加入音标拼读单词的课前练习

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Unit 4 What can you smell and taste ?

Teaching Contents:

P14-P18

Teaching Aims:

Learners read the story about Ben‟s friend

Learners play the guessing game using different food realia

Learners write food riddles and play the guessing game

Learners draw food that smells nice and does not smell nice

Learners read the story about a fox and some grapes

Learners write an extended version of the story

Teaching Focus

Teaching Time: 5 periods

First

Teaching Contents:P14

Teaching Aims:

Learners read the story about Ben‟s friend

Language focus:

predicative adjectives to describe people. E.g. He is blind.

modals to talk about ability.

e.g. I can smell kiscuits.

yes / no questions to obtain simple responses.

e.g. Is this a fruit shop?

Teaching Type: New

Materials:

Cassette. Cassette player.

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Drawing paper. Fruit and snacks.

Procedure:

ⅠWarming up: 加入音标拼读单词的课前练习。

Answer the question:

What can you hear with your ears?

What can you see with your eyes?

What can you touch with your hands?

What can you smell with your nose?

What can you taste with your mouth? 加入盲人模拟的导入环节。

ⅡWhile-task procedure

New lesson

1. Ben‟s friend. This is David. Is he blind.

Can you see? What can he do?

Hear, touch feel smell taste

2. I‟m a fruit shop. What can you smell?

I‟m a cake shop. What can you smell?

I‟m a hamburgers.

Is this McDonald‟s?

I can taste.

What can David smell? He can smell ….

Listen to the cassette and read after it.

加入以听力课文的形式引入，以此达到练习听短文的能力训练。

Post-task activity

1. Play a game.

I can smell ….

Blackboard design

see hear touch feel smell taste blind

fruit shop cake shop

What can you amell?

What can he smell?

Ⅳ Assignment

1. Recite “read and answer”

2. Copy it.

Summarize

1、这一课时的教学内容故事和对话教学较为简单，学生对课文内容掌握的较好，句型结构也没有难度，对于新单词blind的运用还不 2

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是太熟练，主要是课文中出现练习的地方较少。

2、这一课时我主要以听短文形式引入，比较适合高年级学生，在教授重点单词blind时以体态模仿形式教授，学生易懂易记，效果较好。

3、课堂反馈作业中单词blind学生易误用为名词，McDonald‟s拼写错误较多。

Second

Teaching Contents:P15

Teaching Aims:

Learners play the guessing game using different food realia

Learners write food riddles and play the guessing game

Learners draw food that smells nice and does not smell nice

Language focus:

1. Using predicative adjectives to describe things.

e.g. It‟s rough.

2. Using imperatives to five instructions.

e.g. Close your eyes.

3. Asking “wh”-question to find out various kind of information about a

person.

e.g. What have you got, kitty?

Teaching Type: New

Materials:

Cassette. Cassette player.

Colour pencils and sissors.

Procedure:

ⅠWarming up

Recite “read and answer”

Have a dictation.

ⅡWhile-task procedure

Look and talk.

P1 lime. P2 an apple. 加入猜谜语的环节，提升学生的 3

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学习兴趣。

Talk about the pictures.

Read and answer

What have you got, Kitty?

It‟s an apple. It‟s nice. Close your eyes, smell it.

Sandwitch.

Ⅲ Post-task activity

1. Listen to the cassette then read after it.

2. Say something about you. 鼓励学生口头说语段，尽量多说。

3. Blackboard design

It is …..

It is…….

It is…….

Smell it.

It is……..

It‟s a ……..

ⅣAssignment

1. Recite “read and answer”

2. Copy it.

Summarize

1、这一课时课文内容较为简单，学生掌握的很好，主要是单词sandwich的发音容易带出字母d的音。

2、课文与talk的内容我主要是设计猜谜语的方式来进行导入，小学生对于谜语的形式还是很感兴趣的，教学效果也比较好。

3、作业—写一种水果，在句型结构方面学生还有很多缺陷，主要表现在句型结构的种类上。

Third

Teaching Contents:P16

Teaching Aims:

Learn a new story

Compre hinding simple narratives.

Asking „Wh-‟ questions to find out various kinds of information about an

animal

e.g. What colour is the fox?

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Asking „yes/no‟ questions to find out sth feeling.

e.g. Are the grapes sour?

Asking „yes/no‟ questions to find out sth feeling.

e.g. Are the grapes sour?

Learners collect objects in class and act out the story in groups

Language focus:

Asking „Wh-‟ questions to find out various kinds of information about an

animal

e.g. What colour is the fox?

