Module1 Using my five senses
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Procedures
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Contents
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Methods
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Purpose
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I. Pre-task preparation
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Daily talk
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1. Ask and answer( T—P)
2. Talk about PP’s winter vocation.
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利用日常问答换起学生对英语的熟悉和喜爱。
通过对寒假生活的讲述导入新授
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II. While-task procedure
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strawberry
How does the___ taste/smell? It’s _____.
watermelon
cherry
Smell the__.
How does it smell?
Taste the__.
How does it smell?
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1. Elicit (Guess)
2. Teach: strawberry
(strawberries)
3. T shows a strawberry. Then ask and answer
4. Say about other fruits.
5. Review: grape, plum
6. Read and spell.
1. Elicit :watermelon
2. Let PP to remember water+ melon
3. Introduce watermelon one by one
4. Elicit cherry(guess)
T: It’s small and sweet.
It’s red.
I like it very much.
Is it a cherry or a strawberry?
5. Read and spell
6. Teach : cherries
7. Make a dialogue in pairs by using modeled sentences.
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将句型和词汇相互结合使用，提高运用能力，并复习相关词汇。
解构单词帮助学生记忆单词。
用猜谜的方式导入新词，吸引学生兴趣，同时渗透选择疑问句，为接下来的内容做准备
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or
Is it …or…?
It’s …
P3 Dialogue
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1. Elicit the new sentence
2. T explains by showing the things around.
3. T ask , PP answer
4. Read the question together.
5. PP ask ,T answer
6. Ask and answer by PP
7. Pair work
1. Play a guessing game
2. Elicit : I think
3. Make some new sentences by using this phrase
4. Read the dialogue on P3
5. Answer the questions
6. Act in pairs
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利用周围的事物进行问答，帮助学生理解选择疑问句并正确作答。
听录音回答问题，提高听力能力
听录音，让学生回答相关问题，熟悉课文内容。学会简单回答和完整回答。
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III. Post-task activities
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Make a new dialogue
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1. Make a dialogue like P3(Pair work)
2. Say and act.
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让学生自由进行对话，提高实际应用能力
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IV. Assignment
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1. Listen to the tape and read P3
2. Write the new words and phrase
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注重作业中的读写练习，更是课堂教学的延续。
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Procedures
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Contents
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Methods
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Purpose
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I. Pre-task preparation
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Daily talk.
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1.Review the new words and phrase
1. Ask and answer(T-PP)
2. Pair work
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复习巩固词汇
利用对话复习所学，巩固旧知
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II. While-task procedure
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juice
watermelon juice
a glass of
a bottle of
a cup of
a packet of
a bar of
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Smell/taste it. Is it... or …?
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1. Elicit the juice
2. Learn the phrases
watermelon/ cherry/ strawberry juice
3. Elicit: a glass of
4. Make phrases: a glass of cherry juice
5. Review the other phrases
e.g. a bottle of
a bar of
6. Make sentences
I have a glass of …
It’s ….
I like/ don’t like it.
1. Guess game.
2. T: Now smell it. Is it cherry juice or watermelon juice?
PP answer.
T: Yes, you are right.
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在课堂中注重新旧知识的结合，并相关拓展，切实提高学生的实际运用英语的能力
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A new dialogue
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1. Elicit
2. Listen and answer the questions
3. Learn the phrases
4. Read after tape
5. Read in pairs
6. Try to read and act vividly
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让学生编新句型，充分练习短语。
夸张的表达让学生表演更加生动。让学生发挥想象练习对话。
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III. Post-task activities
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Rhyme
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1. T elicit
T: What do you like eating in summer?
How do you eat?
2. Teach: sit around, enjoy, inside
3. Show the rhyme
4. Say and act together
5. P1P2 try to read
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贴近生活的导入，激发学生学习兴趣
关键单词的重点教授让学生重点掌握
指导儿歌的诵读，鼓励学生表演
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IV. Assignment
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1. Read P2 P6 after tape and try to recite the dialogue and the rhyme
2. Try to make a new dialogue like P2 with friends
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强调背诵的重要性，并要求编对话提高运用能力。
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Procedures
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Contents
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Methods
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Purpose
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I. Pre-task preparation
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Rhyme
Daily talk.
