new sentence
is it ……’s….?
yes, it is./ no, it isn’t.共27页，当前第7页123456789101112131415161718192021222324252627
step 2 presentation and practice
the teacher draws sam’s clothes and amy’s clothes on the blackboard. the students are required to introduce the clothes.the teacher can write the sentence on the blackboard.
this/that is …..’s….
these/those are …..’s…….
the teacher asks students to open the book and introduce like this: it’s raining now.what is happening to sam and amy? the teacher illustrates the new word wet.
the trees are wet.
the dog is wet.
practice:
the teacher asks students to practice the sentence pattern that they have learned.
this/that is ….’s…
these/those are …’s…
then some dialogues are shown.
sam:this is my red sweater. these are my blue shorts.
the students are required to draw on the paper according to the content.
step 3 summary
the teacher makes use of the picutre on the blackboard to practice the important sentence patterns.
step 5 homework
draw a picture about your home and use the sentence to introduce
this/that is ….’s…
these/those are …’s…
and also they should be able to write down at least four
sentences.
unit 2 this is sam’s sweater.
teaching aims；
language points:
vocabularies:wet, shorts
sentence structure: this is …’s …
these are …’s …
emotion and attitude aim:
create the english enviornment and the students could be enjoyable in the process of speaking english.
teaching important point:
the students could describe the processive form of some things in non-plural sentences.
teaching difficult point:
the students could use non-plural sentences correctly.
preparation:
cd-rom, pictures and word cards
teaching steps:
step one：warming up
review the song: row row row your boat. the teacher can do actions with the students to arouse the students’ interests.
then we can take out the pensils, pens and so on. the students are guided to use the sentence as following.
is it ……’s….? yes, it is./ no, it isn’t.
through the guessing, the students finds the owner of these things.
step two:presentation and practice
the teacher draws two different pictures and explains that this is sam’s clothes and amy’s clothes. the teacher write the following sentence on the blackboard and asks students to practice according to the pictures.
this/that is …..’s….
these/those are …..’s…….
the students are required to open the book and the teacher introduces that it is raining now. what has happened to sam and amy? the teacher asks students to listen to the tape and answer the questions. the teacher should explains the meaning of wet. here we can show a picture of raining and make students understand the word better. 共27页，当前第8页123456789101112131415161718192021222324252627
the trees are wet.
the dog is wet.
the students are required to listen to the tape for three times and retell the story.
in the next step we should guide students to practice the sentence pattern.
this is my red sweater. these are my blue shorts.
step three: summary
the teacher can use the pictures on the blackboard to review the important sentences.
step four: homework
asks the students to draw a picture of their own home and introduce the home using the sentence pattern that have been learned in the class. also at least four sentences are required to write down.
this/that is ….’s…
these/those are …’s…
reading lesson:
the reading class content:
a flash: can i help him?
purpose of reading:
the students could review the content about the ducks and at the same time the story could arouse the students’ emotion of protecting animals.
the content of story:
i find a turtle in the street, i want to keep him. “mom, can i keep him?”
mom says, “no, it is not easy taking care of him. you have to feed him everyday. i find a cat in the street and i want to keep him. mom, can i keep him?
mom says, “no, it is not easy taking care of him. you have to feed him everyday. you have to wash him everyday.
i find a dog in the street, i want to keep him. “mom, can i keep him?”
mom says, “no, it is not easy taking care of him. you have to feed him everyday. you have to wash him everyday. you have to walk him everyday.
process of reading:
in the first period, i ask students to listen to the story and look at the flash. with teachers’ guidance, the students listen to again and again. then the teacher know the situation if the students have mastered the main idea through asking questions. i do not require students to remember all the new words. the main idea is that the students could understand the idea and then they can get some ideas of protecting animals.
reflection of module three:
in module three, we mainly learn the processive forms of nouns. also through the learning of unit one, the students are active in the aspect of protecting animals. in the teaching of unit one, the students are very interested in the knowledge of protecting. therefore, i think that we should love nature and impart these good things to our students. our students are also volunteers in the proteching of our earth. in this method, the students learn quickly, efficiently.
module 4
the general aims of module four:
language points:
(1) the new words: can, jump, far, see, winner.
