Unit  1  May I have …
Teaching  contents:
1.Pronunciation:  b/b/ c/k/
2.Vocabulary:  a pen  a ruler  a ball pen  a pencil case  a book
3.Daily communication:  May I come in? Come in ,please.  Yes./Sure. Here you are.  Thank you. All right.  Good morning.  Goodbye.  Here's a …for …  Happy Teachers' Day!
4.Phrases:  May I have …?  This … is for …
5.Rhyme:  A little book
Aims and demands:
1.Can understand ,speak ,read and spell the words:  a pen  a ruler  a rubber  a ball pen  a pencil case  a book
2.Can understand ,speak and read the phrases:  May I come in? Come in ,please.  Yes./Sure. Here you are.  Thank you. All right.  Good morning.  Goodbye.  Here's a …for …  Happy Teachers' Day!
3.Can understand ,speak ,read and write the phrases:  May I have …?  This … is for …
4.Know the pronunciation "b" and "c" in the words
5.Let the students to do simple survey and statistics with English knowledge
6.Can read the rhyme:  A little book
Teaching periods:  5
Period 1                    9.1
Contents: A  Read and say
Aims and demands:
Ss can listen, read and say the daily communication:  May I come in? Come in ,please.  Yes./Sure. Here you are.  Thank you. All right.  Good morning.  Goodbye.  
Ss can act the dialogue
Ss can listen, say and read the words copybook.
Ss can listen, say ,read and write May I have a …? Yes. Sure.
Preparations:
Pictures, cards ,tape ,stationary
Teaching procedures:
Step 1  Free talk
Hello/Hi…
Nice to see you.
What colour do you like?
Do you like football?
Step 2  presentation and practice
1.Teacher stands besides the door and knocks it ,then ask the students "May I come in?"  Students answer together "Come in ,please."
(Ask some students to be pretend to be late and copy the dialogue)
2.Teacher points to a student's pen ,ask “ Is this your pen?”
S: Yes, it is.
T: May I have a look?
S: Sure.
T: It’s very nice.  May I have your pen?
then make the student answer "Yes."
(Show the cards and read together)
3.Chain drill
4.Show a copybook and teach it.
T: I have many copybooks. Do you want them?
S1: May I have a copybook?
T: Yes. This copybook is for you.
Ask a student to come to the front ,get the student to ask "May I have your …?", then the teacher answers "Yes .This … is for you."
(Show the cards ,students read after the teacher and practice it)
5. Pair work
Invite some pairs to act it.
6.Teacher points at a student's pen ,asks him/her "May I have a pen for …?"
(Show the card and read)
Step 3  Consolidation
1.Ss open their books and read the story by themselves.
2.Listen to the tape and read after it
3.Chain drill
4. Read it for several times till most of them could recite it
5. Act it in pairs
Step 4  Assign homework
Copy the phrases: May I have …?  This … is for …
Boarding:
           Unit 1. May I have…?
         May I come in?
         May I have a copybook?
         Yes. This copybook is for you.
           May I have a copybook for Su Yang?

Period  2               9.3
Contents:
B  Look ,read and learn
Aims and demands:
Ss can listen, say ,read and write a pen  a ruler  a rubber  a ball pen  a pencil case  a book
Ss can listen, say and read a bookmark, a notebook, a brush
Key and difficult points:
Spell and write the words and sentences.
Teaching aids:
Pictures and stationary, tape
Teaching procedures:
Step 1  Free talk
T: Boys and girls, how are you today?
T: You’ve got a nice pen.
May I have a pen ?
S: Yes. This pen is for you.
T: May I have a pen for xxx?
S: Sure. Here you are.
T: Thank you.
Step 2  Presentation
1.Use "a book , a copybook , a knife " to practice the dialogue :May I have …?  This … is for …
2.Show a picture of a pen , ask " What's this?" show a word card "a pen", students read and spell the words
(Practice the dialogue)
3.Take out a ball pen , teach the new word , compared with the word "a pen".
4.Use the same way to teach the word "a book-- a notebook", "a pencil --a  pencil case"
5.Teach the word" a brush , a bookmark with pictures and real things , then put the words in the dialogues to consolidate.
Step 3  Practice
Read the new words
Spell the words and write them in the sky
Step 4  Consolidation
Tick the word cards below the pictures
Play a game " What's missing"
Step 5  Setting homework
Copy the new words
Finish the table in Part of "work in groups"
Boarding: Unit 1 May I have…?
