September 1, 2011
Unit 1 How tall are you?
A first class, teaching objectives and requirements:
1. To listening, speaking, reading and writing comparative adjective form: taller, stronger, older, younger and shorter.
2. Able sentence: I … … cm tall. He / She … … cm tall. Describe their own and others height.
3. Able sentence You e taller than your brother. I older than you. For age and height comparison.
4. To understand the instruction of teachers, according to different age, height line, and have learned to use language to express.
Second, teaching heavy, and difficult analysis
1. Focus is the ability to listen, speak, read, write A Let learn some form of five comparative adjectives; and can contain more class
sentence replace the words and answers.
2. Difficulty is the ability to listen, speak, read, write four words; and according to a context containing comparative adjectives sentence replace the words and answers. Length in cm of the complete form of centimeter pronunciation teaching this lesson is difficult.
Third, pre-class preparation
1. Preparing the main scene graph of the teaching charts.
2. Ready to tape recorders, tapes of the class.
3. A Let learn to prepare word cards.
4. Preparation tool for measuring height and weight.
Fourth, teaching steps
1. Greetings
Hello, boys and girls. Happy New Year. And nice to see you again. How are you? Now, after a term, I thin you know much better about your teachers. Who you music teacher? What he / she like?
guide the students learned the adjective thin, short, tall, old, young, funny, strong, kind to describe the teacher.
When asked about the students Who your English teacher?, according to the student answer She tall.
2. Division to produce the gauges measured height and weight, ask students: How tall am I, do you know? Guess? To help students use sentence Are you … … cm tall? To guess. Teachers help students with the up and down to guess the exact number.
3. Practitioner asks the students to guess their height, and asked: How tall are you? Help him / her height, to guide the students said: I … … cm tall. And division, said: … … is taller than me. Or I taller than … … to end the game.
4. Measuring the height of student writing on the blackboard, teachers try to use gestures to help students understand the following sentence: A is tall. B is taller than A. C is taller than B. D is taller than C. then read the writing on the blackboard and leading tall-taller.
5. Practitioner asks the students to imitate the three relatively strong fit the action, and to compare said: You e strong. He stronger than you.
And writing on the blackboard lead time strong-stronger
6. Teacher on the blackboard above the age of the monks, said: My mother is 44, My father is 46. He is older than her. My aunt is younger than my father, but she is older than my mother. How old is she? Then Blackboard old-older and young-younger, students answer questions.
7. Let learn to put part of the recording, students listen to recordings to read.
8. Let play a student teacher put 4-5 images, describe each situation, issued instructions: Line up from younger to older.
Line up from shorter to shorter.
9. Let chant. Put the recording of students to read.
10. Guide students to do activities supporting exercises.
a second class, teaching objectives and requirements
1. To listening, speaking, reading and writing to master the four sentences: How tall are you? I 164cm tall. You e shorter than me. You e 4cm taller than me. And can be used in the scenario correctly.
2. Let try to understand some of the recording and select the correct option.
Second, the teaching
heavy and difficult to focus and difficult to master is the four sentence: How tall are you? I 164cm tall. You e shorter than me. You e 4cm taller than me. < br /> Third, pre-class preparation:
1. Hours of preparation and the tape recorder.
2. Ready to measure height and weight data.
Fourth, teaching steps
1. Warm up
2. Let chant.
3. Let try to put some of the recording, students listen to recordings, the recording material described circle of elephants.
4. Teacher: I 167cm tall. You e taller than me. I shorter than you. How tall are you? The student replied: I 168cm tall. Teacher went on to say: Oh, you e 1cm taller than me then writing on the blackboard dialogue and focus areas of this group read the last sentence.
5. Teacher: How old are you, then? Health: I 14. Teacher added: He 14 years old. I 28 years old. I 14 years older than xxx. And then ask a few students in the age, and for more.
6. Let talk some of the students in the dialogue, the division put the recording, the students read.
7. Students work in pairs to read the dialogue.
8. Guide students to do activities supporting exercises.
a third class, teaching objectives and requirements
1. Can understand, say Let read some of the dialogue and complete filling of the sentence exercises, in particular, can read, will read the sentence: I think the little monkey is only 40cm tall. The monkey is shorter but you are funnier.
2. Libretto unit can learn the song.
Second, the teaching of the heavy and difficult
1. Focus is to enable students to fully understand and correctly read the dialogue.
2. Difficulty is that students can read, will read the sentence: I think the little monkey is only 40cm tall. The monkey is shorter but you are funnier.
Third, pre-class preparation
1. Tape recorder and the class to prepare.
2. Division prepared two dog pictures.
Fourth, teaching steps
1. Warm up
with libretto unit Let chant songs.
learn libretto unit song My pets.
2. Teacher: The little girl has two pets. What are they? Health: A dog and a cat. T: Yes. I have two pets too. Let have a look. What are they? S: They are dogs.
3. T: Yes, I have a black dog and a brown dog. Are they cute? Which dog is taller? Which dog is stronger? Students to plug answer.
