上海版牛津英语一年级下册(1B)全册教案
牛津上海版小学英语一年级下册全册教案
牛津上海版小学英语一年级下册全册教案目录Module1 Using my five senses《Unit1 Look and see》 (2)Module1 Using my five senses《Unit2 Listen and hear》 (7)Module1 Using my five senses《Unit3 Taste and smell》 (14)Module2 My favourite things《Unit1 Toys I like》 (18)Module2 My favourite things《Unit2 Food I like》 (23)Module2 My favourite things《Unit3 Drinks I like》 (28)Module3 Things around us《Unit1 Seasons》 (32)Module3 Things around us《Unit2 Weather》 (36)Module3 Things around us《Unit3 Clothes》 (43)Module4 Things we do《Unit1 Activities》 (47)Module4 Things we do《Unit2 New Year’s Day》 (52)Project 2《Things I like》 (57)Module1 Using my five senses《Unit1 Look and see》1教学目标为了更好地提高学生学习的兴趣,也有效结合单元主题,添加了<功夫熊猫> (Kung Fu Panda) 电影中的部分卡通人物,从而达成以下教学目标:1.通过图片和情境,初步学习如下单词:frog, rabbit, bee, bird等,感受其音、形、义;2.通过图片和情境,能尝试运用I’m… / I’m a…等句型进行角色扮演和自我介绍;3.通过故事学习,学会观察周遭世界,能关注生活中小动物的特点。
一年级英语下册 1B Unit3 Colours教案 沪教牛津版
U n i t3C o l o u r s【单元分析（UNIT ANALYSIS）】一、教材地位（UNIT POSITION）1、本单元是围绕“颜色”这个主题展开的，以“看看招招”为活动主线，引导学生寻找身边的颜色，感受多姿多彩的大自然。
2、词汇方面（1）学习red,blue,yellow,green,pink,purple,brown,orange这八种颜色的口头表达。
（2）在一年及第一学期学习1-6的基数词表达后，继续学习7-10这几个数字的表达。
3、句型方面（1）学习What colour is ist? Is it…?句型来询问事物的颜色。
（2）用It’s…It’s a/an…句型来表达事物的颜色特征。
（3）在一年级第一学期用数字表达年龄的基础上，学习询问和表达事物的数量。
4、结合本单元“颜色”的主题，学习Pick out the blue kite. Colour the kite red. Make eight kites等指令。
二、学习目标（LEARNING OBJECTIVES）1、用正确的语音语调正确表达所见到的red,blue,yellow,green,pink,purple,brown,orange等颜色。
2、能够通过正确使用What colour is ist? Is it…?来询问事物的颜色，并根据实际情况，用It’s…It’s a/an…正确表达事物的颜色特征。
3、在学习颜色之后，结合旧知，在教师的指导下，以儿歌的形式表达自己对生活中颜色的感受。
并能正确地要求别人给图片上色，选出某种颜色的事物。
4、在一年级第一学期的基础上，正确使用7-10数字表达年龄，并能用How many…?来询问事物的数量，能正确表达10以内的数量。
三、教学资源（TEACHING RESOURCES）1、现代技术支撑（I.P. support）♦录音机♦电脑♦实物投影机2、视听材料辅助（Audio-visual aids）♦图片♦实物3、学习材料（Materials）♦学生用书♦配套练习册教学参考书四、课时划分（PERIOD DIVISION）U n i t3C o l o u r s第一课时（1ST PERIOD）一、主要新授内容(new contents)Let’s learn--- red, blue, yellow, greenLet’s play--- What colour is it? --- It’s...二、学习目标(Objectives)1、联系学生生活实际，可以从小动物、家人、学习用品角度引入“颜色”的主题。
☆小学英语一年级 上海版牛津英语1b教案全册
Unit 1 New Year第一课时（1ST PERIOD）一、主要新授内容(new contents)Let’s learn---uncle, auntLet’s talk--- How are you? I am fine, thank you./ Very well, and you?二、学习目标(Objectives)情感目标:1、通过在“新年”的主题中，习得拜年、串门、招待客人时可以使用的相互简单问候，让学生开始形成在日常生活中良好的语言习惯和待人接物时落落大方的态度、有问有答的礼貌。
2、在“新年到，家人、亲朋好友相互拜访”的语言使用环境中，能用正确的语音语调说出uncle, aunt两个新授词汇；能够根据家庭成员的关系在口语中正确表达uncle, aunt的称谓。
功能目标:1. 在一年级第一学期的学习基础上，能熟练运用How are you? Fine, thank you./ I am fine, thank you./ Very well, and you?等简单语句进行相互问候。
2.根据二期课改新课标的要求，在确保完成基本教学目标的基础上，可以结合学生的学习能力和语言的实际使用对教材呈现的教学内容进行拓展，所以在口语导入Just so-so. Not bad.等等生活中同样常用、表达意思不同的多种简单回答，有助于学生在实际生活中对语言的理解和表达更为准确和真实。
整合目标:通过信息技术与课程的整合，力求为学生提供学习的氛围，让学生在情景中展开想象。
猜而直接提示：This is father’s sister. 引入aunt把语音和语义同时输入给学生。
aunt的机械性操练也可以先全体跟着教师朗读。
其中开始一两遍可以是正常声音升降调跟读，接着可以由响到轻或由轻到响地跟读。
旨在通过跟读音调的变化既达到反复模仿上口，又减少机械模仿的枯燥。
