Step3.Pair work
1. Ask students to act out the short play with their partners.
2. Ask several groups to come to the Bb to perform.
Step4.Grammar focus
1. Review the grammar focus. Ask students to say the questions and answers.
2. Point out that the sentence pattern "How much is /are.. "is to ask the price. And the words "is" and "are" are used according to the singular or plural forms of the things.
3. Pay attention to the pronunciation of "$20" and so on.
4. Take out some pictures, with shoes, computers, eggs, coats, water and something else in them.
5.Ask students to guess what are countable nouns and what are uncountable nouns.
Call attention to those nouns in the textbook. Ask students to repeat each word.
Step5.Useful expressions
1. Point out that these expressions are very useful when going shopping.
2. Ask students to repeat them one by one
3. Divide the students into two groups. Have them read these expressions separately. See which group can be better.
Step6. Write
This activity provides writing practice by using target language.
1. After a short guidance, let students complete the conversations with the correct words.
2. Check students' answer. Ask two pairs of students to read the conversations.
3. Have the .whole class practice the two conversations. And each pair much take turns to do this job.
Let's have a picnic
Section A
Teaching objectives: Ask students to master how to make telephone calls about invitaions and suggestions.
Language focus: what's up?
Would you like to? / Let's……
Teaching Procedures:
Step 1 : Organizing the class. Organizing the class.
1.Greetings between the teacher and students.
2.Duty report.
.
Step 2 : Revision
Get students to talk about "How much……?" questions by showing them some pictures with the objects and prices in them.
Step 3 : Presentation
Say "Please look at the picture. There are two children in it. They are Jane and Kangkang. What are they doing? What are they talking about? Please listen to the recording. After a while, I'll ask you to tell me the answers."
Step 4 : Listen, read and say
1.Ask students to listen to the recording for the first time. Then answer the questions.
2.Listen to the recording again. While listening, ask students to follow it sentence bu sentence.
3.Ask the whole class to read the conversation together.
Step 5 : Work alone
1. Say "After reading, let's see when Jane is going to discuss the picnic and visit a friend, and what Jane is going to do on Sunday. Now, please look at the table. Fill in the blanks according to the conversation."
2.While students are writing, the teacher moves around the classroom, providing help when necessary.
3.After finishing the exercise, the teacher checks their answers.
Step 6 : Pair work
1. Divide the whole class into two groups to read the conversation.
2. Ask them to practice this conversation with their partners. They should change their roles.
Step 7 : Work alone
Ask students to read Kangkang's plan and give him suggestions on the picnic. The teacher can five some advice. For example, don't forget the food and so on.
Step 8 : Pair work
1.Ask students to number the sentences to make a telephone conversation. Before doing, the teacher points out how to make a telephone call and how to make suggestions.
2.Whole the students are doing exercise, the teacher moves around the classroom to provide help when necessary.
3.Ask students to practice the conversation with their partners.
Step 9 : Practice
Say "Tom wants to go swimming on Saturday, and Mary has no plan on that day. Suppose you are Tom, and your partner is Mary. You want to invite Mary to go swimming with you. Please make a telephone call according to these information." The teacher moves around the classroom and provide help when necessary.
Step 10 : Homework
1. Practice the conversations in this lesson with your partners.
2. You ask your friends to have a picnic next Saturday. Please write down a short conversation about it.
Section B
Teaching Objectives : Go on to learn about making telephone calls and making suggestions.
Language Focus : May I speak to ……, please?
Can I give her a message?
All right.
Teaching Procedures:
Step 1 : Organizing the class.
1. Greetings between the teacher and students.
2. Duty report.
Step 2 : Presentation
Say "Sometimes when you call your friends, but he or she is not in, and someone else receives the call. Then what will you say to her / him? Now, I'd like you to listen to the conversation between Jane and Maria's mother. After that, you can find out the answer."
Step 3 : Listen, read and say
1. Play the recording for the first time, and ask the students to find out the answer.
2. Play the recording again, and ask the students to follow it.
3. Ask the whole class to read the dialogue.
4. Let the students practice with their partners.
Step 4 : Listen and write
This activity provides listening and writing practice by using the target language.
1. Say " Please look at the table. There are six sentences for you to choose. You have to fill in the blanks by listening to the recording."
2. Have two students to read the conversation and check if they are right or wrong.
3. Ask the whole class to read it together.
Step 5 : Pair work
This activity asks students to practice with their partners. As they talk to each other, the teacher moves around the room checking their progress.
Step 6 : Listen and follow
This activity is to train students' pronunciation.
1. Ask the students to listen to the recording first, and find out some characteristics of these sentences.
2. Play the recording again, and ask students to repeat.
3. Ask some students to read, and check if they can make some progress.
Step 7 : Listen, read and say
1. Say "If you dial the wrong number, what will you do? Now, please listen to the recording. You can get the answer."
2. Play the recording for the first time, ask students to find out something they don't know. Then help them to solve.
3. Play the recording again and ask students to repeat.
Step 8 : Work alone
This activity provides oral practice by using target language.
1. Say "There is a message for you, and you have to make a dialogue according to this information. Please practice with your partners."
2. While students are practicing, the teacher moves around the classroom, providing help when necessary.
3. Ask some pairs to act it out.
Step 9 : Homework
1. Practice the conversations in this lesson with your partners.
2. If you call your friend Tom, but he isn't in, and his brother receives your call. Please write down a conversation between you and Tom's brother.
Section C
Teaching Objective: Lead students to master present continuous tense.
Language focus : What are they doing?
They're having a picnic.
What's she doing?
She is ……
Teaching procedures:
Step 1: Organizing the class.
Greetings between the teacher and students.
Step 2: Presentation
Say "When we have a picnic, what shall we do? Please look at the picture. The children are having a picnic. They are doing a lot of things here, for example, carrying water, collecting firewood and so on. Now, please listen to the recording and tick the words you hear.
Step 3 : listening
Play the recording and ask students to tick the words they hear.
Step 4 : Pair work
1. Ask two students to read the two samples.
2. Then tell the students who is Maria, Jane and Michael.
3. Ask students to do this exercise with their partners. One asks, and the other answers. For example, one student points to a girl, asks "What's Maria doing?" The other students answer "She is washing the dishes."