4. T: The black dog is taller than the brown dog. It 80cm tall. The brown dog is 55cm tall. And its tail is longer than than the brown dog. Its tail is about 28cm long. But the brown dog is stronger than the black dog. I like the brown dog. It funny. It funnier than the black dog. Which dog do you like?
5. Division and then to produce a monkey picture, saying: Look at the monkey. What do think of it? To help students answer: It is funny, too. Teacher then asked Which one is funnier, the dog or the monkey? To help students express their views, such as: I think the monkey is funnier.
6. Division leads to the text: Ben is watching monkeys at a zoo with his father now. What are the monkeys like? Which monkey does Ben like? Et read the dialogue.
7. Students listen to recordings and understand the dialogue, complete sentences filled with exercises. Division examination.
8. Put the recording, the students read.
9. Students to do activities manual matching exercises.
a fourth class, teaching objectives and requirements:
1. To listening, speaking, reading and writing comparative adjectives form: heavier, longer, thinner, bigger and smaller.
2. More flexible use of comparative adjectives to accurately describe the differences in the characteristics of people and animals.
3. Able to complete the Let play some of the activities and events in the appropriate language in the correct expression.
4. To understand story time in the story.
Second, the teaching of the heavy and difficult
1. Focus is to master the four five more in the form of adjectives.
2. Difficulty is to grasp the composition of the following adjectives comparative way: heavy-heavier, thin-thinner, big-bigger.
Third, pre-class preparation
1. Prepared recorder, B Let learn and C Story time part of the tape
2. Teaching this lesson to prepare charts and flash cards.
3. Prepare a balloon, a rubber band and a set of elastic contrasting images of people.
Fourth, teaching steps
1. Warm up
put the unit Let chant recordings, and the record students singing,
division and the health dialogue: T: How tall are you?
S: I 160cm tall.
T: I 168cm tall. You e shorter than me. You e 2cm shorter than me.
2. teachers come up with a balloon, please help a student blowing, “Please make it big.” teachers to lead students in the class to follow the rhythm of the students blow up balloons shouted: Bigger, Bigger, Bigger! Render the word. Then took the division has been to inflate the balloon, the air release little by little, said: Smaller, Smaller, Smaller! Show and lead time of these two words.
3. Division out of a rubber band, while elongated, while saying: longer, longer, longer! Then slowly relax the rubber band, said: shorter, shorter, shorter! Then presented and read these two words lead.
4. Teachers take a stack of exercise books: I have many books. They are heavy. Division plus a one up, said: heavier, heavier, heavier! Collar read the word, ask students to re-confirm from heavy to heavier endings.
5. Division to produce a strong contrast of images, teaching heavy, thin, thinner. Division to produce images, said: look, The boy is heavy. He wants to be thinner. So he does exercises everyday and eats less meat. He is thin after three months. He keeps doing exercises. He is thinner after another three months. and then showing thinner.
6. Put the recording, the students repeat it word.
7. Let play
8. Story time
9. Guide students to do activities supporting this part of the exercise.
a fifth class, teaching objectives and requirements:
1. Can understand, and will be able to write that sentence: “How heavy are you? I 48kg. I thinner than you and shorter.” And can be used in the correct scenario.
2. Pair work to complete the investigations.
3. Let try to complete some selected pictures and listening to the tapes filled sentence exercises.
4. Good to know to understand some of the content.
Second, teaching heavy, and difficult analysis
1. focus is to ask, answer questions about weight, height, foot size, size, length of hair related problems and be able to write sentences.
2. is difficult to master the four units of sentence and word.
Third, pre-class preparation
1. Hours of preparation and the tape recorder.
2. Prepare a foot and a soft called.
Fourth, teaching steps
1. Let sing.
2. Let try to put the recording, students listen to recordings, filled with sentences and select the corresponding picture.
3. Division, said: The boy pencil is 15cm. How about your pencil? How long is your pencil? Students to measure their own pencils and answer. Division further example exercises, such as: How long is your English book / Chinese book? Teacher then took the tape measure along with the action, said: How long is your leg? Called several students came to power measurement, and writing on the blackboard the sentence:
How long is your leg?
85cm.
division and then continue the amount of foot and said: My feet is 27cm. I wear size 35. How big is your feet? students to understand and answer. Teacher writing on the blackboard with a sentence and read: How big is your feet? I wear size … …
5. Teachers put the dialogue recording, students read. Students were divided into two groups to practice dialogue.
6. Guide students to do activities supporting this part of the exercise.
a sixth class, teaching objectives and requirements:
1. Able to listen to, say, to recognize and read Let read part of the content, especially to listening, speaking, reading words recognized: squid, lobster, shark, seal, whale and unit word ton, meter, kg, cm; to hear, recognize and read phrases and sentences: can dive into the deep cold water / jump out of water. Each up to 20cm long. and to practice the sentence correctly filled.
2. Pronunciation can be correctly connected in Read and Match practice.
3. Let check that the correct part to complete circle diagram listening exercises.
Second, teaching heavy, and difficult analysis
1. Focus is to enable students to understand, will read the text content; and several units can correctly understand the words: ton, meter, kg, cm.
