【正文】 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). 能聽懂，會說，會拼讀單詞fireman, policeman policewoman an ambulance man 2). 能聽懂，會讀，會說句型：What’s he/she? He’s/She’s… 3). 能聽懂，會說，會讀并會表演兒歌。3. Developing aim: 靈活運用本課句型，對話進行情景會話。 2).回用句型 Is this your …?進行問答。2. 能靈活運用生日用語進行交際性的情景會話。3. Developing aim: 能靈活運用生日用語進行交際性的情景會話。 How old are you?Pa: I’m … How old are you?Pb: I’m … How old are you?Pc: …3. Cassette1. Look and say.Have students listen and repeat. Then invite pairs of students to do simple roleplays using the dialogue.2. Ask and answer.Count the candles with the students. Ask: How old are you? to elicit: She’s nine. Have pairs of students take turns to ask and answer. practiceDo a surveyTask: Boys, listen. Who is nine? Put your hand up, etc. Then write the correct numbers in the boxes.Posttask activity1. A memory game. How old is he/she?1. Divide students into groups of four.2. One student asks the others of four.How old are you?3. The other groups ask: How old is …? The student answers : He’s/She’s …4. The student with the most correct answer wins the game.3. Free talk.. Hello, I’m … Nice to see you. What’s your name? How old are you?Ps: Have a short dialogue. Then work in pairs.1. Use “ How old …?” to get some information.2. Complete Grammar Practice Book 4A page4.Writing: picture1 picture2 picture3 picture4 birthday Happy birthday, Paul. Thank you. How old are you? I’m … How old is he/she? He’s/She’s … Period TwoTeaching contents: Look and sayTeaching Aims:1. Basic aim: 能聽懂，會讀，會說本課對話。2. 靈活運用所學(xué)知識進行情景會話。3．Developing aim: 能運用本科知識，在一定的語境中進行擴散性的對話。 Learn the soundTeaching Aims:1. Basic aims:a. Using verbs to describe actions. . run, swim, jump b. Using modals to talk about ability. . She can run.c. Using connectives to link contrasting ideas . But she can’t cook.d. Saying the sound ‘ch‘ 2. Developing aims: a. Read and act the story b. Talking about ability.c. Write a simple story.Teaching aids: pictures, word cards, cassette player, and maskTeaching Procedure:教學(xué)步驟方法與手段補充與修改Warmingup Song (I can sing)Pretask preparation1. Revision2. Presentation1. Say and act: sing, draw, write2. Sentence making:. I can draw a dog. I can sing a song.1. Put on the mask. Ask: Do you know him? to elicit: He is a Superman. 2. Encourage students to describe Superman.. He’s strong. He’s brave/super.Whiletask procedure:run, jump, swim, dive, fly: cook, the story1. Ask students to guess what Superman can do.2. Put the word and picture cards on the board in random order. Using mine, introduce: run, swim, jump, dive, and fly.3. Read the words with actions.4. Invite individual students to e out and match the words and pictures.5. Invite students to say what Superman can do.. He can run. He can dive.1. Ask students what they think Superman can’t do.2. Using mime, introduce: cook3. Introduce: Superman can fly. But he can’t cook.4. Sentence making: . I can sing. But I can’t fly.1. Ask: Do you like Superman?to elicit: Alice likes Supergirl. She’s reading a story about Supergirl. 2. Ask students what 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 student