Teaching Type: New

Materials:

Student‟s Book 4B page 16

Cassette 4B and a cassette player

Workbook 4B page 11

Photocopiable page 17

Pre-task preparation

设计讲故事环节，让学生课下做相应的准备。

1、Answer the questions.

T: What fruits do you like?

T: What fruits don‟t you like?

2. Describe the fruits.

What shapes and colours are they?

How do they taste?

While-task procedure

1. Learn the words:

grape, bird, fox

Show the picture with the grapes on it.

Show the picture with the bird and the fox on it.

T: Which animal do you like?

2. Show some pictures of the story.

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T: Look, what‟s the bird/the fox doing?

se in pairs.

the pupils the main part of the story in the book.

discuss in groups and report.

课堂中多给学生留下表演故事的时间，鼓励他们多多表演，可以分情景表演。

Post-task activity

1. Listen to the story.

2. Answer the questions.

3. Read the story. Then act it out.

Do more reading Consolidation

Tell the story to your parents.

Extend or adapt the story

Summarize

1、这一课时是故事教学，学生对中文故事已经很熟，因此新授知识教起来很快，学生也掌握的较好。

2、在新授之间以故事演讲开始，新授之后以表演故事为主，整堂课程都环绕故事教学为主。

3、作业主要以翻译句子为主，内容以课文故事为本，帮助学生熟悉英文故事中的句子。

Fourth

Teaching Contents:P17

Teaching Aims:

Learners identify things

Language focus :

Using nouns phrases to identify things

e.g. pineapple juice

Teaching Type: New

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Materials :

Student‟s Book 4B page 17

Cassette 4B and a cassette player

Workbook page 10

Different kinds of fruit juice

An orange , a lemon and a squeezer

Paper cups of straws

Preparation

Bring different kinds of fruit juice , an orange , a lemon , a squeezer , paper cups and

straws .

While-task procedure

课前准备好各类水果汁，玻璃杯，水和咖啡等饮料。

1. Introduce : orange juice , lemon juice , using the juice you have just made .

2. Play the cassette : Look and learn . Students listen and follow in their books .

3. Play the cassette again . Students listen and repeat

4. Put six paper cups on your desk . Label the first paper cup as A , the second one as B

and so on .

5. Pour a different kind of juice into each cup . Pour water into the last paper cup. .

6. Draw a table similar to the one on page 17 on the board .

7. Invite an individual student to come to your desk . Have the student close his/her

eyes . Ask him/her smell a certain kind of drink . Say : Close your eyes . Smell it .

8. Give a straw to that student . Ask him/her to taste the juice . Say : Taste it . What is it ?

to elicit : It‟s ______ .

9. The students puts a tick and his/her name beside the tick on the table .

10. Invite a few more students to taste the drink in paper cup A . Repeat Steps 7,8,9 .

11. Continue the game by asking students to taste the other drinks .

12. Let students know the answers . The class check the board and find out the student

with most correct guesses .

Learn the sound

1. Play the cassette . Students listen and follow in their books .

2. Play the cassette again . Students listen and repeat .

3. Invite individual students to read the sentence .

Post-task activity

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Workbook page 10

a. Ask the students to look at the table for a few seconds .

b. Have students close their books . Invite individual students to tell the class the

drinks the blind boy likes and the drinks he doesn‟t like .

c. Students finish writing the sentences in Look , read and write .

d. Ask individual students : What do you like ? to elicit : I like ______ .( a kind of

drink from the first exercise )

Consolidation

At this stage Grammar Practice Book 4B , page 14could be used to practice and

consolidate the oral and written language in this section further .

Summarize

1、课程内容主要是教授不可数名词的运用，难点在于帮助学生弄清不可数名词在不同情况下可数的用法。

2、课堂教学我主要是借助事物来进行教学，这样会更直观些。

3、作业中there be句型be动词的用法结合不可数名词和相应词组的变化，学生还有相当的错误率。

Fifth

Teaching Contents:P18

Teaching Aims:

Learners comprehend the simple narratives

Language focus :

Asking „Wh- ‟ questions to find out various kinds of specific information about a person

e.g. Where is mum , Kally ?

Using the present continuous tense to describe an action taking place at the time of

speaking

e.g. She‟s making a cake .

Using demonstratives to refer to objects

e.g. Whose presents are those ?

Using formulaic expressions to express good wishes

e.g. Happy birthday !

Using imperatives to give instructions

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e.g. Close your eyes .

Using imperatives to indicate prohibitions

e.g. Don‟t be late again .

Teaching Type: New

Materials:

Student‟s Book 4B page 18

Cassette 4B and a cassette player

A toy car

A box of chocolates

An alarm clock

Preparation :

Bring some beautifully wrapped presents to class or remind students to bring some

presents .

