新标准第五册全册英文教案
本册教材具有以下特点： １、注重学生语言运用能力的培养，突出语言的实践性和交际性，同时也突 出语言的真实性和实用性。 ２、注重学生自学能力和学习策略的培养，为学生进一步学习或终身学习奠 定基础。 ３、注重中外方化的双向交流，使学生通过学习，培养未来跨方化交际所需 要的能力。 ４、注重学习兴趣的培养，以不同方式最大限度地激发学生的学习动机。 ５、注重融合学科内容，加强学科之间的整合和渗透，让学生通过英语学习来获得其他学科的知识。 ６、注重教材的灵活性和可操作性，以满足不同层次学生的要求。 ７、注重教学资料的配套，为学生提供良好的学习环境，帮助学生拓展自我 发展空间。 ８、注重中小学各阶段的衔接，以保证各学段的顺利过渡，全面提高中小学 英语教学的质量。
Module 1 London Unit 1 When did you come back? Function: Talking about past activities Target Language: When did you come back? We came back„ Vocabulary: when, back, home, those, ice cream, with, finish, hurry up, w ait for, drop Procedures: Step 1 Warm-up 1.Say “Hello” to the pupils and ask them several questions.2.Review more verbs or verb phrases.Step 2 Introduction 1.Talk with the children about the summer vacation, such as: What did you do? What did you see? What did you eat? What did you drink? Whe n did you come back? Etc.
2.Tell the children that they are going to listen to the dialogues among Lingling, Sam and Amy and we are going to learn how to talk about the past activities.Step 3 Presentation 1.Put the chart on the blackboard and ask the children to look at the pic ture carefully.Ask the children some questions: Do you know this place? Are Lingling, Sam and Amy in London or in China? They are in a park.They are in London.2.Point to John and tell the children that he is John.Now listen and loo k.3.Play the caette and ask some questions.4.Teach the new words in different ways. 5.Play the caette again and pause after each utterance for the children to repeat.6.Practice in groups and act out the dialogue.Step 4 Finish a Task 1.Suppose you are from another city and make a dialogue.2.Investigate the students who went out to tour during the summer vacati on.Step 5 Homework 1.Read the text in role.2.Introduce your own city.Unit 2 Did they buy ice creams? Function: Talking about past activities Target Language: Did you„? Yes, I did./ No, I didn’t. Vocabulary: dear, met (meet), ran (run) Pronunciation: /i:/, /I/, /e/, / /
Song: Where did you go? Procedures: Step 1 Warm-up 1.Review verb phrases.2.Review Unit 1.Step 2 Introduction 1.Prepare a postcard with a picture of own city and ask the children: Wh at’s this? What is the place? What can you see? 2.Show the back of the postcard and tell the children that Lingling wrot e a letter on it.Step 3 Presentation 1.Play the caette and pause after each utterance for the children to repe at and tick the actions: went to the park, met John, bought ice creams, went home, ran to the bus, dropped. 2.Play the caette again and ask the children answer the following questi ons: Who wrote the postcard? Whom did Lingling send the postcard to? 3.Write down the words: met, bought, went, ran, dropped and ask the chi ldren to gue the original form. 4.Finish activity 2.Ask the children to ask and answer in pairs.Step 4 Sing a song 1.Ask the children to look at the pictures carefully.2.Play the caette and ask the children to listen carefully.3.Teach the sentences of the song one by one. 4.Play the caette several times and ask the children to sing along.Step 5 Homework
1.Read the letter and sing the song. 2.Finish activity 6: sentence relay.Module 2 Shopping Unit 1 How many do you want? Function: Market shopping, talking about quantities of things Target Language: How much/many do you want? Do you like„ Vocabulary: need, food, shopping list, cheese, how much, kilo Procedures: Step 1 Warm-up 1.Sing the song of where did you go. 2.Ask the students “what did you do yesterday?” Step 2 Introduction 1.Tell the children: I went shopping yesterday.I went to Guangming Str eet.I went to the supermarket.I bought lots of things.Wrote down the w ord of supermarket on the blackboard and teach to read.2.Tell the children that Lingling and Ms Smart will go shopping.Today we are going to learn how to buy things in a supermarket in English.Step 3 Presentation 1.Observe the pictures and ask them who they see and what they are do ing? 2.Play the caette and ask the children listen thoroughly.Ask the childr en: Where are Ms Smart and Lingling? What need they buy? 3.Play the caette the second time and ask the children to find out the food
that Ms Smart buys.4.Ask the children to look at the list.This is a shopping list.5.Explain the usage of how many and how much.6.Play the caette again and ask the children to imitate.Step 4 Finish a Task 1.Ask the children to look at the shopping list and read the food and qu antities correctly. 2.Learn to buy things on computer.Step 5 Homework 1.If condition permiions, the children can learn to go shopping on com puter. 2.Write a letter to your new pen friend, introducing yourself and your o wn hobbies and at the same time asking your new pen friend’s likes. Unit 2 How much milk do you want? Function: Write a shopping list in English and go shopping in English Target Language: How much„do you want? Vocabulary: juice, box, bottle Pronunciation: / /, /a:/, / /, Song: How many do you want? Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Talk about the season and ask the children what kind of outside activit y they like.