Step 5 : look, ask and answer
1. Say "There are eight pictures here, and what are they doing? Please look at the first picture, what is she doing?"
2. Ask one student to answer the question. Say "Now, you can ask and answer like us according to these pictures."
3. Ask the students to practice with their partners. While they are practicing, the teacher moves around the classroom and provides help when necessary.
4. Ask several pairs to act it out.
Step 6 : listen, read and understand
1. First ask students to look at the picture and listen to the recording.
2. Ask the whole class to repeat it after the recording.
3. Do some understanding problems about this passage,
4. Ask several students to repeat it.
Section D
Teaching objectives: Students can master how to practice present continuous tense.
Language focus: What are they doing?
What is she doing?
What is he doing?
May I speak to…?
Can I give her a message?
Teaching procedures:
Step 1: Organizing the class
1. Greetings between the teacher and students.
2. Duty report .
Step 2: Presentation
Say "There is an old Mcdonald living in the forest. He is very lonely. He'd like to have a picnic with his friends .Will his friends come to have a picnic with him? Please read these pictures and then tell me your answer . "
Step 3: Look, read , and say
1. Ask students to look at these pictures and read the sentences . Then let them speak out the answer.
2. Ask several students to read the story to the whole class .
3. Have students do the role-play .
4. Ask students to look at the last picture. Asks "What are they doing now ?"
Step 4: Group work
1. Ask students to discuss these questions. While they are discussing, the teacher moves around the classroom and provides help when necessary .
2. Ask some pairs to act it out .
Step 5: Grammar focus
1. Ask students to read these sentences.
2. Present some pictures on the blackboard . Ask "What are they doing ? What is she doing ?" Let students practice themselves .
Step 6: Useful expressions
1. Say "These are very useful expressions about making telephone calls. First, I'd like you to read them together ."
2. Ask students to make a telephone call to their friends according to these useful expressions .
Step 7: Pair work
1. Ask students to look at these pictures. Ask "What are they doing ?"
2. Ask students to discuss with their partners and fill in the blanks.
3. Let students do pair work with their partners. While they are practicing , the teacher moves around the classroom and provides help when necessary .
Step 8: Pair work
1. Ask students to number the sentences to make a conversation individually.
2. The teacher checks their answers. Ask the whole class to read the conversation out.
3. Ask students to practice with their partners about the conversation.
Step 9: Homework
1. Ask students to listen and read the conversation at home.
2. Preview next lesson.
Let's go to the zoo.
Section A
Teaching Objects: Learn some new words about animal names. Students can talk about their favorite animals.
Language Focus : What animals do you like best?
What's your favorite animal ?
Teaching Procedures:
Step 1. Organizing the class
1. Greetings between the teacher and students.
2. Duty report .
Step 2. Presentation
Say "Please look at the picture . There are four children here. They are going to the zoo on Saturday . They are talking about their favorite animals. Please listen to the recording, then answer my questions .
Step 3. Listen, read and say
1. Play the recording for the first time. Ask students to find out the answer to the question "What are the children's favorite animals?"
2. Play the recording for the second time .Ask students to repeat it sentence by sentence.
3. Ask students to practice this dialogue with their partners.
4. Ask some pairs to act it out .
Step 4. Work alone
1. Ask students to complete the chart themselves, according to the conversation.
2. Ask some of the students to read their answers out.
Step 5. Pair work
1. Says "What animals do you like in the zoo ? Please talk with your about your favorite animals."
2. While students are practicing, the teacher moves around the classroom and provides help when necessary.
3. Ask some pairs to act out their conversations.
Step 6. Look, listen and read
1. Says "Look at the four children. Where are they ? What are they talking about ? Do you want to know where they are going ? Please listen to the recording, and then answer the questions ."
2. Play the recording for the first time, ask students to answer the questions above.
3. Pointing to the picture, says "Now they are in the zoo. They are asking something from a guide .Listen to the recording, then tell me what they are talking about ."
4. Play the recording for the second time. Ask students to repeat it.
Step 7. Look, listen and circle
1. Ask some students to read these animal names.
2. Play the recording, ask students to circle the animals' names they hear.
3. Check their answers.
Step 8. Homework
1. Ask students to write down a dialogue about their and their friends' favorite animals.
2. Finish the exercise in the exercise books.
3. Ask students to recite the dialogues in the lesson.
Section B
Teaching objectives: Train the students' comprehensive ability of four skills.
Language focus: Let me help you.
Teaching procedures:
Step 1: Organizing the class
1. Greetings between the teacher and students.
2. Duty report .
Step 2: Work alone:
1. Say "Please look at these pictures. These pictures are about a story. Look at the first picture. There is a baby monkey crying. Why is he crying? Who helps him at last? Please read the story alone. Then I'll ask you to answer these questions."
2. Ask students to read the story and finish the true or false exercise.
3. Check their answers.
Step 3: Pair work
1. Say "It's a very interesting story. I'd like you to act it out with your partners."
2. Ask students to practice the story with their partners. While they are practicing, the teacher moves around the classroom and provides help when necessary.
Step 4: Listening
1. Ask some students to read the animals' names.
2. Play the recording. Ask students to number the words they hear.
3. Check their answers.
Step 5: Listening
1. Ask students to listen the conversation. Then fill in the blanks.
2. Check their answers.
Step 6: Class activities.
1. Say "Look at the picture. There are four children here. What are they doing? They are chanting. Would you like to chant like them? Let's do it."
2. Ask students to read the chant after the teacher.
3. Ask the whole class to read it together.
4. Divide the class into several groups. Have a competition among them.
Step 7: Homework
1. Finish the exercise in their exercise books.
2. preview the next lesson.
Section C
Teaching Objectives: Let students master how to ask the time.
Language Focus: What time is it?
What is the time?
It's one o'clock.
Teaching Procedures:
Step 1: Organizing the class
1. Greetings between the teacher and students.
2. Duty report .
Step 2: Presentation
Draw some clocks on the blackboard. The time is different. Says "What time is it?
It's twelve o'clock. What's the time? It's six o'clock. Please look at the picture in your text books. It's time for the children to go home.