Pre-task preparation :

Introduce the background of the dialogue .Review birthday and Happy birthday! with

students . Use guided questions to prompt students to say the above words .

While-task procedure

1. Have students close their books . Play the dialogue on the cassette in six parts .Ask

some comprehension questions after each part is played .Encourage the more able

students to predict what will happen next .

2. Play the dialogue again while students follow in their books . Students learn the

content through listening .

3. Divide students into groups of five to act the story . Use the presents brought to class

as props .

4. Select groups to act the dialogue to the class . Students vote for the best group .

由于是故事教学，因此在教学时可以分段分图结合听力来进行教学。

并且在课后引导学生去表演课文。

Post-task activities

1. Extend the task by having the same groups practise the dialogue , substituting the toy

car , the box of chocolates and the clock with other presents .

2. Select groups to act out the new dialogue . Check student‟s pronunciation , and

correct if necessary .

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Consolidation

Oxford English Practice and Assessment Series 4B Part1 ,Module 1 , Unit 4 presents

further grammar and vocabulary exercises as well as listening and reading skills

development tasks .

Summarize

1、因为是故事教学因此在课文中句型较为简单，主要是词汇的教学以及对英文名的认识，学生整体掌握的很好，就是个别单词的发音还要多加巩固，例如：kitchen, guess, clock.

2、课堂教学我设计分段分图结合听力进行新课的教学，以听促说。

3、作业主要是翻译句子的练习，帮助学生进一步熟悉课文内容。

Module 2 My favourite things

Teaching Contents: P19—P31

Teaching Aims:

1. Learners read a poem about a pet dog

2. Learners read three short stories about animal friends

3. Learners tell the price and the name of the toys in the pictures

4. Learners read the story about the Li family and decide if the statements about the

story are true or false

5. Learners read and role play the story about Supergirl on the moon

6. Learners talk about what each member of Eddie‟s family is doing

7. Learners read the story about a cartoon character „Spiderboy‟

8. Learners make an album of cartoon characters

Teaching Focus:

1. Asking about and describing personal possessions

2. Comprehending simple narratives

3. Counting from 21to 50

4. Talking about money and the price of objects

5. Asking and describing where people are and what they are doing

6. Giving a simple description of oneself in terms of family members

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7. Saying the sound „sh‟

8. Saying the sound „sk‟

9. Saying the sound „sp‟

Teaching Time:

13 periods

Unit 1 My pet

Teaching Contents:

P19—P22

Teaching Aims:

1. Learners read a poem about a pet dog

2. Learners read three short stories about animal friends

3. Learners do a survey in groups about who has a pet and what the pet is like

4. Learners draw and write about their pet if they have one

5. Learners read and talk about the bar chart about pets , and transfer information to

a table

Teaching Focus:

1. Asking about and describing personal possessions

2. Asking for things that are needed to complete a task

3. Comprehending simple narratives

4. Saying the sound „sh ‟

Teaching Time: 4 periods

Period 1

Teaching Contents:

P19

Teaching Aims:

Learners read a poem about a pet dog

Learners do a survey in groups about who has a pet and what the pet is like

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Language focus:

Asking „Wh-‟ questions to find out various kinds of information about an animal

e.g. What colour is it ?

Asking „yes/no‟ questions to find out a person‟s possessions

e.g. Have you got a pet ?

Teaching type : new

Materials:

Student‟s Book 4B page 19

Cassette 4B and a cassette player

Workbook 4B page 11

Photocopiable page 17

Pre-task preparation

Asking students to look at the picture in Read a poem and list the things in it .

Introduce : mop by drawing a mop on the board .

Invite students to guess where the dog is .

While-task procedure

1. Play the cassette :Read a poem . Students listen and follow in their books.

2. Play the cassette again . Students listen and repeat.

3. Divide students into three groups . Group A reads the first three lines, Group B reads

the fourth to the sixth lines and Group C reads the last three lines .

4. Invite individual students to read the poem .

鼓励学生有表情的朗读儿歌，并进行小组比赛，增加语感和兴趣。

5. Encourage students to list the animals they know on the board .

6. Invite individual students to circle the animals that people keep in their houses as

pets . Introduce : a pet .

7. Asking students if they have got a pet .Ask: Have you got a pet? to elicit: Yes, I‟ve

got a_______./No, I haven‟t got any pets.

8. Play the cassette: Do a survey. Students listen and follow in their books.

9. Play the cassette again. Students listen and repeat.

10. Distribute a copy of Photocopiable page 17 to each student .

Have students do a simple survey on the pets of their classmates using the dialogue in

Do a survey .

11. Allow five minutes for the students to finish their survey .

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12. Divide students into groups .

Students take turns to report to their group members on their survey .