2.Talk about picnic.What should be prepared before picnic? 3.Tell the children that we are going to write a shopping list for a picni c and we are going to continue to learn to go shopping in English.Step 3 Presentation 1.Put the chart on the blackboard and ask the children some questions.2.Play the caette the first time and ask the children to grasp the text fr om the whole.3.Play the caette the second time and ask the children try to read the s entences by themselves.4.Act out the dialogue in role.Choose one to make a record finishing th e list.Step 4 Sing a song 1.Ask the children to look at the pictures carefully.2.Play the caette and ask the children to listen carefully.3.Teach the sentences of the song one by one.4.Play the caette several times and ask the children to sing along.Step 5 Homework 1.Read the letter and sing the song.2.Finish activity 5: Use a spinner to finish the boxes.Module 3 At the Weekend Unit 1 We visited lots of places.Function: Talking about past activities
Target Language: What did you do at the weekend? Where did you go? Vocabulary: the British Museum, the London Eye, wheel, wonderful, unde rstand, postcard, hour, mountain Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children: How many days are there in a week? What do you usually do at the weekend? Step 2 Introduction 1.Ask the children to look at the calendar and ask: What day is it toda y? The teacher says: I had a busy weekend.Do you want to know what I did at the weekend? 2.Ask Ss: where are Amy and Sam? Where did they go? They went to the park.Step 3 Presentation 1.Put the chart on the blackboard and play the caette let the children l isten carefully.The teacher asks several questions.2.Play the caette the second time and let the children tick the new wo rds and gue their meanings.3.Continue to explain the new languages.4.Play the caette the third time and pause after each utterance for the children to repeat.Step 4 Finish a Task 1.Finish activity 3.2.Investigate the students’ activities at the weekend and finish the activit y
list.Step 5 Homework 1.Listen to the tape of this unit.2.Encourage the children to write letters to their pen friends.Write down the famous places and share with their friends Unit 2 what did Daming do? Function: Talking about past activities Target Language: Where/How/When/What did„? Vocabulary: hour, mountain Pronunciation: / /, / /, /u /, /u:/ Song: the London Eye Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Talk about the dream.Last night I had a dream.In my dream I went to the great Wall.And I met Daming and his father there.We are very h appy.2.Say the Ss: Did Daming and his father do to the Great Wall? Let’s ha ve a look.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the caette the first time and let the children to tick the new wor ds and gue the meanings.3.Teach the new words in different ways.4.Play the caette the second and pause after each utterance for the child ren
to repeat.5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Sing a song 1.Ask the children to look at the pictures carefully.2.Play the caette and ask the children to listen carefully.3.Teach the sentences of the song one by one.4.Play the caette several times and ask the children to sing along.Step 5 Homework 1.Read the text and sing the song.2.Finish activity 6: Play and say.Module 4 Poeions Unit 1 It’s mine! Function: Solving a dilemma Target Language: It’s mine/his/hers/yours.It’s Lingling’ Vocabulary: mine, yours, argue, matter, wear, hers, his, line, clean, whose Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children: How many days are there in a week? What do you usually do at the weekend? Step 2 Introduction 1.The teacher shows the children something.
