1、Module2 My favourite things Unit3 People I likeThe First Teaching Plan知识目标1. Asking Wh- questions to find out a persons identify.2. Asking How questions to find out their age.3. Using formulaic expressions to introduce oneself and others.能力目标1会用 Whos she ? Shes 提问及回答；2会用 How old are you ? Im 提问及回答。教
2、学过程pre-task preparation1. Sing an English song.2. Daily talk: How are you ? How old are you ? Whats your name ?3. Stick the pictures on the board.(1) Introduce the children in the picture.T: This is Ben / Mark / Kitty / Alice / my dog,Sam(2) Write the names on the board. Then ask the students to int
3、roduce their deskmates or friends. 4. Ask the students to count the candles on the cake in front of a certain character in the picture with you.(1) Say: Hes / Shes with your student. Then ask students: How old are you ? to elicit: Im (2) Work in pairs. S1: How old are you ? S2: Im While-task procedu
4、re:1. Play the cassette. Students listen and follow in their books.2. Play the cassette again. Students listen and repeat.3. Students form into groups of four and read the story. 4. Invite groups of students to act out the story with a toy dog.5. Ask questions about the story. e.g. How old is Ben /
5、Mark / Kitty / Alice / Sam?Students work in pairs. Ask and answer.6. Divide students into pairs. They take turns to ask and answer the questions from about you.Whats your name ?How old are you ?Whats your sisters name ? How old is she ?Whats your brothers name ? How old is he ?Post-task activityWork
6、book page 14(1) Invite pairs of students to read out the first dialogue.(2) Students work in pairs to complete the exercise orally.(3) Students write down the answers.(4) Ask pairs of students to read the dialogues. The rest of the class checks answers.Homework1. Copy the drills twice. 2. Read page
7、24.教后随笔：The Second Teaching Plan知识目标：1. Ask Wh- questions to find out a persons identity.2. Asking Wh- questions to find out a persons age.3. Using adjectives to describe people.4. Using connectives to link information.教学过程：Pre-task preparation1. Warming up: Sing a song.2. Say and act, (Page 24)3. A
8、sk students to tell the other children about their age.4. Talk about friends or classmates.e.g. This is . Shes / Hes While-task procedure1. Show a slide of page 25 and introduce.T: This is Mark and his mother. Theyre talking about Marks two friends, Ben and Kitty. Now lets listen. What are they talk
9、ing about ?2. Play the cassette. Students listen and following in their books.3. Play the cassette again. Pausing after the questions. Students are encouraged to read Marks part.4. Form more able and less able students into pairs. Let the more able students play Marks role and the less able students
10、 play Mums role. Encourage them to use their own personal information while reading the dialogue.5. Ask individual students to act out the dialogue. 6. Ask students to draw their best friends on the paper and write the sentences according Draw and write. Leave their friends name blank for guessing g
11、ame. e.g. Shes / Hes tall. Shes / Hes ten. Her / His name is She / He has 7. Collect the pictures from the students and put them on the teachers desk. Ask individual students to pick any picture they like and read out the sentences, The rest of the class guess who the person is.8. The students who d
12、rew that picture stands up and tells the class who the person is.Post-task activityDo exercise: Workbook page 15(1) Ask students to read the description of the characters.(2) Students complete the first exercise orally in pairs.(3) Ask students to ask and answer. Then write down their answers.(4) St
13、udents draw the picture and finish the second exercise.教后随笔：The Third Teaching Plan知识目标：1. Using imperatives to give instructions.2. Asking Wh- questions to find out a persons identity.3. Using adjectives to describe things.能力目标：1. 学会讲一个故事，语音语调正确。教学过程：Pre-task preparation1. Say a rhyme .2. Ask and a
14、nswer.T: Whats your name ?S1:My name is Im T: How old are you ?S2: ImT: How old are you ?S3: Hes / Shes T: Is S2 tall ?S4: Yes, he / she is. 3. Stick the wallpicture on the board.(1) Introduce: Little Lucy, Mother, Father, Grandma, wolf.(2) Write and read: Little Lucy, Mother, Father, Grandma, wolf.
15、(3) Describe the wolf. (Wear the mask of a wolf)T: Im a wolf. My ears are big. My eyes are big. My teeth are big.While-task procedure1. Play the cassette. Students listen and follow in their books. Then write down these sentences.(1) Write. Talk this to Grandma, Little Lucy.(2) Learn: take.(3) Say s
16、ome sentences with take. e.g. Take this book to S1, S2.2. Listen again and repeat.(1) Listen and repeat.(2) Write: help.(3) Tell students the meaning of help.(4) Read: help3. Read the story to the class, pointing to the pictures on the wallpictures.4. Form students into groups of five. Each student
17、takes part in reading the story.5. Invite groups to act the story in front of the class. (Wear the masks)Learn the sound1. Play the cassette. Students listen and follow in their books.2. Listen again and repeat.3. Read the sentences.Post-task activities1. Point, ask and answer. (Page 27)S1: Whos thi
18、s ?S2: This is 2. Workbook page 16.(1) Ask students to read number 1 together.(2) Complete the first exercise orally.(3) Students write in the answers.(4) Do the second exercise.(5) Check answers.Homework1. Read the story and act out a story.2. Recite the story.教后随笔：The Fourth Teaching PlanTeaching
19、aims:Basic aims：1、Using formulaic expressions to ask for permission.Eg: May I come in ?2、Ask wh questions to find out various kinds of specificinformation about a person.Eg: What do you like? I like dolls.3、Asking yes no questions to obtain simple responses.Eg: Do you like dolls?4、Using demonstrativ
20、es to refer to people or things.Eg: We like bears. Look! They are super!Develop aim： Act out the dialogue.Important point: How to act out the dialogue fluently.Difficult point: Pay attention the pronunciation of the sentence.Teaching procedure:一、Pre-task preparation:1. Warming up:2. Daily talk: Act
21、a story of Page 273. Review:Do you like ?Yes, I like .No, I dont like .(1) T: (Hold up a toy) Do you like cars?S1: Yes, I like the cars.No, I dont like the cars(2) Hold up any of the toys and ask individualStudents: “Do you like ?” to elicit:“Yes, I like .No,I dont like (3) Using the same toy, ask a
22、 pair of students: T: Do you like ?S1 and S2: Yes, we like .No,we dont like (4) Work in groups of three students:S1: Do you like ?S2 and S3: Yes, we like .No, we dont like .4. Describe their toys, using the adjectives whatthey learned.Eg: beautiful superT: I like cars. Theyre super.Can you say?S: I
23、like rabbits. Theyre beautiful.二、While-task procedure:1. Show a slide and listen to the tape .2. Listen again and repeat:(1) May I come in?Come in, please.(2) Hi,Kitty. Whats in your hand ?Oh, my beautiful doll. I like dolls.(3) Do you like dolls?No, we dont like dolls.(4) What do you like?We like b
24、ears. Look! They are super!3. Act out the dialogue in four parters. Students follow the tape and repeat.4. Students act it out in groups of three, then invite the students to perform it in the front ofthe classroom.三、Post-task activities:1. Extend the task by having the same groups practise the dial
25、ogue, substituting dolls and bears with other toys.Eg: May I come in?Come in ,please.Hi,Kitty. Whats in your hand?Oh, my beautiful rabbit. I like rabbits.Do you like rabbits?No, we dont like rabbits.What do you like?We like robots. They are super!2. Select groups to act out the modified dialogues.四、Homework:1. Read: Page 282. Make a new dialogue according the text on Page 28.教后随笔：
