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ӣ���ѧ���1

������ѧŀ�꣺

����1�����������������˵goodbye, my friend, he��s, she��s.

����2�����������������˵�ճ���������goodbye,�� he��s/she��s�� he��s/she��s my friend.

����3���ܳ������ñ�����ѧ�ĵʻ���ճ������������˸�������˽����լ������ѡ�

������ѧ�ص㣺

����1�������龳������friendһ�ʵ����塣

����2��������goodbye,����һ��������ĺ��岢֪����������������á�

������ѧ�ѵ㣺

�����ܸ����ա��.��ͬ����he��s/she��s���������լ������ѡ�

������ѧ׼����

����ppt��ͷ�εȡ�

������ѧ���̣�

����step1warming up&lead-in

����1. free talk (t-s��s-s)

����2.lead-in

����t: let��s play a game. close your eyes. listen and guess: who��s this?

����s1: hello/hi/ good morning, class!

����s2,3,4: are you��?

����s1: yes, i am. / no, i��m not.

����(�����һ��ͬѧ˵ʱ����ʦ��������)t: let me have a try! em��he��s/she��s��

����ss: no!

����t: she��s/he��s��

����ss: no!

����t: em��i don��t know. who��s she/he? (�����۾���һ��)

����t: oh, she��s/he��s��

����3. try to say

����t: you did a good job just now! look! i have some other pictures. do you know them?

����(����һ��ѧ����ϥ��������ӱ������)t: who is she? who is he?

����s1, 2, 3, 4: she��s/he��s��

����(������������ŀ�ͨ����)

����ss: she��s mei yangyang.

����t: yes! she��s mei yangyang. and she��s my friend. (���friend��my friend������ѧ�������ͣ�׼ȷ����������ů������с���)

����4. work in pairs (t-s, s-s)

����t: now, you know my friend. can you introduce your friend to me?

����t: look!you may say ��she��s/he��s��she's/he's my friend.��(ppt���־���)

����s1, 2, 3: (try to introduce)

����s1: hello ��

����s2: hello��

����s1: (��ָ��һ��ͬѧ)she��s/he��s��she��s/he��s my friend.

����s2: she��s/he��s��she��s/he��s my friend.

����step2presentation

����1.watch and match

����(����ӱ���ָmiss liͷ��)t: who��s she?

����ss: she��s miss li.

����t: yes, she��s the teacher.

����(ָmike�ְ�ͷ��)t: he��s mike��s dad.

����(ָyang ling����ͷ��)who��s she?

����ss: and she��s yang ling��s mum.

����(ָmikeͷ��)t: who��s he?

����ss: he��s mike.

����t: who��s she?

����ss: she��s yang ling.

����t: yes, they��re mike and yang ling. and they are friends.

����t: today let��s talk about friends.

����2. read and find

����mike��yang ling��������ĸ�����լ������ѵ�?�������ҳ���!

����s1: she��s yang ling. she��s my friend.

����s2: he��s mike. he��s my friend.

����summary:ѧ���������ɳ��á�-he��s/she��s��-he��/she��s my friend.�������˽����ҵ�����)

����3.watch and think

����t: watch the cartoon again; find out what miss li and her students are saying. when we say like this? (��ѧ���ҳ���ʾ���ľ����������ϵ���еij�����һ�룬������������ȥ��?)

����ss: goodbye, ��

����s1:���¿ε�ʱ��˵goodbye��

����s2:��ѧ�뿪у԰ʱgoodbye��

����summary����ѧ���լ��ܽ����������goodbye��ʾ�����˸��

����4. read the dialogue

����1) read after the video/ tape.

����2)open the books and read after the teacher(���ի�ʱҫ����ѧ������ָ�����ϵľ���������)

����3) read by themselves

����4) read in groups(��ѧ����с���ڷֽ�ɫ����������ͬ��ɫ�ĸ���ɫ��)

����step3production

����1.let��s summarize:

����(��ѧ������с�᱾����ѧ����������������������ã�ppt����))

����what have you learnt today? (������ѧϰ��ʲô?)

����topic: my friends(�ҵ�����)

����patterns: -goodbye,��(��ʾ�����˸��)

����-he��s/she��s��-he��/she��s my friend.(�����˽����ҵ�����)

����please use them as much as you can! (������������ŷ!)

����2. act the dialogue

����1) (t-ssʾ������)t: now��i��ll be miss li.you are all my students. and boys act as mike, girls act as yang ling. ok?

����2) act in groups

�����龳һ�����еķի�����

�����龳������ȥ���ѧ�ˣ���ʦ�����¿ρ���

�����龳�����μӡ������ѡ����ż

�����龳�ģ���ͨ�����ۻ�

����3) act out(�ṩ���ݶի���ͷ�σ�����ͼƭ�ȣ�����ѧ���ݳ��լ��ĸ��է��)

����3. ����(t-ss, s-ss)(ͨ��ʦ�����ۺ���������ѡ����ѱ�罱����ѱ��ݽ�)

����step4homework

����1) read the dialogue after the tape five times, and act it with your friend.

����2) introduce your friends to your mum and dad, use what you learnt today!

����3) prepare two photos of your friends, cut them out and stick on the paper.

ӣ���ѧ���2

������ʱŀ��

����1��ͨ��ѧϰ�ի�����ϰ������ʳ�ĵʻ�;��͡�

����2��ͨ��ѧϰ�ռǣ���ϰǰ������Ԫ����ҫ�ʻ�;��ͣ�����ѧ������֪ʶ��������

����3���򵥸�ϰǰ������Ԫѧϰ������֪ʶ��

����4�����ѧ���ۺ�����֪ʶ����������ѧ�����ܺ���ѧϰ����ȥ��

������ѧ�ص�

����1��ͨ��ѧϰ�ի�����ϰ������ʳ�ĵʻ�;��͡�

����2��ͨ��ѧϰ�ռǣ���ϰǰ������Ԫ����ҫ�ʻ�;��ͣ�����ѧ������֪ʶ��.������

������ѧ�ѵ�

�������ѧ���ۺ�����֪ʶ������������ѧ���ը�ϰ�ε���ȥ��

������ѧ׼��

����1����ʦ׼����ý��μ���¼������¼�������ʿ���

����2��ѧ��׼�����ʺͻ�ֽ��

������ѧ����

����һ����ǰ������warm-up��

����t: good morning, everyone��

����ss: good morning, teacher��

����t: nice to meet you��

����ss: nice to see you, too��

����2�����ÿ�����what do you like to eat today?����¼����ȫ��ѧ������¼������

����������ǰԤϰ��preview��

����1����ʦ��ʾʳ��ͼƭ��ȫ��ѧ������˵����ӧ��ӣ�ﵥ�ʡ�

����2��ѧ��������с����̸���լ���ϲ����ʳ��磺

����s1: my favourite food is ice cream�� what about you,s2?

����s2: my favourite food is salad�� what about you��s3? s3: my favourite food is hamburger�� what about you,s4?

����s4: my favourite food is noodles�� what about you, s1?

���������¿γ��֣�presentation��

����1�� willow primary school��s menu��

����(1)���ܱ�����

����t: in the last period, we know that chen jie is at willow primary school�� she is visiting the school�� during her visit, we know about the teachers and subjects in the school�� now we will learn about the school menu��

����(2)��ʦ�ö�ý��μ�ѧу�˵����ʣ���what do they have on mondays / ��?����ѧ�����ݲ˵����ݻش𣺡�they have �� on mondays / ����

����(3)�����ķ�����

����t: today is monday�� it��s time for lunch�� chen jie is in the lunch room�� please read the menu and the dialogue�� then fill in the blanks��

����(4)��һ��ѧ��վ�������ʴ�ķ�ʽ���ִ𰸡�

����(5) role-play

����ѧ��ͬ���������ڰ�ֽ�ϻ��������ӣ�ÿ�����������и���ʳ�һλѧ�����ݷ���ա��һλѧ�����ݿ��ˣ������龰�ի����磺

����s1: what would you like to eat? s2: a hamburger, please�� 2�� chen jie��s diary��

����(1)�򵥽����ռ����ݡ�

����t: chen jie at willow primary school�� she knows something about the teachers, subjects and school menu in the school�� then she writes a diary about what she knows about the school�� let��s read the diary and tick or cross��

������ʦ��ʾlet��s learn���ֵĺ�ͼ����ѧ��˵��ͼ��ʳ������ϵ����ơ���ʦָͼ��ȼ��խָխ�죬ѧ��ҫѹ�ٵ�˵����ָʳ������ϵ����ơ�����ҳ����ѧ��������ɡ�

������ʳ������ϵŀ�ƭ���ڽ��ҵij�ͬ�ط�����ƭ֮�䱣��һ���ľ��롣��ʦ��ѧ��˵����chicken�������е�ѧ���������򵥴ʿ�chicken ���ظ����ϲ��裬ֱ����ϰ�����е��ʡ�

ӣ���ѧ���3

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������ѧ��ʋ���һ�������ϵľ�ѧ׼��(����)����ϊһ��ı���ֻ�ǽ�ʦ�լ�����ֱ���͹������н�ѧ׼���ļ������ѧ��ƹ����עѧϰ���壬��ѧ����ѧϰ����ѧ����ѧϰ���̣�ѧ���ķ�չ�������ֵ�����ѧ����չϊ�������

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����(!)�ܹ���ȷѯ�ʲ��ش����ij�ֽ�ͨ����ȥij�ء�

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����(3)�ܹ�����һщ�����ľ�ͨ��־���˽ⲣ���ؽ�ͨ�����ر���ҫѧ�ῴ��ָͨʾ�ư�ȫ�ع���·��

����(4)�ܹ��˽ⲻͬ���ҽ�ͨ�������ͬ��

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����(2)�ܹ�����˵���϶�a��b���ֵ����ᵥ�ʺ�������͡�

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����(4)�ܹ������漰�������ķ�����

����(5)�˽�storytime,goodtoknow�ȳ��ֵ����ݡ�

����3����с����ԡ��ļ����й�ŀ��

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����(2)ѧϰ���ԣ�ѧ������ͳ�ơ��������ݣ���������ͳ��ͼ����ʽ��ʾ������

����(3)�ļ�ŀ�꣺�˽���������ͨ�������ͬ��

��������ʱ��ѧŀ��

����1���ܹ�����˵������д����:onfoot,bybike,bybus,bytrain.

