Unit 1 What a mess!教学实录与评析

体职院附小英语学习规范实施纲要

维度

评 价 点

一年级

1.眼神专注，集中注意力听老师说出的单词或儿歌，观倾听

察老师的口型和发音情况，不随意插嘴。

2.坐姿端正，静心倾听同伴发言。

1.模仿老师的口型和发音，发言先举手，发言时站姿正1.在仿说、诵读、表演时面向听众，站姿正确、态度大二年级

并做出行为反应。

2.在听录音、视频等材料的过程中，注意力集中，有意识模仿语音语调。

三年级

尊重他人的不同意见。 2.用手势、眼神表现聆听学习材料时的关注，初步学习从材料中抓住关键词，理解语句。

能根据主题，借助Mind-map的形式进行仿说和简单介绍。

能根据要求，用完整的语句回答问题。

1.能用正确的语音语调朗2能根据提示，规范书写句四年级

程中，能在语段中抓住关键信息来理解语段的含义。

五年级

在听录音、视频等材料的过程中，能在语篇中抓住关键信息，理解语篇，并有适当记录的习惯。

1.专注听老师或同学发言，1.专注听老师或同学发言，在听录音、看视频材料的过能根据所给主题，根据所给提示，用50-60词连贯且有条理的表述。

能根据所给主题，通过Question-chains的帮助用70-80词进行复述、概述、转述等。

确、态度大方，眼睛看老师。

方。

表达

2.表达口齿清楚、音量适中。2.表达口齿清楚、音量适（自己说轻声，个人说响亮，中。（自己说轻声，个人说集体说整齐）。

响亮，小组说适度，集体说整齐）。

1.坐姿端正，握笔姿势正确。

1.朗读时能正确模仿语音2.在老师的指导下，能大声语调，按时完成课后口头作业。

2.能规范抄写字母和单词，保持书写姿势端正。

3.能根据提示，写单词。

1.能划出关键词句，帮助知2.能根据word bank等辅助1.能划出关键词句，标注学习重点，帮助知识点或语篇理解。

读小语段（40词左右）。

识点或语篇理解。

子，卷面整洁。

3. 能划出关键词，帮助知识点或句子的理解。

跟读音频资料，模仿语音语操作

调。

3.能按时完成课后的口头作业。

信息来理解生词的含义等。

2.能根据word bank等辅3.按照要求的步骤、内容，助信息来理解生词的读在指定时间内完成学习活动。

音，含义等，进而帮助学生初步掌握查字典的方

法。

3.按照要求的步骤、内容，合理安排时间，完成学习活动。

遵守同伴合作要求，根据老师的指导完成自己承担的任务，并尊重同伴的表现。

合作

遵守合作活动的步骤和要并对小组成员的表现表示赞赏。

遵守合作活动的步骤和要并对小组成员的表现表示赞赏，能以友善的态度帮助同伴改进学习表现。

通过小组协商确定分工与通过小组协商确定分工与职责，熟悉小组合作学完成任务，并主动帮助同伴改进学习表现，对别人提出的意见或建议作适当的应答。

求，完成自己承担的任务，求，完成自己承担的任务，职责，知道小组合作学习成任务，并主动帮助同伴改进学习表现。

的基本流程，按照要求完习的基本流程，按照要求在老师指导下，采用圈、划、根据老师的反馈或对照音反思

画等方式体现自己学习活动中的态度。

频资料，对自己的口头作业或书面作业进行及时调整和纠正。

能通过比对评价标准发现练习或作业中的问题并纠正。

能运用学习方式的迁移来完成学习任务，做出自我评价。

能对学习内容进行梳理和分类，改进学习表现。

Grade Level 一至五年级学年-学期学***描述

1A 能唱出教材中的儿歌或者歌曲；能做简单的角色扮演；能跟读、朗读单词和语句；

能听懂简单的课堂指令并正确应对；能听懂问题并做正确的口头应答；

能根据图片语境的含义，进行2-3句的口头表述。

2A 能唱出并表演英语歌曲和儿歌；能跟读、认读核心单词和语句；能在四线三格中规范抄写、背记核心词汇与句子；

能听懂、读懂核心内容，并做出正确的应答；

能根据语境，进行3A 能用适切的语音、语调跟读、认读核心内容；能规范抄写、背记核心词汇与句型；

能判断元音字母开闭音节在单词中的发音；能通过4A 能用适切的语音、语调跟读、认读核心语篇；

能判断辅音字母组在单词中的发音；能听懂、读懂60词左右的语篇，并做出正确的判断、选择与应答；能理解词法规则（频度副词、动词三单形式等）；

能根据句法规则（there be, to have等）进行正确表述；能用核心句型的不同句式进行表述；能根据语境，借助思维导图或问5A 能辨认国际音标及简单的音标词；能用适切的语音、语调和语速，朗读、背记核心语篇；