2.Say to Ss: I’ve got something from the Lost-Found Room.May be something here is yours.If something is yours, what can you s ay to get it back? Let’s learn the text to find the answer.Step 3 Presentation 1.Put the chart on the blackboard and play the caette let the children l isten carefully.The teacher asks several questions.2.Play the caette the second time and let the children tick the new wo rds and gue their meanings.3.Continue to explain the new languages.4.Play the caette the third time and pause after each utterance for the children to repeat.Step 4 Finish a Task 1.Finish activity 5. 2.Finish activity 6 in the whole cla..Step 5 Homework 1.Listen to the tape of this unit.2.Finish activity 4.Make a play in a group of three.Unit 2 This bag is hers.Function: Solving a dilemma Target Language: It’s yours/his/hers„ It’s Lingling’s„ Vocabulary: cap, T-shirt, sweater, his, hers Pronunciation: /ei/, /ai/, / i /, /au/, / u/ Song: the London Eye Procedures: Step 1 Warm-up
1.Make a dialogue with the students at random. 2.Review Unit 1.Step 2 Introduction 1.Talk with the children that we have found the things we lost at the L ost-Found Room. 2.Today we are going to help the other students to find the lost things.Let us see how many things have been left here.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the caette the first time and let the children to tick the new wor ds and gue the meanings.3.Teach the new words in different ways.17 4.Play the caette the second and pause after each utterance for the child ren to repeat. 5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Sing a song 1.Ask the children to look at the pictures carefully.2.Play the caette and ask the children to listen carefully.3.Teach the sentences of the song one by one.4.Play the caette several times and ask the children to sing along.Step 5 Homework 1.Read the text and sing the song.
2.Finish activity 4.Module 5 In Cla Unit 1 There are enough.Function: Describing contrast Target Language: There are enough„ There are not enough...Vocabulary: enough, give, every, everyone, them, careful Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children some questions at random.Step 2 Introduction 1.The teacher shows the children something.2.Ask the cla: Open your pencil boxes.How many pencils are there in your pencil-box? Are there enough pencils for you? Help the children to understand the meaning of enough.Step 3 Presentation 1.Put the chart on the blackboard and play the caette let the children l isten carefully.The teacher asks several questions.2.Play the caette the second time and let the children tick the new wo rds and gue their meanings.3.Continue to explain the new languages.4.Play the caette the third time and pause after each utterance for the children to repeat.5.Practice in groups.
6.Act out the dialogue.Step 4 Finish a Task 1.Finish activity 2.2.Finish activity 3 in groups.Step 5 Homework 1.Listen to the tape of this unit.2.Make a play in a group of three.Unit 2 There are too many books on the desk.Function: describing contrast Target Language: There are too many„
Vocabulary: them, careful Pronunciation: /I /, /e /, /u / Poem: Not enough time Procedures: Step 1 Warm-up
1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Ask the students if they meet the questions to be solved.2.Maybe you don’t know how to say them in English.Let’s learn the te xt and then you will know.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the caette the first time and let the children to tick the new wor ds
and gue the meanings.3.Teach the new words in different ways.4.Play the caette the second and pause after each utterance for the child ren to repeat.5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Say a poem 1.Ask the children to look at the pictures carefully.2.Play the caette and ask the children to listen carefully.3.Teach the sentences of the poem one by one.4.Play the caette several times and ask the children to sing along.Step 5 Homework 1.Read the text and say the poem.2.Finish activity 5.Module 6 Self-aement Unit 1 You can play football well.Function: Aeing oneself and other people Target Language: Can you run fast? Yes, I can.No, I can’t.You can play football well.Vocabulary: well, team, control, badly, really, catch, fantastic Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children some questions at random.