����2���ܹ�����˵���϶�����:byplane,byship,bysubway.

����3�����þ��ӡ�howdoyougotoschool?howdoyougotocanada/?�����滻�ؼ���ѯ�ʱ��˵ij��з�ʽ;���ܹ��þ��ӡ�igoby....�����лش�

ӣ���ѧ���4

����һ����ҫ��������(new contents) let��s act-turn on/ off... wash your...

��������ѧϰŀ��(objectives)

����1���ܹ��϶����ʣ�towel�� ѧ������turn on�� turn off�ھ��е����壬�ժ������� open ��close������

����2��ѧ���϶�����turn on/ off ...��wash your...�� ���������������ȷ�ķ�����ʾ��

����3�����ʵ����龰�у�������ʹ�����һщ�򵥵�ҫ����������ʵ���չ��ʹ��ķ񶨾䣺don��t...

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����1������ǰ��׼���׶σ�pre-task preparation section��

����pre-task preparation��ָ����ҫ��ͬѧ����ŀ�������ѧ�����ԣ�֮ǰ�����ָ�ͬѧ�����������ϡ�ҳ�������dz�˵�ģ�input�������������ҫ��ͬѧ��ö����������ϵĵ�һ�θ�֪��

����activity 1��song ��

����1����ѧ����(aids)

����1�� ���鿨ƭ

����2�� ¼����

����2������̣�process��

����steps

����contents

����methods

����purpose

����1

����song

����read�� read�� i can read. i can read a little book.

����sing�� sing�� i can sing. i can sing a little song.

����ͨ��������ծ�������գ�ϊ�����������̵档

����2

����read the phrases

����wash�� wash�� wash my socks

����( hands�� toes�� face�� shirts...)

����clean�� clean�� clean my desk

����( chair�� table�� room)

������ͬѧ��ϥ�ĸ�����ϰ�ɵ�֪ʶ���������������������ּ���ͬѧѧϰ��������

����3

����make a new song

����wash�� wash�� i can wash. i can wash my little socks.

����clean�� clean�� i can clean. i can clean my little desk.

����activity 2��rhyme ��

����1����ѧ����(aids)

����1) ¼����

����2������̣�process��

����steps

����contents

����methods

����purpose

����1

����game�� simon says

����ͬѧ������simon˵�ļ���������brush your teeth. wash your face. touch your nose. point to your friend....

����ͨ�����ϰ���ʴ��飬���ڴ˻������ʵ���չһщ��ҫ��ͬѧ�������ɡ�

����2

����listen and follow the teacher

����brush�� brush�� brush your teeth. one two three. left and right.

����wash�� wash�� wash your face.

����one two three. left and right.

����touch�� touch�� touch your toes.

����one two three. left and right.

����point�� point�� point to your eyes.

����one two three. left and right.

��������ѧ���ݷ��������ͽڵķ����б���ͬѧ���ա��ڰ����з���ͬѧ��'�����س���������������

����3

����act out

������с��ϊ��λ���ݣ���ģ�£��ɸıࡣ

������¼�����ɲ��ž��ࣩ

����activity 3��read a chant ��

����1����ѧ����(aids)

����1) ¼����

����2�����ʿ�ƭ

����2������̣�process��

����steps

����contents

����methods

����purpose

����1

����questions and answers

����t�� do you brush your teeth every day��

����p�� yes�� i do./ no�� i don��t.

����t�� what do you do every day��

����p�� i __________ every day.

����ͨ�����ʴ�����ʽ�����խ�ѧ��ͬѧ���������������ͬѧ�е��л���˵��

����2

����guessing game

����t�� what do i do every day��

����p�� you _________ every day.

����3

����read a chant

����i wash my hands every day.

����you brush your teeth every day.

����i drink milk every day.

����you drink water every day.

����i eat rice every day.

����you eat noodles every day.

����i read a book every day.

����you write a book every year��

����( ¼�����ɲ��ž���)

������ͬѧ��һ���ڽ���к�ǿ�� chant�у���ϰ������ѧ�����ݡ�

����2����������ʵʩ�׶σ�while-task procedure section��

����while-task procedure������ָ���լ��ܵ�ϰ�ù��̡����з�ϊ��е�բ����������բ������ֲ�����е�բ���������ͬѧ׼ȷ��ģ�¡���˵���ڵ����ԣ������ǿ�����ģ�µ�ʶ�ǵĺ��̣�ʹ��֪ʶ�ɸ�֪�����⡢ģ��ֱ�����档���ڱ���ʱ���������дʻ�ҳ�о��ӷ��ҷ����������ϣ��������ѧ�׶�ҳ�����������֪ʶ�ķ��λ��ε��룬����������ѵ������ҫ�����ӧ�ļ�е�բ����������բ���������������£�����ÿ��activity��ʽ�����ܲ�ͬ��ʱ�䲻ҫ����һ���������һ���������ץסͬѧ��ע������ά��ѧϰ��ȥ��

����activity 1��speaking ��

����1����ѧ����(aids)

����1��ʵ� a towel

����2������ ��2b-u5-7��

����3�� ��ļ

����2������̣�process��

����steps

����contents

����methods

����purpose

����1

����new word�� towel

����t�� this is my towel. it is soft and nice. i like it. i wash my towel every day.

��������ʵ�����ֱ�۽�ѧ��э��ͬѧ���䵥�ʡ�

����2

����questions and answers

����what do you see on the screen��

����how many towels can you see��

����which towel do you like��

����what colour is your towel��

��������ý�彫�¾�֪ʶ�л�����������

����3

����speaking

����say something about your towels.

����eg.this is my towel. it��s yellow and nice. i like my towel. i wash my towel every day.

��������с���ڻ�ͬ��������

�������֡��ʡ��䡢���л��������������ͬѧ����������ե�������

����activity 2��repetition ��

����1����ѧ����(aids)

����1��ʵ�towel

����2������̣�process��

����steps

����contents

����methods

����purpose

����1

����new word�� towel

����pass the towel and repeat��

����wash your towel.

�����ڻ��ϰ�����ԣ��������ԣ��������ԡ�

����2

����new phrase�� turn on...

����pass the towel and repeat the sentence��

����turn on the tap and wash your towel.

����(ͬѧ�ߴ��߿��ö�����ʾ)

����activity 3��quick response ��

����1����ѧ����(aids)

����1�����ʿ�ƭ

����2������ ��2b-u5-8��

����3����ļ

����2������̣�process��

����steps

����contents

����methods

����purpose

����1

����questions and answers

����t�� what��s in the room��������ļ��

����p�� there is ...

����there are...

��������ý�����ʴ�𣬸�ϰ��֪��

����2

����quick response

����ÿ����һ�������ֳ�һ�ſ�ƭ(open�� turn�� wash ��clean)������ļ�ϳ���һ����ʒ���ֳֿ�ƭ��ͬѧ���ֿ�����ȷ��˵��������飬��һ��˵����ͬѧ���ν���ƭ���´���ֱ�����һ�������������ȡʤ��

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����3�����������ɽ׶σ�post-task activity section��

����post-task activity������ָ������е�բ����������բ���������ͬѧ������������õ�֪ʶ�뼼�������һ�������ե�����task����ҳ�������ե������output��ͬѧͨ��ǰ�����׶ε�ѧϰ����֪ʶ���������ѿ߱��ۺ��¾�֪ʶ���н��ʵ���������ʦ���ը���ͬѧ��ʵ��ˮƽ��ƻ�ѡ���ṩ�ļ��ʹͬѧ����ӧ�ľ���������������ᄈ�у���ȷ��чʹ��ϰ�����ԣ���ɽ����ե�����

����activity 1 ��chain drills ��

����1�� ��ѧ����(aids)

����1�����鿨ƭ

����2������̣�process��

����steps

����contents

����methods

����purpose

����1

����read and act

����read the phrases on the cards and act out.

��������������һ��������ӵ���˼��

����2

����chain drills

������һ��ͬѧ���ݿ�ƭ�ϵĵ��鷢����ڶ���ͬѧ����������������ɺ����������ͬѧ������������ơ�

����p1�� **�� turn on the tap.

����p2��***�� wash your towel.

����...

