下面小编为大家带来冀教7下Unit7教案Lesson 50 教学设计 (中学英语教学论文)（共含14篇），希望大家喜欢!同时，但愿您也能像本文投稿人“sytoo”一样，积极向本站投稿分享好文章。
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text :il
2. memorize what is reviewed in this less0
3. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINUTES)
For ideas and tips on beginning a class, see “Teaching Techniques at the back of this, teacher’s guide. You may wish to have the class sing “East We Go.”
STUDENTS BOOK (15 MINUTES)
There is one reading for this lesson. It reviews the vocabulary for this unit. There is no new vocabulary in this lesson. There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson. Also see “Teaching Techniques” at the back of this teacher's guide for more general information about teaching readings.
Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. You may wish to select one or two words or phrases from the new vocabulary for this unit for review. Ask students to tell you what these words and phrases mean. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meanings. Remember to give lots of praise for a good try, even if it's wrong.
Step 2: Play the audiotape, Have the class follow the audiotape.
Step 3: Divide the class into small groups. Have the students talk about writing an e-mail message to Jenny reporting on what they have learned in this unit. In particular, what should they include in their reports?
GRAMMAR AND VERBS (20 MINUTES)
Grammar
The grammar for this lesson is articles and proper nouns. An article is a special type of adjective. “A”, “an” and “the” are articles. In sentences, articles are always placed before a noun. A proper noun is a special type of noun. It is the name of something and always starts with a capital letter.
Articles
There are two kinds of articles: indefinite and definite. “A” and “an” are indefinite articles. Definite. “A” and “an” are indefinite articles. Use indefinite articles when talking about something singular (one thing) in general. For example:
I want an apple. (any apple)
A cheetah is a kind of cat. (cheetahs in general)
Note that you do not use articles in the expression “kind of.” You say “a kind of cat,” you do not say “a kind of a cat.”
Give the rule for using “an” instead of “a. ”“An” is used for words that begin with vowels: A, E, I, O or U. It makes them easier to pronounce. For example:
an animal
an eraser
an idea
an orange
an umbrella
The“ is a definite article. Use definite articles for the following situations:
1. When talking about something mentioned earlier. For example: He picked up a book and read the book.
Note that the article ”a“ is used with the first mention of ”book“, but the article ”the“ is used with the following mention of ”book.“
2. When talking about something that the listener knows. For example:
Open the door please.
In this case, you are not talking about any door.
You are talking about a specific door. The listener knows which door you mean.
3. When using with certain proper nouns. For example: The ship sailed on the Pacific Ocean.
In this case, we say ”the“ Pacific Ocean, not ”a“ Pacific Ocean. Why?
Because there is only one Pacific Ocean, although it is one of many oceans.
4. When using with plurals of nouns. For example:
A black cat is at the door.
BUT, the black cats are at the door.
Proper Nouns
Proper nouns are names. Compare the following:
Noun Proper Noun
country China
girl Jenny
language English
Articles can be used with any of the nouns listed: a country, the country, a girl, the girl and so on. Articles re used with only some proper nouns. Remember the above example using the Pacific Ocean?
But we say ”China, “not the China. Why? Because China is unique. The Pacific Ocean is one of many oceans, so we specify the ocean we mean. But there is only one China, so we don't need to specify or use the word ”the.“”
Note that we say the United States or the US. And the United Kingdom or the U.K. Why? For the same reason: there are many states in the world (” states” can mean “country”, so we specify which one we mean: the United States. And the world has many kingdoms, so we specify which one we mean: the United Kingdom.
Verbs
Review the verbs for this lesson. Note that ”know“ is an irregular verb. It is the only verb to review for this lesson, so if you have time, you may wish to review other irregular verbs as well. Please read about teaching verbs in ”Teaching Techniques“ at the back of this guide.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
Help! I Can't Find My Apartment! Part One
Erik lives in Norway. He lives in the country. He likes Norway, but he doesn't like the country. He wants to live in the city.
Erik goes to Oslo. Oslo is a big city. He sees a nice apartment. He buys the apartment.
Erik is hungry. He goes to a restaurant. He eats lunch.
Alter lunch, Erik wants to go back to his new apartment. But where is his apartment? All the buildings look the same. He can't remember where his is!
CLASS CIOSING (5 MINUTES)
There is no specific reading from the reader to assign as homework for this lesson. This is a chance for students to catch up if they are behind. They should also complete any remaining exercises from the activity book.
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some important words about the countries in Asia
3. write something or talk about Asian countries
4. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINI ITES)
For ideas and tips on beginning a class, see ”Teaching Techniques“ at the back of this teacher's guide.
STUDENT BOOK (15 MINUTES)
There are two readings for this lesson. Teach the first reading. The second reading is for students touse independently.
The readings present new vocabulary and review vocabulary the students have learned in previous lessons. The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
abroad, Japanese, town, village
Oral Vocabulary
Africa, Asia, India, Japan
Before you begin the reading, introduce the unit project. See ”Teaching Techniques“ at the back Of this teacher's guide for general information about introducing unit projects. Also see the Unit 7
introductory page in this teacher's guide. Instructions
for unit project 1 are in the student book.
There are many ways to teach immersion reading.
Here are some step-by-step instructions for one way
to teach the reading in this lesson.
Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. Ask them if they know anything about countries in Asia, other than China, and including Japan and India.
Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. Use your judgment to decide whether you want to spend some time on any of the new words. You might select one or two words from the vocabulary list and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meanings. Remember to give lots of praise for a good try, even if it's wrong.
Step 3: Ask for volunteers to take on the roles of Jenny, Brian and Danny and act out the reading in any way they choose.
Stop 4: Divide the class into small groups. Ask all the groups to have a discussion around one of the following topics. Remind students to use as much English as possible. Countries 1 would like to visit What I know about Asian countries Languages spoken in Asia
UNIT PROJECT: REGIONAL REPORT (15 MINUTES)
Begin unit project. This project covers four lessons. Students will prepare a report to present to the class. Divide the class into small groups. Have each group choose a region of the world. Working in their groups, students begin to collect facts about the region. Instruct them to refer to the student book and reader.
TEACHING TIP
Display centres are fun!
This would be a good project for the students to make display centres.
Each group could create a display about its region in a different area of the classroom, they can display maps, written information and any pictures or objects they have managed to find. On presentation day, one member of each group stays with the display as host to explain it. The rest of the students walk around the classroom to visit each centre, Students can take turns as host of their group's display centre.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
In the City, Part One
A woman goes to the city for the first time. She sees many cars, lights and tall buildings. She is seared of the cars. She has never seen so many cars! She walks into a big office building. It is quiet there. She looks around. She sees an old, old man with gray hair. He is standing in front of two doors. He pushes a button. The doors open. He walks inside and the two doors close.
CLASS CLOSING (5 MINUTES)
Below is the suggested homework for this lesson.
Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.
the third reading in the reader
the remaining activity book exercises
the next lesson in the student book
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some important words about Europe
3. write something or talk about Europe
4. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MIUNTES)
For ideas and tips on beginning a class, see
”Teaching Techniques“ at the back of this teacher's guide. You may wish to have the class sing ”East We Go.“
STUDENT BOOK (15 MINUTES)
There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons. The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
England, Russian, sea, the
Oral Vocabulary
Britain, Europe, Germany, Russia
There are many ways to teach immersion reading.
Here are some step-by-step instructions for one way to teach the reading in this lesson.
Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. Ask the students if they know anything about Europe, including its population, countries, language, major cities, mountains and rivers.
Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text.
Step 3: Divide the class into small groups. Each group draws a map of Europe. The map should include all the countries, seas, rivers, mountains, capital cities and languages spoken that have been mentioned in the text.
Encourage the students to use English in their discussion and mapping.
UNIT PROJECT: REGIONAL REPORT
(CONTINUED) (15 MINUTES)
Conclude unit project. Groups present their work to the class. Depending on class size and the length of presentations, you may wish to divide up the class. Groups would then present their projects to or portion of the class.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
l. Listen to the audiotape. Choose the correct answers.
1. Jenny: What's the weather like today?
Brian: It's cold. It's snowing.
2. Danny: What's the weather like today?
Brian: It's cold. The leaves have many colors.
3. Danny: What's the weather like today'?
Brian: It's hot! Let's go to the swimming pool.
4. Jenny: What's the weather like today?
Danny: It is rainy and cold.
5. Brian: What's the weather like today?
Danny: It is warm. There are new leaves on the trees.
CLASS CLOSING (5 MINUTES)
Below is the suggested homework for this lesson, Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students progress.
the fifth reading in the reader
the remaining activity book exercises
the next lesson in the student book
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some important words for world geography
3. write something or talk about world geography
4. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (15 MINUTES)
Introduce the topic for Unit 7. See ”Teaching Techniques“ at the back of this teacher's guide for information about introducing units.
STUDENT BOOK (15 MINUTES)
There is one reading for this lesson. The reading presents the new vocabulary for this lesson.
The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
island, land, river, world
Oral Vocabulary
continent, desert, geography
There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson. Also see ”Teaching Techniques“ at the back of this teacher's guide for more general information about teaching readings.
Step 1: Check to see if the students have previewed the text. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. Ask the class what they know about the world, including the continents, population, oceans, deserts, islands and rivers.
Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. Use your judgment to decide whether you want to spend some time on any of the new words. You might select one or two words from the vocabulary list and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meanings.
Remember to give lots of praise for a good try, even if it's wrong.
Step 3: Divide the class into small groups. Ask each group to do two things: First, summarize the main ideas of the text. Remind students of useful strategies for determining the main ideas of a reading. Second, have students discuss the reading, using as much English as possible. They can concentrate on statements, information, facts and questions such as:
The world is made up of many different kinds of places. What are some of the world's physical features? (Mountains, rivers, oceans, deserts, continents, islands)
CLASS ACTIVITY: THE TRAVEL GAME (15 MINUTES)
Have the class play the game ”Travel“ to review the vocabulary about geography. See ”Games“ at the back of this teacher's guide for an alphabetical list of games with instructions on how to play. Note that you will need maps for this game. Adapt the game and the questions to suit the vocabulary you are reviewing.
For your reference, here is a list of the capital cities that students know:
Country Capital City
U.K. London
U.S. Washington, D.C.
Canada Ottawa
Australia Canberra
China Beijing
Here is a list of words about travel and geography
that students know.
land world island
river ocean desert
continent America town
village Japan Japanese
Asia India Africa
England Russia Russian sea
Britain America North America
South America map north
south east west
country capital city China
Canada UK. US
Australia mountain
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
A Smart Mother! Part One
Tasha is a dog. She has six children. She lives with Gary. Gary lives in a house in the United States.
It is raining in the city. It is raining hard. Water is in the streets. Water is in the houses.
Water is coming into Gary's house. Gary runs to his car with his clothes. Gary runs to his car with his books. Gary runs to his car with his TV.
Oh, no! Where is Tasha? Where are her children'?
CLASS CLOSING (5 MINUTES)
Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.
the first reading in the reader
the remaining activity book exercises
the next lesson in the student book
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some important words about the geography in North America
3. write something or talk about North America
4. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINUTES}
For ideas and tips on beginning a class, see ”Teaching Techniques“ at the back of this teacher's guide.
STUDENT BOOK (15 MINUTES)
There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.
The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
America, American
Certainly.
Will/Would you please ？
Oral Vocabulary
North America, South America
There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson.
Step 1: Check to see if the students have previewed the text. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. Ask the class what they know about North America, including the population, countries, cities, languages spoken, history and geographical features.
Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text.