Unit 1 New Year第二课时(2nd PERIOD) 一．要新授内容(new contents)Let’s learn---grandmother, grandfather Let’s talk----Happy New Year!二．主要目标（Objectives）情感目标：1.通过“新年”这个主题，使学生学会用新年特定的问候语Happy NewYear与家人或客人相互问候，让学生在日常生活中养成良好的语言习惯及文明习惯。
一年级英语下册 1B Unit 6 Famer and fisherman教案 沪教牛津版
Let’s actLanguage focus:1. Using imperatives to give simple instructionEg. Say Hello to AliceListening: Locate specific information in response to simpleinstructions.Speaking: Use modeled phrases to communicate with other learners.Materials: Cassette 1BTeaching ladders:Ⅰ. Warming up1．Greeting2．RhymeLook at the doctorReading a bookAbout a nurseAnd a cookThe doctor and the bookThe nurse and the cookOh look. All very oldⅡ. Pre-task preparationPlay a game of “Simon says”Open your mouthSay “Ah”Ⅲ. While-task procedure1．Say “Hello” to the classT：Hello, XXT：Hello, XXS：Hello, miss ping.2．Ask a pair of students to come to the front.T：(Pat on the shoulder of one pupil.)Say hell to XXS：Hello3．Invite the her two pupils.T：Say Hello to XXS：HelloT：What’s the Chinese meany?4．Do group withSay Hello to XX5．T：Come with me. (To a student)T：What’s the Chinese meaning.6．T：Now pleas open your books.Listen & read after it.7．Listen it again.Have students repeat the senterces with the appropriate yes turesⅣ. Post-task activityPlay a match: Who is the qaickest to respond?Let’s talkLanguage focus:1. Using formulaic expressions to identify peopleEg. You are a farmer.2. Askky yes/no questions to identify people.particular thingEg. Are you a teacher?Listening: Locate specific information in response to simple questions. Speaking: Use modeled sentences to commicate with other learners. Materials: Wallchart 1BTeaching ladders:Ⅰ. Warming up1．Greeting2．TrainSay Hello to AliceCome with meⅡ. Pre-task preparation1．Revise the expression “Hello, I’m ……”T(go to a student)S：Hello, I’m a XXT：You are XX2．Invite pairs of students to come to the front and stand facing each other. T：You can use “You are XXYou are XX”Ⅲ. While-task procedure1．T：(hold up the “farmer” cards.)Farmer.（Get the students repeat）farmer2．Repeat the process with “fisherman”3．Press two students up as a farmer and a fisherman.T：(Point to the “farmer”)You are a fisherman.Yes or No.4．Repeat the precess with “fisherman”.5．T：(Look at the pictures)Farmer. You are a farmer.Fisherman.Your are a fisherman.6．T：(Point to myself)I am a teacher.I am an English teacher.T：(Point to a student)Are you a teacher?T：No, you are a student.7．T：Give the pointer to the studentsAre you a teacherT &S：Yes, I am.(Do it with other students again)8．T：Open your book P28Listen & FollowⅣ. Post-task activities1．Invite four students to stand in the front.Hold an object that tepresents a jobJave the rest of the class point to them one by one and say.You are a ……2．Group 1 act as a farmerGroup 2 act as a fishermanGroup 3 act as a teacherGroup 4 act as a doctor.(1) G 1：Are you a fisherman?G 2：Yes,Are you a teacher?G 3：Yes, Are you a doctor?G 4：Yes, Are you a farner?(2) G 1：Are you a fisherman?G 2：No, I’m a fisherman.Are you a fishman.3．