三年级英语上学期复习教案

Module1

Gettingtoknowyou

Unit1：HereIam!(3)

Unit2:Greetings(3)

Unit3：Intheclassroom(3)

Unit4：Sayinganddoing(4)

Unit1

HereIam!

Tasksandclustersoftasks

Greetings

•Learnerssingthe“Hello”song

•Learnerssingthe''Alphabetsong”

Languagelearningobjectives

Functions

•Greetingpeople

•Introducingoneself

Language/Vocabulary

•Capitalletters：A-Z

•Smallletters：a-z

Formulaicexpressions

•Hello/Hi,...

Skills

Speaking

•Usingmodelledphrasestocommunicatewithteachersand

learners

•Openinganinteraction

Resources

•Student'sBook3AP2-4

•WordandPictureCards3A

•Cassette3A

•Photocopiablepagel

•Workbook3APl

•GrammarPracticeBook3APl

•Student'sself-assessmentsheetP57

TheFirstPeriod

Dimensiontargets：

•Toestablishandmaintainrelationshipsincarryingoutclassroom

activities

•Developanawarenessandenjoymentofthebasicsoundpatterns

ofEnglishthroughasong

Languagefocus：

•Usingformulaicexpressionstogreetpeople(egHello.)

•Usingformulaicexpressionstointroduceoneself(e.g.I'mAlice.)

Languageskills：

Speaking：

•Usemodelledphrasestocommunicatewithteachersandother

learners.

•Openaninteractionbygreetingsomeonepolitely

•Openaninteractionbyintroducingoneself

Steps：

Pre-taskpreparation：

1.PutthelargepictureofDottyontheblackboardsothatallthe

studentscanseeit.IntroduceDotty.Say：Hello,Dotty.

EncouragetheclassTosay：Hello,Dotty.

2.Say：Hello.Thestudentsanswer：Hello.

Dividetheclassintopairs.ThestudentssayHellotoeachother.

SayHello.I'mMissDoristoindividualstudentstoelicit：Hello.

I'm(student'sname).

While-taskprocedure：

1.Ingroups,theindividualstudentsintroducethemselvestoone

another.Theysay：Hello.I'm...Therestofthegroupresponds：

Hello,...

2.Listentothesong：Hello.

3.Playthesongagain.Encouragethestudentstosingalongwith

thecassette.

4.Inviteindividualstosingthesong,substitutingDottywiththeir

ownname.

Post-taskactivities：

1.Playarelayrace：Hello.I'm...

2.Playagame：Tossasofttoytoonestudentwhosays：Hello.I'm...

3.Explainthecontraction：I'misthesameas：Iam.

4.Workbookpage1

a)Explaintherubric：Traceandmatch.

b)Introduceandexplain：Woof!

c)Tracethelineandmatchthespeechbubblewithcorrect

characteronthepagewiththeirpencils.

d)Explaintherubric：Stick,traceandwrite.

e)Sticktheirphotosordrawtheirpicturesintheframeandwrite

theirnames.

Consolidation：

AtthisstageGrammarPracticeBook3Apage1couldbeusedto

practiseandconsolidatetheoralandwrittenlanguageinthissection

further.

TheSecondPeriod

Dimensiontargets：

•Recognize...thesoundpatternsofEnglish.

Languagefocus：

•Learningthecapitalletters：A-Z

•Learningthesmallletters：a-z

Materials：

•Student'sBook3Apage3

•Cassette3Aandacassetteplayer

•AlphabetCards

Steps：

While-taskprocedure：

1.ShowthealphabetcardsA-Zonebyonewhileplayingthe

cassette.Studentslistentothenamesofthe26lettersand

learntorecognizethecapitalletters.

2.ShowthealphabetcardsA-Zrandomlyandaskstudentstosay

inchorus,groupsorindividually.

3.Recognizethealphabetcardsa-zinthesameway.

Post-taskactivities：

Listenagainsothatstudentscanreviseandmemorizethealphabet.

TheThirdPeriod

Dimensiontargets：

•Recognize...thesoundpatternsofEnglish.

