【正文】 Target Language: There are enough? There are not enough...Vocabulary: enough, give, every, everyone, them, careful Procedures: Step 1 Warmup an English the children some questions at 2 Introduction teacher shows the children the class: Open your pencil many pencils are there in your pencilbox? Are there enough pencils for you? Help the children to understand the meaning of 3 Presentation the chart on the blackboard and play the cassette let the children l isten teacher asks several the cassette the second time and let the children tick the new wo rds and guess their to explain the new the cassette the third time and pause after each utterance for the children to in out the 4 Finish a Task activity activity 3 in 5 Homework to the tape of this a play in a group of 2 There are too many books on the : describing contrast Target Language: There are too many?Vocabulary: them, careful Pronunciation: /I /, /e /, /u / Poem: Not enough time Procedures: Step 1 Warmup a dialogue with the students at Unit 2 Introduction the students if they meet the questions to be you don’t know how to say them in ’s learn the te xt and then you will 3 Presentation the Ss to look at the picture carefully and ask: What can you see? the cassette the first time and let the children to tick the new wor dsand guess the the new words in different the cassette the second and pause after each utterance for the child ren to the children to write a sentence on a piece of paper in groups and read them 4 Say a poem the children to look at the pictures the cassette and ask the children to listen the sentences of the poem one by the cassette several times and ask the children to sing 5 Homework the text and say the activity 6 Selfassessment Unit 1 You can play football : Assessing oneself and other people Target Language: Can you run fast? Yes, I , I can’ can play football : well, team, control, badly, really, catch, fantastic Procedures: Step 1 Warmup an English the children some questions at 2 Introduction teacher says some learned verb phrases and let the children do the can run fast? Who can jump high? Who can play f ootball? Step 3 Presentation the chart on the blackboard and play the cassette let the children l isten teacher asks several the cassette the second time and let the children tick the new wo rds and guess their to explain the new the cassette the third time and pause after each utterance for the children to in out the 4 Finish a Task activity activity 3 in 5 Homework to the tape of this a play in a group of 2 I can do it very : assessing oneself and the other people Target Language: I can do it very sing very : very, well, badly, climb Pronunciation: /p/, /b/, /t/, /d/ Poem: How well do you play? Procedures: Step 1 Warmup a dialogue with the students at Unit 2 Introduction the students if they meet the questions to be you don’t know how to say them in ’s learn the te xt and then you will 3 Presentation the Ss to look at the picture carefully and ask: What can you see? the cassette the first time and let the children to tick the new wor ds and guess the the new words in different the cassette the second and pause after each utterance for the child ren to the children to write a sentence on a piece of paper in groups and read them 4 Say a poem the children to look at the pictures the cassette and ask the children to listen the sentences of the poem one by the cassette several times and ask the children to read 5 Homework the text and say the activity 7 Community Unit 1 He can’t : Investigating munity Target Language: He can/can’t? She can/can’t? They can/can’t? Vocabulary: programmed, useful, blind, deaf, hear, firemen, mum, sausage Procedures: Step 1 Warmup an English the children some questions at 2 Introduction teacher says some learned verb phrases and let the children do the you play football? Can you run fast? Can you do this? the children answer and at the same time write down the topic of 3 Presentation the chart on the blackboard and play the cassette let the children l isten teacher asks several the cassette the second time and let the children tick the new wo rds and guess their to explain the new the cassette the third time and pause after each utterance for the children to in out the dialogue Step 4 Finish a Task activity activity 3 in 5 Homework to the tape of this a play in a group of 2 They can’t : Talking about the ability Target Language: They can’t mothers help : sit, sit down, chick Pronunciation: /k/, /g/, /f/, /v/ Song: A good friend Procedures: Step 1 Warmup a dialogue with the students at Unit 2 Introduction the pictures of activity the learned verbs and say: what are the meanings of these pict 3 Presentation the Ss to look at the picture carefully and ask: What can you see? the cassette the first time and let the children to tick the new wor ds and guess the the new words in different the cassette the second and pause after each utterance for the child ren to the children to write a sentence on a piece of paper in groups and read them 4 Sing a song the children to look at the pictures the cassette and ask the children to listen the sentences of the song one by the cassette several times and ask the children to sing 5 Homework the text and say the activity 8 School Unit 1 What time does school start? Function: Describing a school routine Target Language: present tense Past tense Vocabulary: exercise, playground, before, skip, coffee, tea Procedures: Step 1 Warmup an English the children some questions at 2 Introduction the word of school on the about in simple English: Do you sing songs every morning? Do you start school at 9 o’clock? We do morning start school at 8 o’ sit in 3 Presentation the chart on the blackboard and play the cassette let the children l isten teacher asks several the cassette the second time and let the children tick the