资源描述：
Module 1 Using my five sensesUnit 1 Look and seeTasks in this unit1. Use modelled phrases to communicate with other students2. Use modelled phrases to begin and maintain an interaction by providing ination in respone to factual questionsLanguage focus1. Using the new words in the contexte.g., frog, rabbit, bee, bird2. Asking wh-questions to find out what people seee.g., What do you see3. Using ulaic expressions to indicate what people seee.g., I seeLearning skillsListening1. Identify the key words in an utterance by hearing the pronunciatione.g., frog, rabbit, bee, bird2. Understand the meaning of wh-questionse.g., What do you see3. Understand the key patterne.g., I am a Speaking1. Ask wh-questions to find out what people seee.g., What do you see2. Use ulaic expression to indicate what people seee.g., I see3. Use the key pattern to introduce oneselfe.g., I am a Scheme of workperiodCore contentsExtensionMaterialsGrammar and expressionsVocabulary1I am a frog, rabbit, bee, birdSBp2. WBpp.2 and 3Parts A and B2What do you seeI seeSB pp. 3,4 and 5WB pp.4 and 5 , PartsC,D and TaskContentOxford English 1B Module 1 Unit 1 Look and seePeriod1TeacherLanguage focusUsing nouns to identify small animalse.g., frog, rabbit, bee, birdUsing numbers to counte.g., one, two, threeUsing the key pattern to introduce oneselfe.g., I am a Language skillsListening Identify the key words in an utterance by hearing the pronunciatione.g., frog, rabbit, bee, birdUnderstand the key patterne.g., I am a SpeakingPronounce the key words correctlye.g., frog, rabbit, bee, birdUsing the key pattern to introduce oneselfe.g., I am a MaterialsStudents Book 1B, p2Cassette 1BFlashcards 1B frog, rabbit, bee, birdTeaching ProcedureProcedureTeachers activityLearners activityPurposePre-task preparationActivity 1Show the students a picture of a park. Ask them what they see. E.g., T Look What can you see Ss I can seeActivity 2Mime the small animals and let the students guess what the animals are.e.g., T What am I mines Yes, Im a rabbit.Look and sayListen and guessWhile-task procedureActivity 1Ask the students say and mime the actions of the animals.Activity 2Teach the rhyme on Students Book page 2e.g., One two threeI am a bee.Four fiveI am a bird.Six seven eightI am a rabbit.Nine tenI am a frog.Activity 3Divide the class into pairs. Ask them to act as an animal and let the partern guess what animal it is.e.g.,s1 Are you a rabbitS2 Yes, Im a rabbit./No, Im not a rabbit.Activity 4Use the flash cards to show the students some parts of the animals and ash them to guess what the animals are. The students can play this guessing game in groups.e.g.,what is itIts a bee.Mime the animals and say “I am a ” Learn the rhyme.Say it when the picture flies.Read it.Read again.Read it with some actions.Recite it if someone can.Ask and answer in pairs.Ask and answer in groupsPost-task activitiesActivity 1Ask each student to make a mask of an animal. Ask them to put on theis masks and make a dialogue with their partern.e.g.,s1 Hello. I am a bee, I am small. I can fly.S2 Hi. I am a frog. I am green. I can jump.Act out the animal and make a short dialogue.Boardfrog rabbit bee birdFeedbackContentOxford English 1B Module 1 Unit 1 Look and seePeriod2TeacherLanguage focusAsking wh-questions to find out what people seee.g., What do you seeUsing ulaic expressions to indicate what people seee.g., I seeUsing nouns to identify small animalse.g., frog, rabbit, bee, birdusing indefinite articles to refer to particular animalse.g., a bird, a beeAsk wh-questions to find out the colors of objectse.g., What color id itUsing adjectives to identify colorse.g., It is red.Language skillsListening Understand the meaning of wh-questionse.g., What do you seeSpeakingAsking wh-questions to find out what people seee.g., What do you seeUsing ulaic expressions to indicate what people seee.g., I seeMaterialsStudents Book 1B, p3,4,5Cassette 1BTeaching ProcedureProcedureTeachers activityLearners activityPurposePre-task preparationWarming up Sing a song number I to 10Activity 1Show the students the flash of page 3. Ask them to listen to the dialogue.Activity 2Elicit the key partern what do you see.Activity 3Have the students practice in pairs.What do you seeI see a Sing a songListen to the dialogue.Read it.Practice in pairsWhile-task procedureActivity 1Play the flash of page 4 and ask