Languagefocus：

•Learningthecapitalletters：A-Z

•Learningthesmallletters：a-z

Materials：

•Student'sBook3Apage4

•Cassette3Aandacassetteplayer

•AlphabetCards

Steps：

Pre-taskpreparation：

1.ShowthealphabetcardsA-Zanda-zrandomlytorevisethe

letters.

2.Askindividualstudentstopickoutpairsofcapitalandsmall

lettercardsandsaytheletters.

3.Readoutthelettersinconsecutiveorderandaskstudentsto

repeatinchorus.

While-taskprocedure：

1.PlayThecassettefor''Thealphabetsong”.Listentothesong.

2.Playthesongagainandencouragestudentstosingalong.

3.Studentssing"Thealphabetsong"inchorusandgroups.

Studentsself-assessment：

Ingroups,referthestudentstotheself-assessmentsheetonpage

57andhavethemdiscusstheiropinionabouteachtaskinthisunit

andwhattheythinktheyhavelearned.Haveeachstudentfillinthe

sheetaccordinglywithTheappropriateamountofsupportfromme,

dependingonindividualstudents'ability.

Unit2

Greetings

Tasksandclustersoftasks

Greetings

•Learnersidentifyanduseawiderrangeofgreetings

•l,e.arne.rsenactarole-play：Howareyou?

Languagelearningobjectives

Functions

•Greetingpeople

•Introducingoneself

•Takingleave

Formulaicexpressions

•Howareyou?Fine,thanks.

•Goodmorning,...

•Goodbye,...

Skills

Listening

•Recognizingdifferencesintheuseofintonation

•Closinganinteraction

Speaking

•Usingmodelledphrasestocommunicatewithteachersand

learners

•Openinganinteraction

•Closinganinteraction

Resources

•Student'sBook3AP5-7

•WordandPictureCards3A

•Cassette3A

•Photocopiablepages2-7

•Workbook3AP2-3,P33-34

•GrammarPracticeBook3AP2-4

•Student'sself-assessmentsheetP57

TheFirstPeriod

Dimensiontargets：

•Toestablishandmaintainrelationshipsincarryingoutclassroom

activities

•Recognize...thesoundpatternsofEnglish

Languagefocus：

•Usingformulaicexpressionstogreetpeople(egGoodmorning,

MissFang.)

Languageskills：

Listening：

Discriminatebetweenwordswithdifferentinitialsoundsa-,b-,c-,

d-.

Speaking：

•Usemodelledphrasestocommunicatewithteachersandother

learners

e.g.Goodmorning,MissFang.

•Pronouncecorrectlywordsinisolationwithinitialsoundsa-,b-,

c-zd-.

Materials：

•Student'sBook3Apage5

•Cassette3Aandacassetteplayer

•AlphabetCards：Aa,Bb,Cc,Dd

•WordandPictureCards3A

•Workbook3Apages33and34

Preparation：

Bringanysofttoy.

Steps：

While-taskprocedure：

1.Useasofttoytodemonstrate：Goodmorning,(nameoftoy).

Askindividualstudentstogreetthetoyinthesameway.

2.SayGoodmorningtothestudents.Theyrespond：Goodmorning.

3.Practiceinpairs：Goodmorning.

4.Listentothecassetteandrepeat.

Learntheletters：

1.PlayThecassette：Learntheletters;A'a'apple

2.Thestudentslistenandpoint.

3.Listen,pointandrepeattheletterAandthesound"a".

4.RepeattheprocesswithB'b'bag,C'c'catandD'd'dog.

5.Workbookpages33and34.

TheSecondPeriod

Dimensiontargets：

•Toestablishandmaintainrelationshipsincarryingoutclassroom

activities

Languagefocus：

•Usingformulaicexpressionstogreetpeopleandbidfarewell

•e.g.Hi!Goodmorning.Goodbye.

Languageskills：

Speaking：

•Usemodelledphrasestocommunicatewithteacherandother

learners

•Openaninteractionbygreetingsomeonepolitelye.g.Hello.