能听懂、读懂90词左右的语篇，并做出正确的判断、选择、应答与分析；

能运用词法规则（序数词与基数词，副词与形容词等）进行正确表述，能用核心句型的不同句式进行表述；能根据语境，借助图片、关键词、思维导图或问句提行为

描述

读懂，听懂40词左右的语篇，并做出正确的判断、选择；

能根据词法规则（名词单4-5句的口头表述。

复数、人称代词等）进行正确表述；能用核心句型的不同句式进行表述；能根据语境用6-7句话进行口头描述，

2句话进行书面表述。

题提示，有逻辑地进行7-8句口示，有逻辑地进行9-10句口头描头描述，并用不少于5句进行书述，并用不少于8句话进行书面面表述。

表述。

Grade Level 行为

描述

1B 能唱出教材中的儿歌、歌曲；能做简单的角色扮演；能跟读、朗读单词和2B 能唱出并表演英语歌曲和儿歌；能跟读、认读核心单词和语句；能在四线三格3B 能用适切的语音、语调跟读、认读核心内容；能规范抄写、背记核心词汇与句型；

4B 能用适切的语音、语调和语速朗读、背记核心语篇；

能判断元音字母组在单词中的5B 能辨认国际音标及简单的音标词；能用适切的语音、语调和语速，朗读、背记核心语篇；

发音；能听懂、读懂70词左右能听懂、读懂90词左右的语篇，

语句；能正确认读26个字母，并正确书写。

能听懂简单的指令与问题并做正确的口头应答；

能跟据图片语境的含义，进行3-4句的口头表述；

中规范抄写、背记核心词汇与句子；

能判断单个辅音字母在单词中的发音；能听懂、读懂核心内容，并做出正确的应答；

能根据语境，进行能判断辅音字母在单词中的发音；能听懂、读懂50词左右的语篇，并做出正确的判断、选择；

能根据词法规则（名词单复数、人称代词等）进行正确表述；能用核心句型的不同句式进行表述；能的语篇，并做出正确的判断、选择与应答；

能根据句法规则（第三人称单数、现在进行时态等）进行正确表述；能用核心句型的不同句式进行表述；能根据语境，借助思维导图、问题或图表等提示，有5-6句的口头表述。

根据语境用6-7句话进行口头描述，不少于3句进行书面表述。

逻辑地进行7-8句口头描述，并用不少于6句进行书面描述。

不少于10句的口头及书面描述。

并做出正确的判断、选择、应答与分析；

能运用句法规则（一般理在时态与一般过去时态等）进行正确表述；能根据语境及句法规则，用不同句式进行表述；能根据语境，借助图片、关键词、思维导图或问句提示有逻辑、有重点地进行

