年终总结1a范文

年终总结1a范文（精选5篇）

年终总结1a 第1篇

1A book ruler pencil rubber pen bag one two three four five six read write draw sing dance jump face eye ear mouth nose apple orange pear lemon melon peach taro moon bean leaf mooncake autumn father mother sister me bicycle doll ball slide swing balloon1Buncle aunt grandmother grandfather frog rabbit butterfly bird bee red blue yellow green pink purple brown orange postman policeman driver fireman milkman doctor nurse farmer fisherman teacher tall short cook old young fat thin cake sweet ice-cream jelly mild Coke meat fish chicken rice noodles soup2Abin park road building pizza biscuit hot dog juice water play run sleep swim plane ferry train taxi car bus van stop light go fast slow in on under bell star present tree hats gloves scarfs winter cold wind snow tie belt socks shirt dress coat2Bhen chick duck cow sheep pig horse bear elephant tiger monkey panda window door bed room sofa table lamp walk skip swing climb fly ride water dirty wash towel soap toothbrush toothpaste bowl plate glass fork knife spoon chopsticks summer sun cloud hot beach shell sand watch clock day night breakfast lunch dinner3Aagain baby bag ball balloon biscuit bow butterfly cake camera chair chick chicken circle clap clean close cloud count crayon down duck flower friend gate hall happy hungry insect jam kite ladybird late leaf leaves library lion little mouse office pear photograph plant playground point queen rabbit rain root sad sandwich shape shoe sky slide small sorry square stand sweet swing tail thirsty toilet triangle umbrella van very wave window with x-ray zebra3Baeroplane all right bear beautiful bed bicycle blouse blow brown cage can coat cold cool doll dress drill dry fall feel fish giraffe glove go away go to bed grey grow hair hard have hear her here his hot how lemon like lime listen lizard lorry loud mirror monkey mountain nest nice noise panda parrot pineapple prawn purple quiet radio rainbow raindrop robot roof rough scarf sea season shell shine shirt skateboard smell smooth snake soft sour spring strawberry street summer super sweet T-shirt take taste telephone television these to today tooth touch toy violet warm wave we wet where wind winter wolf4Aafraid ambulance angry answer arm aviary bell birthday block bookshop bottle branch brave bread bring bus-driver butter chase chocolate classmate climb coffee cook corn cow crisps but dear dentist dive doctor draw eighteen eleven engine everywhere exercise face farm feed fifteen finger fire fireman flour fly foot fountain fourteen frog fruit full game grass have hay hoop horse into its juice jump knee large leave log man mask milk moth nineteen nurse our packet paint pair pick plant house policeman policewoman pond postman question read rectangle ride rope round rubbish run seventeen sharp sheep Shop assistant shoulder sing sixteen sketch-book some stalk stone strong sugar sunglasses supermarket swim telephone their there be thirteen throw tired to toe tooth trunk twelve twenty under waiter waitress walk water whose win write

年终总结1a 第2篇

1. 语言能力目标：学生能够看图读故事，理解故事情节;能够有感情地、绘声绘色地独立朗读故事;体会“go away”表达的祈使语气和“ is coming”表达的陈述语气的区别;能表演和改编故事。

2. 非语言能力目标：培养学生的观察力和想象力;培养学生敢读、敢表达的自信和勇气;引导学生感受故事结局的趣味性。

二、教材分析

这一课的主要讲的是Kipper家来了一只小猫猫，大家都想让它走开，因为Floppy来了，大家担心小猫会和小狗Floppy打起来。小猫太小可能会被欺负，但是最终结果确是Floppy落荒而逃了。故事结尾很有戏剧性。

三、教学用具

教学课件PPT 录音 课文图片及句子

四、课堂教学基本步骤

1. 导入(Lead-in)：引出故事主题

通过问题引导学生讨论猫和狗的.关系，鼓励学生大胆猜测，为进入故事做好铺垫。

(1)教师通过PPT展示相关图片，并与学生互动：

What is that?(展示几张猫和狗的照片)

Do you have a pet? Dog or cat?

Do you keep a cat and a dog at the same time? Why? (展示猫狗相遇图片)

Who will go away if a cat and a dog meet? (请学生自由回答)

(2)引入故事情境，自然过渡到讲故事环节：

One day, a little cat came to Kipper’s house. Let’s see what would happen.

2. 看图讲故事(Storytelling)：理解故事情节，观察孩子们驱赶小猫以及小猫吓跑Floppy的过程

每个小组分发一张图片，小组讨论，然后由选出代表上台讲解图片上所能看到的东西，要注意观察图片中的细节。

(Picture 1)Look, can you tell me who is it ? (教师指向草地上的小猫)

It is a little cat.

Biff came to the cat.

“Go away, little cat.” said Biff.

Look at the cat, did the cat go away?

No.

(Picture 2)Then, who came to the cat?

Kipper

He looked at the cat.

“Go away, little cat. A dog is coming.” said Kipper.

The cat liked Kipper.

Did the cat go away?

(Picture 3)Later, Chip came to the cat.

“Go away, little cat. A big dog is coming.”

Look, who was coming? (指向Floppy)

(Picture 4)Floppy ran to the cat.

Oh oh oh! (配合动作表情)

The children were all worried.

“Go away, little cat. Floppy is coming! ” called the children.

Would the cat go away?

(Picture 5)Oh no!

The cat ran to Floppy.

Floppy ran away.

如学生仍回答有困难，可以给出提示引导学生描述照片。

3. 听录音模仿(Listening and Imitating)：听懂录音并模仿出标准的语音语调

听录音模仿时，录音是什么音什么调，就让学生模仿成什么音什么调，注意祈使语气和陈述语气的区别。

(1)放录音，让学生完整地听一遍故事，整体输入，不需停顿。

(2)放录音，全班学生齐声模仿跟读2-3遍。要求学生在理解故事内容的基础上，逐句跟录音指读。鼓励学生大胆开口，读出戏剧化效果，读出感情。

(3)放录音，请不同的学生分别模仿，看谁模仿得像。教师可让学生重点模仿以下两个句子的语音语调：Go away, little cat. (升调)和 A dog is coming. (降调)。“Go away, little cat.”是让小猫离开，使用了祈使语气;“A dog is coming.”是描述有只狗即将过来的客观事实，使用了陈述语气。模仿前，教师要先示范和指导。

4. 朗读故事(Reading aloud)：读懂故事并学会绘声绘色地独立朗读故事

通过多种形式的朗读，让学生能够绘声绘色地独立朗读故事，培养学生有感情朗读故事的习惯，练就语言基本功。

(1)全班集体朗读。组织全班学生齐声朗读一遍。

(2)分组朗读。学生两人一组，互相读给对方听，看谁读得准确、读得有感情。

(3)分角色朗读。请几名学生扮演不同角色朗读故事，引导学生读出不同人物的语气。 朗读过程中，教师要对朗读困难或有问题的学生给予指导和示范。

5. 检查理解(Story Comprehension)：梳理故事情节，检查学生对故事的理解

(1)图片排序

● 将提前打印好的故事图片打乱顺序贴在黑板上。

● 针对故事角色出现的顺序提问，请学生每回答一个提问后就从黑板上找出对应的图片，顺次排列。

Who came to the cat first?