Step 2 Introduction 1.The teacher says some learned verb phrases and let the children do the actions.2.Play football.Who can run fast? Who can jump high? Who can play f ootball? Step 3 Presentation 1.Put the chart on the blackboard and play the caette let the children l isten carefully.The teacher asks several questions.2.Play the caette the second time and let the children tick the new wo rds and gue their meanings. 3.Continue to explain the new languages.4.Play the caette the third time and pause after each utterance for the children to repeat.5.Practice in groups.6.Act out the dialogue.Step 4 Finish a Task 1.Finish activity 2.2.Finish activity 3 in groups.Step 5 Homework 1.Listen to the tape of this unit.2.Make a play in a group of three.Unit 2 I can do it very well.Function: aeing oneself and the other people Target Language: I can do it very well.I sing very badly.
Vocabulary: very, well, badly, climb Pronunciation: /p/, /b/, /t/, /d/ Poem: How well do you play? Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Ask the students if they meet the questions to be solved.2.Maybe you don’t know how to say them in English.Let’s learn the te xt and then you will know.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the caette the first time and let the children to tick the new wor ds and gue the meanings.3.Teach the new words in different ways.4.Play the caette the second and pause after each utterance for the child ren to repeat.5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Say a poem 1.Ask the children to look at the pictures carefully.2.Play the caette and ask the children to listen carefully.3.Teach the sentences of the poem one by one.
4.Play the caette several times and ask the children to read along.Step 5 Homework 1.Read the text and say the poem.2.Finish activity 5.Module 7 Community Unit 1 He can’t see.Function: Investigating community Target Language: He can/can’t„ She can/can’t„ They can/can’t„ Vocabulary: programmed, useful, blind, deaf, hear, firemen, mum, sausage Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children some questions at random.Step 2 Introduction 1.The teacher says some learned verb phrases and let the children do the actions.2.Can you play football? Can you run fast? Can you do this? 3.Let the children answer and at the same time write down the topic of community.Step 3 Presentation 1.Put the chart on the blackboard and play the caette let the children l isten carefully.The teacher asks several questions.2.Play the caette the second time and let the children tick the new wo rds and gue their meanings.3.Continue to explain the new languages.
4.Play the caette the third time and pause after each utterance for the children to repeat.5.Practice in groups.6.Act out the dialogue Step 4 Finish a Task 1.Finish activity 2. 2.Finish activity 3 in groups.Step 5 Homework 1.Listen to the tape of this unit.2.Make a play in a group of three.Unit 2 They can’t walk.
Function: Talking about the ability Target Language: They can’t walk.Their mothers help them.Vocabulary: sit, sit down, chick Pronunciation: /k/, /g/, /f/, /v/ Song: A good friend Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Show the pictures of activity one.2.Review the learned verbs and say: what are the meanings of these pict ures.Step 3 Presentation
1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the caette the first time and let the children to tick the new wor ds and gue the meanings.3.Teach the new words in different ways.4.Play the caette the second and pause after each utterance for the child ren to repeat.5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Sing a song 1.Ask the children to look at the pictures carefully.2.Play the caette and ask the children to listen carefully.3.Teach the sentences of the song one by one.4.Play the caette several times and ask the children to sing along.Step 5 Homework 1.Read the text and say the poem.2.Finish activity 5.Module 8 School Unit 1 What time does school start? Function: Describing a school routine Target Language: present tense Past tense Vocabulary: exercise, playground, before, skip, coffee, tea Procedures: Step 1 Warm-up 1.Sing an English song.
2.Ask the children some questions at random.Step 2 Introduction 1.Write the word of school on the blackboard.2.Talk about in simple English: Do you sing songs every morning? Do you start school at 9 o’clock? We do morning exercises.We start school at 8 o’clock.We sit in rows.Step 3 Presentation 1.Put the chart on the blackboard and play the caette let the children l isten carefully.The teacher asks several questions.2.Play the caette the second time and let the children tick the new wo rds and gue their meanings.3.Continue to explain the new languages.4.Play the caette the third time and pause after each utterance for the children to repeat.5.Practice in groups.6.Act out the dialogue.Step 4 Finish a Task 1.Finish activity 2. 2.Finish activity 3 in groups.Step 5 Homework 1.Listen to the tape of this unit. 2.Make a play in a group of two.Unit 2 Where did Lingling go yesterday?