(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.共27页，当前第9页123456789101112131415161718192021222324252627
can you…?
yes, i can. no, i can’t.
(3) the new words: winner, far, jump.
(4) the basic structure of processing tense
attitude aims:
the students could use the important sentences to introduce themseleves.
teaching important points:
(1) can you…?
(2) the processing tense
unit 1 can you run fast?
teaching aims：
1.知识目标：
①could speak and usethe words: can, winner, jump, far, see puddle。
②could use the sentences:
can you …? yes, i can. / no, i can’t.
③could introduce themselves to use:
i can… i can’t…
2.能力目标：
培养学生自主探究学习以及灵活运用已有规律的能力。
3.情感目标：
通过各种生动有趣的课堂活动形式激发学生学习英语的兴趣，并让学生尽可能多地挖掘自己的潜能，尽可能多地表达自己会做的事情，以培养学生的自信心以及张口说英语的能力。
teaching important points:
1. can you …? yes, i can. / no, i can’t.”
2. could introduce themselves to use:
i can… i can’t…
preparation:
word card, cd-rom
teaching steps:
step one: warm-up
1. sing the song《row row your boat》,
2. go over some words.
t: boys and girls, look at the tv, what’s it?
ss: swim.
t: can you swim?
ss: yes. / yes, i can. /no./ no, i can’t.
t: do it, please!
ss: (do the action )
step two: presentation
1. t: today we’ll make a survey to find who can run fast/jump far and so on. now we’ll learn the unit 1.
2 run & run fast
t: boys and girls, can you run? put up your hands.
ss: (put up their hands)
t: do the action, please.
ss: (do the action)
t: very good. all of you can run. but can you run fast?
t: all of you can run. but can you run fast?
look at me , run/ run fast
…
t: well, can you run fast?
ss: yes, i can./ no, i can’t.
t: well, a, you can run fast.
b, you say you can run fast.
a, you come here. b, you come here.
let’s see. who can run fast?
3 jump & jump far
t: boys and girls, can you jump?
ss: yes, i can. /no, i can’t.
t: who say “yes”, put up your hands.
ss(put up their hands)
t: well, can you jump far?
ss: yes, i can. /i can’t.
4. practise in pairs.
(1)s1:can you run fast? (2) s1:can you run fast?
s2:yes, i can. s2:no, i can’t.
s1:do it, please.
s2:(do the action)
5. practise （sb p15）
t: now, i want you to use these phrases .who can have a try? 共27页，当前第10页123456789101112131415161718192021222324252627
6. the text.(sb p14)
t: some of you can run fast. some of you can’t jump far. how about sam and amy, do you know? now, let’s see.
(1).listen and find “can, can’t”.
(2). listen and repeat.
(3).listen and repeat ，answer the questions.
can sam run fast? yes, he can.
can amy run fast? no, she can’t.
can sam jump far? no, he can’t.
can amy jump far? yes, she can.
can sam swim? yes, he can.
(4) look and match.
can can’t
sam run fast jump far
amy jump far run fast
(5)say the sentences.
t: look at the blackboard, can sam jump far?
ss:no, he can’t.
t:then what can sam do?
s1: sam can run fast.
t: how about amy?
ss: amy can jump far. / amy can’t run fast.
7. game---good luck or bad luck?
t: sam can run fast. sam can’t jump far.
amy can jump far. amy can’t run fast.
how about you? what can you do or can’t do?
8.finish the blanks.
t:some students say “i can play football.” some students say “i can’t swim.”
how about your classmates ? now, look at this piece of paper. this time, i want you to ask your classmates and fill the blank, use the sentence “can you…?”
can you… pupil 1 pupil 2 pupil 3
swim?
row a boat?
run fast?
speak chinese?
step three: homework
1 to remember the new words.
2. to read the conversation fluently.
3 to ask your parents what they can do or can’t do.
unit two this bird can fly.
teaching aims:
1.can read and use: fly, walk
2.this … can …. but this …can’t ….
can this …? yes, it can. no, it can’t。
3.情感态度与价值观:
引导学生主动做力所能及的事，并要努力帮助父母做一些事情。
teaching importance and difficulce:共27页，当前第11页123456789101112131415161718192021222324252627