五年级第二学期（5B）学期学习要求

语言技能

语言知识分级

语音

L1——能识读8个双元音音标和10个辅音音标；

L2——能根据音标，辨识字母或字母组合的发音；能用适切的语音语调朗读课文；

L3——能用适切的语音语调表演课文；能借助国际音标拼读核心词汇，并记忆词汇；

L1——能够识记核心词汇；

L2——能理解核心词汇的含义，并根据情境选择合适的词汇进行表达；

L1——能够辨识词汇的各种形式；能识记动词的过去式形式；

L2——能够理解词汇的各种形式及其含义；能理解动词过去式的时态含义；

L3——能够根据词法规则正确运用各种形式的词汇；

句法

L1——能够识记核心句型，知道其基本构成；

L2——能理解核新句型的含义，并能根据句法规则进一步运用；

L3——能够运用句法规则进行句型转换；

学习策略与思维方式

学习策略：

1、积极模仿录音或老师的语音语调，辨别字母或字母组合对应的音标发音特点，并掌握其规律；

2、积累和归纳核心词汇的用法，结合课文中的核心句型加强记忆；

3、答题时，先审清问题，在题干或语篇中找到关键词或句，划出后，再作答；

4、在特定话题下，先思考可以从哪些方面开展写话，再正确落实到笔头，完成语段书写后能够根据语法规则,词法规则,逻辑关系进行自查。

思维方式：

词汇

词法

1、模仿录音或老师的语音语调，辨别字母L4——能根据句法规则，在特定的语境中，正确运用肯定句、否定句、特或字母组合对应的音标发音特点，并掌握其规律；

殊疑问句、一般疑问句及肯定、否定回答等不同句式进行书面表达；

语篇

L2——能通过听力和阅读，理解90词左右的语篇；

2、在语境中，借以语句、语篇的学习，学习积累核心词汇；

L3——能根据话题、图片、关键词、思维导图或问题提示，进行十句以上3、根据问题，寻找并圈出或划出语句、语有逻辑的口述；

篇中的核心语言用法或是语篇中的关键信息；

L4——能够借助不同形式提示，运用八到十句话书面表述。

4、思考不同话题下，可以从哪些方面开展写话，如何搭建合理的结构，并正确落实到笔头。

整体设计工具表

5B Module 1 Using my five senses

Unit 1 What a mess! Contents L1——能识读双元音音标

语音

/ ei /

/ ai / L2——能根据音标，辨识字母或字母组合的发音；能用适切的语音语调朗读课文

核心(VC)：notebook, 词汇

paints, crayon, school L1——能够识记核心词汇；

bag, tape, glue, brush, put, Level

mine, yours, his, hers, its, theirs, ours 非核心(VE)：tidy up, magic L2——能理解核心词汇的含义，并根据情境选择合适的词汇进行表达；

stone, nails, magnet, fall onto, mess, stick to, tidy up, work shop L：pronouns: mine, yours, 词法

his, hers, ours, theirs,

L2

——能够理解词汇的各种形式及其含义；能理解动词过去式的时态含义；

Mum and Dad’s

L3——能够根据词法规则正确运用各种形式的词汇；

L1——能够识记核心句型，知道其基本构成；

核心(SC)：

L2——能理解核新句型的含义，并能根据句法规则进一步运用；

Whose school bag is this? L3——能够运用句法规则进行句型转换；

句法

Put it on her desk, Peter. 非核心(SE)：What a mess! L4——能根据句法规则，在特定的语境中，正确运用肯定句、否定句、特殊疑问句、一What should I do? 般疑问句及肯定、否定回答等不同句式进行书面表达；

L2——能通过听力和阅读，理解80词左右的语篇；

P：SB P2 Look and say 语篇

SB P4 Say and act SB P6-7 Read a story L3——能根据话题、图片、关键词、思维导图或问题提示，进行十句以上有逻辑的口述；

L4——能够借助不同形式提示，运用八到十句话书面表述。

L1——能够辨识词汇的各种形式；能识记动词的过去式形式；

Task To think and write a report about how to put the things in the classroom

5B Module 1 Using my five senses

Unit 2 Watch it grow! Contents L1——能识读双元音音标

语音

/ iə /

/ eə / L2——能根据音标，辨识字母或字母组合的发音；能用适切的语音语调朗读课文

核心(VC)：egg, grow, caterpillar, cocoon, L1——能够识记核心词汇；

butterfly, chick, chicken, duckling, duck, puppy, 词汇

dog, was, were, interesting 非核心(VE)：silkworm, silk, moth, lay eggs, (be) born, L2——能理解核心词汇的含义，并根据情境选择合适的词汇进行表达；

fly, wing, tadpole, turtle, catch L1——能够辨识词汇的各种形式；能识记动词的过去式形式；

词法

L：am, is ---was, are L2——能够理解词汇的各种形式及其含义；能理解动词过去式的时态含义；

---were

L3——能够根据词法规则正确运用各种形式的词汇；

Level

L1——能够识记核心句型，知道其基本构成；

核心(SC)：It was a white L2——能理解核新句型的含义，并能根据句法规则进一步运用；

egg.

Now it is a green L3——能够运用句法规则进行句型转换；

句法

caterpillar.