Function: Talking about past activities Target Language: Where did„? What did„? Vocabulary: ball, rang(ring) Pronunciation: /s/, /z/, / /, / /, / /, / /, /r/, /h/ Song: A good friend Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Say several sentences and tell if it is Chinese school or England schoo l. 2.T: They start school at 8 o’clock.Ss: China.T: They play in the playground before 9 o’clock.Ss: England.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the caette the first time and let the children to tick the new wor ds and gue the meanings.3.Teach the new words in different ways.33 4.Play the caette the second and pause after each utterance for the child ren to repeat. 5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Sing a song 1.Ask the children to look at the pictures carefully.
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2.Play the caette and ask the children to listen carefully.3.Teach the sentences of the song one by one.4.Play the caette several times and ask the children to sing along.Step 5 Homework 1.Read the text and say the poem.2.Finish activity 5.Module 9 Feelings Unit 1 Are you feeling sad? Function: Talking about feelings Target Language: Are you feeling sad/bored/angry? I feel happy/sad/tired/bored/hungry.Vocabulary: feel, sad, mi, bored, angry, nothing, secret, feel, surprise, tir ed Procedures: Step 1 Warm-up 1.Sing an English song. 2.Ask the children some questions at random.Step 2 Introduction 1.Write the word of school on the blackboard 2.Talk about in simple English: Do you sing songs every morning? Do you start school at 9 o’clock? We do morning exercises.We start school at 8 o’clock.We sit in rows.Step 3 Presentation 1.Put the chart on the blackboard and play the caette let the children l isten carefully.The teacher asks several questions.
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2.Play the caette the second time and let the children tick the new wo rds and gue their meanings.3.Continue to explain the new languages.4.Play the caette the third time and pause after each utterance for the children to repeat.5.Practice in groups.6.Act out the dialogue.Step 4 Finish a Task 1.Finish activity 2.2.Finish activity 3 in groups.Step 5 Homework 1.Listen to the tape of this unit.2.Make a play in a group of two.Unit 2 Where did Lingling go yesterday? Function: Talking about past activities Target Language: Where did„? What did„? Vocabulary: ball, rang(ring) Pronunciation: /ts/, /dz/, /tr/, /dr/, /t /, /d / Poem: Smile and be happy Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction
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1.Prepare the che: Do you play che at the weekend? I can play ches s.Write the word of che on the blackboard and teach, then say: I can p lay che and I am the winner.So I feel very happy.Draw a happy face.2.I’ve got nothing to do.I feel bored.Draw a bored face.3.teach the words of sad and angry in the similar manner.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the caette the first time and let the children to tick the new wor ds and gue the meanings.3.Teach the new words in different ways.4.Play the caette the second and pause after each utterance for the child ren to repeat.5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Say a poem 1.Ask the children to look at the pictures carefully.2.Play the caette and ask the children to listen carefully.3.Teach the sentences of the poem one by one.4.Play the caette several times and ask the children to read along.Step 5 Homework 1.Read the text and say the poem.2.Finish activity 5.Module 10 Manners Unit 1 You should look, then cro the road.
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Function: Instructing on correct behavior Target Language: You should look, then cro the road.You shouldn’t walk in the road.You should hold my hand, too.Vocabulary: should, cro, dangerous, hold, hand, say, in a hurry Procedures: Step 1 Warm-up 1.Sing an English song.2.Ask the children some questions at random.Step 2 Introduction 1.The teacher simply introduces the story: In the morning on Monday, T om’s mother Ms Smart bring Tom to the kindergarten.2.On the road, what does Ms Smart say to Tom? 3.They meet a friend of Ms Smart.What happened? Step 3 Presentation 1.Put the chart on the blackboard and play the caette let the children l isten carefully.The teacher asks several questions.2.Play the caette the second time and let the children tick the new wo rds and gue their meanings 3.Continue to explain the new languages.4.Play the caette the third time and pause after each utterance for the children to repeat.5.Practice in groups.6.Act out the dialogue.