����activity 2��opposite game ��

����1����ѧ����(aids)

����2������̣�process��

����steps

����contents

����methods

����purpose

����1

����opposite game

����(����ʦ������)

����1. t�� open the window.

����s�� don��t open the window.

����t�� turn on the tap .

����p�� don��t turn on the tap.

����2. t�� open the window.

����p�� close the window.

����t�� turn on the tv.

����p�� turn off the tv.

����ͨ����ϸ�ﵽ���;�һ�����ĺ��ܡ�

����2

����group work

������с���ڿ�չ�˻��ҫ��ͬѧ�����ܶ�����ǰѧ���ķ��ʴ��顣

����activity 3 ( read a chant ��

����1�� ��ѧ����(aids)

����1������ ��2b-u5-9��

����2����ļ

����3��¼����

����2������̣�process��

����steps

����contents

����methods

����purpose

����1

����listen to the rhyme

����what do you hear��

��������ļ�ϵ�ͼƭ˵�������ĵ���

����ͬѧ�ڽ����ǿ�ҵ�

����chant����ͬ�£��������ݣ�չʾ���ԣ�����ʤ����

����2

����follow the teacher

����clap your hands.

����touch your toes.

����point to your friend.

����point to your nose.

����turn to the left.

����look to the right.

����point to a book.

����turn off the light.

����3

����act out

����с�齻�� ��̨����

����activity 4��dubbing ��

����1����ѧ����(aids)

����1������ ��2b-u5-10��

����2����ļ

����2������̣�process��

����steps

����contents

����methods

����purpose

����1

����dubbing

����a. may�� turn off the tv.

����b. may�� turn on the tap and wash your hands.

����c. may�� close the door. turn off the light. go to bed.

����������ʵ���龰�е����á�

ӣ���ѧ���5

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������σ����լ�רҵ��չ��������⣬��ѧу��ҵ7���ˣ���������6�꣬�ڽ�ѧ�������кܴ���ߣ�����˵��רҵ֪ʶ�������˲�����ҳ���ǿ����ҵ������˾Ϳ��԰��ѿ�����鱾�����ˣ�����˵���ü��ܲ��ǹ�ʵ�õģ����է���������ѧϰ��ԭ�е�һ�������֪ʶ����ģ�������ˣ����ڿ��������۵�ѧϰ�������м��ܵĸ�����ֻ�н���һщ��ѧ�ľ���˼�룬����վ�ڸ��ߵ�'�߶���������ѧ������ѧ���ķ�չ��һ�ÿ�ҫ˼���������⡰��ҫ��ѧ����������ȥ��������������ѧ����������������ƿ��ѧ�����������ˡ����ܽ᱾�α������ҫ���ݣ�ҳ���ǡ��̡�ѧ�����ۡ��ĸ��������ҵ��ճ���ѧ����ָ�����ã����պ��⼸�㣬����һ����ч�ŀ��ã�����ҫ��ע֪ʶ�����գ���ӧ��ʶ����ʽ������ѧ�������ķ�չ��

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ӣ���ѧ���6

������ѧŀ�꣺

����1��������˵�������ϣ�blue��pink��black��white��

����2�����϶�have��pet��it��rabbit��color��star��teacher��

����3����˵i have a�� what color is it��it��s����

����4��������˵������дr r��s s��t t

������ѧ�ص㣺

����1��������˵�������ϣ�blue��pink��black��white��

����2��������˵������дr r��s s��t t

������ѧ�ѵ㣺

������˵i have a ���� what color is it��it��s����

������ѧ���̣�

����һ����ϰlesson 13��say a chant��

����yellow��yellow��yellow��a yellow banana

����green��green��green��a green frog

����orange��orange��orange��an orange fish

����red��red��red��a red apple

��������������������ɫ����������������ɫ�ľ�ѧ���ó����ų�ͬ��ɫ��ͼƭ����ѧ��blue��pink��black��white

����������ʾ����ͼƭ��ѧ������

����1����ʾһ��a black cat��ͼƭ����ѧ��

����t��i have a cat�� what color is it��

����s��it��s black��

����2����ʾһ��a pink fish��ͼƭ����ѧ��

����t��i have a fish�� what color is it��

����s��it��s pink��

����3����ʾһ��a white rabbit��ͼƭ����ѧ��

����t��i have a rabbit�� what color is it��

����s��it��s white��

����4����ʾһ��a blue kite��ͼƭ����ѧ��

����t��i have a kite�� what color is it��

����s��it��s blue��

�����ġ���¼������������

�����塢��ĸ��ѧ

����1��ѧϰ��ĸr r

������ʾa rabbit��.ͼƭ���ʡ�what��s this��������a rabbit�������ʣ���what��s the first letter����

������ʾ��ĸ��ƭ������сд���̶�����

����ָ�ſ�ƭ����big letter r��small letter r��r r is for rabbit��r r��r r�� r r����

����2��ͬ����ѧs s

����3��ͬ����ѧt t��

����4��������

�����������listen and circle the right picture��

�����ߡ��ܽ�

����ָ��ѧ����ɿα��е���������

�����ˡ�homework

����1���ʶ�����

����2����ɡ���ֲᡷlesson 14

ӣ���ѧ���7

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����5��ע�ظ��𸨵���������ȫ��ѧ����.�����ϣ����ų��

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ӣ���ѧ���8

�����ص��ѵ㣺

����1. what should you do if a person has drunk poison by mistake? ������������˶�ҩ������ô�죿

����by mistake�ǹ̶����飬��ϊ������ء��������ĵأ��������£��������磺

����she put salt in her cup of coffee by mistake���������η��뿧�����ˡ�

����2. do with��deal with

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�������������������ʾ��ʱ��do with��what���ã�deal with����how���á����磺

���������������һ�������г���ˤ�����������˵ģ�

�������⣬do with���ɱ�������˼�����磺

����what did you do with my umbrella? (=where did you put my umbrella?)

��������ҵ�ɡ�ŵ�����ȥ�ˣ�

����what are we to do with this naughty boy? (=how are we to deal with this naughty boy?) ���ǹ��������������ƥ���к���

����3. knock at, knock down & knock into������

����knock at ָ���ô��ŵ���

����i heard someone knocking at the door.�������������š�

����tom tried knocking at the window.��ķ���������ô�����

����knock down ָ������ײ����

����he nearly knocked me down at the corner.�ڹսǵ�������������ײ����

����he was knocked down by a car. ��������ײ���ˡ�

����knock into ָ��������ײ��ij�ˡ���ҳ��ָ��żȼ��������

����the child knocked into the teacher.�ǻ���ײ������ʦ���ϡ�

����he knocked into the chair in the dark.�ڰ�����ײ���������ϡ�

����he didnt expect to knock into some of his friends here.��û���뵽���������һщ���ѡ�

����4. ask, demand, inquire, question & require

����1)ask��һ�����ôʣ���ʾ���ʡ�����˼��

����did you ask the price of that ten��speed bicycle?�����������ʮ�����г��ļ�ǯ����

����2)demand����ǿӳ����ȼ����ζ��

����i demand that you leave this place at once.��ҫ���������뿪�˵ء�

����3)inquire �����ڽ���ʽ�����壬ͨ��ֻ��ʾ������ϣ��ѱ��𰸡�

����he inquired of the girl the way to the railway station.������ů������վ��ô�ߡ�

����4)question ����ʾһ�������⣬��ʱ�������ʣ�����֮�⡣

������the questioning of the prisoner went on for hours.���ǹ���������ѷ�����˺ü���сʱ��

����5)require�а���ȩ������ҫ�󡱻����֮�⡣

����since he was involved in the case, the court required his appearance.��������˰��йأ���ͥ������ͥ��

����5.breathe & breath

����1)breathe �ƕ��ʣ��ǡ�����������˼��

����he was breathing hard/heavily after racing for the train.�����ÿ����˻𳵣������ش�������

����it is good to breathe fresh country air instead of city smoke.����������ſ���������������̳�������ġ�

������ע�����¼���ϰ�����˼��

����1��i cant concentrate with you breathing down my neck.���������������ң�ʹ�ҿ����޷����с�

����2��promise me you wont breathe a word of this to anyone.��ӧ�ұ𽫴���й©���κ��ˡ�

����3��the new manager has breathed fresh life into the company.�¾�������˾�����˳�����

����2)breath�����ʣ�ҳ�����������⡣

����1��you can see peoples breath on a cold day.�����ܿ������ǻ����ŀ�����

����2��his breath smelt of garlic.���������������

������ע������ϰ���`��˼��

������her smile is a breath of fresh air in this gloomy office.����΢ц�����ƶi칫�ҵ���������

������religion is the breath of life for her.�ڽ̶�����˵�dz���ȱ�ٵľ���֧����

������it took us a few minutes to get our breath back after the race.���ܺ��������˺ü����ӳżָ�������������

������the audience held their breath as the acrobat walked along the tightrope.�ӽ���ա�߸�˿ʱ�������ƕ���ס�˺�����

������his heart condition makes him short(out) of breath.������״������ʹ����������

������he lost his breath in running.���ڱ�������������������

�����﷨����̬���ʣ�modal verbs��

����1�� must

����a.��ʾ����ҫ�ɵ��¡��磺

����we must obey the rules�����dz������ع���

����you mustn��t talk like that����ɲ�������˵����

����mustҳ���ա����ȥ�������ҫ���ڼ�������с�

����she said that we must wait a little while����˵���dz���ҫ��һ�����

����b����ʾһ���ʋ⣨ֻ���ڿ϶����у�������mayҫ�϶��öࣩ��

����must have���ʾ�թ�ȥ������ʋ⡣���磺

����this must be tom��s room. ��׼��tom�ķ��䡣

����jack must have gone there, hasn��t he? / didn��t he?�ܿ�׼��ȥ���ƕ��ˣ��բ��ԣ�

����c���ƚϣ�have toҳ��ʾ�����롱����have to��ǿ���͹���ҫ��must����˵�����ۿ������磺

����we had to be there at 10 o��clock�����ǵ���10�㵽�ƕ������͹���ҫ��

����we must be back before 10 o��clock�����dz���10��ǰ��������������ϊ��

������ʱҳ�ɻ�����

����we must / have to leave now�����ǵ����ˡ�

����must��have to�ķ�ʽ��mustn��t��don��t have to��˼��ȫ��ͬ��mustn��t��ʾ������ij�¡����н�ֹ�ĺ��壻don��t have to��ʾ������ҫ����ij�£��������с��͹����޴˱�ҫ������˼�����磺

����you mustn��t move someone if the person is badly hurt����������������ˣ���һ����ҫ������

����the person isn��t hurt at all. you don��t have to give him first aid������˸�����û�����ˣ��㲻�ظ������м��ȡ�

����2��need need�����ﶯ�ʣ��ͳ���ʽ���ã�

����need to do sth. ��ҫ��ij��

����needҳ������̬���ʣ���ҫ���ڷ񶨾䣬����

����needn��t v.���ظ�ij�� ���磺

����you need to tell him the reason������ҫ������ԭ��

����you needn��t tell him the reason. �㲻�ظ�����ԭ��

������̬����needҳ���������ʾ䣬�϶��ش��һ��must���񶨻ش�ʱ��needn��t��

��������need i come�� ����yes��you must����no��you needn��t��

������ѧ��ʒ���lesson 29

����teaching aims 1. practise the dialogue. 2. study the uses of same of the modal verbs. 3. study the language points in the lesson. 4. do the discussion practice in part 2.step �� revision and warm up 1) revise ailments and parts of the body. the following; toothache, earache, headache, and stomachache. say to the class: i��ve got��and get them to complete the sentence. point to parts of your body and say i��ve hurt my ( arm/foot/leg/back/hand). 2)you can ask the ss for advice for all these ailments: ask what should i do? and encourage the class to make suggestions.step ��presentation tell the ss a story by saying that this morning when i was on my way to school, i saw an accident in the street. a man was knocked down by a bike. he was injured on his knees. (teach the new words injure and knee here. ) some people went to help and he was sent to the hospital soon. i think he will be all right soon.say to the ss today we��re going to read a dialogue and learn about another accident in the street.step �� listening 1.t: say to the ss that chen wei and susan are walking down the street when they see an accident. let��s listen to the dialogue. after listening, you are going to answer two questions. 1). what was the accident? 2). what did the girl injure? get two ss to answer the questions. check the answers. 1). a child ran into the street and knocked a girl off her bicycle.2). her knee hurts, her knees and her head hurt too. 2.play the tape again. this time the ss can open their books while listening.step �� reading 1.give the ss a few more minutes to read the dialogue carefully. then give them a few questions 1).why does susan not agree to carry the girl to the side of the road? 2) who do you think will come in a moment? why? 3) what was the girl going to do?answers:1)probably susan has learned something about first aid. people mustn��t move someone if they are badly hurt. they should leave the person where he or she is. 2) some doctors and nurses will come. because chen wei has just called the first aida centre. 3) the girl was going go cook supper for her grandmother. 2. do ex. 1 in the workbook, answering the questions to the dialogue.step �� practice 1. put the following sentences on the bb. get them to pay more attention when they are practising the dialogue. we must carry her to the side of the road. you shouldn��t move someone if they are badly hurt. you should/ shouldn��t�� i ought to go home. i have to cook supper for my grandmother. 2. get the ss to practise the first half of the dialogue, encourage some pairs to do it in class. then get them to do group work, practising the second half of the dialogue, ask some groups to do it in front of the class.step �� discussion 1. part 2. read the instructions aloud and check that the ss know what they have to do. to make the discussion easy going, get the ss to make notes in two columns as follows: dos donts leave the person where he/she is carry the person telephone for help move the person stay with the person let the person get up tell the person not to worry tell the person to stay stilldemonstrate a short dialogue with a good student. you can also ask questions: should i move the person? should i give the person anything to drink? (no.) put the ss in pairs and get them to have similar dialogues. if you wish, you can get one or two pairs to act out their conversations in front of the class. 2. do ex. 2, picture 2 in the workbook. look at the picture very carefully and ask the ss to discuss in pairs or groups. then gel one student in each group to report their ideas to the whole class. discuss with the whole class and see if they are right and if they can add something new.answers: you must send the woman to the hospital immediately. don��t argue with the driver. if she loses one third of her blood, she may die.step �� summary 1. after learning the dialogue, we know something about the first aid and how to deal with some accidents when we meet them. in this unit and in the next period we will learn more about first aid. 2. go through the language points in the dialogue. 1) chen wei and susan are walking down the street when they see an accident. 2) that girl has fallen off her bicycle. a child ran into the street and knocked her off her bicycle. 3) i think she must be injured. 4) leave her where she is. 5) you mustn��t move someone if they are badly hurt. 6) take it easy. 7) i ought to go home.step �� homework 1. do ex. 2, picture in the workbook as written work. 2. do ex. 4.

������ѧ��ʒ���lesson 30

����teaching aims

����1. learn about some more about first aid.

����2. finish reading two passages in lesson 30.

����3. study the language points of lesson 30.

����4. practise using the patterns: you must��/ you mustn��t ��/ you should always��/ you should never��

����5. finish off the exercises in workbook lesson 30.

����teaching procedures

����step 1 revision

����1. check the homework exercises. ask the ss to describe the pictures in wb lesson 29, ex. 2.

����2. revise the dialogue in lesson 29.

����3. check ss�� understanding of the four words in sb page 44, part 1.

����step 2 presentation

����1.show the ss pictures at the head of the text and discuss the pictures. say the man��s head was badly injured and is bleeding. the woman is trying to help him to stop the bleeding.

����1)what can you do when you meet with such accidents?

����2)can you do some of the first aid to people?

����2.then tell the ss today we are going to read about first aid. what is first aid? it is the medical help which you give to somebody immediately after an accident. you do not have to be a doctor to give somebody first aid. but you have to know what to do.

����teaching procedures

����step 3 reading

����1. give the ss a few minutes to do the fast reading of the text. ask one student to repeat the definition of first aid.

����2. give them a few more minutes to do further reading. then do ex. 1 in wb lesson 30. answer the questions one by one and make sure that the sb can answer them correctly.

����3. put up two tables on the bb, showing the notes of the three important things to do and the three pieces of advice on dealing with common injuries.

����number

����three important things to do

����1

����check that the person can breathe.

����2

����try to start the breathing.

����3

����try to stop the bleeding at once.

����common

����injuries

����advice

����animal bites

����wash the wound under cold running water.

����see a doctor as soon as possible.

����burns

����cool the area of skin at once. put dry clean cloth over the area of the burn. see a doctor.

����cuts

����wash the area of the cut, dry it and cover it with dry clean cloth.

����step 4.language points

����1)��you don��t have to be an doctor.

����2) check that the person can breathe. open the mouth and make sure that there is no food at the back of the mouth.

����3)lay the person on his/her back.

����4) here is some advice for dealing with common injuries.

����5) cool the area of skin at once.

����6) however, after a few hours of study you will manage to know enough to save other people��s lives.

����7) if everyone in the country knew first aid, many lives would be saved.

����step 5 oral practice

����part 4. practise the {erases given with the whole class. then demonstrate the pairwork with a good student, covering the text but looking at the pictures. make sure that the sb are using the phrases correctly and listening for any common mistakes.

����6 homework

����1. do ex. 2 as oral work.

����2. finish ex. 3.

����̽���

����play a role ��ʦ��ѧ��������б��ݣ��磺if you happen to see someone who has an accident, do you think you can make a right decision?1��if the person is not breathing, 2) if the person is bleeding badly, 3)if someone is bitten by an animal,��ʦ��ѧ���ֳɼ������ۺ󣬿ɵ�������ǰ����б��ݡ�

ӣ���ѧ���9

����play with hapes

����objectives��ŀ�꣩��

����1�� encourage the kids to recognize and say the word

����2�� review the words about color

����3�� ���׶�ͨ����������˵�ȶ�й������ѧϰӣ��ŀ��֣�

����4�� �������õ���˵������

����5�� ͨ��tpr����ϸ�ȼ�����׶���ѧϰ�����ͬʱ����չ�䶯��������

����teaching materials���̾�׼������

����tape ; sticker; ħ����һ��������ͼ�ε�ͼƭ; ë�ߣ����ƶ��㹤�ߣ��龳��ͼ��cd;

����teaching proce ����ѧ���̣���

����һ�� warm up(����) :

����1�� tpr�������ɶ���play-way to english�������׶����������ֽ�����ã���һ�����ɶ���

����2��greetings:

����t: how are you today?

