Unit 3 Look at that elephant

Teaching aims:

A. Learn to cooperate with others and love animals.

B. Learn to describe the animals and communicate with others freely;

C. New words:

Elephant, big, monkey, naughty, tiger, strong, beautiful, small, chalk, chick, child

  Sentence patterns:

Look at that elephant. It’s big/ naughty/ strong…

What is this? Is that right?.

Key points: words and sentence patterns

Difficult points: New words (pronunciation)

Teaching aids: CAI, pictures, tape

Teaching methods:

Tasks approach, Audio-lingual method, games

Period1 (Part A.B)

Teaching procedures:

Step 1 Revision

Let’s sing: I Can Say My ABC  A game: Quick response

T shows pictures and ask: What’s that?

Ss: It’s a triangle/ cirle/ square etc.

1. Ask the Ss to read the words after the teacher. B.A game: Patting the flies

Step 2 Presentation

1. CAI: The zoo.

T: What can you see ?  Ss: I can see…/ It’s …

Teacher writes “elephant, monkey, tiger” on the Bb and makes students imitate. Then read the words one by one, two by two.

Teacher writes “ Look at that elephant.”  Then teacher shows pictures and make students practice the sentences . T writes “ big, naughty, strong, small, beautiful” on the Bb and makes students imitate. Then read the words one by one, two by two.

Make students watch TV and put up hands to describe the animals with the words

2. Listen to the tape, repeat phrases ( Part B)
3. Make students look at the pictures and talk about Part A.

Step 3 Practice

1. Group work: Make students read and act PartA in groups.(more than five minutes.
2. Ask some groups to the front to act.
3. Sum up.

Step 5 Consolidation

1. Group work  My favorite animals

Make students draw their favorite animals and talk about their pictures 4 a group.

2. Finish P12 Let’s write.

Step 6 Homework

1. Listen to the tape and read Part A.
2. Copy the new words five times.

Blackboard design

Unit 3 Look at that elephant.

Look at that elephant.

It’s big/ strong…

a beautiful bird  a naughty monkey  a strong tiger

    a big elephant  a small mouse

Teacher’s notes:

Period 2 (Part C)

Teaching procedures:

Step 1 Revision

Ask some Ss to come to the front, talk about their pictures they’ve drawn last class.

Step 2 Presentation

1. T:(Show some masks) What’s that?

Ss: It’s an elephant/ a monkey/ tiger/ bird/ mouse. T: Describe the animals.

Ss: It’s big/ small/ naughty/ strong/ beautiful.

2. T puts on a mask and say: I’m an elephant. I’m big.
3. Writes“I’m an elephant.I’m big.”on the Bb and makes students read the sentences.

Step 3 Practice

1. Listen to the tape, repeat sentence by sentence. (twice)
2. Hand out masks and make students practice the sentences in groups.

Step 4 Extension

1. Group work: Making friends

Make students make masks and communicate with others . 2. Sum up.

Step 5 Consolidation

Close the books listen to the tape again and repeat sentence by sentence.

Homework    Review Part A Part B and Part C.

Blackboard design

Unit 3 Look at that elephant

I’m a mouse.  I’m small.

I’m an elephant.  I’m big.

Teacher’s notes:

Period 3 (Part D Part E Part F)

Teaching procedures:

Step 1 Presentation (Part D)

A. T: (Show a picture) Boys and girls, look, what is this? Ss: It’s a tiger.

T: What is this?  Ss: It’s a cat.   (CAI)T: What is this?

B. Write the sentences “ What is this? Is that right? Yes, it’s a lazy cat!” on the Bb and make students read the sentences.

3. Do as I do and say as I say. Ask some Ss to come to the front and act.

Step 2 Practice

1. Listen to the tape, repeat sentence by sentence.   B.Practice between T and Ss.
2. Ask the Ss to practice in pairs then act.

Step 3 Part E

A. Show the pictures, make the Ss listen to the tape and imitate word by word.

B. Pay attention to the pronunciation of “br”.

Step 4. Consolidation

1. Listen to the tape and act the rhyme: At the zoo
2. Finish Part E “Let’s write”.

Homework    Copy new words five times.

Blackboard design

Unit 3 Look at that elephant

Ch  

chalk  chick  child

Teacher’s notes:

Unit 4 Those are eggs.

Teaching aims

1. Learn these new sentences: What are these/those?  These/ Those are eggs.
2. Learn these new words: these, those, eggs, a nest, seagulls, ladybirds, outing.
3. Try to read and understand and act the dialogue in Part D.

Teaching difficulties

What are these/ those?  These/ Those are eggs.

