新年致辞：新期望起点,新责任担当

时间：2024.4.20

新年致辞：新期望起点，新责任担当

20xx年，仅“13”这个数字而言，似乎就预示着它是一个新纪元的起点。事实上，从它开启的第一天，就注定了不平凡。

当20xx年12月21日“世界末日”谣言自然瓦解之后从各类研究中了解到，20xx年，是上一个玛雅历周期结束，下一个新纪元开始之年，与我们现行公历翻过12月31日后，迎来1月1日新年第一天是一样的。只不过它的上一个周期不是12个月，而是几百、上千甚至上万年。但这反而给我们带来了更多遐想中的希望。

20xx年，对中国人来说，却有着比世人更多的期待。这一年，是中国共产党第十八次全国代表大会召开后，落实贯彻会议精神的第一年；这一年，是中央新的领导集体上任后，带领全国人民夺取中国特色社会主义新胜利的第一年；这一年，是我们朝着20xx年“全面建成小康社会”目标开始冲刺的第一年。

转看浙江，回望衢州。20xx年，有着许许多多属于我们自己，与我们切身利益息息相关的新期待。这一年，是我省在十八大“实现国内生产总值和城乡居民人均收入比XX年翻一番”基础上，进一步提出全省生产总值、人均生产总值、城镇居民人均可支配收入、农村居民人均纯收入分别比XX年翻一番的“四个翻番”计划的第一年。这一年，对于衢州来说，则是全面实施“一个中心、两大战役”的第一年；是打响城市建设“十大专项民生工程”的第一年；是抓干部队伍建设，实施“百千万先锋”行动的第一年??

如此多的新期待中，自然也存在着同样艰巨的责任与担当。我们在享受新年新期盼的憧憬、激动与兴奋之余，似乎更应该留一份忧虑与沉思。“世界末日”的谣言虽然荒诞不羁，但我们应该时刻清醒的是，换个角度看，这更像是一种警示性的预言，它告诫人类自身不要成为“世界末日”的真凶。天体灾难概率极小，或是在亿万年以后的事，然而，人类对环境的破坏却在日积月累，让太阳系中这惟一的绿色星球已是难堪重负。为此，党的十八大报告将生态文

明建设推到了重中之重的位置，这是关系人民福祉、关乎民族未来的长远大计。放眼全球，则是关乎人类生存的大计。

除了生态，老百姓最关心的是自己的生活。党的十八大精神，省市两级政府工作，都是紧紧围绕着发展生产、增加收入、改善民生等制定计划、部署工作。然而，这些计划目标如何实施？如何落实到位？就远不是读文件、喊口号那么简单了。国民生产总值与居民收入的“倍增”计划，从现在算起来每年要百分之十几的增长比例，在严峻的国内国际经济形势影响下，我们又该在如何应对的同时，又能顺利实现这个目标？

所以，20xx年注定是一个不平凡年，这一年里，承载着所有人的希望，同样，更承载着我们为努力实现希望而必须有的责任与担当。肆意破坏生态的经不起，庸懒散奢不思进取的玩不起，贪污腐败祸国殃民的伤不起，惟有坚定开启新纪元的勇气，坚守实现目标的责任与担当，才应该是20xx年的真正拥有。

第二篇：小学新标准英语三年级起点第五册

小学新标准英语三年级起点第五册

Module2 Unit2 How much milk do you want?

教学目标：

1.认知目标：

单词： juice box bottle

句型：How much …?

2.能力目标：使学生学会如何询问数量，如何购物。教学重点：How much...do you want?

3.教学难点：How much /How many…?

4.教学准备：课件，图片，录音机等。

5.教学设想：

step1:Warmer:1.Greetings and sing We are going to have a

picnic.

2.出示课件A“一分钟十问十答”

step2:Teaching and learning

1.Newwords(1)出示各种食品图片,让生齐读出来,但是当看

到可数名词时坐下读,当看到不可数名词时要起立读出来.

(2)最后一张出示奶酪,引入单词juice.教说该单词,分小队,分排练读.

(3)出示课件B: 教授单词box , bottle.

2.Newsentences(1)T:Tomorrow,we are going to have a picnic. What are we ging to take on our picnic?Who can say?找学生

说出野餐时想带的东西.老师板书,并适时穿插说What about cakes?Let’s have some ice cream.

(2)老师利用板书中的可数名词问:How many...do you

want?再用How much...do you want?问板书中的不可数名

词.让学生理解这两个句型是物品询问数量的.然后让他们

总结出两个句型分别用在何种情况.