L4——能根据句法规则，在特定的语境中，正确运用肯定句、否定句、特殊疑问句、一般疑问句及肯定、否定回答等不同句式进行书面表达；

L2——能通过听力和阅读，理解80词左右的语篇；

L3——能根据话题、图片、关键词、思维导图或问题提示，进行十句以上有逻辑的口述；

L4——能够借助不同形式提示，运用八到十句话书面表述。

非核心(SE)：/ P: SB P8 Look and say 语篇

SB P10 Look and read SB P12-13 Read a story

Task To write a report of the changes of an animal or an insect

5B Module 1 Using my five senses

Unit 3 How noisy! Contents L1——能识读双元音音标

语音

/ ɔi /

/ ʊə / L2——能根据音标，辨识字母或字母组合的发音；能用适切的语音语调朗读课文

Level

核心(VC)：drill, lorry, motorbike, noise, noisy, outside, sleep, another, L1——能够识记核心词汇；

heard, sat 非核心(VE)：watch a cartoon, pop group, at City 词汇

Square, enjoy(enjoyed), have(had) great fun, play (played)some loud music, do-did, shout, loudly, L2——能理解核心词汇的含义，并根据情境选择合适的词汇进行表达；

loudest, quietly, everything, kingdom, pop group, shout, world L1——能够辨识词汇的各种形式；能识记动词的过去式形式；

词法

L：动词过去式的运用

L2——能够理解词汇的各种形式及其含义；能理解动词过去式的时态含义；

L3——能够根据词法规则正确运用各种形式的词汇；

核心(SC)：What’s that noise? What can you hear? 句法

Kitty wanted to read a booL1——能够识记核心句型，知道其基本构成；

L2——能理解核新句型的含义，并能根据句法规则进一步运用；

L3——能够运用句法规则进行句型转换；

L4——能根据句法规则，在特定的语境中，正确运用肯定句、否定句、特殊疑问句、一般疑问句及肯定、否定回答等不同句式进行书面表达；

k. Kitty didn’t want to …

Did Kitty want to …?

非核心(SE)：Not at all. P：SB P14 Look and say SB P16 Say and act 语篇

SB P18-19 Read a story

L2——能通过听力和阅读，理解80词左右的语篇；

L3——能根据话题、图片、关键词、思维导图或问题提示，进行十句以上有逻辑的口述；

L4——能够借助不同形式提示，运用八到十句话书面表述。

Task To make dialogues to get information about different sounds and noises

纵向：年段-模块任务链呈现 Book-Module Task Chain OE BOOK 5B Module 1 Using my five senses Grade

5

Project

“A science project”

To write a report of the changes of an animal or an insect with the sentences ‘It was/They were…’ and ‘Now it is/ They are …’both in oral and written form.

Competence Good☆

1.

2.

3.

4.

Students can introduce the growth of some insects and animals fluently.

Students can make introduction logically and correctly, both verbally and in writing.

Students can express clearly with the help of the pictures or media aids.

Students can eventually correct their expressions according to the criteria of evaluation chart.

5.

Students can abstract and classify the necessary information.

6.

Students are willing to enjoy the changes around themselves.

Very good☆☆

7.

Students canget more information by extra reading or learning.

8.

Students can sense the beauty of world by five organs.

4 “Spring outing”

Good ☆

To write a report about Spring outing of things one take, things 1. Students can use nouns to identify different fruits and the things in the park.

one can see in the park with the e.g. watermelon, grape, plum, cherry, strawberry, hill, lawn, path, bench

key sentences. 2. Students can use adjectives to describe how things feel.

e.g. hard, soft, rough, smooth, sharp, blunt, thick, thin

3. Students can find out specific information with alternatives questions. e.g.

Is it sweet or sour?

4. Students can use wh-questions to find out the smell and taste of different food and drinks, and

about ownership. e.g. How does it taste? Whose knife is this?

5. Students can indicate possession with possessive forms of nouns. e.g. It’s Danny’s kite. 6. Students can use prepositions to indicate positions. e.g. It is on the lawn.

7. Students can use the simple present tense to express simple facts.

e.g. The sun goes down in the evening. 8. Students can identify the pronunciation of ‘-ar’, ‘-ar-’, ‘-ue’, ‘-oo’, ‘-ir-’, ‘-ur-’, ‘-au-’, ‘-oor’, ‘-ee’,

‘-ea’, ‘-eer’ and ’-ear’ in words.