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Step 4 Finish a Task 1.Finish activity 2.2.Finish activity 3 in groups Step 5 Homework 1.Listen to the tape of this unit.2.Make a play in a groups.40 Unit 2 You should eat fruit.Function: Talking about good behaviors Target Language: You should„ You shouldn’t„ Vocabulary: mum, jump, noodles, Pronunciation: /m/, /n/, / /, /l/, /w/, /j/ Rap: You shouldn’t jump on the bed.Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Review Unit 1.Step 2 Introduction 1.Step 3 Presentation 1.Ask the Ss to look at the picture carefully and ask: What can you see? 2.Play the caette the first time and let the children to tick the new wor ds and gue the meanings.3.Teach the new words in different ways. 4.Play the caette the second and pause after each utterance for the child ren to repeat.
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5.Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Say a poem 1.Ask the children to look at the pictures carefully.2.Play the caette and ask the children to listen carefully.3.Teach the sentences of the poem one by one.4.Play the caette several times and ask the children to read along.Step 5 Homework 1.Read the text and say the poem.2.Finish activity 5.Review Module
Unit 1 (forty minutes) Function: Review Target Language: Review Vocabulary: Review Procedures: Step 1 Warm-up 1.Say hello to the students and choose a song the children like best.2.Ask the children some questions at random.Step 2 Play the yes/No game 1.Divide the cla into four groups, presenting the game of activity one.Prepare two cards, yes is written on one piece of paper and no on the other one.2.Put the cards behind and say a sentence at random to a child, for exa mple, “You watched TV yesterday.” If she has yes, she should say: “Yes, I watched TV.” If she or he has no, she or he should say: “I didn’t wat ch TV.”
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3.Then the teacher hands the card to a student of group one and ask hi m or her say a sentence at random and at the same time showing one car d.A student of group two must answer according to the word on the car d.Step 3 Look and say 1.Give an example how to do this game.2.If there is a basketball and a tick on the picture, the children should s ay: Lingling bought a basketball.If there is a cap and a cro on the pict ure, the children should say: Lingling didn’t buy a cap.3.Give the children half a minute and let them memorize the other pictu res and then ask them to close the books.4.The teacher prepares two cards: one is yes and the other one is no.5.If the teacher raises the card of yes, the children should say the positi ve sentence and if the teacher raises the card of no, the children should s ay negative sentence.6.See whose memory is best.Step 4 Ask and answer 1.Prepare some pictures of food and the weight or quantity should be m arked.2.If there are no pictures, some cards can be used.3.Write down: five bottles of milk, three kilos of apples, one kilo of ba nanas, two bottles of juice„
4.Put the pictures or cards on the blackboard.5.Make sentences relay, such as: S1: How many apples do you want?
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S2: I want three kilos of apples.S3: How much cheese do you want? Et c.6.Have a match: which group can say the most sentences in one minute and this group is the winner.Step 5 Look, ask and answer 1.Look at the table carefully.2.Ask and answer in pairs.3.One child asks a question and the other one answers yes or no accordi ng to the tick or cro.4.Tell the children when they ask, they can ask at random.Unit 2 (forty minute) Function: Review Target Language: Review Vocabulary: Review Procedures: Step 1 Warm-up 1.Make a dialogue with the students at random.2.Recite several poems or sing songs that have been learned in this boo k.Step 2 Point and say 1.Ask the children to look at the pictures carefully.2.Tell the children that the letter under each word is the first letter of a name.3.Let the children do ask and answer practice.Step 3 Look and say 1.Let the children look at the picture carefully. 2.Let the children describe the pictures.What’s the person in the picture doing?
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3.Then ask the children if their behavior is correct or not.4.Ask them use the word of should or shouldn’t.5.At last ask he children talk about the daily actions that should be done or should not to be done.Step 4 Game: How do I feel? 1.Prepare some cards before cla: happy, sad, angry, tired, bored, hungr y, thirsty.2.Play a game in groups.3.Let one child draw a card from the teacher’s hand.Don’t let the other children to see it.4.Then the child does the action as the card shows and says: How do I feel? Then the other one in this group guees: Are you happy? Are you sad? 5.If it is right, the student who does the action gives a positive answer; if it is wrong, the student who does the action gives a negative answer an d the other student in the same group continues to gue.Step 5 Point, ask and answer 1.This activity should be done in groups.2.It’d better to be done by the way of relay.3.For example, the first child asks: Do you like apples? The second chil d answers according to his or her actual situation.Yes, I do.Or no, I do n’t. 30