(3)让学生两两一组,就黑板上的单词进行问答练习.然后出

示课件C:练习两个新句型.放第一遍课件,指名根据画面回

答问题;放第二遍课件时,全班跟读.

(4)老师仍然利用板书提问How much is it ?启发学生理解

该句意思是询问价钱。在练说时速度要由慢到快，拍手有节奏地练说该句。

（5）Game：More or less课件D依次出示三种物品，找一个学生上教室前面来背对屏幕猜价钱，其它同学根据他说出的价钱说more或less来给他们提示。

Step3:Drill:1.T:Today is Mid-Autummn day.Let’s have a party at tonight.But,there’s nothing.Let’s make a list at frist.And then,let’s go shopping.让学生6人自由结组，并发给他们每组一张纸，让学生先来列一个清单。待学生列好清单后，利用实物投影展示几组。大家一起看一看，说一说清单上都有什么东西。

2.出示课件E：一个购物的对话范例。老师先与一个学生做一个示范，然后让学生在每组里找一、两个学生当售货员，其它同学买

东西，进行购物对话。

3.对话展示。

Step4Homework1、为即将出差的父亲列一个清单

2、将本课单词每个抄写一行

板书设计：

Module2 Unit2 How much milk do you want?

juice

box

bottle

How many … do you want?

How much … do you want?

How much is it ?

小学新标准英语三年级起点第五册

新标准英语第五册教案

全册教材分析

<新标准英语>供三年级起始用第五册是供五年级上学期使用的，是外研社和英国麦克米伦公司共同推出的我国第一套中小学一条龙英语教。.这套教材是根据教育部制定的<国家英语课程标准>和<小学英语教学基本要求>编写而成的。

本教材的设计和编写体现了外语教学思想的继承和发展。在分析、研究许多种国内外小学英语教材的基础上，取其精华，博材众长，形成了本套教材特有的编写体系。同时又吸收了国内外英语作为外语教学的理论和成功经验，把这些教学理论和实践经验同我国的小学外语教学实际相结合，以形成我国小学英语的外语教学模式和教学方法。

本册教材具有以下特点：

１、注重学生语言运用能力的培养，突出语言的实践性和交际性，同时也突出语言的真实性和实用性。

２、注重学生自学能力和学习策略的培养，为学生进一步学习或终身学习奠定基础。

３、注重中外方化的双向交流，使学生通过学习，培养未来跨方化交际所需要的能力。

４、注重学习兴趣的培养，以不同方式最大限度地激发学生的学习动机。５、注重融合学科内容，加强学科之间的整合和渗透，让学生通过英语学习来获得其他学科的知识。

６、注重教材的灵活性和可操作性，以满足不同层次学生的要求。

７、注重教学资料的配套，为学生提供良好的学习环境，帮助学生拓展自我发展空间。

８、注重中小学各阶段的衔接，以保证各学段的顺利过渡，全面提高中小学英语教学的质量。

在本册中，我们要跟着Lingling 和Smart一家去英国访问，并了解一引起关于英国的情况。在本册中将继续学习讲述过去发生的事情，还要学习谈论物品的归属，描述能力，表达允许或不允许做某事，开始比较系统地复习归纳单词的读音，从而初步了解英语的一些语音规则。同时还将开始学习如何完成语句，从现在到小学结束要逐步学习独立地写出完整的语句。

教学重点：讲述过去发生的事情；谈论物品的归属；描述能

力；表达允许或不允许做某事；如何完成语句等。

教学难点：完成语句

教时：40课时

Module 1 London

Unit 1 When did you come back?

Function: Talking about past activities

Target Language: When did you come back?

We came back…

Vocabulary: when, back, home, those, ice cream, with, finish, hurry up, wait for,

drop

Procedures:

Step 1 Warm-up

1. Say “Hello” to the pupils and ask them several questions.

2. Review more verbs or verb phrases.

Step 2 Introduction

1. Talk with the children about the summer vacation, such as: What did you do? What did you see? What did you eat? What did you drink? When did you come back? Etc.

2. Tell the children that they are going to listen to the dialogues among Lingling, Sam and Amy and we are going to learn how to talk about the past activities. Step 3 Presentation

1. Put the chart on the blackboard and ask the children to look at the picture carefully. Ask the children some questions: Do you know this place? Are

Lingling, Sam and Amy in London or in China? They are in a park. They are in London.

