Unit 1 Activities主要内容及教案内容

1B M4 M4 Things we do Unit 1 Activities The first period Teaching Aims: 1.

Pronounce the words and phrases correctly. 2.

Use modelled phrase to communicate with other students. Language Focus:

1.

Using verbs and verb phrases to indicate actions. 2.

Using the modal verb can to express ability. Key Points: 1.

Using verbs and verb phrases to indicate actions. 2.

Using the modal verb can to express ability. Difficult Points:

Using the modal verb can to express ability. Teaching Aids: 1. PPT 2. Student book pages 39 and 41. 3. Workbook page 38. Teaching Process: Procedure Contents Methods Pre-task What can you do? Daily talk procedure What do you like to do? 1.

Show a picture of the bicycle. Ask: What is this? 2.

What can you do with your bicycle? Teach: ride

Show the phrase: ride the bicycle

Ask the students to read it. 3. Make the sentence with ‘ride the While-task bicycle’. procedure 1.

Who can make the phrase with ‘play’? 2.

Show the phrases: play football Teach: play

Play basketball, play volleyball

Ask the students to read them. 3. Ask the students to do the actions and say the sentences: I can _____.

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1B M4 Post-task activities Assignment 1.

Do the action: fly. Ask: I am a Supergirl. What can I do? 2.

Show the word: fly. Read the word. Teach: fly 3.

Make the phrases: fly the kite/ fly the

plane.

4.

Ask the students to read:

Fly, fly, fly. Fly the kite.

Fly, fly, fly, I can fly. 1.

Show a rope. What can you do with it? 2.

Ask one student to skip the rope and say: skip the rope 3.

Show the word and phrase: skip, skip Teach: skip the rope. Ask the students to read it. 4.

Who can make a chant?

e.g.

Skip, skip, skip. Skip the rope.

Skip, skip, skip, I can skip. 1.

Ask the students to read the chant on page 39.

2.

Recite the chant. 3.

Listen to the song. Sing the song after Teach the song the tape. 4.

Change the actions and sing the song with the actions. 5.

Ask some students to act out the song. Play a guessing Ask every student does an action. The game other students guess what he/she does.

Say the sentence: You can _____. 1.

Read SB pages 39 and 41. 2.

Introduce yourselves. Writing on the blackboard: M4 U1 Activities

ride

skip

play

fly (ride the bicycle)

(skip the rope)

(play football)

(fly the kite) (ride the horse)

(play basketball)

(fly the plane)

(play volleyball)

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1B M4 Brain Storm:

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1B M4 M4 Things we do Unit 1 Activities The second period Teaching Aims: 1.

Pronounce the words, phrases and sentences correctly. 2.

Use modelled phrases to open and maintain an interaction involving factual questions. 3.

Use I/He/She can … to introduce abilities.

Language Focus:

1.

Using verbs and verb phrases to indicate actions. 2.

Asking wh-questions to find out particular information about a person. 3.

Using the modal verb can to talk about ability. Key Points: 1.

Asking wh-questions to find out particular information about a person. 2.

Using the modal verb can to talk about ability. Difficult Points:

Asking wh-questions to find out particular information about a person. Teaching Aids: 1. PPT 2. Student book pages 38 and 40 3. Workbook pages 39, 40 and 41 Teaching Process: Procedure Contents Methods Introduce yourselves. e.g. Daily talk I am ______. Pre-task I like _______. procedure I can _______. Sing the song - 4 -

1B M4 Teach: What can you do? What can he/she do? While-task procedure Play a memory game Post-task activities

Play a guessing game 1.

Ask the students: What can you do?

Show the question and answer on the blackboard and ask the students to read them. A: What can you do? B: I can …

2. Ask a boy and a girl to stand in front of the classroom. Ask them: What can you do?

Then ask the rest of the students: What can he/she do?

Show the question and answer on the blackboard: A: What can he/she do?

B: He/She can …

3. Ask the students to read the sentences. 4. Practice in groups with dialogue on page 38. 1. Divide the class into groups of six. Have them ask and answer questions in turns. e.g. S1: What can you do? S2: I can … What can you do? S3: I can …

…

2.

Then have the students play the memory game. e.g. T: What can S2 do? S1: He/She can …

T: Yes, he/she can …

S1 asks S2: What can S3 do? S2: He/She can …

S1: Yes, he/she can …

…

1.

Show the pictures like page 40. Ask the students: What can he/she do? 2.

Let the students ask and answer in pairs. - 5 -

1B M4 Do exercises 1.

Have the students do Part B on Workbook page 39 and help them check the answers. Then have the students tell what these characters can do. 2.

