Unit 1 Farm Animals

1、Unit 1 Farm AnimalsPeriod 1 Lets learnTeaching Contents： 1.Word： hen, chick, duck, cow, pig 2.Letter： N n nose, O o orangeTeaching aims： 1.Using nouns to identify common farm animals. e.g. hen, chick2.Learn the above names and sounds of the letters N n, O o.3.Knowning about the farm animals and say

2、something about the animalsyou like.Main points： Using nouns to identify common farm animals.Difficulties points： Pronounce words properly.Teaching aids： 1.T： picture cards, words cards, tape, Students Book and Wordbook. P： picture cards (students prepared beforehand )Teaching procedures： .Pre-task

3、preparation1. Let the students listen to the noise of the farm animals.Say out what they can hear.T： Listen! What can you hear?S1： I can hear a duck.S2： I can hear a2：Put the picture cards on the board according to their answers.While-task procedure1. Point to the animals and learn to say their name

4、s.2. Hold up each picture card for farm animals and ask individual students their names.3. Repeat the 2nd procedure with other students but this time show the word cards as well. Read the words for students to follow.4. Listen to the tape of Lets learn. Make the picture cards in order.(One student d

5、oes so with Ts cards on the board. The others do so with their own cards.)5. Listen to the teacher and do quick response.e.g. T： Show me a hen./Pick out a hen./Raise a hen. S： (Raise the picture card.) hen, hen, hen.6. Repeat the something procedure in the group of four.e.g. s1： Pick out a hen. S2.s

6、3.s4： hen, hen, hen.7. Look at the picture cards and word cards.Listen to the teacher and judge.Please clap or repeat.e.g. T： (Point to the cow.) Cow, cow. S： (Repeat) Cow, cow. T： (Point to the pig.) Chick, chick. S： (Clap their hands and raise their hands. Then correct it.) Pig, pig.8. Read the wo

7、rds on the board. Then guess, what word is missing?9. Ask individual students to come up and choose a word card to put next to the appropriate animal on the board. Then read it.10.Post-task activities1. Know more about the animals.e.g. T: I like to eat eggs. Do you like to eat eggs? S: Yes, I like t

8、o T: Where are the eggs from? S: Theyre from hens. T: Where are the chicks? S: Theyre from eggs. T: Yes. Hens lay eggs. Chicks come from eggs. Chicks grow and grow. They become hens and cocks. Q: Where is milk from? Where is wool from? Where is meat from? Conclusion: These animals are very useful to

9、 us.2. Which animals do you like best? Why?.Consolidation1. Listen to the tape and read the words.2. Workbook page 3: Match and write the correct number in the box.3. Workbook page 4: Draw lines to help the little animals find their mothers.Informal essay after teaching(教后随笔)：身临其境，引人入胜。色彩鲜艳的卡片易引起低年级

10、学生的学习兴趣，会收到事半功倍之效。适当增加一些课外知识，开拓思维。寓练习于趣味中，增加学生的兴趣。Period 2 Lets talkTeaching contents: What do you see? I see . What do you hear? I hear .Teaching aims: 1. Asking wh questions to find out specific information about a farm. e.g. What do you see /hear?2.Using the simple present tense. e.g. I see/hear

11、a duck.Main Points: Asking and answering the wh questions.Teaching difficulties: Using the models to communicate with other learners.Teaching aids: the wallchart for page 3, six picture cards and six word cards ,tape , Students Book and WorkbookTeaching procedures: .Pre-task preparation Show six toy

12、 farm animals or pictures of them. Ask students to name in English. Show six word cards. Ask students to read them. Match the words to the pictures on the board. Ask: What comes from a hen?/ Where does an egg come from? Where does milk/a chick /a hen come from?. While-task procedure While putting yo

13、ur hands on your eyes like a telescope, say What do you see? Then putting your hand on your ear like listening, say What do you see? Get thestudents to do the actions like you while repeating the questions after you. Put up the wallchart for page 3 tell a story something like this:T: Look at the pic

14、ture of a farm. This boy is Sam and this girl is May. Theyre brother and sister. This old man is their grandfather. Sam and May sometimes go to the country to visit their grandfather. Their grandfather is a farmer. Sam and May like to go to his farm to see the animals. There are a lot of animals on

15、the farm: a pig, sheep, cows, a duck and even a hen with baby chicks. How many of them do you see in the picture? S: I see Play the sounds of the animals on the recording and answer the questions What do you hear? by saying I hear Listen to the story again. Then answer the questions and such as the

16、following: Who is the boy/girl/old man? (Sam, May, grandfather) What is Sam and Mays grandfather? (He is a farmer.) Are there many animals on his farm? (Yes, there are.) What animals has grandfather got on his farm? (He has got a pig, sheep, cows, a duck, a hen and chicks.) What do you see in the pi

17、cture? (I see) What do you hear on the tape? (I hear ) Open their books. Listen to the let students hear the correct pronunciation of the sentences and repeat. Then ask individual students to say What do you see/hear? and I see/hearPractice the language in pairs. Post-task activities Ask the student

18、s some more questions about the picture:What colour? Do you like? Try to talk about the picture as much as possible. Make a dialogue about the picture in pairs. ConsolidationWorkbook page 2: Look, listen and answer the questions.温故而知新,为新授打好基础。积极调动学生的肢体活动，帮助大脑的记忆。游戏中不忘听说练习，培养学生良好的学习习惯。尽量使好生多学点，多用点，层次

19、更高点。检查反馈，及时了解学生掌握情况。. Informal essay after teachingL教后随笔Period 3 Lets actTeaching contents: Draw the cow on the paper. Draw the duck on the ground.Teaching aims: Using imperatives to give simple instructions. e.g. Draw the cow on the paper. Locating specific information in response to simple instruc

20、tions. Using modeled phrases to communicate with other learners.Main points: Using imperatives to give simple instructions.Teaching difficulties: Using modeled phrases to communicate with other learners.Teaching aids: plain sheets of paper, toy animals, animal picture cards, tape, Workbook, Students

21、 BookTeaching procedures:.Pre-task preparation1. (Show six pictures of farm animals.) T: What animals are they? (Draw an outline of a cow on the board.) T: What am I doing?/ Am I drawing? T: What am I doing on the blackboard? T: Can you draw a cow?(Give the students a few piece of paper each.)T: Tod

22、ay well learn to draw some animals. While-task procedure T: We are going to draw a cow on the paper. How to draw a cow? Please watch me. T: Draw after me. First, draw a head. Then draw a body. (Show toy animals.) T: Look at the bird. Draw the birdon the paper. Draw after me. (Draw some animals what

23、they can say.) Show the second picture of page 2 and tell a story like this:One day, Ben and May went out to play. When they came to the river, they saw a duck swimming. How beautiful! May asked Ben to draw the duck on the ground. Ben picked up a stick and began to draw the duck on the ground. T: Wh

24、at did Ben draw? Where did he draw the duck? T: Repeat after me. Draw the duck on the ground. T: Open your book at page 2. Draw the duck on the ground. Point to the correct picture. Listen to the tape and repeat after it. Invite individual students to act the scene. Post-task activities T: Now work

25、in pairs. One gives the instruction and other does the action. Then change your roles. T: Now ask pairs of students to act the dialogue to the class. Please vote for the best pairs. .ConsolidationWorkbook page 2: Listen and draw.学中说，说中画，画后想。以故事的形式，让学生初步感知和理解本课的大意。反馈所听的内容。同桌操练，巩固知识。. Informal essay a

26、fter teachingL(教后随笔)Period 4. Lets play.Teaching contents: Listen, tick and say: I hear aTeaching aims: Using the simple present tense to indicate what you hear. e.g. I hear a sheep.2. Using nouns to refer to farm animals. e.g. cow Main points: Using the simple present tense to indicate what you hea

27、r.Teaching difficulties: Recognizing key words of the animals.Teaching aids: Students Book and Workbook, tape, word and picture cardsTeaching procedures: . Pre-task preparation Imitate some animals sounds and ask students to guess what animals they are. T: Listen! What animals are they? Randomly put

28、 the picture and word cards on the board. Get the students to match the words to the pictures together. T: Look at the words and pictures on the board. Match them correctly. Revise the names of the animals by reading the word cards together. T: Lets check . Read together. While-task procedure Open t

29、he Students Book to page 5. Ask them to read out the names of the animals on the right.T: Open your books to page 5. Read the words on the right together. Ask the students to look at the first picture and listen to the recording. Answer the question What do you hear? to elicit I hear a sheep.T: Look

30、 at the first picture. Listen to the tape what you hear. Tell the students to tick the correct answer in the box. T: I hear a sheep. So I tick in the box in front of sheep. Repeat step 2 and for the rest of the choices. Go around the class to check students answers. Post-task activities Let the stud

31、ents play a guessing game in pairs.They can take turns to make an animal sound and to guess what the animal is by saying I hear a T: Now lets play a guessing game. One makes an animal noise, the other says I hear a Then change the role. Play a game called write and guess in pairs. One student writes

32、 names of an animal by ones finger on his/her partners back. Then let his partner guess the animal. S1: What do I write?S2: You write aThey can take turns to do so. Act and say . They can draw and write some animals, also can make animals noises. Ask and answer in pairs.S1: What do you hear? S2: I h

33、ear aS1: What do you draw? S2: I draw aS1: What do you see? S2: I see aS1: What do you write? S2: I write a. ConsolidationWorkbook page 4: Listen and trace the letters.听动物的叫声，说出动物的名称。单词与图片配对练习，加强对单词的 辨认。先认读单词，再听录音，复述所听的内容，勾出正确的答案。同桌以游戏的进行说话训练。以书写和猜的形式进行说话训练。说话训练，巩固句型。. Informal essay after teaching:

34、Period 5 Lets enjoy.Teaching contents: story: Ive got a cow. It goes moo, moo.Teaching aims: Using formulaic expressions to indicate possessions. e.g. Ive got a cow. Using formulaic expressions to indicate what noise animals make. e.g. It goes moo, moo.Main points: Using formulaic expressions to ind

35、icate possessions and what noise animals make.Teaching difficulties: Pronounce correctly words in connected speech by linking together and using appropriate stress.Teaching aids: Students Book, tape, a toy animalTeaching procedures: . Pre-task preparation Flash the picture cards and word cards for c

36、ow, duck, pig, hen, sheep, chick to check that students remember the words. T: Look at the pictures or words. Read them as quick as possible. Ask various students to point to each picture and say I see aT: What do you see? Please point and say I see a Ask students to imitate the sounds and actions t

37、he animals make.T: What do the animals make sounds? Can you act them out?: How up a toy animal (e.g. a duck) and say. T: Look! Ive got a duck. It goesquack, quack. Today we will learn to tell a story about animals on a farm. While-task procedure Show four pictures or open their Students Book to page

38、 6. Ask the students to call out the names and sounds of the animals in the four pictures.T: Look at the first picture. Whats this? S: Its a cow.(a pig, a duck,a hen) Read the story slowly to the class. T: Ive got a cow. It goes moo, moo.T: Ivegot a pig. It goes oink,oink.T: Ive got a duck. It goes quack,quack.T: Ive got a hen. It goes cluck,cluck.Look! Iv