四年级第一学期教案.doc

Unit One Hi, Gogo!TEACHING AIMS: to help students to comprehend a dialogue and a passage, and reviews of students Book 2TEACHING KEY: students to comprehend a dialogue and a passage, and reviews of students Book 2TEACHING AIDS: pictures, tape and some transparenciesTEACHING PERIOD: the first periodPROCEDURES:ConversationGetting ready l Put picture cards of Gogo, Tony and jenny on the board.l T: whats his name? Whos she?l Model responses. Then elicit responses from Ss.l Put picture cards of notebook, snake, butterfly and lamp on the board.l T: whats that? Is it (bird)? Is it big or small?l Model answers, e.g. Its a small snake. Have Ss repeat.Using the bookl T: Lets look at the pictures and listen to the tape.l Point to Ss books and play the tape.l T: Lets listen again and repeat.l Play the tape again, pausing after each sentence to let Ss repeat.l Divide Ss into four groups for the roles of Tony, Jenny, Bing the bird and Gogo.l Treads each line, pausing for each group to repeat its part.l Encourage groups to add actions, e.g. Tony and Jenny looking up and pointing at the sky and the bird flapping its wings.Extension activity TB p.12VocabularyGetting ready l Rub your stomach and lick your lips.l T: Im hungry. Repeat.Ss: Im hungry.(Show Ss Picture Card l hungry.)l Rub your throat.l T: Im thirty. Repeat. Ss: Im thirsty.(Show Ss Picture Card 2 thirsty.)l Continue with the other picture Cards. Say the word and have Ss repeat.Using the bookl T: Listen to the tape and repeat. Point to each picture as you say it.l Play the tape and have Ss repeat each word.l Point to the picture of stapler.l T: Stapler. Ss: Stapler.l Point the other pictures in random order. Say the words and have Ss repeat.Extension activity TB p.12 ReviewGetting ready l Point to the door.l T: Whats that? Ss: Its a door.l T: Are you happy? (Point to one student.)S1: Yes, I am.l Elicit responses from several Ss.l T: Whos he? (Point to one student then ask another student to answer.)S2: Hes my friend. / Hes a student.Using the bookl T: Listen to the tape and repeat.l Have Ss look at the pictures.l Play the tape and Pause after each sentence for Ss to repeat.Extension activity TB p.12Optional activities Tb p.14Unit One Hi, Gogo!TEACHING AIMS: to help students to comprehend Target, sounds, and reviews of students Book 2TEACHING KEY: to help students to comprehend target, soundsTEACHING AIDS: pictures, tape and some transparenciesTEACHING PERIOD: the second periodPROCEDURES:Practice1Getting ready l Point at and talk about the three pictures in each number.l T: Whats this? (Point to soda.)Ss: Its soda.l T: (Pantomime drinking the soda.) Im thirsty. Repeat. Ss: Im thirsty.l Model the first sentence in each group, then have Ss make the other sentences.Using the book l T: Lets listen to the tape.l Play the tape for number l, then pause.l T: Which picture and sentence is it? Is it this one? (Point to the picture of steak.)l T: Number l is “Im hungry.”(Trace the circle.)l Continue with the other three numbers.Extension activity TBp.12Practice2Getting ready l Write Are you thirsty? And Do you have a ruler? On the board.l T: Are you thirsty? (Point to S l.) S l.: Yes, I am. / No, Im not.l T: How about you? Are you thirsty? (Point to S2.) S2: Yes, I am. / No, Im not.l Continue until you get both yes and no answers.l Do the same for Do you have a ruler?Using the bookl T: Now, lets read the questions together.l Have Ss read the questions out loud.l Put Ss into small groups to practice asking and answering the questions.Extension activity TB p.12Song Getting ready l Write Im and my names on the board.l T: Im (Ts name). (point to Im .phrase.) Whats your name? (Point to S1.)S1:Im (S1s name)l T: My names (Ts name). (point to My names .Phrase.)Whats your name? (point to S1.)S1: My names (S1s name.)l Ask several Ss using both question patterns.Using the bookl T: Lets learn a song. Lets listen first.l Play the tape and point each word and sentence as it is sung.l Play the tape a second time and have Ss sing along. l Divide class into two teams. One team sings the Gogo part and the other team is Bing.l After the class sings the song in the book, have the Bing team members substitute their real names in the song.l Switch