Step 3: Discuss the reading with the class. Ask the class to summarize the main ideas of the text. Make sure the students know the six main points (the six questions introducing each paragraph) discussed in the text.
Step 4: Divide the class into small groups. Have each group do the one of following activities: draw a map of North America, roughly indicating in English the countries, major cities and mountains the students know; or discuss the reading, using as much English as possible. Their discussions could centre around questions such as:
What two countries are in North America?
(Canada and the United States)
The name South America gives you a clue as to this country's location.
Where is South America located? (It is located south of North America.)
CLASS ACTIVITY: WORD GAMES(15 MINUTES)
Have the class play a game as a fun way to learn the vocabulary for this lesson. You can use this as an opportunity to review learned vocabulary as well. See ”Games“ at the back of this teacher's guide for an alphabetical list of games with instructions on how to play.
Choose one of these suggested games for learning vocabulary:
”Bingo“(students match words on their game sheets to words on vocabulary cards)
”Draw and Guess“ (students draw pictures to illustrates words or phrases)
”Spelling Bee“ (students play in teams, winning points for correctly spelling words)
You can also cut this activity and assign some time for diary writing or group verb-tense studies.
Remember to check in on these activities at the end of Lesson 55 or 56 (or both).
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
A Smart Mother, Part Two
Tasha and her children are in the back of the house! Gary runs into the house. There is a lot of water in the house. Where is Tasha? There she is!
She is swimming. Where are her children? They are in a dish. It is Tasha's food dish. The dish is like a boat! Tasha is pushing the dish with her nose.
The small dogs have a smart mother.
CLASS CLOSING (5 MINUTES)
Below is the suggested homework for this lesson.
Aim to give students about thirty minutes of homework. Use your discretion in deciding how
much reading or how many exercises to assign as
homework. Base your decision on students' progress.
the second reading in the reader
the remaining activity book exercises
the next lesson in the student book
LESSON OBJECTIVES
Since this is a lesson of review, by the end of the class, students should be able to
1. understand and remember what is reviewed in this lesson
2. have a clear idea of what has been covered in this unit, including the theme (s), activities, vocabulary, phrases and expressions, grammar, listening and phonetics
3. use what has been learned in this unit in their free talks and writings about geography
CLASS OPENING (5 MINIITES)
For ideas and tips on beginning a class, see ”Teaching Techniques“ at the back of this teacher's guide. You may wish to have the class stag ”East We Go.“
QUIZ (15 MINUTES)
Play the audiotape for the quiz. The quiz reviews phrases and vocabulary teamed in this unit.
Do not use the list of vocabulary in this lesson to drill students! The purpose of the list is to help students learn mastery vocabulary as they read.
Watch your students closely during the quiz. The quiz is a chance for you to identify students who may be having particular problems. It is also a chance for you to assess the general progress of your class. Are the students generally able to follow the audiotape?
If you find students have trouble with parts of the quiz, discuss the points, and then, if time allows, play the quiz again.
The audiotape presents both the questions and answers for the quiz:
1. I am going to call Danny on the phone. Look at the sentences below.
What's another way to say ”call on the phone“?
It's what I usually say!
Please say it with me.
(I'm going to hang up the phone.)
(I'm going to ring up Danny.)
(I'm going to wake up Danny.)
2. The phone is ringing now. Someone says, ”Hello?”What can I say next? When you hear the right answer, please say “right!”
(Time to go!)
(Hello! This is Brian speaking. )
(Excuse me, would you please hang up?)
3. Now I say, “May I speak to Danny, please? ”The person answers, “Hold on, please.”Why? When you hear the right answer, please put up your hand. (Because I'm already talking to Danny.)
(Because I'm not talking to Danny.)
4. Please say this with me: ”Jenny, would you please help me with my geography homework?“
What does Jenny say? I'm going to say four answers. Three of them are right. Please repeat the right answers after me.
(Certainly!)
(No, I already did my homework.)
(Sure, Brian!)
(Of course!)
5. Jenny says, ”You're welcome. “Why? What did I say to Jenny? Please put up your hand for the right answer.
(Thanks a lot.)
(I'm sorry, but I don't want to read that book.)
(Will you please bring me a map?)
6. I have rung up my mother in England. I have asked her a question. Here is her answer: ”It's rainy today, Brian. I took my umbrella to work. “What was my question? When you hear it, please smile!
(How are you, Mum?)
(I miss you. Do you miss me?)
(How's the weather in England?)
7. Jenny has a map. I need Jenny's map for my geography report. Am I asking the right question? Please say ”yes“ or ”no.“ (Would you please let me see your map, Jenny?)
8. Listen. What am I talking about? When you know the right answer, write it down on some paper. Then show your answer to a classmate. Were you right? (It's a piece of land. It has the word ”land“ in it. It's smaller than a continent. It has water around it. It starts with an i. It's second letter is s, but you don't say the s.)
CLASS REVIEW ACTIVITY( 15 MINUITES)
Have the class play games as a review activity. See ”Games“ at the back of this teacher's guide for an alphabetical list of games with instructions on how to play.
Here are some recommended games for this lesson’s review.
”Dial a Word“ to review nouns in this unit.
”What's my Line?“ Use phrases such as:
Student A: Certainly, I'll show you. This is Japan.
Student B: Will/Would you please show me Japan?
Student A: It's raining in Beijing, today.
Student B: How's/What's the weather in Beijing?
Student A: It's like a huge lake, but it's salty.
Student B: What's a/the ”sea“?
Student A: No, I have traveled to Beijing, but I have never traveled outside China.
Student B: Have you been/traveled abroad?
Student A: Yes, Chao is here. Hold on, please.
Student B: May I speak to Chao, please? /Is Chao there?
Student A: No, this is Danny's mother. Hold on, please.
Student B: Hello, may I speak to Danny? /Hello, is Danny there?
Student A: This is Li Yi speaking.
Student B: Hello, may I speak to Li Yi, please?/ Hello, is Li Yi there?
Student A: You're welcome.
Student B: Thanks/Thanks a lot.
Student A: Okay! Here's the phone. Do you know Jenny's phone number?
Student B: Let's ring up/call Jenny.
Student A: No, he lives in a big city.
Student B: Does he live in a town/village?
LESSON BOJECTIVES
After this lesson, students should be able to
1. understand the meaning of the song and sing it well
2. remember and use the mastery vocabulary
3. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINUTES)
For ideas and tips on beginning a class, see ”Teaching Techniques“ at the back of this teacher's guide.
STUDENT BOOK (5 MINI TTRS)
There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.
The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
Thanks a lot!
You're welcome.
Sure!
Certainly!
Oral Vocabulary
There is no new oral vocabulary in this lesson.
There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson.
Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the text. Encourage other students try to answer the questions.
Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. Select one or two sentences containing key phrases, expressions and sentence patterns. Ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meanings. Remember to give lots of praise for a good try, even if it's wrong.
Step 3: Divide the class into groups of four. Each group member will play one of the four roles (Jenny, Brian, Li Ming's mother and Li Ming).
The students can act out the reading in any way they choose. Have one group perform for the rest of the class.
Step 4: If time allows, discuss the reading with students. Use as much English as possible. Ask questions to make it easier for students to participate in the discussion. Ask questions such as:
What does Brian say that means the same thing as call on the telephone? (He says ”ring up. “)
What could you say instead of ”Thanks a lot“?
(Thanks, thank you, thanks very much, thank you very much.)
UNIT PROJECT: REGIONAL REPORT (CONTINUED) (15 MINUTES)
Continue unit project. Students continue to work in the same groups. Instruct the groups to begin writing their reports. Advise students that there will be time in the next lesson to finish their reports. Remind the groups to think about illustrations for their presentations. Can they draw a map of their region? Can they locate cities and other features on the map? Students may refer to the student book and reader for information.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Follow the directions,
a. Listen. Fill in the blanks. Write tile words you hear.
In the City, Part Two
There are numbers over the doors. The numbers change: 1, 2, 3, 4, 5. Then the numbers change again: 5, 4, 3, 2, 1. The doors open again. A good looking young man with black hair walks out! The woman is very surprised. She says, ”My! That's very good! Tomorrow, I'm going to bring my husband!“
CLASS CLOSING (5 MINUTES)
There is no specific reading from the reader to assign as homework for this lesson. This is a chance for students to catch up if they are behind.
Suggested homework for this lesson includes:
the remaining exercises in the activity book
the next lesson in the student book diary writing and group verb-tense studies
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some important words for making phone calls
3. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINUTES)
or ideas and tips on beginning a class, see “ Teaching Techniques at the back of this, teacher’s guide. You may wish to have the class sing “East We Go.”
STUDENTS NT BOOK (15 MINUTES)
There is one reading for this lesson. While you are encouraged to use your own ways of teaching, you could follow the steps outlined below.
Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the text.
Step 2: Play the audiotape, which teaches the vocabulary for this lesson. The new mastery vocabulary for this lesson is:
ring up
Hold on, please.
This is speaking.
How’s the weather in ?
Note there is no new oral vocabulary for this lesson.
Here you may want to mention some other important phrases, expressions and sentence patterns in the text, including:
a report on something
to get ready for something
May I please speak to…?
There is...speaking.
Step 3: Action! Divide the class into groups of four. Each member plays one of the four roles (Jenny, Brian, Li Ming's mother and Li Ming). The students can act out the reading in any way they choose, have one group perform for the rest of the class.
Step 4: If time allows, discuss the reading with students. Use as much English as possible. Ask questions to make it easier for students to participate in the discussion. Ask questions such as:
What does Brian say that means the same thing as ”call on the telephone“? (He says ”ring up, “) What could you say instead of ”Thanks a lot“? (Thanks, thank you, thanks very much, thank you very much.)
UNIT PROJECT: REGIONAL REPORT
(CONTINUED) (15 MINUTES)
Continue unit project. Students continue to work in the same groups. They continue to work on their reports. Encourage the groups to add information to their reports that is not in the student book or reader. For example, students may know of famous places in their region or unusual animals that live there. Advise students to finish their reports in this lesson. They will be presenting their reports in the next lesson.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape, choose the correct answers.
1. I live in a place that is bigger than a village and smaller than a city. What is it?
2. This could hold many of my schoolbooks. But I never take it to school. I use it only when I go on a trip. What is it?
3. When l drive my car, I am a driver. When l travel on an airplane, I am one of these.
4. Bikes, cars, airplanes and busses have these.
What are they?
5. You can do this to stairs and airplanes.
CLASS CLOSING (5 MINUTES)
Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.
the fourth reading in the reader
the remaining activity book exercises
the next lesson in the student book
Lesson 41 教学设计
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some important words for making travel plans
3. write something about planning a trip
4. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINUTES'I
Introduce the topic for Unit 6. See ”Teaching Techniques“ at the back of this teacher's guide for information about introducing units.
STUDENT BOOK (15 MINUTES)
There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.
The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
enjoy yourself, have a good time, suitcase, travel
0ral Vocabulary
baggage, journey, luggage, pack (v.)
There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson. Also see ”teaching Techniques“ at the back of this teacher's guide for more general information about teaching readings.
Step 1: Check to see if the students have previewed the text as required. You may ask them what places Brian, Danny and Jenny intend to visit.
(The oceans, the mountains and cities like Toronto, Montreal and Vancouver.)
Step 2: Play the audiotape. Have the class listen to the audiotape while looking at the textbook.
Step 3: Ask three volunteers to play the roles of Jenny, Brian and Danny and act out the reading.
Step 4: Divide the class into small groups. Ask each group to discuss and plan a trip around China. Instruct groups to make up a dialogue about their planned trip. Encourage the students to use words, expressions and sentence patterns from the text.