Who came to the cat next?

Then, who came to the cat?

At last, who came to the cat?

Who ran away?

(2)图文配对

● 将句子卡片贴在黑板另一侧。

● 通过问题给出提示，让学生回顾故事中的孩子们说的话，并找到对应的句子卡片贴

在图片下面。

What did Biff say to the cat?

What did Kipper say?

What did Chip say?

What did the children say to the cat?

What did Floppy do?

6. 游戏(Games)：在游戏中体会“go away”表达的祈使语气和“ is coming”表达的陈述语气的区别

通过游戏，让学生体会“go away”表达的祈使语气和“ is coming”表达的陈述语气的区别。

(1)找4名学生分别扮演dog，cat，Kipper，Biff，Chip

通知1A 第3篇

尊敬的佳兴雅苑小区的业主大家好：

最近，白城市接连发生多起盗窃案甚至在咱们小区门口就曾经发生过几起抢夺、抢劫等刑事案件，为加强小区的安全防范，应广大业主的要求，华威物业公司佳兴雅苑小区物业加强了对出入小区的外来人员及车辆的管理： 1.外来车辆及出租车、快递、送水、送气、送报、送奶、三轮车、收废品等车辆禁止进入小区，小区门卫配备两辆小推车，门卫保安可以帮您把物品运送至楼下；

2.外来人员一律在门卫登记并得到业主的确认同意后方可进入小区；这可能会给您带来不便，请您给予理解，因为当您看见经常有陌生人及车辆进入小区时您会质疑我们的管理不到位，可当我们阻拦去您家的人或车辆时，有个别业主会不满意，但为了您及小区内所有业主的人身及财产的安全，相信能够得到您的理解；

3.门卫保安加强对小区的巡逻，要求全天24小时内定点对小区按照巡更点的位置巡逻；

4.如有搬家的业主尤其是搬离佳兴雅苑小区的业主必须提前告知物业管理人员，否则门卫保安不予放行；

5.小区的安全人人有责，请全体业主积极协助物业共同搞好小区的安全防范工作，如发现有可疑人员在楼梯间内或院内逗留，请您在保证自身安全的前提下及时与物业联系（联系电话：***）； 6.请您在离开家时关闭所有电源及水阀，同时关好门窗；

7.现在仍有部分业主尤其是骑自行车和骑电动车（摩托车）的业主抢行通过或紧随前面的车辆通过小区北门的横杆，小区物业曾多次张贴通知告知业主这种行为极其危险，但收效甚微，小区物业再次提醒全体业主必

须正确使用横杆（关于如何正确使用横杆小区物业曾贴有详细的通知，现在如仍有不明之处请您咨询物业管理人员），刷一次卡只能通过一辆车，如因抢行或紧跟的方式通过横杆，一旦发生意外小区物业概不负责，横杆若因此而损坏不能正常工作，小区物业还要追究责任人的赔偿责任； 8.业主的自行车、电单车应停放在车棚内，否则，造成损坏或丢失责任自负； 9.此公示栏为小区内唯一可以张贴通知的地点，且只张贴与业主有关的通知，望全体业主随时关注此公示栏，同时对我们的管理工作如有不满意或好的建议请您及时向我们提出，我们一定会虚心接受并认真彻底改进，敬请您随时监督我们的工作；

10.后附物业服务质量调查表，请您客观、公正、实事求是填写后交给门卫。

非常感谢全体业主两年来对华威物业公司工作的理解、支持与帮助，我们将会继续努力工作，坚持以业主至上、服务第一为宗旨，竭诚为您服务，努力营造安全、文明、整洁、舒适、充满温馨的社区氛围。

华威物业公司全体员工祝您春节快乐，合家幸福、安康！！

华威物业公司佳兴雅苑小区物业

物业管理范围及物业服务内容

一、房屋共用部位的维护和管理：共用部位是指房屋主体承重结构部位（包括基础内外承重墙体、柱、梁、楼板、房顶等）户外墙面、门厅、楼梯间、走廊通道、地下室等。

二、房屋共用设施设备及其运行的维护和管理：共用设施设备是指共用的上下水管道、落水管、供电线路、通讯线路、可视对讲门铃的公共部分、监控系统、红外线报警系统、照明、供热线路、消防设施、绿地、道路、路灯、和共用设施设备使用的房屋、物业用房等。

三、业主应对其所拥有的物业承担维修养护责任：包括房屋的室内部分即户门以内的部位和设备；水、电、采暖的进户表及锁闭阀以内的管线；可视门铃的室内部分和自用的阳台等由业主自行负责维修养护。

四、环境卫生

1、共用楼梯、单元进户门厅的清扫

1)小区共12个单元，每天擦四个单元（包括地面、楼梯扶手、公共管道等等），对于每个单元来说三天擦一次； 2)楼梯间窗户每年擦两次；

2、小区内公共环境卫生保洁

1)小区院内路面清洁，做到路面整洁、干净无纸屑； 2)及时清除路面积雪以方便业主及其车辆的通行。

五、保安

1、小区实行全封闭式管理，四周围墙设有监控系统及红外线报警系统；保安24小时定点巡逻。

2、协助当地公安机关进行安全监控和巡视等公共秩序维护工作（本款约定的事项不含业主、物业使用人的人身与财产保险和财产保管责任。）；

3、外来人员实行登记管理；外来车辆禁止入内。

六、绿化

小区内规划有绿地并根据时令栽种花草、树木，物业负责日常养护；业主应自觉维护、保持；严禁损坏。

七、消防

小区内按要求配备灭火器等消防设施，及时处理，防范于未然；

八、对业主信息实行电脑档案管理。

九、对于水、电、通讯、采暖等由相关职能部门负责的可以委托物业为业主联系由他们来处理。

十、对于业主的报修热情接待，应由物业负责的在两个工作日内给予处理；不能处理的耐心说明原因；

十一、佳兴雅苑小区物业费收费标准为0.8元每月每平方米； 物业管理服务费主要用于以下支出

1.物业管理服务人员的工资、社保及规定提取的福利费等。2.物业共用部位、公用设施设备等的日常运行和维护的费用。3.物业管理区域的清洁卫生费用。4.物业管理区域的绿化及其养护费用。5.物业管理站的办公费用。6.物业管理企业固定资产的折旧。7.法定税费。