Step 3: Look, listen and say
1. Play the recording for the first time. The students just listen.
2. Play the recording again. Students repeat it.
3. Ask students to read the dialogues with their partners.
4. Ask several pairs to act it out.
Step 4: Look, listen and learn
1. Say "Do you know how to recognize the time in English?" There are six pictures in your books. Each picture stands for one time. Now, Let's go to learn them."
2. Ask students to look through the six pictures to be familiar with them.
3. Play the recording for the second time. The students just listen.
4. Play the recording for the second time. The students repeat it.
5. Point to "past " and "to", explaining the difference between them.
6. Ask the whole class to read the time again.
Step 5: Pair work
1. Ask students to look at each picture and read the time out.
2. Ask one student read the activities out. Let every one knows what each picture stands for.
3. Ask two students to read the model. Point out the sentence pattern "It's time to do something"
4. Have the students to make conversations about each picture with their partners.
5. Ask some groups to act the conversations out.
Step 6: Listen, read and say
1. First ask students to recognize their animals.
2. Play the recording and ask students to find out the ways of asking time.
3. Play the recording again. Have students repeat it.
4. Ask students to practice the two dialogues with their partners. While they are practicing, the teacher moves around the classroom and provides help when necessary.
5. Ask some pairs to act out the conversations.
Step 7: Homework
1. Write down two conversations about the time according to part3.
2. Practice these conversations after class.
3. Preview next lesson.
Section D:
Teaching objectives:
1. Review the present continuous to consolidate what students have learned.
2. Master the pronunciations of "m, n, igh".
3. Master the ways of expressing time.
Language Focus: What time is it?
What's the time?
Teaching procedures:
Step1: Organizing the class
1. Greetings between the teacher and students.
2. Duty report.
Step2 : Listen.
1. Asks "What are they doing? What are they doing like?"
2. Play the recording for the first time, and students just listen.
3. Play the recording again and ask students to match the pictures with actions.
4. Check their answers.
Step3: Pair work
1. The teacher acts drinking water without any words, and asks students what she is doing.
2. Ask students to make actions, and let their partners guess what they are doing.
3. Ask some pairs to perform to the whole class
Step 4.listen and follow
1. Play the recording and ask students to repeat.
2. Ask the whole class to read these words.
3. Point out some errors they may make.
4. Point out how "igh" is pronounced .
Step 5.Grammar focus
1. Ask two students to read these sentences.
2. Write down some time on the blackboard ,and ask students to make conversation .
3. Ask some pairs to act the conversations out.
Step 6.Useful expressions.
1. Says"These are the useful expressions of this Unit .You must know how to use the them First ,please read them".
2. Provide some expression about some sentences .For example ,point out "could you tell me the time ?" is a polite way of asking the time .
Step7.Look and answer .
1. Say "There are six picture here ,Each picture stands for one time ,Now please make some conversations according to these pictures,"
2. Ask students to practice with their partners .
3. Ask some pairs to act out ..
Step 8.sing the song
1. Play the recording ,and ask students to listen.
2. Play the recording again and ask the students to follow.
Step 9. Homework
1. Practice these dialogues with Partners after class .
2. Write down a conversation about asking the time ,with "past" and "to" being used .
3. Review the whole unit .
Unit 4 Having fun outside the School Let's have a picnic
The First Period
Ⅰ.Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary.
Target language.
Oral practice.
2. Ability Objects
Listening skill.
Communicative competence.
Making telephone calls.
Making suggestions.
Ⅱ. Teaching Key Points
Key vocabulary: have a picnic, make plans, right away, be free, have to, visit, tell…about, must, first, forget, swim, Saturday, Sunday
Ⅲ. Teaching Difficulties
Target language
What's up?
Are you free this Saturday?
Would you like to go out for a picnic?
How about…?
Let's….
Don't forget…
Ⅳ. Teaching Procedures
Step 1. Section A 1a Listen, read and say
1. Show a telephone (or draw a picture of one) to the students and say: "My telephone number is 4366783. What is your telephone number?"
2. Imitate the sound of the telephone ringing and show two pictures, saying: "This is Kangkang and this Jane. They are making a telephone call. Please listen to the tape."
Play the tape for the students. Play it again and ask the students to repeat.
Step 2. Section A 1b Work alone.
Show the table and tell the students: This is Jane's plan. Please finish it according to the conversation.
Ask two students to write down their answer on the blackboard and check the answer.
Answers:
Time Activity
Tomorrow afternoon discuss the picnic
Saturday visit a friend
Sunday go out for a picnic
Step 3 Section A 1c Pair work
Give the students a few minutes to practice the conversation and ask two pairs to act it out.
Step 4 Section A 1d Work alone
Ask the students to find out the following sentences from the conversation in 1a:
1. Would you like to go out for a picnic?
2. Then how about this Sunday?
3. Let's discuss it in our classroom…
Tell the students when we make suggestions we can use the sentences and we can also use "Don't forget…"
Get the students to read Kangkang's plan and give him suggestions on the picnic.
Possible answers:
Don't forget your lighter.
Don't forget two pails.
Don't forget to have a discussion at 4: 30.
Don't forget to do shopping at 5:00.
Ask a group of students to read their answers one by one.
Step 5 Section A 2 ,A 3 Pair work
1. A 2 Pair work
Ask the students to number the sentences to make a telephone conversation.
Answers: 2,5,6,8,3,4,1,7,9
Check the answers with the students and let the students practice the conversation with their partner.
2. A 3 Pair work
Show Tom's schedule and Mary's schedule to the students and say: Suppose you are Tom and your partner is Mary. You want to invite Mary to go swimming with you. Make a telephone call.
Step 6 Summary and Homework
1. Review some key words and target language
have a picnic, make plans, right away, be free, have to, visit, tell…about, must, first, forget, swim, Saturday, Sunday
What's up?
Are you free this Saturday?
Would you like to go out for a picnic?
How about…?
Let's….
Don't forget…
2. Homework: Write down the conversation in Step 6 on your exercise book.
Unit 4 Having outside the School Let's have a picnic
The Second Period
Ⅰ.Teaching Aims and Demands
1. Knowledge Objects
Key vocabulary.
Target language.
Oral practice.
2. Ability Objects
Listening skill.
Communicative competence.
Making telephone calls.