����s: i��m fine, thank you! and you?

����t: i��m fine too. and how is the weather today?

����s: it��s su y/rainy day.

����t: woo�� you are so great. you are looking so lovely today. ok, now today i��m magic, and then please look at the blackboard.

��������teaching new words about shapes:

����1�� ͨ��ħ����ϸ�կ��𳵵ķ�ʽһһ�ںڰ��ϳ�ʾ����ͼ�σ�

����2�� ѧϰ�ʻ㣺square star triangle rectangle heart oval��

����3�� q��a��what color is the��square��? ��ϰ�����ɫ�ʻ㣻

����4�� �ֻ���ϸ��һ��: fishing game

����t��ok, now would you like play a game�� s��yes.

����t: let��s have a compotatio if i say the words, you should use this one, fishing the right picture as fast as you can, the first one is the wi er. understand? ok, who can try? ready go.

����ͨ������ϸ�ٽ��������׶����´ʻ�ļ��䡣

����������ʾ��ͼ�����׶�����ӧ���龳�и�ϰ�����̴ʻ㡣

����t��oh, please look at the picture; who is he/she?

����s: she/he is midi/haley��.

����t: can you gue what are they doing? �����׶��۲�ͼ����ش�

����what��s i ide? what shape is it? ���׶�����һһ�ҳ�ͼ����ƿȱ��'��ʒ�����ش���ӧ�����⣬������ϰ������ѧ�ʻ㡣

�����ġ���ϸ��������make the shapes by yourself.

������ÿλ�׶��ṩ1��ë�ߣ����׶��ڵ�̺�����ɴ����������ͼ�σ����໥��ӣ�ľ����լ���������ͼ�ρ�

�����塢over(����)��

����woo��today you are very clever, are you ha y today ? now i want to make a circle, let��s make, ok? sing a song��the more we get together.���������

ӣ���ѧ���10

����unit 1 leon 3

����part a lets say, lets chant part c culture

����teaching aims :

����1.be able to listen, say, recognize the words: apple, ant, boy, bag, coke, coffee.

����2.be able to listen, say, read and write these three letters: a a; b b; c c

����3.through the chant review the letters of abc, train a sense of group identity.

����focus points

����difficult points :

����read the letters: big letter c, small letter c; write down them correctly and handsomely.

����teaching preparation:

����1.letter cards��some word pictures, word cards: apple boy eraser ant crayon body head cake coke coffee bag ball

����2.a little blackboard with four-line format and a ball.

����designing for the blackboard:

����panda beaver eagle kangaroo (pictures)

����china canada america australia (words)

����teaching steps:

����step1.warm �cup

����1.sing a song.

����2.free talk

����t: hello.im wendy.im from hangzhou.

����s1: hello! im ��.��im from hangzhou,too.

����t: nice to meet you.

����s: nice to meet you, too.

����t: lets play.ok?

����s: great!

����t: watch out!��t throws the ball.��

����s: oh, no.

����make a similar dialogue with your partner.

����step2.presentation.

����1.1)t : today, we will learn letters.do you know letters? just as a,b,c���� they are letters.whats the meaning of letters?

����s:��ĸ��

����t: great! a is the first letter.��t shows letter a.��

����t: a a�j�k s: a a�j�k

����t: this is big letter a.��д��ĸa��

����t: big letter a.s: big letter a.

����t: lets make a big letter a.(with the hands)

����run two trains: big letter a.(with the hands)

����t: this is small letter a.

����t: small letter a s: small letter a.

����t: look at this girls head.its a small letter a.

����сa,сa,с�̱衣

����run two trains: big letter a, small letter a.

����2)��t draws an apple: whats this?

����s: its an apple.

����t draws an ant beside the apple: whats this?

����s: its an ant.

����t: a for ant, / /��/ /��/ /��

����a for apple, / /��/ /��/ /��

����2.teach b b, c c like above.

����pay attention to the pronunciation of c.

����use right hand to make a c.

����b for boy, /b/��/b/��/b/��

����b for bag, /b/��/b/��/b/��

����c for coke, /k/��/k/��/k/��

����c for coffee, /k/��/k/��/k/��

����step 3.practise.

����1.game: find out the letters weve just learned.

����apple boy eraser ant crayon body head cake coke coffee bag

����ball

����read as: apple, no.1 small letter a.

����2.1) t: youre so smart.you can read��lets write them down.

����look at the blackboard.

����t: first, lets write down big letter a.one, two,��lets try together.show me your finger.

����s: my finger.

����t ss: one, two, three.

����t teaches the writing of small letter a.

����2) t: everyone has his home.where is as home?

����here it is.��t points at the four-line format.��

����t: this is letters home.this is the first floor.then the second floor and the third floor.big letters a lives in the second and third floor.

����lets write down it.show me your finger.

����s: my finger.

����t

����ss: one, two, three.

����t teaches the writing of small letter a in the four-line format.

����write them on your exercise book.

����teach the writing of bb, cc.

����3.lets chant.

����1) read after t.

����2) say with the tape.

����3) say by yourself.

����4.culture.

����t writes down:3.8

����t: march 8th is womens day.

����yeah����ů�ڡ�

����t: on that day, you should say ��happy womens day�� to your mother.you also can pour a cup of tea, then say �� have some tea, mom.��

����ts act like mother and son/ daughter.

����s:e in, please.

����s: happy womens day!

����t:��sit down��please.

����have some tea.

����t: thank you.my dear daughter.

����step4.aement.

����1)-kplete the writing of letters and exercise on the activity book.

����2) make letter cards of a\b\c.

����think it over:

����goood moring, i'm glad to interpret my leon here ��the leon plan i am going to talk about is part a let's learn of unit1 pep primary english book7.i will explain how to teach and the reason for doing this from following aspects.

������ analysis of the teaching content.

������ ways of teaching and learning ��

������ teaching procedures

������ blackboard design

����v aement

����now lets focus on the analysis of teaching content.it can be divided into 3 parts as followed: the status and the function, the teaching objectives��the main points and difficult points, ill talk about it one by one.

����this leon is the first leon of unit 1, book7 ��it includes two parts: lets learn and lets play.in section 1, it mainly deals with these key phrases: on foot, by bike, by bus, by train, by subway.and in section 2, it provides a game for the ss to prastise the patterns: how do you go to����and the answer: i go�� by.��/ on foot.

����our students have already known some vehicles in the daily life.its not difficult for them to understand and use these words ��if students can learn it well, it will help students to learn the rest of this unit.so, i set the following aims:

����the first is language objeake sure that students can read, recognize and use these key phrases :on foot��by bike,by bus,by train skillfully.

����the next is ability objectives

������1��to develop ss abilities of listening and speaking.

������2��to train the ss ability of working in groups.

����moral objectives

����(1)to help students know some vehicles and comprehend the traffic rules

������2��to foster ss consciousne of good co-operation and proper competition.

����the main points and difficult points about this leon is:

������1��to make sure that ss can use these key phrases correctly and skillfully.

������2��to enable ss to study in groups and co-operate skillfully.

������3��to develop ss interest in english.

����difficult points

����to help the ss ask and answer the question ��how do you go to����

����part ��ways of teaching and learning

����as we all know: the main instructional aims of learning english in primary school is to cultivate pupils basic abilities of listening and speaking and their good sense of the english language.so in this leon ill mainly use ��task-based�� teaching method.that is to say, i will let the ss learn in real situations, finish a task by making a survey��how do you go to school?�� to help ss to get a better understanding of the key phrases.i will arrange these activities: gueing game, finishing a survey and having a competition.and in this leon a recorder, cai, will be needed.

����part�� teaching procedures

����ill finish this leon in five steps.

����step1 lead--in activities

����i will begin my cla with drawing and gueing game, just like this : i show students some vehicles such as bike��bus��jeep which they learned before by stick figures and ask them gue whats it.

����purpose: it is important to form a better english learning surrounding for the ss by gueing game.and at the same time it provides situations to review learned knowledge for the next step.

����step2 prestentation

����now ill mainly talk about this step.

����1��first there is a free talk between t and ss.for example: i show many pictures of beautiful cities and ask students some questions, such as do you like this city?where do you want to go��and help ss to answer them with by train��by plane,by ship.

����by the way, i show the picture of a school, and say�� i go to schiool by bus����ss read this sentence.do the actions and ask how do you go to school?��show many pictures of tools such as��on foot by bike��by bus to help students answer my question one by one.

����to present the key structures one by one is much easier for the ss to learn and grasp the meanings.

����2 with the help of the cai i set a situation to help ss understand the way of using these key phrases:

����a boy is coming, who is going to school.he says: i go to school by��then play the sounds of bus, bike ask students to listen carefully and tell ��i go to school by�� according to the different sounds, by the way��i present another new phrases:by subway

����purpose:make ss use these new phrases with sentence structures, to help ss use the language in a real situation.

����step3 practise

����3 i order to make every student read these new phrases correctly, i design a drill in this step, i show cards as soon as poible��students should read the words quickly and spell them.then i ask 'how do you go to school?'students answer i go to ��.��.��.also i will quicken the speed to ask ��

����the purpose is to draw the whole students'attention to the spelling of the words

����4 after this, i ask ss to do let's play

����in fours.they use places cards and vehicle cards, ask and answer:how do you go to ����i go to �� by����

����5, if ss can ask and answer expertly, i will ask them to make a short dialogue.

