【試題解析】 Teaching Procedures:

I. Lead-in

Show students a video about the chant on the book and ask students “What can you see from the video?”

II. Presentation

1. Present the color of “brown” and ask students what the color is to teach “brown”.

2. Present the picture of a town and ask “What’s that?”. Elicit students to answer “It’s a town.”

3. The teacher leads students to summarize the pronunciation rule of /ow/.

4. Present other words with pictures and questions in the same way and summarize the pronunciation rules.

III. Practice

Activity 1: Listen, circle and say

Students read the words in pairs. The teacher plays

the tape of this part and elicits students to circle the correct words they heard in the tape.

Activity 2: Phonics song

Let students sing a phonics song with the words on PPT, including brown, cow, crown, our, loud and so on.

IV. Consolidation

1. Students read the chant together.

2. Divide students into four groups, representing “ow”,   

“ou”, “cl” and “cr” respectively. The teacher reads the chant on the book and the group clap their hands when they hear the letter combination they represent.

V. Summary

Students summarize what they have learnt in this lesson and the teacher gives supplements if necessary, and reminds them the importance of English pronunciation.

VI. Homework

Make a conversation with the words they have learned today.

板書設計:略

【試題解析】

Teaching Procedures:

I. Lead-in

Show students some pictures of big cities and the countryside. Ask students to talk about their feelings

after looking at these pictures.

II. Pre-reading

Create a situation: Our friend Tom has visited many places  including some big cities and also the countryside. He

wrote a passage about comparing big cities and the countryside. Then ask students to predict what he would write in the passage.

III. While-reading

Skimming: Students read Tom’s passage quickly for the first time and figure out what the differences are between

cities and the countryside.

Scanning: Students read the passage again and answer the following questions:

(1) What are big cities like?

(2) How about the countryside?

(3) Finish the chart on the blackboard.

Intensive reading: Lead students to compare big cities and

the countryside with following sentences according to the

chart above and then write them down.

(1) Big cities are ______ than the countryside.

(2) The countryside is ______ than big cities.

IV. Post-reading

Students work in groups of four to make a survey. There is a little journalist in each group, and he/she will interview the others about whether they like big cities

or the countryside more and why. Finally, all the journalists are invited to give a report to the whole class.

V. Summary

Students summarize the differences between big cities and the countryside. The teacher stresses the importance of enjoying life.

VI. Homework

Surf the Internet after class for more information about big cities and the countryside, and then make a post.

板書設計略

【試題解析】

Teaching Procedures:

I. Lead-in

Show students a video about the chant on the book and ask students “What can you see from the video?”

II. Presentation

1. Present the color of “brown” and ask students what the color is to teach “brown”.

2. Present the picture of a town and ask “What’s that?”. Elicit students to answer “It’s a town.”

3. The teacher leads students to summarize the pronunciation rule of /ow/.

4. Present other words with pictures and questions in the same way and summarize the pronunciation rules.

III. Practice

Activity 1: Listen, circle and say Students read the words in pairs. The teacher plays the tape of this part and elicits students to circle the correct words they heard in the tape.

Activity 2: Phonics song

Let students sing a phonics song with the words on PPT, including brown, cow, crown, our, loud and so on.

IV. Consolidation

1. Students read the chant together.

2. Divide students into four groups, representing“ow”“ou”, “cl” and “cr” respectively. The teacher reads the chant on the book and the group clap their hands when they hear the letter combination they represent.

V. Summary Students summarize what they have learnt in this lesson and the teacher gives supplements if necessary,

and reminds them the importance of English pronunciation.

VI. Homework

Make a conversation with the words they have

learned today.

板書設計略

試題解析

The teacher shares his/her own experience of gettinglost with students and asks students“What will you do ifyou get lost?”

ll.Presentation

1. Listen to the tape and get the main idea of thedialogue.

1: How many people are there in the dialogue?Q2: What are they talking about?

2. Listen to the tape again and answer somequestions.

1 : Who is lost?

Q2: Who helped the lost one?Q3: What is the right way?IlI.Practice

Activity 1: Listen and imitate

Students listen to the tape together and imitate it,paying attention to the pronunciation and intonation.

Activity 2: Role play

Students read the dialogue in pairs. Then exchangeroles.

lV.Consolidation

1.Students share their own experience of getting lostwith others.

2.The teacher shows students four maps and dividesstudents into four groups. Each group chooses one mapand makes a new play according to the way on the map.

using the important sentence structures.Ten minutes later.each group shows their play in the front of the class.

V.Summary

Students summarize what they have learnt in thislesson and the teacher gives supplements if necessary,and reminds them the importance of asking for ways andhelping others.

VI.Homework

Draw a picture about the way from their home to theschool and make a report about the way. Share withclassmates next time.

板書設計:略

【試題解析】

Teaching Procedures:l. Lead-in

The teacher introduces a friend,Sam to students. Tellstudents that Sam is coming to their classroom today tointroduce some of his friends and family members. Askstudents to guess what his friends and family members maybe like.

ll. Presentation

(1)The teacher plays the tape of Sam’s introduction.Then,ask students the following questions.

How many people does Sam introduce?Can you guess if they boys or girls?

(2)The teacher plays the tape again and invitesstudents to answer respectively"What is Maomao/ Xiaowei/Amy/ Tom doing in the picture?” The teacher writes theanswers on the blackboard and underlines the presentcontinuous part.

(3) Students work in groups to discuss when and how touse present continuous tense in a sentence. The teachermakes some supplements and stresses the form of verbs whileusing this tense.

l1I. Practice

(1) Present students some pictures in which people are

doing different things. Ask students to work in pairs tochoose several pictures to describe. Then, the teacherinvites several pairs to show present their description andthe rest of the class can guess which picture it is.

(2) Play a short video for students. While watching thevideo, ask students to take some necessary notes. Afterwatching, students work in groups and try to repeat what ishappening in the video.

lV. Consolidation

A Students draw a picture of their family to show whateveryone is doing after school/work. Then, try to describethe picture they have drawn to their partner. Then,theteacher invites several students to come to the front to showtheir pictures and make descriptions.

v. Summary

Students summarize what they have learnt in this lessonand the teacher gives supplements if necessary, and remindsthem to pay more attention to other people in their dailylife.

Vl. Homework

Students show their pictures to their parents andexplain to them the scene in the pictures.

板書設計:略

【試題解析】

Teaching Procedures:

l. Lead-in

The teacher draws the four shapes“square，circle,triangle and rectangle”on the blackboard and askstudents which shape is their favorite. Students may talkin Chinese.

ll.Presentation

1. Play the shape song for students and then askstudents how many shapes they hear in the song.

2. play the song again and ask students try to figure outthe name of the shapes they hear. The teacher writesthe names of the shapes on the blackboard.Explain thecharacters of the shapes by describing and acting.Then,invite students to read and try to match the words withthe drawings.

lI.Practice

(1 ) Each student chooses a shape to be their own name.Then,the teacher plays the song. Students join handsand dance with other shapes according to the lyrics ofthe song. Meanwhile, they can sing together followingthe tape.

(2) Students draw a cartoon picture using these shapesand then introduce the picture they draw to theirpartners.

IV.Consolidation

Students work in groups to make up a story about thesefour shapes. Try to imagine what may happen amongthem. Then,the teacher invites several groups to sharetheir stories.

v.Summary

Students summarize what they have learnt in this lessonand the teacher gives supplements if necessary，andreminds them to pay more attention to the shapes indaily life.

V.Homework

Watch carefully what shapes the things around themare.Note them down and share their findings next class.

板書設計:略