Ⅱ. Teaching Key Points
Key vocabulary: wrong, be not in, give her a message, call me back, tell …about,
I'm sorry to bother you. This is Kangkang.
Ⅲ. Teaching Difficulties
Making telephone calls. Take a message.
Ⅳ. Teaching Procedures
Step 1 Revision
1. Greet the students as usual and check the homework.
2. Suppose your partner is Jim. You want to invite Jim to go shopping with you. Make a telephone call. Ask two pair of the students to make a telephone call to revise Section A.
Step 2 Section B 1 Listen, read and say
1. Ask the students: "If Jim is not in and his father answers the telephone, what will you say to his father?"
Collect the following phrases:
call me back, give …a message, tell him the number, speak to etc.
Ask the students to read the new phrases.
2. Say: Jane makes a telephone call, please listen to tape and answer the questions:
Who does she want to speak to?
Who answers the telephone call?
3. Play the tape and get the students to find out the answers to the questions. Play the tape and and let the students to repeat the conversation.
3. Ask the students to read the conversation in pairs.
Step 3 Section B 2a and 2b Work alone and Pair work
1. Tell the students: You are going to listen to a telephone call but there are some sentences are missing, please listen to the tape and choose the correct sentences to fill in the blanks. Then check the answers.
2. Pair work.
Listen again and check your answers. Then practice with your partner.
Answers:
A: 2. Hello?
B: 3. May I speak to Li Ming, please?
A: Sorry, Li Ming is not here now. 4. Can I give him a message?
B: Thanks. This is A. 1. Could you ask him to give me a call?
A: Sure. 5. Does he have your number?
B: No, he doesn't. My phone number is 5563677.
A: 5563677. OK. 6. I'll give him the message.
B: Thank you.
Step 4 Section B 4 Listen read and say
1. Ask a student to make a dialogue with the teacher.
Sample:
S1: Hello. May I speak to Kate?
T: I beg your pardon?
S1: May I speak to Kate?
T: Kate? There's no Kate here.
Ask: "What's the matter?" Get the students to answer: S1 dials the wrong number.
2. Play the tape for the students to listen and repeat the conversation.
3. Ask the students to read the conversation in pairs and then act it out.
Step 5 Section B 5 Work alone
Show the following message on the screen and then ask the students to finish the telephone call.
First tell the students: Mary makes a telephone call to Lisa, but Lisa isn't in. Lucy answers the telephone call and she writes the message. Please finish the telephone call.
To: LisaTime: This morningMessage: Please call Mary at 58773677 Lucy
Sample:
Lucy: Hello.
Mary: Good morning! This is Mary. Is that Lisa?
Lucy: Sorry, she isn't in. Can I give a message to her.
Mary: Thanks. This is Mary. Could you ask her to give me a call?
Lucy: Sure. What's your phone call?
Mary: My phone number is 58773677.
Lucy: 58773677. OK. I'll give her the message.
Mary: Thank you.
Step 4 Section B 3 Listen and follow
Play the tape for the students to listen and imitate and ask them to pay attention to their pronunciation and intonation.
1. What's up? 2. Can I give him a message?
3. Thank you. 4. This is Kangkang.
4. I have to visit a friend.
Step 4 Consolidation
Revise the following sentences:
Sorry, she is not here now.
Can I give her a message?
I'll give her the message.
Could you ask him to give me a call?
Homework: Write down a telephone call and act it out with your partner.
Unit 4 Having fun outside the School Let's have a picnic
The Third Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects
Key vocabulary.
Present continuous
Oral practice.
2. Ability Objects
Listening skill.
Communicative competence.
Ⅱ. Teaching Key Points
Key vocabulary: carry water, collect firewood, look at, wash the dishes, sing songs,
Target language: What are they doing? They are having a picnic.
Ⅲ. Teaching Difficulties
Present continuous
Target language: What are they doing? They are having a picnic.
Ⅳ. Teaching Procedures
Step 1 Revision
Check the homework. Ask two pairs to act out their telephone call.
Step 2 Section C 1a
1. Show the picture to the students and get the students to talk about the picture.
2. Play the recording for the students and tick the words they hear.
3. Check the answers.
Step 3 Section C 1b
1. Imitate the sound of the telephone ringing and show two pictures of Kangkang and Jane and present the following conversation:
A: What are they doing?
B: They are making a telephone call.
Ask the students to repeat the conversation and understand the meaning.
2. Ask the students to ask and answer according to the picture.
What is Maria doing? She is preparing food.
What is Jane doing? She is washing the dishes.
What is Michael doing? He is carrying water.
What is Maria's dog doing? It is looking at the food.
Step 4 Section C 2 Look, ask and answer
1. Show the pictures and ask one student to present the dialogue as an example with the teacher.
What is she doing?
She is eating an apple.
2. Ask the students to ask and answer according to the pictures in pairs first.
3. Ask the students to ask and answer about the pictures one by one.
Step 5 Section C 3
1. Let the students look at the picture and talk about it and encourage them to use some words and phrases they've learnt.
2. Play the recording for the students to repeat the sentences.
3. Give the students a few minutes to read the sentences and ask them to pay attention to the following words: playing, singing, flying, running, collecting.
Step 6 Section C 4
Tell the students that they are going to listen to some actions about Tom. Ask the students to listen and number the actions from 1-6.
Step 7 Summary
Revise some key words and target language:
1. carry water, collect firewood, look at, wash the dishes, sing songs,
2. What is Maria doing? She is preparing food.
What is Jane doing? She is washing the dishes.
What is Michael doing? He is carrying water.
What is Maria's dog doing? It is looking at the food.
4. playing, singing, flying, running, collecting.
Step 8 Section C 5
Let the students to chant.
Step 9 Homework
Read the sentences in Section C 3.
Unit 4 Having fun outside the School Let's have a picnic
The Fourth Period
Ⅰ.Teaching Aims and Demands
1. Knowledge Objects
Review some target language in Section A-D.
Oral practice.
Present continuous.
2. Ability Objects
Communicative competence.
Ⅱ. Teaching Key Points
Key vocabulary: lonely, next, basket, listen, have a meeting, at home
Review some target language in Section A-D
Hello? This is Maria. May I speak to Jane?
Can I give her a message?
All right. I'll give her the message.
Sorry, she is not here\ in\ at home.