them to follow the dialouge with sentences.Activity 2Ask the students to listen and watch the flash and repeat it.What do you seeI see a What color is itIts Activity 3Ask them to act out the dialogue in pairs.Activity 4Have the students to make a new dialogue according to the picture.Follow the dialouge with sentences.Repeat the dialogue on page 4.Act out the dialogue.Make a new dialogue and feedback.Post-task activitiesActivity 1Ask each student to look at the pictures and describe the animals or plants or anything they see in it.e.g.,s1 what do you seeS2 I see its Discribe the picture.Ask and answer.BoardWhat do you seeI seea What colour is itIts What do you seeI see Its FeedbackUnit 2 Listen and hearTasks in this unit1.Use modelled phrases to communicate with other students2.Use modelled phrases to begin and maintain an interaction by providing ination in respone to factual questionsLanguage focus1. Using the new words in the contexte.g.,sheep, hen, dog, cat2. Asking wh-questions to find out what people heare.g., What do you hear3. Using ulaic expressions to indicate what people heare.g., I hear a sheep.4. Using ulaic expressions to indicate what noises animals makee.g., Oink..oinkLearning skillsListening1. Identify the key words in an utterance by hearing the pronunciatione.g., sheep, hen, dog, cat2. Understand the meaning of wh-queationse.g., What do you hear3. Understand ulaic expressions to indicate what noises animals make e.g., Oink..oinkSpeaking1. Ask wh-questions to find out what people heare.g., What do you hear2. Use ular expression to indicate what people heare.g., I hearScheme of workperiodCore contentsExtensionMaterialsGrammar and expressionsVocabulary1I hearsheep, hen, dog, catSBpp.6.8.9 WBpp.6 and 7Parts A and C2What do you hearI hearOh Its you, Danny.SB pp. 6.7 and 50WB pp.6.8 and 9 , PartsB,D and TaskContentOxford English 1B Module 1 Unit 2 Listen and hearPeriod 1TeacherLanguage focusUsing nouns to identify common farm animalse.g., sheep, hen, dog, catUsing ular expression to indicate what people heare.g., I hearLanguage skillsListening Understand the names for some animalse.g., sheep, hen, dog, catUnderstand ulaic expressions to indicate what noises animals makee.g., Oink..oinkSpeakingPronounce the key words correctlye.g., sheep, hen, dog, catUsing ular expression to indicate what people heare.g., I hearMaterialsStudents Book 1B, p6.8.9Cassette 1BFlashcards 1B sheep, hen, dog, catTeaching ProcedureProcedureTeachers activityLearners activityPurposePre-task preparationWarming upActivity 1Ask some questions to help the students review lesson one.Activity 2T We can look and see with our eyes. What can we do with our earsElict the new lesson listen and hearSing a songRead the flash cards and answer some questions.Learn the new words listen , hearWhile-task procedureActivity 1Show the pictures and the sounds. Let students match the animals and the sounds of theirs.Activity 2Learn the new words cat, dogAsk the students say and mime the actions and the sounds of the animals.Show them the rhymes to say.e.g.,Wang WangI am a dog.I can run.Activity 3Ask the students to listen to the recorder and guess what animal it is. hen, sheepe.g.,what do you hearI hear a Say goes Match the animals and the sounds of theirs.Mime the animals and say “I am a ” Read the rhymes.Read it with some actions.Learn the new sentences.Post-task activitiesActivity 1Listen and guess.Play the recorder.e.g.,what do you hearI hear a I hear a and Activity 2Play the song BINGOListen and guess. Say I hear Sing the song.BoardWhat do you hearI hear FeedbackContentOxford English 1B Module 1 Unit 2 Listen and hearPeriod 2TeacherLanguage focusAsking wh-questions to find out what people heare.g., What do you hearUsing ulaic expressions to indicate what people heare.g., I hear a sheep.Using ulaic expressions to indicate what noises animals makee.g., Oink..oinkLanguage skillsListening Asking wh-questions to find out what people heare.g., What do you hearUsing ulaic expressions to indicate what people heare.g., I hear a sheep.Using ulaic expressions to indicate what noises animals makee.g., Oink..oinkSpeakingAsking wh-questions to find out what people heare.g., What do you hearUsing ulaic expressions to indicate what people heare.g., I hear a sheep.MaterialsStudents Book 1B, p7Cassette 1BFlashcards 1B sheep, dog, cat, henTeaching