����the purpose of this is to help students to learn those sentenses through a ture situation and make the dialogues in order to check if ss can ue these key prases��sentences structures skillfully

����step 4 consolidation

����let students do a survey about how do you go to school?and the table like this :write down names and tools another ss choose

����task-based teaching method is used here to develop ss ability of communication and also their ability of co-operation will be well trained.

����step 5 homework

����ask students to collect other kinds of transport tools through the library��computer.

����the purpose of this is to stimulate the interest of learning english and to wide the students'knowledge

����step6 blackboard design

����my blackboard design like this :on the left ishow the phrases:on foot,by bus.��.��.��.on the right there are many sentences:how do you go to school?i go to ��.��.��.

����step 7 aement

����due to the students'age��i make every students work in cla through many activities in order to stimulate the students'interest and provide they a wide thinking room.i make students learn this leon very well through desiring scene statues

����that's all,thank you for your listening��

����unit 1 how do you go there?

����period one

����teaching contents: part a lets learn

����lets play

����teaching aims:

����1.to enable the students to master the four skills phrases: on foot��by bike��by

����bus��by train, by plane��by ship��by subway

����2.to enable the students to ask about the ways of traffic with the following

����sentence patterns: how do you go to school? or how do you go to

����canada������and answer with�di go by����

����teachingaster the four skills phrases: by train, by plane, by subway, by ship, by bike,on foot

����teaching difficulty:

����to differ �dsubway�� from�dtrain��

����teaching municative approach

����teaching aids:

����1.word cards

����2.tape recorder and tape

����3.multi-media player

����teaching procedure:

����1��(warm-up)

����greeting: good morning��cla��

����glad to meet you again.how are you?

����what day is it? what s the date?

����whats the weather like today?

����2.presentation

����show a picture of bus

����t: whats this? s: its a bus.t: i go to school by bus.how do you go to school?��show a picture of bike and help a student to answer with �di go to school by bike.����

����(in the same ways)teach �dby subway�� and �dby train�� �dby ship�� �dby plane�� �don foot����

����subway: it's an underground railway in a city.it travels very fast.we can see subway in hong kong, beijing, shanghai, gongzhou��

����explain the differences between subway and train

����pay attention to the pre.�d by�� �don��

����3.play games

����ask one s to the front and stick the word cards next to the phrases written on the bb when t read the new phrases quickly and the other ss put up their cards.the one who reflect fastest and correctly is the winner.

����4.listen to the tape of part a lets learn and follow it.

����pay attention to the tone and pronunciation

����5.practice: lets play

����t offer many places��the australia hong kong shanghai guangzhou the moon����and traffic ways (by car/ taxi/ bus�� on foot) ss practice with above places and ways in pairs:

����a: how do you go to school?

����b: i go to school on foot ��

����encourage the ss to make up as many sentences as they can.

����6.spelling competition

����divide the cla into tow groups.show the pictures of traffic tools and ask ss to spell the phrases.the first one who puts up hand gets the chance to spell.the group spell out more phrases are the winners.

����homework

����copy the new words and phrases

����finish page1 of the ab

ӣ���ѧ���11

����һ���������˼·��

�������������д��һ��;������ӣ�サ�ʵ���ҫ��ɲ��֡����н׶ζ���ӣ��д����ҫ��ʵ�����ǡ���ָ����д����(guided writing)����ͨ���ṩ�龰(���֡�ͼ��������)����ѧ����ѧ����ӣ������������������¼�������һ����˼�룬�դ˴�ɺͼ������ѧӣ������֪ʶ��ʵ��ӧ���������͹۵�˵���������һֱ������ӣ���ѧ��һ���ѵ㣬ҳ��ѧ��ӧ�ե�һ���ѵ㡣

�����ӳ���ӣ���ѧʵ�����������ӣ��д���ǵ÷ֽ�ϊ������һ���������ԭ��һ��ѧ��д����ϰ��ʱ���٣����ǽ�ʦƽʱȱ����ѧ������ϵͳ��д��֪ʶ��ָ����(���磬����ôʡ��䡢��ρ�ıƪ��)����щԭ�������ѧ�����������дäŀд����ըд������д��ֱ�����ܾ�д�ķ���ѭ���������һ�����ҽ�����һ��������ѧ��д�������ļ����� ģʽ����ʵ����д���ij���ȡ�����˽̰���꼶�²�unit10 i��ve had this bike for three years. ��ʦּ��ͨ����ѧ��̸��������ϥ�ļ��⡱my favorite thing��������ϱ���Ԫʱ̬�﷨���������ʱ������ѧ��ͷ�����й��i�֮�����ϣ����Ԫsectiona 3a���ֵ��ķ����ݽṹ��ָ��ѧ�����дmy favorite thing ���ӷ��ﵽд����ŀ�ġ�

����������ѧŀ�꣺

����1����֪�����ܣ��������լ��i�֮���ϲ��֮���ԭ��;

�����ʻ㣺������������������since, childhood, special, memories�ȴʡ�

����2�����ܣ���ʹ���������ʱ����ӹ�ȥ���������ڵ����飬������һ������ʱ����ϲ�������ɣ�������һ���ȥʱ�����й������ʒ��с���£��ﵽ����ʱ̬�������л���

����3����у�����ÿһ���i�֮�󱳺��̺�����у� ������ϧ���˶��լ������⡣

����������ѧ������

����д���ķ�ʽ�ܶ࣬������������֮һ�ķ�ʽ--���ʵ�.��ʽ����ѧд��������с�������������ʽ�����д������֮��ͨ�������ύ��ģʽ���벢����ѧ�����ۡ�

�����ġ���ѧ���̣�

����stage 1��lead in

����1��չʾһ����ʦ������ص�сʱ����������լ���һ�������ޡ�

����2���򵥵ľ�һ������������

����3����ѧ����һ������������

����4����ѧ������ǰ׼���õ��լ���ص���ʒ�ó���չʾ��

��������ʦ�����ĺ��µ��뵽ѧ����ʹѧ������ը��չʾ������˼·��

����stage 2��presentation

����1���������������漰���ص��д�ںڰ��ϣ�����ѧ���ʶ�����ϊ����ѧ��������׼����

����2����ѧ���򵥽����լ�����ʒ���ɸ�����ʾ���⡣

����3�����⣺how long have you had it? who gave it to you?

����4��ѧ�����������ص�ʡ�

����5��������ʾ����򵥽����լ�����ʒ��

��������ѧ������ʒ���м�˼����

����stage 3��stimulate

����1������һ����ӱƭ�σ��漰���˹��������͸��լ�����ʒ������ص���·���̡�

����2��չʾ���ϳ�����ʱϲ����ص���ʒ��ͼƭ��ѧ���ۿ��լ���ѧ����˼ά����������ijһ����ʒ����δ׼���õ�ѧ������˼·��

����stage 4��discussion

����1������������⣬��ѧ�����з�ɢ�իش�

����2��what?

����how long?

����how? who?

����why?

����what happened?

����...

�������ʵ������ش��������⣬����ͷ�է籩���ѽ���ϣ��

������ѧ���ը���ʒ����͸��������������

����stage 5��drafting

����1���ըղŵ���������������������ֶ��䣬�������ρ�

����2��������١�

����my favorite thingfromchildhood is ______. i��ve had it for/since.... ... gave it to me.

����i like ______ so much because ______. it��s special to me because ______. i think ______ has given me may memories. i remember when______

����������٣���ɲݸ壬ȼ��������������ɰ뿪��������ŀ�����ݵ÷ֽ����޸ġ�

������ѧ����������˼·��ץ�֣������������ύ���լ�ʱ�����﷨�ʻ����

����stage 6��writing

����1����ѧ�������������ύ�ľ�����ٸ����լ���ѡ�����ʒ���п���ʽд����

����2�������ύ������ѧ���ձ���ڵ���������ܽᡣ

����3����ԭ�����ļ������޸ĵ��ʻ��﷨����

����4����ԭ�����ľ����ټ�����չ��ʹ���ݸ��ӱ�����

�����ӱ뿪��ʽ������ʽ��ת�����԰�ѧ����ʵ������������ո��׼ȷ�������ԡ�

����stage 7��homework

����1�������������޸ĺ��ٴ��ύ��

����2����չѧ��˼�������д��my favorite... ϊ����������¡�

���������ҵ���ύ��

�����ۺͻ�����ѧ��������ʾ������ص�ʻ㡢���͡��۵㣬չʾѧ�����ۺ�������

ӣ���ѧ���12

������ѧ�ص���

������ѧ����1��3��Ԫ������������ϊһ�壬�ھ����龰������ȼ���á�

������ѧ�ѵ���

�����³��ֵľ��ͣ�let me sweep the floor�� they��re my friend��s story-books�� she speaks english well��/gee!