teams and sign the song again.Extension activity TB p.12Activity 1Getting ready l T: Look at the pictures. I say the word and you point to the picture.l Say the words in random order. Circulate around the room to check where Ss are pointing.l T: Listen, repeat and point to the sentences.l Read the sentences in random order. Circulate around the room to check where Ss are pointing.Using the book l T: Listen. “Hes her grandfather. “ Point to the picture What number is it?Ss: Onel Have Ss look, read and write the numbers in the appropriate boxes.l Have Ss exchange books to check each others work.Extension activity TB p.12Optional activities TB p.14Unit One Hi,Gogo!TEACHING AIMS: to help students to comprehend Target, sounds, and reviews of students Book 2TEACHING KEY: to help students to comprehend Target, soundsTEACHING AIDS: pictures, tape and some transparenciesTEACHING PERIOD: the third periodPROCEDURES:Activity 2Getting ready l Put up several picture cards from Level 2 in scrambled fashion on the board.l Invite tow Ss up to the board and give each one a piece of chalk or marker. l Dictate one of the words and have Ss race to circle the picture card.l Bring up other Ss and let them race to circle the cards.Using the bookl T: I will say a word or sentence. You touch the picture.l T: calls out words or sentences, e.g. Its six oclock. Ss touch the corresponding picture.l Once Ss are familiar with the game, put Ss into groups of three. One student is the announcer and the other two will play against one another using one book. They compete to see who can touch the picture first.l Have Ss change roles after a few minutes.l Continue until all items have been called out.Extension activity TB p.12Optional activities TB p.14Sounds and words 1Getting ready l Write cooks. Plays and washes on the board and underline the ending sounds.l T: Lets practice these sounds. Look at my mouth and repeat.l T: /s/ Ss:/s/.l T:/z/Ss:/z/.l If necessary. have Ss point their fingersl rs on their throat to distinguish /s/and /z/.(/z/-Ss feel the vibration of the vocal cords;/s/-Ss dont feel it.)Using the bookl T: Lets listen to the tape.l Play the tape and have Ss point to each word as the tape says it .l T: Lets listen again and this time, repeat.l Have Ss repeat after the tape. l Point to the pictures at random and have Ss said the words.l Help Ss if they have difficulty making the sounds /s/,/z/,and /.2 getting ready l Have Ss look at the pictures.l T: (point to different items on the page.)Whats this? Ss: Its a (cat).What are those?Ss: Theyre (pears.)l T: Now listen and then touch the pictures.l Ss touch the corresponding picture on the page.Using the bookl T: Lets listen to the tape.l Pause the tape after the first sentence.l T: He washes the cat. Repeat. Ss: He washes the cat.Point to the picture.l Ss point to each picture as they repeat the words.l Continue with the rest.Extension activity TB p.12Optional activities TB p.14Teaching postscript: Unit Two What day is it today?TEACHING AIMS: students can ask and answer questions about the days of the week and daily activitiesTEACHING KEY: to help students to comprehend Conversation and vocabularyTEACHING AIDS: pictures, tape and some transparenciesTEACHING PERIOD: the first periodPROCEDURES:Getting ready l Bring in large calendar and sports equipment, e.g. a basketball, a ping-pong paddle, etc, to class.l T: What day is it today? (Point to the days of week on the calendar, then point to the current day of the week.) Oh, its (Tuesday).l Hold up a basketball. l T: I play basketball on (Tuesday). (point to the day on the calendar again.)l Give the basketball to various Ss and have Ss repeat the sentence I play basketball on (Tuesday).l Hold up other pieces of equipment, e.g. a ping-pong paddle and pretend to play.l T: I play ping-pong on Sunday. (Point to Sunday on the calendar.)l Give equipment to various Ss, model sentences and have Ss repeat.Using the bookl T: open your books. Lets listen to the tape. l Play the tape and point to each picture.l T: Lets listen again and repeat.l Play the tape, pausing after each sentence to have Ss repeat.l Put Ss into four groups for the roles of Gogo, jenny Tony and Mrs. Green , who is Tony and jennys mom.l Play the