8.物业管理企业的利润。

华威物业公司佳兴雅苑小区物业

佳兴雅苑物业公司服务 佳兴雅苑小区业主遵守

公约

1.物业公司应着重加强管理及服务，认真学习《物业法》、《省物业管理条例》,按照有关规定，进一步明确自身的职责（环境卫生、设施管护、树木养护等等），尽到管护责任。

2.物业公司要向业主委员会公布服务内容、收缴物业费标准、额度，并报告费用支出等相关情况。

3.外来人员一律禁入。访亲会友者必须要先与被访业户沟通，经确认、登记（身份证、手机号等有效信息）后，步行进入，所乘车辆禁入。

4.外来车辆（非本小区业主的车辆），尤其是出租车、收废品等车辆一律禁入（消防车、救护车除外），运送家具等大件的车辆也要限定小型货车，卸货后要立即驶出，禁止在小区内长时间滞留。

5.进入小区服务的相关部门工作人员必须出示有效证件，并由物业公司员工陪同进入，监督其工作（供电、水、热、网、电视等任何工作人员都不能例外）。6.物业公司要划定泊车位，指导业主合理有序停放车辆。自行车、摩托车、电瓶车一律整齐有序停放在车棚内。如业主擅自在小区停放各种车辆，物业公司人员要及时进行劝阻、纠正，对屡次不按规定改正的，经物业公司警告无效后，禁止该车辆在进入小区。

7.要保证楼道内照明灯的正常使用，如有损坏要立即修复。对庭院照明灯要根据季节的变化定时开关，并保证正常使用。其他设施（自来水管道、电线路、煤气管道、网络和电视线路等）如有损坏，要负责协助业主联系有关部门尽快修复。

8.禁止在各单元楼宇门上粘贴小广告、通知等各类告示，如有必须向业主通知事项要在指定的公示板上公告。

9.遇有降雪天气，雪停后，物业公司要立即清除积雪，并运送到指定地点，保证小区院内无残留积雪。

10.对欠缴物业费的业户，由物业公司与业主委员会共同做其思想工作，督促其按时足额缴纳。对无理拒不缴纳的业户除向全体业户公告及停止其出入卡使用外，同时还要向其所有家庭成员的单位及子女学校班级书面反映，请求协助工作，并采取停水、停电等措施进行处罚。必要时向法院提起诉讼。11.业主装修时，物业公司要事先告知有关规定。不许损坏相关设施，不许破坏整体结构，如扒窗、扒门等。装修所余水泥、砂石等材料、以及拆除的建筑垃圾必须用丝袋装好堆放在指定地点，并及时运出。由于业主装修在楼道内产生的散落垃圾也要打扫干净并及时运出。

12.所有业主出入小区（无论车辆、行人）必须自行刷卡，物业人员不再负责开关门。

13.楼道内禁止摆放任何有碍通行及有碍观瞻的物品（自行车、水缸、纸箱、花盆等），业主所产生的生活垃圾要及时送到楼下垃圾箱内，不得在楼道内堆放。

14.小区内的所有车库，只允许业主停放车辆或存放生活所需物品，不准改作商用仓库或其他用途使用;绝对禁止存放易燃、易爆等危险品。否则，物业公司及业主委员会有权制止，并报相关部门依法处置。

15.敬请物业公司、广大业主共同遵守公约并互相监督，共同维护好小区内的秩序，共同管理好我们的家园。

朗文1A 期中复习计划 第4篇

一、指导思想：

通过本次复习，对朗文chapter1~chapter4的内容进行系统的梳理，找出学生存在的问题，做好查漏补缺工作，使学生的英语综合能力有较大提高。

二、复习目标：

1.通过复习，让学生掌握四个章节的基本词汇，对每个章节列出的二会词、三会词，都能做到正确的听、说和认读；

2.通过复习，确保学生能够理解所学课文每个句子的基本意思； 3.通过复习，确保学生能够运用所学句型进行简单的交流；

三、具体措施：

1、整合各单元的重点句子、功能话题展开复习，检查各单元的单词和课文对话的听、说、认、读情况，并且注重口语交际训练。

2、加强听力、口头和笔头练习。根据复习的内容进行听力部分的一定考查，比如听单词说中文，或者听中文让学生说单词等，同时结合做一些相关的课堂练习。

3、扎扎实实搞好基础知识的复习，随时对所复习知识进行检查及对后进生的学习进行督促。

4、个别辅导，关注“学困生”：

五、复习的具体内容：

第一课时：每个章节的词汇过关

Chapter3:

玩具类a doll, a car, a robot, a ball, a bus, a teddy bear 数字类one, two, three, four, five, six, seven, eight, nine, ten Chapter4:

文具类a pen, a pencil, a ruler, an eraser, a sharpener, a pencil case 颜色类red, blue, yellow, pink, brown, green, black, white Chapter5：

动作类skip, read, climb, swim, draw, write

第二课时：每个章节句型过关

Chapter3： I have… Chapter4： I have…It is… I heve…They are… Chapter5: I can/can’t…；Can you…？Yes，I can./No, I can’t.第三课时：每个单元语音过关

Chapter3: b: big, bus p: pig, peter Chapter4:

e: pen, ten, red, teddy bear Chapter5：

朗文一年级1A教案 第5篇

Plan Ⅰ.Teaching content: Chapter 1.Starting school Ⅱ.Teaching goals: 1.Basic language goals: Ss could master the usage of all the words and expressions.Words: afternoon

boy

girl

hello

morning

name

teacher

card

children Miss Sir

spell

thank Expressions: Good morning/afternoon.Hello.I am Mary.Good bye.What is your name?