�����̾�׼����

����1�����ʿ���

����2����ѧ�������õ�ʵ����磺�顢�����ǧ�ʵȡ�

����3���̲������׵ľ�ѧ�μ���recycle1�� read and act�ݡ�

����4���̲������׵ľ�ѧ¼������

������ѧ������

������һ����������ϰ��warm-up/revision��

����1�� ��ʦ��ʾ���ʿ�����ϰ1��3��Ԫ��ѧ���ʡ�

����2�� ����ϸlisten and do��

������ʦ��ͼƭ�ڷ��ڽ�̨���ϣ���һ��ѧ������̨��ǰ��ͼ���������һ��ѧ��������������������������ϰ��һ��Ԫa���ڶ���Ԫa�� ������Ԫb��let��s do ���֡�

���������������¿� ��presentation��

����1�� free talk�� ��ʦ��ѧ�����йؽ��ҡ�ѧϰ��ʒ�����ѵļ������ʴ���ϰ��

����what��s in the classroom?

����what��s in your schoolbag?

����who��s your best friend?

����2�� ��ʦͨ��¼��vcd����ѧ�μ��ȸ�ѧ��չʾ��һ�ζի���

����3�� ��ѧ���ۿ���ش����⣺

����what does chen jie want to do? (clean the desks and chairs��)

����what does john want to do? (sweep the floor��) ���������ǰ�渴ϰ����ѧ������������ӧ�����⡣

����4�� ��¼��������ѧ�����������ֶի���

����5�� ��ѧ�����ݶի�������ѧ����let��s���� let me ����������'���ӡ�

����6�� ��ѧ��չʾ�ڶ��ζի���

����7�� ���ݶի��ش����⣺

����is john��s schoolbag heavy?

����what��s in it?

����are the story-books john��s?

����(they��re john��s friend��s story-books��)��ʦ��ѧ��������һ�仰��mary is my friend�� they are my friend��s books �� it means they are mary��s books��

����8�� ��¼��������ѧ�����������ֶի���

����9�� ��ѧ�����ݶի���

����10����ʦ��ʾjohn��ͼƭ��ָ������ͷ��˵��he has curly hair�� he speaks english well����ʦ��ָһ��ѧϰ�õ��ѧ��˵��he/she has not curly hair�� (һ��˵һ��������) he/she speaks english well����ʦ������ѧ��������������ѧ���ƿ�������do you have curly hair? do you speak english well?

����11����ѧ��������¼�������������ի���

����12��ģ�¿����ա�ի����ɽ����µ��˻���ͬѧ��ĸ�ȡ�

����13����ʦ��ѧ��չʾ���ķζի�������ѧ���ش����⣺what��s john��s teacher��s name?

����14����ѧ����¼���������ի�����ʦ���͡�gee!����ʾ���桢���͵ȵĸ�̾�

����15�����ݿ������ի����ݡ����滻���¾��ͣ�what��s his name? his name��s ��

����������ȥζ���� ��practice��

����1���桰���ˡ���ϸ����ʦ��������һ��ѧ������ò���ը񡢰��ã���ѧ�����£�����һ����10�֡�

����2��������ÿһ����ϊһ�飬ȫ��ֳ������顣��ʦ�ֱ𷢸�ÿһ�����һ�ŵ�ѧ��һ��ֽ������дһ�仰���ڽ�ʦ˵����ʼ�������һ�ŵ�ѧ�����ö���˵ֽ�ϵļ�����ǰ���ѧ������λѧ���ٰ������ļ�����ǰ���ѧ�����������ν�����ȥ�����һ�ŵ�ѧ���������ļ�˵�����������һ������ͬѧ���ĵ�����ʦд��ֽ�ϵľ�����ͬ�������

�������ģ���չ�ի��add-activities��

������ѧ��ѡ��̸�۽��ҡ�����̸��ѧϰ��ʒ������̸�����ѡ��е���һ���⣬��ͬ����лự��ϰ��

�������������

����recycle 1

����let��s��

����let me��

����what��s in your schoolbag?

����what��s her name?

����her name is��

�����̰�������

��������ʱread and act�����ƕ�1��3��Ԫ��ѧ���ݵĸ�ϰ�����ȸ�ϰ1��3��Ԫ��ѧ���ʼ����飬ȼ���ʦͨ��free talk�����йؽ��ҡ�ѧϰ��ʒ�����ѵļ��ⷽ����͵ĸ�ϰ��ϊ�����ֵķի����̵档��ͨ����ý���ѧ��ʽ�ֶν�ѧ�ի�����ͨ���桰���ˡ��͡���������ϸ����һ��������ѧ����ҫ���͡�����ʦ��ѧ��ѡ��̸�۽��ҡ�����̸��ѧϰ��ʒ������̸�����ѡ��е���һ���⣬��ͬ����лự��ϰ�����ѧ���ۺ��������ե�������������ѧ������ѧ���ļϊ������ʦ��ҫ��һ�����������á�

����̽���

����������ĸс�����ؼ�

ӣ���ѧ���13

����һ���̲����ݷ���

��������ʱ�ľ�ѧ����ϊ��������꼶�²���嵥Ԫ�̲ĵ�56-57ҳ���ݣ�����get ready, a listen and tick, b chant and say��c let��s write. ��a���֣�����get readyͼ�ͷի�¼�����龳���س����˱��ε�ŀ��ʣ�went to the beach, drank cold drinks, swam in the sea, ate ice-cream, went to the stone forest, bought some gifts, saw flowers, took pictures�ȶ���;��ѧ��ͨ����������ѡ���;������֪��ѧϰ��щ���b����ͨ����ҥ����ѧ�������ʻ㲢ѧϰ��������ŀ��ʣ�ͬʱ���it was boring. �ⱦ����ڽ����龳�е����á�c������ѧ�������ᄈ��ʹ��ǡ���ĵ�����ա�

��������ѧ���������

�������꼶��ѧ���ڱ��׽̲ĵڰ˲�ĵ�����Ԫѧϰ��travel plansѧϰ��sea, ski, eat seafood, visit the mogao caves, west lake, row a boat, the great wall, take photos���������ξ������ƽ���ػ�ĵ��ʺͷ��ѧ���ܹ���we can �� ���������ڷ羰��ʤ�������µ���ػ����щϊ���ڿε�˳����չ�����˻�����

����������ѧŀ��

����ͨ�����ڿε�ѧϰ��ѧ���ܹ��ﵽ����ŀ�꣺

����1. �ܹ���������˵ went to the beach, drank cold drinks, swam in the sea, ate ice-cream, went to the stone forest, bought some gifts, saw flowers, took pictures�ȵ��ʺͷ�����խ���ƴ�����ɼ����ǣ����ܹ������ᄈѡ��ǡ���ĵ�����ʽ��ա�

����2. �ܹ�ͨ��˵����ҥ���լ�����̸�۹�ȥ���������'���ܾ�i went to �� i climbed �� �ȳ�������Ԫ���ص�ʻ㡣

����3. �ܹ������ᄈѡ�񵥴ʵ�ǡ������ʽ��ա�

�����ġ���ѧ���ѵ�

������ѧ�ص㣺

�����ܹ���������˵ went to the beach, drank cold drinks, swam in the sea, ate ice-cream, went to the stone forest, bought some gifts, saw flowers, took pictures�ȵ��ʺͷ�����խ���ƴ�����ɼ������ǣ����ܹ������ᄈѡ��ǡ���ĵ�����ʽ��ա�

������ѧ�ѵ㣺

�����ܹ�ͨ��˵����ҥ���լ�����̸�۹�ȥ��������ĺ��ܾ�i went to �� i climbed �� �ȳ�������Ԫ���ص�ʻ㡣

�����塢��ѧ����

����1. ����(��һ��)

����t: good morning, boys and girls.

����ss: good morning, miss fan.

����t: look at these beautiful pictures. where is it? (����μ����������ƿ羰ͼƭ)

����ss: sanya.

����t: great! is it a beautiful place?

����ss: yes.

����t: did you go to sanya?

����ss: yes. / no.

����t: when did you go sanya?

����s: i went there ��

����t: xx went to sanya. our friend����bill went to sanya, too. what did bill do there? let��s have a look. �����ͼ�����ż�ɽ��ֱ�����⡣ 2. ѧϰ(ѧһѧ����һ��)

����(1)���ʽ�ѧ

�����ٽ�ѧwent to the beach

����t: where is it? (����μ������ֺ�̲) s: ����/ɳ̲

����t: yes. it��s beach. (����������beach ����) how to read the word? (����teach, each)

����ѧ�������ʣ����ݾɵ�������ƴ���µ��ʡ�

���������ͼ���þɵ���ѧϰ�µ��ʵķ���������ѧ��ѧϰ������ t: /bi:t?/

����s: /bi:t?/ t: do you like the beach?

����s: yes.

����t: what can you see there?

����s: i can see the sea, the sand and ��

����t: is it beautiful?

����ss: yes.

����t: it��s so beautiful, so bill went to the beach. (����������went) went to the beach

����ss: went to the beach

����t: look at the picture. bill went to the beach. who else went to the beach?

����ss: bill��s parents.

����t: you are right. you should go to the beach with your parents. �����ͼ����ѧϰ�ĺ�������ʱ���а�ȫ�����dz���ġ� t: who went to the beach in our class?

����s: me.

����t: bill went to the beach. xx went to the beach, too. what did bill do there? �����ͼ����˵��χͬѧ�ľ�����ʱ��ͬʱҳ�ǹ�����ѧ�ķ��ʹ�ȥʽ��

�����ڽ�ѧswam in the sea t: the sea is blue. it��s hot. bill swam in the sea. /sw?m/ s: /sw?m/

����t: bill ________. (��ʦ����ѧ��˵ͼ) s: bill swam in the sea.

