小学英语新版-牛津上海版一年级下册Unit 4 Toys I like精品课件ppt

Tasks in this unit

1.Begin an interaction by expressing one’s preferences

2.Begin an interaction by eliciting a response

Language focus

1. Using nouns to identify toys

e.g., ball, doll, bicycle, kite

2. Using adjectives to describe things

e.g., It’s super.

3. Using formulaic expressions to indicate preferences

e.g., I like the ball.

4.Using the definite article to indicate particular things

e.g., the ball, the doll

5.Using formulaic expressions to offer people help

e.g., Can I help you?

6.Using formulaic expressions to express thanks

e.g., Thank you.

Language skills:

Listening

1. Identify the key words in an utterance by hearing the pronunciation

e.g., ball, doll, bicycle, kite

2. Understand the key pattern

e.g., I like…

3. Understand formulaic expressions offering people things

e.g., Here you are.

4. Understand formulaic expressions offering people help

e.g., Can I help you?

Speaking

1. Pronounce the words, phrases and sentences correctly

e.g., ball, doll, bicycle, kite

2. Use formulaic expressions to offer indicate preferences

e.g., I like…

3. 3. Use formulaic expressions to offer people things

e.g., Here you are.

4.Use formulaic expressions to express thanks

e.g., Thank you.

5.Use adjectives to describe things

e.g., It’s super.

6.Use formulaic expressions to offer people help

e.g., Can I help you?

Scheme of work

period

Core contents

Extension

Materials

Grammar and expressions

Vocabulary

1

I like…

ball  doll  bicycle 

kite

SB : pp.14 and 15

WB: pp.14   and 15,

Parts A ,B and C

2

I like…

 nice super

You like…

SB: pp. 15,16 and 17

WB: pp.16 and 17,

Parts  D  and Task

Content

Oxford English 1B Module 1Unit 1

Toys I like

Period

1

Teacher

Language focus:

Using nouns to identify toys

e.g., ball, doll, bicycle, kite

Using formulaic expressions to indicate preferences

e.g., I like…

Language skills

Listening

Identify the key words in an utterance by hearing the pronunciation

e.g., ball, doll, bicycle, kite

Understand the key pattern

e.g., I like…

Speaking

Pronounce the words, phrases and sentences correctly

e.g., ball, doll, bicycle, kite

Use formulaic expressions to indicate preferences

e.g., I like…

Materials:

Student’s Book 1B, pp.14 and 15

 Workbook 1B, pp. 14 and 15, Parts A ,B and C

Flashcards 1B (ball, doll, bicycle, kite )

Some toys

Teaching Procedure

Procedure

Teacher’s activity

Learner’s activity

Purpose

Pre-task preparation

Activity 1

Present the pictures on Student’s Book page 14 and introduce the words to the students.

e.g., T: Look! It is a ball. It is round. It is red. It like it very much.

Activity 2

Present some toys to the students. Tell them what you like, using the sentence I like…

e.g., T: I like dolls. I like kites. I like balls. I like toys.

Look and guess the meaning

Look and guess the meaning

While-task procedure

Activity 1

Ask the students to repeat the words and sentences after you.

e.g., T: I like balls.

Activity 2

Ask the students to complete the sentence I like…

e.g.,

T:(Shows a picture of balls) Balls.

Activity 3

Present some pictures of toys to the students.

Ask them to perform a chant like the following.

e.g.,

Ball, ball, I like balls.

Doll, doll, I like dolls.

Bicycle, bicycle, I like bicycles.

Kite, kite, I like kites.

Have the students chant in parts, then as a class. Have the more able students make their own chant, substituting ball, bicycle and kite with other words such as apple and orange.

Activity 4

Have the students do a quick response like the following.

e.g.,

T:(Holds some balls) Who likes balls?

Ss: I like balls.

Ss: I like balls.

S:(Stand up) I like balls.

Post-task activities

Activity 1

Have the students do Part A’ Listen and number’ on Workbook page 14. Help them check the answers.

Activity 2

Have the students do Part B’ Listen and match’

on Workbook page15.Help them check the answers.

e.g.,

T: What does Ben like?

S: Balls.

Then have the students do Part C ‘ Look and say’ on Workbook page 15. Check answers with the students.

e.g., S: I’m Ben. I like balls.

Activity 3

Have the students point out some pictures or toys, using I like… to indicate their preferences.

e.g., S: I like… 

Activity 4

Have the students play the game on Student’s Book page15.