Selsct graps to act out the dialogre.ConsolisationP19：Listen and hang only the correct pictures onto the books.Let’s learnLanguage focus:1. Using nouns to identify people.Eg. Farmer.2. Using adjectives to describe peopleeg. thinListening: locate specific information in response to simple questions. Speaking: 1. Use modellde phrases and sentences to communicate with other learners.2. Proumee words properlyMaterials: Word and Picture Cards 1bTeaching ladders:Ⅰ. Warming up1．Greeting2．TrainI am a ……(teacher, pupil)Ⅱ. Pre-task preparation1．Put up the picture and word cards for Unit 4&5 on the boaed.T：Who will came to the front?Put away the word.T：teacherS：(Put awey the word “teacher”) pupil, doctor, nu rse, cook, policeman, postman, driver, milkman, fireman2．Ask three students to act as a teacher, aformer and a fisherman.T：Who are you?S：You’re a teacher.(Point it one by one)3．Ask one sturent come to the front.T (teacher)The student act as a teacherS：Are you a teacher?S：Yes, I am.Ⅲ、 While-task properties1．Hold the picture cards for “farmer” “fisher enar” and “teacher” in the hanrds.T：XX, select are.Put it up on the board.Revise the word together.2．Write the words or the blackboard.Match the word & picture.3．Erase themT：(Pick out the correct word cards on the desk)4．Invit 2 pupil “for” “thin”T：FatT：thin5．T：fat, thin(With the hand gestures)6．T：Open your books. Turn to P29.Listen & Repeat.Ⅳ、 Post-task activityHhide any of the word cards at you backT：Wich word?Ⅴ、 Consolidationwork book page 20Listen & colourWork book page 21Tick the correct box.Let’s playLanguage focus:1．Using formulaic expressiong to identify peopleEg. You are a ……2．Using formulaic expressions to conform and dery things.Eg. Yes/NoSpeaking: 1. Open an interaction by eliciting a response.2. Maintain an interaction by using formulaic expressions to acknowlgdge, agree or disagree.Materials: Picture cards 1BMarks with pictures of people.Teaching ladders:Ⅰ. Pre-task preparation1．Pick up the picture and word cards for “famer, fisherman, teacher.Match it.2．Read the word one by one.Farmer, fisherman, teacher.Ⅱ. While-task procedure.1．Invite 6 students to arme to the front.T：Who will act as a doctor?nurse?policeman?postman?farmer?fisherman?teacher?T：Let’s point it & say.You are a ……2．Use a handkerchief to cover a volunteer’s eyesT：Come to the front & catch them & Guess “You one……”(1) Inivite a pupil of Group 1. 2. 3. 4(2) The rest of the class should tell him “Yes. No”3．Continve the game with other students.Let all the students have a chance to playⅢ、 Post-task activities1．Write the six adjective words “tall” “short” “fat” “thin” “young” and “old” on the board. Have students draw a person that fits each descriptin. 2．Play hide and seek after dass.Ⅳ、 CondolidationWork book page 21Can you find the word in the pnzzle?Colour the boxes.Let’s enjoyLanguage focus: Using adecties to decrile thingsEg. Thin pig.Fat pig.Speaking: Pronunce correctly words in connected speech by linking words together and using appropriate stress.Listening: Identify key words in an utterance by recognizing stress. Materials: Pictures , cards 1BTeaching ladders:Ⅰ. Warming up1．