Could you ask her to call me back this afternoon?
What are they doing? What is he\she doing?
They are having a picnic. He\she is washing dishes.
Ⅲ. Teaching Difficulties
Present continuous
Oral practice.
Ⅳ. Teaching procedures
Step 1 Revision
1. Show some pictures to the students and get them to ask and answer according to the pictures.
What is he\she doing?
He\She is running.
2. Ask a few students to act and the others ask and answer according to his or her action.
Step 2 Section D 1a
1. Draw a picture and say: Look at the man. He is at home, but he is lonely and he would like to have a picnic with his friends and then have a meeting. Repeat the sentences and teach the new words and phrases:
at home, lonely, have a meeting
2. Section D 1a. Ask the students to look at the pictures and say: old Mcdonald is lonely too. He would like to have a picnic with his friends. What food can you find in the picture?
Answers: hamburgers and cakes, fish and chicken, French fries and bread
3. Play the tape and get the students to repeat. Ask the students to read the sentences.
4. Ask two group of students to act out the short story.
Step 3 Section D 1b
1. Collect some words of food and drinks that the students have learnt and ask the students to spell the words out.
fish, meat, chicken, hamburger, bread, French fries, rice, dumpling, noodle, porridge,
tea, coffee, Coke, milk, juice,
2. Divide the students into several groups and let the students discuss the questions:
What's your favorite food?
Do you want to have a picnic with your friends?
If you do, what food do you want to bring?
Step 4 Section D 2a, 3
1. Show the sentences to the students and explain something about Present continuous.
2. Have a competition. Ask the students to make a sentence with Present continuous.
3. Section D 2a, 3 Ask the students to fill in the blanks and get four students to write down their answer on the blackboard. Check the answers.
Answers:
He is reading.
She is listening.
She is running.
They are eating.
Ask the students to pay attention to the words with -ing.
Step 5 Section D 2b, 4
1. Review the sentences. Ask the students to read the sentences and then let the students practice the sentences with their partner.
2. Section D 4 Get the students to number the sentences to make a conversation.
Answers: 4 Yes, this is Lucy. Please ask him to go to school and have a meeting tomorrow morning.
2 Hello! May I speak to Mr Li?
3 I'm sorry. He is not at home. Can I give him a message?
6 Thank you!
1 Hello?
7 You are welcome.
5 Ok. I'll give him the message.
Step 6 Homework
Review some words and some target language in Section A-D.
Unit 7 Let's go to the zoo
Section A
Teaching aims:
1 read and understand the dialogue as a whole
2 In this section, students learn to talk about preferences and show the reasons .
Important points in teaching
1 names of animals,
2 language points
3 improve students' ability of listening and speaking
Difficult points in teaching: what questions and answer.
Teaching aids: some animal cards , a tape recorder
Teaching methods: communicative method
Teaching procedures:
Step 1 Greet and review what they learned last period.
Step 2 Lead-in
Activity 1 Say to the students, " Today we will go to the zoo to pay a visit "and ask "what animals do you know , you should tell me in English.?" Then write the names of the animals on the right of the blackboard.
Step 3 Presentation
Activity 1 Hold up the lion card and ask:
T: What's this?
S : It's a lion.
T: Yes, it's a lion, I like lions. They are strong. And the lion is the king of the beasts.
Then show them some other animal cards to consolidate the names of the animals.
Activity 2 After that, ask students to read the words after you
Activity 3 Ask three students the question "What animal do you like best?" respectively : and then write the following on the left of the blackboard
T : " What animal do you like best?"
S1 I like .
T What animal do you like best?"
S2 I like .
T What is your favorite animal?
S3 My favorite animal is .
Step 4 Practice
Activity 1 Say to the students:
"These are very useful structures. Now every one please find a partner and use them to make a simple dialogue " .At the same time , you can also make a dialogue with another student to check how well he masters.
Activity 2 ask several pairs to act their dialogue out. And you should remember to try your best to praise and encourage their performance
Purpose :improve students' courage and ability of speaking.
Step 5 Ask students to read the dialogue on page 93 themselves. then read together. And do the exercise of page 93.
Step 6 Explanation of the Language points.(write the following in the center of the blackboard)
1 be free :闲的，空闲的， 自由的。如：I'm free today.
2 What animal do you like best?=What's your favorite animal? 这是用来询问别人喜好的句型，还可将animal 换成food, sport 等类型的词。如：
---What's your favorite sport?
---My favorite sport is basketball.
Step 7 Ask students to look at the two pictures of page 94.and ask students to guess "where are the students now?" "Who is the lady?" then let them listen to the passage ,following the questions
1 "When do they go to the zoo?"
2 "How long do elephants live, fifty or sixty years?"
After the listening comprehension, ask students to read the passage by themselves and then make following sentences to lead to the language points of this passage.
1 我们谈论了许多关于大象的事。
2 一会儿之后，我们就到达了学校。
3 你每天睡多少小时？
Language points.(write the following after above language points)
1 talk about :谈论关于……如：we talk about the people we see .
2 after a while 片刻之后，一会儿之后。如：After a while, we see the panda.
3 arrive at 到达，抵达。相当于get to 如：I arrive at my home at six o'clock.
4 how many +可数名词复数：多少…如：…How many apples does he eat?
Then ask students to read the passage loudly by themselves .and try their best to recite it.
Step 8 Consolidation
1 Ask some students to do some actions imitating a monkey , a horse ,a lion a tiger and a panda respectively and let others to guess what this animal is. If the student can't act out, he can also say some characteristics of this animal ,then let others to guess. In this way we review the names of the animals.
2 practice the structures in the dialogue by themselves.
Step 9 Sum up and blackboard design
---What animal do you like best? Be free: 闲的，自由的，空 king zoo---I like ... …如： I'm free today.. elephant animal--- What's your favorite animal? What animal do you like best ? beast lion---My favorite animal is … ==what's your favorite animal favorite tiger
Section B
Teaching aims:
1 read and understand the dialogue as a whole.
2.improve students' ability of reading comprehension
3 improve students' ability of communication
Important points in teaching :
1 To get the students to have a good understanding of the dialogue.
2 To get the students to learn to use some useful patterns.
Difficult points in teaching:
To get the students learn hoe to use the useful patterns in real situation.