Step 5: If you have time, have one or two groups perform their dialogues for the rest of the class.
CLASS ACTIVITY: PACKING! (15 MINUTES)
In this activity, the students talk about what they would pack for a long trip. This exercise reviews vocabulary about trips, and getting ready for them from previous levels. Here are some step-by-step instructions for this activity.
Divide the class into small groups.
Each group discusses what one person should take on a long trip. They must pretend that they only have one suitcase. Draw a box on the blackboard to show how big the suitcase is (You can make it any size you want. A bigger suitcase may make students work hard to ”fill“ it. A smaller suitcase will provoke discussion about what a person really needs to take. )
Each group makes a list of things to take and writes it down.
With another group, each group talks about its list. The groups may question each other about their decisions. Did they forget anything important? They may add those items to their lists.
If you have time, generate a list on the blackboard with suggestions from each group, one by one, until no one has any more suggestions. Will it all fit in the suitcase? If there is too much, ask the students to help you choose items to cross off.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
Jim and the Dog
Jim was walking along the street. He saw a big dog. The dog saw Jim. Jim stopped walking.
A woman was standing near the dog. “Excuse me,” Jim said. “Does your dog bite?”
“No,” the woman said, “my dog doesn’t bite.”
Jim walked on. Then, the dog jumped up and bit him.
“Hey!” Jim said to the woman. “You said your dog doesn’t bite!”
“It doesn’t,” the woman said. “That’s not my dog.”
CLASS CLOSING (5 MINUTES)
Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.
the first reading in the reader
the remaining activity book exercises
the next lesson in the student book
Lesson 42 教学设计
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some important words for describing travels
3. write something about making a trip
4. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING（5 MINUTES）
For ideas and tips on beginning a class, see ”Teaching Techniques“ at the back of this teacher's guide.
STUDENT BOOK（15 MINUTES）
There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.
The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
Good-bye! (Bye-bye! Bye! )
Have a nice/good trip
Oral Vocabulary
There is no new oral vocabulary in this lesson.
There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson.
Step l: Check to see if the class has previewed the text as required. In either case, ask the students to read the text silently now, since it contains many new words and idiomatic expressions about traveling to scenic spots. Select one or two sentences containing key words or phrases and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meanings. Remember to give lots of praise for a good try, even if it's wrong.
Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text.
Step 3: Divide the class into small groups. Ask the class,”If Jenny, Brian and Danny visited all the places and enjoyed everything as advertised, what did they do?“ In answer to this question, each group will make a chart of all Jenny's, Brian's and Danny's activities, based upon the reading.
Step 4: If time allows, have one or two groups share what they have written with the rest of the class.
CTIVCLASS ITY: WHERE ARE YOU GOING? 15 MIUTES)
In this activity, the students work in groups to generate clues to a mystery location, and then solve each other's puzzles. Here are some step-by-step instructions:
Explain to the class that Niagara Falls (described in the student book for this lesson) is a famous place to visit in Canada. If you gave a list of clues about this destination to a Canadian, he or she would know it right away!
Divide the class into small groups. Ask each group to choose a famous destination for a trip in China. Each group then generates a list of clues about this destination－in －English!－for another group to guess.
Tell the students that the list of clues should include:
--What people enjoy doing there. --How people travel there (plane, train, car).
--Where the place is, in a general way (in the north, south, east or west of China).
--Any other clues the students can put into English.
The students exchange clues with another group and find the answer to the other group's clues.
If you have time, the groups can exchange clues with more than one group.
CTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
Mary
Mary works at a bank. She begins her work at eight o'clock in the morning. She stops working at five o'clock in the afternoon.
At five o'clock, the bank closes. All the people who work in the bank leave. Some people drive to their houses. Some people take the bus. Some people take the train.
Mary walks to her house. She likes to walk. She walks and walks. She lives eight kilometers from the bank. She walks for three hours.
At eight o'clock in the evening, Mary is at her house. She eats supper. At ten o'clock she goes to bed. Mary is tired. She is eighty years old.
CLASS CLOSING (5 MINI ITES)
Below is the suggested homework for this lesson.
Aim to give students about thirty minutes of homework. Use your discretion ill deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.
the second reading in the reader
the remaining activity book exercises
the next lesson in the student book
Lesson 43 教学设计
LESSON ORJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some important words for describing camping
3. write something about camping
4. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINUTES)
For ideas and tips on beginning a class, see ”Teaching Techniques“ at the back of this teacher's guide
STUDENT BOOK (15 MINUTES)
There are two readings for this lesson. Teach the first reading. The second reading is for students to use independently.
The readings present new vocabulary and review vocabulary the students have learned in previous lessons.
The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
fish (v.), stay
Oral Vocabulary
camping, outdoors, sleeping bag, tent
Before you begin the reading, introduce the unit project. See ”Teaching Techniques“ at the back of this teacher's guide for general information about introducing unit projects. Also see the Unit 6 introductory page in this teacher's guide. Instructions for unit project 1 are in the student book.
There are many ways to teach immersion reading.
Here are some step-by-step instructions for one way to teach the reading in this lesson.
Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions. Encourage other students to try to answer the questions.
Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text.
Step 3: Divide the class into small groups. Ask each group to write an e-mail message for Jenny to Li Ming explaining why Jenny, Brian and Danny finally decided to go on a camping trip. Use the reasons provided by the text.
Step 4: If time allows, have some groups share what they have written with the rest of the class.
UNIT PROJECT: WRITE ABOUT A TRIP（CONTUBUED）(15 MINUTES)
Begin unit project. This project covers three lessons. Students write about a real or imaginary trip and present to other students.
In this lesson, begin by having students write about a trip they have taken or would like to take. They should illustrate their story. Students may either draw pictures or bring photographs to the next class.
There will be time in the next lesson to continue working on the stories.
ACTIVITY BOOK (5 MINUTES_)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
An Animal in the Car! Part One
A woman was driving her car on a Saturday morning. She saw a little animal near the road. She stopped her car and looked at it. ”You don't look happy here,“ she said. She picked it up. She put it in her car and drove away.
Later, a man stopped the woman. The man said, ”You can't have an animal in your car. Take it to the zoo.“
CLASS CLOSING (5 MINUTES)
Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.
the third reading in the reader
the remaining activity book exercises
the next lesson in the student book
Lesson 44 教学设计
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the song
2. memorize and sing the song well
3. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINUTES)
For ideas and tips on beginning a class, see ”Teaching Techniques“ at the back of this teacher's guide.
STUDENT BOOK (15 MINUTES)
The reading for this lesson is a song. The audiotape presents the song; the words to the song are in the student book. The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
hurry (n.),hurry (v.),miss (v.),on time
Oral Vocabulary
There is no new oral vocabulary in this lesson.
See ”Teaching Techniques“ at the back of this teacher's guide for suggestions on teaching songs. Here are some step-by-step instructions for one way to teach the song in this lesson.
Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions.
Step 2: Ask the students to read the speech bubbles themselves. Then have one or two groups of students perform the dialogue.
Stop 3: Play the audiotape. Have the class follow the audiotape while reading the lyrics.
Step 5: Play the audiotape again. This time have the class sing along with the audiotape.
Step 6: Practice singing the song until the students can sing the song well. Can they sing it without looking at their the books?
UNIT PROJECT: WRITE ABOUT A TRIP (CONTINUED) (15 MINUTES)
Continue unit project. Have students continue to work on their stories and illustrations, Advise them to finish their projects in this lesson.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
An Animal in the Car! Part Two
That Saturday afternoon, the man saw the same woman. The little animal was still in that woman's car. The man stopped her and asked, ”Why didn't you take the animal to the zoo?“
The woman in the car said, ”I did take it to the zoo. We had a very good time there. Now we are going to the beach.“
CLASS CLOSING (5 MINUTES)
There is no specific reading from the reader to assign as homework for this lesson. This is a chance for students to catch up if they are behind.
Suggested homework for this lesson includes:
the remaining exercises in the activity book
the next lesson in the student book
Lesson 45 教学设计
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some important words for describing a picnic
3. write something about picnicking
4. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINUTES)
For ideas and tips on beginning a class, see ”Teaching Techniques“ at the back of this teacher's guide. You may wish to have the class sing ”Hurry!“
STUDENT BOOK (15 MINUTES)
There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.
The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
by the side of, hurry up
I think it's time for us to leave now.
Please hurry. Oral Vocabulary
ham, picnic, sandwich
There are many ways to teach immersion reading.
Here are some step-by-step instructions for one way to teach the reading in this lesson.
Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the reading. Encourage other students to try to answer the questions. You may also ask the students if they have ever gone on a picnic.
Step 2: Play the audiotape. Have the class follow the audiotape. Use your own discretion to decide whether to discuss any of the new vocabulary with the students.
Step 3: Divide the class into small groups. Ask the students to discuss the reading in English around the following topic:
What are the main things that happen to Danny, Brian and Jenny in this lesson?
Instruct the students to try to tell what happened as a story. Encourage them to use the words first, then and finally.
UNIT PROJECT: WRITE ABOUT A TRIP(CONTINUED) (15 MINUTES)
Conclude unit project. Divide the class into small groups. Within their groups, students present their projects to each other. Encourage the students who are watching the presentation to ask questions. The student who is presenting will try to answer the questions.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
It's Mr. White!
Mr. Smith was walking down the street. He saw another man. ”Mr. White!”said Mr. Smith. “You've changed! You were fat, and now you are thin. You had black hair, and now you have white hair. You wore glasses, and now you don't.”
“I'm not Mr. White, ”said the man. “ I'm Mr. Jones.“ ”Oh, my! “said Mr. Smith. ”You've changed your name, too!“
CLASS CLOSING (5 MINUTES)
Below is the suggested homework for this lesson.
Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.
the fourth reading in the reader
the remaining activity book exercises
the next lesson in the students book
Lesson 46 教学设计
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some important words for describing camping experiences
3. write something about camping
4. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINUTES)
For ideas and tips on beginning a class, see ”Teaching Techniques“ at the back of this teacher's guide. You may wish to have the class sing ”Hurry!“
STUDENT BOOK (15 MINUTES)
There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.
The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
brush (n. ), pillow
Oral Vocabulary
There is no new oral vocabulary in this lesson.
There are many ways to teach immersion reading.
Here are some step-by-step instructions for one way to teach the reading in this lesson.
Step 1: Check to see if the students have previewed the reading as required. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. You may ask if they have any camping experiences. If any of them do, ask them to share the experiences with the class.
Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text.
Step 3: Divide the class into groups of four. Each group member will take on one of the four roles (Jenny, Brian, Danny and Mr. Smith). Have the groups act out the reading in any way they choose.
Tell the students that their performance should include most of the events in the reading.
Step 4: if time allows, ask one or two groups to perform for the rest of the class. You may want to comment on their performance. Remember to give lots of praise for good effort!
CLASS ACTIVITY: ADVERTISEMENT FOR A TRIP (15 MINUTES)
In this activity, students create an advertisement for a trip. Instruct students to write the ad about the trip they described in unit project 1. A advice students to refer to the students book and reader for ideas.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
The Gift
A rich woman is thinking about her mother. It's her mother's birthday. She wants to send her mother a birthday gift.
The woman goes to a store that has pets. She sees a colorful bird. The bird can talk. It can speak seven languages. The woman buys the bird. She posts it to her mother.