•Openaninteractionbygreetingpeersusingappropriate

formulaicphrases

e.g.Hi!

•Closeaninteractionbyusingappropriateformulaicphrases

e.g.Goodbye.

Materials：

•Student'sBook3Apage6

•Cassette3Aandacassetteplayer

•WordandPictureCards3A

•Workbook3Apage2

Preparation：

Bringanysofttoy.

Steps：

Pre-taskpreparation：(forrole-playonpage7)

1.Useasofttoytodemonstrate：Hi,(nameoftoy).

AskindividualstudentsTogreetthetoyinthesameway.

Say：Goodbye,(nameoftoy),andputthetoyaway.Makethetoy

wave

goodbye.

Bringoutthetoyagain.Askthestudentstosay：Hi,then：

Goodbye,and

putthetoyaway.

Repeattheactivityuntilthestudentsarerespondingfreely.

2.ExplainthatHiisinformalandforusebetweenstudents.They

mustsayHellowhentheygreetmeandotheradults.

3.Playthecassetteforthefirsttwopictures.

4.Readthefirsttwodialogues.

5.Dividetheclassintogroupsofthree.Thegroupschoose

charactersandpractisetheconversation.

6.Actoutthefirsttwodialogues

7.Learnthenexttwopicturesinthesameway.

8.Groupsoffourcanpractisetherole-play.

9.Actthedialoguesusingtheirownnames.

10.Workbookpage2

Consolidation：

AtthisstageGrammarPracticeBook3Apages2and3couldbeused

topractiseandconsolidatetheoralandwrittenlanguageinthis

sectionfurther.

TheThirdPeriod

Dimensiontargets：

•Toestablishandmaintainrelationshipsincarryingoutclassroom

activities

•Obtainandprovideinformationinsimpleclassroomsituations

throughrole-play

Languagefocus：

•Usingformulaicexpressionstogreetpeopleandtakeleave

egGoodbye.

•Usingformulaicexpressionstoaskhowsomeoneis,and

responding

e.g.Howareyou?Fine,thinks.

Languageskills：

Speaking：

•Openaninteractionbygreetingsomeonepolitely

•Openaninteractionbyelicitingaresponse

e.g.Howareyou?

•Closeaninteractionbyusingappropriateformulaicexpressions

e.g.Goodbye.

Materials：

•Student'sBook3Apage7

•Cassette3Aandacassetteplayer

•WordandPictureCards3A

•Workbook3Apage3

•Photocopiablepages2-7

Steps：

Pre-taskpreparation：

•Greetings

•Introduce：Howareyou?Fine,thanks.(Usetwosofttoysto

modelthedialogue)

•Repeatthedialogueseveraltimes.

•Chaindrillaroundtheclass.

•PlayThecassetteforthewholeofpage7.Listenandrepeat.

While-taskprocedure：

•Practisethedialogueingroupsofsix.

•Selectgroupstoactoutthedialogue.

•Beforeperformingtherole-play,eachstudentmayintroduce

his/herowncharacter,(e.g.Hello.I'mMrLi.)

Post-taskactivities：

•Selectgroupstoactthemodifieddialogues.

•Workbookpage3

Consolidation：

AtthisstageGrammarPracticeBook3Apages4couldbeusedto

practiseandconsolidatetheoralandwrittenlanguageinthissection

further.

Studenfsself-assessment：

Ingroups,referthestudentstotheself-assessmentsheetonpage

57andhavethemdiscusstheiropinionabouteachtaskinthisunit

andwhattheythinktheyhavelearned.Haveeachstudentfillinthe

sheetaccordinglywiththeappropriateamountofsupportfromme,

dependingonindividualstudents'ability.

Unit3

Intheclassroom

Tasksandclustersoftasks

Peopleandthings

•Learnersusename-cardsforintroductions

•Learnersplayrecognitiongames(peopleandobjects)

Languagelearningobjectives

Functions

•Greetingpeople

•Askingaperson'sname

•Introducingoneself

•Describingconditions

•Confirm/deny

•Identifyingpeopleandthings

Language/Vocabulary

•Pronoun：You

•Countablenouns：book,pencil,bag,desk,rubber,ruler

•Verbtobe：are(You're...)

