Unit 2 small animals
Let’s enjoy  Song
Learning skills:
Students can sing and act the song freely.
Students know the word: little
Learning materials:
Tape recorder, cards, a paper rabbit, …
Learning course:
Pre-task preparation:
1. Free talk.
How are you?
How old are you?
I see a …What can you see?
Happy New Year!
2. You did a good job. Now let’s listen and act, ok?
Show me your …
Clap one, clap two…
While-task procedure:
1. Can you count from one to ten? Let the students count from one to ten.
2. Teacher acts a bird, a rabbit. Then draw a big rabbit on the blackboard, point and say a big rabbit. Then draw a little rabbit, ask the students:”is it big? No, it’s a little rabbit. Repeat a little rabbit for several times. Today will learn a song about the little rabbit.ok?
3. let the students sing the song follow the teacher sentence by sentence, then paragraph by paragraph with the actions.
4. Play the tape and get the students listen carefully, then teacher act and sing the song with the students.
Post-task activities:
1. Let the students sing the song with actions together.
2. Have a competition within the groups. To see which group is the best one.
Consolidation:
1. Sing the song with actions together.
2. invite some students to sing.
Homework:
Listen and sing the song five times.

Unit 3 colours
Learning targets:
1. Students can read and say the words: red, blue, yellow, green, pink, purple, brown and orange
2. Students can use: how many … to ask questions.
3. Using imperatives to give simple instructions:
E.g. colour the kites.
Pick out the read kite.
4. Students can say the rhyme fluently.
Learning materials:
Tape recorder, pictures, wall chart…

Lesson 1    3.24
Learning skills:
1. students can use imperatives to give simple instructions:
make eight kites.
Colour the kites.
Pick out the red kite.
Learning materials:
Some colour pencils, paper, cards, tape recorder
Learning course:
Pre-task preparation:
1. Free talk
How are you?
I see a … what do you see?
2. Let’s sing, ok? Let’s sing the little rabbit.
While-task procedure:
1. it’s spring now, do you like flying kites. Today, let’s make a kite, ok? Let the students read the phrase: make a kite several times. Invite some students to read.
2. Now, first please take out your paper, and draw a kite. Then ask the students what should we do now?
Yes, we must colour the kites. Get the students read “colour the kites” several times. Invite some students to read.
3. Teacher collects some kites, then ask the students: what colour is it?
Let the students pick out the red kite.
Post-task activities:
1.let the students read follow the tape, sentence by sentence. Then read follow the teacher.
2.have a competition.
To see which group reads best.
Consolidation:
Invite some students to read.
Homework:
Listen and read this page five times.

Lesson 2   3.28
Learning skills:
Students can use adjectives to identify and pronounce the colours: red, blue…
Learning materials:
Some colours, tape recorder, …
Learning course:
Pre-task preparation:
1. Free talk
I see a …what do you see?
How are you?
2. Invite some students to read the sentences on page 12. read these sentences together.
While-task procedure:
1. Show a red apple. Look, I have an apple, what colour is it? It’s red.
2. Show more colours, ask the students what colour are they, if they don’t know, say it without sound, let the students look at the teacher’s mouth to identify the word’s pronounce.
2.put the pictures on the blackboard, let the students read follow the teacher, the read together.
3. Have a competition.
A, Invite one student each group, then to see who is the best reader.
B, have a competition within the groups, then to see which group is the best.
Post-task activities:
1. Play the tape, let the students listen carefully.
2. Let the students read follow the tape.
3. play games with the students. Cover a colour, get the students guess what it it.
Consolidation:
Read together.
Homework:
Listen and read these words five times.

Lesson 3     3.29
Learning skills:
1. Students can ask yes/no questions to obtain a simple response.
e.g: is it blue?
2. Asking wh-questions to obtain a simple response:
e.g: how many kites?
Learning materials:
Some pictures, tape recorder…
Learning course:
Pre-task preparation:
1. Free talk
How are you?
I see a … what do you see?
2. Take out your colour pencil. Show me “red, blue, green, …”
While-task procedure:
1. Show the sentences on page12. let the students read together.
2. Show the colour, get the students read together.
3. Invite some students to read.
4. Look, I have some apples here; can you count how many they are? Let’s count: one, two, three, four,...so how many they are?
5. Show some pictures of fruit, practice the sentences: how many …?
Teacher ask students: how many … let the students answer the questions.
Then invite some students to ask the question, another student answer.
6.listen to me, please. What colour is the apple? It is red. Is it blue? No.
ask some students to answer: is it blue? Invite some students read this sentence.
Post-task activities:
1. Open the English book, let the students look at the picture carefully, listen to the teacher to explain the picture.
2. Play the tape, let the students listen and repeat follow the tape. Read follow the teacher. Read by themselves.
3. let the students read together. Invite some students to read.
Consolidation:
Have a competition:
Divide the class into four groups, let the students read group by group, to see which group is the best one.
Homework:
Listen and read this page five times.