The next day, the woman calls her mother on the phone. ”Mum, “says the woman, ”do you like the bird?“
”I'm eating it right now. It's good!“
CLASS CLOSING (5 MINUTES)
Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.
the fifth reading in the reader
the remaining activity book exercises
the next lesson in the student book
Lesson 47 教学设计
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. enjoy the fun of a fishing trip
3. memorize what is reviewed in this lesson
4. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINUTES)
For ideas and tips on beginning a class, see ”Teaching Techniques“ at the back of this teacher's guide. You may wish to have the class sing ”Hurry!“
STUDENT BOOK (1 fi MINI ITES)
There is one reading for this lesson. It reviews the vocabulary for this unit. There is no new vocabulary in this lesson.
There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson. Also see ”Teaching Techniques“ at the back of this teacher's guide for more general information about teaching readings.
Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. Does any student have any fishing experience? Ask him or her to share the experience with the rest of the class.
Step 2: Play the audiotape. Have the class follow the audiotape while reading the text. AS there is no new vocabulary for this lesson, you may wish to review words and phrases that are useful for describing outdoor activities. Ask students for suggestions and make a list on the blackboard.
Step 3: If time allows, divide the class into small groups. Have each group discuss and retell what has happened in the text.
GRAMMAR AND VERBS (20 MINUTES)
Grammar
The grammar for this lesson is adjectives and adverbs. Adjectives describe things and people. They answer questions such as: Which? What kind of? How many? Whose? Adverbs describe their actions. They answer questions such as: How? When? Where? How much?
Here are some examples of adjectives. Write these sentences on the blackboard. Ask students to identify the adjectives.
I have a red apple.
The apple is red.
I like loud music.
The music is loud.
I like hot soup.
The soup is hot.
I built a tall house.
The house was tall.
What pattern do the students see in the sentence structure? Note that the adjective usually comes before the noun, except in the ”subject + to be + predicate“ structure.
The apple is red.
In this structure, the last word is always an adjective. Remember, your objective is to teach the structure, not specific parts of speech.
TEACHING TIP
Games are good learning tools.
If there is time, play ”Cold Green Noodle“ to review adjectives. Play ”Whisper“ to review adverbs ( see below). Use phrases such as:
walk quickly
read slowly
talk loudly
sing quietly
See ”Games“ at the back of this teacher's guide for an alphabetical list of games with instructions on how to play.
Here are some examples of adverbs. Write these sentences on the blackboard. Ask students to identify the adverbs.
He walks quickly to the office.
She rides slowly on her bike. I sing loudly.
Can students see a pattern in these sentence structures? Note that these adverbs end in ”ly” and they come after the verb. Most adverbs end in “ly.”
Now look at these examples of adverbs:
I drive fast.
You work hard.
These adverbs don't end in “ly, ”but they still come after the verb: Adverbs usually come after a verb.
Verbs
Review the verbs for this unit: fish, miss, stay, travel, leave. Note that “leave” is irregular (see the table below). See “Teaching Techniques” at the back of this teacher's guide for recommended methods of teaching verbs.
Present Tense Past Tense
fish fished
miss missed
stay stayed
travel travelled
leave left
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
The Boy and the Braises, Part One
It is summer. A little boy is at the beach with his mother and father. He is four years old.
The boy is playing in the water. He walks into the water. His mother and father aren't watching him.
The water is suddenly over the boy's head! A woman sees the boy. The woman's name is Mrs. Braise. Mrs. Braise picks the boy up. She takes him to his mother and father. “Thank you!”the boy's mother says.
CLASS CLOSING (5 MINUTES)
There is no specific reading from the reader to assign as homework for this lesson. This is a chance for students to catch up if they are behind.
Suggested homework for this lesson includes:
the remaining activity book exercises
Lesson 48 教学设计
LESSON OBJECTIVES
Since this is a lesson of review, by the end of the class, students should be able to
1. understand and remember what is reviewed in this lesson
2. have a clear idea of what has been covered in this unit, including the theme(s), experiments, vocabulary, phrases and expressions, grammar, listening and phonetics
3. use what has been learned in this unit in their free talks and writings about doing experiments
CLASS OPENING (5 MINUTES)
For ideas and tips on beginning a class, see ”Teaching Techniques“ at the back of this teacher's guide. You may wish to have the class sing the ”Hurry!”
QUIZ (15 MINUTES)_
Play the audiotape for the quiz. The quiz reviews phrases and vocabulary that students have learned in this unit.
Do not use the list of vocabulary in this lesson to drill students! The purpose of the list is to help students learn mastery vocabulary as they read.
Watch your students closely during the quiz. The quiz is a chance for you to identify students who may be having particular problems. It is also a chance for you to assess the general progress of your class. Are the students generally able to follow the audiotape?
If you find students have trouble with parts of the quiz, discuss the points, and then, if time allows, play the quiz again.
The audiotape presents both the questions and answers for the quiz:
1.1 am going on a trip. My father is going to drive me to the airport. I'm ready to go. It's getting late! What do I say to my father? Please put up your hand for the right answer.
(Let's stay home.)
(I think it's time for us to leave now.)
(Time for class! Let's go! )
2. Now, we are in the car. My plane leaves in twenty minutes, but my father is going so slowly! What can I say to him? Look at the sentences below. Let's say the right answers together.
(Please hurry!)
(Hurry up, Dad! We're going to be late! )
(We're in a hurry, Dad. Please drive faster. )
(Please slow down!)
3. Oh, good! Here's the airport! Am I late? Am I early? No. What am I? When you hear the right answer, please repeat it loudly!
(I am sad.)
(I am in a hurry.)
(I am on time.)
4. Now we are at the airport. It's time for me to go! What can I say to my father? Please stand for the right answers. Please sit for the wrong answers.
(Good-bye! I'll miss you! )
(Bye-bye!)
(Hello! Nice to see you! )
(Bye, Dad!)
5. What can my father say to me? I'm going to say three answers. One of them is wrong. When you hear the wrong answer, please say “no.”
(Have a nice time!)
(Have a good time!)
(Please hurry up!)
(Have a nice trip!)
6. Two days later, I return home. My mother asks me a question. Here is my answer: “Yes, thanks! I did! I had a great trip. ”What did she ask me? Please stand when you hear the right answer.
(Where did you stay?)
(What did you eat on the airplane?)
(Did you enjoy yourself?)
7. Here's a hard question. Think! [ am walking by the side of the road. What else can I say? When you hear the right answer, please stand by the side of your desk!
(I am walking on the road.)
(I am walking above the road.)
(I am walking beside the road.)
(I am walking under the road.)
8. Listen. What am I talking about? When you know the answer, say it loudly!
(It means “luggage” or “baggage.”You take it on trips. You put clothes in it. You carry it. It starts with the letter ”s“. )
CLASS REVIEW ACTIVITY (15 MINUTES)
Have the class play games as a review activity. See ”Games“ at the back of this teacher's guide for an alphabetical list of games with instructions on how to play.
Here are some recommended games for this lesson's review.
”What's my Line?“ for review of phrases in this unit. Here are some phrases and solutions you can try:
Student A: No, I think we are late.
Student B: Are we on time? Are we early?
Student A: No, we haven't missed it. The train is still here.
Student B: Have we missed the train? Are we late for the train?
Student A: Thanks! Bye-bye!
Student B: Have a nice time. Have a good trip. Enjoy yourself!
Student A: I'm trying! I know we're late!
Student B: Please hurry. Hurry up!
Student A: Yes, let’s go.
Student B: i think it's time for us to leave now.
Student A: In a hotel, I think. I don't like tents.
Student B: Where are we staying? Where will we stay?
Student A: No, this isn't a good place for a picnic. There are too many cars.
Student B: Let's stop by the side of the road.
Play ”Charades“ for review of vocabulary.
Without saying anything, a student acts out a word. Other students try to guess what the word is by watching the student's actions. Use phrases such as:
in a hurry/hurrying
fishing
packing a suitcase
a brush
picnicking
putting up a tent
ACTIVITY BOOK（5 MINUTES）
Have students begin working on the exercises in the activity book. These exercises in the activity book. These exercises review the vocabulary for this unit.
CLASS CLOSING (5MINUTES)
There is no homework to assign as the unit ends with this lesson.
Remember to ask students to preview the next unit, especially the first lesson in the student book.
Lesson 33 教学设计
Teaching content:
1. new words: living room, kitchen, bathroom
2. a dialogue about Li Ming’s arriving in Canada
3. let sb. do sth.
4. introduce sth./sb. to sb.
Lesson objectives
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some important words for transportation
3. write something about means of transportation
4. understand and write down some missing words as heard in sentences or passages in different contexts
Key points
1. the usage of let
2. introduce sth. to sb.
Difficult points: the usage of let
Teaching aids: a picture of living room/ kitchen/ bathroom, some cards, slide projector
Type: dialogue
Teaching procedure
Class opening (5 minutes)
Introduce the topic for Unit 5. Please read about introducing units in “Teaching Techniques” at the back of this teacher’s guide.
Student book (15 minutes)
There are two reading for this lesson. Teach the first reading. The second reading is for students to use independently.
The readings present new vocabulary and review vocabulary the students have learned in previous lessons.
The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
Can, on foot, take a plane/train
Can/could I/you…?
Of course.
Oral Vocabulary
Rapid, transportation, type (n.)
Before you begin the reading, introduce unit project 1. See “Teaching Techniques” at the back of this teacher’s guide for general information about introducing unit projects. Also see the Unit 5 introductory page in this teacher’s guide. Instructions for unit project 1 are in the student book.
There are many ways to teach immersion reading. Here are some step-by step instructions for one way to teach the reading in this lesson. Also see “Teaching Techniques” at the back of this teacher’s guide for general information about teaching readings.
Step l: Check to see if the students have previewed the text. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions.
Step 2: Play the audiotape. Use your discretion to decide whether you want to spend some time on the new vocabulary. You may want to ask students to explain the meaning of some sentences containing key words. What strategies did they use to puzzle out the meanings? Remember to give lots of praise for a good try, even if it's wrong. It may be helpful to write the following phrases on a large piece of paper or on the blackboard, as a review. This will be helpful for students to refer to in the next step.
(to go) on foot
take a bus/taxi/car
ride a bike/the train
(to go to someplace) in a car
If you wish, you may say something about the word type in comparison with' the word kind, which the students learned in the last unit.
Step 3: Divide the class into small groups. Ask each group to talk about their usual means of transportation in moving around the city and travelling around the country. Encourage students to use the phrases that you have listed as well as to borrow phrases and sentence patterns from the text.
Step 4:Ask for three volunteers to act out the text.
They can choose to read aloud their lines from the reading. They can also improvise and create lines of their own.
Unit project 1: History of a type of transportation (15 minutes)
Begin unit project 1. This project covers three lessons. Working in groups,' students will complete a project to present to the class.
Divide the class into small groups of three or four students. Each group chooses a type of transportation for the project. Instruct students to begin collecting information about that type of transportation. They will prepare a comic strip or timeline of important dates in its development.
Teaching tip
Set up a contest for good group work.
Here's a way to encourage good group work among your students.
Tell the class that each group starts with a score of ten in each of these categories: project plan, cooperation, use of English, quietness, progress, final product. Write these across the top of the blackboard. Along the left side Of the blackboard, write a list of the groups names.
Add or subtract scores according to each group's performance. For example, if a group is trying to use a lot of English, give it two points (so now it has twelve points in that category). If a group is working with too much noise, subtract a point from that group in that category.
Keep track of the scores each day over the course of a project. What group has the highest score?
Activity book (5 minutes)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks:
Write the words you hear.
Dinosaur Fun Park
Hi, this is Danny: I will tell you a story about my trip to Dinosaur Fun Park!