讨论pet可以结合学生自己生活中内容来进行练习。

Post-task activity

Workbook page 11

1. Students work in pairs to complete the dialogue orally .

2. Invite pairs of students to read the dialogue to the class .

3. Have students fill in the blanks to complete the dialogue .

Consolidation

At this stage Grammar Practice Book 4B, page 17 and 18 could be used to practice and

consolidate the oral and written language in this section further .

Summarize

1、这一课时讨论宠物，学生对此的兴趣高昂，学习的效果很好。小诗的朗读存在着语音语调的小缺陷，我在课中鼓励学生模仿朗读，给他们以信心。

2、课程内容中我增加了调查宠物的环节，虽然时间有点少，但是学生对此学习方式还是比较感兴趣。

3、作业中改变句型Betty‟s a toy giraffe. 对于Betty‟s中的‟s学生容易与名词所有格混淆。

Period 2

Teaching Contents:

P20

我把20页和21页的内容合并在一起进行教学。

Teaching Aims:

Learners draw and write about their pet if they have one

Language focus :

Using imperatives to give instructions

e.g. Fold the paper .

Using predicative and attributive adjectives to describe animals

e.g. It‟s small . It has got short ears .

Teaching type : new

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Materials :

Student‟s Book 4B page 20

Cassette 4B and a cassette player

Photocopiable page 18

Colour pencils

Preparation

让学生课下准备好自己喜欢的宠物图画。

Make copies of Photocopiable page 18 . Remind students to bring colour pencils .

Pre-task preparation

Ask students questions about their pets , e.g. Have you got a pet ? Is it big/small ? What

colour is it ? Has it got long /short ears ? Has it got a tail ? Has it got long /short hair?etc.

While-task procedure

13. Play the cassette :Play a game .Students listen and follow in their books .

14. Play the cassette again . Students listen and repeat .

15. Distribute a copy of Photocopiable page 18 to each student . Students draw and

colour their own pet or a pet they would like (if they haven‟t got any pets ) .

16. Students write a few sentences similar to the ones on page 19 of the Student‟s Book .

17. For more able students , encourage them to write a few more sentences to describe

their pets . For example , It has got ________ eyes . It likes ________ .

18. Remind students to fold the paper in the same way as shown in the Student‟s Book .

19. Divide students into pairs or groups . Students take turns to read their classmates‟

work and make guess of what pets they have got .

20. Members of a group put their work together and form a pets book . Encourage

students to design and make a cover for their book .

学生说完自己的宠物之后，让他们进行小组交流，练习对话并帮助他们认真听他人的倾诉。

Teaching Contents:

P21

Teaching Aims:

Learners read and talk about the bar chart about pets , and transfer information to a table

Language focus :

Asking „How‟ questions to find out quantity

e.g. How many children in Class 4A have got ?

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Using numerals to show quantity

e.g. Three children have dogs .

Teaching type : new

Materials:

Student‟s Book 4B page 21

Cassette 4B and a cassette player

Workbook 4B page 12

Photocopiable page 19

Preparation :

Make copies of Photocopiable page 19 for each students .

Pre-task preparation

Tell students how to read the bar chart in Ask and answer . For less able students , have

them write 4A ,4B or 4C on the top of each bar . Check answers with students .

Encourage students to use a ruler to help them read the chart .

While-task procedure

5. Play the cassette : Ask and answer .Students listen and follow in their books .

6. Play the cassette again . Students listen and repeat .

7. Go through the nouns at the bottom of the chart with the students . Remind students

to use the plural form of the nouns when the quantity is more than one .

8. Ask all the questions about the pets of Class 4A .Invite individual students to give

you answers as examples .

9. Have students fill in the column of 4A on the table on page 21 of the Student‟s Book.

10. Students work in pairs to ask and answer the questions about the pets of Class 4B and

Class 4C . Student A asks questions about Class 4B and answers questions about

Class 4C .Students B asks questions about Class 4C and answers questions about

Class 4B.

11. Encourage students to refer to the chart and check if the answers given by their

classmates are correct .

How many句型学生初步口语容易掌握，但是对于这个句型不容易掌握的扎实，要让学生多开口说，以说促学。

Learn the sound

1. Play the cassette . Students listen and follow in their books .

2. Play the cassette again . Students listen and repeat .

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3. Invite individual students to read the sentences.

Post-task activities

1. Workbook page 12

a. Students work in pairs to ask and answer the questions .

b. Invite pairs of students to read and answer the questions .

c. Have students fill in the answers to complete the dialogues .