Board

Feedback

Period    2

Teacher

Language focus:

Using formulaic expressions to indicate preferences

e.g., I like the ball.

Using the definite article to indicate particular things

e.g., the ball, the doll

Using adjectives to describe things

e.g., It’s super.

Using formulaic expressions to offer people things

e.g., Here you are.

Using formulaic expressions to express thanks

e.g., Thank you

Language skills

Listening

Identify the key words in an utterance by hearing the pronunciation

e.g., ball, doll, bicycle, kite

Understand the key pattern

e.g., I like the…

Understand the formulaic expressions offering people things

e.g., Here you are.

Understand formulaic expressions offering people help

e.g., Can I help you?

Speaking

Pronounce the words, phrases and sentences correctly

e.g., doll, ball, bicycle, kite

Use the key pattern to indicate preferences

e.g., I like the ball.

Pronounce sentences correctly by linking words together and using appropriate stress

e.g., I like the ball and the doll.

Use formulaic expressions to offer people things

e.g., Here you are.

Use formulaic expressions to express thanks

e.g., Thank you.

Use adjectives to describe things

e.g., It’s nice.

Use formulaic expressions to offer people help

e.g., Can I help you?

Materials:

Student’s Book 1B, pp.15,16 and 17

Workbook 1B, pp.15,16 and 17, Parts D and Task

Cassette 1B

Flashcards 1B( ball, doll, bicycle, kite )

Wall picture 1B

Some toys

Teaching Procedure

Procedure

Teacher’s activity

Learner’s activity

Purpose

Pre-task preparation

Activity 1

Have the students look at the wall picture of’ Listen and enjoy’ on Student’s Book page15 and guess what the girl likes.

T: What does she like?

T: Yes. She likes the ball and the doll. She says ‘I like the ball and the doll.’

Activity2

Have the students look at the wall picture of Student’s Book pages 16 and 17, while they listen to the dialogue. Then ask the students questions about it.

e.g.,

T: What does Tom like?

T: What does Alice like?

…

S1: The ball.

S2: The doll.

S: A monkey.

S1: The bicycle.

S2: The kite.

Story is popular among students. It

Is easy to catch their attention and arouse their interest.

Students understand the meaning in conversation.

While-task procedure

Activity 1

Have the student  listen to the rhyme on

Student’s Book page 15. Play the recording several times and have the students repeat after it. Continue until they are familiar with it.

Then have the students substitute the words ball and doll with bicycle and kite.

Activity 2

Have the students look at the wall picture of Student’s Book pages 16 and 17. Make a short dialogue with a student.

e.g.,

T: I’m a shop assistant. Can I help you?

T: Here you are.

Activity 3

Have the students play a memory game. Show some toys to the students. Have four students come to the front of the classroom. Have them tell the others what they like.

Then ask the other students what S1, S2,S3 and S4 like ,using the sentences You like…

e,

Activity 4

Have the students look at the pictures and role-play the dialogue.

e.g.,

T: (Show the first picture)

S: I like the ball.

S: Thank you.

S1: What do you see?

S2: I see a…It’s…

S1: I like the doll.

S2: I like the ball.

S3: I like the bicycle.

S4: I like the kite.

Ss: to S1: You like the ball.

S1:No. I like the doll.

S1:Can I help you ?

S2:I like the bicycle.

S3:I like the kite.

Game is an easy way for students to learn.

Give students more chance to practise.

Post-task activities

Activity 1

Have the students do  the survey on Student’s Book page 17. Ask the students to tick the toy they like. Then have them introduce that toy to the class.

e.g.,

Activity 2

Ask the students bring some toys they like to the class and introduce their toys to their group.

e.g.,

Activity3

Ask the students to do Part D’ Listen and complete’ on Workbook page 16. Then have the students act out the dialogue.

Activity 4

Ask the students to do Task ‘ Draw your favourite toy and talk about it’ on Workbook page 17. Check the answers with the students.

e.g., S: Look! This is a cat. It’s yellow. It goes ‘Miaow…Miaow…’ I like my cat.

S: I like the ball. It’s super.

S: I like the rabbit. It’s lovely. I like the chick. It’s yellow. I like the rabbit and the chick.

Improve students’ listening ability.

Consolidate what the students learn in class.

Encourage students to use English in daily life.

Board

Feedback