【正文】 The second period Revision B Say and act. Presentation 1 (Books closed.) Ask to borrow a male pupil’s pencil. Ask May I have this? Then pretend to write something with the pencil. Give it back to a different pupil. When that pupil is surprised, say Is it your pencil? When the pupil says No, ask the rest of the class Whose pencil is this? When the class tell me the name of the owner, pretend to remember and say Oh yes。 The third period Revision How many … do you have? I have … C Storytime 1 Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to point to the speech bubbles as I read them. 2 Play the Pupil’s Book Cassette for the pupils and ask them to say the sentences after the cassette. 3 Ask the pupils to e up and play the roles of Pat and the other girl. 4 Ask the pupils to roleplay the story in groups of three and to read the characters’ speech bubble s. Some groups may like to e out to the front and act the story. 5 Use Storycards to revise the sequence and language of the story. D Match and draw lines. Ask the pupils to read the story again. Read the words in the speech bubbles with the pupils. Demonstrate how to draw lines between the people in the pictures and the speech bubbles using number one as an example. Use Transparency to check the answers. E Say the sound and the words. 1 Play the Pupil’s Book Cassette and ask the pupils to listen to the sounds and the words. Point to the spelling of this sound. It is important that the pupils realize the vowel sound is spelt with two letters. 2 Say the words slowly and clearly. Check that the pupils are saying the sound correctly. 3 Point to the pictures and check that the pupils can say the words without my model. 4 Play the Pupil’s Book Cassette again. Ask the pupils to circle the coins and the toys in the picture. Tell the pupils to repeat the rhyme. 課后記 C 部分出現(xiàn)的 for 和 of 的讀音和用法學(xué)生分不清楚。 The fourth period F Look and do. 1 Ask the pupils to look at the map on page 11. Tell them to cut out the pictures of the places from page 62 and to stick them on the map in any of the rectangles with dotted lines. Tell them not to show their friend. 2 Tell the pupils to work in pairs. Ask them to take turns to be Pupil A and ask Is there a …? Pupil B answers according to whether he or she has stuck a picture of that building on the map. Then Pupil A asks Where’s the …? And Pupil B answers according to their own map. After exchanging roles, Pupil A and B plete the poster about City Centre with the information from their partner. 3 At the end, the pupils check the names of the buildings and streets on the posters with the plans in each other’s books. F Listen, write and sing. 1 Play the Pupil’s Book Cassette for the pupils to listen to the song. 2 Play the cassette again and tell the pupils to write the name of the place in the correct place for each of the verses. 3 Play the cassette again and encourage the pupils to join in with the words. The pupils could make up new verses to the song by drawing other places in some of the streets on the map. The fifth period Do Workbook exercises Workbook () Tell the pupils to look at the pictures and read the words. Then ask the pupils to write the correct words in the boxes. Workbook () 1 Ask the pupils to look at the pictures and listen to the Workbook Cassette. 2 Tell the pupils to write the numbers in the boxes according to what they hear on the tape. Workbook () 1 Ask the pupils to look at the pictures and listen to the Workbook Cassette. 2 Ask the pupils to put a tick or a cross in the cross in the boxes for the pictures according to what they hear in the tape. Workbook () 1 Ask the pupils to look at the first part of the page and listen to the Workbook Cassette. They need to circle the correct cakes according to what they hear on the tape. 2 Ask the pupils to look at the second part of the page. Tell them to look at the pictures and fill in the blanks. Workbook () Ask the pupils to look at the pictures, read the speech bubbles and then match them by writing the correct letter in the circle. Unit 3 My favourite things Task objectives Communicate with others about personal interests and hobbies Communicate with others on familiar topics Participate in simple interactions in classroom situations Speak with clear pronunciation, correct stress and meaningful intonation Language focus What do you have? I have some coins. How many coins do you have? I have fiftythree coins. Topic vocabulary stamps, soft toys, key rings, badges, coins, IC cards Additional language This is pretty. Let’s buy one. Here’s a badge for you. That’s nice of you. Throwaway words Unit heading: My favourite things Rhyme words: things, rings Rubrics: Draw your favourite thing. Now write about your favourite thing. The first period A Point and say. Presentation 1 Bring in coins, key rings, badges, soft toys, IC cards and stamps in a bag. 2 (Books closed.) Show the pupils the bag, asking What’s in my bag? Let the pupils guess then introduce the coins, key rings, badges, soft toys, IC cards and stamps. 3 Count the number I have of each thing making sentences like I have 4 stamps. 4 Put one collection of each thing on different pupils’ desks and ask What do you have? Encourage them to count and reply I have … 5 Show Transparency. Play the Pupil’s Book Cassette and point to the speech bubble. Ask the pupils to repeat after the beeps. Practice 1 (Books open.) Show Transparency. Explain that Tim is showing Koko the things in his room. Read the speech bubbles and get the pupils to repeat them. 2 Count with the pupils the number of each thing Tim has. Tell the pupils to act Tim. Ask What do you hav