2. A survey

a. Distribute copies of photocopiable page 19 . Give every two students a

tasksheet .Students cut along the dotted lines .

b. Each student has half of the bar chart . They work in pairs to ask and answer and

fill out the number of students in Class 4D who have the other four kinds of

pets .

c. Students put their tasksheets together and check their answers

Consolidation

At this stage Grammar Practice Book 4B ,page 19 could be used to practice and

consolidate the oral and written language in this section further .

Summarize

1、20页的内容十分简单主要是画宠物和说宠物，我让学生在课下已经准备好了图片，主要是说宠物和小组对话交流。How many句型学生掌握的不太扎实，我鼓励学生多开口说，先以口语增强对此句型的语感。

2、在教授how many句型时我准备了很多的教具，这样可以更直观，对于学生学习新知识有一定的帮助，第一次的输入理念要正确并印象深刻。

3、作业以改变how many句型为主，错误主要在于there be句型 to have句型容易混淆。

Period 4

Teaching Contents:

P22

Teaching Aims:

Learners read three short stories about animal friends

Language focus :

Using the present continuous tense to describe an action taking place at the time of

speaking

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e.g. Superdog is digging a hole .

Asking „Wh‟ questions to find out specific information about an animal

e.g. Who is Min‟s friend ?

Teaching type : new

Materials :

Student‟s Book 4B page 22

Cassette 4B and a cassette player

Word and Picture Cards : dig , hole , bone

Large pieces of drawing paper (poster size )

Colour pencils

Preparation :

Bring large pieces of drawing paper . Remind students to bring colour pencils .

Per-task preparation

Ask students to glance at the pictures on page 22 on the student‟s book . Encourage

students to guess whether the animals are friends or not . Encourage individual students to

tell the class what animals the three stories are talking about .

在上新课之前让学生先以泛读的方式快速浏览课文。

While-task procedure

1. Play the cassette for the first story in Look and read . Students listen and follow in

their books .

2. Play the cassette again . Students listen and repeat .

3. Asking the first question in Ask and answer :Who is Min‟s friend ? to elicit : Mog

4. Ask : What‟s the name of the white cat ? to elicit : Min .Ask :What‟s the name of the

black cat ? to elicit :Mog

5. Play the cassette for the second story in Look and read . Students listen and follow in

their books . Stick the Word and Picture Cards : dig ,hole , bone on the board to

introduce these words .

6. Play the cassette again . Students listen and repeat .

7. Ask the second question in Ask and answer : Who is Superdog‟s friend ? to elicit :

Peppy .

8. Ask :What colour is Superdog ? to elicit : It‟s black and white .

Ask :What colour is Peppy ? to elicit : It‟s brown .

9. Play the cassette for the third story in Look and read . Students listen and follow in

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their books .

10. Play the cassette again . Students listen and repeat .

11. Ask the third question in Ask and answer : Who is Min‟s friend ? to elicit : Ella .

12. Ask :What‟s the name of the mouse ? to elicit :Milly . Ask : What‟s the name of

elephant ? to elicit :Ella .

13. Divide students into groups and ask them to prepare to act the story they liked best .

14. Groups take turns to act in front of the class .

增加课文表演竞赛的环节，课文学完之后要鼓励学生多多参与课文的表演。

Post-task activity

A poster for the story

a. Students work in groups to design a poster for each of the stories on page 22 of

the student‟s book .

b. Have students discuss and decide on a name for each of the stories and have the

names written on the posters .

c. Display the students‟ work on the display board in the classroom .

d. Have students vote for the best name and the best posters for each of the stories .

Consolidation

Oxford English Practice and Assessment Series 4B Part1 ,Module 2 , Unit 1 presents

further grammar and vocabulary exercises as well as listening and reading skills

development tasks .

Summarize

1、这一课时是故事教学，学生对六个新的小动物朋友很感兴趣，学习效果很好。语法知识主要是进行时态，难度不高，主要是强调个别动词的现在分词的特殊变化。

2、这是故事教学，以前我主要是以听力的形式进行故事教学，这次我在听力之前增加了泛读的快速浏览步骤，培养学生自主学习短文的能力。

3、作业主要是根据故事浓缩写一段话，以课文故事为主，学生兴趣较高，但是写下来的效果还是有不少的错误，主要是学生的思维方式还是以母语的状态，以后要多增加此类形式的作业，帮助学生培养以英语的思维方式考虑问题。

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课题

教学目标

教学重点

教学时间

教学过程

4B Mid Revision(1)

作业布置

单词、词组、句型四会

背默单词、句型转换。

One period

1. 教师默写单词

2. 复习句型转换的方法：

肯定句与一般问句之间的互换

肯定句与否定句之间的互换

特殊疑问句的变换

3、专项练习（句型转换）

1. 朗读课文10分钟

2. 背单词

3. 订正练习卷

备注

教学效果的反馈：

单词的默写音标重音符号错误率较高，句型转换的复习中肯定句和一般疑问句的正确率很高，但是对于特殊疑问句的疑问词运用中Whose有错。对于不同句型结构之间的转换练习有一定的难度。