•Indefinitearticle"a"

•Wh-question：What'syourname?

Formulaicexpressions

•Hello,...

•One,two,three,Isee...?(passive)

•Yes/No,I'm...

Skills

Listening

•Locatingspecificinformationgiven

Speaking

•Usingmodelledphrasestocommunicateandelicitresponses

•Openinganinteractionbyelicitingaresponse

Resources

•Student'sBook3AP8-10

•WordandPictureCards3A

•Cassette3A

•Photocopiablepages2-8

•Workbook3AP4-6,P35-37

•GrammarPracticeBook3A,P5-6

•Student'sself-assessmentsheetP58

TheFirstPeriod

Dimensiontargets：

•Interpretandusesimplegiveninformationthroughfollowing

simpleinstructions

•Establishandmaintainrelationshipsincarryingoutclassroom

activity

Languagefocus：

•Usingformulaicexpressionstogreetpeople(e.g.Hello.)

•AskingWh-questionstofindoutaperson'sidentity(What'syour

name?)

•Usingverbstointroduceoneself(I'mDanny.)

Languageskills：

Listening：

•Understandingsimpleinstructionse.g.Colouryournamecard.

•Discriminatebetweenwordswithdifferentinitialsoundse-,f-,

g-,h-andi-.

Speaking：

•Usemodelledphrasestocommunicateandelicitresponses.

(What'syourname?)

•Openaninteractionbyelicitingaresponse

•Pronouncecorrectlywordsinisolationwithinitialsoundse-,f-,

g-,h-andi-.

Materials：

•Student'sBook3Apage8

•Cassette3Aandacassetteplayer

•Workbook3Apages4;35,36and37

Steps：

Pre-taskpreparation：

•Introduce：What'syourname?toelicit：I'm...Thestudentshold

uptheirnamecardsastheyanswer.

•Practiceinpairs.

•PlayThecassetteforpage8.Listenandrepeat.

•Readthedialogue.

•Explainthecontraction：What'sisthesameasWhatis.

While-taskprocedure：

Havearelayrace.

Dividetheclassintogroupsandplaythegameasillustratedonpage

8.

Post-taskactivities：

Workbookpage4

1.Readthedialogue.Askthestudentstosupplythemissingwords

orally.

2.Askindividualstowritethemissingwordsontheblackboard.

3.Traceandwritethemissingwordsinthebook.

Learntheletters：

1.Playthecassette.Listenandpointintheirbooks.

2.Listen,pointandrepeatthesound.

3.Havethestudentsenterthevocabularyintherelevantpageof

theirpersonalvocabularybook.

4.Workbookpages35,36and37

Consolidation：

AtthisstageGrammarPracticeBook3Apages5couldbeusedto

practiseandconsolidatetheoralandwrittenlanguageinthissection

further.

TheSecondPeriod

Dimensiontargets：

•Obtaininformationthroughinteractivegames

•Establishandmaintainrelationships

Languagefocus：

•Usingverbstodescribeconditions(egYou're_.)

•Usingformulaicexpressionstoconfirm/denyidentity(Yes,I'm

—/No,I'm_.)

Languageskills：

Usemodelledphrasestocommunicateandelicitaresponse

Materials：

•Student'sBook3Apage9

•Cassette3Aandacassetteplayer

•WordandPictureCards3A

•Workbook3Apage5

•Photocopiablepages2-6and8

Steps：

Pre-taskpreparation：

•Introduce：You'reYes;No.

•Playthecassetteforpage9.

•Listenandrepeat.

•Readthedialogue.

While-taskprocedure：

Playthegameinsmallgroupsatthefrontoftheclassroom.

Post-taskactivities：

Workbookpage5

1.Reviewthelettersatof.Writethelettersontheblackboard.

2.Readthestatementsonpage5.

3.Writethecorrectlettersinthetable.

Consolidation：

AtthisstageGrammarPracticeBook3Apages5couldbeusedto

practiseandconsolidatetheoralandwrittenlanguageinthissection

further.

TheThirdPeriod

Dimensiontargets：

Obtaininformationthroughinteractivegames

Languagefocus：

•Usingaformulaicrhymingexpressiontostartaguessinggame

•Usingnounstoidentifycommonclassroomobjects

•Usingtheindefinitearticletorefertosomethingforthefirst

time

e.g.Iseeabook.

•Usingformulaicexpressionstoaffirmanddeny(e.g.Yes/No)

Languageskills：

Speaking：

Openaninteractionbyelicitingaresponse

Listening：

Recognizedifferencesintheuseofintonation

Materials：

•Student'sBook3Apage10

•Cassette3Aandacassetteplayer

•WordandPictureCards3A

•Workbook3Apage6

Steps：

Pre-taskpreparation：

•Introducethenewvocabulary,usingclassroomrealiaandthe

picturecards.

•Practisethenounsbyusingflashcardsandpointingtotheitems.

•Encourageindividualstudentstodothesame.

While-taskprocedure：

Playtheguessinggameinpair.

Post-taskactivities：

Workbookpage6

1.Readthenounsonpage6.

2.Tracethewords,jointheobjectsandthewordsandcolourthe

objects.

Consolidation：

AtthisstageGrammarPracticeBook3Apages6couldbeusedto

practiseandconsolidatetheoralandwrittenlanguageinthissection

further.

Studentsself-assessment：

Ingroups,referthestudentstotheself-assessmentsheetonpage

58andhavethemdiscusstheiropinionabouteachtaskinthisunit

andwhattheythinktheyhavelearned.Haveeachstudentfillinthe

sheetaccordinglywiththeappropriateamountofsupportfromme,

dependingonindividualstudents'ability.

Unit4

Sayinganddoing

Tasksandclustersoftasks

Intheclassroom

•Learnerssayanumberrhyme

•Learnersmakenumbercards

•Learnersusetheirnumbercardsinanumberrecognitiongame

•Learnersfollowtheroutineoftidyingtheclassroombefore

leaving

Languagelearningobjectives

Functions

•Usingsimpleimperatives

•Expressingthanks

•Identifyingthings

•Identifyingnumbers

Language/Vocabulary

•Imperative：Close/Openthedoor/box.Comein.Cleanthe

blackboard.

•Definitearticle：'the'

•Nouns：blackboard,door,window,box,table

Formulaicexpressions

•(Imperative),please.

•Thankyou.

Skills

Listening

Locatingspecificinformation

Speaking

Usingmodelledphrasestocommunicatewithteachersandlearners

Resources

•Student'sBook3APll-14

•WordandPictureCards3A

•Cassette3A

•Photocopiablepages9-13

•Workbook3AP7-9,P37-39

•GrammarPracticeBook3AP8-U

•Student'sself-assessmentsheetP58

TheFirstPeriod

Dimensiontargets：

•Developanawarenessandenjoymentofthebasicsoundpatterns

ofEnglishthroughparticipatinginsayingandenactingarhyme

•Establishandmaintainrelationshipsincarryingoutclassroom

activity

•Obtainandprovideobjectsinsimpleclassroomsituations

throughplayinganinteractivegame

•Interpretanduseinformationthroughmatching

Languagefocus：

•Usingsimpleimperativestogiveinstructions(egComein,

please.)

•Usingsimpleimperativestoexpressprohibitions(e.g.Don'tbe

late.)

Languageskills：

Listening：

•Identifykeywordsinanutterancebyrecognizingstress

•Recognizealliterativeandrhymingwords

•Discriminatebetweenwordswithdifferentinitialsoundsj-,k-,

I-,andm-.

Speaking：

•Usemodelledphrasestocommunicatewithotherlearners

•Pronouncecorrectlywordsinisolationwithinitialsoundsj-,k-zI-,

andm-.

Materials：

•Student'sBook3Apage11

•Cassette3Aandacassetteplayer

•Workbook3Apages7;37,38and39

•Photocopiablepage9

Steps：

Pre-taskpreparation：

•Introducenumbers1-10.Alargetoyclockwithmoveablehands

isanidealprop.Showasetofnumbercards.

•Writenumbers1-10onTheblackboardandpractisecounting.

•Countinachainroundtheclass.

•Displaythenumbercards(l-lO)indisorderontheboardledge.

Askstudentstocomeoutandputthenumbersinorderas

quicklyastheycan.Then,countfrom1to10.

While-taskprocedure：

1.Practise：Lookattheclock/board.Close/Openthedoor.

2.Listentotherhymeandrepeatit.

3.Readtherhyme.Then,trytorecite.

Post-taskactivities：

Workbookpage7

4.Reviewnumbers1-10usingthenumbercards.

5.Traceandcolourthenumbersonpage7.

Listeningtask：

Listenandwritedownthemissingnumbers.

Learntheletters：

5.Playthecassette.Listenandpointintheirbooks.

6.Listen,pointandrepeatthesound.

7.Workbookpages37,38and39

Consolidation：

GrammarPracticeBook3Apages8and9givefurtherpracticein

identifyingnumbers1-10.

TheSecondPeriod

Dimensiontargets：

•Establishandmaintainrelationshipsincarryingoutclassroom

activities

•Interpretanduseinformationtofollowsimpleinstructions

Languagefocus：

•Usingimperativestogivesimpleinstructions(e.g.Cleanthe

table,please.)

•Usingformulaicexpressionstoexpressthanks(e.g.Thankyou.)

•Usingdefinitearticletorefertospecificclassroomobjects

•Usingnounstoidentifythings

Languageskills：

Listening：

Locatespecificinformationinresponsetosimpleinstructions

Speaking：

Usemodelledphrasestocommunicatewithotherlearners

Materials：

•Student'sBook3Apage12

•Cassette3Aandacassetteplayer

•WordandPictureCards3A

•Acardboardboxwithlid

•Cardandscissors

•Workbook3Apages8and9

•Photocopiablepage10

Steps：

Pre-taskpreparation：

1.Introduce：Thedoor/table/window/blackboard/box.

2.Say：Lookattheblackboard/door/table/window/box.The

studentsperformtheactions.

3.Introduce：Cleantheblackboard/table.Open/Closethe

door/box.

4.Practicetheinstructions,withthestudentsperformingthe

actions.

Post-taskactivities：

•PlayasimplifiedversionofSimonSaysasaclassactivity.

•Workbookpage8

Reviewthevocabulary.

Traceandwritethewords.

•Workbookpage9

1.Readthedialoguesanddecideontheanswers.

2.Selectpairstoreadthedialogue.

3.Circlethecorrectverbsandtracethefaintwords.

4.Thepairspracticethedialogue.

5.Actoutthedialogue.

Consolidation：

AtthisstageGrammarPracticeBook3Apages10and11couldbe

usedtopracticeandconsolidatetheoralandwrittenlanguageinthis

sectionfurther.

TheThirdPeriod

Dimensiontargets：

•Establishandmaintainrelationshipsincarryingoutclassroom

activities

•Obtainandprovideinformationinsimpleclassroomsituations

throughrole-play

Languagefocus：

•Usingformulaicexpressionstogreetpeopleandtakeleave(e.g.

Goodbye.)

•Usingformulaicexpressionstoaskhowsomeoneis,and

responding

•e.g.Howareyou?Fine,thanks.

Languageskills：

1.Openaninteractionbygreetingsomeonepolitely

2.Openaninteractionbyelicitingaresponse(Howareyou?)

3.Closeaninteractionbyusingappropriateformulaicexpressions

Materials：

•Student'sBook3Apage14

•Cassette3Aandacassetteplayer

•Paperorcardtomakenumberandwordcards1-10

•Stringsforthenumbersgameand10clothes-pegs

•Photocopiablepage13

Steps：

Pre-taskpreparation：（1）

1.Usetwosofttoystomodelthedialogue.

2.Theclassshouldrepeatthedialogueseveraltimes

3.Listentothecassetteandrepeatit.

While-taskprocedure：（i）

Practisethedialogueingroupsoffour.

Selectgroupstoactthedialoguefortheclass.

Post-taskactivities：（i）

1.Extendthetaskbyhavingthesamegroupspracticethedialogue,

substitutingtheirownnames.

2.Selectgroupstoactthemodifieddialogues.Checkstudents'

pronunciation,andcorrectifnecessary.

3.Photocopiablepage13：Actastory.

4.Makenumbercardsandputthenumbersinorder.

Student'sself-assessment：

Ingroups,referthestudentstotheself-assessmentsheetonpage

58andhavethemdiscusstheiropinionabouteachtaskinthisunit

andwhattheythinktheyhavelearned.Haveeachstudentfillinthe

sheetaccordinglywiththeappropriateamountofsupportfromme,

dependingonindividualstudents'ability.

Assessment：

Module1：GettingtoknowyouUnits1-4

Module2

Me,myfamilyandfriends

Unit1：Myfriends(3)

Unit2:Feelings(3)

Unit3：Families(6)

Unit1

Myfriends

Tasksandclustersoftasks

Greetings

•Learnersidentifytheirclassmatesintermsofsize

•l,e.arne.rsplayarecognitiongame

•Learnersperformanactionrhymefeaturingadjectivesofsize

Languagelearningobjectives

Functions

•Introducingoneself

•Identifyingpeople

•Mentioningsomethingforthefirsttime

•Describingpeople

•Findingoutaperson'sidentity

Language/Vocabulary

•Predicativeadjectives：fat,thin,big,small,tall,short

•Wh-question：Whoareyou/ishe/isshe?

•Whoisyourfriend?

•Pronoun：he,she,I'm/You're...He's/She's...

•Nouns：boys,girls,mothers,teachers,babies,friend

•Definitearticle：agirl

Formulaicexpressions

•Hello/Hi,...

Skills

Speaking

•Usingmodelledphrasestoopenandmaintainaninteractionby

providinginformationinresponsetofactualquestions

Listening

•Identifyingkeywordsinanutterancebyrecognizingstress

•Locatespecificinformationinresponsetosimplequestions

Writing

•Addpersonalideasandinformationtowritingwhenaframework

isprovided

Resources

•Student'sBook3AP15-17

•Wallpictures3A

•WordandPictureCards3A

•Cassette3A

•Photocopiablepagel4

•Workbook3APIO-12,P39-41

•GrammarPracticeBook3AP12-14

•Student'sself-assessmentsheetP59

TheFirstPeriod

Dimensiontargets：

•Establishandmaintainrelationshipsincarryingoutclassroom

routines

•Provideandpresentsimpleinformationonafamiliartopic

•Obtaininformationthroughaninteractivegame

Languagefocus：

•AskingWh-questionstofindoutaperson'sidentity(egWho

areyou?)

•Usingindefinitearticlestomentionsomethingorsomeonefor

thefirsttime

(e.g.I'magirl.)

•Usingadjectivestodescribepeople(egI'mtall.)

Languageskills：

Speaking：

•Usemodelledphrasestoopenandmaintainaninteractionby

providinginformationinresponsetofactualquestions

(e.g.Whoareyou?I'magirl,I'mtall.)

Listening：

•Locatespecificinformationinresponsetosimplequestions

Writing：

•Addpersonalideasandinformationtowritingwhenaframework

isprovided

Materials：

•Student'sBook3Apage15

•Cassette3Aandacassetteplayer

•WordandPictureCards3A

•Wallpictures3A

•Workbook3Apage10

•Magazinesandscissors

Steps：

Pre-taskpreparation：

1.Selectpairsofstudentstoillustrate：tall/short,big/small,

thin/fat

2.Introduce：tall/short,big/small,thin/fat

3.PlaythecassetteforLookandSay.

4.Practisetheadjectivesusingtheflashcards.

5.Introduce：Whoareyou?

6.AskWhoareyou?toelicit：I'm(name).I'maboy/girL

While-taskprocedure：

1.Encouragethestudents