2. Point to John and tell the children that he is John. Now listen and look.

3. Play the cassette and ask some questions.

4. Teach the new words in different ways.

5. Play the cassette again and pause after each utterance for the children to repeat.

6. Practice in groups and act out the dialogue.

Step 4 Finish a Task

1. Suppose you are from another city and make a dialogue.

2. Investigate the students who went out to tour during the summer vacation. Step 5 Homework

1. Read the text in role.

2. Introduce your own city.

Unit 2 Did they buy ice creams?

Function: Talking about past activities

Target Language: Did you…?

Yes, I did. / No, I didn’t.

Vocabulary: dear, met (meet), ran (run)

Pronunciation: /i:/, /I/, /e/, / /

Song: Where did you go?

Procedures:

Step 1 Warm-up

1. Review verb phrases.

2. Review Unit 1.

Step 2 Introduction

1. Prepare a postcard with a picture of own city and ask the children: What’s this? What is the place? What can you see?

2. Show the back of the postcard and tell the children that Lingling wrote a letter on it.

Step 3 Presentation

1. Play the cassette and pause after each utterance for the children to repeat and tick the actions: went to the park, met John, bought ice creams, went home, ran to the bus, dropped.

2. Play the cassette again and ask the children answer the following questions: Who wrote the postcard? Whom did Lingling send the postcard to?

3. Write down the words: met, bought, went, ran, dropped and ask the children to guess the original form.

4. Finish activity 2. Ask the children to ask and answer in pairs.

Step 4 Sing a song

1. Ask the children to look at the pictures carefully.

2. Play the cassette and ask the children to listen carefully.

3. Teach the sentences of the song one by one.

4. Play the cassette several times and ask the children to sing along. Step 5 Homework

1. Read the letter and sing the song.

2. Finish activity 6: sentence relay.

Module 2 Shopping

Unit 1 How many do you want?

Function: Market shopping, talking about quantities of things

Target Language: How much/many do you want?

Do you like…

Vocabulary: need, food, shopping list, cheese, how much, kilo

Procedures:

Step 1 Warm-up

1. Sing the song of where did you go.

2. Ask the students “what did you do yesterday?”

Step 2 Introduction

1. Tell the children: I went shopping yesterday. I went to Guangming Street. I went to the supermarket. I bought lots of things. Wrote down the word of supermarket on the blackboard and teach to read.

2. Tell the children that Lingling and Ms Smart will go shopping. Today we are going to learn how to buy things in a supermarket in English.

Step 3 Presentation

1. Observe the pictures and ask them who they see and what they are doing?

2. Play the cassette and ask the children listen thoroughly. Ask the children: Where are Ms Smart and Lingling? What need they buy?

3. Play the cassette the second time and ask the children to find out the food that 8

Ms Smart buys.

4. Ask the children to look at the list. This is a shopping list.

5. Explain the usage of how many and how much.

6. Play the cassette again and ask the children to imitate.

Step 4 Finish a Task

1. Ask the children to look at the shopping list and read the food and quantities correctly.

2. Learn to buy things on computer.

Step 5 Homework

1. If condition permissions, the children can learn to go shopping on computer.

2. Write a letter to your new pen friend, introducing yourself and your own hobbies and at the same time asking your new pen friend’s likes.

Unit 2 How much milk do you want?

Function: Write a shopping list in English and go shopping in English Target Language: How much…do you want?

Vocabulary: juice, box, bottle

Pronunciation: / /, /a:/, / /, / /

Song: How many do you want?

Procedures:

Step 1 Warm-up

1. Make a dialogue with the students at random.

2. Review Unit 1.

Step 2 Introduction

1. Talk about the season and ask the children what kind of outside activity they like.

2. Talk about picnic. What should be prepared before picnic?

3. Tell the children that we are going to write a shopping list for a picnic and we are going to continue to learn to go shopping in English.

Step 3 Presentation

1. Put the chart on the blackboard and ask the children some questions.

2. Play the cassette the first time and ask the children to grasp the text from the whole.

3. Play the cassette the second time and ask the children try to read the sentences by themselves.

4. Act out the dialogue in role. Choose one to make a record finishing the list. Step 4 Sing a song

1. Ask the children to look at the pictures carefully.

2. Play the cassette and ask the children to listen carefully.

3. Teach the sentences of the song one by one.

4. Play the cassette several times and ask the children to sing along. Step 5 Homework

1. Read the letter and sing the song.

2. Finish activity 5: Use a spinner to finish the boxes

Module 3 At the Weekend

Unit 1 We visited lots of places.