Teaching aids: a tape-recorder, some pictures.
Teaching procedures:
Step 1 Greeting and Revision
Use the projector to go over the names of animals. In this activity, students compete to see who can remember the most and who can speak out the names most quickly.
Step 2 Lead-in
T: If one day, a baby monkey is lost, what will you do ? will you help him?
S : ……
T: How do you help him.?
S …
T: Very good, all of us are good students. And we are all very clever. Yes, we should help each other. Today, we will read s story t. we will see , how does Kangkang , a little boy, do ?
Purpose: lead in the topic " Let me help you".
Step 3 Presentation
Activity 1 :Ask students to open the book on page95. and read the story in the zoo. by themselves
Activity 2 : Discuss the exercise on page96 in pairs.
Purpose: improve students' ability of reading
Activity 3 : Check the answer together
Step 4 Analyze the dialogue
Give explanation to the following structures and expressions
.1. What's wrong with…? …… 怎么啦？…… 出了什么毛病？
如：What's wrong with your head?
What's wrong with her pen?
2. over there: 在那儿。
如：---Where is my bag?
.---It's over there.
3 . Here we are : 我们到了。
4. It's very kind of sb. to do sth: 某人做 ……事真是太好了。
It's very kind of him to buy me a dog.
Step 5 Practice
Activity 1 Ask students to make sentences using above patterns by themselves.
Activity 2 Ask students to read the story as fluently as possible.
Purpose: to improve students' ability of speaking.
Activity 3 Ask students to act out the story with his partner. Then choose one or two to act out in the front of the class. Try your best to encourage and praise your students.
Purpose : improve students' ability of acting and courage
Step 6 Listening comprehension
Activity 1 Let students listen to part2 and part3 on page96. then finish the exercise . if necessary, play the cassettes one or two more times until they can get a good marks.
Activity 2 Don't forget to check the answer.
If they didn't do well, try to encourage them not to lose heart.
T: how many do you
Step 7 Consolidation
Use the expressions and patterns in real situation.
Situation : One day , Mary sees her friend, LiMing is crying in the class. so she asks him why, and he tells her the reason, according to this situation, ask your students to make a simple dialogue between Mary and her friend, LiMing .
Sample
Mary: Hello, LiMing.
LiMing: Hello, Mary.
M : What's wrong with you, LiMing?
L: My pen is lost.
M: Don't cry . Let me help you.
(after a while)
M: Is this your pen, LiMing?
L: No, it isn't. My pen is yellow.
M: Here it is. This is your pen.
L: Oh, yes, thank you . It is very kind of you to help me.
You can use other situations. for example, one's bag, one's book, or other things is lost. Then ask them to make dialogue
Step 8 Class activity
Chant with the students together first. then let the students chant themselves.
Section c
Teaching aims:
1) students learn to ask about and say times.
2)some useful structures and expressions :thank you all the same ; excuse me , could you tell me ... go to bed have sports have lunch
Important points in teaching:
Ability of speaking and listening
Ways of saying times
Difficult points in teaching: To get the students to learn hoe to say times
Teaching aids: a tape recorder , a projector, some cards which are drawn clocks ,a teaching clock with movable hands
Teaching procedures:
Step 1 Greeting and revision
(1)Using projector to review what they learned by asking questions.
i )What's your favorite color?
ii)I like blue, how about you?
(2)Translate following English into Chinese, and Chinese into English .
i. How many books do you have ?
ii. How long do you watch TV every day ?
iii. 一个星期六的上午，我们去了动物园。
iv. 这个主意听起来很好。
Step2 lead-in
Use a projector to show the pictures one by one . These pictures are copied from the students' book on page97and ask "What is the time ?" after that , teach them the new words and the ways of saying times.(write the following on the right of the blackboard)
1.采用顺读法，如：
1:45 : one forty -five
3:18 : three eighteen
2 采用逆读法， 如：
1) 当分钟<30时，先读分钟+past+时钟
1:25 twenty five past one
8:19 nineteen past eight
2),当分钟=30时，
2:30 half past two
3).当分钟>30 时，先读分钟距整点差得分钟数+to+（时钟+1）如：
1:49 eleven to two
1:58 two to two
Optional activity
If students need extra practice with clock time, make a teaching clock with large, movable hands. Display the clock, placing the hands at various times from 1:00 to 12:00 and calling for students to say the clock time shown .
Purpose : consolidate the ways of saying times and make sure students can say the time as quickly as possible
Step 3 Dialogue presentation:
Activity 1 Listen with the question: What's the time?(six o'clock)
Activity 2 Ask students to read the dialogue in pairs.
Activity 3 Ask students to find out the sentence: 是该回家的时候了。（It's time to go home.）
It's time to do sth
It's time for sth .
如：It's time to go to bed.
Step 4 Dialogue practice
1 ask students to practice the dialogue
2 do part 3 pair work (imitating the model)
Step 5, Come to part 4
Activity1 Ask students to read the dialogue by themselves first .and guess the meaning of followings.
a. Excuse me, what's the time ,please?
Excuse me, could you tell me the time, please?(有礼貌的询问别人的时间的用语)
b. Thank you all the same (当别人无法帮上你忙时,你的回答用语)
Activity 2 Ask them to read the dialogue in pairs
Activity 3 Ask them to read the dialogue in groups or between boys and girls.
Activity 4 Competition in reciting the dialogue
Activity 5 Recite the dialogue together.
Step 6 Consolidation
Use the useful expressions and structures to make dialogues. Teachers had better give some situations.
Step 7 Sum up and blackboard design
1．采用顺读法，如：1：45 one forty five next time
2．采用逆读法，如：1）当分钟<30时， o'clock
2）当分钟=30时， past
Section D
Teaching aims:
1). improve students' ability of listening.
2). improve students' ability of other skills such as acting.
3). go over what they learned in this unit
Important points in teaching:
1). To get students to have a better listening comprehension
2). Go over the ways of saying times.
Teaching aids: some pictures, a tape-recorder, a projector
Teaching procedures:
Step 1 Greet with each other
Step 2 Revision
Activity 1.Review the ways of saying times
Activity 2 Do the exercise of page100 part 4
Activity.3 Some exercises are shown on the projector for students to check how well they have grasped in this unit .