tape again, after each sentence for each group to repeat its part.l Encourage groups to add actions, e.g. pretending to play each sport in the dialog.Extension activity TB p.24Vocabulary Getting ready l Put picture cards9-16 up on the board.l T: (point to Sunday) Its Sunday. Repeat. Ss: Its Sunday.l Continue with the other days of the week.l T: all the days together make one week. (Show picture card 16.) we repeat. Ss: week.Using the bookl T: open your books to page 10. Listen to the tape and repeat. Point to each day as you say it.l Play the tape and have Ss repeat each day of the week.l For the word week, have Ss circle a week on the calendar in the picture. l T: is it Wednesday? (Point to Saturday.)Ss: no, it isnt. Its Saturday. is it Monday?(point to Monday.)Ss: yes, it is.l Model if necessary.l Point to other days of the week and ask similar questions.Extension activity TB p.24Target l Getting ready l Point to the pictures in the vocabulary section.l T: what day is it today?Ss: its (Thursday).l T: what do you do on (Thursday)? S1: I(play the piano)on (Thursday).Using the book l Play the tape, pausing after each sentence for Ss to repeat.l T: what day is it today? (Point to one strident.)S1: Its (Wednesday.)l T: what do you do on (Wednesday)?(point to another student.)S2: I (play soccer ) on (Wednesday).l Repeat the activity with several Ss.Extension activity TB p.24Optional activities TB p.26Unit Two What day is it today?TEACHING AIMS: students can ask and answer questions about the days of the week and daily activitiesTEACHING KEY: to help students to comprehend Conversation and vocabulary, targetTEACHING AIDS: pictures ,tape and some transparenciesTEACHING PERIOD: the second periodPROCEDURES:Practice 1Getting ready l Point to and talk about the three pictures in each number.l T: what day is it today?(point to Monday under number 1.)Ss: its Monday.l T: how about this one? What day is it today? (point to Friday under number 3.)Ss: its Friday. What do you do on Friday? Ss: I pay soccer on Friday.Using the bookl T: lets listen to the tape.l Play the tape for number 1, then pause.l T: which day of the week is it? Do you know? Is it this one?(point to Monday .)l While Ss are responding make a circle motion around the Its Wednesday. sentence.l T: number 1 is “its Wednesday.”l Continue with the other numbers, pausing after each one and letting Ss repeat each sentence.Practice 2Getting ready l Put picture cards9-15 on the board.l T: what day is it today? Ss: its (Wednesday ).l T: what do you do on (Wednesday)?(Point to one student.)S1: I (play baseball ) on (Wednesday ).l Repeat, getting answers from various Ss.Using the bookl T: now, lets read the questions.l Have Ss read the questions out loud.l Put Ss into pairs or small groups to ask answer the questions.Extension activity Tb p.24Song Getting ready l Display a large calendar and point to various days.l Talk about birthdays and help Ss find out what days their birthdays fall on this year.Using the bookl T: lets sing a song! Lets listen first.l Play the tape and point to each word as it is sung.l Divide Ss into two groups.l One group sings the questions and the other group signs the responses.Extension activity TB p.24Activity 1Getting ready l T: what do you do on Saturday? Repeat. Ss: what do you do on Saturday?l T: I swim on Saturday.(point to a student.) what do you do on Monday?S1: I (cook)on Monday.l Repeat the question to several Ss, using different days of the week. l Have several Ss pose the question question for other Ss to answer.Using the book l Put Ss in pairs.l Model the activity by copying the survey grid on the board and asking a student what do you do on Sunday?S1: I (play soccer) on Sunday. Write the word soccer in the corresponding box.l Have Ss complete their grids, writing the key words in the boxes. l If time permits, have several pairs share their answers with the class.Extension activity TB p.24Optional activities Tb p.26Unit Two What day is it today?TEACHING AIMS: students can ask and answer questions about the days of the week and daily activitiesTEACHING KEY: to help students to comprehend Conversation and vocabularyTEACHING AIDS: pictures, tape and some transparenciesTEACHING PERIOD: the third