2.Ability goal:

To improve the Ss’ ability of listening and speaking.Students can make dialogues by themselves.3.Emotion goal: Cultivate the Ss’ ability of group cooperation further.Stimulate the Ss’ interest.Ⅲ.Main and difficult points 1.Words and expressions: The basic language point of Chapter 1.2.Grammar focus: Moral and Civic Education;good manners.Ⅳ.Teaching aids: Pictures

cards

Ⅴ.Time allotment:

The 1st.Period Ⅰ.Teaching task: Chapter 1 PartA Ⅱ.Teaching steps:

Step 1.Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls.I am Jacky,your Englishteacher.Can you greet me?Say “Hello,Jacky.”

who would you like to greet me? You’re

.Do you know my name?Can you greet me? P:Hello,Jacky./Good morning/afternoon,Jacky.T:Very good.Step 2.Presentation 1.Write your name on the board.2.put on a name card(on a string arond your neck.)Keeping repeating My name is...T:What is your name?Do you have an English name? Who has already got an English name?Hands up!What is your English name? P1：My English name is Mary.T:Hello,Mary.Anybody else? P2:I am...T:Good morning,...3.Write some common English names on the board.Then speak to pupils who don’t have an English name.T:Look at these names.You can choose one you like.You can use it in the classroom.You can write the name.then you can take it home and show your parents.you’re...How about Kevin or Kelvin？ Step 3.Practice

Make a short dialogue.The 2nd Period Ⅰ.Teaching task: Chapter 1 Part B Ⅱ.Teaching steps:

Step 1.Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls.I am Jacky,your Englishteacher.Can you greet me?Say “Hello,Jacky.”

who would you like to greet me? You’re

.Do you know my name?Can you greet me? P:Hello,Jacky./Good morning/afternoon,Jacky.T:Very good.Step 2.Presentation 1.Try adressing different pupils,greeting them and getting them to introduce themselves.Less able pupils can do this in groups to build up confidence.T: Good morning/afternoon,Group B.P: Good morning/afternoon,Jacky.2.Write Good morning/afternoon on board.Keep practising this and other expressions around the class.3.Write key words and expressions on the board.4.Encourage pupils to repeat the phrases and sentences after you,acting roles.Step 3.Practice Listen to the tape.what can you say?

The 3rd.Period Ⅰ.Teaching task: Chapter 1 PartC Ⅱ.Teaching steps: Step 1.Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls.I am Jacky.Say “Hello,Jacky.”

who would you like to greet me? You’re

.Do you know my name?Can you greet me? P:Hello,Jacky./Good morning/afternoon,Jacky.T:Very good.Step 2.Presentation 1.Arouse pupils’ interest in reading by asking one or two questions about the story.T:Do you know who Beeno is?

Can you point to Beeno? 2.Pre-teach the key words and give the classroom language for teaching them,eg:spell,present.3.Tell pupils to read the story once silently.4.Ask question about the story.①Who is the teacher?(peter)②In picture one is it morning or afternoon? ③There are four children.do you know their name?Can you tell me one name? ④How do you know?Tell me a girl’s/boy’s name.Step 3.Practice 1.Get pupils to act the story in groups,changing names where appropriate.ask one or two groups with lively intonation and reasonably accurate pronunciation to come to the front to perform.2.Ask pupils to spell their names.3.Check pupils answers to Part D

The 4th.Period Ⅰ.Teaching task: Chapter 1 PartD Ⅱ.Teaching steps:

Step 1.Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls.Say “Hello,Jacky.”

who would you like to greet me? You’re

.Do you know my name?Can you greet me? 2.Review the story.Get pupils to act the story in groups,changing names where appropriate.ask one or two groups with lively intonation and reasonably accurate pronunciation to come to the front to perform.Step 2.Presentation(Phonics)1.Get pupils to look at my mouth while you pronounce the/g/sound or play the video in the Super E-Book.Lool at my mouth.Say after me.2.Play the phonic game in the Super E-Book.3.Ask the pupils to look for anther word with the same sound(goodbye.)4.Suggest English names that pupils can use in the class beginning with the same sound.T:Does everyone have a name beginning with a/g/sound?Can you tell me who has a name beginning with /g/? Here are some names:Gary,Gilbert,Gordon,Grace【Write them on the board.】

Step 3.Practice

Ask pupils to say other known words with the same sound.The 9th.Period

Ⅰ.Teaching task: Chapter 1 Part E Ⅱ.Teaching steps:

Step 1.Warm-up Daily greeting.T: Hello, boys and girls.Ss: Hello, Lucia.T: What’s your name ? Ss: My name is Mary.Step 2.Presentation 1.Revise learnt expressions by greeting different pupils and getting them to introduce themselves.T: What is your name ? S1: My name is _______.T: Good afternoon,________.S1: Good afternoon, Lucia.2.Lead pupils to do pair work like the above mentioned.3.Go round the class to check pupils’ understanding.4.Make a name card for your partner.Step 3.Practice

Make a short dialogue.Teaching

Plan Ⅰ.Teaching content: Chapter 2.Nice to meet you Ⅱ.Teaching goals: 2.Basic language goals: Ss could master the usage of all the words and expressions.Words: my father

my mother

my classmate

my brother

my sister

my friend Expressions: This is ______.Nice to meet you.Nice to meet you, too.How are you? I am fine, thank you.How are you ? I am fine, too.2.Ability goal:

To improve the Ss’ ability of listening and speaking.Students can make dialogues by themselves.4.Emotion goal: Cultivate the Ss’ ability of group cooperation further.Stimulate the Ss’ interest.Ⅲ.Main and difficult points 3.Words and expressions: The basic language point of Chapter 2.4.Grammar focus: Customary greetings.Ⅳ.Teaching aids: Pictures

cards

Ⅴ.Time allotment:

The

1st

Period

Ⅰ.Teaching task: Chapter 2.Part A(1)

Ⅱ.Teaching steps:

Step1.Warm-up

Daily greeting:

T: Hello, children.Ss: Hello, teacher.T: What is your name?

Ss: My name is _______.Step 2.Presentation 1.Play a game: T says, Ss do.2.T shows the pictures and lead the Ss to read the words.(T writes the words on the blackboard.)3.Ask Ss to read the words group by group to see which group is the best.4.Teach Ss how to act the different roles.As a teacher reads the words, the Ss do the action, then ask some students to be a little teacher.5.T points the words, Ss read them out.Step3.Practice 1.T shows the pictures, Ss read the words.2.Ask Ss to read the words by themselves.The

2nd

Period Ⅰ.Teaching task: Chapter 2.Part A(2)Ⅱ.Teaching steps:

Step1.Warm-up

Daily greeting:

T: Hello, children.Ss: Hello, teacher.T: What is your name?