Greeting2．RhymeLooking at the doctor.Reading a book.About a nurse and a cook.The doctor and the book.The nurse and the cook.Oh, look.All very old.Ⅱ. Pre-task preparation1．Put the words cards for this armt on the board.T：Who takes care of animals?Who is it?2．Make enlarged photocopies of the two pigs from St udent’s. book page 31T：Which is fat?Which is thin?S：It is fat. It is thin.Ⅲ. While-task procedure1．T：Listen to the tape.Follow it.2．T：(Use hand gestures)Up, Dowm(Repeat for studeny to copy you)Up, Down.3．T：(Use body language)Thin, fat4．Show fingers for “One and two”Put hand on ehest for “I”Point to students for “you”Point to ceiling for “up”Point to floor for “down”Draw cirdes in the air for “round and round”5．Encourage students to read the rhyme.6．Let students do actions while reading out the rhyme7．Invite individual students to act out the rhyme to the class. Students vote for the best one.Ⅳ. Post-task activitieshave each group act out 1h rhyme.。
牛津英语1B全册教案(含单元分析)
教案学科：英语年级：一年任课教师：***学期：2012—2013学年度下学期学校：乐山镇中心小学校学生名册课程表“学科生命教育”课堂基本要素1、教师要树立“关爱生命、尊重人格、关注尊严、学生是学习的主体、学生是学习的主人”的理念，精心设计教学目标、教学内容、教学重点，深入挖掘教学内容中的生命教育因素，打造充满生命互动的课堂，使学生获得精神上的满足，使师生在相互作用中进行智慧的碰撞、情感的交融和心灵的沟通，使教学目标得到创造性的实现。
2、教师要用火热的激情调动与激发学生的学习热情和学习状态，通过恰当的教学方式和教学手段，积极构建温暖、和谐、平等的课堂氛围，以情融教，情景交融；以乐激教，快乐无限，使课堂焕发出生命的活力。
3、尊重学生的生命自由、生命差异，因材施教，尽量满足不同层次学生对知识的需求，引导学生正确理解和认识生命的意义。
4、倡导自主、合作、探究学习方式，爱护学生的好奇心、求知欲，努力为学生创造展示自己的机会，搭建展示的平台，鼓励学生在公众面前充分展示自己的学习成果和聪明才智。
5、在课堂教学过程中，让学生体验到自由、尊重、信任、友善、理解、关爱和亲情，受到激励、鞭策、感化和鼓舞，形成积极的人生态度和乐观的生命情感。
6、课堂上实施激励、明理式的评价，要以肯定、表扬、鼓励为主，让学生在“成功中体会快乐，在快乐中实现幸福”。
教学进度表（英语）课标要求听做：1、能根据听到的词语识别或指认图片或实物；2、能听懂课堂简短的指令并做出相应的反应；3、能根据指令做事情，如:指图片、涂颜色、画图、做动作、做手工等；4、能在图片和动作的提示下听懂简单的小故事并做出反应。
说唱：1、能根据录音模仿说英语；2、能相互致以简单的问候;3、能相互交流简单的个人信息，如:姓名、年龄等;4、能表达简单的情感和感觉，如:喜欢和不喜欢;5、能够根据表演猜测意思、说词语，6、能唱英语儿童歌曲15一20首，说歌谣15一20首;7、能根据图、文说出单词或短句。
一年级英语下册 1B Unit1 New Year(2)教案 沪教牛津版
Unit 1 New Year第二课时(2nd PERIOD)一．要新授内容(new contents)Let’s learn---grandmother, grandfatherLet’s talk----Happy New Year!二．主要目标（Objectives）1.通过“新年”这个主题，使学生学会用新年特定的问候语Happy New Year与家人或客人相互问候，让学生在日常生活中养成良好的语言习惯及文明习惯。
2.通过“向家人拜年”的语言环境，让学生用正确的语音语调说出grandmother, grandfather两个新授词汇。
3.在完成基础教学目标的基础上，结合学生的实际能力对教学内容进行拓展，导入Have some sweets. Have sometea.等生活中常用的句型，使学生的交际语言更丰富，更贴近生活。
三、教学建议1、任务前期准备阶段（Pre-task preparation section）Activity 1（Rhyme）1、教学辅助(Aids)1)电脑（1B-U1-3）2）屏幕Steps Contents Methods Purpose1．Question andanswer 大屏幕展示小女孩一家开门迎接叔叔和姑姑的情境，老师问：Look, whois coming? 学生脱口而出：uncleaunt通过情境展示使学生自然回顾上一课时所学的单词2．RhymeMy uncle iscoming…My aunt iscoming…男女生分别朗读上课时编的儿歌。
自然将单词融入句中使学生得以进一步巩固，同时活跃气氛。
Activity 2（Look and say）1、教学辅助(Aids)1）图片2) 头饰2．活动过程（Process）Steps Contents Methods Purpose1．Look and sayuncleaunt教师出示uncle, aunt的图片，学生齐读通过整齐的朗读，巩固上一课时所学单词2．Listen andrespondHow are you? I amfine, thankyou./Fine,thank you./ Verywell, andyou?/Just soso…教师请几位男生和几名女生分别戴上头饰扮演uncle and aunt,与不同的同学进行对话练习。