Lesson 4     3.31
Learning skills:
1.students can ask wh-questions to find out the colours of objects
e.g: what colour is it?
2.using adjectives to identify colours:
e.g: it is red.
Learning materials:
Tape recorder, some objects, cards…
Learning course:
Pre-task preparation:
1. Free talk
I see …what do you see?
How many …?
Show some colours, ask the students: is it …?
2. Let the students read the colour words, invite some students to read.
While-task procedure:
1. Look, I have got something here, can you guess what they are?
Let the students guess, then show them to the class. Put them on the blackboard. Teacher points to the pictures nor in the order, invite some students to answer.
2.what colour is the …? Let the students say together. Then ask some students to answer what colour are they.
3.let the students read the sentence: what colour is it? Several times.
Post-task activities:
1. Play tick-tack-toe with the students, let the students draw the pictures on the paper.
2. Techer say the words, if students can make a line, then say tick-tack-toe, he/she is win.
Consolidation:
1. Read the page follow the teacher.
2. Read group by group, to see which group is the best one.
3.read together.
Homework:
Listen and read this page five time at least.

Lesson 5  4.4
Learning skills:
Students can say the rhyme fluently.
Students can identify the colours: blue, brown…
Learning materials:
Tape recorder, colour papers…
Learning course:
Pre-task preparation:
1. Free talk
Show a picture, ask students the question: how many …invite some students to read.
I have got a …what have you got?
2. Read the sentences on page 15, to check the homework.
While-task procedure:
1. let the students say the rhyme: one two three it’s a tree, four five six, pick up sticks together.
2. Today, we will learn another rhyme. Let the students look at the pictures, listen to me, ok?
One, two,
Red and blue
Up and down
Orange and brown,
Kites in the sky,
Flying very high.
3. Now, let’s learn the rhyme, ok?
One, two,
Red and blue
Up and down
Orange and brown,
Kites in the sky,
Flying very high.
3. Now, let’s learn the rhyme, ok?
Let the students read the rhyme sentence by sentence several times. Then play the tape and get the students read follow the tape.
Post-task activities:
1. Have a competition
Divide the class into four groups, and let the students read group by group, to see which group is the best one.
2. read the rhyme together.
Consolidation:
Read this unit together, and invite some students to read.
Homework:
Listen and read this page at least five times.
Lesson 6     4.5
Review unit 3 & do the workbook.
Step 1
1. Free talk:
I see …what do you see?
How many …?
What colour is it?
3. Review the words.
Have a competition to see which group can read the best.
Step 2. Review the sentences.
Show the sentences and then let the students read it. Invite some students to read.
Step 3. do workbook.
Step 4 homework
Listen and read this unit for three times.