Ss: My name is _______.Step2.Presentation 1.Sing a song together.2.Review the words of family members.(father mother brother sister me)3.T shows the pictures, Ss say the words.4.T says the words, Ss catch the pictures.5.Teach Ss how to introduce people with the pattern “This is _____” 6.Lead Ss to read the above pattern.7.Ask Ss to introduce their friends to all the classmates in the front.Step3.Practice 1.Ask Ss to read the words and sentences.2.T shows other photos of pupils, Ss say “This is______”

The

3rd

Period Ⅰ.Teaching task: Chapter 2.Part A(3)Ⅱ.Teaching steps:

Step1.Warm-up

Daily greeting:

T: Hello, children.Ss: Hello, teacher.T: What is your name?

Ss: My name is _______.Step2.Presentation 1.Teach “he” and “she”.Through the pictures to be clear about these two words.2.Give examples to introduce others with the two words.Eg: He is my classmate.She is my sister.3.Ask Ss to introduce their partners with this pattern: This is Peter.He is my brother.This is Cherry.She is my sister.Step3.Practice 1.Lead Ss to read the sentences on the blackboard.2.Listen to the CD and read the dialogue in Part A.Step4.Homework

Ask Ss to draw a picture about their families and describe.The

4th

Period Ⅰ.Teaching task: Chapter 2.Part A(4)Ⅱ.Teaching steps:

Step1.Warm-up

1.Daily greeting:

T: What is your name?

Ss: My name is _______.2.Sing a song.Step2.Presentation 1.Ask Ss to show their pictures about their family members, and try to introduce them in this way.2.T shows the Flash cards, Ss read the words out together, and then pick up one group to read the words one by one.3.Look at the books and ask Ss to say the content of Part A about: Where is it? Who are they? What are they doing? 4.Listen to the CD and read the dialogue.5.T leads them to read one sentence by one sentence.Step3.Practice

Play a game.T draws a picture about family members on the blackboard.Firstly, ask Ss to recognize who they are(father? mother? brother? or sister?)

The

5th

Period Ⅰ.Teaching task: Chapter 2.Part B Ⅱ.Teaching steps:

Step1.Warm-up

Daily greeting:

T: Hello, children.Ss: Hello, teacher.T: How are you?

Ss: Fine, thank you.Step2.Presentation 1.Take out a photo and ask Ss to do introduction with “This is _____” or “He/She is ______.” 2.Listen to the CD and read Part A.3.Ask Ss to look at the pictures carefully to make themselves be clear about the relationships of these people.4.Lead them to say out these children’s relationships like: This is ________.He/She is my friend.Step3.Practice 1.Write the right answer of Part B and ask Ss to copy by themselves.2.Check their books.Step4.Thought after class

The

6th

Period Ⅰ.Teaching task: Chapter 2.Part C Ⅱ.Teaching steps:

Step1.Warm-up

Daily greeting:

T: Hello, children.Ss: Hello, teacher.T: How are you?

Ss: Fine, thank you.Step2.Presentation 1.Ask Ss to look at pictures on P1 and P2 and answer Qs: What is the bee’s name?(Beeno.)What did Mary lost?(Her book.)Which class did Mary in?

(Class1A.)Who is Betty?

(Mary’s classmate.)2.Listen to the CD and ask Ss to talk about the main content of this story.3.Lead Ss to read the story one sentence by one sentence.Step3.Practice 1.Listen to the CD and read.2.Ask Ss to read the story follow the T.3.Ask Ss to read together.The

7th

Period Ⅰ.Teaching task: Chapter 2.Part D & Phonics Ⅱ.Teaching steps:

Step1.Warm-up

Daily greeting:

T: Hello, children.Ss: Hello, teacher.T: How are you?

Ss: Fine, thank you.Step2.Presentation 1.Listen to the CD and read Part C.2.Ask some questions: Which class does Mary in? What is the meaning of “friend”? What does “classmate” mean? 3.Ask Ss to finish Part D.4.Check the answer.5.Let Ss to look at T’s mouth when pronounces /h/ Step3.Practice 1.Play the phonics game.2.Ask Ss to say more words with the sound of /h/ 3.Listen to the CD and read Part D.The

8th

Period Ⅰ.Teaching task: Chapter 2.Part E & Task F Ⅱ.Teaching steps:

Step1.Warm-up

Daily greeting:

T: Hello, children.Ss: Hello, Lucia.T: How are you?

Ss: Fine, thank you.Step2.Presentation 1.Revise the greeting expressions learnt in this chapter by greeting Ss 2.Ask Ss to do pair work.3.Check the answers of Part E.Step3.Practice 1.Tell the main idea of the song in Part F.2.Listen to the CD and sing the song.3.Play the song and tell pupils to follow the words with their fingers.4.Play the song again and ask Ss to sing along.Step4.Thought after class

The

9th

Period Ⅰ.Teaching task: Revision(Chapter 2.)Ⅱ.Teaching steps:

Step1.Warm-up

1.Daily greeting:

T: Hello, children.Ss: Hello, teacher.T: Nice to meet you.Ss: Nice to meet you, too.2.Sing a song < I love my family>

Step2.Presentation 1.T does the actions and Ss say the words to revise Good morning/ Good afternoon/ Good evening.2.Play a game to revise the basic sentences.What is your name?

My name is _________.Step3.Practice 1.Listen to the CD and read Part A.2.Ask some Ss to recite the dialogue.3.Listen to the CD and read Part C.4.Point to the important sentences of story in Part C and read for several times.Step4.Thought after class

The

10th

Period I Teaching task: Revision C(Chapter 2)II Teaching steps: Step1 Warming up activities 1 Daily greeting.2 Sing a song(I love my family).Step2 Presentation’ T show s the Flash cards, Ss read the words out.2 Ask Ss to make sentences with the words like: This is Peter.He is my classmate.3 Recite Part A together.4 Read the story in Part C and answer the questions.① Which classs is Mary in? ② What did Mary lost? ③ What relationship are between Betty and Mary? Step 3 Practice Listen to the CD and read Part C.2 Point out the key words and expressions of the story write them on the blackboard and read again.Step 4 Homework

Recite Part C.Teaching Plan I Teaching content:

Unit 3 My toys II Teaching goals: Basic language goals: Ss could master the usage of all words and expressions.Words: a doll a car a robot a ball

a bus a teddy bear

one two three four five

six seven eight nine ten Expressions: I have a ball.I have two balls

He has three buses and five balls 2 Ability goals:

To improve the students’ abilities of speaking and listening.3 Emotion goal

To be confident during studying English

To cultivate the students’ ability of group coorperation.III Main and difficult points.1 Words and expressions 2 Grammar focus:

I have a ball He has two balls.IV Teaching aids

Flash cards, CD player, toys V Time allotment:

The I Teaching task: Part A(a)II Teaching steps

Step1 Warming up activities 1 Daily greeting

Period

1st 2 Sing a song.Step 2 Presentation 1 Introduce the number from 1~10 and write them on the blackboard.2 Lead them to read and then ask Ss to count them one by one.3 If someone counts the wrong number or doesn’t know how to count, I will give him/her a punishment to jump and other students help him/her to count together.Step 3 Practice 1 Look at the calendar on the book and read the numbers follow the T with the fingers pointing to the words.2 Lead Ss to do some mathematic like:

One + two = three

seven－two = five

three + five = eight

four－one = three

one + five = six

ten－five = five Step 4 Homework

To remember the numbers.The

2nd

Period I Teaching task: Unit3 Part A(b)II Teaching steps: Step 1 Warming up activities

Greeting.2 Sing a song.Step 2 Presentation

Review the numbers.2 Introduce the new words with Flash cards.Show an opaque bag with small objects in it in my bag.Oh!It is a ball.Is there only one ball? No? There is another ball.Let’s count.How many balls? One ball, two balls, three balls.Etc.3 Teach the vocabulary using the flash cards or toys.T: This is a car.Say “ car”.Repeat follow me.Car.I have a car.This is my car.4 Keep asking “How many?”

Focus on the plurals: one bus, two buses T: How many robots? S1: I have two robots.Step 3 Practice 1 Listen to the CD and read the words.The

3rd

Period I Teaching task: Unit 3 Part A(c)II Teaching steps: 1 Greeting.2 Play a game.Step 2 Presentation 1 Review the words with Flash cards 2 Write the numbers on the board first, then the words.Let pupils point and read the words.Correct their pronounciation when necessary.T: Who would like to be a teacher? Let’s count together.Group A, say the numbers.Listen carefully: Three.This is three.Repeat.Three.Very good.Etc.3 Rub out the words only.Try to get Ss to say the numbers in random.Demonstrate first, then ask Ss to come up.4 In order to keep Ss’ attention, come to the board, then suddenly rub out different numbers and get Ss to say the missing words.(numbers).Continue until you have rubbed out all the numbers.Get Ss to count from one to ten in groups and individually.Step 3 Practice

Use number cards to match the numbers and words.Draw out a card and a toy from your bags.The

4th

Period I Teaching task: Chapter 3 Part B II Teaching steps:

Step 1 Warming up activities

Greetings.2 Play a game.Step 2 Presentation 1 Review the new words with Flash cards.2 Lead students to count numbers one by one.3 Listen to the CD and read Part A.Write down the basic sentence: I have … Ask Ss to look at the pictures and count how many toys Peter/Tom/Mary has.5 Ask Ss to make up a short dialogue in groups.e.g.I have a robot.I have nine balls.To underline we use a/an instead of one for singular nouns and we add s in the end.Put es on the end of plural nouns which ending in s, sh, ch, x or z and some nouns ending in O.Step 3 Practice

The

5th

Period I Teaching task: Chapter 3 Part C II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Review the new words.Step 2 Presentation.1 Arouse pupil’s interest in reading by asking one or two questions about the story.What are the children playing with?

What toys can you see? 2 Listen to the CD and ask pupils to answer:

Whose house is it?

What toys does Danny have?

Are Danny’s robot big?

Is Sue’s robot big? 3 Interpret the story and read one sentence by one sentence.Step 3 Practice 1 Listen to the CD and read the story.2 Lead pupils to read the story.3 Ask pupils to read by themselves.Step 4 Homework.The

6th

Period I Teaching task: Chapter 3 Part D& Phonics II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Listen to the CD and read Part C.Step 2 Presentation 1 Lead Ss to read the story.2 Ask Ss to answer the questions How many pigs does Danny have? Who has five robots? Who has a big robot? 3 Ask Ss to read the story together.4 Finish Part D & check the answers.5 Get pupils to look at my mouth while pronounce the |b| and |p| sounds or play video in the Super E-book.Step 3 Practice Play the phonics game in the Super E-Book.2 Ask pupils to look for one more word for each sound(ball, Pippy).3Tell pupils to hold a piece of paper in front of their mouths when they say the |b| and |p| sounds.The paper will move when they say |p|, because more air should be pushed out of the mouth.The

7th

Period I Teaching task: Chapter 3 Part E II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Review the new word.Step 2 Presentation 1 Ofer an opaque bag full of toys and ask some Ss to get someone, then say the sentence.e.g.I have a doll.I have two robots.2 Also ask someone to get a toy from the bag and ask other Ss to guess what she/he has.e.g.She has five cars.He has two robots.3 Listen to the CD and read PartE.4 Ask Ss to look at the 4 pictures in Part E and write the right name in the blanks.Step 3 Practice Lead Ss to read the Part E again.Play the phonics game in the Super E-Book.2 Ask Ss to make up a short passage about Sam and Tina with pictures.The

8th

Period I Teaching task: Chapter 3 Part F II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Review the numbers 1-10.Step 2 Presentation 1 Count the numbers group by group.2 Write these numbers on the blackboard and ask someone to read.3 Look at the picture on P18 and ask how many teddy bears there are.4 Play the CD and listen.5 Teach Ss to sing the song one sentence by sentence.6 Lead them to dance with the music.Step 3 Practice 1 T leads Ss to sing and dance for 3 times.2 Choose some students to perform in the front.3 The whole class sing and dance follow the music.Step 4 Homework

Teaching Plan I Teaching content:

Chapter 4 My pencil case II Teaching goals: Basic language goals: Ss could master the usage of all words and expressions.Words: a pen a pencil a ruler

an eraser a sharpener a pencil case red blue yellow pink brown green black white Expressions: I have a ball.I have two balls

He has three buses and five balls 2 Ability goals:

To improve the students’ abilities of speaking and listening.3 Emotion goal

To be confident during studying English

To cultivate the students’ ability of group coorperation.III Main and difficult points.1 Words and expressions 2 Grammar focus:

I have a ball He has two balls.IV Teaching aids

Flash cards, CD player, toys V Time allotment:

The

1st

I Teaching task: Chapter 4 Part A(a)II Teaching steps: Step 1 Warming up activities.1 Greetings.Period 2 Play a game.Step 2 Presentation 1 Teaching the colours with the flash cards.Demonstrate by naming the colour of an object in the classroom.Match it with the correct flash card.Repeat with all the colours.T: Look!I have a pen.What colour is it? It is red.Show me/Point to something red in the classroom.The card is yellow.The pencil is yellow.Can you show me something yellow? What is black? What is white? The pen is black.The wall is white.My shoes are black.My hair is black.Etc.2 Now teach the vocabulary.First show the flash cards with the words covered.Then write the words on the board and teach the pronunciation.Rub out the words and get pupils to say the words.T: Read after me.P-E-N.Pen.Who can spell “pen”? Step 3 Practice 1 Listen to the CD and repeat.2 Ask Ss to make a phrase with the words of school things and colours.Step 4 Homework

The

2nd

Period I Teaching task: Chapter 4 Part A(b)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 Review the new words.a)Look at the flash cards and read.b)Compete who can read the words fastest.c)T leads Ss to read again.2 Introduce pupils to the article “an”.T: Speak after me.Be very careful: an apple, an eraser, an elephant, Pencil? A pencil? Pen? A pen.Eraser? An eraser.3 Introduce it and they.T: I have a pencil sharpener.What colour is it? It is pink./ One … It is …/ Two … They are …/ Three … They are … Step 3 Practice 1 Play a game.Give pupils key words, then ask them to make sentences.e.g.Two, ruler, pink.I have two rulers.They are pink.Step 4 Homework

The

3rd

Period I Teaching task: Chapter 4 Part A(c)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 Review the new words.2 Ask Ss to make sentences with these words.Introduce when a name/she/he is at the beginning of a sentence, we will use “has” instead of “have”.e.g.May has two pencils.She has a ruler.He has five erasers.Step 3 Practice 1 Show them key words, let Ss make sentences.e.g.Tom, three, pen, red.Tom has three pens.They are red.2 Write these sentences on the bb and lead Ss to read.Draw three big circles on the board.The representatives write the quantity in the circile and the object in the third circle.The groups get five points for writing the words correctly.I f they can say the sentences correctly, they can get an extra ten points.Step 4 Homework

The

4th

Period I Teaching task: Chapter 4 Part A & B II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Review the words.a)with flash cards.b)listen and repeat.c)make sentences.2 Ask Ss to look out the picture on P20.Q: a)How many children are they? b)Who are they? c)What does Peter have? d)What does Mary have? 3 Listen and read the dialogue.Step 3 Practice 1 Ask questions about Sally and Tom.a)What does Sally have? b)What colour are they? c)What does Tom have? d)What colour are they? Step 4 Homework Read the dialogue and recite.The

5th

Period I Teaching task: Chapter 4 Part C II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Review the words.2 Show a pencil case and ask Ss to say what is in it.e.g.three pencils, a sharpener, two green erasers, no pens.3 Ask Ss to look at the pictures on P21.Q: a)Where are the children? b)What are they waiting for? 4 Listen and answer.Qs: a)Why can’t Tom play with Charlie? b)Where is Charlie in Picture 3? c)In picture 3, is the school bag Charlie’s? d)In picture 3, is the pencil case Charlie’s? 5 Interpret the story and read the story one sentence by one sentence.Step 3 Practice 1 Listen and read.Check pupils’ answer of Part D.3 Read the story again.Step 4 Homework

Read the story and recite.The

6th

Period I Teaching task: Chapter 4 Part C II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 Ask Ss to answer questions.a)What are the children doing? b)Whose pencil case does Charlie have? c)What happened later? 2 Listen to the CD and read.3 Pick out the important points.a)come and play b)This isn’t … c)Oh, dear!d)the next day.4 Lead Ss read the above sentences.Step 3 Practice 1 Ask Ss to read the story by themselves.2 Invite some Ss try to retell the story with their own words.3 Lead them to act the story.Step 4 Homework

Recite the story.The

7th

Period I Teaching task: Chapter 4 Part D & Phonics II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 Listen and read the story.2 Look at the picture on P22 and talk about what they are in the pencil case.3 Ask Ss to write the names.4 To check the answers.5 Get pupils to look at your mouth while you pronounce the /e/ sound or play he video.T: Look at my mouth.6 Play the phonics game.7 Ask pupils to say the words hen and bed.Make sure they pronounce the words correctly./e/ /en/ /hen/ /e/ /ed/ /bed/ Step 3 Practice 1 Ask pupils to imagine that they are making a hesitation sound ‘eh’.As if do not know the answers to the T’s question.2 Ask pupils to say other known words with the same sounds.Step 4 Homework

Recite the story

The

8th

Period I Teaching task: Chapter 4 Part E II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Go through Tom’s description with pupils.Ask questions to check their understanding.a)How many pencils does Beeno have? b)What colour are they? c)How many erasers does Beeno have? d)What colour is it? 2 For less able pupils, you can write down key words on the board for their reference.e.g.five, black, pencils.3 Tell pupils to draw and colour the stationery in Beeno’s pencil case.Go round the class checking their understanding.4 Ask pupils to listen to Tom’s description of the stationery in Ting Ting’s pencil case.They write down the number of things in Ting Ting’s pencil case.5 Check pupils’ answers to Part E.Step 3 Practice 1 Let a student to be a little teacher, the other students read after him/her.2 Let students read the texts one by one.Step 4 Homework

Recite the story

The

9th

Period I Teaching task: Chapter 4 Part F II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 Tell pupils that they are going to play a game.T: Let’s play a game.I’m going to divide you into groups of four.2 Demonstrate how to play the game by saying, e.g.In my pencil case, I have a blue ruler.Then pass a pencil case to the pupil next to you 3 The pupil next to you, has to hold the pencil case and extend the sentence with the words.e.g.In my pencil case, I have a blue ruler and two red pencils.Step 3 Practice 1 Let a student to be a little teacher, the other students read after him/her.2 Let students read the texts one by one.Step 4 Homework

Recite the story

Teaching Plan I Teaching content:

Chapter 5 We can do it!II Teaching goals: 1.Basic language goals: Ss could master the usage of all words and expressions.Words: climb draw jump read run sing skip swim

Walk write can English Expressions: I can swim.I can’t read.Can you run ? 2 Ability goals:

To improve the students’ abilities of speaking and listening.3 Emotion goal

To be confident during studying English

To cultivate the students’ ability of group coorperation.III Main and difficult points.1 Words and expressions 2 Grammar focus:

Can you … ?