Very good☆☆

9. Students can make a plan of an outing. 10. Students can writea reportabout an outing with 50 wordslogically. “At the party”

To describe the things what we have at the party with the sentences ‘I canhear/see…’ ‘It’s/They’re…(feel/smell/taste)’ both orally and in written. Good

☆

Students can use nouns to identify different vehicles, food and other items.

e.g. aeroplane, bus, ship, car, pineapple, cake, bread, glass, bag, sweet, lemon, salt, coffee. Students can use adjectives to describe how things feel and taste.

e.g. rough, smooth, hard, soft, sweet, sour, salty, bitter. Students can use wh-questions to find out what one can see and hear.

3

e.g. What can you hear/see? I can hear/ see …

Students can use wh-questions to find out how things feel, smell and taste.

e.g. How does it/do they feel? It’s / They’re …

How does it smell/ taste? It’s …

Students can use imperatives to give simple instructions. e.g. Taste the lemon. 6.Students can read the words the pronunciation of ‘ch-’, ‘sh-‘ , ‘wh-‘ in words such as chick, ship, whale. Very good☆☆

7. Students can describe their favourite things at the party on looking, smell, taste or feeling both in oral and written forms.

Good

☆

1.Students can use the adjectives to identify colours.

e.g. It’s/They’re pruple/brown...

2.Students can use the wh-question to find out the colours of objects.

“In the street”

e.g. What colour is it/ are they? To draw the picture of the 3.Students can use objectives to describe how objects feel.

street and introduce it with the e.g. It’s rough/smooth…

sentences “Look/Listen!

I can 4.Students can use nouns to identify different means of transport.

see/hear/feel… e.g. I can hear a train/van…

It’s/They’re…orally.

5.Students can use the key words, phrases and sentences to describe the street. Very good☆☆

6. Students can use imperatives to catch other people’s attention.

7. Students can use modelled sentences to find out specific information. A picnic in the park”

Good

☆

Make an introduction of a zoo 1. Students can use nouns to identify animals. with the sentences “This is …”, “I

eg. frog, rabbit, bee, bird, sheep, hen, dog, cat 2 1

see/hear …” orally.

2. Students can use nouns to identify food.

eg. rice, soup, egg, noodles 3. Students can ask wh-questions to find out what people see and hear.

eg. What do you see/hear? 4. Students can use formulaic expressions to indicate what people see and hear.

eg. I see/hear …

5. Students can use imperatives to give simple instructions.

eg. Taste/Smell …

Very good☆☆

6. Students can imitate new words and sentences correctly. 7. Students can read and speak loud enough in the classroom.

8. Students can make an introduction about one small animal with 3-5sentences in oral form.

横向：模块-单元任务链呈现

Module-Unit Task Chain

OE BOOK B Module 1 Using my five senses

Grade 5

“A science project”

Good☆

Project: To write a report of the changes of an animal or an insect with the sentences ‘It was/They were…’ and ‘Now it is/ They are …’both in oral and written form.

Learning objectives:

1.

2.

3.

4.

5.

Students can introduce the growth of some insects and animals fluently.

6.

Very good☆☆

Students can make introduction logically and correctly, both verbally and in writing.

Students can express clearly with the help of the pictures or media aids.

Students can eventually correct their expressions according to the criteria of evaluation chart.

Students can abstract and classify the necessary information.

Students are willing to enjoy the changes around themselves.

Students canget more information by extra reading or learning.

7.

Students can sense the beauty of world by five organs.

Unit 1

To tidy up the classroom by putting

1.

Learning objectives: Task: the things in the correct places. Unit 2 Task: To make a science report

of the growth of the animals or persons. Unit 3 Task: To write a diary

about a quiet/loud morning. Use nouns to identify the objects in a classroom. 2.

Use 】、

wh-questions to ask about the possession of objects. 3.

Use possessive pronouns to

identify the possession of objects. Learning objectives:

Core contents: 1. Use nouns to identify some insects and animals. 2. Use the simple past tense to describe the growth of insects and animals. 3. Use adjectives to describe some insects and animals. Learning objectives:

1. Use nouns to identify different noises.

2. Use wh-questions to find out specific information. 3. Use the simple past tense to talk about past states and acti vities. Words: school bag, brush, paints, crayon, notebook, glue, tape, put, mine, yours, his, hers, ours, theirs Patterns: Whose …is this?

It’s …

WB:P2-7 Core contents: Core contents: Words: egg, cocoon, caterpillar, chicken, duckling, puppy, grow, fly, was,were Patterns: It was …

Now it is …

WB:P8-13 Words: drill, lorry, motorbike, outside, sleep, another, noise, heard, sat Patterns: What’s that noise?