Unit 4 postman and policeman
Language targets:
1. Students can use imperative to give simple instructions:
Follow me.
Turn right.
Turn left.
2. Using formulaic expressions to identify people
e.g.: he is a postman.
3. Asking yes/no questions to identify people:
e.g.: is he a postman?
4. Students can read and say the words:
Postman, policeman, driver, fireman, milkman, tall, short
5. Students can sing the song: he is a postman.
4. 7
Lesson 1
Learning skills:
1. Students can use imperative to give simple instructions:
Follow me.
Turn right.
Turn left.
Learning materials:
Tape recorder, cards, …
Learning course:
Pre-task preparation:
1. Free talk
I have got a book, what have you got?
I see a … what do you see?
What colour …?
How many …?
2. Sing a song.
One little two little
Three little rabbits
Four little five little
Six little rabbits
…
While-task procedure:
1. Show the letter “A”, do you know how to read it? Follow me, A. then show “b”, ask the students follow the teacher to read to teach the new phrase: follow me.
2. Let the students read together. Then invite some students to read this sentence.
3. Show a puppet, then say: turn right, turn left to it. Do several times and let the students know the meaning.
4. Then let the students do together with the teacher. Then ask the students to follow you to read.
5. Invite some students to read these two sentences.
6. Read these three sentences together.
Post-task activities:
1. Play the tape and get the students to read the sentences on page17.
2. Read follows the teacher.
3. Invite some students to read.
Consolidation:
1. Have a competition to see which group is the best reader.
2. Play high voice and low voice.
3. Play somin says.
Homework:
Listen and repeat this page at least five times.
4.11
Lesson 2
Learning skills:
1. Using nouns to identify people’s occupations
e.g.: postman, policeman
Learning materials:
Tape recorder, cards….
Learning course:
Pre-task preparation:
1. Free talk
I have got a book, what have you got?
I see a … what do you see?
What colour …?
How many …?
2. Play simon says.
Turn left, turn right…
While-task procedure:
1. miss shen is a teacher. Look at this picture; do you know who is it? To teach the new words.
2. Put the words on the blackboard; read the words get the student read follow the teacher.
3. Play a game: magic eyes & what’s missing.
Post-task activities:
1. Play the tape, let the students read follow the tape.
2. Read follows the teacher.
3. Invite some students to read.
Consolidation:
1. Have a competition to see which group is the best reader.
2. Have a competition to see who the best reader is.
Homework:
Listen and read this page at least five times.
4.12
Lesson 3
Learning skills:
1. Using formulaic expressions to identify people:
e.g.: he is a postman.
2. Asking yes/no questions to identify people:
e.g.: Is he a postman?
Learning materials:
Tape recorder, cards …
Learning course:
Pre-task preparation:
1. Free talk
I have got a book, what have you got?
I see a … what do you see?
What colour …?
How many …?
2. Review the phrase on page 17, and review the words on page 19.
3. Invite some students to read.
While-task activities:
1. Show a card, ask the students: is he a …? Encourage students answer: yes or no.
S: yes, he is a …
S: no. then the teacher ask who is he? He is a …
2. Show a card: is he a … he is a … let the students read follow the teacher to read.
3. Invite some students to read, correct the pronunciation.
Post-task activities:
1. Play the tape, let the students read follow the tape.
2. add some sentences: he is a driver.
                   He is a fireman.
                   He is a postman.
                   ……
3.let the students read in order, read together.
4.invite some student to read.
Consolidation:
Invite some students come to the blackboard, and hide a card, let the other students guess.
Homework:
Listen and read this page at least five times.

4.14   Lesson 4
Learning skills:
1. Using formulaic expressions to identify people:
e.g.: he is a postman.
2. Asking yes/no questions to identify people
e.g.: is he a driver?
Learning materials:
Tape recorder, cards…
Learning course:
Pre-task preparation:
1.put a toy gun, a big bag of letters, a box of milk, a paper steering-wheel and a toy fire-engine on the table. Put the word cards for “policeman”, “postman”, “driver”, “milkman”, “fireman”, “tall ”, and “short”, into a
box that has an opening on the top .Have students take turns in drawing out a word card. Tell them to take the appropriate object or do an action so that others can guess what that word is.
2. Put up the word cards on the board. Across from them put the corresponding picture cards but in a different order . let students come up to match them.
While-task procedure
1. Choose five boys to come to the front. Each is given a representative object for the five kinds of people who help us.
2. Play the music while passing around the class five cards with sentences written on them, e.g. He is a postman. When the music stops, the students who happen to have the five cards in their hands need to walk out, find the right boys in the front and stand beside them.
3. When every boy in the front has been identified, get the rest of the class to point to each of them and say’ he is a’
4. Play the matching game until most of the students have the chance to match a sentence with the person it describes.
5. Open the Student’s Book to page 20. Play the cassette tape. Students listen and point to each person when the sentence describing him is being read out.
Post-task activity
Show some photos of the five kinds of people who help us. Have the students ask and answer questions about them in pairs, e.g.
S1:Is he a driver?
S2:Yes. Is he a postman?
S1:No.
Consolidation
Workbook page 15: Tick the correct sentence.