Dinosaur Fun Park is a fun place for dinosaurs. There is lots of dinosaur food there. Dinosaur food is very good for dinosaurs. It is like people food, but it is bigger. Dinosaur cookies are as big as kitchen tables. There are lots of dinosaur games, too. Many dinosaurs play dinosaur ping-pong. It is like people ping-pong, but the ball is bigger. Dinosaur ping-pong uses a basketball!
I loved Dinosaur Fun Park, but I am too small to live there. If I grow bigger, maybe I will visit again!
Class closing (5 minutes)
Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much. reading or how many exercises to assign as homework. Base your decision on students' progress.
the first reading in the reader
the remaining activity book exercises
the next lesson in the student book
Lesson 34 教学设计
Teaching content
1． new words: refrigerator, inside, wash, juice, pass, knife, mine
2． a dialogue about having breakfast
3． the usage of would like
4． introduce sth.
Lesson objectives
At the end of this lesson, the students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know something about the development of the airplane
3. write something about airplanes
Key points
1． Time for sth. =It’s time for sth. =It is time to do sth.
2． What would you like? I would like…
Difficult points: would like to do sth.
Teaching aids: a picture of stove/ refrigerator, sink, some real things or some pictures of food, audiotape
Type: dialogue
Teaching procedure
Class opening (5 minutes)
For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.
Student book (15 minutes)
There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.
The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
airport, passenger, station, railway, fly
Oral Vocabulary
runway
For general suggestions about teaching immersion reading, please see “Teaching Techniques” in the back of this guide. Here are some step-by-step instructions for one way to teach the reading in this lesson.
Step 1: Check to see if the students have previewed the text. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. Ask if they know anything about airplanes beyond what is said in the reading.
Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. You can decide whether you think it is necessary to spend some time on the new vocabulary.
Step 3: Ask the students to work individually to summarize the main ideas of the reading in five or six sentences.
Stop 4: Ask for one or two volunteers to read their summaries aloud to the class. Do other students agree with what has been presented as the main ideas? Discuss as a class. Use as much English as possible.
Unit project 1: History of a type of transportation (continued) (15 minutes)
Continue unit project 1. Students continue to work on their projects. Advise students that they should finish the projects during this lesson. They will present their projects during the next lesson.
Activity book (5 minutes)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Follow 'the instructions.
a. Fill in the blanks. Write the words you hear.
Hi. Do you remember me? My name is Chad! I invented the dog-waterer. Do you have one yet? Thanks to me, there are no more thirsty dogs!
My family went on a trip this summer. We went on a ship. Passengers on the ship could sleep or play games. There were swimming pools and movie theatres on the ship! Our rooms were very big.
My mum and dad liked the ship. They did not have to cook or clean. My dad Cried when our trip was over!
Below is the suggested homework for this lesson.
Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.
the second reading in the reader
the remaining activity, book exercises
the next lesson in the student book
Lesson 35 教学设计
Teaching content
1． new words: mitten, usually, sometimes, ride, always
2． a dialogue about Li Ming’s going to school in Canada
3． usage of sometimes, usually
Lesson objectives
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know something about the development of the bicycle
3. write something about bicycles
4. understand and write down some missing words as heard in sentences or passages in different contexts
Key points: usage of usually and sometimes
Difficult points: usually and sometimes
Preparations: pictures, audiotape, slide projector
Type: dialogue
Teaching procedure
Class opening (5 minutes)
For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.
Student book (15 minutes)
There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.
The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
all right, get off, get on, ride, seat (n.)
Oral Vocabulary
pedal (n.). wheel
There are many ways to teach immersion reading.
Here are some step-by-step instructions for one way to teach the reading in this lesson.
Step 1: Check to see if the students have previewed the text.
Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. Ask if they know anything about bicycles, beyond what is said in the reading.
Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. You can decide whether you want to spend some time on the vocabulary listed above.
Step 3: Ask the students to work individually to summarize the main ideas of the reading in five or six sentences.
Step 4: ASk for one or two volunteers to read their summaries aloud to the class. Do other students agree with what has been presented as the main ideas? Discuss as a class. Use as much English as possible.
Unit project 1: History of a type of transportation (Continued 15 minutes)
Conclude unit project 1. Groups present their work to the class. Depending on class size and the length of presentations, you may wish to divide up the class.
Groups would then present their projects to one portion of the class.
Activity book (5 minutes)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks.
Write the words you hear.
Babo's Bike, Part One
Have you heard the story of Babo? No?
Then I will tell you about Babo.
Babo lived a long time ago. He did not work hard. He had a big basket. Every morning,
Babo filled the basket with apples. Then he walked along the street. People bought Babo's apples. Babo's basket was always empty when the evening came. But Babo was very poor.
One day, Babo saw a man riding a bicycle:
But it wasn't a bicycle! It had only one wheel! People were watching the man. They were singing, “Ron the Rider! Ron the Rider!” Some of them gave money to Ron.
Class closing (5 minutes)
Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students progress.
the third reading in the reader
the remaining activity book exercises
the next lesson in the student book
LESSON 36 教学设计
Teaching content
1. new words；year, same, glad, classmate
2. a dialogue about Li Ming’s meeting Jenny’s class
3. meet and introduce each other
4. usage of speak and same
Lesson objectives
After this lesson, students should be able to
1. understand the meaning of the song and sing the ong well
2. remember and use the mastery vocabulary
3. understand and write down some missing words as heard in sentences or passages in different contexts
Key points:
1. introduce to each other
2. speak and same
Difficult points: usage of word same
Teaching aids: audiotape, recorder, pictures
Type: dialogue
Teaching procedure
Class opening (5 minutes)
For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.
Student book (15 minutes)
The reading for this lesson is a song. The audiotape presents the song; the words to the song are in the student book.
The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
drive, get in
No Parking!
Yes/Certainly.
You'd better not.
Oral Vocabulary
highway
See “Teaching Techniques” at the back of this teacher's guide for suggestions on teaching songs.
Here are some step-by-step instructions for one way to teach the song in this lesson.
Step 1 Have the class read the lyrics aloud as a poem. You may divide the class into two groups. Each group will read one line at a time. Make sure students can read rhythmically with a good sense of the rhymes!
Step 2: Play the audiotape. Have the class follow in their books.
Step 3: Practice singing the song repeatedly until the students can sing it well.
Class activity How to get from here to there (15 minutes)
In this activity, students can have fun discussing transportation. Write several false statements about transportation on the blackboard. For example:
I will drive my car across the Pacific Ocean to get to Canada.
At the airport, I will take the train to Beijing.
I will fly my bicycle to school.
Ask for volunteers to correct these statements. Then ask each student to make up three false sentences about transportation. Have students choose partners. The students exchange their sentences with their partner. Each partner works to correct the other's sentences. Then students compare their corrections. Do partners agree on how to correct the sentences?
Activity book (5 minutes)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
Babo's Bike, Part Two
Later, Babo saw Ron the Rider walking along the sidewalk. He had his one-wheeled bicycle. “Do you like riding your one-wheeled bicycle?” Babo said to Ron.
“No. It is hard work,” said the man. “And I am poor. 1 work hard and I make little money.”
“I make little money, too,”said Babo. “But I do not work hard. I fill this basket with apples. People come and buy them from me.”
Ron the Rider laughed. “I will give you my one-wheeled bicycle if you give me your basket” he said.
Class closing (5 minutes)
There is no specific reading from the reader to assign as homework for this lesson.
This is a chance for students to catch up if they are behind.
Suggested homework for this lesson includes:
the remaining exercises in the activity book
the next lesson in the student book
diary-writing and ,group verb-tense Studies
Lesson 37 教学设计
Teaching content
1. new words: temperature, outside, cup, shape, circle, line, pizza
2. a dialogue L Ming and his friends
3. how to ask and answer about the temperature
Lesson objectives
1. After this, students should be able to understand the meaning of the text
2. remember and use the mastery vocabulary and know some words that can help one imagine future transporttation
3. write something about transportation in the future
4. understand and write down some missing words as heard in sentences or passages in different contexts.
Key points: express weather
Difficult points: how to express weather
Type: dialogue
Preparations: pictures of different shapes, audiotape, recorder, slide projector
Class opening
For ideas and tips on beginning a class, see “Teaching Techniques” at back of this teacher’s guide. You may wish to have the class sing “Let’s Take a Drive.”
Student book( fifteen minutes)
There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
round (adj)
Oral Vocabulary
invent, present (v. ), presentation
Before you begin the reading, introduce unit projects 2. see “ Teaching Techniques” at the back of this teacher’s guide for general information about introductory page in this teacher’s guide, Instructions for unit project 2 are in the student book.
There are many ways to teach immersion reading. Here is some step-by-step instructions for one way to teach the reading in this lesson.
Step 1: Check to see if the students have previewed the reading as required. Ask if they have any questions concerning the meaning of the text.
Encourage other students to try to answer the questions.
Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. At this point, you may wish to ask the students to explain the meaning of some sentences containing key words or phrases. What strategies did they use to puzzle out the meanings? Remember to give lots of praise for a good try, even if it's wrong.
Step3: Divide the class into small groups. Ask each group to use their imagination and talk about their ideas for new types of transportation. They should try to use what they have learned in this unit to talk about their inventions.
Step 4: Have some groups volunteer to tell the rest of the class about their inventions.
Step 5: If you have time, ask three volunteers to act out the reading in any way they choose.
UNIT PROJECT 2: FUTURE TYPE OFTRANSPORTATION （15 MINUTES)
Begin unit project 2. This project covers two lessons. Divide the class into small groups. Each group thinks up a new type of transportation for the future and begins to prepare a presentation about it for the class. They should include a drawing.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Follow the instructions.
a. Listen. Fill in the blanks. Write the words you hear.
Babo's Bike, Part Three
Babo learned how to ride Ron's bicycle. It was very hard work to ride the one-wheeled bike. So Babo thought of a new way to make his money.
One day, there was a rope in the air above the street. Babo was on the rope. He was on his one-wheeled bicycle! Babo rode his bike across the rope. Many people stopped to watch. They were very interested. They gave Babo lots of money! Babo was rich!
CLASS CLOSING (5 MINUTES)
Below is the suggested homework for this lesson.
Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.
the fourth reading in the reader
the remaining activity book exercises
the next lesson in the student book
Lesson 38 教学设计
TEACHINGCONTENT
1. new words: dry, bike, bear
2. a dialogue between Li Ming and his teacher
3. usage of some words: always, usually, sometimes, never
KEY AND DIFFICULT POINTS: usage of some adverbs: always, usually, sometimes, never
TYPE: dialogue
TEACHING AIDS: some different tapes, audiotape, recorder, slide projector
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some words that can help one imagine new types of transportation
3. write something about future transportation
4. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINUTES)
For ideas and tips on beginning a class, see ”Teaching Techniques“ at the back of this teacher's guide .You may wish to have the class sing ”Let's Take a Drive,“
STUDENT BOOK (15 MINUTES)
There is one reading for this lesson. The reading reviews the vocabulary students have learned in previous lessons. There is no new vocabulary for this lesson.
There are many ways to teach immersion reading.
Here are some step-by-step instructions for one way to teach the reading in this lesson.
Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions. Encourage other students to try to answer the questions. To check how well students understand this reading, you may find it helpful to ask questions such as:
Who is Sam? When and where did you meet him?
What new type of transportation would Sam like to invent'?
Step 2: Play the audiotape.
Step 3: Discuss the reading with students. Use as much English as possible. Ask questions to make it easier for students to participate in the discussion. Ask questions such as:
What is space?
What is a spaceship?
Do you have an idea for a future type of transportation?
Is Sam's idea for a future type of transportation the same as yours?
