2 Going to schoolPPT及课堂实录内容

Period 1 Teaching aims: Basic aims: Use nouns to identify clothing items Use modeled sentences to indicate possession Use predicative adjectives to describe the colours of things. Ability aims: Be able to read and understand the description about different students. Be able to talk about friends through dialogues.

Be able to read the sounds ‘br-’ and ‘cr-’

Emotional aims: Have fun in group work and role-play. Materials: Student’s book 4A Workbook 4A Cassette 4A Flashcards 4A A picture of clothes shop A doll

Pre-task preparations Warming-up: Daily talk: What do you have in spring (summer, autumn and winter) 1.

Have the students listen to the recording for rhyme on page 25 of Student’s Book 3B. Then ask them what clothing items they have heard in the rhyme and what colour these clothes are. Write down the words for clothes on the blackboard. T: What are those?

What are those?

They’re yellow gloves.

They’re for my hands.

Not for my toes.

…

2.

Show some pictures of clothes and ask the students some questions some questions about these clothes to help them recall the words they have learned before. e.g., What’s this?

It’s a skirt.

What are these?

They are gloves.

While-task procedure 1.

Show the picture of a clothes shop. Introduce coat, shirt, blouse, T-shirt, skirt, sweater, jeans and shorts one by one. Then show the flashcards for “Look and learn “ on page 28 of the Student’s book and ask the students to read and spell the words after you. 2.

Show the students a doll and tell the class the following story. Elicit the new words by showing the students the corresponding clothes for the doll. 3.

Have the students do part A “Listen and circle”

on page 37 of the workbook. Then check the answer with them. 4.

Put the wall picture on the blackboard and have the students answer the following questions. Who has a skirt/ shirt…in the picture. What colour is it/ are they? Encourage the students to give the answers as follows. e.g., Sally has a skirt. It is pink. Tom has a pair of shorts. It is blue.

Post-task activities 1.

Show the pictures of different clothes to students. Have the students choose and talk about the clothes using the given patterns. e.g., Look at these skirts! They are nice.

I like this skirt. It’s red and white. It’s beautiful.

I like the skirt. It’s green and white. It’s beautiful too. 2.

Have the students draw a wardrobe and some clothes they have with pens, and then have the students talk about the clothes they have. e.g., Look! This is my skirt. It’s red and blue. I have a pair of jeans. It’s blue. It’s cool.

Homework: 1.

Copy the new words and sentences. 2.

Talk about themselves what you have in…

Period 2 Teaching aims: Basic aims: Use the modeled sentences to indicate possession Use the modal verb can to indicate a person’s abilities

Ability aims: Be able to distinguish the sounds of ‘br-’ and ‘cr-’. Be able to describe friends and their abilities.

Emotional aims: Enjoy group work with classmates.

Materials: Student’s Book 4A Workbook 4A Cassette 4A Flashcards 4A

Pre-task preparations: 1. Ask some students to stand in front of the class and give each student a picture of clothes. Then play the game “Quick response”. Say a word and have the student who has the corresponding picture respond quickly by saying I have…

2. Show the flashcards for clothes and have the students respond quickly by describing the clothes. What’s this? It’s a coat. It’s long. It’s blue. I like this coat. Encourage the students to say as much as possible.

While-task procedures:

1. Show the picture for “Look and say” on page of the student’s book. Ask the following questions and have the students answer them. Write down the answers on the blackboard. e.g. What’s his name? (His name is Tom.) Is he tall? (Yes. He is tall and thin.) What does he have? (He has a T-shirt and a pair of shorts.) What color is his T-shirt? (His T-shirt is green.) What can he do? (He can skate.) Then have the students read after the recording. 2. Play the recording several times and have students fill out the following table. 3. Show the pictures for “look and say” one by one and have the students introduce Alice’s and Danny’s friends. 4. Have the students do part B “listen

and match”

on page 37 of the workbook. Then check the answers with them.

