Module 1 Using my five sensesUnit 1 Look and seeTasks in this unit1. Use modelled phrases to communicate with other students2. Use modelled phrases to begin and maintain an interaction by providing information in respone to factual questionsLanguage focus1. Using the new words in the contexte.g., frog, rabbit, bee, bird2. Asking wh-questions to find out what people seee.g., What do you see?3. Using formulaic expressions to indicate what people seee.g., I seeLearning skills:Listening1. Identify the key words in an utterance by hearing the pronunciatione.g., frog, rabbit, bee, bird2. Understand the meaning of wh-questionse.g., What do you see?3. Understand the key patterne.g., I am a Speaking1. Ask wh-questions to find out what people seee.g., What do you see?2. Use formulaic expression to indicate what people seee.g., I see3. Use the key pattern to introduce oneselfe.g., I am a Scheme of workperiodCore contentsExtensionMaterialsGrammar and expressionsVocabulary1I am a frog, rabbit, bee, birdSB:p2. WB:pp.2 and 3Parts A and B2What do you see?I seeSB: pp. 3,4 and 5WB: pp.4 and 5 , PartsC,D and TaskContentOxford English 1B Module 1 Unit 1 Look and seePeriod1TeacherLanguage focus:Using nouns to identify small animalse.g., frog, rabbit, bee, birdUsing numbers to counte.g., one, two, threeUsing the key pattern to introduce oneselfe.g., I am a Language skillsListening Identify the key words in an utterance by hearing the pronunciatione.g., frog, rabbit, bee, birdUnderstand the key patterne.g., I am a SpeakingPronounce the key words correctlye.g., frog, rabbit, bee, birdUsing the key pattern to introduce oneselfe.g., I am a Materials:Students Book 1B, p2Cassette 1BFlashcards 1B (frog, rabbit, bee, bird)Teaching ProcedureProcedureTeachers activityLearners activityPurposePre-task preparationActivity 1Show the students a picture of a park. Ask them what they see.E.g., T: Look! What can you see? Ss: I can seeActivity 2Mime the small animals and let the students guess what the animals are.e.g., T: What am I ?(mines) Yes, Im a rabbit.Look and sayListen and guessWhile-task procedureActivity 1Ask the students say and mime the actions of the animals.Activity 2Teach the rhyme on Students Book page 2e.g., One two threeI am a bee.Four fiveI am a bird.Six seven eightI am a rabbit.Nine tenI am a frog.Activity 3Divide the class into pairs. Ask them to act as an animal and let the partern guess what animal it is.e.g.,s1: Are you a rabbit?S2: Yes, Im a rabbit./No, Im not a rabbit.Activity 4Use the flash cards to show the students some parts of the animals and ash them to guess what the animals are. The students can play this guessing game in groups.e.g.,what is it?Its a bee.Mime the animals and say “I am a ” Learn the rhyme.Say it when the picture flies.Read it.Read again.Read it with some actions.Recite it if someone can.Ask and answer in pairs.Ask and answer in groupsPost-task activitiesActivity 1Ask each student to make a mask of an animal. Ask them to put on theis masks and make a dialogue with their partern.e.g.,s1: Hello. I am a bee, I am small. I can fly.S2: Hi. I am a frog. I am green. I can jump.Act out the animal and make a short dialogue.Boardfrog rabbit bee birdFeedbackContentOxford English 1B Module 1 Unit 1 Look and seePeriod2TeacherLanguage focus:Asking wh-questions to find out what people seee.g., What do you see?Using formulaic expressions to indicate what people seee.g., I seeUsing nouns to identify small animalse.g., frog, rabbit, bee, birdusing indefinite articles to refer to particular animalse.g., a bird, a beeAsk wh-questions to find out the colors of objectse.g., What color id it?Using adjectives to identify colorse.g., It is red.Language skillsListening Understand the meaning of wh-questionse.g., What do you see?SpeakingAsking wh-questions to find out what people seee.g., What do you see?Using formulaic expressions to indicate what people seee.g., I seeMaterials:Students Book 1B, p3,4,5Cassette 1BTeaching ProcedureProcedureTeachers activityLearners activityPurposePre-task preparationWarming up: Sing a song (number I to 10)Activity 1Show the students the flash of page 3. Ask them to listen to the dialogue.Activity 2Elicit the key partern what do you see.Activity 3Have the students practice in pairs.What do you see?I see a Sing a songListen to the dialogue.Read it.Practice in pairsWhile-task procedureActivity 1Play the flash of page 4 and ask them to follow the dialouge with sentences.Activity 2Ask the students to listen and watch the flash and repeat it.What do you see?I see a What color is it?Its Activity 3Ask them to act out the dialogue in pairs.Activity 4Have the students to make a new dialogue according to the picture.Follow the dialouge with sentences.Repeat the dialogue on page 4.Act out the dialogue.Make a new dialogue and feedback.Post-task activitiesActivity 1Ask each student to look at the pictures and describe the animals or plants or anything they see in it.e.g.,s1: what do you see?S2: I see its Discribe the picture.Ask and answer.BoardWhat do you see?I seea What colour is it?Its What do you see?I see Its FeedbackUnit 2 Listen and hearTasks in this unit1.Use modelled phrases to communicate with other students2.Use modelled phrases to begin and maintain an interaction by providing information in respone to factual questionsLanguage focus1. Using the new words in the contexte.g.,sheep, hen, dog, cat2. Asking wh-questions to find out what people heare.g., What do you hear?3. Using formulaic expressions to indicate what people heare.g., I hear a sheep.4. Using formulaic expressions to indicate what noises animals makee.g., Oink.oinkLearning skills:Listening1. Identify the key words in an utterance by hearing the pronunciatione.g., sheep, hen, dog, cat2. Understand the meaning of wh-queationse.g., What do you hear?3. Understand formulaic expressions to indicate what noises animals make e.g., Oink.oinkSpeaking1. Ask wh-questions to find out what people heare.g., What do you hear?2. Use formular expression to indicate what people heare.g., I hearScheme of workperiodCore contentsExtensionMaterialsGrammar and expressionsVocabulary1I hearsheep, hen, dog, catSB:pp.6.8.9 WB:pp.6 and 7Parts A and C2What do you hear?I hearOh! Its you, Danny.SB: pp. 6.7 and 50WB: pp.6.8 and 9 , PartsB,D and TaskContentOxford English 1B Module 1 Unit 2 Listen and hearPeriod 1TeacherLanguage focus:Using nouns to identify common farm animalse.g., sheep, hen, dog, catUsing formular expression to indicate what people heare.g., I hearLanguage skillsListening Understand the names for some animalse.g., sheep, hen, dog, catUnderstand formulaic expressions to indicate what noises animals makee.g., Oink.oinkSpeakingPronounce the key words correctlye.g., sheep, hen, dog, catUsing formular expression to indicate what people heare.g., I hearMaterials:Students Book 1B, p6.8.9Cassette 1BFlashcards 1B (sheep, hen, dog, cat)Teaching ProcedureProcedureTeachers activityLearners activityPurposePre-task preparationWarming upActivity 1Ask some questions to help the students review lesson one.Activity 2T: We can look and see with our eyes. What can we do with our ears?Elict the new lesson: listen and hearSing a songRead the flash cards and answer some questions.Learn the new words: listen , hearWhile-task procedureActivity 1Show the pictures and the sounds. Let students match the animals and the sounds of theirs.Activity 2Learn the new words: cat, dogAsk the students say and mime the actions and the sounds of the animals.Show them the rhymes to say.e.g.,Wang! Wang!I am a dog.I can run.Activity 3Ask the students to listen to the recorder and guess what animal it is. (hen, sheep)e.g.,what do you hear?I hear a Say goes Match the animals and the sounds of theirs.Mime the animals and say “I am a ” Read the rhymes.Read it with some actions.Learn the new sentences.Post-task activitiesActivity 1Listen and guess.Play the recorder.e.g.,what do you hear?I hear a I hear a and Activity 2Play the song: BINGOListen and guess. Say I hear Sing the song.BoardWhat do you hear?I hear FeedbackContentOxford English 1B Module 1 Unit 2 Listen and hearPeriod 2TeacherLanguage focus:Asking wh-questions to find out what people heare.g., What do you hear?Using formulaic expressions to indicate what people heare.g., I hear a sheep.Using formulaic expressions to indicate what noises animals makee.g., Oink.oinkLanguage skillsListening Asking wh-questions to find out what people heare.g., What do you hear?Using formulaic expressions to indicate what people heare.g., I hear a sheep.Using formulaic expressions to indicate what noises animals makee.g., Oink.oinkSpeakingAsking wh-questions to find out what people heare.g., What do you hear?Using formulaic expressions to indicate what people heare.g., I hear a sheep.Materials:Students Book 1B, p7Cassette 1BFlashcards 1B (sheep, dog, cat, hen)Teaching ProcedureProcedureTeachers activityLearners activityPurposePre-task preparationActivity 1Sing the songActivity 2Mime the small animals and let the students guess what the animals are.e.g., T: miao,miao. What do you hear?Sing the song.Review the last lesson.While-task procedureActivity 1Plat the flash og page 7Play again.Play again.Activity 2Divide the studetns into some groups of four.Ask students to act out the dialogue.Activity 3Watch their dialogues and give them some advice.Listen to it.Look at the words and read after it.Read after it again.Get ready for the action. Practice in groups.Act out their own dialogue.Post-task activitiesActivity 1Finish work book from p2-7 about the listening parts.Do listening exercises.BoardOink! onik! What do you hear?I hear a pig. Oh! Its you, Danny.Ha! Ha!FeedbackUnit 3 Taste and smellTasks in this unit1.Use modelled phrases to communicate with other students2.Use modelled phrases to begin and maintain an interaction by providing information in respone to factual questions3. Use imperatives to give simple instructions.Language focus1. Using nouns to indentify food items.e.g.,rice, soup, egg, noodles2. Use imperatives to give simple instructions.e.g., Taste the noodles.3. use imperatives to express preferences.e.g., Soup, please.4. Using formulaic expressions to ask customers preferences.e.g., Can I help you?5. Using formulaic expressions to express thankse.g., Thank you.Learning skills:Listening1. Identify the key words in an utterance by hearing the pronunciatione.g., soup, rice, noodles, egg2. Understand simple instructions.e.g., Taste the noodles.3. Understand formulaic expressions asking customers preferences. e.g., Can I help you?4. Understand formulaic expressions offering peoples things.e.g., Here you are.5. Understand formulaic expressions expressing thankse.g., Thank you.SpeakingUse imperatives to give simple instructions.e.g., Taste the noodles.use imperatives to express preferences.e.g., Soup, please.Using formulaic expressions to ask customers preferences.e.g., Can I help you?Using formulaic expressions to express thankse.g., Thank you.Scheme of workperiodCore contentsExtensionMaterialsGrammar and expressionsVocabulary1TasteSmell Soup noodlesCan I help you?, please?SB:pp.10.11 2TasteSmell Touch Rice, eggmeatSB: pp. 12and 13WB: pp.10.11.12and 13 , PartsA.B.C.D and TaskContentOxford English 1B Module 1 Unit 3 Taste and smellPeriod 1TeacherLanguage focus:1. Using nouns to indentify food items.e.g.,rice, soup, egg, noodles2. Use imperatives to give simple instructions.e.g., Taste the noodles.3. use imperatives to express preferences.e.g., Soup, please.4. Using formulaic expressions to ask customers preferences.e.g., Can I help you?5. Using formulaic expressions to express thankse.g., Thank you.Language skillsListening 1. Identify the key words in an utterance by hearing the pronunciatione.g., soup, rice, noodles, egg2. Understand simple instructions.e.g., Taste the noodles.3. Understand formulaic expressions asking customers preferences. e.g., Can I help you?4. Understand formulaic expressions offering peoples things.e.g., Here you are.5. Understand formulaic expressions expressing thankse.g., Thank you.Speaking1. Pronounce the key words correctly.e.g.,rice, soup, egg, noodles2. Use imperatives to give simple instructions.e.g., Taste the noodles.3. use imperatives to express preferences.e.g., Soup, please.4. Using formulaic expressions to ask customers preferences.e.g., Can I help you?5. Using formulaic expressions to express thankse.g., Thank you.Materials:Students Book 1B, p10.11Cassette 1BFlashcards 1B (rice, soup, egg, noodles)Teaching ProcedureProcedureTeachers activityLearners activityPurposePre-task preparationWarming upActivity 1Ask some questions to help the students review lesson one and two.Activity 2Show the students the wall picture for Students Book page 10. have the students listen to the recording. Then ask the more able students to act according to your instructions.e.g., T: Taste the noodles, Peter. Smell the soup, Linda. Sing a songRead the flash cards and answer some questions.Learn the new words: taste smellWhile-task procedureActivity 1Show the pictures of the food. Review the words: soup, noodles, rice.Activity 2Show the picture of an egg. Activity 3Ask the students to listen to and repeat after”Look and say” on Studetns Book page 10. have the students practice the dialogue with you in the following ma