         A pen        a ruler
          A rubber     a ball pen
         A pencil case       a bookmark
         A brush           a notebook
         A book            a copybook
Period  3           9.5
Contents:
C  Ask and answer           D work in pairs
Aims and demands:
Ss can use the sentences freely
Ss can write the sentences correctly
Ss can ask and give things in the real situation
Teaching procedures:
Step 1  Review
Read the dialogue( part A)
Review the new words
Step 2  Practice
Chain drill:
T: May I have a pen ?"
S1:Yes. This pen is for you. May I have a …
S2:"Yes .This … is for you.
T:  May I have a …
S1:  Yes . /Sure. Here you are.
    May I have a …
S2:  Yes . /Sure. Here you are.
    May I have a …
Complete the dialogue according to the pictures on the book
D  Work in pairs
Teacher create a situation of giving copybooks
Teacher gives A his or her copybook ,say to him or her " This copybook is for you." ,then get him or her to answer "Thank you."
Teacher gives A B's copybook ,say to him or her "This copybook is for B.", then get him or her to answer "All right."
Setting homework :
Do the WB
Copy the phrases: This pen is for you. Thank you.
This ruler is for Gao Shan. All right.
Boarding:
          May I have a  …?
          This … is for you.
          Thank you.
          This … is for xxx.
          All right.
Period  4               9.8
Contents:
E  Read and act     F Listen and repeat
Aims and demands:
Ss can act the dialogue
Ss can make up new dialogues.
Ss can identify the pronunciation of the letter from the words and then read the sentence.
Teaching aids:
Tape, pictures , stationary
Teaching procedures:
Step 1  Revision
Show the pictures and ask the Ss to spell the words.
Step 2  presentation
1.Give a student a pen and say to him "Here's a pen for you." Get him to answer "Thank you." Teach the new word "a card ",then teach the phrase" Here's a card for you."
2.Show a card "Teachers' Day", then teach "Happy Teachers's Day, connecting with "happy Birthday."
T: 9.10 is Teacher’s day. Do you want to say something to your teacher?
S: Yes
T: Me. Too.(Show a big card and write)
To xxx:
Happy Teacher’s day!
xxx
T: What does it mean? Please guess!
Ss  guess.
T:Read after me. Happy Teacher’s day!
T: Would you talk to me ?
S: Happy Teachers’ Day!
T: Thank you.
T: Open your books. Look, Who is he ?
S: Wang Bing and Mr Green
T: What are they talking about?
What’s the date today?
Please listen!
Listen and repeat.
Step 3 Listen and repeat.
T: .Let’s play a game.
What do you listen in my sentence?
The cat and the big cap are for the boy.(Three times)
elicit the words big boy cap cat
Let the students read the dialogue and act out it.
F   Listen and repeat
Teach the pronunciation of "b" and "c" in the words ,teacher could add some other words .
Boarding:
          Here’s a card for you.           Father’s Day
          Happy Teachers’ Day!             May Day
          The cat and the big cap are for the boy.
Period  5               9.11
Contents:  G  Fun house          WB
Aims and demands:
Ss can read the story by themselves.
Ss can finish all the exercises with teacher’s help.
Teaching aids:
Stationary, tape, WB,
Teaching procedures:
Step1: Revision and checking
Show the stationary, Ss try to say and spell the words
Ss read the words together
Have a dictation
Step2:Presention:
1.Students read the interesting story by themselves, most of them can understand the story by reading
2. Ss work in pairs.
   Act it.
3. Learn the rhyme
  Listen to the tape
  Learn it one sentence by one
  Ss make similar rhymes:
  e.g. What a lovely little dog!
May I have a look?
Oh, I like your little dog.
4. Ask Ss to say their own rhymes
Step 3. Consolidation
1.    Hold a competition about making up rhymes
2.    Do the interview of part 2
3.    Finish the WB
Step 4. Homework
Review the whole unit.
Boarding:
          What a nice little book!
         May I have a look?
Oh, I like your little book.