Step 4: Divide the class into small groups. Ask each group to continue to talk about their ideas of inventions by using words, expressions and sentence patterns they have learned in this unit. Instruct the groups to write five to six sentences describing their inventions. If there is time, have some groups share what they have written with the rest of the class.
UNIT PROJECT 2: FUTURE TYPE OF TRANSPORTATION (CONTINUED) (15 MINUTES)
Conclude unit project 2. The groups present their future type of transportation to the class. Depending on class size and the length of presentations, you may wish to divide up the class. Groups would then present their projects to one portion of the class.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Look at these questions.
Can you choose the correct answers? Please try.
1. Tom says, ”I like this TV show very much.“
2. Li Ming says, ”It is October 1. It is China's National Day.“
3. Li Ming Says, ”1 would like brown shoes, please?
4. Li Ming says, “Where are you getting off?” Wang Mei says, “At the next stop. Where are you getting off?”
Li Ming says, “The stop after next.”
CLASS CLOSING (5 MINUTES)
Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.
the fourth reading in the reader
the remaining activity book exercises
the next lesson in the student book
Lesson 39 教学设计
TEACHING CONTENT
1. mastery words; watch, toilet
2. a dialogue and a short text
3. the Present Continuous Tense
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. memorize what is reviewed in this lesson and talk/write something about a fun project for inventions
3. understand and write down some missing words as heard in sentences or passages in different contexts
KEY POINTS
1. the Present Continuous Tense
2. look, watch and see
DIFFICULT POINTS: the Present Continuous Tense
TYPE: a dialogue and a short text
TEACHING AIDS: some food, some pictures of furniture, audiotape, recordeer
CLASS OPENING (5 MINUTES)
For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher's guide. You may wish to have the class sing “Let's Take a Drive.”
STUDENT BOOK (10 MINUTES)
There is one reading for this lesson. It reviews the vocabulary for this unit. There is no new vocabulary in this lesson.
There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson. Also see “Teaching Techniques” at the back of this teacher's guide for more general information about teaching readings.
Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions. Encourage other students to try to answer the questions. As a quick review, ask students to name the words they know for different kinds of vehicles.
Step 2: Play the audiotape.
Step 3: Depending upon how much time you have you may divide the class into small groups. Ask each group to think about, discuss and then write an e-mail in response to Jenny's e-mail to Li Ming. if there is time, ask some groups to share their writings with the rest of the class.
VERBS (20 MINUTES)
Review the irregular verbs in this unit: drive, ride and sly. See “Teaching Techniques” at the back of this teacher's guide for recommended methods of teaching verbs.
Review the verb can, which is also in this unit.
This is a special verb, like might. The students learned the verb “might' in Level 1 of junior school.
Do they remember what might means? Write this list on the blackboard:
I go. I might go.
He goes. He might go.
We go. We might go.
I run. I might run.
He runs. He might run.
We run. We might run.
Now ask for volunteers to write the same phrases with the word ”can.“
I can go.
He can go.
We can go.
I can run.
He can run.
We can run.
What do the phrases mean? ”I (verb)“ describes what you are doing now. ”I might “ expresses uncertainty. You might do something, but you might not. ”1 can“ expresses an ability. If you can do something, you are able to do it.
Sometimes ”can“ expresses permission. For example, you might ask your parents: ”Can I go to the cinema?“ If they permit you to go, they might say: ”Yes, you can.“
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Look at these questions. Can you choose the correct answers? Please try.
1. Li Ming says, ”It is cold, isn't it?“
Wang Mei says, ”Yes it is. It might get colder. It might snow.“
2. Mrs. Brown says, ”There will be a good program on TV. It is about making movies. Don't forget to watch it. ?'
3. Brian says, “I saw Tim today. He is my good friend. I haven't seen him for many weeks. He looks great. I saw him at a restaurant.”
4. Danny says, “I'm looking for Brian. I can't find him. Have you seen him?”
Jenny says, “Yes. I saw him in the library.
He was looking up some words in the dictionary.”
CLASS CLOSING (5 MINUTES
There is no specific reading from the reader to assign as homework for this lesson. This is a chance for students to catch up if they are behind.
Suggested homework for this lesson includes:
the remaining exercises in the activity book
1. go on a trip to 到……去旅行(游)
2. the capital city of ……首都
3. too … to … 太……而不能……
4. (be) far (away) from 离……远
5. from … to … 从……到……
6. work hard 努力工作(学习)
7. in school = at school 在学校
8. go shopping (去)买东西
9. in restaurants 在餐馆
10. live in/on 住在……
11. come on one's trip to 来参加去…的旅游
12. talk to/with sb. 跟某人交谈
13. This is …(打电话时). 我是……。
14. be going (to) 打算；准备；计划
15. That's great/wonderful. 太好了。
16. leave for + 地点 动身去……
17. on February first 在二月一日
18. arrive in + 大地方 抵达某地
19. arrive at + 小地点 到达某地
20. in the morning/afternoon 在上/下午
21. how far (某处)多远
22. how long (某物)多长；(时间)多久
23. take catch a bus 坐车；乘车
24. take a train 坐火车
25. stay with 和……呆在一起
26. have a week for 有一周(做某事)
27. want sth. 想要某物
28. want to do sth. 想要做某事
29. want sb. to do sth. 想要某人做某事
30. one/a pair of 一双/对/副……
31. need more sth. 需要更多某物
32. All done! 全部做完!
33. at the train station 在火车站
34. Have a good trip! 旅途愉快!
35. walk to … 走路去……
36. there is/are … (在某处)有……
37. run to … 向……跑去
38. jump on 跳上去
39. be ready 准备好
40. be excited 很兴奋/激动
41. love doing sth. 喜爱做某事
42. Don't do sth.! 别做某事!
43. sit down 坐下
44. stand up 站起来
45. pack sth. 打包某物
46. write home 给家人写信
47. say sth. about … 说说有关……的情况
48. before a trip 旅行前
49. have fun (in) doing sth. 做某事很有趣
50. on February first in the morning
= in the morning on February first
= on the morning of February first
在二月一日的早上
Unit 2
1. look out of 往……外面看
2. a big brown cow 一头棕色的大奶牛
3. a tall green tree 一棵绿色大树
4. a little red school 一所红色的小学校
5. point at + 较近处 指着……
6. point to + 较远处 指向……
7. look at … 看……
8. be quiet 安静
9. draw a picture 画画
10. read a book 看(读)书
11. sing a song (to sb.) (向着某人)唱歌
12. a bottle of 一瓶……
13. on the train 在火车上
14. sit behind … 坐在……后面
15. Here is/are …. 这儿有(是)……。
16. the baby's mother 这个婴儿的妈妈
17. Li Ming's father 李明的父亲
18. the woman behind me 我后面的那位女士
19. be tired 很累
20. be thirsty 口渴
21. Me, too. 我也是(做)。
22. would like sth. 想要某物
23. would like to do sth. 想要做某事
24. would like sb. to do sth. 想要某人做某事
25. in one's stomach 在某人的肚子里
26. too hot to drink 太热而不能喝
27. a little food to eat 可吃的一点食物
28. a snack 快餐
= fast food = take-away food
29. have some soup 喝(些)汤
30. read the newspaper 看报
31. play cards 打扑克
32. with his friends 和他的朋友一起
33. have fun 玩得开心
= have a good/great/nice/wonderful time
= enjoy oneself (某人自己)
34. play with sb. 和某人一起玩
35. play with sth. 玩弄某物
36. arrive in Beijing 到达北京
= get to Beijing
37. many men/women 许多男/女人
38. people in the train station 火车站里的人
39. the Beijing Train Station 北京火车站
40. find sb. doing sth. 发现某人在做某事
41. buy tickets 买票
42. Good work! = Well done! 干得好!
Unit 3
1. a walk in Beijing 在北京散步
2. take a taxi to 打的/坐出租车去…
3. there are many people 有很多人
4. on/in the street 在街上
5. walk quickly/slowly 走路很快/慢
6. too many + 复数名词 太多的……
7. feel scared 觉得害怕
8. Here I come! 我来了!
9. see sb. playing 看见某人在玩
10. laugh loudly 大声笑
11. fly kites quietly 静悄悄地放风筝
12. fly a kite 放风筝
13. hurt one's arm 伤着胳膊
14. Don't worry. 别着急(担心)。
15. put a bandage on 在……上绑绷带
16. put film in 把胶卷放进……
17. take a picture 照相
18. help sb. do sth. 帮助某人做某事
19. Are you okay? 你还好吗？
= Are you all right?
20. sit down 坐下
21. in front of 在……(外部)前面
22. in the front of 在……(内部)前面
23. Be careful! 当心!/注意!
= Look out!
= Take care!
24. Jenny's and Danny's postcards/pictures
珍妮和丹尼(分别所有)的贺卡/ 照片
25. a shop in the hotel 酒店里的一个商店
26. send … to … 把……寄给……
27. a picture of … ……的照片
28. on the left/right 在左/右边
29. put the address 写地址
30. put the stamp 贴邮票
31. in the corner 在角落
32. write to sb. 给某人写信
= write a letter to sb.
33. be bigger than 比……大
34. put sth. in 把某物放进……
35. at the post office 在邮局
36. how much 多少(钱)
37. a friend in Canada 在加拿大的朋友
38. send an e-mail 发电子邮件
39. go straight down 沿着……一直走
40. Here it is! 就在这儿!
41. How's the weather … ？ ……天气怎样?
= What's the weather like …?
42. go/come home to 回到……的家中
43. be ready for sth. 为某事做好准备
44. forget sth. 忘记某物
45. at the top/bottom 在顶/底部
Unit 4
1. shopping in Beijing 在北京购物
2. buy sth. for sb. 给某人买某物
= buy sb. sth.
3. walk there 走路到那里
4. sit and sit 坐呀坐呀(一直坐)
5. What time is it? (现在)几点了？
= What's the time?
6. Here is Danny! 丹尼来了!
7. What happened (to …)？ (……)怎么啦？
8. every day (everyday) 每天 (每天的 adj.)
9. arrive home from 从……回到家
10. have a nice trip 旅途愉快
= have a good/great/wonderful trip
11. last week/month 上周(星期) / 月
12. the first/second day 第一 / 二天
13. show sth. to sb. 给某人看某物
14. gifts for everyone 给大家的礼物
15. put (it, them) on 穿上 (它，它们)
16. too + adj. + for sb. 对某人太……
17. sth. from China 来自中国的某物
18. like sth. 喜欢某物
19. like to do sth. 喜欢做某事(偶然)
20. like doing sth. 喜欢做某事(习惯)
Unit 5
1. making breakfast 做早饭
2. It's time for sth. 该做某事了。
= It's time to do sth.
3. It's time for sb. to do sth. 该某人做某事了。
4. on the school bus 在校车上
5. forget sth. 忘记某物
6. forget to do sth. 忘记去做某事(没未做)
7. forget doing sth. 忘记做过某事(已经做了)
8. the bus stop 公共汽车站
9. bus driver 公共汽车司机
10. go to school by bus 坐公交车上学
= go to school on a / the bus
= take a / the bus to school
11. live too far from … 住得离……太远
12. This is sb. 这位是……。
13. be (am, is, are) from 来自……
= come from 是……人
14. the name of the city 城市名字(称)
15. speak English / Chinese 讲英语/汉语
16. how old 几岁了
17. … years old ……岁了
18. be the same 一个样，相同
19. What's for + 三餐? 三餐吃什么？
20. watch TV / a game 看电视/比赛
21. sit in a / the chair 坐在(扶手)椅子上
22. sit on the couch 坐在沙发上
23. read the newspaper 看报
24. in the corner 在角落
25. in the living room 在客厅
26. teach a lesson 上课
27. get to work 开始工作
28. What's the temperature …? ……气温多少度？
29. get bigger 变得更大
30. with an s 加有 s
31. at the end (of) 在(……的)末尾
32. make a chart 绘制图表
33. do one's homework 做家庭作业
34. help sb. 帮助某人
35. help sb. to do sth. 帮助某人做某事
= help sb. do sth.
