第1课时 Unit 3 My robot (Ⅰ)New words: arm, head, knee, leg, foot, feet, shoulder,hand, finger, toe…Sentence patterns: What’s in your…? There’s a/an …New words: arm, head, knee, leg, foot, shoulder,hand...Sentence patterns: What’s in your …? There’s a/an …Word cards, picture, tape-recorderⅠ.Free talkWhat’s the weather like today?Is there a computer in the classroom?Where’s the computer?Is it on the desk?Ⅱ. Presentation1.Introduce the parts of the body by pointing to yourown body parts and saying the names.2.Draw a simple robot on the board. Label the robot andits body parts.3.Drill the names by getting the pupils to point to theirown body parts when you say the names.4.Check that the pupils remember by pointing to yourbody parts and getting the pupils to say the names.5.Show Transparency. Play the Pupil’s Book Cassette andask the pupils to repeat the words in the speechbubbles after the beeps. Do the same with thevocabulary items.第 1 页


What’s this? Encouragethe pupils to answer
It’s a robot.2. Point to the box. Tell them that pieces of Tim’s robotare in the box.3. Read the speech bubbles. Get the pupils to point to thecorrect body parts in Tim’s box.4. Point to the body parts or say their names and get thepupils to ask
Is there a …?5. Divide the class into two halves. Point to or say thenames of the body parts. Tell half the class to ask thequestion
Is there a …? Tell the other half to replay
Yes, there is./No, there isn’t. Try to catch the classout by sometimes saying words like a car, a kite, a doll,etc. exchange the roles so half the other half of theclass become the questions.1.Copybook 92.Workbook 113.Write thenew wordson thenotebook.Unit3 My robot
New words(picture cards)
What’s in your bag?
There’s a /an…
Is there a/an…1)Revision: eyes, nose, ears, mouth, fingers 2)Supplement: face, body, neck, toes.3)All the words presents in a picture of a man with labels. singing the song with motions, playinga game, and drawing enable pupils memorize all the words.第2课时 Unit 3 My robot (Ⅱ)第 2 页
Ⅲ. Practice 1. Show Transparency. Show the robots on the shelfabove the man’s head. Ask


1.Draw two pictures of the same body part on theboard. Make one big and one small. Point to and talkabout the pictures, saying, e.g.
This is a big head.
This is a small…
2.Now draw two contrasting robots, i.e. one has a bighead and the other has a small head etc. Talk aboutthe robots, for example,
Look at this robot. It has a
big head. Look at this robot. It has a small
head.
3.Point to the robots’ arms or legs. Count them. Tell thepupils there are two. Remind them to say and writethe ‘s’ at the end of plural nouns. Write on the board,
two arms, two legs. Say it has two arms. It has
two legs. Point out the plural of foot (feet).
4.Revise the adjectives long and short by pointing to thearms and legs of the two robots. Make sentences like
It has long arms. It has short legs.第 3 页
New words: big/small, long/short …Sentence patterns: It has …New words: big/small, long/short …Sentence patterns: It has …Word cards, picture cards, tape-recorderⅠ. Greeting Ⅱ. Presentation


5.Point to the different body parts and prompt the pupilsto make similar sentences. Prompt them by giving theadjective and then the name of the body part ifnecessary.Ⅲ. Practice 1.(Book open) Play the Pupil’s Book Cassette. Thepupils listen and follow in their books. 2.Help the pupil’s to complete the sentences about theother robots in picture3 and picture4.IV. Guessing game. 1. Describe one of the robots on the page. Describe therobots in pictures 1 and 2 by using a differentsentence order from the one in the book. Get thepupils to say the number of the picture for the robotyou are describing.2. Then when I make a sentence describing a body part,Ss should point to the body part and make a gesture tofit the description.1.Copybook 102.Workbook 123.Write thesentences welearnedtoday. Unit 3 My robot
Look at my robot.
It has a big head.
It has long arms.
It has short legs.
It has big knees and big
feet.More pictures should be given to practise, not only the robot, but thebears or the doll, even pictures of a man.Revision: fat/thin, tall/short, big/small, long/ short第3课时 Unit 3 My robot (Ⅲ)第 4 页


The words: dear, sir, great, again…The sentence patterns of “Look at …?” , “It has …”Sentence patterns “Look at …?” “It has… ”Sentence patterns “Look at …?” “It has… ”Picture cards, tape-recorderⅠ. Greeting How are you?What’s the weather like today?Do you like it?Ⅱ. Presentation1.Point to the characters in the pictures and read theirspeech bubbles aloud. Ask the pupils to point to thespeech bubbles as you read them.2.Play the Pupil’s Book Cassette for the pupils and askthem to say the sentences after the cassette.3.Ask the pupils to come up and play the roles of Koko,Pat and the robot scientist.4.Ask the pupils to role-play the story in groups of threeand read the characters’ speech bubbles. Somegroups may like to come out to the front and act thestory.5.Use Storycsrds to revise sequence and language ofthe story.第 5 页


Oh, dear! It has no head.
I can help you.
Thank you, sir.
That’s great.Ask pupils listen to the record and draw the robots before read thestory may vary the practice and make more fun.第4课时Unit 3 My robot (Ⅳ)第 6 页
III. Do Part D.( Circle the correct words. P16)1.Ask the pupils to read the story again. I read thewords in the speech bubbles with the pupils. 2.Demonstrate how to circle the correct choice in thefirst sentence as an example. 3.Use Transparency to check the answers.Ⅳ. Do exercises in the Workbook(P.13)Ask the pupils to look at the pictures and listen to theWorkbook Cassette. Ask the pupils to tick the correct pictures according towhat they hear on the tape.Let the pupils listen again, I check their answers.Tapescript:1.I like that robot. It has long legs. It can run.2.This robot has one arm. It has one shoulder. It has oneleg. …1. Copybook 112. Listen to thetape toreview PartC.Unit 3 My robot


The pronunciation of “ea” in the followingwords: head, bread, ready, steadyPronunciation “ea” in the words: head, bread,ready…Pronunciation “ea” in the words: head, bread,ready…Picture cards, word cards, tape-recorder第 7 页


Ⅰ. Greeting What’s on your chair? Is there a bag on your chair? What’s in your school bag? There’s a book/a pencil/a pen… What’s in your pencil case? There’s a pen/a pencil…Ⅱ. PresentationPlay the Pupil’s Book Cassette and ask the pupilsto listen to the sound and the words. Point outthe spelling of this sound. It is important thatthe pupils realize the vowel sound is spelt withtwo letters. This is a short vowel sound.Say the words slowly and clearly. Check that thepupils are saying the sounds correctly.Point to the pictures and check that the pupilscan say the words without your model.第 8 页


Play the pupil’s Book Cassette again. Ask thepupils to point to the waiter’s head and bread.Get Ss to say the rhyme.Ⅳ. Workbook ( P14 )1.Ask the pupils to look at the first part of thepage and listen to the Workbook Cassette.They need to draw a line to the correct caraccording to the sound they hear on the tape.Tapescript and answers: ea (head)2.Ask the pupils to look at the second part of thepage. Tell them to look at the pictures and fillin the blanks in the sentences for the pictures.Answers: I have a robot. It has big hands. It hassmall feet.I have a robot, too. It has long legs. It hasshort arms.V. Summary: Sum up the main point.第 9 页


1. Copybook122. Workbook143. Write whatwe learnedtoday.Unit3 My robot head bread ea ready steady第5课时 Unit 3 My robot (Ⅴ)Get Ss to be more familiar with the words andthe sentence patterns “ what’s in your …”“There’s a/an …” “It has …”…words and the sentence patterns “It has …”words and the sentence patterns “It has …”Word cards, pictures and tape-recorder第 10 页


Ⅰ. Greeting What’s the weather like today? It’s … Do you like it? Yes, I do. /No, I don’t. What’s in your school bag? Is there a pencil case?…Ⅱ. Word revision1.Draw a picture of a body, ask the pupils to saythe names of the body part. (arm, head, knee,leg, foot, shoulder, hand).2.Choose some students to spell the words, andchoose some able students, make sentenceswith words.Ⅲ. Presentation ( F. Look and do. P.17)1.Show the pupils the body parts of the robot onpage 62. Tell them to cut out a head, legs andarms. Show them the body and have them cutit out.第 11 页


2.Tell the pupils to paste the body parts theyhave chosen for their robot onto a piece ofpaper. Tell them to describe their robot byfilling in the blanks on the bottom left of page17.3.Tell the pupils to work in pairs. Ask them totake turns to show their friend their robot andtalk about it. They then write sentences abouttheir friend’s robot.Ⅳ. More to do The more able pupils can tell their friends whattheir robot can do, eg. It can run. It can jump. Itcan fly.Ⅴ. Workbook. (P.15)1.Ask the pupils to look at the pictures at thetop of the page and read the sentences at thebottom of the page. 2.Then tell them to match the pictures and thesentences by writing the correct letters in thecircles.Answers: 1. c 2. a 3. b 4.d第 12 页


My robot has a …head.
It has …shoulders.
It has …arms.
It has…hands.
It can… …第6课时 Unit 3 My robot (Ⅵ)Consolidate all the new words and sentencepatterns of Unit 3Sing the songsNew words and sentence patternsSentence patternsWord cards, picture cards, tape-recorder第 13 页
1. Review thewords2. Reviewwhat welearnedtoday.Unit 3 My robot


Ⅰ. Free talk What’s on the desk? Is there a book? Are there any chalks? What does the boy look like? He has …. He has…. He has …. What does the girl look like? She’s pretty. She has…Ⅱ. Revision1.Revision the new words arm, head, knee, leg, foot(foot), shoulder, hand,oh,