I can/ can’t ….IV Teaching aids

Flash cards, CD player, toys V Time allotment:

The

1st

Period I Teaching task: Chapter 5 Part A(a)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Greet pupils and revise greetings.2 Revise spelling and counting using “can”.T: You can all spell your name now.Can you spell my name ? I can spell my name.My name is Lucia.L-U-C-I-A.Everyone can count from one two three… Can you count the buses? One bus, two buses…

I can draw a car.Who can draw a ruler? 3 Write “can” on the board and underneath write the names of the things pupils might be able to draw.Ask questions and put a tick next to the things pupils can draw.Write “can’t” on the board and put a cross next to the things pupils can’t draw.Recycle all taught vocabulary.Step 3 Practice Make dialogues:

T: I can’t draw a fish.I can draw a ball.Can you …? Ss: Yes, I can./ No, I can’t.The

2nd

Period I Teaching task: Chapter 5 Part A(b)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Mime swimming to teach the word ”swim”.T: Who can swim? Can you swim? P: I can swim./ I can’t swim.T: Those who can swim, hands up.Those who can’t swim, stand up.2 Teach all the new vocabulary(skip read write climb)in the same way.You can also use pictures.Write all the words on the board.T: Can you skip?

P: Yes, I can.(Put a tick)

No, I can’t.(Put a cross)3 Point to objects in the classroom.T: Can you say the names of the things in the classroom? How many things can you say in English? Can you say this in English?

P: Yes, I can./ No, I can’t.Step 3 Practice

Pair work.The

3rd

Period I Teaching task: Chapter 5 Part A(c)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Review the new words.Read together with Flash Cards.Eg: skip skip

I can skip.Read the words line by line.Read out the words quickly.2 Review the basic sentences.T: I can draw.Can you draw? P: Yes, I can.I can draw an apple.3 Ask Ss to practice in pairs.Step 3 Practice In pairs pupils ask each other questions to practice using can and can’t.Eg: Can you skip, Mary?

Yes, I can.Can you climb?

No, I can’t.The

4th

Period I Teaching task: Chapter 5 Part A&B II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 T does the actions, Ss guess the words.2 Listen to the CD and read the dialogue in Part A.Step 3 Practice 1.Ask Ss to look at P26.T: What can Kate do? P1: She can draw.T: What can Peter do? P2: He can climb.2.Ask Ss to complete the sentence by speaking.3.T writes down the right answer on the board.Let Ss copy them down.4.Check their handwriting.Step 4 Consolidation 1.Ask Ss to make sentences with Flash Cards.Eg: I can swim.I can’t climb.Can you write?

The

5th

Period I Teaching task: Chapter 5 Part C(a)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Ask some questions.T: Can you run? S1: Yes, I can.2 Creat a situation: We are going to have a sports meeting.T: What can you do? S1: I can jump.T: He can jump.He can run too.(Write on the blackboard)T: Who can run fast? Ss: I can run fast.3.Ask Ss to look at the pictures on P27---28 and answer the following questions.1)Who can run fast and jump? 2)Can Ricky run too? Step 3 Practice Make dialogues:

The

6th

Period I Teaching task: Chapter 5 Part C(b)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Ask some questions.1)What can Kelly do? 2)What can Ricky do? 2 Listen to the CD and answer the following questions.1)Who is Coco? 2)Can he run fast? 3)Who is late? 4)Can Coco run fast at last? 3 Interpret the story, write the important phrases and sentences on the board.Step 3 Practice 1.Listen to the CD and repeat.2.Ask Ss to read the story follow T.3.Ask Ss to talk about why Coco can run fast at last in groups.S1: Coco is late.S2: Coco feels worried.S3: Coco must run fast.The

7th

Period I Teaching task: Chapter 5 Part D & Phrases II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Review the words.Step 2 Presentation 1 Read the story and answer the following questions.1)Which animals can run fast? 2)Can Ricky run? 3)In picture 6 can Coco run fast? 2 Get pupils to act the story in groups.Ask one or two groups with lively intonation and reasonably accurate pronunciation to come to the front to perform.3 Check pupils’ answers to Part D.Step 3 Practice

1.Get pupils to look at your mouth while you pronounce the /k/ sound or play the video.2.Play the phonics game.3.Ask pupils to look for two more words with the same sound.4.Ask pupils to tell you other known words beginning with the same letters and sound.Dram the on the board.The

8th

Period I Teaching task: Chapter 5 Part E II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Introduce “Mimi” She is clever ask Ss to look at the pictures and ask: 1)Can she read a book?

2)Can she write a story? 3)Can she sing a song?

4)Can she climb a tree? 2.Revise he/she.3.Revise the question form.Eg: Peter can walk.Can Peter walk?

Can he walk ? Step 3 Practice

1.Pupils do pair work.They ask their partner to report two things he/she can do and he/she cannot do.2.Pick out one or two pairs.Ask one of the pupils to report one thing his/her partner can do.Then ask whether the partner can do another thing.Eg: Mary can swim.Can she climb?

No, she can’t.3.Check pupils answers to Part E.The

9th

Period I Teaching task: Chapter 5 Part F(a)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song 3.Recite the important words and sentences.Words: Ask Ss to read out according to the flash cards.Play a game(I say you do)Sentences: Ask Ss “ Can you skip?” Step 2 Presentation 1.Tell pupils to fill in their personal information in the table.They tick the things they can do.2.Ask pupils to get in groups of four.They put their counters on the start.3.They take turns to throw the dice and move their counters according to the number on the dice.Step 3 Practice

1.Work in pairs.They ask their partner to report two things he/she can do and he/she cannot do.2.Ask one of the pupils to report one thing his/her partner can do.Then ask whether the partner can do another thing.The

10th

Period I Teaching task: Chapter 5 Part F(b)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.3.Review the sentences:

Ask and answer “Can you … ?”

Ask Ss to answer according to the chant.Step 2 Presentation 1 Tell pupils to fill in their personal information in the table.2.When they move to a circle with an action, they say whether they can do that action according to the information in their table.If they can, they throw the dice again.If not, they will miss one turn.Step 3 Practice 1.Pupils do pair work.2.They ask their partner to report two things he/she can do and he/she cannot do.3.Play the game and check which group is the winner.Teaching Plan I Teaching content: