牛津阅读树 写作训练oxford reading and writing gradeoxford_primary_skills_reading_and_writing1_key_W

1、School things2OxfordPrimarySkills1 Unit1 TeachingNotes OxfordUniversityPress Whats this? Is it a (bag)? Is this a (rubber)? Yes, it is. No, it isnt. Its a (folder). This is a (glue stick).Newvocabulary:pencilcase,notebook,gluestick,folder, paintbox Other vocabulary: pencil,bag,rubber,pen,ruler,book

2、More words: pencil sharpener, crayon, sticker, diary Tounderstanda simple cartoon story Toreviewandextendvocabularyforclassroomobjects To write compound words correctly by copying To write a shopping listLanguageLesson objectivesPresentation and pre-reading (page 4) With books closed, review known v

3、ocabulary for classroomobjects.Holduprealobjects(e.g.apencil,a pen, a ruler) and ask Whats this? Ask the children to open their books at page 4. Point to the pictures in the vocabulary panelat the top of the page, and say the words. Ask Haveyougotapencilcase? etc, and encourage the childrentoholdupt

4、heobjectsiftheyhavethem.Model the words again for the children and drill pronunciation. Tell the children to look at the reading text and say what kind oftext itis (a cartoonstory). Ask themwhere they think the characters are (in a shop).Reading (page 4)1 Read and listen. $ 01 Play the recording whi

5、le the children follow the text in their books. Ask them to point to the pictures as they listen. At the endof the story ask them in L1 what they thinkhappens inthestory.(Emilytakesherdadtobuy some school things for her, and they leave the shop with two big bagsfull.) Play the recording again. Ask t

6、he children to tell you the names of the things that Emily and her dad buy. If you like, you could ask the children to practise the dialogue in pairs.Comprehension (page 5)2 Write the letters. Read the example sentenceandaskthe children torepeat it after you. Point out the example answer. Model and

7、drill the other sentences and ask the children to point to the pictures. Children dothe exercise individually. Letthemchecktheir answers in pairs before checking as a class. Youcould also ask the children to find the sentences in the story, and tell you the frame numbers.Key1 c 2 d 3 a 4 b3 Write Em

8、ily or Dad. Read thesentences aloud andaskthe children torepeat them after you. The children find the sentences in the text and identify who sayseachone.They write Emily or Dad aftereach sentence. Letthe children checktheir answers in pairs before checking them as a class.Key1 Dad 2 Dad 3 Emily 4 Em

9、ily4 Read and write Yes, it is. or No, it isnt. Hold up a classroom object of your own (e.g. a notebook) and ask Whats this? Is it a pencil? The children answer No, itisnt.SayIsitanotebook?ThechildrenanswerYes,itis. Repeat with other objects. Ask some questions with this, e.g. Is this a folder? The

10、children answer as before (Yes,it is or No, it isnt). Look at Exercise 4. Do the exercise orally then ask children to write their answers. Stronger pupils canadd sentences beginning with Its (see below).Key1 Yes,itis. 2 No,itisnt.(Itsafolder.) 3 No,itisnt.(Itsa glue stick.)Vocabulary (page 6)5 Read

11、and tick () or cross(). Tellthe children to look at the pictures. Say the numbers and elicit the names of the objects. Read the first sentence and point out the example cross. Children complete the exercise individually. All children tocompare answers in pairs before checking answersas a class. Enco

12、urage the children to correct the incorrect sentences orally (e.g. for number 1: Itsapen).Key1 2 3 4 5 6 6 Choose and write. Lookatthe pictureand ask Whatsnumberone?The children answer Itsafolder. Repeat with the other objects in the picture. The children write the words, then check their answers in

13、 pairs.Key1 folder 2 pencil 3 paintbox 4 glue stick 5 notebook6 pencil case 7 bagMore words (page 44) Inastronger class, usethe Morewords sectiontoextend the childrens vocabulary. Asktheclasstoturntopage44andlookatthepicturesin the vocabulary panel. Model and drill the new words. Say the words in a