periodPROCEDURES:Activity 2l Put picture cards from level 2 up on the board.l Under each card, write the word in a scrambled fashion.l Ask for volunteers to unscramble the words.l Give the volunteers chalk/markers to write the words underneath the scrambled the scrambled letters.l Ask the class if they agree with what the volunteers are writing.Using the bookl T: open your books. Look at these scrambled. Words. What are they? l Prompt Ss to say days. Or days of the week.l Point to various tables in the picture and ask various Ss what days of the week they are.l Put Ss in days in the spaces at the spaces at the bottom.Extension activity TB p.24Optional activities TB p.26Sounds and word 1Getting ready l write the alphabet letter u on the board.l T: whats this letter?Ss: U.l T: yes .todays sound is the same sound as the letter U. Lets practice the sound/ju/. Look at my mouth and repeat.l T: /ju:/.Ss: /ju:/Using the book l Have Ss look at the words on the page.l Make the sound /ju:/,pointing to the spelling combinations (u,u-e).l T: lets listen to the tape. l Play the tape and have Ss point to each word as the tape says it.l T: lets listen again and this time, repeat.l Have Ss repeat after the tape.l After enough practice, point to the pictures randomly and have Ss say the words.Using the book l T: lets listen to the chant. l Play the tape one.l T: now, listen and point to the pictures as they are chanted.l Play the tape again and have Ss point to the unicorn, cucumbers, ice cubes and balloons as they are chanted. l T: lets chant together.l Play the tape and have Ss chant along. Clap to the beat.Extension activities TB p.24Optional activities TB p.26Teaching postscript: Unit Three Can I have a balloon?TEACHING AIMS: students can ask for permission, responding to requests for permissionTEACHING KEY: to help students to comprehend Conversation and vocabularyTEACHING AIDS: pictures, tape and some transparenciesTEACHING PERIOD: the first periodPROCEDURES:Conversation Getting ready l Hold up a ruler. l Write can I have a ruler? And may I have a ruler? On the board.l T: can I have a ruler? (Point to the ruler.) May I have a ruler?l Explain that can I and may I are may I are the same.l T: can I have a ruler? Repeat. Ss can have a ruler? Yes, here you are. (Hand the ruler to a student .)repeat.Ss: yes, here you are.l T: can I have a ruler? Repeat. Ss: can I have a ruler?l T: no sorry, (shake your head and take the ruler back from the student.)repeat.Ss: no. sorry.Using the book l T: lets listen to the tape.l Have Ss point to the pictures in their books.l T: lets listen again and repeat.l Play the tape, pausing after each sentence to sentence to have Ss repeat.l One group takes the role of Tony ,one plays the ice cream man, one plays Gogo and the group is the balloon man.l Treads out each line in the dialog and each group repeats its lines.Extension activity TB p.36Vocabulary Getting ready l T: (Hand a ruler to a student.) You have a ruler.l Write have and point to the ruler in s1s hand.l Take the ruler, use it to draw a line on the board.l Write use on the board and draw another line.l T: Use. I use the ruler.l Also demonstrate borrow.Using the bookl T: open your book. Listen to the tape and point to the word.l Model pointing to the pictures.l Play the tape again and have Ss repeat each word.Extension activity TB p.36Target Getting ready l T: can I have a ruler? (point to s1s ruler.)s1: sure. Here you are ./no. sorry.l Ask several Ss until you get an affirmative answer. Take the ruler.l T: may I use your pencil? (point to s2s pencil.)s2: yes, you can,/no. sorry.l When you get an affirmative answer, use the ruler and pencil to draw a line on a piece of paper.l T: can I borrow your book? (point to s3s book)s3: yes, you can./no, sorry.l When you get an affirmative answer, take the book, pretend to read it, then give it back.l T: can I buy your pen?(point to s4s pen and hold out some money.)s4: yes, you can./no, sorry.l When you get an affirmative answer, pretend to give the student money , then take the pen .Using the bookl Point to the first picture and model the dialog.l Point to the second picture and model the dialog.l Play the tape and pause after each sentence for Ss to repeat.Extensi