一年级英语下册 1B Unit1 New Year(4)教案 沪教牛津版
Unit 1 New Year第四课时(4th PERIOD)一、主要新授内容(new contents)Let’s play---Draw. Write. Fold.Happy New Year, Miss Li.二．主要目标（Objectives）1.让学生通过制作和赠送贺卡，学会用语言和行动表达对同学，老师或家人的关爱，同时也感受到周围的人对自己的关心。
2.通过讨论制作贺卡的步骤及如何送出祝福，正确掌握单词“fold”和Miss的读音。
3．联系生活实际，对赠卡对象的称呼及不同节日的不同问候做一定拓展，导入Mr… Merry Christmas. Happy birthday…使学生在实际生活中有更广的表达空间，体会语言学习的乐趣。
三、教学建议1、任务前期准备阶段（Pre-task preparation section）这个阶段，学生通过唱歌感受节日的快乐气氛，通过观赏同龄人制作的贺卡，产生自制卡片的强烈愿望。
Activity 1（Looking and saying）1、教学辅助(Aids)1) 电脑(1B-U1-6)2）屏幕Activity 2（Song）1、教学辅助(Aids)录音机2．活动过程（Process）2、任务中期实施阶段（While-task procedure section）通过机械性操练让学生正确掌握单词fold 及Miss的语音语义，并且能正确区分Miss与Mr运用。
Activity 1 (Repeation)1、教学辅助(Aids)1）白色画纸2）水彩笔Activity 2 （Rhyme）1、教学辅助(Aids)1)图片2)录音机Activity 3 （ Listening and speaking）1、教学辅助(Aids)1)图片2)录音机Activity 4 （Repeation）1、教学辅助(Aids)图片经过机械性操练，学生已掌握制作贺卡步骤的表述方式，在接下来的意义性操练中教师除了引导学生做综合性操练，还可对其它的节日问候方式做一定的拓展，使学生的表达面更广。
一年级英语下册 1B Unit9 Revision1教案 沪教牛津版
Unit 9 Revision【单元分析 ( UNIT ANALYSIS ) 】一、教材地位 ( UNIT POSITION )1．本单元是一个复习的内容，即把一年级所学到的知识进行系统的复习并加以梳理，使学生对知识有了一个比较完整的认识和整合。
2．词汇方面: A.复习家人和职业类的单词,同时贯串描述人的外形特征。
例：“father , mother , uncle , aunt , brother, sister, grandmother,grandfather”等“teacher, cook, policeman, postman, doctor , farmer , fisherman ,nurse, fireman , milkman , driver”等“tall, short , old , young, fat, thin”B. 色彩、动物和其他。
例： brown, yellow, orange, purple, pink, red, blue,green, butterfly, rabbit, bird, frog, bee, kite, leaf ,balloon, ball,doll, bicycle, slide, swing, tree, flower ，dress, shoes等。
C．食物及学习用品。
例：sweet, jelly, fish, cake, ice-cream, apple,mooncake, peach, orange, pear, lemon, book, ruler, pencil,rubber, bag等。
3．句型方面： A. 复习to be 句型B．I see….How many…?C．复习like句型。
二．学习目标（LEARNING OBJECTIVES）1．通过“新年”相互拜年这一语言使用环境，使学生能正确地用语言来表述家庭成员的关系及其各自的职业，同时贯穿描述人的外形特征。
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上海版牛津英语一年级下册（1B）全册教案Module 1 Using my five sensesUnit 1 Look and seeUnit 2 Listen and hearUnit 3 Taste and smellModule 2 My favourite thingsUnit 1 Toys I likeUnit 2 Food I likeUnit 3 Drinks I likeModule 3 Things around usUnit 1 SeasonsUnit 2 WeatherUnit 3 ClothesModule 4 Things we doUnit 1 ActivitiesUnit 2 New Year's DayUnit 3 Story timeModule 2 My favourite thingsTask in this unit:●Begin an interaction by expressing one’s preferences●Begin an interaction by eliciting a responseLanguage focus：●Using nouns to identify toys: ball,doll,bicycle,kite●Using adjectivesto describe things: It’s super.●Using the definite article to indicate particular things: the ball,the doll ●Using formulaic expressions to offer people help: Can I help you?●Using formulaic expressions to offer people things: Here you are.●Using formulaic expressions to express thanks: Thank you.Language skills:Listening:●Identify the key words in an utterance by hearing the pronunciation:ball,doll,bicycle,kite●Understand the key p attern: I like…●Understand formulaic expressions to offer people things: Here youare.