【正文】 they think Supergirl can or cannot do.3. Play the cassette. The students listen and check their guesses.4. Play the cassette again. The students listen and repeat. Posttask activities1. Production2. Learn the sound3. Assignment or FalseAsk students to read the statements in Read and answer. Do number 1 and number 2 with the students to help them understand the words ‘True’ and ‘False’. Then ask them to finish the rest of the exercise.2. Invite students to retell the story. 3. Draw and writeDivide students into groups of four. Have them draw a picture of their favourite cartoon character and write the caption underneath. Then talk about each drawing.1. Have students repeat the sound and words after you.2. Play the cassette. Students listen and repeat. individual students to read aloud the sentences.1. Retell the story.2. Write a story about your favourite cartoon character.課后隨筆成功與經(jīng)驗(yàn)板書(shū)設(shè)計(jì)思考與對(duì)策Period Three Teaching contents: Look and say amp。3. Developing aim: 能靈活運(yùn)用生日用語(yǔ)進(jìn)行交際性的情景會(huì)話。Teaching aids: a big bag, cassette, pencil…Teaching procedure: procedure contents methodsWarmingup1. song 2. ask and answer. How old are you?How old is he/she?What’s your name?What’s his/her name?…Pretask preparation 1. revisionIntroduceAsk the students to introduce himself/herself. . name, age, etc.Review possessive adjectives.1. Carry a big bag and walk around the class. Invite individual students to put a stationery item into your bag when you walk past.2. Put the collection on the desk. Pick one thing up and ask: . Is this your pencil,(name)? to elicit: Yes, it is my pencil./No, it isn’t my pencil.3. If you make a wrong guess, encourage the students to tell you who that particular object belongs to. . It isn’t my pencil. It’s his/her pencil. Ask students to point to the owner.Whiletask procedure1. Mechanical practice1. Imitation: Is this your…?T: Say a word. Pa ( Ps)2. Cassette1. Play the cassette: Say and act.Students listen and follow in their books. Introduce: ride. Encourage students to guess the meaning of it by looking at the pictures.2. Play the cassette again. Students listen and repeat. Then work in pairs3. Invite pairs of students to do the roleplay in front of the class. Have students vote for the best pair.2. Meaningful practice1. Ask and answer.1. Ask students to read the dialogue in Ask and answer.2. Form students into groups of six. Have each student put three things into the bag without letting the other group members see what he/she has put into it.2. Play a game.Students take turns to ask questions and play a game similar to the one in the Pretask preparation. The fastest group to find out which object belongs to whom will be the winner.Posttask activity1. Photocopiable page 7.1. Ask students to plete this page. Have more able students fill in the cards and less able students fill in the speech bubbles.2. For more able students, encourage them to form groups and take turns to act as the DJ.2. Workbook page41. Have students work in pairs and plete Read, circle and write orally.2. Students fill in the blanks individually3. Invite pairs of students to read the dialogues to the class. The rest of the class check answer.3. Assignment1. Use “ Is this your …?” to get some information.2. Make five sentences about: Is this…? Yes, … No, …Writing Is this your bicycle? Pictures Yes, it’s my bicycle. No, it isn’t my bicycle. Ride your bicycle. Unit 3. What are you? Period OneTeaching contents: Look and say.Teaching aims:1. Basic aims: 1). 能聽(tīng)懂，會(huì)說(shuō)，會(huì)拼讀單詞fireman, policeman policewoman an ambulance man 2). 能聽(tīng)懂，會(huì)讀，會(huì)說(shuō)句型：What’s he/she? He’s/She’s… 3). 能聽(tīng)懂，會(huì)說(shuō)，會(huì)讀并會(huì)表演兒歌。 2 能自編自創(chuàng)兒歌，并表演。 2. 會(huì)詢(xún)問(wèn)對(duì)方父母兄弟的職業(yè)并回答： . What does your father do ? He’s a doctor .2．能力目標(biāo)：進(jìn)一步培養(yǎng)學(xué)生交流職業(yè)的能力。Teaching aids:cassette player Teaching procedure:教學(xué)步驟方法與手段補(bǔ)充與修改Warmingup1. Sing a song2. Daily talkRevision1. Ask and answer : (by doing the actions) .What’s he/she ? He’s /she’s a/an … .What does your father do ? He’s … .What does your mother do ? She’s … .What does your brother do ? He’s … .What does your sister do ? She’s … .2. What are you ? I’m a student . Before asking these questions, review the words first . Have a dictation . . postman ↗↘ postmanPresentation1. Mime a postman /a cook , etc . Ask : What am I ? to elicit : You’re a … from individual students . Then , say : Yes, I’m a …/ No, I’m not a … .2. Play the cassette . Students follow in their books . 3. Play the cassette again : Students listen and repeat .4. Students practise in pairs by doing different actions .Consolidation1. Students look at the instructions in Make and play . Put the twelve pictures on your desk , face down . S1 chooses a card , turns it over and starts acting . Don’t let S2 see the card . S1 and S2 use the following dialogue to act and guess : What am I ? Are you a … ? Yes , I’m a … . / No, I’m not a … . 2. Ask students to take out their pictures and practise in groups .3. At this stage Grammar Practise Book 4A page 11 could be used to practice and consolidate the oral and written language used in this section further .4. Make the picture cards by students themselves , play the game with their parents . 課后隨筆成功與經(jīng)驗(yàn)板書(shū)設(shè)計(jì)Make and playWhat’s am I ?Are you a policeman ? Yes , I’m a policeman . No , I’m not a policeman .思考與對(duì)策Period FiveTeaching contents : Say and actTeaching Aims:1。Difficult and key points:會(huì)詢(xún)問(wèn)或說(shuō)出某人的職業(yè)。5. Education aim: 培養(yǎng)學(xué)生的安全意識(shí)。3. Developing aim: 靈活運(yùn)用本課句型，對(duì)話進(jìn)行