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1. Say and act
2 Ask and answer(T-PP)
3. Pair work
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复习巩固词汇
利用对话复习所学，巩固旧知
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II. While-task procedure
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crunchy
Do you like … or…? I like ….
Do you like red ones or green ones？ I like green ones.
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1.Elicit
T show the crisps to elicit: It’s very crunchy.
2. Read and spell
3.Make sentences: I have ….. It’s/ They are crunchy.
1. Elicit the new sentence
2. Ask and answer
3. Pair work
4. Learn how to use “one/ones” to replace the things have used in the above
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利用薯片引出crunchy, 激发学生兴趣并利用句子操练巩固单词
本课以Do开头的选择疑问句有所不一样，加强了比较和学习
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A new dialogue
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1. Elicit
2. Listen and answer the questions
3. Learn the phrases
4. Read after tape
5. Read in pairs
6. Try to read and act vividly
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让学生编新句型，充分练习短语。
让学生发挥想象练习对话。鼓励学生生动表演
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III. Post-task activities
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Learn the sounds
park car blue school
Rhyme
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1.T elicit
2. Show the sounds, PP imitate
3. PP try to find out the other words with the same sounds
4. Do some exercises
5.Teach: yard, never,
ride around
on sunny afternoons
6Show the rhyme
7Say and act together
8.P1P2 try to read
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关键音标的重点教授让学生重点掌握
指导儿歌的诵读，鼓励学生表演
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IV. Assignment
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1. Read P4 P6 after tape and try to recite the dialogue.
2. Try to make a new dialogue like P4 with friends
3. Write the key words and sentences
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注重作业中的读写练习，更是课堂教学的延续。
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PROCEDURES
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CONTENTS
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METHODS
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PURPOSE
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Pre-task
preparation
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1. Sing a song.
2. Daily talk
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Ps: Sing a song.
We like fruit
T: What fruit do you like?
What fruit don’t you like?
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用歌曲调动学生的情绪，使学生尽快投入到课堂中。
通过问答熟悉句型。
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While-task
procedure
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1. Teach: fox, bird, grapes
2. Listen to the story
3. Teach: vine
4. … are sour.
… are sweet.
They are not sweet at all..
5.The grapes are not sweet at all.
What nice grapes!
6. Read the story
7.. Retell the story.
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T: The story is about a fox, a bird and some grapes.
Show: fox, bird, grapes
P: Read: fox, bird, grapes
Story: The fox and the grapes
T: I have got some sweets. Taste them.
How do they taste?
Elicit: sour, sweet
Elicit: vine
a tall vine
Read and spell.
T: Look at the fox. What is he doing?
The fox is looking at the grapes.
Show some pictures.
Ps: Say the sentence: The fox is looking at the …
T: What is the bird doing?
Ps: The bird is eating the grapes.
Teach: not … at all
Let PP to make some new sentences.
e.g. The classroom is not dirty at all. I like it.
T elicit: What nice grapes!
PP try to make new sentences
What ____ ____s!
What a/an ______ ______!
P: Look at the pictures and listen to the story.
Read the story together.
T: Can you retell the story?
Ps: Retell the story.
P: Feedback.
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介绍故事中的角色，学习单词并掌握其元音发音。
把故事完整的呈现给学生，让他们对故事有个初步印象。并激发学生兴趣
操练故事中的主要句型，用不同的图片做替换练习，使学生熟悉该句型。
渗透现在进行时，利用造句来帮助学生理解和运用not…at all 的用法
教师给出关键词和主要句型，让学生复述故事，培养他们的口头表达能力。
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Post-task
activity
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1. Act the story.
2.The fox and the crow’
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Ps: Act the story in groups.
T: Let’s write our own story.
Teach: crow
Show: The fox and the crow.
Ps: Answer the questions and write the story.
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通过回答问题，编写自己的故事，培养学生举一反三的能力。
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Assignment
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Homework
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1.Tell the story to your parents
2. Act the story.
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主要以复述故事为主
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