课题

教学目标

教学重点

教学时间

教学过程

4B Mid Revision(2)

作业布置

单词、词组、词性转换

背默单词、词性转换

One period

1. 教师默写单词

2. 复习词性转换的方法：

Can 后加动词原形

祈使句用动词原形

现在进行时，单复数变化，代词变化

3、专项练习（词性转换）

1、朗读课文10分钟

2、背单词

备注

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20

3、订正练习卷

教学效果的反馈：

对于动词的正确形式填空一直都是学生的弱项，主要是动词原形的运用和这学期新学的进行时态动词的运用有混淆，需要加强练习，在练中巩固知识点。专项练习中物主代词在不同句型的转换学生容易粗心错误，还要多加强调。

课题

教学目标

教学重点

教学时间

教学过程

4B Mid Revision(3)

作业布置

强化训练听力和完成对话

听力、完成对话

One period

1. 教师默写单词

2. 教授听力技巧

3.练习。

4.训练完成对话

1、朗读课文10分钟

2、背单词

3、订正练习卷

备注

教学效果的反馈：

听力题型的得分率较低，在教授一定的听力技巧之外主要还是在课堂中加强口语对话训练，还有就是在以后的默写单词时要求读单词英语，不用中文来进行默写。完成对话培养学生整体理解段落的含义。

课题

教学目标

教学重点

教学时间

教学过程

4B Mid Revision(4)

综合练习。

综合练习。

Two period

1、完成练习卷

备注

20

21

作业布置

2、讲解练习卷

1、朗读课文10分钟

2、背单词

3、订正练习卷

教学效果的反馈：

练习试卷主要是在课堂中完成，这样效果较好，试卷讲解之后适当配一些练习，主要模仿试卷中错误率较高的习题，进行加强巩固练习。课文的朗读要求不可拖沓，快而清晰、流利。

Unit 2 My toys

Teaching Contents:

P23—P26

Teaching Aims:

1. Learners tell the price and the name of the toys in the picture

2. Learners count and talk about the number of each type of toy in the toy shop

3. Learners set up a toy shop in class and use shopping language to obtain toys they

like

4. Learners read the story about the Li family and decide if the statements about the

story are true or false

5. Learners guess what the characters are doing in the picture

6. Learners read and role play the story about Supergirl on the moon

Teaching Focus:

Counting from 21 to 50

Talking about money and the price of objects

Asking and describing where people are and what they are doing

Comprehending simple narratives

Saying the sound „sk‟

Teaching Time: 4 periods

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22

Period 1

Teaching Contents:

P23

Teaching Aims:

Learners tell the price and the name of the toys in the picture

Learners count and talk about the number of each type of toy in the toy shop

Language focus :

Using nouns to refer to more than one object

e.g. bears

Using nouns to identify things

e.g. mask

Using numerals to describe quantity

e.g. twenty-one

Teaching type : new

Materials:

Student‟s Book 4B page 23

Cassette 4B and a cassette player

Photocopiable page 20

Word and Picture Cards : soldiers , masks

Wallpicture : Count the toys

Plastic bags

Preparation :

Make copies of photocopiable page 20 for each student . Bring plastic bags .

Pre-task preparation

Review : one to ten by asking the students to hold up their fingers . Say :Five . Students

hold up five fingers . Students then work in pairs to review : eleven to twenty .

While-task procedure

1. Introduce : twenty-one to thirty by pointing to the Arabic numbers and the words in

pairs on the Wallpicture . For less able students , draw some apples on the board and

count with the students when you introduce each number .

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23

2. Introduce : forty ,fifty by referring to the Arabic numbers and words (in pairs ) on the

Wallpicture .

3. Play the cassette : Look and learn . Students listen and follow in their books .

4. Play the cassette again . Students listen and repeat .

5. Write the Arabic numbers : 31 to 39 and 41 to 49 on the board . Encourage students to

write the numbers in words on the board to match with the Arabic numbers . For less

able students , ask them to refer to the formation of 21 to 29 in words on page 23 of

the student‟s book as examples .

6. Review : dolls , balls , bears , robots , cars , aeroplanes , boats by inviting students to

make simple drawings on the board . Introduce : masks , soldiers , puzzles using the

pictures in Look and say . Tell students that though there is only one mask in the

picture , it is correct to have masks on the price tag . The mask in the picture

represents all that kind of mask in the toy shop . Explain for dolls , robots , boats ,

balls and aeroplanes as well .