����t: did you swim in the sea, xx?

����s: yes.

����t: xx ____. (��ʦ����ѧ����ѧ���ķ��ʹ�ȥʽ����˵����) s: xx swam in the sea.

�����۽�ѧdrank cold drinks

����t: bill swam in the sea half an hour. he was tired. what did he do then? look! (����μ�)he ____. (��ʦ����ѧ��˵����) drank hot drinks?

����s: no.

����t: bill drank cold drinks. /dr??k/

����s: /dr??k/

����t: can you drink cold drink after exercises? s: no.

����t: drinking cold drinks after exercising is not good for our body. you should drink warm water. right? s: yes.

����t: did you drink cold drinks in last summer? ss: yes. / no. t: after bill drank cold drinks, he swam in the sea again. he swam and swam. half an hour, he was tired again. what did he do? �ܽ�ѧate ice-cream

����t: look! (����μ�) he ate ice- cream. /eit/ s: /eit/

����t: what does a��e say? ss: it says /ei/.

����t: ok. was bill right? s: no.

����t: what should he do?

����s: he should drink warm water. t: clever.

�����ݽ�ѧwent to the forest stone

����t: bill went to sanya. what about lily? where did lily go? look! (����μ�) where is it? s: kunming.

����t: good job. did lily go to kunming with her parents? s: no.

����t: who?

����s: ��

����t: lily went to kunming with her uncle��s family. where did lily visit? look! (����μ�)where is it? s: ʯ��

����t: the stone forest

����ss: the stone forest

����t: the stone forest is very beautiful. lily went there. who went there in our class?

����s: me.

����t: what did you do there? s: �� (��ʦ����ѧ���ù�ȥʽ����) �޽�ѧsaw flowers

����t: look! what are these? s: flowers.

����t: beautiful?

����s: yes!

����t: lily went to the stone forest. the flowers were there. lily saw flowers. /s?:/

����s: /s?:/

����t: i saw many flowers. did you see flowers? (��ָ�μ�����ļ���)

����s: yes. i saw flowers.

�����߽�ѧtook photos

����t: what did lily do after seeing flowers? (����μ������ִ���;ɵ���)

����s: took photos

����t: you are so clever. who took photos for lily? s: lily��s uncle.

����t: good. did you take photos when you had a trip? s: yes.

����t: ok. we will talk about your photos. ���ѧbought some gifts

����t: when lily��s trip was over, she went to a shop. what did she do? (����μ�)

����s: bought some gifts

����t: right. what did she buy? s: she bought some gifts. t: super.

����(2)listen and tick

����t: now open your book and turn to p57. let��s listen and tick. take out your pencils. (����μ�) ѧ���������򹴣�����у������ʱ���ۡ� (3)chant and say

����t: look at the picture. what did bill and lily do? s: bill swam in the sea. lily bought some gifts. t: read the sentence by yourself. ѧ���լ������ӡ�

����t: are you right? let��s listen and follow it. (����μ�) ѧ����������������չʾ����ʱ���ۡ�

����(4)let��s write

����t: look here. where is it? (����μ�)

����s: sichuan.

����t: what can you see?

����s: i can see ��

����t: what can you do there?

����s: i can ��

����t: miss fan went to sichuan last summer vacation. this is my passage about my trip. can you help me finish it? ss: yes! ѧ������ϰ������չʾ�� ��ʱ���ۡ�

����(5)homework

����1. read the dialogue on p56.

����2. say chant to your parents.

����3. write a short passage about your trip.

���������ͼ����ͥ��ҵ��˵ϊ�������ѧ���ƿ��������ձ��ڿε����ݡ���ҵʵ�зֲ㣬�ú��ӹ����լ���ѧϰ����ѡ��������ʵ��������ϊ����

���������������

�������������ա��ڿεľ�ѧ���ѵ�ϊ������֮�խ�ѧ���ۡ��������������еģ�ȫ��ֳ�5�����������˭�õ���с������ࡣ���������������������ڿε�с�ᡣ

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�������������д��һ��;������ӣ�サ�ʵ���ҫ��ɲ���.���н׶ζ���ӣ��д����ҫ��ʵ�����ǡ���ָ����д������guided writing��.��ͨ���ṩ�龰�����֡�ͼ�������񣩣���ѧ����ѧ����ӣ������������������¼�������һ����˼�룬�դ˴�ɺͼ������ѧӣ������֪ʶ��ʵ��ӧ������.�͹۵�˵���������һֱ������ӣ���ѧ��һ���ѣ�ҳ��ѧ��ӧ�ե�һ����.

�����ӳ���ӣ���ѧʵ�����������ӣ��д���ǵ÷���ϊ������һ������.����ԭ��һ��ѧ��д����ϰ��ʱ���٣����ǽ�ʦƽʱȱ����ѧ������ϵͳ��д��֪ʶ��ָ��.�����磬����ôʡ��䡢��ρ�ıƪ�ȣ�.��щԭ�������ѧ�����������дäŀд����ըд.����д��ֱ�����ܾ�д�ķ���ѭ��.�����һ�����ҽ�����һ��������ѧ��д�������ŀ���ʵ��.д���ij���ȡ�����ʰ���ӣ����꼶���ϣ���unit 1��topic 1��section d��3 written work��.��ʦּ��ͨ����ѧ��̸��������ϥ�ļ��⡰sports��������ѧ��ͷ�����й��˶���`��ϣ��ͨ���ķ������⣬��ȡ�й��˶���һщ��ϣ��ָ��ѧ�����дmy favorite sport���ӷ��ﵽд����ŀ��

����������ѧ��ʱ��

����1��ʱ��45���ӣ�

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����д���ķ�ʽ�ܶ࣬������������֮һ�ķ�ʽ�����ʵķ�ʽ����ѧд��������с�������������ʽ�����д������.

�����ġ���ѧŀ�꣺

�����ܽ�һ�㽫��ʱ��be going to do sth.���÷���

��������ѧ�������ʵķ�ʽ��д����������

����̸���լ���ϲ������������������ǽ��լ������ְҵ��

��������ѧ���ȱ�����ȱ��˶�.

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����������̸����һщ�����˶���ŀ���������լ���ϲ�����������ǽ��լ������ְҵ.

����������ѧ�أ�

��������ѧ��һ��д���������������ʵķ�ʽ��д��.

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����step 1.warm��up���ͨ����һ��ӣ��裺��the more we get together��the happier we��ll be.��

���������˵����ŀ���ǻ�ծ���գ�ϊ��������ļ�����׼��.

����step 2.revision

������ʹ��ͷ�է籩����brainstorm����ѧ�����һщ��sports�йصĵ��ʶ���;���.

���������˵����ŀ���ǽ���ѧ��ͷ���к�д�������˶���ص�ȥ����д����˼·�������׶σ�drafting stage��ѡ����д�ļ�ֵ������ķ���ʱ�ο�.

�����ڸ�������������ʾ��������ϲ�����˶�������һс����.

������1��name����2��what sports����3��why��

������4��how often����5��player����6��looks����ò��

������7��personality���ը񣩣�8��his / her dream����

���������˵����ŀ�����˽�һщ�й��˶�����ϣ��ϊ��������ļ���д����׼��.

����step 3.pre��reading

����д���ķ�ʽ�ܶ࣬������������֮һ�ķ�ʽ�����ʵķ�ʽ����ѧд���������ü������⣬��ѧ���ش�ȼ�󽫴���������ص����ʴ����������ڱ�ҫ�ĵط�����һщ����.what sports do you like��what��s your favorite sport��why��how often do you do it��who is your favorite player��why do you like him /her��

���������˵����ŀ���ǽ̻�ѧ��һ��ͨ�����ʷ�ʽ��д���ļ���.

����step 4.while��reading���������⣬�˽����˶��йص����ݣ���ɱ����ҫ��

����name what sports why how often with whom looks personality dream

���������˵����ҳ�ɲ��ñ������ʽ�г���ʹѧ��˼·������ŀ����ȷ.

����step 5.post��reading

��������ѧ�����ۣ�do you like doing sports��why��

�������󲿷�ѧ�����ֿ϶���ʱ��һ��˼����what��s your favorite sport��why��how often do you do it��who is your favorite player��why do you like him/her��

���������˵����ͨ������ϊ������ʵд�����·��ʣ��ṩ�̵�.

����step 6.while��writing.

�����̻�ѧ���������ʵķ�ʽ��д���ĸ�ʽ��ͬʱ�ṩ�����˶���ѡ�ֺ�ԭ���һщ���ʾ��ӣ�ϊѧ��д���ṩ�ز�.

���������˵��������д���������ṩд���ز�.

����step 7.post��writing. �ṩд����׼

����ҫ��ѧ�����������׼���޸��լ��ļ���.

������1��do you use the tense��spelling��punctuation��capitalization correctly��

������2��i s your composition complete��

������3��is your composition coherently������أ�written��

������4��can you describe it clearly��

������5��are there any complex sentences in your composition��

���������˵����ŀ����ͨ���ըģ����������������������е�����׼ȷ�ԣ������ѧ��ͨ���լ�����˼������������������.

����step 8.share the writing.

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