A) 1). Are you free Saturday?
A at B in C on D of
2).--- My favorite animal is tiger, about you?
---I like monkey best.
A where B how many C how long D how
3) How can we say "2:52"in English ?
A eight to two B eight to three
C. eight past two D eight past three
4). Elephants sleep only four hours night.
A at B in C on D with
5) What's wrong your pen ?
A with B on C at D in
6) is very kind you to help me?
A It, for B It, of C This, of D That, of
B) Translate following sentence into English
1) --- 现在什么时候了?
--- 现在八点半了.
2) 是该上床睡觉的时候了.
3) ---对不起, 请告诉我时间好吗?
---对不起, 我没表, 我不知道.
Unit 5 Senior Grade I
Steven Spielberg
Teaching aims and demands:
1) To train the students’ ability of reading
2) To talk about some famous actors, actresses and directors
3) To learn something about Steven Spielberg
Teaching focuses and difficulties:
1) To understand the passage
2) To learn something from Steven Spielberg
Teaching aids: Tape-recorder
Teaching procedures:
Pre-reading
Free talk with the students and enjoy some pictures.(films/ actors/actresses/directors)
While-reading
1. Listening
Listen to the tape and tick the things that are mentioned in the passage.
Oscar ( ) birth year ( ) Sophie’s Choice ( ) Schindler’s List ( )
Speed ( ) Schooling ( ) The Matrix ( ) Film Academy ( )
marriage and family ( ) ET ( )
2. First-reading
multiple choice :
1) How many of Steven Spielberg’s moives are mentioned in the passage_______?
A. 5 B. 6 C. 7 D. 8
2) When he was young, Steven Spielberg took English as his major______.
A. because it was his dream B. because he didn’t do very well at school
C. in order to get a job in a film studio D.because English is his mother tongue
3) The phrase “take off”( in Para2 ) has the same meaning as the one in “_______.”
A. The plane was crashed soon after it took off
B. He took off his hat and said hello to me
C. After Meryl Streep won her first Oscar as Best Actress, her career really took off
D. When his wife was sick in hospital, he took off from work
4) What can be inferred (推断) from the passage______?
A. All of Spielberg’s films are real blockbusters
B. If you learn English well, you will succeed
C. Behind every successful man there must be a great woman
D. Hard work and perseverance (坚持不懈) is the way to success
5) What do you think of Steven Spielberg______?
A. He’s brave B. He doesn’t work hard
C. His grades were low D. He has a gift (天赋) for directing films
3. Further-reading
Fill in the form
Unit 7,senior Grade 1
Unit 7 Cultural relics
I. Teaching Goals:
A. Language study:
1.Words & expressions: bring…back to life, give in (to sb.), in ruins, in pieces
2. Word formation: prefix re + verb.
3. Sentence patter: Where there is a river, there is a city.
B. Speaking:
1. Talk about cultural relics.
2. Talk about ways to protect cultural relics.
3. Give advice and make suggestions.
C. Grammar:
1. Use the Present Perfect Passive Voice.
D. Writing:
1. Write a letter to the editors.
E. Emotion task:
1. Cultivate the students’ love for cultural relics.
II. Teaching time: four periods
Period 1: 1) Talk about cultural relics and the ways to protect cultural relics
2) Give advice and make suggestions.
Period 2: 1) Read the passage “ A City of Heroes”.
2) Learn how to give a proper title for a passage.
Period 3: Enable the students to use the Present Perfect Passive Voice
Period 4: Learn how write a letter.
Period 5: Learn the important language points in this unit
III. Teaching Aids:
1. a tape recorder 2. a projector
The Second Period
I. Teaching Aims:
1. Understand the main meaning of the passage.
2. Learn how to find the topic sentence of each paragraph.
3. Learn how to give a proper title for a passage.
II. Teaching Important Points:
1. How to give a proper title for a passage.
III. Teaching Difficult Points:
1. How to grasp the main idea of a passage
2. How to find the topic sentence.
IV. Teaching Methods:
1. Use the Discussion method to make the students understand what they have learnt in class.
2. Use pair work and group work to get every student to take part in the class activities.
V. Teaching Aids:
1. a projector
VI. Teaching Procedures:
Step 1 Greetings and Revision
Greet the whole class as usual.
T: In the last period, we learned about some cultural relics in the world. Perhaps we all know that many cities have their own cultural relics. Some cultural relics have become the symbols(象征) of the cities. Now I’ll show you some pictures. Please look at them and try to give the names of the cities.
(Show the following slides and ask the students to give the names of the cities.)
1. Eifel Tower — Paris
2. The Temple of Heaven— Beijing
Huai’an
(Huaiyin)
Paris
3. Zhou Enlai Memorial — Huai’an
Beijing
(1) (2) (3)
Step 2 Pre-reading
T: Several years ago, we changed the name of our city from Huaiyin to Huai’an. Could you tell me why we did so? Yes, because Huai’an is Zhou Enlai’s hometown and Zhou Enlai is a world famous great man. Huai’an can become more famous for this great man.
Of course, in the world there are many other cities that are famous for some great men or heroes.
Today we are going to learn a passage about “ A City of Heroes”. Now, Who can tell me the name of the city? ( St Petersburg) (Show the following slide)
A City of Heroes
— St Petersburg
Step 3. Showing the Aims
T: In this passage we should … ( Show the following slide)
Step 4 Brief introduction
T: Now I’d like to talk about the passage briefly. ( Show the following slide)
Brief Introduction
1703
St Petersburg
1914
Petrograd
1924
Leningrad
1991
St Petersburg
the second largest city in Russia
the largest port in Russia
“the Northern Venice”
Step 5. Fast Reading (Discussing)
T: Now, please read the passage quickly and then try to discuss the question on the screen (Show the following slide)
Fast Reading
Question:
Who are the heroes of St Petersburg?