7. Ask students to count the toys and write the numbers in words above the illustrations.

8. Divide the class into groups . Play the toy-bag game .

9. Ask students to put the small objects they have brought to class on their desks . Have

each group put a variety of the small objects , e.g. rubbers , pencils , rulers , buttons ,

wrapped sweets , marbles , etc. into the bag . The amount in each should be less than

fifty and different for each group . Ask students to record the contents of each bag on

a piece of paper .

10. Exchange the bags between groups . Students then work in their groups to put the

various objects on a desk , group them and count them . Ask students to write down

the answers on a piece of paper .

11. Tell each group to ask for the record sheet from the group which the bag originally

belonged to . Students check the answers .

12. Students count the objects again if the amount on the answer sheet doesn‟t match that

on the record sheet .

Post-task activity

Count and write

a. Distribute a copy of photocopiable page 20 to each student .

b. Ask students to count the insects and animals in the picture and write the numbers of

each in the table .

c. Students work in pairs to check answers .

d. Students stay in pairs to discuss the colouring of the insects and animals . Students

then fill in the blanks .

e. Get students to colour the insects and animals individually according to the sentences

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at the bottom of their tasksheet . Remind students not to look at other‟s work when

they do the colouring .

f. Students exchange their and check the colouring . For less able students , tell them to

circle a certain animal /insect of a certain colour when they are counting .

Consolidation

At this stage Grammar Practice Book 4 B ,page 20 could be used to practice and

consolidate the oral and written language in this section further .

Summarize

Period 2

Teaching Contents:

P24

Teaching Aims:

Learners set up a toy shop in class and use shopping language to obtain toys they likeLanguage focus :

Using nouns to refer to more than one object

e.g. puzzles

Using numerals to describe quantity

e.g. They‟re forty-six yuan .

Asking „How‟ questions to find out the price

e.g. How much is it ?

Using demonstratives to refer to things

e.g. How much are these puzzles ?

Teaching type : new

Materials:

Student‟s Book 4B page 24

Cassette 4B and a cassette player

Workbook 4B page 13

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25

Preparation :

Ask students to bring some soft toys (optional)

Pre-task preparation

Invite five students to come to the board .Ask them to draw as many apples as they can in

five seconds . Count the apples with the students . Write :________apples on the board .

While-task procedure

1. Write : How many apples are there ? There are _______apples .on the board . Count

the apples with the students . Ask :How many apples are there ? to elicit : There are

_______apples . Continue the game by asking students to draw and count different

objects .

2. Ask students to look at the picture in Look and say on page 23 of the student‟s book .

Ask :How many ______are there ? to elicit : There are __________(Students have

counted the number of each toy in the previous lesson )

3. Draw a doll with a price tag on the board . Introduce : How much is it ? It‟s

________yuan .

4. Draw a few apples on the board . Add a card with ¥5 on it in front of the apples .

Introduce : How much are these apples ? to elicit : They‟re five yuan each . Tell

students that it means five yuan each by pointing at each apple and saying : How

much is it ? It‟s five yuan . After pointing at the last apple , circle all the apples and

say : They‟re five yuan each .

5. Draw various objects of different quantities on the board . Review : these and those

by standing close or staying away from the pictures on the board when you ask the

questions .

6. Have students look at the picture on page 23 of the student‟s book again. Invite a

student to read the dialogue with you . You read Ben‟s part and the student acts as the

shop assistant and reads Jack‟s part .

7. Students work in pairs to read the dialogue in Say and act . Remind students to pay

attention to where Ben is standing in the picture and decide on whether these or those

should be used as the determiner in the question .

8. Draw a picture similar to the one in Look and say on page 23 of the student‟s book on

the board . Change the positions of the toys . Students exchange their roles an dread

the dialogue again .

9. Invite pairs of students to read the dialogue to the class . For more able students , ask

them to use their own soft toys when they do the role-play .

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Learn the sound

1. Play the cassette . Students listen and follow in their books.

2. Play the cassette again . Students listen and repeat .

3. Invite individual students to read the sentence .

Post-task activity

Workbook page 13

a. Ask students to count each toy and write down the number beside each of them .

b. Students work in pairs to check the answers .

c. Students stay in pairs to ask and answer the questions .

d. Students fill in the blanks to complete the exercise .

e. Invite pairs of students to ask and answer the questions .

f. The rest of the class check answers .

Consolidation

At this stage Grammar Practice Book 4B ,page 21 could be used to practice and

consolidate the oral and written language in this section further .