What can you hear? Kitty wanted to read a book. WB:P14-19

内容-话语链 Content Discourse Chain

OE BOOK 5B Module 1 Using my five senses To make a report about changes by using five senses. Unit 1 What a mess Learning objectives:

1.

Use nouns to identify the objects in a classroom. 2.

Use possessive pronouns to identify the possession of objects. 3.

Use wh-questions to ask about the possession of objects

Period & Sub-topic Sub-task 1.What a mess! 2.Tidy up the desk 3. Tidy up the living room 4. Tidy up the floor 5.Revision To review the unit To talk about the Tidy up the desk by Tidy up the living room To retell the story. stationary on the putting the things in by putting the things in desk. the correct places. the correct places. Speaking & Writing: Whose notebook/crayon/school bag/ tape/ glue/brush is this/that? It’s my/ your/his/ her/their/ our notebook/crayon/school bag/ tape/ glue/brush. Speaking & Writing: Speaking & Writing: What a mess! Whose ball/box is Whose school this/that? bag/notebook is It’s mine/his/Kitty’s.

this/that? Is that T-shirt yours? It’s mine/his/Kitty’s.

Yes,It’s mine.

No. It's Dad’s.

Whose storybooks are those? They’re theirs/ Alice’s.

Discourse Analyses Speaking & Writing: Speaking & Jim is in his father’s Writing: ball/box is workshop. He sees a Whose box. There are a lot of this/that? nails in it. Jim is It’s mine/ his/ Kitty’s.

Is that T-shirt yours? playing. The box falls Yes,It’s mine.

onto the floor. The nails No. It's Dad’s.

are on the floor. Jim’s father gives him a black stone. It is hard and smooth. Jim puts the

Whose paints are those/these? They’re my/ your/his/ her/their/ our paints. Words:

school bag, brush, paints, crayon, notebook, glue, tape,

Patterns:

Contents & Whose …is this?

It’s …

Levels

Words:

school bag, brush, paints, crayon, notebook, glue, tape, put, mine, yours, his, hers, ours, theirs Patterns:

Whose …is this/that? It’s …

Whose …are those/these? They’re …

Words:

put, mine, yours, his, hers, ours, theirs Patterns:

Whose …is this/that?

It’s …

Whose…are those/these? They’re …

Is this/ that … yours?

Yes, it’s mine.

No. It’s …

stone near the nails. All the nails stick to the stone. Stone the floor is clean again.

Words:

workshop, nail, magic, magnet, stick Patterns:

Whose …is this/that?

It’s …

Whose …are those/these? They’re …

Patterns:

Whose …is this/that?

It’s …

Whose …are those/these?

They’re …

Is this/ that … yours?

Yes, it’s mine.

No. It’s …

M1U1各课时教案和单课练习设计

Period: 1 Procedures Pre-task Preparations Contents 1. Warming up.

2. Quick responses.

Methods Activity 1.

Ss: Say the chant ‘Whose puppy is this?’

Ss: Listen, follow the chant together. e.g. Whose, whose, whose puppy is this? It’s Min’s. It’s Min’s. It’s Min’s puppy.

…

Activity 2 Ss; Play the game: find out the owner of the items. Whose pencil is this? Is it your pencil? Yes, it’s my pencil.

While procedures

2. Think and write

Activity 4 –task 1.

What a mess! What’s on the desk?

Activity3: Ss: Learn the new words.

To imitate the pronunciation and intonation of

the task words. To use the task words in the short dialogues. (VC-L1)

To learn the structure of the dialogue Purposes To have a warm-up.

To use the old sentences they have learnt and introduce the topic.

Whose … is this/that?

It’s …

Whose … are these/ those?

They’re …

Post-task activities 1. Pair

work

2. Assignments

1. Copy the new words and sentences.

2. Read the text P4 fluently On the blackboard Ss: Match the things and the persons. Sp: Ask and answer in pairs. Ss: Write down the sentences. Activity 5: Sg: Show time: act the dialogue in pairs. and use the task words to make a short dialogue. (VC-L1, SC-L1)

To use the task words and task sentences. ( VC-L3, VC-L3)

M1U1 What a mess Whose notebook/crayon/school bag/ tape/ glue/brush is this/that? It’s my/ your/his/ her/their/ our notebook/crayon/school bag/ tape/ glue/brush.

Whose paints are those/these? They’re my/ your/his/ her/their/ our paints.