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Module1:Unit1He’sadoctor.TeachingAims:Reviewthesentencepattern“Thisismy…”Reviewthewords:grandpa,grandma,friend,father,mother,brother,sister.Learntosay“He’s/she’s…He’s/she’sa….”ImportanceandDifficulties:Distinguish“He’s…”from“She’s…”StudentsAnalysis:“He’s/She’s…”arenotdifficultintheirpronunciation,domoreexercisestodifferthemfromeachwillenough.TeachingAids:TaperecordertapeadollCardsheadornamentsTeachingProcedures:Step1:WarmingupSingtogreeting.Reviewcolors:ShowcolorcardsandasktheSs“Whatcolor?”Reviewsomewords:ShowsomecardsandasktheSs“What’sthis?”Let’scount.(Fromonetotwelve.)Step2:RevisionTeachershowscardsandSslookandsay“Father….”StickerthesecardsontheblackboardandreadafterT.Readthewordsgroupbygroup.Sssay:“Thisismyfather….”Ssreviewtosay:“Thisismyschoolbag….”Learntheword“friend.”Readafterteacher.Learntosay“Thisismyfriend.”Step3:PresentationTeacherpointstoseveralSsandsays“She’s…/He’s…”Explainwithgestures.Write“She’s…”and“He’s…”ontheblackboard.Readthesentencepattern.Tshowssomeheadornaments,Sslookandtrytosay“She’sLingling.He’sDaming….”2Read“She’sLingling.He’sDaming.…”afterT.AsksomeSstogotothefrontandstandinaline.Sslookandsay“She’s…”/“He’s…”Step4:ConsolidationTeachermakesamodel.Sstrytointroducehisfriendlike“She’s…/He’s…”.Teacherpointsandsays“She’sapupil.”Or“He’sapupil.”Sslearntosay.Module1:Unit2She’sanurse.TeachingAims:1.Reviewthepointsofthemodule.2.Learntointroduceapeoplelike“She’s…/She’sanurse.”3.Dotheexercisesofthemodule.ImportanceandDifficulties:He’s/She’sapupil.Words:doctor,pupil,teacher.Theexercisesofthemodule.StudentsAnalysis:Wehavelearntmanywordsinthemodule:father,mother,brother,sister,grandpa,grandma,friend,pupil,doctorandsoon,soitisnecessarytoreviewthemintoday’slesson,andputthewordsinthesentencepatterns:Thisismy…/He’s/she’s…TeachingAids:TaperecorderabigpenciladollCardsheadornamentsTeachingProcedures:Step1:WarmingupSingtosayhello.Reviewthechant:Where’sthepencil?Sssaythechanttogether.Putapencilindifferentplace,Sslookandanswerteacher’squestion“Where’sthepencil?”Putaschoolbagonthedesk,ask“Where’stheschoolbag?”Ssanswer.Putabigpencilin/on/undertheschoolbag,Sslookandsayitslocation.3Step2:RevisionReviewthesentence“Lookatthetree.”And“Lookatthewindow….”Reviewthesentence“Somanybirds.”Andthesentencepattern“Somany…”Reviewtosay“Let’scount.”Countfromonetotwelve.Lookthecardsandanswer“Father/mother/…”quickly.Introducethosecardslike“Thisismybrother./…”Lookandsay“Thisismypencil….”Reviewthechant:She,she,she.She’sAmy.He,he,he.He’sDaming.ReadthechantafterT.Sayyourclassmates’name.(She’s…/He’s…)Step3:PresentationTeacherpointsseveralSsandsays“She’sapupil./He’sapupil.”Learntheword“pupil.”Ssreadtheword.SomeSsstandup,theotherslookandsay“She’sapupil./He’sapupil.”Lookattheheadornamentsandsay“She’sapupil./He’sapupil.”Teachershowsthecardandsays“He’sadoctor.”Learntheword“doctor.”Step4:DotheexercisesActivitybook:Exercise2onpage7Exercise3onpage9Module2:Unit1Where’sthebird?Period1TeachingAims:Understandthemeaningofthetext.Reviewthesentencepattern“Acatisinthebox./Where’smypen?”Describethelocationlike“It’sin/on/under..”ImportanceandDifficulties:Thesentencepattern:“Acatisinthebox.”Trytoask:“Where’stheorangecat?”4StudentsAnalysis:Wehavelearntthepattern“Where’sthe…?”lastweek,soitisaconsolidationoflastperiod,justaddsomenewpoints:Where’stheorangecat?TeachingAids:TaperecordertapeadollPicturesCardsTeachingProcedures:Step1:WarmingupGreetingtoSswithasong.ATPRgame:Listenanddo.T:“Standup!Sitdown!Openyourbook!Pointtothewindow.Pointtothedoor….”Step2:RevisionShowfourcards.T:“What’sthis?”/“Thisis…”Readthefourwordsinhighandlowvoice.Readfast.T:“Ifyouknow,pleasestandupandreaditfast.”Showthewallchart.Describethelocationofthepenorthecatinthewallchart.Step3:PresentationTpointstothewallchartandasks:“Where’sthepen?”Ssanswer:“It’s…”Writethetwosentencesontheblackboard:Where’sthepen?It’sinthehat.ReadthemafterTincorrectpronunciationandintonation.AskseveralSstorepeat.Readgroupbygroup.Step4:PracticeSsaskT:“Where’sthepen?”Tanswer.Group1ask,group2answerfromteacher’spoints.Change.Group2askandgroup1answer.Practicewithyourpartner.Showsomedialogues.Step5:PresentationTdraws3picturesontheblackboard:Aredpenisinthehat.Agreenpenisonthehat.5Ayellowpeninunderthehat.Tasks:“Where’sthegreenpen?”….Ssanswer.Writethe2sentencesontheblackboard.ReadafterT.AskseveralSsrepeatit.Readgroupbygroup.Step6:PracticeTpointstothepicture,Ssask:“Where’stheyellowpen?”…Tanswer.Group1askandgroup2answer,thenchange.Practicewithpartner.Showyourdialogue.Step7:ConsolidationAgame:Lookandguess.“Pleaselookatmymouth,andguessthesentence.”Module3:Unit1Whereistheorangecat?TeachingAims:1.Reviewthesentencepattern“Where’stheorangecat?”2.Learntoguessthelocationofobjectwith“Isitunder/in/on…?”Notes:ImportanceandDifficulties:Usethesentence:“Isitunder/in/onthebed?”toaskthelocation.StudentsAnalysis:Itisnoteasyforthekidstousethesentence:“Isitunder/in/onthebed?”toaskthelocation.Usethesamethingtochangeitslocationeachtimewilleasiertothekids.TeachingAids:TaperecordertapeadollbookCardsschoolbagboxpenTeachingProcedures:Step1:WarmingupSin