ProcedureProcedureTeachers activityLearners activityPurposePre-task preparationActivity 1Sing the songActivity 2Mime the small animals and let the students guess what the animals are.e.g., T miao,miao. What do you hearSing the song.Review the last lesson.While-task procedureActivity 1Plat the flash og page 7Play again.Play again.Activity 2Divide the studetns into some groups of four.Ask students to act out the dialogue.Activity 3Watch their dialogues and give them some advice.Listen to it.Look at the words and read after it.Read after it again.Get ready for the action. Practice in groups.Act out their own dialogue.Post-task activitiesActivity 1Finish work book from p2-7 about the listening parts.Do listening rcises.BoardOink onik What do you hearI hear a pig. Oh Its you, Danny.Ha HaFeedbackUnit 3 Taste and smellTasks in this unit1.Use modelled phrases to communicate with other students2.Use modelled phrases to begin and maintain an interaction by providing ination in respone to factual questions3. Use imperatives to give simple instructions.Language focus1. Using nouns to indentify food items.e.g.,rice, soup, egg, noodles2. Use imperatives to give simple instructions.e.g., Taste the noodles.3. use imperatives to express preferences.e.g., Soup, please.4. Using ulaic expressions to ask customers preferences.e.g., Can I help you5. Using ulaic expressions to express thankse.g., Thank you.Learning skillsListening1. Identify the key words in an utterance by hearing the pronunciatione.g., soup, rice, noodles, egg2. Understand simple instructions.e.g., Taste the noodles.3. Understand ulaic expressions asking customers preferences. e.g., Can I help you4. Understand ulaic expressions offering peoples things.e.g., Here you are.5. Understand ulaic expressions expressing thankse.g., Thank you.SpeakingUse imperatives to give simple instructions.e.g., Taste the noodles.use imperatives to express preferences.e.g., Soup, please.Using ulaic expressions to ask customers preferences.e.g., Can I help youUsing ulaic expressions to express thankse.g., Thank you.Scheme of workperiodCore contentsExtensionMaterialsGrammar and expressionsVocabulary1TasteSmell Soup noodlesCan I help you, pleaseSBpp.10.11 2TasteSmell Touch Rice, eggmeatSB pp. 12and 13WB pp.10.11.12and 13 , PartsA.B.C.D and TaskContentOxford English 1B Module 1 Unit 3 Taste and smellPeriod 1TeacherLanguage focus1. Using nouns to indentify food items.e.g.,rice, soup, egg, noodles2. Use imperatives to give simple instructions.e.g., Taste the noodles.3. use imperatives to express preferences.e.g., Soup, please.4. Using ulaic expressions to ask customers preferences.e.g., Can I help you5. Using ulaic expressions to express thankse.g., Thank you.Language skillsListening 1. Identify the key words in an utterance by hearing the pronunciatione.g., soup, rice, noodles, egg2. Understand simple instructions.e.g., Taste the noodles.3. Understand ulaic expressions asking customers preferences. e.g., Can I help you4. Understand ulaic expressions offering peoples things.e.g., Here you are.5. Understand ulaic expressions expressing thankse.g., Thank you.Speaking1. Pronounce the key words correctly.e.g.,rice, soup, egg, noodles2. Use imperatives to give simple instructions.e.g., Taste the noodles.3. use imperatives to express preferences.e.g., Soup, please.4. Using ulaic expressions to ask customers preferences.e.g., Can I help you5. Using ulaic expressions to express thankse.g., Thank you.MaterialsStudents Book 1B, p10.11Cassette 1BFlashcards 1B rice, soup, egg, noodlesTeaching ProcedureProcedureTeachers activityLearners activityPurposePre-task preparationWarming upActivity 1Ask some questions to help the students review lesson one and two.Activity 2Show the students the wall picture for Students Book page 10. have the students listen to the recording. Then ask the more able students to act according to your instructions.e.g., T Taste the noodles, Peter. Smell the soup, Linda. Sing a songRead the flash cards and answer some questions.Learn the new words taste smellWhile-task procedureActivity 1Show the pictures of the food. Review the words soup, noodles, rice.Activity 2Show the picture of an egg. Activity 3Ask the students to listen to and repeat after”Look and say” on Studetns Book page 10. have the students practice the dialogue with you in the following ma
展开阅读全文