2. Difficulty is the language of this part of the knowledge of the great need to help students fully understand.
Third, pre-class preparation
1. Prepared recorder, the tape
four hours, teaching steps
1. Warm up
teachers and students to sing Let sing some songs.
2. Let check division to put part of the recording, the students listen and complete the circle diagram of listening exercises.
3. Teacher: Today, let get to know two kinds of whales, sperm whales and killer whales. To enable students to carefully look at pictures, then asked: How long are they? How heavy are they? Let read and answer.
4. Groups of four students answer the teacher read the text of section questions.
5. Teacher pointing to map the Killer whale teeth Q: How many teeth do they have, do you know? How long is each tooth? Students to answer based on the content of the text segment. Teacher then asked: How many teeth do you have? How long is each tooth?
6. Teachers ask another question: What does a sperm whale eat? What does a killer whale eat? What can they do? The students answer the questions according to text content.
7. Teachers put let read the record, the students read, for not understanding the words or sentences, teachers and students together to discuss solutions.
8. After students complete text of the sentence filled with practice.
9. Pronunciation put part of the teaching division and put the record charts, the first pass students listening, phonetic sound and shape perception; second time the students read.
10. Practitioner asks a student to do the connection on the flip chart demonstration, ask other students to look at pictures, identify word form, phonetic probation, and then connect. Finally, the students collectively check the answers.
11. The class activities to do manual matching exercises.
Unit 2 What the matter, Mike?
First, teaching objectives and requirements
1. To listening, speaking, reading and writing the word or phrase: have a cold, have a toothache, have a fever, hurt, have a headache.
2. Able to listen to, say, to recognize and read the phrase: have a sore throat.
3. To listening, speaking, reading recognition sentence: What the matter, Mike? I feel sick. I have a fever. And replacement of key words in practice.
4. Will be able to understand and sing Let chant songs.
Second, the teaching of the heavy and difficult
1. Focus is to master the A Let learn some of the four words and phrases, and will ask other people with good health, condition of the questions and answer sentences replacing keywords practice what they have learned new words and phrases.
2. Difficulties of teaching is the correct spelling of the four words, phrases, and master the pronunciation of three will be the word throat.
Third, pre-class preparation
1. Preparation of this class tapes, tape recorders.
2. The preparation of this class of word cards.
3. Prepare a thermometer and a doctor hat.
Fourth, teaching steps
1. Warm up
fourth grade teacher put the unit on the sixth book of songs: My father is a doctor.
2. Students speaking practice
What are you?
I a student.
What your father / mother?
He / She a … …
How are you today?
I fine, thank you. And you?
3. T: I not fine. I feel sick. I have a flu. teachers do Ca Biti action. Division to produce a thermometer, that I have a fever. I have a cold. Showing pictures of teaching have a fever. Teacher model reading, students read. To enable students to touch his forehead, and others to determine whether a fever.
4 Teacher: I have a fever. I have a headache. And my throat is sore. I have a sore throat. and teaching of the phrase.
5. teacher before class to prepare a beautiful candy, with chocolate and other candy, ask students to guess: What in the box? students to guess, the teacher said: Yes! Here are some sweets. I like eating sweets. So I often have a toothache. teachers do toothache-like, showing pictures of the teaching the phrase.
6. ZhangPeng injuries pictures show, What the matter with Zhang Peng? Does he have a fever? Does he have a headache? Does he have a sore throat? students to answer NO. teacher went on to say: Oh, look , Zhang Pen leg hurts. teachers to produce their own close to the tape of the hand and said: My hand hurts too. teaching the word hurt.
7. division put A Let learn some of the recordings, the students repeat it.
8. “doctor” game
Please six students came to power, each selected a phrase card, teacher hat Dr. Dai questions: Cold, cold, Who has a cold? drawn have a cold the students stepped forward, do the movements and said: Cold, cold, I have a cold.
9. students do exercises in this class activity manual matching.
a second class, teaching objectives and requirements:
1 . To listening, speaking, reading recognize key sentence: How do you feel? I feel sick. What the matter? My throat is sore. My nose hurts.
2. Can write the four sentences: What the matter? My throat is sore. My nose hurts.
3. Let try to understand some, and to record content according to Zhang figure for the five correct label.
4. Pronunciation can be understood in the phonetic sound and shape; can read sample words and phonetic and word choice, with the right connection map.
Second, teaching heavy, difficult
1. Key sentence: How do you feel? I feel sick. What the matter? My throat is sore. My nose hurts.
2. Pronunciation is also part of the teaching focus of this class.
3. Difficulty listening, speaking, reading and writing proficiency in the four sentences.
Third, pre-class preparation
1. Hours of preparation and the tape recorder.
2. Let talk part of the preparation of teaching charts.
Fourth, teaching steps
1. Warm up
⑴ teacher put some of this unit Let chant the songs. Students with the singing.
⑵ Let try to put the recording division, students listening, plug-in, standard serial number.
⑶ students listen to the recording, repeat it one or two times.
2. Teacher said: Today is sunny. I like the sunny day. So I feel happy. How are you today? Do you feel happy today? (I feel happy. / I feel sad.) You do well in your English study. I feel very happy. How about you? How do you feel? Q