= help sb. with sth.
36. put a circle for 画个圆代替……
37. never do sth. 从来不做某事
38. brush one's teeth 刷牙
39. have lunch / supper 吃午饭/晚饭
40. What else …? ……其他东西/事情？
= What other things …?
41. be gone 消失了
42. say good-bye to 向……道别
43. say hello to 向……问候/好
Unit 6
1. a cold, snowy day 一个寒冷的雪天
2. get ready for sth. 准备做某事
3. winter jacket 棉夹克
4. What a cold, snowy day! 多冷的一个雪天啊!(感叹句)
5. in winter / fall 在冬天/秋天
6. on the ice / snow 在冰/雪上
7. teach sb. 教某人
8. teach sb. sth. 教某人某事
9. teach sb. to do sth. 教某人做某事
10. winter fun 冬天的游戏/娱乐
11. make a snowman 堆雪人
12. another snowman (任意)另一个雪人
13. some little rocks 一些小石子
14. go inside 进去
15. … be coming! ……来了!
16. a Western holiday 一个西方的节日
17. on a / the holiday 在节日/ 假期
18. Santa Claus 圣诞老人
= Father Claus = Father Christmas
19. in red ( clothes ) 穿着红色衣服
20. on / at Christmas 在圣诞节
21. invite sb. to … 邀请某人到……
22. come for Christmas 来过圣诞节
23. bring sth. for sb. 为某人带来某物
24. Merry Christmas! 圣诞快乐!
25. do sth. together 一起做某事
26. Christmas cards 圣诞贺卡
27. the bus stop (station) 公共汽车站
28. the card with sb. (sth.) (印)有某人(某物)的卡片
29. Jenny's family 珍妮的家庭(家人)
30. put up 举起; 挂起; 装点…
31. something special 特别的东西
32. ask quietly 悄悄地问
33. whisper to sb. 对某人耳语
= say in a low voice
34. something Chinese 中国的物品
35. There is + 单数名词 + 介词短语 .
There are + 复数名词 + 介词短语 .
在某地 / 某时有某物 / 人。
36. warm and rainy 温暖而多雨
37. What a hot, sunny day! 多么酷热的艳阳天啊!
38. blow sth. off … 把某物从……吹落
39. ski on the snow 在雪上滑雪
40. walk in the rain 在雨中行走
41. swim in the sea 在海里游泳
42. play in the wind 在风中玩耍
43. one's favourite season 某人最喜爱的季节
Unit 7
1. at the (sports) store 在(体育用品)商店
2. a ping-pong ball 一个乒乓球
3. this one (pron.) 这一个(只；……)
4. How much is + 单数名词 (代词) ？
How much are + 复数名词 (代词) ？
……多少钱？(问价钱)
5. … dollar(s) for sth. 买某物……元
6. at the gym 在体育馆
7. like … very much 非常喜欢……
like … better 较喜欢……
like … best 最喜欢……
8. my favourite (n.) 我最喜欢的人/物
9. throw /catch the basketball 扔/接篮球
10. throw the basketball at the net 投篮
= put the basketball in the net
11. hit the ping-pong ball with the paddle 用乒乓球拍拍球
12. hit the ball to sb. 将球拍向某人
13. teach each other sth. (两人)互教做某事
14. a good basketball player 一位优秀篮球运动员
15. play basketball with a ping-pong ball
用乒乓球当作篮球来打
16. a basketball game 一场篮球赛
17. the other team (两队中的) 另一队
18. A play B A与B比赛
= A play against B = A VS B
19. have fun doing sth. 做某事很有乐趣
20. yell for sb. 为某人加油/助威
21. be good for sb. 对某人有好处/益
be bad for sb. 对某人有害处
22. make a chart 做个图表
23. how often 多长时间……一次……
24. once a day 每天一次
twice a week 每周两次
three times a month 每月三次
several times 几次
many times 许多次
25. wake up 醒来；叫醒
26. more (less) than 多(少)于
27. never do sth. 从来不做某事
28. for strong bones / muscles 为了结实的骨骼/肌肉
29. make one's body healthy and strong
使某人的身体健康和强壮
30. Sixty minutes makes an hour. 六十分钟组成一小时。
31. need to get more exercise 需要得到更多的锻炼
32. on TV 从(通过)电视上
33. have to = must 得；不得不；必须
34. listen to sb. 听某人讲(话)
35. from Monday to Friday 从周一到周五
Unit 8
1. enjoy sth. 喜爱某物 (事)
enjoy oneself 玩得开心; 过得愉快
enjoy doing sth. 喜爱做某事
2. at the swimming pool 在游泳池(整个范围)
in the swimming pool 在游泳池里(水里)
3. swim to … 向……游去
4. run with the kite 牵着风筝跑
5. make it fly 让它飞起来
6. run into a tree 撞上树
7. (lie) on the grass (躺)在草地上
8. look like 看起来像
9. drive one's car to … 开车去……
= drive to …
10. pick the flowers 摘花
11. on the beach 在沙滩上
12. in the ocean 在海洋里
13. the summer holiday 暑假
14. the winter holiday 寒假
15. visit sb. 看望某人
16. next week / year 下周 / 明年
17. some books about 一些关于……的书
18. a souvenir of China 中国的纪念品
19. at the door 在门口
20. how long (时间, 物体)多长
Teaching Content:
Mastery words and expressions: geography, population, ever, abroad, Asia, Japan, Japanese, village, town, India, world
Oral words and expressions: some day, It is fun to travel around the world.
Teaching Aims:
1. Talk about the countries.
2. Be proud of one’s country.
Teaching Important Points:
1. Talk about the geography.
2. Learn something about the foreign countries.
Teaching Difficult Countries:
What languages do they speak in other countries?
Teaching Preparation: a globe
Teaching Aids: audiotape, flashcards, a globe
Type of lesson: new lesson
Teaching Procedure:
Step1. Look at the globe. Point to our country. Ask the students the questions:
What country are you in?
What language do we speak?
Have you been abroad?
Has anyone in your family been abroad? Where has he been? When?
Step2. Come to “THINK ABOUT IT”.
What’s your favourite subject?
What is geography?
Do you like geography?
Step3. Listen to the tape and answer the following questions:
1. Has Danny been abroad?
2. What language do they speak in Japan?
3. How long has Brain’s father been in Africa?
4. Where’s Jenny’s mother’ pen pal from?
Step4. Read and check the answers.
1. Read the text in roles.
2. Let some students act the dialogue out.
Step5. Discuss the details in groups.
1. Where would Danny love to go?
2. What countries has Brian been to?
3. Does Danny speak Chinese?
4. Where is Brian from?
5. Can you explain the meaning of “pen pal”?
Step6. Come to “LET’S DO IT”.
Talk about the countries that you have visited. If you haven’t visited, what country would you like to visit? Why?
Give a report to your class.
Step7. Homework
1. Finish off the exercises in the activity book.
2. Go on the next reading in the student book.
Summary:
Travel around the world and know about the culture and customs of other countries. That’s all what we want to do. How many countries do the students know? What do they know about them? Can they have a vivid explanation of the countries that they are interested in?
Lesson 50: The World Is a Big Place!
Teaching Content:
Mastery words and expressions: land, Europe, America, ocean, Pacific, Atlantic, Indian, earth, surface, island, river
Oral words and expressions: Antarctica, the Pacific Ocean, the Atlantic Ocean, the Indian Ocean, Arctic, the Arctic Ocean, Greenland, northeast, Nile
Teaching Aims:
1. Learn more about the world’s geography.
2. Master the words and expressions of the continents and oceans in English.
Teaching Important Points:
1. The words and expressions in this lesson.
2. Know about the world’s physical features.
Teaching Difficult Points:
Some geography features in the world.
Teaching Preparation: a map of the world
Teaching Aids: audiotape, flashcards, a map of the world
Teaching Procedure:
Step1. Talk about the question:
1. Where do you live?
2. Do you like to live here? Why?
Step2. Come to “THINK ABOUT IT”.
1. Which part of the world do you live in?
2. What do you know about the place where you live?
3. How many people are there in the world?
Step3. Listening task
Listen and answer the following questions:
1. How many people are there in the world?
2. Where do all the people live?
3. How big are the world’s oceans?
4. How many deserts does the world have?
5. What’s the world’s biggest island?
6. What’s the world’s longest river?
Step4. Reading task
Read the text and finish Exercise 2 in activity book.
1. Scientists predict the world’s population will be _______ by 2050. There will be 9.1 billion people by _______.
2. About ________ of the world is land. The land that is very ________ is called desert. The deserts cover ________ of the earth’s surface.
3. There are ________ continents. They are ________, _________, _________, _________, North America, South America and Antarctica. Antarctica is the world’s _______ and the world’s _______ continent.
4. There are _______ main oceans. They cover ______ of the worlds’ surface. They are ________, _______, _______ and the Arctic Ocean. ________ is the biggest ocean. _______ is the smallest ocean.
5. The world’s _______ island is Greenland.
6. The Nile River in Africa is the _______ river.
Step5. Listen to the tape again and ask the students to imitate after it.
Step6. Read the text again and talk about the details about the text.
How many deserts does the world have? What are they? Which is the second largest desert in the world?
What’s the world’s longest river? What is the second longest river? What is the third longest river?
What are the physical features of them?
Step7. Come to “LET’S DO IT”.
Prepare a dictionary before the class. When they meet new words, encourage them to look them up in the dictionary.
Step8. Homework
1. Finish off the exercises in activity book.
2. Go on the next reading in the student book.
Summary:
Ask the students to prepare a dictionary before the class. Some words are new for the classmates. Especially some names of places. When the students are discussing, help them if it is necessary.
All the questions have only one answer. When you have questions, remember to search on the Internet.
Lesson 51: Asia
Teaching Content:
Mastery words and expressions: area, Russian, mountain
Oral words and expressions: square kilometer, geographical, feature, Mont Everest, Qomolangma, Himalayas, the Yangtze River, Tokyo
Teaching Aims:
1. Use the Internet and the tools to search the information.
2. Create the students interests in learning English.
Teaching Important Points:
1. Learn the geographical features of Asia.
2. Name the main countries in Asia. What are in the main cities in the countries?
Teaching Difficult Points:
Some words and expressions are too difficult for the students.
Teaching Preparation: a map of the world
Teaching Aids: audiotape, flashcards, a map of the world
Type of lesson: new lesson
Teaching Procedure:
Step1. Say some countries and the capital cities.
Country Capital City
U. K. London
U. S. Washington, D. C.
Canada Ottawa
Australia Canberra
China Beijing
Step2. Come to “THINK ABOUT IT.”
1. What continent do you live in?
2. What languages do people speak in Asia?
Talk about the countries and the languages that they speak.
Step3. Listening task:
Listen and answer the following questions;
1. How big is Asia?
2. What countries are in Asia?
3. How many people live in Asia?
4. What languages do they speak?
5. What are the main geographical features of Asia?
6. What are the biggest cities in Asia?
Step4. Read the new words for the students. Then let them read after the teacher for several times. Now ask them if they have some words that are new to them. Let them talk about the words and guess the meanings together.