Teachihng aids

Tapes, word cards, pictures. VCD

Teaching periods (two periods)

Teaching steps

Period 1 (Part B)

Step 1 Warming up

1. Greetings between the teacher and the students.

T: Good morning, boys and girls. What a fine day today?

  Do you want an outing?  Ss: Yes, of course.

Where do you want to go? S1: Go to the park. S2: Go to the zoo.

Step 2 Presentation

1. The teacher show them a picture of an outing, pointing to the picture, and ask them this question:  What are these? What are those?
2. The teacher show the word cards, and ask  What are these? These are eggs. Then the teacher write the word on the blackboard, and lead to read the word. And use the same way to teach the words: seagulls, ladybirds, nest, birds.
3. Watch TV and repeat sentence by sentence.

Step 3 practice

1. Play a game. The teacher show the word cards quickly, and let the students read them quickly. Then turn the word cards back, and let them guess what they are.
2. The teacher write the sentence on the blackboard, first lead to read. And ask the students to pronounce them one by one, then ask and answer. Such as:

     What are these? These are desks.  What are those? Those are chairs.

3. Give the students three minutes to practice these questions by themselves. Then ask some students to act as the little teacher to ask the other students.
4. Watch VCD and read after it.

Step 4 Consolidation

Close the books, watch VCD and repeat word by word.

Homework

Listen to the tape and read Part B

Board design

 Unit 1 Those are eggs

What are these? These are …

What are those? Those are…

Teacher’s notes:

Period 2 (Part A)

Step 1 warming up

Show some pictures and ask the students to answer the questions:

T: What are these?  Ss: These are apples.

T: What are those?  Ss: Those are pears.

Step 2 Presentation

1. Show a ladybird and ask

T: What is this?  S1: It’s a ladybird.

Show 3 ladybirds and ask

T: What are these? S2: These are ladybirds. (Ask some students to read it)

2. Draw a seagull and ask

T: What is that? It’s a seagull.

Draw 5 seagulls on the Bb and ask

T: What are those? S3: Those are seagulls. ( Ask some students to read it )

3. Draw a tree and put a nest on the tree, then put an egg in the nest and ask

T: What is that? S4: It’s an egg.

T: Yes, It’s a bird’s egg. ( Read it )

Put two more eggs in the nest and ask

T: What are those? S5: Those are birds’ eggs. ( Ask some students to read it )

T: Look! Boys and girls, Those are birds’ eggs, Don’t touch them. (Read it )

Step 3 Practice

1. Watch TV, ask the students to repeat sentence by sentence.
2. Practice between T and Ss.

T: What are these? S1: These are ladybirds.

T: What are those? S1: Those are seagulls.

T: Look! What are those? S1: Those are birds’ eggs.

T: Don’s touch them.

3. Ask the students to practice in pairs.
4. Ask some students to come to the front and act it out.

Step 4 Consolidation

Watch TV again and repeat sentence by sentence.

Homework

Listen to the tape and review Part A.

Board design

Unit 4 Those are eggs

ladybirds       seagulls       birds’ eggs

Teaching notes:

Period 3(Part C D E)

Step 1 Warming up

1. Play a game.

 T( do an action as a bird) Hello, everyone. I’m a bird. Who are you?

 S1.2.3: We are birds, too.

T: Oh. Good morning, beautiful birds.

S4.5.6: We are ladybirds.

T: Good morning, lovely ladybirds.

  S7.8.9: We are eggs.

T: How are you, poor eggs.

S7.8.9: We are fine.S11.12.13: We are seagulls.

  T: Ho! How do you do, lovely seagulls.

S11.12.13: How do you do?

2. Watch TV review the words and dialogue of Part A B.

Step 2 Presentation

1. Play another game. Guess, guess, guess.

 Divide the student into groups of three or four.

 The teacher show them the words cards, the students act as the animals. Let the other students guess what them are.

T: What are these?

Ss: These are birds.

S1.2.3: Yes, you are right.

T: What are those?

S4.5.6: Those are ladybirds.

2. Watch TV and repeat sentence by sentence.
3. Play another game. Ask and answer these questions: What are these? What are those? These are pens. Those are rulers.
4. Watch TV, try to understand the dialogue, then ask some students to repeat  sentence by sentence.

Step 3 Practice

Practice in groups then act it out.

Consolidation

Do the exercises in their exercises book.

Homework

Listen to the tape and copy the four-skill words

Board design

Unit 4 Those are eggs

What’s in it?

Don’t touch those eggs.

It’s broken.

I must clean this up.

Teaching notes: