Module1: Unit 1 Hes a doctor.Teaching Aims:Review the sentence pattern “This is my”Review the words: grandpa, grandma, friend, father, mother, brother, sister.Learn to say “Hes / shes Hes / shes a .”Importance and Difficulties:Distinguish “Hes ” from “Shes ”Students Analysis:“Hes / Shes ” are not difficult in their pronunciation, do more exercises to differ them from each will enough.Teaching Aids:Tape recorder tape a doll Cards head ornamentsTeaching Procedures:Step 1: Warming upSing to greeting.Review colors: Show color cards and ask the Ss “What color?”Review some words: Show some cards and ask the Ss “Whats this?”Lets count. (From one to twelve.)Step 2: RevisionTeacher shows cards and Ss look and say “Father.”Sticker these cards on the blackboard and read after T.Read the words group by group.Ss say: “This is my father.”Ss review to say: “This is my school bag.”Learn the word “friend.”Read after teacher.Learn to say “This is my friend.”Step 3: PresentationTeacher points to several Ss and says “Shes / Hes ”Explain with gestures.Write “Shes ” and “Hes” on the blackboard.Read the sentence pattern.T shows some head ornaments, Ss look and try to say “Shes Lingling. Hes Daming.”Read “Shes Lingling. Hes Daming. ” after T.Ask some Ss to go to the front and stand in a line.Ss look and say “Shes” / “Hes”Step 4: ConsolidationTeacher makes a model.Ss try to introduce his friend like “Shes / Hes ”.Teacher points and says “Shes a pupil.” Or “Hes a pupil.”Ss learn to say.Teaching Notes:Module 1: Unit 2 Shes a nurse.Teaching Aims:1. Review the points of the module. 2. Learn to introduce a people like “Shes/ Shes a nurse.”3. Do the exercises of the module.Importance and Difficulties:Hes / Shes a pupil.Words: doctor, pupil, teacher.The exercises of the module.Students Analysis:We have learnt many words in the module: father, mother, brother, sister, grandpa, grandma, friend, pupil, doctor and so on, so it is necessary to review them in todays lesson, and put the words in the sentence patterns: This is my/ Hes/shes Teaching Aids:Tape recorder a big pencil a doll Cards head ornamentsTeaching Procedures:Step 1: Warming upSing to say hello.Review the chant: Wheres the pencil?Ss say the chant together.Put a pencil in different place, Ss look and answer teachers question “Wheres the pencil?”Put a school bag on the desk, ask “Wheres the school bag?” Ss answer.Put a big pencil in / on / under the school bag, Ss look and say its location.Step 2: RevisionReview the sentence “Look at the tree.” And “Look at the window.”Review the sentence “So many birds.” And the sentence pattern “So many”Review to say “Lets count.”Count from one to twelve.Look the cards and answer “Father / mother / ” quickly.Introduce those cards like “This is my brother. / ”Look and say “This is my pencil.”Review the chant: She, she, she. Shes Amy.He, he, he. Hes Daming.Read the chant after T.Say your classmates name. (Shes / Hes )Step 3: PresentationTeacher points several Ss and says “Shes a pupil. / Hes a pupil.”Learn the word “pupil.”Ss read the word.Some Ss stand up, the others look and say “Shes a pupil. / Hes a pupil.”Look at the head ornaments and say “Shes a pupil. / Hes a pupil.”Teacher shows the card and says “Hes a doctor.”Learn the word “doctor.”Step 4: Do the exercisesActivity book: Exercise 2 on page 7 Exercise 3 on page 9Teaching Notes:Module2: Unit 1 Wheres the bird?Period 1Teaching Aims:Understand the meaning of the text.Review the sentence pattern “A cat is in the box. / Wheres my pen?”Describe the location like “Its in / on/ under .”Importance and Difficulties:The sentence pattern: “A cat is in the box.”Try to ask: “Wheres the orange cat?”Students Analysis: We have learnt the pattern “Wheres the?”last week, so it is a consolidation of last period, just add some new points: Wheres the orange cat?Teaching Aids:Tape recorder tape a dollPictures Cards Teaching Procedures:Step 1: Warming upGreeting to Ss with a song.A TPR game: Listen and do.T: “Stand up! Sit down! Open your book! Point to the window. Point to the door.”Step 2: RevisionShow four cards. T: “Whats this?” / “This is ”Read the four words in high and low voice.Read fast.T: “If you know, please stand up and read it fast.”Show the wall chart.Describe the location of the pen or the cat in the wall chart.Step 3: PresentationT points to the wall chart and asks: “Wheres the pen?” Ss answer: “Its ”Write the two sentences on the blackboar