Summarize

Period 3

Teaching Contents:

P25

Teaching Aims:

Learners read the story about the Li family and decide if the statements about the story are

true or false

Learners guess what the characters are doing in the picture

Language focus :

Using nouns to identify things

e.g. bedroom

Using present continuous tense to describe an action taking place at the time of speaking

e.g. I‟m doing a puzzle .

Asking „Wh- ‟questions to find out specific information about a person

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e.g. What are you doing ?

Teaching type : new

Materials:

Student‟s Book 4B page 25

Cassette 4B and a cassette player

Workbook 4B page 14

Word and Picture Cards : bedroom , sitting-room , kitchen , bathroom , dining-room

Pictures of bedrooms , sitting-rooms , kitchens , bathrooms , dining-rooms from

magazines .

Preparation :

Collect pictures of bedrooms ,sitting-rooms ,kitchens ,bathrooms , dining-rooms from

magazines.

Pre-task preparation

Show students pictures of bedrooms ,bathrooms , kitchens , dining-rooms and

sitting-rooms collected from the magazines .

Mix up the pictures . Invite a few students to group the pictures and stick them on the

board .

While-task procedure

1. Introduce : bedroom ,bathroom ,kitchen ,sitting-room and dining-room using the

pictures on the board .Stick the Word Cards beside the pictures on the board .

2. Say : bedroom ,bathroom ,kitchen ,sitting-room and dining-room and have students

repeat after you .

3. Take away the magazine pictures on the board .Put the Picture Cards on your desk .

Invite individual students to match the Picture Cards with the Word Cards on the

board .

4. Play the cassette : Read and answer . Students listen and follow in their books .

5. Play the cassette again .Students listen and repeat .

6. Play the cassette for the third time . Students listen and look at the five statements in

True and false . Students write True statements and false for all the false statements .

7. Invite individual students to read the new statements .

8. For more able students , encourage them to rewrite the false statements to make them

true . For example , change Grandma is singing in the dining-room . into Grandma is

making a doll in the dining-room .

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9. Invite individual students to write the new statements on the board .

10. Divide students into groups . Ask each group to prepare to act the story .

11. Groups take turns to act the story in front of the class .

Post-task activity

Workbook page 14

a. Tell students that Miss Li is standing at the top of the staircase and she is looking for

the other characters .

b. Have students find out where the characters are and fill in the box in each picture .

c. Students work in pairs to complete the dialogues orally .

d. Students fill in the blanks to complete the dialogues .

e. Invite pairs of students to read the dialogues. The rest of the class check the answers .

Consolidation

At this stage Grammar Practice Book 4B ,page 22 could be used to practice and

consolidate the oral and written language in this section further .

Summarize

Period 4

Teaching Contents:

P26

Teaching Aims:

Learners read and role play the story about Supergirl on the moon

Language focus :

Using nouns to identify places

e.g. a restaurant

Asking „Wh-‟ questions to find out specific information about a person

e.g. What does Supergirl /Superdog like ?

Teaching type : new

Materials:

Student‟s Book 4B page 26

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29

Cassette 4B and a cassette player

Word and Picture Cards : rocks , mountain , restaurant

Drawing paper

Preparation:

Bring drawing paper .

Pre-task preparation

Students have their books closed . Ask students if they remember Supergirl and

Superdog .Tell students they are going to listen to a story about Supergirl and Superdog

on the moon . Stick the Word and Picture Cards : rocks , mountain , restaurant on the

board as clues .Introduce the new words .Don‟t disclose the story in detail at the moment .

Encourage students to guess what the story will be about .

While-task procedure

1. Play the cassette : Read a story . Students listen .

2. Ask students to compare the story that they have just heard with the one they had

thought of . Ask : Are they the same or different ?

3. Play the cassette again . Students listen and follow in their books .

4. Play the cassette for the third time . Students listen and repeat .

5. Students work in pairs to answer the questions in Point ,ask and answer . For some of

the pictures , students are required to point to a certain character on a certain object

when they ask the questions .

6. Invite pairs of students to read and answer the questions .

7. Students stay in pairs and practice acting the story .

8. For more able students , encourage them to add more details when they prepare the

play .

9. Invite pairs of students to act the story in front of the class .

10. Students vote for the best group .

Post-task activity

A collection of Supergirl and Superdog‟s stories

a. Divide students into groups . Distribute drawing paper to each group .

b. Ask each group to think of a new story about Supergirl and Superdog .

c. Students discuss and decide on their different responsibilities .

d. Students start drawing ,painting and writing .

e. Remind students to design a cover and a poster .

f. Conduct a small book fair in the class .

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Consolidation

Oxford English Practice and Assessment Series 4B part 1 , Module 2 , Unit 1 presents

further grammar and vocabulary exercises as well as listening and reading skills

development tasks .

Summarize

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