Unit 2   In a toy shopTeaching contents:1  Pronunciation:  d[d];f[f]2  Words:  a dog, a cat, a tiger, a panda, a desk, a shop3  Daily communication:  How lovely ∕nice!  I see.  Can I have a look?  I'd like …,please.  Hello.  In which …?Guess.4  Phrases:  What's this∕that? It's a…            This is ∕That's my∕ you∕ his∕ her …5          Song:  We are happy bees Teaching analysis:1  The center teaching contents of this unit is recognizing things. The basic way of recognizing is What's this∕that? It's a…2  Another communication item is identify the belonging.3           Words about animals turn up in this unit.Aims and demands:1  Can understand ,speak ,read and spell the words : a dog ,a cat , a tiger ,a panda ,a desk and a shop.2  Can understand ,speak and read the daily communication : How lovely ∕nice!  I see.  Can I have a look?  I'd like …,please.  Hello.  In which …?Guess.3  Can understand ,speak ,read and write the phrases : What's this∕that? It's a… This is ∕That's my∕ you∕ his∕ her …4  Can know the pronunciation of d and f in the words.5  Can sing the song We are happy bees emotionlly.Key and difficult points:The reply to recognizing things should use the preposition "it". Pay attention to the distance of the things then choose "this" or "that" .When teaching This is ∕That's my∕ you∕ his∕ her … ,teacher must help students to avoid adding "a" before the possessive pronoun.Teaching periods: 5 Period  1                           9.15Contents: Part A and BAims and demands:Ss can listen, say, read and write the animal words Ss can ask and answer What’s this/that? It’s a …Ss can listen, say, read the daily communication:  How lovely ∕nice!  I see.  Can I have a look?  I'd like …,please.Ss can read and act the dialogue correctly Ss can make dialogues in the shop.Teaching aids: tape ,pictures some toys ,cards, a boxTeaching procedures:Step 1  Leading in1. Sing a song: Twenty green bottles2.         Free talk 3.         Show a part of the pictures ,help the students to review the old words a dog ,a cat , a tiger, a panda, a zebra an elephant, a monkey and a bird .4.         T: Show me your toys.May I have your monkey?S: Sure. This monkey is for you.Repeat it for several times.Step 2  Presentation 1. Put the toy of a bear , a koala, a rabbit, a lion in the box, and cover them with a cloth. Take off the cloth quickly ask Ss to tell us what they can see.S: I can see a koala.Teach the new word, ask a student to read it ,then teach the Ss to read it in chainsT: This koala is  nice. Can you say sth to describe it?S: This koala is new.S: This koala is lovely.Teach the wore lovely.Teach the other new words in the same way.2.Read the four words by themselves and then invite individual St to read them.Step 3  Practice1.s read the dialogue silently by themselves   Listen to the tape and then repeat it    Read it together   Read it by themselves in pairs   Ask some pairs to read the text, paying attention to the pronunciation and intonation   2.ow the toys. T :let’s go to the toy shop.   T review the dialogue together with the Ss.   3. work in groups of three and try to act the dialogue. Step 4  Consolidation1.    Ask three groups to act the dialogue.2.    Show a rhyme: A dog, a cat, a tiger, a lion, I like dogs, yeah.Teach it and then ask Ss to make up the rhyme.Step 5  Setting homework1.  Listen to the tape at least five times till they could memorize it.2.  copy the new words : a dog ,a cat ,a tiger ,a panda The sentence: What’s this?  It’s a cat.              What’s that?   It’s a dog. Period 2              9.17Contents: Part C and EAims and demands: Ss can listen, say, read and write the words a dog, a cat, a tiger, a panda, a desk, a shopSs can listen, say, read and write the sentences: What's this∕that? It's a… Ss can read and act the dialogue in part AStep 1  RevisionReview the words and spell them and write in the skyT show the pictures of the animals one by one and Ss say it out quickly and then spell the words.Step 2  Presentation and practice1.Show a card of a koala and ask What's this? Get the students to answer It's a koala. 2.Show the phrase card, students read after the teacher. Students practice the dialogue.Tick a toy dog on the blackboard, then walk away ,ask What's that? Get the students to answer It's a dog . Read the phrases and practice the dialogue.3.Show some school things ,ask them to introduce the things with the phrase "This is a…" ,then show a picture of a tiger and say This is a cat .Get the students to say No it is't. Then ask them What's this? Read the phrases and practice the dialogue.4. T show  a photo and teachListen to the tape and repeatSs read it by themselvesRead together and try to act itInvite some pairs to act Step 3  ConsolidationListen to the tape and read after it once more and make similar dialoguesStep 4  Setting homeworkCopy the phrases: What's this? It's a koala.   What's that? It's a rabbit.Boarding:What’s this ?           It’s a koala.What’s that?           It’s a rabbit. Period  3                     9.19Contents: Part D F The songAims and demands:Ss can listen say read and write the sentence: This is his/her…, I think. Yes, it is. No, it isn’t.Ss can read the words and sentence in part F.Ss can identify the pronunciation of the letter from the wordsTeaching procedures:Step 1  Role-playingSs act part E( invite two pairs)Free talk:(Show part of the pictures)What’s this?What’s that in English?Step 2  presentation1.Show a picture of a monkey then walk away and say That's a nice monkey. Get the students to say Yes. Then pick up a student's pencil and say "The pencil is nice ,too. Can I have a look?"2.Create a situation of buying things ,let the students to use "I'd like …,please" to make dialogue.Show a toy bear and say "I like my bear" ,ask students to pay attention to "my…",then ask them to speak this phrase with their own things ,at this time ,teacher could say "I like your …,too. " Ask them to make dialogue.3. Read the words and the sentence ,then give some other examples to consolidate4. Teacher points at the book and says "My book" ,points at SA's book and says to him "Your book" ,then points at SB's book ,says to SA "His book" or "Her book" .Then put them into phrases This is / That's …Teacher pick up students' things ,speak the sentence ,ask the students to say "Yes "or "No."Ask the students to practice the sentences in groups5.Learn to read the song wordsStep 3  ConsolidationRead the phrases on the blackboard ,read the text after the teacher.Listen to the songStep 4  Setting homework Recite the textRecite the wordsListen to the tape and learn to sing the songBoarding:This is your/her/his…, I thinkYes, it is. /No, it isn’t.That’s your /her/his…, I think.Yes, it is./No, it isn’t.Your five fat dogs are on the desk.   Period  4                9.24Contents:Part G  the WBAims and demands:Ss can read the story of part GSs can do the exercises on the WB with the teacher’s instruction.Ss can sing the song: We are happy bees.Teaching procedures:Step 1  RevisionRead the text of Part AA game: BingoHave a dictation of the words and sentence we learnt this unit Step 2 Presentation1.  Ask and guess:Create a little shop ,put the things in the boxes. Ask the students to use "I'd like …,please" to buy things, then teacher could imitate the dialogue2. Ss read the story of part 1 Read the story, paying attention to the pronunciation and intonation3. Try to act itStep 3 Sing a songSing the song after the tapeHold a competition between the boys and the girlsStep 4. ConsolidationFinish the WBStep 5 HomeworkReview the whole unit  

Unit  3  A  purseTeaching contents:1 Pronunciation: the letter "g" and "h" in the words2 Vocabulary: a key , a purse , a storybook , a fan , a tape3 Daily communication: Come here.  Let me see.  Not at all.  Excuse me,…?  I'm sorry.  Sorry, I don't know.  Where's …? Perhaps he's/she's in …  Where are you? I'm …4 Phrases: Is this/that my/your/his/her…?  Yes, it is./No ,it isn't.  Where's my/your/his/her…? Perhaps it's in/on…5 song: PerhapsTeaching analysis: The daily communication of this unit is "recognizing belonging", which connecting with this item is the adjectival possessive pronoun. We concern with the belonging inevitably in our daily communication. Teacher should make full use of pictures and real things to let the students practice the dialogue about "finding the loser", and make students master the language in the activity and use it in real situations.Another communication item is "space relation", which means the location of the human or thing. Teacher should create a logical situation to let the students master the expression of the space relation. Teaching aims :1 can understand ,speak ,read and spell the words: a key , a purse , a storybook , a fan , a tape2 can understand ,speak ,read the daily communications: Come here.  Let me see.  Not at all.  Excuse me,…?  I'm sorry.  Sorry, I don't know.  Where's …? Perhaps he's/she's in …  Where are you? I'm …3 can understand ,speak ,read and write the phrases: Is this/that my/your/his/her…?  Yes, it is./No ,it isn't.  Where's my/your/his/her…? Perhaps it's in/on…4 can understand the pronunciation of "g" and "f" in the words.5 can sing the song "Perhaps" emotionally. Key and important points: the way of inquiring locationsTeaching periods: 5 Period1        9.22  Contents: A  Read and say  B look read and learnAims and demands:Ss can listen, and say the daily communication: Come here.  Let me see.  Not at all.  Excuse me,…?  I'm sorry.  Sorry, I don't know.  Where's …? Perhaps he's/she's in …Ss can listen, say , read and write the word a purse Ss can listen, say , read and write the sentence: Where's my/your/his/her…? Perhaps it's in/on… Ss can read and act the dialoguePreparation:Ss take  their pursesTape, purse, a water bottle, an umbrella, a fanTeaching procedures:Step 1  Free talk1.T:   Good morning, boys and girls.Ss:  Good morning, Miss Zhu .T:  Show a box and walk around the class, saying: May I have your …? Collect the Ss things.2. (use students' stationery to create a "Lost Property Office", take out one thing ,come to the front of a student)Is this your …"( if the answer is "no", ask another one. if the answer is "yes", get him to say ''thank you", then teacher should say "not at all" with a hand waving.)Give the things back to the Ss: xxx, is this your…?S: Yes, it is./No, it isn’t. If the answer is no, they say perhaps it’s xxx’s.Teach perhaps.Ask Ss to give them back.3. T say: I’m very hot. Where is my fan?   S: It’s here.   Teach the word fan.   Teach water bottle, purse, umbrella in the same way   Read the words4. Show the bag of purse and then ask: Is this your purse? To give them back.5. There’s one purse left, T: Whose purse is this? Listen to the tape and answer it.6. Listen to it and repeat. Then answer whose purse is it. Ss:  listen to the tape of picture 3T:  Where's Yang Ling?S:  She's in the classroom.T:  (board writing: in the classroom.) Ss:  act out this dialogueT:   Yang Ling is in the classroom. Now let's look for Yang Ling.Ss:  listen to the tape of picture 4Act out this picture, then do pair work to practice the dialogue.Step3  ConsolidationSs read the whole text after the teacherAct itMake similar dialogue and act.Step4  Setting homeworkCopy the words: purse           Is this your key? No ,it isn't.           Is that your purse? Yes it is.  Period2       9.26Contents:A. Read and say     B  Look, read and learnAims and demands:Ss can listen, say, read and write the vocabulary: a key , a purse , a storybook , a fan , a tapeSs can act the dialogueSs can listen, say and read the words: water bottle, unbrellaTeaching aids:Pictures of part BTapeTeaching procedures:Step1  RevisionT:  (take out some pictures ,review the articles for daily use: a telephone, a sofa, a table, a clock, a radio, a bed, a fridge and so on)   What's this?S:  It's a telephone.(repeat the dialogue)Step2  look ,read and learnT:  (show the picture of a key)   What's this?S:  It's a key.T:  show me your key. Point to your key.Ss:  (follow the teacher.)T:  (take out a water bottle, then drink some water and point to it)   Do you know what's this?   (show the picture and the word card)read the wordSs:  read after the teacherT:  Mum said it will rain ,so I have brought my umbrella    (Take out an umbrella)Ss:  look at the picture and the word , then read after the teacher one by one    (Teacher should pay attention to the pronunciation, divide it into three pitches)T:  (point to a book) What's this?Ss:  It's a book.T:  (point to a copybook) What's this?Ss:  It's a copybook.T:  (point to a storybook) What's this?   (Teach the new word : a storybook)T:  May I have a tape?S:  Sure, here you are.T:  teach the word :a tapeT:  (Show a picture which has a part of a crayon on it)   What's this ? Guess!Ss:  It's a bookmark.T:  (show the whole picture) teach the word: a crayonT:  (show a picture which has a part of a fan on it, have the Ss to guess)Ss:  It's a brush.1)T :  (show the whole picture) teach the word : a fan Step3  practiceT:  (show the pictures one by one ) What's this?Ss:  (read the words)T:  (stick the pictures on the blackboard , show the word cards, ask the student to read, then give the card to him)Ss:  stick the word cards on the blackboard accordingly ,then read the whole words after the teacher.Listen to the tape and read after it2) Play a game :What's missingT: (take away one picture from all of them) What's missing?Ss guess the wordStep 4  Setting homeworkCopy the words :a key ,a tape , a fan, a storybookRead the words after class Period 3            9.28Contents:D  Look ,read and completeAims and demands: Ss can listen, say , read and write the sentence: Where's my/your/his/her…? Perhaps it's in/on…Ss can ask and answer according to the tape.Ss can ask and answer in the real situationTeaching preparationsPictures Real objectsTeaching procedures:Step1  GreetingsT:   Good morning, boys and girls. Ss:  Good morning, Miss ZhangStep2  Revision Questions and answersT:  (point to A's stationery)Is this your …?A:  Yes, it is.T:  (point to A's stationery)Is that your …?B:  No, it isn't. Step3  PresentationT:   (teach students reading ) look, read and learnSs:  (read in chorus) look, read and learnT:   (show the background pictures of a zoo with the projection, put the character Nancy in it)    Where's Nancy?Ss:  She's in the zoo.T:   change the background to park and cinema, do the same practiceT:   (take out a bright ball, put it on the desk) Where's my ball?    (show the card " Where's my…)Ss:  It's on the desk.T:   (show the card "It's on /in…", board writing: on the desk)Ss  (read the short phrases after the teacher)T:   (put the ball on the chair or in the school bag, ask the same question)T:   (project the teaching drawing, complete the dialogue)Where's my…Ss:  It's on /in …Step 4  Practice1) Chain drillsT:   (supply a purse and some other settings with the projection)Where's my purse?S1:  It's on / in …(put the purse in a different place)Where's my purse?S2:  It's on / in …Where's my purse?2) Ask and answer Ss act out the dialogue in pairs with their own thingsStep 5  Setting homeworkCopy the phrases: Where's my purse?             It's in the bag. Board writing:   Where's my…? It's …            on the desk  in the pencil case  on the box Introspection:  There're not so many new words in this lesson, and the phrases have been learnt in Grade 3, so students can master the points easily and quickly. Teacher should create some situations to let the students practice the dialogue.The main points of this lesson is inquiring location, teacher could supplement some other prepositions besides "in" and "of", so that students could master the point more flexible. Period4          10. 9Contents:C  Work in pairs    F. G. Sing the song Aims and demands:Ss can listen, say, read and write the sentences: Where is…? It’s on/in the…Is this your …? Yes, it is. No, it isn’t.Ss can read the words of part F and identify the pronunciation of the letter "g" and "h" in the wordsSs can sing the songPreparations
TapePicturesReal objectsTeaching procedures:Stpe1:Free talk:Is this your …?Yes, it is.No, it isn’t.Step 2. revisionFlash the pictures of part B. and say the words and spell the words.Step 3. PresentationT:  show picture 1 of part cSs:  use "Where's my …"to ask question (concern to the picture)T:  Is that your water bottle?Ss:  Yes ,it is.T:  show picture 3 , ask two students to act out the dialogueSs:  follow the example to make dialogue with their own thingsT:   (show picture 2) S:  Where's my umbrella ?T:  Is this your umbrella?S:  No,it isn't .It's Helen's.T:  perhaps your umbrella is in the classroom.Show the phrase cards ,get the Ss to read.Ss:  act out the last picture, then do pair work.F  Listen and repeatT:  show the words:  get girl     Ask someone to read Ss:  read the two words after the teacher , especially for the pronunciation /g/T:  supplement some other words: egg green goodbye T:  use the same way teach : hamburger hot    (supplement: have hello )Step 3. Consolidationsing a songlisten to the song learn the words of the songsing after the tape sing following the tapeStep 4. Homework: copy the phrases: Where's my purse? Purse your purse is in the bag.Listen to the tape and sing the song after the tapeDo Part D on the Wb. Period 5           10. 11Contents: E  Read and act  G.  WBAims and demands:Ss can read and act the dialogue of part ESs can read the story in part GSs can sing the songSs can do the exercises with the teacher’s instructionTeaching aids:PicturesTapeTeaching procedures:Step 1. to lead in:Sing the song perhaps.Step 2. Presentation: T:  show the picture ,get the students to image the story and make dialogue by themselvesS1:  where's my storybook?S2:  Is this your storybook?S1:  No ,it isn't.S2:  Is that your storybook? S1:  Yes ,it is. Thank you.Ss :  listen to the tape and read after itAct out the dialogueG  Fun house1 look and read Ss read the story by themselves Teacher ask some questions according to the story ,to check the Ss' understand.Step 3. Consolidation1.    Listen to the tape and finish the listening exercise.2.    do the other parts of the unit.3.    Have a dictation.Step 4. HomeworkReview the whole unitPrepare for Unit 4.

Unit 4 I like…
Contents:
Pronunciation: the pronunciation of the letter j and k in words
Vocabulary: a car, a bike, a bus, a kite, a puppet, a puzzle, a kite, a loll. like
Daily expressions: I like/love…
Me, too.
Thank you very much. Look at…
It’s nice.
Let’s…
Sentence structure: What’s this/that in English? It’s a…
Do you like…? Yes, I do./No, I don’t.
Demands: Be able to listen, say, read and spell the words: a car, a bike, a bus, a kite.
Be able to listen , say and read the expressions: I like puzzles. Me, too. I love dolls,. Thank you very much. Look at my kite. It’s nice. Let’s…
Be able to listen, say , read and write the sentence structure: What’s this/that in English? It’s a … do you  like…/ Yes, I do. /No, I don’t.
Know the difference between prular and singular forms of the nouns
Know the pronunciation of j and k
Be able to recite the rhyme: fly, fly my kite.
Importance and difficulties:
The pronunciation of the words: puppet, puzzle.]