●Understand formulaic expressions to offer people help: Can I helpyou?Speaking:●Pronounce the words,phrases and sentences correctly:ball,doll,bicycle,kite●Use formula ic expressions to indicate preferences: I like…●Use formulaic expressions to offer people things: Here you are.●Use formulaic expressions to express thanks: Thank you.●Use adjectivesto describe things: It’s super.●Use formulaic expressions to offer people help: Can I help you? Scheme of work:Module2 / Unit 1 / Period 1Aims:1. Words: ball,doll,bicycle,kite2.Function: Use formulaic expressions to indicate preferences: I like…Language focus:1. Pronounce the words,phrases and sentences correctly2. Understand the key pattern: I like…Aids: Pictures, Realia, tape.Module 2 / Unit 1 /Period 2Aims:1. Use formulaic expressions to offer people things: Here you are.e formulaic expressions to express thanks: Thank you.e adjectivesto describe things: It’s super.e formulaic expressions to offer people help: Can I help you? Language focus:1. Understand formulaic expressions to offer people things: Here you are.2. Understand formulaic expressions to offer people help: Can I help you? Aids: Pictures, Realia, tape.Module 2 / Unit 1 /Period 3Aims:1. Review the words: ball,doll,bicycle,kite2. Review the sentences: I like …3. Drills: I like the ….Language focus:Use formulaic expressions to indicate preferences: I like the…Aids: Pictures, Realia, tape.Module 2 My favourite thingsUnit 2 Food I likeTasks in this unit1.Begin an interaction by introducing one’s preferences2.End an interaction by using simple formulaic expressions3.Begin an interaction by eliciting a responseLanguage focus1. Using nouns to identify foodeg. jelly, ice, cream, sweet, biscuiting formulaic expressions to indicate preferencese.g. I like ice cream.3. Asking yes/no questions to find out one’s preferencese.g. Do you like,…?4. Using formulaic expressions to confirm or denye.g. Yes./No.ing formulaic expressions to offer people thingse.g. One for you.Learning skills:Listening5.Identify the key words in an utterance by hearing the pronunciationeg. jelly, ice, cream, sweet, biscuit6.Identify specific information in response to questionse.g. Do you like sweets? No.3. Understand formulaic expressions indicating preferencese.g. I like ice cream.Speaking1.Identify the key words in an utterance by hearing the pronunciationeg. jelly, ice, cream, sweet, biscuit2. Using formulaic expressions to indicate preferencese.g. I like …3. Asking yes/no questions to find out one’s preferencese.g. Do you like,…?4. Using formulaic expressions to confirm or denye.g. Yes./No.5. Using formulaic expressions to offer people thingse.g. One for you.The first PeriodAims:1. Words: jelly, ice, cream, sweet, biscuit6.Function: Use formulaic expressions to indicate preferences: I like…Language focus:1. Pronounce the words, phrases