A.The main of the lesson
Language focus: Good morning/ Good afternoon.
Point to the/ Look at the ….
Close/ Open your/ the ….
Stand up.
Sit down.
B. Difficulty: Point to the? Look at the ….
Close/ Open your/ the ….
Stand up.
Sit down.
C. Step of the lesson
The 1st Period
A. Look and say
Presentation
1. Prepare cards with a board, a door, and a window written on them.
2. (Book closed) Greet the pupils with Good morning/ afternoon.
3. Go to the board and say This is the board. Then tell the pupils Point to the board. Demonstrates What you want them to do. Repeat this procedure for the door and the window.
1. Show the pupils the tables you have prepared and read each one aloud. Sick the tables on the corresponding objects and practice reading the words.
5. Go to the board gain and say Look at the board. Demonstrates what you want them to do. Repeat this procedure for the door and the window.
6. Show Transparency and play the Pupil’s Book Cassette. Point to the speech bubbles and encourage the pupils to say the words after the beeps.
7. Point to the character in pictures 1 to 4 and ask the pupils to say the words in their speech bubbles.
B. Homework
1. Read and write Part A at five times and copybook of the lesson.
2. Workbook 1 of the lesson Ask the pupils to look at the pictures and tick the correct utterances.
Recording of the lesson
Play a letter sound game by saying Point to the … and then saying the sound (not the name) of the letter that a starts a certain word. For example , say Point to the d…See if the pupils can guess the word that you are thinking of. If the pupils can guess door, board and light this way, then you can also try f for fan and w for window. Ask the pupils to play the game in pairs.
The 2nd Period
A. B Say and act
Presentation
1. Make sure each pupil has a book on his/ her desk.
2. When you enter the classroom, greet the pupils with Good morning/ afternoon. Then motion for them to stand. When they are all standing, say Sit down and show the pupils what you would like them to do.
3. Ask you give instructions, demonstrate what you want the pupils to do. For example, pick up some books and open them as you say Open your books. Ask the pupils to follow your instructions. Do the same with Close your books.
4.Explain to the pupils that you want them to pretend it is the end of class. Say Stand up and demonstrate this for them.
5. Ask the pupils to sit down again. Show Transparency. Explain that pictures 1 to 4 show a classroom scene and we can see the beginning, middle and end of the class in the pictures. Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to point to the speech bubbles as you read them.
6.Play Pupil’s Book Cassette and ask the pupils to say the sentences after the beeps.
Practice
1. (Book open.) Point out the actions of the mice in pictures 5. Ask the pupils to work in pairs. They should look at the actions of the mouse on the right and tell you what instructions the mouse on the left is giving in each section of the picture.
2. Give instructions to follow to individual pupils and praise them when they follow the instructions correctly.
B. Sat and cat by the pupils in the class in five groups.
C. Read and writ Part B in the exercise- books of the pupils
Recording of the lesson
1.Ask individual pupils to give you instructions. Tell them that sometimes you follow the instructions correctly and sometime s you will not. They must watch and decide when you are following the instructions correctly and when you are not. This is good way to check their ability to produce the language.
2. You can also play a team game. Divide the class into two teams. The teams take turns. One team gives the other team an instruction. If they say the instruction correctly, they receive a point and the other team must follow the instruction. If they say correctly, they lose a point. If the other team follows the instruction correctly, they receive a point and do not, they lose a point. This game can be played with the entire team taking turns or with individual pupils from each ream taking turns.
The 3ird Period
A. C Story time
1. Draw a silly picture on the board. Then greet the
children. Act as if you have spotted the drawing for the first time and pretend to be angry. Draw a cross through the picture and then rub it off to show that drawing silly pictures on the board is not appropriate behaviour.
2. Show Transparency. Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to point to the speech bubbles as you read them.
3. Play the Pupil’s Book Cassette for the pupils and ask them to say the sentences after the beeps.
4. Ask three pupils to come up and role-play the story. Draw a silly picture on the board for the pupils or allow one member of the group to draw one.
5. Ask the pupils to role-play the story in pairs (Koko does not speak) and to read the characters’ speech bubbles.
B. Repeat Part C in the class by the pupils then after the class or cat between the pupils in the class.
C. Ex. Workbook
The 4th Period
A. D Tick and cross
Read the first instruction aloud. Point to the door in the first picture and ask What’s this? To elicit It’s a door. Point to the window in the next picture and ask What’s this? To elicit It’s a widow. Show the pupils that they should put a tick in the box for the picture that matches the instruction and put a cross in the box for the picture that doesn’t match the instruction.
B.Listen, say and write
1.Play Pupil’s Book Cassette and ask the pupils to say the letter names, sounds and words under the pictures after the beeps.
2. Ask the pupils to point the correct letter when you say a sound, a letter name one a word.
3. Ask the pupils to find and trace the letters in the picture. Use Transparency to check the answers.
C. Look and do
1. This is a version of the game Simon Say’s. Tell the pupils that they must follow you instructions if you say the word please. They should not follow your instructions if you do not say the word Please. If they break the rules or do not follow the instructions correctly, they are out and must sit down. The last pupils still in the game win. Applaud the winners.
2. Play the game again with one of the winners as the leader. They can look at the pictures and word prompts at the bottom of page 33 for ideas about what instructions to give.
D. Listen, number and sing找教案 http://www.zhaojiaoan.com
1. (Book open.) Point to the pictures of the pupils doing versions. Ask the pupils to do the same actions as the children in the pictures. Ask them to tell you what instructions the pupils are following for each set of pictures.
2.Play the Pupils’ Book Cassette for the pupils to listen to song.
3. Ask the pupils to listen to the song again and number the pictures in the order in which they hear the actions named in the song. It may help the pupils if you write 1, 2and 3 on the board and point to the appropriate number for the verse. Try to get the pupils to sing the song and do the actions faster and faster.
Recording of the lesson
You can divide the class into three teams. Each team decides which action from the song they want to do. They then sing the correct verse from the song and the other term must do the actions.
The 5th Period
A.Review Part A, B, C, and E of the lesson in class in class or in oral
B. Ex of the Active Book
C.One Lesson and one check of the book
Ask the pupils to match the pictures with the words and draw lines between them
Recording of the lesson
Act by the pupils more to do every class. E.g Sit down. Stand up. Point to the window. Open your book. Look at your book. Close your book.
课后记：这课出现有几个问题，一个是根据图片来判断是open还是close有一定的困难，特别在第三单元的测试中关于open/close还是很难分辨，还有一课一试听力题的第三题也很模糊。我都分不太清楚。我觉得不管是书上还是试卷中图片要画得明显点，有利于学生的判断。