Function: Talking about past activities

Target Language: What did you do at the weekend?

Where did you go?

Vocabulary: the British Museum, the London Eye, wheel, wonderful, understand,

postcard, hour, mountain

Procedures:

Step 1 Warm-up

1. Sing an English song.

2. Ask the children: How many days are there in a week? What do you usually do at the weekend?

Step 2 Introduction

1. Ask the children to look at the calendar and ask: What day is it today?

The teacher says: I had a busy weekend. Do you want to know what I did at the weekend?

2. Ask Ss: where are Amy and Sam? Where did they go? They went to the park.

Step 3 Presentation

1. Put the chart on the blackboard and play the cassette let the children listen carefully.

The teacher asks several questions.

2. Play the cassette the second time and let the children tick the new words and guess their meanings.

3. Continue to explain the new languages.

4. Play the cassette the third time and pause after each utterance for the children to repeat.

Step 4 Finish a Task

1. Finish activity 3.

2. Investigate the students’ activities at the weekend and finish the activity list. Step 5 Homework

1. Listen to the tape of this unit.

2. Encourage the children to write letters to their pen friends. Write down the famous places and share with their friends.

Unit 2 what did Daming do?

Function: Talking about past activities

Target Language: Where/How/When/What did…?

Vocabulary: hour, mountain

Pronunciation: / /, / /, /u /, /u:/

Song: the London Eye

Procedures:

Step 1 Warm-up

1. Make a dialogue with the students at random.

2. Review Unit 1.

Step 2 Introduction

1. Talk about the dream. Last night I had a dream. In my dream I went to the great Wall. And I met Daming and his father there. We are very happy.

2. Say the Ss: Did Daming and his father do to the Great Wall? Let’s have a look. Step 3 Presentation

1. Ask the Ss to look at the picture carefully and ask: What can you see?

2. Play the cassette the first time and let the children to tick the new words and guess the meanings.

3. Teach the new words in different ways.

4. Play the cassette the second and pause after each utterance for the children to repeat.

5. Ask the children to write a sentence on a piece of paper in groups and read them out.

Step 4 Sing a song

1. Ask the children to look at the pictures carefully.

2. Play the cassette and ask the children to listen carefully.

3. Teach the sentences of the song one by one.

4. Play the cassette several times and ask the children to sing along.

Step 5 Homework

1. Read the text and sing the song.

2. Finish activity 6: Play and say.

Module 4 Possessions

Unit 1 It’s mine!

Function: Solving a dilemma

Target Language: It’s mine/his/hers/yours.

It’s Lingling’s...

Vocabulary: mine, yours, argue, matter, wear, hers, his, line, clean, whose Procedures:

Step 1 Warm-up

1. Sing an English song.

2. Ask the children: How many days are there in a week? What do you usually do at the weekend?

Step 2 Introduction

1. The teacher shows the children something.

2. Say to Ss: I’ve got something from the Lost-Found Room.

May be something here is yours. If something is yours, what can you say to get it back?

Let’s learn the text to find the answer.

Step 3 Presentation

1. Put the chart on the blackboard and play the cassette let the children listen carefully.

The teacher asks several questions.

2. Play the cassette the second time and let the children tick the new words and guess their meanings.

3. Continue to explain the new languages.

4. Play the cassette the third time and pause after each utterance for the children to repeat.

Step 4 Finish a Task

1. Finish activity 5.

2. Finish activity 6 in the whole class..

Step 5 Homework

1. Listen to the tape of this unit.

2. Finish activity 4.

Make a play in a group of three.

Unit 2 This bag is hers.

Function: Solving a dilemma

Target Language: It’s yours/his/hers…

It’s Lingling’s…

Vocabulary: cap, T-shirt, sweater, his, hers

Pronunciation: /ei/, /ai/, / i /, /au/, / u/

Song: the London Eye

Procedures:

Step 1 Warm-up

1. Make a dialogue with the students at random.

2. Review Unit 1.

Step 2 Introduction

1. Talk with the children that we have found the things we lost at the Lost-Found Room.

2. Today we are going to help the other students to find the lost things. Let us see how many things have been left here.