4.18 Lesson 5
Learning skills:
1. Students can use formulaic expressions to identify people:
e.g.: he is a policeman.
2. Using adjectives to describe people:
He is tall.
3. Using formulaic expressions to take leave:
Goodbye.
Learning materials:
Tape recorder, cards…
Learning course:
Pre-task preparation:
1. Free talk
Is he a postman?
How many..?
What colour is it?
2. Review the words and sentences on page 20.
A, show the words, let the students read one by one.
B, show the sentences. Let the students read one by one.
While-task procedure:
1. Show a card, ask the students: is he a postman? Encourage students answer: yes, he is a postman./ no, he is a …
2. Point to a student and ask students: is he tall/ short? Encourage students answer: he is tall. He is short.
3. Today, let’s learn a song, ok?
4. Turn to page 21. Let students read by themselves. Then read follow the teacher. Sentence by sentence, then read paragraph by paragraph.
5. Let the students read together.
6. Play the tape; let the students listen to the tape together.
Teacher sings the song first, then let the students sing the song sentence by sentence follow the teacher. Follow the teacher, sing the song together.
Post-task activities:
1. Sing the song in role. Boys and girls, to see which role is better. Then girls first, sing the song.
2. Sing the song together.
3. Clap and sing.
Consolidation:
1. invite some students to sing the song.
Homework:
Listen and sing the song at least five times.

4.19   lesson 6
do workbook and analisys.

Unit 5 doctor and nurse
Learning targets:
1. Using imperatives to give simple instructions:
e.g.: listen to me.
2. Using formulaic expressions to identify people:
e.g.: she is a …
3. Ask yes/no questions to identify people:
e.g.: is she a …?
4. Using nouns to identify people:
e.g.: doctor, young, nurse, cook, old.
5. Using imperatives to give simple instructions:
e.g.: look at the doctor.
6. Using adjectives to describe people:
e.g.: all very old.
4.25                    Lesson 1
Learning skills:
1. Using imperatives to give simple instructions:
e.g.: listen to me.
Learning materials:
Cards, tape recorder, …
Learning course:
Pre-task-preparation:
1. Free talk
Is he a …?
How many …?
2. Play a game: Simon says.
Review the actions: open your book, close your book, face, mouth, nose, eye, ear…
While-task procedure:
1. Show a card: open your mouth, invite some students to read, to see if they can read or not.
2. Teacher read it without sound, student imitate the pronunciation and read. Read follow the teacher several times.
3. Look at the picture, look at the picture, is she a policeman? Is she a …? She is a doctor. Teach the word, invite some students to read.
4. Show a card of a nurse, ask some students: is she a doctor? No, she is a nurse.
Teach the title: doctor and nurse, invite some students to read.
5. Teacher show a card, read and act: listen to me. Read several times, and invite some students to read.
6. When you see a doctor, how she/he say: say “ah”. Invite some students to read.
Post-task activities:
1. Teacher act the actions, students say the orders. Invite some students to say.
2. Play the tape, let the students listen to the tape, try to read follow the tape.
3. Read follow the teacher. Then let the students read by themselves.
4. invite some students to read the sentences.
Homework:
Listen and read this page for 5 times.
4.26   Lesson 2
Learning skills:
1. Using nouns to identify people
e.g.: doctor, nurse, cook…
2. Using adjectives to describe people:
e.g.: old, young…
Learning materials:
Tape recorder, cards …
Learning course:
Pre-task preparation:
1. Free talk
Point to the card: is he/she a …?
What do you see?
2. Review the sentences on page 22.
Let the students read together. Then invite some students to read.
While-task procedure:
1. Show a card, who is he/she? She is a doctor/nurse.
2. Show a cook, ask the students: is she a doctor/nurse? No, she is a cook. Invite some students to read, let the students act and cook.
3. Put on the wall chart for page 3, point to Sam’s father and say: this is Sam’s father. He is young. Then point to Sam’s grandfather and say: this is tom’s grandfather. He is old. Repeat for students to read.
4. Teacher act old and young, let the students say as quick as they can. Hold up the picture cards for “old” and “young”. Say the words slowly and clearly for the students to follow.
5. Point to Sam’s mother on the wall chart and ask the students: is she young? To clients “yes”. Then point to Sam’s grandmother and ask: is she young? Encourage students to answer: no, she is old.
6. Let the students listen and repeat follow the teacher.
7. let the students listen to the tape, and read follow the tape, try to imitate the pronunciation.
Post-task activities:
1. play magic eyes.
2. Invite one student come to the blackboard, and hide one card, let the other students guess who is he/she?
3. have a competition. Divide the students into three groups, and then invite one student each group, to see who is the best reader.
Consolidation:
1.Read these words together.
2.invite some students to read.
Homework:
Listen and repeat this page at least three times.
4.28   Lesson 3
Learning skills:
1. Students can use formulaic expressions to identify people:
e.g.: she is a nurse.
3. Asking yes/no questions to identify people:
e.g.: is she a cook?
Learning materials:
Tape recorder, cards, …
Learning course:
Pre-task preparation:
1. free talk
What colour is it? Is it blue?
How many …?
Is he a …?
2. Review the words.
Let the students read together. Then invite some students to read, then read these words one by one.
While-task procedure:
1. Show a card, review the structure: is he a …?
2. Show a card, say slowly to the students: is she a …?
3. Invite some students to say the difference of him/her. He is standing for a man or a boy, she is standing for a women or a girl.
4. Show a cook card, ask the students: is she a nurse?
5. show a nurse card, ask students: is she a cook? Encourage students to answer: no, she is a nurse.
6. Ask students to open their English book, listen to the tape carefully.
7. Read follow the tape, then read follow the teacher. Read by themselves, if you can’t read the sentences, ask the teacher.
8. Read this page together. Then invite some students to read.
Post-task activities:
1. Teacher show a card, ask the students: is he/she a … let the other students to answer.
2. invite a student come to the blackboard, ask other students: is he/she a …?
Consolidation:
1. Have a competition. To see which group is the best reader.
2. read this page together.
Homework:
Listen and read this page at least five times.
4.29   Lesson 4
Learning skills:
1. Asking “yes/no” questions to identify people:
e.g.: is she a doctor?
2. using adjectives to describe people”
e.g: she is young.
3.using imperatives to give instructions:
e.g: open your mouth.
4. using formulaic expressions to express thanks.
e.g: thank you, doctor.
Learning materials:
Tape, cards, …
Learning course:
Pre-task preparation:
1. Free talk
Is he/she a …?
What colour is it?
2. Review the words.
A, let the students read these words together.
B, have a competition to read the words.
While-task procedure:
1. Show a picture of a young doctor, ask the students: is she a doctor?
Is she old or young? Encourage students to answer: she is young.
2. Teacher acts a doctor, come to a student, let the student: open your mouth, say “ah”. The teacher says: you are fine. Repeat several times. Let the students read together. Invite some students to read.
3. Let the students respond the teacher: thank you, doctor.
4. Let the students open their English book, turn to page 25. Listen to the tape, listen and repeat follow the tape.
5. Let the students read follow the teacher, read by themselves. Read together.
Post-task activities:
1. Have a competition.
Teacher hold six phrase cards, invite one student each group to have a competition, to see which group is the best one.
2. Read together. Invite some students to read.
Consolidation:
Ask students act and say. One act one say, then change the roles.
Homework:
Listen and repeat at least five times.