A. Peter the Great — built the city of St Petersburg
B. The people of St Petersburg — fought against the enemy and rebuilt the city of St Petersburg
Step 6. Careful Reading
A. Read the passage carefully and choose the best answers: (Show the slide)
Careful Reading (1)
Choose the best answer:
1. What is always true according to the passage?
A. Where there is a river, there is a city.
B. St Petersburg in Russia is on the Neva River.
C. St Petersburg seems to be something out of a fairytale.
D. St Petersburg is the capital of Russia.
2. When did the city come back to life?
A. Three hundred years ago.
B. After the Russian Revolution of 1917.
C. Nine hundred days after the Germans attack.
D. Years after the Germans had gone.
( Key: 1. B 2. D )
B. Now please read the passage carefully once more and try to tell the following statements true (T) or false (F) (Show the following slide)
Careful Reading(2)
B. Tell the statements true (T) or false (F)
1. The city of St Petersburg was rebuilt by Peter the Great. ( )
2. The Germans attacked St Petersburg a hundred years ago. ( )
3. A portrait of Peter the Great was destroyed by the Germans. ( )
4. It was difficult for people to rebuild the old palaces. ( )
5. St Petersburg will never be as beautiful as it was before. ( )
( Key: 1.F 2.F 3.T 4.T 5.F )
Step 7. Post-reading
T: Now let’s discuss the following question in groups of four. (Show the following slide)
Post-reading
What does the passage want to tell us?
(Five minutes later the following slide is shown and the students are asked to choose the best answer)
Post-reading
What does the passage want to tell us ?
A. How beautiful the city is.
B. How great the Russian Czars were.
C. How great the people of the city are.
D. How old the city is.
( Key: C )
Step 8. Structure
T: Now please read the passage again and try to find the topic sentence of each paragraph (Show thefollowing slide)
Structure
Try to find the topic sentence of each paragraph:
Paragraph 1: The Russian Czar Peter the Great built St Petersburg.
Paragraph 2: St Petersburg has been the center of many important events in history.
Paragraph 3: The people of St Petersburg rebuilt the city.
Paragraph 4: The people of St Petersburg are the modern heroes of Russia.
(Three minutes later, check the answers. The answers are shown on the screen above)
T: Well, who could tell us where we found the topic sentence?
( Paragraph 1— Middle; Paragraph 2 — Beginning; Paragraph 3 — Beginning; Paragraph 4 — End)
T: Now tell me which topic sentence do you think is the most important one.
( The last one. Because it is related with the title.) Yes, very good. Now let’s have a discussion: (Show the following slide)
Discussion
1. What does the title of the passage imply(含义) ?
After two minutes, some choices are given on the screen:
Discussion
1. What does the title of the passage imply(含义) ?
A.There are many heroes living in the city.
B.The city is very wonderful.
C.Many heroes have been building the city.
D.The people of the city are brave and great.
( Key: D)
Discussion
1. What does the title of the passage imply(含义) ?
A.There are many heroes living in the city.
B.The city is very wonderful.
C.Many heroes have been building the city.
D.The people of the city are brave and great.
2. Why doesn't the author use “St Petersburg” as the title of this passage?
T: Well, let’s talk about the other question. (Show the slide)
(Two minutes later , ask the students to give the answer to the question , like the following)
Discussion
1. What does the title of the passage imply(含义) ?
A.There are many heroes living in the city.
B.The city is very wonderful.
C.Many heroes have been building the city.
D.The people of the city are brave and great.
2. Why doesn't the author use “St Petersburg” as the title of this passage?
From the title we can know that the author is praising the people of the city instead of just introducing the city.
Step 9. Consolidation
T: Now let’s go over the passage and then try to fill in the following boxes( show the slide)
Three minutes later, check the answers orally, like the following:
Step 10. Morality
T: What can we learn from the people of St Petersburg? (Show two mottos on the screen)
Morality
What can we learn from the people of St Petersburg?
★ “Difficulty gives in to a strong – willed man”
世上无难事,只怕有心人。
★ “If we are united, brave and strong, we can overcome everything”
坚强、勇敢、团结的人可以克服一切。
★
Step 11. Review
T: Now let’s review what we have learnt in this class. (Show the slide)
Review
I. Something about the city:
1.When was the city built? 300 years ago
2. Who built the city? Peter the Great
3. What happened to the city in 1941?
The Germans attacked the city and the city was almost in ruins.
4. What did the people of the city do?
They tried their best to rebuild the city.
5. What do we know about the people of the city?
The people of the city are strong, proud and united .
They are the modern heroes of Russia.
II. How to find the topic sentences:
1. Usually in the beginning of the paragraph
2. Sometimes in the end or the middle of the paragraph
III. How to give a proper title
1. Find the most important topic sentence.
2.
2. What is to be written about the title.
Step 12. Homework
T: After class please finish off the following homework: (Show the slide)
Homework
A. Understand the following sentences:
1. Where there is a river, there is a city.
2. We will do everything we can to save our city.
B. Read the passage “ The Rescue of Abu Simbel” at page 124.
C. Prepare “Language study”
高中外语第一册教案新教材高一教案UNIT11（第2课时）
(Speaking)
Step 1 Listening
Have Ss listen to a piece of music and tell what kind of musical instrument the music is played with.
Step 2 Brainstorming
Have Ss tell as many kinds of musical instrument as possible by asking the question: What other kinds of musical instrument do you know? T collects kinds of musical instrument: organ, harp, piano, maracas, violin, saxophone, gone, cymbals, castanets, flute, timpani, tambourine, triangle, drum, xylophone, etc.
Step 3 Creating a situation (textual authenticity)
Have Ss work together with his\her partner. Take turns asking for and giving advice.
Step 4 Listening
Listen to the sample dialogue and make sure what the dialogue is about.
Step 5 Practice
Practice reading the dialogue, using one of the names of musical instrument mentioned above to replace CD and paying attention to sentences of asking for and giving advice.
Step 6 Dialogue
Have Ss choose one from the following situations to create their own dialogue.
Step 7 Demonstration
Have several pairs to demonstrate their dialogues.
Step 8 Sum-up
Have Ss think hard and summarize how to make suggestions and give advice and possible responses.(See Slide)
Step 9 Consolidation
Work in pairs or groups. Use one or more of the situations below to practise giving and asking for advice.
1. You want to learn to play the piano, but you don’t know how.
2. You would like to write a song about your mother, but you are not sure what you should write.
3. You want to learn an English song, but you don’t know which one.
Homework:
1. Finish off the workbook exercises.
2. Try to memorize names of different kinds of musical instrument.
Find as much information about music as possible.