Step 3 Presentation

1. Ask the Ss to look at the picture carefully and ask: What can you see?

2. Play the cassette the first time and let the children to tick the new words and guess the meanings.

3. Teach the new words in different ways.

4. Play the cassette the second and pause after each utterance for the children to repeat.

5. Ask the children to write a sentence on a piece of paper in groups and read them out.

Step 4 Sing a song

1. Ask the children to look at the pictures carefully.

2. Play the cassette and ask the children to listen carefully.

3. Teach the sentences of the song one by one.

4. Play the cassette several times and ask the children to sing along. Step 5 Homework

1. Read the text and sing the song.

2. Finish activity 4.

Module 5 In Class

Unit 1 There are enough.

Function: Describing contrast

Target Language: There are enough…

There are not enough...

Vocabulary: enough, give, every, everyone, them, careful

Procedures:

Step 1 Warm-up

1. Sing an English song.

2. Ask the children some questions at random.

Step 2 Introduction

1. The teacher shows the children something.

2. Ask the class: Open your pencil boxes. How many pencils are there in your pencil-box?

Are there enough pencils for you? Help the children to understand the meaning of enough.

Step 3 Presentation

1. Put the chart on the blackboard and play the cassette let the children listen carefully.

The teacher asks several questions.

2. Play the cassette the second time and let the children tick the new words and guess their meanings.

3. Continue to explain the new languages.

4. Play the cassette the third time and pause after each utterance for the children to repeat.

5. Practice in groups.

6. Act out the dialogue.

Step 4 Finish a Task

1. Finish activity 2.

2. Finish activity 3 in groups.

Step 5 Homework

1. Listen to the tape of this unit.

2. Make a play in a group of three.

Unit 2 There are too many books on the desk. Function: describing contrast

Target Language: There are too many…

Vocabulary: them, careful

Pronunciation: /I /, /e /, /u /

Poem: Not enough time

Procedures:

Step 1 Warm-up

1. Make a dialogue with the students at random.

2. Review Unit 1.

Step 2 Introduction

1. Ask the students if they meet the questions to be solved.

2. Maybe you don’t know how to say them in English. Let’s learn the text and then you will know.

Step 3 Presentation

1. Ask the Ss to look at the picture carefully and ask: What can you see?

2. Play the cassette the first time and let the children to tick the new words and guess the meanings.

3. Teach the new words in different ways.

4. Play the cassette the second and pause after each utterance for the children to repeat.

5. Ask the children to write a sentence on a piece of paper in groups and read them out.

Step 4 Say a poem

1. Ask the children to look at the pictures carefully.

2. Play the cassette and ask the children to listen carefully.

3. Teach the sentences of the poem one by one.

4. Play the cassette several times and ask the children to sing along. Step 5 Homework

1. Read the text and say the poem.

2. Finish activity 5.

Module 6 Self-assessment

Unit 1 You can play football well.

Function: Assessing oneself and other people

Target Language: Can you run fast?

Yes, I can. No, I can’t.

You can play football well.

Vocabulary: well, team, control, badly, really, catch, fantastic Procedures:

Step 1 Warm-up

1. Sing an English song.

2. Ask the children some questions at random.

Step 2 Introduction

1. The teacher says some learned verb phrases and let the children do the actions.

2. Play football. Who can run fast? Who can jump high? Who can play football? Step 3 Presentation

1. Put the chart on the blackboard and play the cassette let the children listen carefully.

The teacher asks several questions.

2. Play the cassette the second time and let the children tick the new words and guess their meanings.

3. Continue to explain the new languages.

4. Play the cassette the third time and pause after each utterance for the children to repeat.

5. Practice in groups.

6. Act out the dialogue.

Step 4 Finish a Task

1. Finish activity 2.

2. Finish activity 3 in groups.

Step 5 Homework

1. Listen to the tape of this unit.

2. Make a play in a group of three.

Unit 2 I can do it very well.

Function: assessing oneself and the other people

Target Language: I can do it very well.

I sing very badly.

Vocabulary: very, well, badly, climb

Pronunciation: /p/, /b/, /t/, /d/

Poem: How well do you play?