4.30   Lesson 5
Learning skills:
1. Using imperatives to give simple instructions
E.g.: look at the doctor.
2. Using adjectives to describe people:
e.g: all very old.
Learning materials:
Tape recorder, cards…
Learning course:
Pre-task preparation:
1. Free talk
Is she/he a …
Is she/he young/old?
2. review the words.
Let the students read together, invite some students to read, then have a competition to read these words.
While-task procedure:
1. Stick the cards on the blackboard: doctor, nurse, cook, book. Point to each picture and say “she is a doctor. She is a nurse. She is a cook. This is a book.”
2. Let the students look at the doctor, she is old. What is she doing? She is reading a book. The book is about a nurse and a cook. Today we will learn a rhyme about the old doctor.
3. Let the students look at these pictures and teach the phrases: look at, read a book, about, a nurse and a cook, all very old.
4. Let the students read these words together, then invite some students to read.
5. Teacher put these words on the blackboard, and then let the students follow the teacher to read.
6. play the tape, let the students listen to the tape and read follow the tape.
7. play the tape again, students follow and say the rhyme in lines. Encourage the students to say the rhyme with you with actions.
Post-task activities:
1. invite some students to act out the rhyme. Students vote for the best performer.
2. divide the class into groups, have each group act out the rhyme to the class. The best group will be the winner.
Consolidation:
Read this rhyme together.
Homework:
Listen and read this rhyme at least five times.
5.8   Lesson 6
Step1:  
Do workbook of unit 5
Step 2:
Analysis the workbook.
Homework:
Read this unit three times.

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辛苦啦！

Very useful!