The difference between plural and singular forms of the nouns

Teaching periods: 5

Period 1.           9.29
Contents:
A.    Read and say
Aims and demands:
Be able to listen , say and read the expressions: I like puzzles. Me, too. I love dolls,. Thank you very much. Look at my kite. It’s nice. Let’s…
Be able to listen, say , read and write the sentence structure: What’s this/that in English? It’s a … do you  like…/ Yes, I do. /No, I don’t.
Key and difficult points:
The expression: What’s this/that in English? It’s a … do you  like…/ Yes, I do. /No, I don’t.
The new words: a puppet, a puzzle, a kite, a doll, love
Preparation:
Tape puppet, puzzle, kite doll
The word card a kite, a doll, a puppet, a puzzle, love
Something learnt before
Teaching steps:
Step 1. Free talk
Ss take out their toys and make dialogues:
T: good morning…
S: Good morning, Miss Zhu.
T: What’s that on your desk?
It’s a rabbit.
T: Can I have a look?
S: Sure.
T: I like your rabbit.
S: Thank you.
(Repeat it for twice. Ss make similar dialogues.)
Step 2. Presentation and practice
1. T: Pp show the sports: Do you like fishing?
S: Yes ,I do.
T: Me, too. I like fishing.(Put one heart on fishing)
Xxx, Do you like skating?
S: Yes, I do.
T : Me, too.
Show the word card. Teach me, too.
T: You can ask me. Do you like..?
S: Miss Zhu, do you like swimming?
T: Yes, I love swimming.
Put two heart on swimming.
Teach love.
T: I like fishing. I love swimming.
S: I like… I love…
2.T: Do you love toys?
Ss: Yes, I do.
T: Let’s go to the toy shop.(pp)
  Look, what’s this in English?
S: it’s a rabbit.
T: What’s this in English?
S: It’s a puppet.
Teach the word puppet.
Teach  a puzzle, a kite and a doll in the same way.
3.Read the words and spell them
T show the real object quickly,
T: What’s this in English?
S: It’s a …(answer it quickly)
3.Point to the pictures on the Bb and ask :What’s this in English? Please guess.
S: Perhaps it’s a puzzle.
T: Yes, it is. /No, it isn’t. It’s a puppet.
Repeat it three times.
4. T walk to the far place and point to one picture, ask: What’s that in English?
S: It’s a doll.
5. Pair work.
6.(pp show a puppet)
T: What’s this in English?
S: It’s a puppet
T Show some puppets
T: What are these?
T: They are …
Ss : puppets
T: I like puppets. Do you like puppets?( Show the word card)
Ss: Yes, I do.
T(put the picture of kits on the bb), ask Ss to say: Do you like kites?
T: Yes, I do.I love kites.
T: put the dolls on the bb.
T: Do you like dolls?
S: Yes, I do. I love dolls.
T: Take out a doll. Here’s a doll for you.
S: Thank you. T: Not at all.
7. Let’s watch a story on the TV.
8. Listen to the tape and read the text.
9. Read it by themselves.
   Read it in pairs. Ss walk around the class
   Invite some pairs to read it.
   Recite the dialogue , T be Nancy. Ss be Yang Ling.
   Work in pairs, act the dialogue.
Step 3 Consolidation
Make an interview.
Do you like…?
Say a rhyme.
Step 4. Homework
1.    Listen to the tape at least five times.
2.    Copy the sentences:
What’s this in English?
It’s a puppet.
What’s that in English?
It’s a puzzle.
Boarding:
Unit 4. I like…
Me, too.             What’s this in English?   It’s a puppet.
Like     love        What’s that in English?
Do you like puppets?
Yes, I do. No, I don’t.

Period 2    10/14Contents:Part B and CAims and demands:Ss could listen, say, read and spell the words: a car, a bike, a bus, a kite.Ss could master the words in part BSs could write the sentence: What’s this / that in English? It’s a …Key and difficult points:The spelling of the words: a car, a bike, a bus, a kite.Ss could write the sentence: What’s this / that in English? It’s a … Teaching tools:Pictures, tapeTeaching procedures:StepsTeacher’s activityAimsStudents’ activityFree talk  Point to the Ss’ stationary and ask what’s this/that in English? Show the pictures of a car, a puppet, a kite etc.Ask: Do you like…?Ss review the expressions: what’s this/that in English?It’s a book/ pencil case/ bookmark…It’s a puppet/ a car/ a kite…Yes, I do.No, I don’t. Presenta-tionShow the pictures of a car, a puppet, a kite etc.Ask: What’s this in English?Is this your car?Can you spell it?Repeat it till they can spell  all the wordswrite the words on the BbShow a balloon, teach it.Play a game: Bingo.Ask Ss to look at part C, leading read. Write the sentence on the Bb.Ss can spell the four skills words and the sentence.Answer: It’s a car.It’s a kite. Etc No, it isn’t.C-A-R, car.  Read all the wordsRead the word Talk about the pictures in pairs.Present it.Write it in the sky.  StepsTeacher’s activityAimsStudents’ activityPractice  Play the tape    Play a game: hung man Play a game: RacingSs can read and spell the words and sentence.Listen to the tape and repeat them.Consoli-dationTeach the rhyme: Fly, fly my kiteLet the Ss recite the words Have a dictationSs could say the rhymeSs could spell the wordsLearn the rhyme Recite the wordsHomework     Copy the words: a car, a bus, a bike, a kite, a dollCopy the sentence: What’s this/ that in English?It’s a …Recite the words.Bb. designing:                Part BWhat’s this in English?  It’s a …    a car     a busWhat’s that in English?               A bike    a puzzleA puppet   a balloonA doll     a kite    Period 3                  10/16Contents: Part D and E.Aims and demands: Ss could finish the survey table of part D.Ss know the usage of the word “color” as a verb.Ss could read and act the dialogue of part E Key and difficult points:Finish the chartTeaching tools:The chartSome white kiteSome color pensTeaching procedures:  StepsTeacher’s activityAimsStudents’ activityRevision  Show pictures quickly See which group says the quickestTake out the word cards Review the words and expressionsSs can recite the words in this unitSay out the words in groups  Read and spell the words, compare that which group read and spell the most quicklyPresen-tation  Show the pictures and ask:What’s this in English? Do you like kites?Draw a tick below the word kite.Repeat it several times. T: Look at my kite. Here are some colour pens. Let’s colour it.Play the tape. Play again. Ss could finish the chart in group of four.     It’s a kite.Yes, I do.  Ask and answer in groups of four and finish the chart.   Listen to the tape.Follow the tape.Read the dialogue in pairsRecite the dialogueAct the dialoguePracticePlay the tape, ask Ss to learn the rhyme.Ss can say and recite the rhyme.Read the rhymeRecite the rhymeMake new rhymes.   StepsTeacher’s activityAimsStudents’ activityConsoli-dation   Have a dictation of the new words. Do exercises D in the work book. Homework  Copy the sentence:Do you like kites?Yes, I do.Do you like puppets?No, I don’t.Period 4            10/20Contents:Part F GThe workbookAims and demands:Ss could identify the pronunciation of the letter j, k and give more examplesSs could read and understand the story.Review the words and expressions of this unitSs could create some new things.Ss finish the WBSs could write the sentencesKey and difficult points:Ss can finish the WB.Teaching tools:Pictures of all kindsTeaching procedures:StepsTeacher’s activityAimsStudents’ activityRevision  Flash the pictures quickly Review the words learnt beforeSay out the word and try to spell them. Presenta-tionAsk Ss do you like …?  T: Open your books to page 36 and then read the story.   Teach Listen and repeatPlay the tape and ask Ss to read after the tapeReview the sentence structureSs can read the story and can understand it. Ss can identify the pronunciation of j and k.Answer Yes, I do.No, I don’t. Read the story by themselves.Read it in pairs.Some pairs read it, try to read it actively. Read after the tape Read the sentence individuallySome Ss read it out.Pronounce the sound of j and kSet other words.   StepsTeacher’s activityAimsStudents’ activity   Teach the rhymeSs can say the rhyme Listen to the tapeRead the rhyme one sentence by one sentenceRead it after TRead it in groupsSome groups say the rhyme in the frontpractiseOrganize a game: I like…Hand out pictures of all kinds of things to Ss. Tell Ss the rule of the game.T: I like red.   Repeat the game several times.             S1: Here you are.S1: I like blue.S2 doesn’t hear.Ss: You’re out.Consoli-dationAsk Ss to take out their workbooks.Give instructions when Ss do the exercises.Ss can finish the WB. Finish the WB with teacher’s helpHomework  Review the whole unitHave a dictation about the words and sentences learnt in this unit.Bb. designing:Unit 4Do you like…?             Jim   juice   key   kitchenYes, I do./No, I don’t.  Jim’s juice and key are in the kitchen.

有 unit5----unit10  的教案 吗？？帮帮忙啊

不好意思,U5-10的教案是表格式的,在我的电脑里,等我去学校再传上来吧.

以下是引用clara12234在2005-1-27 12:54:13的发言：不好意思,U5-10的教案是表格式的,在我的电脑里,等我去学校再传上来吧.
谢谢U1-4,请把U5-10传上来吧.