Procedures:

Step 1 Warm-up

1. Make a dialogue with the students at random.

2. Review Unit 1.

Step 2 Introduction

1. Ask the students if they meet the questions to be solved.

2. Maybe you don’t know how to say them in English. Let’s learn the text and then you will know.

Step 3 Presentation

1. Ask the Ss to look at the picture carefully and ask: What can you see?

2. Play the cassette the first time and let the children to tick the new words and guess the meanings.

3. Teach the new words in different ways.

4. Play the cassette the second and pause after each utterance for the children to repeat.

5. Ask the children to write a sentence on a piece of paper in groups and read them out.

Step 4 Say a poem

1. Ask the children to look at the pictures carefully.

2. Play the cassette and ask the children to listen carefully.

3. Teach the sentences of the poem one by one.

4. Play the cassette several times and ask the children to read along.

Step 5 Homework

1. Read the text and say the poem.

2. Finish activity 5.

Module 7 Community

Unit 1 He can’t see.

Function: Investigating community

Target Language: He can/can’t…

She can/can’t…

They can/can’t…

Vocabulary: programmed, useful, blind, deaf, hear, firemen, mum, sausage Procedures:

Step 1 Warm-up

1. Sing an English song.

2. Ask the children some questions at random.

Step 2 Introduction

1. The teacher says some learned verb phrases and let the children do the actions.

2. Can you play football? Can you run fast? Can you do this?

3. Let the children answer and at the same time write down the topic of community.

Step 3 Presentation

1. Put the chart on the blackboard and play the cassette let the children listen carefully.

The teacher asks several questions.

2. Play the cassette the second time and let the children tick the new words and guess their meanings.

3. Continue to explain the new languages.

4. Play the cassette the third time and pause after each utterance for the children to repeat.

5. Practice in groups.

6. Act out the dialogue.

Step 4 Finish a Task

1. Finish activity 2.

2. Finish activity 3 in groups.

Step 5 Homework

1. Listen to the tape of this unit.

2. Make a play in a group of three.

Unit 2 They can’t walk.

Function: Talking about the ability

Target Language: They can’t walk.

Their mothers help them.

Vocabulary: sit, sit down, chick

Pronunciation: /k/, /g/, /f/, /v/

Song: A good friend

Procedures:

Step 1 Warm-up

1. Make a dialogue with the students at random.

2. Review Unit 1.

Step 2 Introduction

1. Show the pictures of activity one.

2. Review the learned verbs and say: what are the meanings of these pictures. Step 3 Presentation

1. Ask the Ss to look at the picture carefully and ask: What can you see?

2. Play the cassette the first time and let the children to tick the new words and guess the meanings.

3. Teach the new words in different ways.

4. Play the cassette the second and pause after each utterance for the children to repeat.

5. Ask the children to write a sentence on a piece of paper in groups and read them out.

Step 4 Sing a song

1. Ask the children to look at the pictures carefully.

2. Play the cassette and ask the children to listen carefully.

3. Teach the sentences of the song one by one.

4. Play the cassette several times and ask the children to sing along. Step 5 Homework

1. Read the text and say the poem.

2. Finish activity 5.

Module 8 School

Unit 1 What time does school start?

Function: Describing a school routine

Target Language: present tense

Past tense

Vocabulary: exercise, playground, before, skip, coffee, tea

Procedures:

Step 1 Warm-up

1. Sing an English song.

2. Ask the children some questions at random.

Step 2 Introduction

1. Write the word of school on the blackboard.

2. Talk about in simple English: Do you sing songs every morning? Do you start school at 9 o’clock? We do morning exercises. We start school at 8 o’clock. We sit in rows.

Step 3 Presentation

1. Put the chart on the blackboard and play the cassette let the children listen carefully.

The teacher asks several questions.

2. Play the cassette the second time and let the children tick the new words and guess their meanings.

3. Continue to explain the new languages.

4. Play the cassette the third time and pause after each utterance for the children to repeat.

5. Practice in groups.

6. Act out the dialogue.

Step 4 Finish a Task

1. Finish activity 2.

2. Finish activity 3 in groups.

Step 5 Homework

1. Listen to the tape of this unit.

2. Make a play in a group of two.

Unit 2 Where did Lingling go yesterday?

Function: Talking about past activities

Target Language: Where did…?

What did…?

Vocabulary: ball, rang(ring)

Pronunciation: /s/, /z/, / /, / /, / /, / /, /r/, /h/

Song: A good friend

Procedures:

Step 1 Warm-up

1. Make a dialogue with the students at random.

2. Review Unit 1.

Step 2 Introduction

1. Say several sentences and tell if it is Chinese school or England school.

2. T: They start school at 8 o’clock. Ss: China.

T: They play in the playground before 9 o’clock. Ss: England.