and sentences correctlye.g. jelly, ice, cream, sweet, biscuit2.Understand the key pattern: I like…Aids: Pictures, Radio, tape.E：StepsThe second PeriodAims:1.Words: jelly, ice, cream, sweet, biscuit2.Sentences: Do you like …? Yes./No.One for you and one for me.Function:1. Asking yes/no questions to find out one’s preferencese.g. Do you like,…?2. Using formulaic expressions to confirm or denye.g. Yes./No.Language focus:1. Asking yes/no questions to find out one’s preferencese.g. Do you like,…?2. Using formulaic expressions to confirm or denye.g. Yes./No.Aids: Pictures, Radio, tape.E：StepsThe third periodA：Contents :Sentence: One for you and one for you.B：Teaching Aims :Using formulaic expressions to offer people thingse.g. One for you.C：Teaching aids :Recorder and workbook ,picture cardsD：StepsModule 2 My favourite thingsUnit 3 Drinks I likeTasks in this unit:●Begin an interaction by introducing one’s preferences●End an interaction by using simple formulaic expressions ●Begin an interaction by eliciting a responseLanguage focus：●Using nouns to identify drinks: cola,juice,milk,water●Using the indefinite determiner some to show quantity: Drink somewater,Mum.●Asking wh-questions to ask for specific information about a person:What do you like?●Using the simple present tense to express preferences: I like water.●Using formulaic expressions to wish someone a happy birthday:Happy Birthday,Eddie.Language skills:Listening:●Identify specific information in simple instructions: Drink somemilk,Sam.●Identify the key words by hearing the pronunciation:cola,juice,milk,water●Identify specific information in response to simple questions: Whatdo you like?I like water.●Understand formulaic expressions wishing someone a happy birthday:Happy Birthday,Eddie.Speaking:●Pronounce the words,phrases and sentences correctly:cola,juice,milk,water●Asking wh-questions to ask for specific information about a person:What do you like?●Use the key pattern to express preferences: I like water.●Use adjectivesto describe thin gs: It’s super.●Use formulaic expressions to wish someone a happy birthday: HappyBirthday,Eddie.Scheme of work:Drinks I likeThe First PeriodAims:1.Words: cola,juice,milk,water2.Function: Use specific information in response to simple questions: Whatdo you like? I like…Language focus:1.Pronounce the words,phrases and sentences correctly2.Identify specific information in response to simple questions: What doyou like? I like…Aids: Pictures, Realia, tape.Drinks I likeThe Second PeriodAims:e imperatives to give simple instructions: Drink some milk,Sam.2.Ask wh-questions to find out one’s preferences: What do you like?e the key pattern to express preferences: I like water.Language focus:ing imperatives to give simple instructions: Drink some milk,Sam.2.Asking wh-questions to find out one’s preferences: What do you like?ing the verb like to indicate preferences: I like water.Aids: Pictures, Realia, tape.。