14、different order and let the children point to thepictures.Read and circle. Children read thesentencesand circle the correct response for each one. Let the children complete the exercise individually, and check their answers in pairs. Then check the answers as a class. Ask the children to correct the

15、 false sentences (e.g. for number 1: Its a crayon).Key1 No, it isnt. 2 No, it isnt. 3 Yes, it is. 4 No, it isnt.5 Yes, it is. 6 No, it isnt.Writing (page 7) Lookatthephotoandaskthechildrentonameallthe classroom objects they can see. Look at the text and explain that this is Emilys shopping list. Rea

16、d the list while the children follow in their books. Ask the children to look carefully atthe word pencil case and tell you whether it is written as one word or two. Look at the other words that have two parts (paintbox, notebook,gluestick) and notehow they are written.7 Circle the school things. Wr

17、ite the list. Lookatthe examplewith thechildren.Explain thatthey have to circle the words, then copy them carefully, putting spaces between them, to make a list. Encourage them to use the model text to help them to decide whether to write the words as one word or two. The children do the exercise in

18、dividually then read out the words they have written.Key1 pen pencil notebook2 folder bag rubber3 ruler pencil case paintbox4 glue stick pen folder5 bag notebook pencil8 Write a shopping list for your school things. If the children have a school bag and pencil case with them, encourage them to put a

19、ll their stationery objects on the desk in front of them. Say the words forthe objects, onebyone. The children hold up the appropriate object if they have one. See if any of the children have any other stationery objects that you havent mentioned, e.g. scissors. Write the English words on the board.

20、 Ask the children to imagine they are going shopping and they are going to buy the things on their desk.Tellthem to write a list like Emilys. Encourage themto pay attention to the spelling of the words. (Note: If your children are readyfor moreofa challenge,they can includearticles and colours in th

21、eir list, e.g. a blue pen, a red ruler.)Reading (optional extension activity) Write ashopping liston the board, e.g. a brown bag, a pink pencilcase, aglue stick, ayellownotebook, ablack pen. Tellthechildrentoreadthelistanddrawandcolourthe items in their notebooks.Toys1OxfordPrimarySkills1 Unit2 Teac

22、hingNotes OxfordUniversityPress The (train) is (green). Its (red). This is a (boat). These are (dolls).New vocabulary: puppet, boat, plane, board game, dolls houseOthervocabulary:puppettheatre,car,train,boat,doll, puzzle Morewords:scooter,tractor,bricks,dollspram Tounderstanda simplemuseum informati

23、on leaflet Toreviewandextendvocabularyfortoys Topractiseorderingwordsinsimplesentences To write an emailLanguageLesson objectivesPresentation and pre-reading (page 8) With books closed, talk about toys in L1. See how many toys the children can list. Encourage themto use English wherepossible.Whenthe

24、ysay wordsin L1,saythewords in English. Ask the children to open their books at page 8. Point to the pictures in the vocabulary panel at the top of the page, and say the words. Ask Have you got a puppet? etc. If necessary, explain the meaning of board game (any game that is played on a board, usuall

25、y with counters and often with dice). Ask the childrenin L1 to tellyou examples of board games they have at home. Model the words again for the children and drill pronunciation. Then say the words in a different order and ask children to point at the right picture. Tellthechildrentolookatthephotoswi

26、thinthereading text and tell you what they can see. Ask them where they think they could find these toys (in amuseum). If necessary, prompt them by asking if they think the toys are new orold.Reading (page 8)1 Read and listen. $ 02 Play the recording while the children follow the text in their books

27、. Play the recording again. This time, ask them to point to the pictures as they listen. Pause the CD as necessary to give them time to find the pictures. Teach or revise any vocabulary as necessary. In a random order, say sentences from the text beginning with This is or These are, and let the chil

28、dren point to the pictures.Comprehension (page 9)2 Read and circle. Lookatthe example answer with the children. Say Thisis a boat. Ask the children to look at the pictures. Say Number two. TheseareLetthechildrenfinishthesentenceorally.Ina weaker class, repeat with the remaining pictures. The childre

29、n complete the exercise individually, then check their answers in pairs. Check answers as a class. Ask volunteers to read out the correct sentences.Key1 boat 2 puppets 3 board game 4 dolls house5 planes3 Read and tick () or cross (). Askthechildrentoseehowmanycolourwordstheycan find in the text (fou

30、r: green, red, yellow, pink). Ask volunteers to read out the sentences with colour words in them. Read the first sentence in Exercise 3 to the children and explainthatitistalkingaboutthetraininthe readingtext. Let them find the photo of the train, or the appropriate sentence in the text, and ask Wha

31、t colour is the train? Is it green? Show them the example tick in the box. The children complete the activity, finding the appropriate photo or sentence for each object. Letthemchecktheir answers in pairs before checking as a class.Key1 2 3 4 4 Write theanswers. Look again at the photos in the readi

32、ng text. Read the question What colouristhecar? andaskavolunteer to read out the example answer. Let the children work in pairs to ask and answer the questions orally. The children complete the activity individually. Check the answers in pairs, then as a class.Key1 Its red. 2 Its pink. 3 Its yellow.

33、 4 Its green.Vocabulary (page 10)5 Write the letters. Readtheexamplesentenceandpoint outtheexample answer. Read the rest ofthesentences and let thechildren point to the appropriate pictures. The children work individually to read the sentences, identify the corresponding pictures and write the appro

34、priate letter in eachbox.Check the answers asa class.Key1 b 2 a 3 c 4 d6 Complete the sentences. Lookatthe picture andaskWhatsnumberone?The children answer Itsa board game. Repeat with the other objectsinthepicture.Revisethewordpuzzleifnecessary. The children write the words in the gaps to complete

35、the sentences. Ask volunteers to read out their sentences.Key1 board game 2 car 3 puzzle 4 boat 5 plane6 puppet7 Write about you. Ask a confident child Whats your favourite toy? Encourage him/hertoansweryouinEnglish:ItsaRepeatwitha few more children. ThechildrencompletetheanswerinExercise7.Writeany

36、new vocabulary they need on the board. Let the children ask and answer in pairs: Whats your favourite toy? Its aMore words (page 44) Inastronger class, usethe Morewords sectiontoextend the childrens vocabulary. Asktheclasstoturntopage44andlookatthepicturesin the vocabulary panel. Model and drill the

37、 new words. Say the words in a different order and let the children point to thepictures. Mime playing with oneof the toys and let the children guess which one. Repeat.Write and match. Lookatthe first sentence. Read the words Thisisa Hold up your book and point to the first anagram. Ask What wordist

38、his? Encourage thechildren to look carefully at the letters and identify which of the four words it is (scooter). Tellthem to write the word scooter to complete the sentence, and draw a joining line between it and the picture of thescooter. Let the children work individually or in pairs to write the

39、 words and write the numbers next to the pictures.8 Write the words inorder. Look at the example with the children. Explain that they have to write the words in the correct order. Ask themwhat clues they can use to help themdecide on the correct order (there should be a capital letter at the beginni

40、ngofthesentence,andafullstopattheend). Let the children do the exercise orally in pairs, with pencils down.Tellthem to make sure they agree on the order of each sentence. The children then write the sentences individually, and check their answers again in pairs before checking with the class.Key1 My

41、 namesKatie.2 This is my car.3 My boat is blue.4 These are my trains.9 Draw or stick a picture of your favourite toy. Write an email to your penfriend. Look at the writing framework with the children. Complete it orally for yourself, imagining you are a child. Encourage the class to help you by sayi

42、ng what you could write in eachgap. The children work individually to complete their emails. Monitor and help them as necessary. Tellthechildrentodrawapictureoftheirfavouritetoyin the box. Alternatively, they could print out a picture from atoywebsite,ifappropriate,andstickitintotheirbook.Writing (o

43、ptional extension activity) Thechildrendrawseveraltoysthattheyhaveathome, then write sentences beginning with Thisis myor These aremyIfnecessary,remindthemthatweuseThisis with singular objects and These are with plural objects. Monitor and help asnecessary, giving them any vocabulary they may need.2

44、OxfordPrimarySkills1 Unit2 TeachingNotes OxfordUniversityPressKey1 scooter 2 bricks 3 dolls pram 4 tractorWriting (page 11) Look at the picture and ask Whats this? (Its a dolls house.) Look at the text and explain that itis an email. Ask the children (L1) to tell you who the email is to (Emma) and w

45、hoitisfrom(Katie).Readthetextwhilethechildren follow in theirbooks. If necessary, explain the meaning of penfriend. Ask some questions to check understanding, e.g. How old is Katie? What is Katies favourite toy? What colour is it?Famous people2OxfordPrimarySkills1 Unit3 TeachingNotes OxfordUniversit

46、yPress Tounderstand simple factfilesabout famous people Toreviewandextendvocabularyfor jobs Topractise usingcapital lettersandfullstops correctly Towrite simple websitefactfiles Hesa(dancer). Isshea(singer)? Yes,he/she is. No, he/she isnt. Newvocabulary: singer,actor,footballer,writer,dancer Other v

47、ocabulary: policeman, pilot, doctor More words: tennis player,drummer,swimmer,painterLanguageLesson objectivesPresentation and pre-reading (page 12) Tellthe children to open their books at page 12. Explain the meaning of the unit title Famous people. Pointtothepicturesinthevocabularypanelatthetopof

48、the page, and say the words. Ask the children (L1) if they can tell you the names of any famous people, e.g. footballers or writers or singers. When theymention a name, say (for example) Thatsright.Hes famous. Hesa writer. Model the words again for the children and drill pronunciation. Then say the

49、words in a different order and ask children to point at the right picture. Ask the children to look at the photos within the reading text and tell you what they think these famous peoples jobs are. Encourage themto look for clues in the pictures. They can also scan through the text to see if they ca

50、n find any of the new vocabulary words. Explain thatthese short paragraphs give information about the people in the pictures. We can call them factfiles.Youoftenfindfactfilesliketheseonwebsites.Reading (page 12)1 Read and listen. $ 03 Play the recording while the children follow the text in their bo

51、oks. Play the recording again and tell the children to listen out for the jobs words. Stop the CD after each word and let the children repeat the word. Say Yes,(hes)a (dancer). Ask some questions to check understanding, e.g. How old is(ConnieTalbot)?Whereis(JoshFedrick)from?Comprehension (page 13)2

52、Write the letters. Askthe children to look again atthe reading text. Say Shes asinger andask the childrento point to the appropriate picture. Repeat with other sentences in a random order,e.g. Hes a footballer. Hes an actor. Shes a writer. Shes a singer. Say Hesfifteen and ask children to point agai

53、n to the correct picture. Repeat with the other ages: Shes eleven. Hes fourteen. Shes eight. Read the example sentence in Exercise 2 and point out the example answer. The children complete the exercise individually, then check their answers in pairs. Check answers as a class. Ask a volunteer to read

54、 out each sentence and tell you the letter.Key1 c 2 d 3 b 4 a 5 e3 Choose and write the names. Read the example answer with the children. Ask them to tell you where you can find the information in the text. Let the children work in pairs to complete the remaining sentences.Tellthemtousethetexttohelp

55、themifthey dont know the answers. Check answers by asking volunteers to read out the sentences.Key1 Adora 2 James 3 Josh 4 Connie4 Read and write Yes, he/she is. or No, he/she isnt. Ask the children to look again at the reading text. Hold up your book and point to the photo of Connie. Ask Is Connie

56、a writer? Model and drill the answer No, she isnt. Ask Is Jamesafootballer?andmodeltheanswerYes,heis. Tellthe children to look at Exercise 4, andaskand answer in pairs, with pencils down. They can then complete the exercise individually. Check the answers as a class. Ask volunteers to ask the questi

57、ons for the class to answer.Key1 Yes, he is. 2 No, she isnt. 3 Yes, he is. 4 No, he isnt.5 Yes, she is.Vocabulary (page 14)5 Read and circle. Read the example sentence and point out the example answer. Letthechildrenworkinpairs toreadoutthequestions andidentifythecorrectanswers.Checktheanswersasa class.Key1 Yes, she is. 2 No, he isnt. 3 No, she isnt. 4 Yes, he is.5 No