Step 3 Presentation

1. Ask the Ss to look at the picture carefully and ask: What can you see?

2. Play the cassette the first time and let the children to tick the new words and guess the meanings.

3. Teach the new words in different ways.

4. Play the cassette the second and pause after each utterance for the children to repeat.

5. Ask the children to write a sentence on a piece of paper in groups and read them out.

Step 4 Sing a song

1. Ask the children to look at the pictures carefully.

2. Play the cassette and ask the children to listen carefully.

3. Teach the sentences of the song one by one.

4. Play the cassette several times and ask the children to sing along. Step 5 Homework

1. Read the text and say the poem.

2. Finish activity 5.

Module 9 Feelings

Unit 1 Are you feeling sad?

Function: Talking about feelings

Target Language: Are you feeling sad/bored/angry?

I feel happy/sad/tired/bored/hungry.

Vocabulary: feel, sad, miss, bored, angry, nothing, secret, feel, surprise, tired Procedures:

Step 1 Warm-up

1. Sing an English song.

2. Ask the children some questions at random.

Step 2 Introduction

1. Write the word of school on the blackboard

2. Talk about in simple English: Do you sing songs every morning? Do you start school at 9 o’clock? We do morning exercises. We start school at 8 o’clock. We sit in rows.

Step 3 Presentation

1. Put the chart on the blackboard and play the cassette let the children listen carefully.

The teacher asks several questions.

2. Play the cassette the second time and let the children tick the new words and guess their meanings.

3. Continue to explain the new languages.

4. Play the cassette the third time and pause after each utterance for the children to repeat.

5. Practice in groups.

6. Act out the dialogue.

Step 4 Finish a Task

1. Finish activity 2.

2. Finish activity 3 in groups.

Step 5 Homework

1. Listen to the tape of this unit.

2. Make a play in a group of two.

Unit 2 Where did Lingling go yesterday?

Function: Talking about past activities

Target Language: Where did…?

What did…?

Vocabulary: ball, rang(ring)

Pronunciation: /ts/, /dz/, /tr/, /dr/, /t /, /d /

Poem: Smile and be happy

Procedures:

Step 1 Warm-up

1. Make a dialogue with the students at random.

2. Review Unit 1.

Step 2 Introduction

1. Prepare the chess: Do you play chess at the weekend? I can play chess. Write the word of chess on the blackboard and teach, then say: I can play chess and I am the winner. So I feel very happy. Draw a happy face.

2. I’ve got nothing to do. I feel bored. Draw a bored face.

3. teach the words of sad and angry in the similar manner.

Step 3 Presentation

1. Ask the Ss to look at the picture carefully and ask: What can you see?

2. Play the cassette the first time and let the children to tick the new words and guess the meanings.

3. Teach the new words in different ways.

4. Play the cassette the second and pause after each utterance for the children to repeat.

5. Ask the children to write a sentence on a piece of paper in groups and read them out.

Step 4 Say a poem

1. Ask the children to look at the pictures carefully.

2. Play the cassette and ask the children to listen carefully.

3. Teach the sentences of the poem one by one.

4. Play the cassette several times and ask the children to read along. Step 5 Homework

1. Read the text and say the poem.

2. Finish activity 5.

Module 10 Manners

Unit 1 You should look, then cross the road.

Function: Instructing on correct behavior

Target Language: You should look, then cross the road.

You shouldn’t walk in the road.

You should hold my hand, too.

Vocabulary: should, cross, dangerous, hold, hand, say, in a hurry Procedures:

Step 1 Warm-up

1. Sing an English song.

2. Ask the children some questions at random.

Step 2 Introduction

1. The teacher simply introduces the story: In the morning on Monday, Tom’s mother Ms Smart bring Tom to the kindergarten.

2. On the road, what does Ms Smart say to Tom?

3. They meet a friend of Ms Smart. What happened?

Step 3 Presentation

1. Put the chart on the blackboard and play the cassette let the children listen carefully.

The teacher asks several questions.

2. Play the cassette the second time and let the children tick the new words and guess their meanings.

3. Continue to explain the new languages.

4. Play the cassette the third time and pause after each utterance for the children to repeat.

5. Practice in groups.

6. Act out the dialogue.

Step 4 Finish a Task

1. Finish activity 2.

2. Finish activity 3 in groups.

Step 5 Homework

1. Listen to the tape of this unit.

2. Make a play in a groups.

Unit 2 You should eat fruit.