Post-task activities: 1. Have the students bring some photos of their friends or family members and talk about their appearance and clothes in pairs. e.g. This is my father. He is tall and thin. He has a white sweater and a pair of blue jeans. 2. Have the students write about a friend according to his or her photos as follows. e.g. This is my friend. His name is Jack. He is a student. He is tall and thin. He has a blue T-shirt and a pair of blue jeans. He ca swim well.

Homework: 1. Copy the new words, phrases and sentence. 2. Complete the table with proper words and proper sentences.

Period 3 Teaching aims: Basic aims: Use modelled sentences to indicate possession.

Ability aims: Be able to say more words with sounds of ‘br-’ and ‘cr-’; Be able to use the key words and sentences to talk and write about one’s friends. Emotional aims: Enjoy group work with classmates. Materials: Student’s Book 4A Workbook 4A pp.10 and 13 Cassette 4A Photos of children A picture of some people

Pre-task preparations: 1. Play the recording for “listen and enjoy” on page 30 of the student’s book. Have the students sing along with the recording together. You may have the students read the long sentences after I first. 2. Show some photos of children having different toys and ask the students some questions. e.g. What toy does this boy have?

He has a skateboard.

What toy does this girl have?

She has a doll.

While-task procedures: 1. Have the students show the photo of one of their family members and introduce him or her to the class. e.g. He is my …

He is … (appearance) He has … (clothes)

He can …

2. Have the students read the text in “play a game” on page 28 of the student’s book. Ask them to identify the people the four children describe. e.g. I have a friend. She has a dress. It’s red and white. Who’s she? She’s is Kitty. 3. Have the students play the game in groups of four. Ask them to take turns to describe one of the group members. The other members must listen carefully and guess who is being describe. I have a friend. He has a shirt. It’s blue and white. He has a pair of black shorts. Who is he? Is he …? Yes, he is. / No, he isn’t.

4. Have the students do part G “look, read and write” on page 40 of the workbook. Then check the answers with them.

Post-task activities: 1. Show the class a picture of some people. Introduce these people of simply name them by letters such as Mr A, Miss B, Mrs C. etc. Divide the students into groups of four. Have each student describe a person in the picture and have the other students in the group guess who the student is describing. 2. Have the students complete the following table with words for colours. Then ask them to introduce their parents to each other in pairs.

Homework: 1. Copy the new words, phrases and passage 2. Read the passage for several times and learn it by heart

Period 4 Teaching aims: Basic aims: Use modelled sentences to give specific information. Ability aims:

Be able to retell the story about the lion and mouse.

Emotional aims: Have fun in drama performance and group work.

Materials: Student’s Book 4A Workbook 4A pp.10 and 13 Cassette 4A Photos of children The lion and the mouse

Pre-task preparations: 1. Play the recording for “listen and enjoy” on page 30 of the student’s book. Have the students sing along with the recording together. You may have the students read the long sentences after I first. 2. Show some photos of children having different toys and ask the students some questions. e.g. What toy does this boy have?

He has a skateboard.

What toy does this girl have?

She has a doll.

While-task procedures: 1.

Play the recording for the story ‘The lion and the mouse’

of the Student’s Book. Introduce the new words teeth, sharp and bite and help the students understand their meaning.

2.

Ask the students some questions about the story to check their understanding. 3.

Copy the story on the blackboard and have the students read the story. 4.

Show the pictures for the lion and the mouse and have the students

retell the story.

Post-task activities: 1.

Have the students do Part H ‘Look and read’ on page 41. Then check the answers with them. 2.

Have the students work in groups of three. Encourage them to role-play the story. Students role-play with classmates.

Homework: 1. Copy the new words, phrases and passage 2. Read the passage for several times and learn it by heart

Exercise: Talk about your friend. I have a friend. He/She is

years old. He/She is

. (appearance) He/She has

. (clothes) He/She can

. He/She can

. He/She can’t

. He/She likes eating

. He/She likes drinking

. He/She likes

. (doing) He/She is good at

. He/She has a talent for

. When he/she grows up, he/she want to be

. He/She likes the job very much.