Have the students do Task on Workbook page 41. Check the answers with them. Assignment 1. Read SB pages 38 and 40. 2. Do a survey: What can your father/mother do? Writing on the blackboard: M4 U1 Activities

A: What can you do?

B: I can …

A: What can he/she do?

B: He/She can …

Brain Storm:

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1B M4 M4 Things we do Unit 2 New Year’s Day The first period Teaching Aims: 1.

Pronounce the words, phrases and sentences correctly. 2.

Use formulaic expressions of greetings. 3.

Usen formulaic expressions to offer people things. 4.

Use formulaic expressions to express thanks. 5.

Sing the song and act it out. Language Focus:

1.

Using nouns to identify objects. 2.

Using formulaic expressions to greet people on New Year’s Day. 3.

Using formulaic expressions to offer people things. Key Points: 1.

Using nouns to identify objects. 2.

Using formulaic expressions to offer people things. Difficult Points:

1.

Using nouns to identify objects. 2.

Using formulaic expressions to offer people things. Teaching Aids: 1. PPT 2. Student book pages 42 and 45 3. Workbook page 42 4. Some objects. Teaching Process: Procedure Contents Methods 1.

When is New Year’s Day? Pre-task 2.

What do you say on New Year’s Day? Daily talk procedure 3.

What do you want to get on New Year’s Day? 1.

Show a gift: Look, this is a gift. 2.

Read the word: gift While-task Teach: gift 3.

Read the sentence: Here is a gift for procedure

you. 4.

Ask the students to say this sentence and do the action. - 7 -

1B M4 Teach: card

1.

On that day, you can send the card to your friends. 2.

Show the card and the word. Ask the students to read it. 3.

Do an action and say: Happy New Year! Here is a card for you.

Ask the students to imitate me. Work in pairs. Then choose some pairs to act it out. 1. On New Year’s Day or on Spring Festival, we usually play the fireworks and the firecrackers. 2. Show the pictures and say:

Fire---firecracker, firework

Ask the students to read the words. 3. Do you like fireworks or firecrackers? 4. You are children. You can not play with the fireworks and firecrackers. They are dangerous. Have the students sing and act out the song ‘Happy New Year’. Teach: firecracker, firework

Sing the song Post-task activities 1.

Have the students read the dialogue New Year’s Day on page 42.

party 2.

Work in groups.

3.

Ask some groups to act out the dialogue. Have the students do Part A on Workbook Do exercises page 42. Then help them check the answers. 1. Read SB page 42. 2. Sing the song. Assignment Writing on the blackboard: M4 U2 New Year’s Day

gift

card

firecracker

firework

Happy New Year!

Here is a gift/ a card for you.

Thank you.

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1B M4 Brain Storm:

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1B M4 M4 Things we do Unit 2 New Year’s Day The second period Teaching Aims: 1.

Use formulaic expressions to greet people. 2.

Use formulaic expressions to express thanks. 3.

Use imperatives to give instructions. 4.

Use the pattern I like the … to express interests and preferences. 5.

Use formulaic expressions to offer people things. 6.

Use modelled phrases to communicate with other students. Language Focus:

1.

Using imperatives to give instructions. 2.

Using formulaic expressions to greet people on New Year’s Day. 3.

Using adjectives to describe things. 4.

Using nouns to identify objects. 5.

Using formulaic expressions to offer people things. 6.

Using the simple present tense to express interests and preferences. Key Points: 1.

Using imperatives to give instructions. 2.

Using the simple present tense to express interests and preferences. Difficult Points:

Using the simple present tense to express interests and preferences. Teaching Aids: 1. PPT 2. Student book pages 43, 44 and 53 3. Workbook pages 43, 44 and 45. 4. A card and some crayons. Teaching Process: Procedure Contents Methods Do the actions and sing the song: Happy Sing a song New Year Pre-task procedure If today is New Year’s Day, let’s say and Daily talk do something. 1.

Show a card. Draw a picture and write Teach:

a sentence. Then fold the card. While-task Make a New Year 2.

Ask the students to make a card. procedure card. 3.

Use the card and send the card to your friend. - 10 -

1B M4 Act out dialogue

the Have the students work in groups of four and make a short dialogue. They should substitute sweets, dress and firework with some other words they have learnt. 1.

Have the students do Part B on Workbook page 43. Then help them check the answers. 2.

Have the students do Part C on Workbook page 44. Then have them make a short dialogue about it in pairs. 3.

Have the students do Task on Workbook page 45. First, explain the main idea of the pictures. Then have them make a short dialogue in pairs. 4.

Have the students do Project 4 on SB page 53. Ask the students to choose a present for different people. Then have them give the gifts to each other, using the sentences Happy New Year! … for you. Post-task activities Do exercises

Assignment 1. Read SB pages 43 and 44. 2. Act out the dialogue. Writing on the blackboard: M4 U2 New Year’s Day

Make a New Year card

1. Draw.

2. Write.

3. Fold.

4. Send the card.

(Happy New Year, Miss…)

(Thank you.)

Brain Storm:

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1B M4 M4 Things we do Unit 3 Story time The first period Teaching Aims: 1.

Pronounce the words, phrases and sentences correctly. 2.

Use the key pattern to introduce oneself. Language Focus:

1.

Using nouns to identify persons and animals. 2.

Using the key pattern to introduce oneself. Key Points: 1.

Using nouns to identify persons and animals. 2.

Using the key pattern to introduce oneself. Difficult Points:

Using the key pattern to introduce oneself. Teaching Aids: 1. PPT 2. Student book pages 46, 47, 48 and 49 3. Masks Teaching Process: Procedure Contents Methods Sing the song Pre-task procedure Daily talk How to make a New Year card? 1.

Ask the students to listen to the dialogue.

2.

If I ask you to act out this dialogue, Teach: boy, wolf, While-task how many kinds of people? farmer, narrator procedure 3.

Show the pictures and the words:

Boy, wolf, farmer, narrator. 4. Ask some students to take the masks and say: I am the …

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1B M4 Post-task activities 1.

Divide the class into groups of five. Have them put on the masks and introduce themselves in turn. Introduce the

e.g. nouns.

Hi, I’m the boy. Nice to see you.

2.

Have the students introduce

themselves before acting out the story.

e.g.

Hi, I’m the boy. I’m small. I’m clever. 1.

The teacher asks some students to act out a short dialogue.

e.g. Make a short

S1: I’m the boy. dialogue

S2: I’m the wolf.

S3: I’m the farmer.

S2: Hi, boy.

S1: Oh! A wolf! Help!

S3: Go away!

Have the students watch the flash. Assignment 1. Read SB pages 46, 47, 48 and 49. 2. Try to act out the story. Writing on the blackboard: M4 U3 Story time

boy

wolf

farmer

narrator

I’m the ___________.

Brain Storm:

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1B M4 M4 Things we do Unit 3 Story time The second period Teaching Aims: 1.

Use the key pattern to introduce oneself. 2.

Use imperatives to express prohibition. 3.

Ask w-questions to get simple responses. 4.

Use the key pattern to indicate that something is approaching. Language Focus:

1.

Using adjectives to describe people. 2.

Using the verb help to request assistance. 3.

Asking wh-questions to get simple responses. 4.

Using the key pattern to indicate that something is approaching. Key Points: 1.

Asking wh-questions to get simple responses. 2.

Using the key pattern to indicate that something is approaching. Difficult Points:

1.

Asking wh-questions to get simple responses. 2.

Using the key pattern to indicate that something is approaching. Teaching Aids: 1. PPT 2. Student book pages 46, 47, 48 and 49 3. Workbook pages 46, 47, 48 and 49 Teaching Process: Procedure Contents Methods Daily talk Pre-task procedure Talk about a wolf. Ask the students to watch the flash.

Watch the flash Answer: In this story, what does the boy do? 1.

The teacher tells the story.

2.

Ask the questions about this story.

e.g. Teach: lie,

Who says ‘Help! Help!’

wolves, poor,

Who comes first? run away. 3.

Show the new words and phrases:

lie, tell lie

wolf, wolves

poor, a poor boy

run away

Ask the students to read them and know their meanings. - 14 - While-task procedure

1B M4 and Have the students look at the pictures. Describe the story what will happen. 1.

Have the students listen and repeat the story after the recording.

Read

and act 2.

Divide the students into groups. Each out the story group will play one of the characters in

the story. Have them repeat after the teacher. 3. Ask the students to act out the story. Have the students do Part A on Workbook Act out another pages 46, 47 and 48. Have them listen to story the recording several times until they get the general idea of the story.

1.

Have the students work in groups and act out the story on Workbook pages 46, 47 and 48. Then have them change their roles and act it out again. 2.

Have the students do Task on Workbook page 49. Introduce the moral ‘Don’t tell a lie!’ to the students. Tell them everyone should be an honest person. Look answer Post-task activities Do exercises Assignment 1. Read SB pages 46, 47, 48 and 49. 2. Describe a season you like best. Writing on the blackboard: M4 U3 Story time

Don’t tell a lie!

We should be an honest person.

Brain Storm:

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