Function: Talking about good behaviors

Target Language: You should…

You shouldn’t…

Vocabulary: mum, jump, noodles,

Pronunciation: /m/, /n/, / /, /l/, /w/, /j/

Rap: You shouldn’t jump on the bed.

Procedures:

Step 1 Warm-up

1. Make a dialogue with the students at random.

2. Review Unit 1.

Step 2 Introduction

Step 3 Presentation

1. Ask the Ss to look at the picture carefully and ask: What can you see?

2. Play the cassette the first time and let the children to tick the new words and guess the meanings.

3. Teach the new words in different ways.

4. Play the cassette the second and pause after each utterance for the children to repeat.

5. Ask the children to write a sentence on a piece of paper in groups and read them out.

Step 4 Say a poem

1. Ask the children to look at the pictures carefully.

2. Play the cassette and ask the children to listen carefully.

3. Teach the sentences of the poem one by one.

4. Play the cassette several times and ask the children to read along. Step 5 Homework

1. Read the text and say the poem.

2. Finish activity 5.

Review Module

Unit 1 (forty minutes)

Function: Review

Target Language: Review

Vocabulary: Review

Procedures:

Step 1 Warm-up

1. Say hello to the students and choose a song the children like best.

2. Ask the children some questions at random.

Step 2 Play the yes/No game

1. Divide the class into four groups, presenting the game of activity one.

Prepare two cards, yes is written on one piece of paper and no on the other one.

2. Put the cards behind and say a sentence at random to a child, for example, “You watched TV yesterday.” If she has yes, she should say: “Yes, I watched TV.” If she or he has no, she or he should say: “I didn’t watch TV.”

3. Then the teacher hands the card to a student of group one and ask him or her say a sentence at random and at the same time showing one card. A student of group two must answer according to the word on the card.

Step 3 Look and say

1. Give an example how to do this game.

2. If there is a basketball and a tick on the picture, the children should say: Lingling bought a basketball. If there is a cap and a cross on the picture, the children should say: Lingling didn’t buy a cap.

3. Give the children half a minute and let them memorize the other pictures and then ask them to close the books.

4. The teacher prepares two cards: one is yes and the other one is no.

5. If the teacher raises the card of yes, the children should say the positive

sentence and if the teacher raises the card of no, the children should say negative sentence.

6. See whose memory is best.

Step 4 Ask and answer

1. Prepare some pictures of food and the weight or quantity should be marked.

2. If there are no pictures, some cards can be used.

3. Write down: five bottles of milk, three kilos of apples, one kilo of bananas, two bottles of juice…

4. Put the pictures or cards on the blackboard.

5. Make sentences relay, such as: S1: How many apples do you want? S2: I want three kilos of apples. S3: How much cheese do you want? Etc.

6. Have a match: which group can say the most sentences in one minute and this group is the winner.

Step 5 Look, ask and answer

1. Look at the table carefully.

2. Ask and answer in pairs.

3. One child asks a question and the other one answers yes or no according to the tick or cross.

4. Tell the children when they ask, they can ask at random.

Unit 2 (forty minute)

Function: Review

Target Language: Review

Vocabulary: Review

Procedures:

Step 1 Warm-up

1. Make a dialogue with the students at random.

2. Recite several poems or sing songs that have been learned in this book. Step 2 Point and say

1. Ask the children to look at the pictures carefully.

2. Tell the children that the letter under each word is the first letter of a name.

3. Let the children do ask and answer practice.

Step 3 Look and say

1. Let the children look at the picture carefully.

2. Let the children describe the pictures. What’s the person in the picture doing?

3. Then ask the children if their behavior is correct or not.

4. Ask them use the word of should or shouldn’t.

5. At last ask he children talk about the daily actions that should be done or should not to be done.

Step 4 Game: How do I feel?

1. Prepare some cards before class: happy, sad, angry, tired, bored, hungry, thirsty.

2. Play a game in groups.

3. Let one child draw a card from the teacher’s hand. Don’t let the other children to see it.

4. Then the child does the action as the card shows and says: How do I feel? Then the other one in this group guesses: Are you happy? Are you sad?

5. If it is right, the student who does the action gives a positive answer; if it is wrong, the student who does the action gives a negative answer and the other student in the same group continues to guess.

Step 5 Point, ask and answer

1. This activity should be done in groups.

2. It’d better to be done by the way of relay.

3. For example, the first child asks: Do you like apples? The second child answers according to his or her actual situation. Yes, I do. Or no, I don’t.

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