Step5. Reading task
Read the text and check the answers. Read the text again and finish Exercise3 in the activity book.
How big is Asia? Asia is the ______ continent. It _______ more than 44 million square kilometers. There are over ______ countries. China is the biggest country in ______ and population. More than three _______ people live in Asia. That’s more than _______ the world’s population. Mount Qomolangma is the highest ______ in the world. The Yangtze River in China is the ______ longest river in the world. Tokyo and _____ are two of the biggest _______ in Asia. The ______ city of China is Beijing. The Great Wall in China is world-famous.
Step6. Read together. Find the mistakes and help them correct them.
Step7. Come to “PROJECT”.
CHOOSE A CONTINENT
Talk about the project in groups of three of four. Each group chooses a region of the world. Students collect the facts of the region. They must work together and give a report to the class.
Instruct the students to begin writing their reports. Let them draw a map of their region. Can they locate cities and other features of the map?
Students continue to work in the same group. Instruct the students to begin writing their reports. Remind the students to think about illustrations for their presentations.
In the next class, students continue to work in their groups. Go on writing their reports. Encourage them to search more information on the Internet.
Step8. Homework
1. Finish off the exercises in activity book.
2. Go on the next reading in the student book.
Summary:
It is difficult to finish the project. Students must search more information on the Internet. They must work together to finish different parts by different students. If they want to give a good report to the class, they must have good translation. When they need help, the teacher should help them at once because this is a challenge for them.
Lesson 52: East We Go
Teaching Content:
Mastery words and expressions: coast, Russia
Oral words and expressions: Will/ Would/ Could you please…?
Teaching Aims:
1. Learn about the rhythm of the foreign songs.
2. Know more about the world’s geography.
Teaching Important Points:
1. Travel around the world.
2. How to look up words in a dictionary.
Teaching Difficult Points:
The way we travel around the world.
Teaching Preparation: a map of the world
Teaching Aids: audiotape, flashcards, a map of the world
Type of lesson: new lesson
Teaching Procedure:
Step1. Point to the map of the world and explain the song to the class. Ask the students: “Do you want to travel around the world?”
Step2. Let the students read the song and understand the meaning of it. Draw the way of traveling on the map. Make sure students can read rhythmically with a good sense of the rhymes!
Step3. Listen to the tape and sing after it. Play the tape again. Have the class follow in their books.
Step4. Have the students practice singing the song repeatedly until they sing it well.
Step5. Practice some words. Let the students find their meanings in the dictionary.
Step6. Make up dialogues.
Divide the class into several groups. Practice how to use a dictionary. Let them act the dialogue out in front of the class.
Step7. Come to “LET’S DO IT.”
Make up dialogues and act them out in front of the class.
Step8. Homework
1. Sing the song after class.
2. Finish off the exercises in activity book.
Summary:
It is hard for Chinese students to learn English songs well. Many students don’t have a good sense of the rhymes. The time in class is limited. We don’t have enough time to practice. Let the students practice after class. In the next lesson, we give him a chance to sing loudly in front of the class.
Teaching Content:
Mastery words and expressions: ring, ring up
Oral words and expressions: ring up, What does…mean? Hold on, please. This is…speaking, a few
Teaching Aims:
1. Learn to make a telephone call in English.
2. Know about the following culture.
Teaching Important Points:
1. How to make a telephone call.
2. What does “ring up” mean in the U. K.?
Teaching Difficult Points:
How to make a telephone call?
Teaching Preparation: a telephone
Teaching Aids: audiotape, flashcards, a telephone
Type of lesson: new lesson
Teaching Procedure:
Step1. First sing the song together.
Step2. Ask the students if they have previewed the lesson. Let the students ask questions about the lesson.
Work in pairs. Ask and answer questions about this lesson.
They can ask like this:
1. What does “Ring up” mean in Canada?
2. Is Li Ming at home?
Step3. Listen to the tape and try to finish Exercise 2 in activity book.
1. What would Brian like to do for his report on Asia?
2. Who tells Brian Li Ming’s telephone number?
3. What time is it in China when it is afternoon in Canada?
4. Does Brian ring up Li Ming’s apartment?
5. How is the weather in Shijiazhuang?
6. Can Li Ming help Brian with his report?
Step4. Read the text and check the answers.
First let the students read the text silently. Then read it in roles. After a while, ask some students to come to the front and act the dialogue out.
Step5. Explain the main expressions in this text. Make up sentences with “May I speak to…?” “This is….speaking.” “Who’s that’s?”
Step6. Discuss the details of this lesson. What questions can the students ask? Can others find the right answer?
Step7. Come to “LET’S DO IT!”
Step8. Homework
1. Finish off the exercises in activity book.
2. Go on the next reading in the student book.
Summary:
Ringing up is the main content of this lesson. Making a telephone call is so different from Chinese. It is a good teaching tip to give the students more time to practice in class.
Lesson 54: Europe
Teaching Content:
Mastery words and expressions: England, European, sea
Oral words and expressions: German, Italian, Greek, the Alps, the Caspian Sea, the Volga River, Moscow, Paris, the Triumphal Arch
Teaching Aims:
1. Know more about the world’s geography.
2. Compare the physical features with the Asian physical features.
Teaching Important Points:
1. Learn about the physical features of Europe.
2. Know about the customs and habits in Europe.
Teaching Difficult Points:
the physical features of Europe
Teaching Preparation: a map of the world
Teaching Aids: audiotape, flashcards, a map of the world
Type of lesson: new lesson
Teaching Procedure:
Step1. Make up a telephone dialogue. Let the students act it out in front of the class.
Step2. Listening task
Listen and finish the exercises:
1. The world’s ________ smallest continent is Europe.
2. Europe has more than thirty __________.
3. ________ is the biggest country in Europe. And London is one of the largest _______.
Step3. Reading task
1. How big is Europe?
2. What countries are in Europe?
3. How many people live in Europe?
4. What languages do Europeans speak?
5. What are the main geographical features of Europe?
6. What are the biggest cities in Europe?
Step4.Read comprehension
First read the text silently. Then read the text loudly. If they have some trouble, let’s listen to the tape again.
Step5. Read the text again. Encourage the students to ask questions. Discuss the details in class.
Step6. Practice
Write some words and expressions on the blackboard. Such as:
Europe, Britain, French, German, Russian, Italian, the Alps, the Caspian Sea, the Volga River
Step7. Talk about the countries and the languages that they speak.
Country Language
England English
France French
Germany German
Russia Russian
Italy Italian
Greece Greek
Step8. Homework
1. Finish off the exercises in activity book.
2. Go on the next reading in the student book.
Summary:
Many words and expressions are too difficult for the students to read. So write them on the blackboard and read them loudly. It refers many languages in this lesson. Sum the content and present to the class in order to make them remember more clearly.
Lesson 55: Report on the Report!
Teaching Content:
Mastery words and expressions: interview, on
Oral words and expressions: province, go/be abroad
Teaching Aims:
1. Learn about the foreign culture and customs.
2. Know about more about the world’s geography.
Teaching Important Points:
1. Sum what we learn in this unit.
2. Master something about the geography.
Teaching Difficult Points:
Demonstrate the things that have passed. Pay attention to the indefinite pronouns.
Teaching Preparation: pictures
Teaching Aids: audiotape, flashcards, pictures
Type of lesson: new lesson
Teaching Procedure:
Step1. Review the countries and the languages. Let some students make a list on the blackboard.
Step2. Listening task
Listen and finish Exercise 2 in activity book. Answer true (T) or false (F)
1. Li Ming kept thinking about Brian’s report today in school.
2. Li Ming didn’t tell his mother about Brian’s geography class.
3. Most people in North America know Shijiazhuang well.
4. Brian’s report was the only one with an interview.
5. Brian’s teacher thought talking to people from other parts of the world is a good way to learn geography.
6. Danny gave a very good report on Asia.
7. The Europe’s longest river is in England.
Step2. Read and check the answers. First read silently. Then read it loudly in class. The teacher walks around the classroom to see if the students need some help.
Step3. Read the text again. Then discuss the questions in listening task. Discuss the details with the students to see if they have some questions to ask.
Step4. Make up sentences with the language points:
Keep doing: I keep thinking practicing the spoken English.
With an interview: Beijing is a city with many places of interest
Step5. Listen to the tape again. Pay attention to the intonation and pronunciation.
Step6. Let some students sum the main content in this lesson, but not word by word.
Step7. Come to “LET’S DO IT”.
Step8. Homework
1. Finish off the exercises in activity book.
2. Do the exercises on Page 69.
Summary:
How to express one’s idea in English is difficult for the students. Sometimes they understand the words but they don’t know how to use them. The teacher should spend some time on written English. Writing is an important ability for the students. It must be cultivated in daily English class.
Lesson 56: Unit Review
Teaching Content:
Mastery words and expressions from Lesson 50 to Lesson 55.
Oral words and expressions from Lesson 50 to Lesson 55.
Teaching Aims:
1. Know the main geographical features of the world.
2. Be familiar to the Internet.
Teaching Important Points:
1. Learn about the foreign culture.
2. Know about the situation of our country.
Teaching Difficult Points:
The names of some places, including the places in China and foreign countries.
Teaching Preparation: a globe, a map of China, a map of the world
Teaching Aids: audiotape, flashcards, a globe, a map of China, a map of the world
Teaching Procedure:
Step1. Look at the map of China. Introduce the main places of China. Discuss the places of interest in China.
Step2. Look at the map of the world. Point out the seven continents and four oceans on the map.
Introduce the situation in the seven continents.
Step3. Look at the globe and sing the song in Lesson 52. Let volunteers come to the front and sing the song. Do a survey: How many students can sing the song? Do they all have good listening ability?
Step4. Finish the exercises in this lesson.
Step5. Check if they have some difficulties. Explain them on the blackboard.
Step6. Come to “Do You Know”?
First let the students read together. Then ask them to sum the main meaning of this part. At last, make up sentences with the important grammars.
Step7. Homework
1. Read the text of Unit 7 in activity book.
2． Finish the writing exercises.
Summary:
The knowledge in the book is limited. Encourage the students to get more from the Internet and other books. Let the students present what they get in the class. They can improve their communicate ability. They also learn to use the Internet and tools.
制作一个多媒体课件的好坏，最基本的是从两方面来评价：一看是否科学（符合教学与认识规律），另一方面看是否适用（结合现时教学实际）。因此，作为设计制作多媒体课件的初学者来讲，必须了解一些基本理论，同时也要参加当地教学改革活动。多媒体课件的制作者必须清醒地认识到：多媒体课件就课堂教学的运用来讲，根本上说还是辅助教学，主要是一种教学手段，本身不能代替课堂教学。教师们在设计使用课件时，一定要当用时则用，否则会进入计算机辅助教学的一个误区。课件是教学的应用软件，主要由教学和程序两部分组成，因此课件的设计重在教学设计与程序设计。
一、正确把握课件设计思想
对于一般课堂教学小课件，最方便的是教师单干，那就要求既能把握教学，又能学会课件计算机制作技术，还要正确地把握课件设计思想。事实上课件的灵魂就在于课件体现的教学思想，遵循的教学原则及规律。因而整体把握课件的设计思想，主要在于开发课件的分析阶段。
1、课题定义。当课题选定之后，进行学生情况、环境、内容、目标等，界定清楚目标和内容。描述出使用对象的年龄阶段，已有的知识水平，心理特点表述在实际教学中课件的目的和意义。
2、学生类型分析。实际上课件的课题选定（课程的选定是由课程需要和学校教学活动需要而确定的），教学基本内容就定了。这些基本教学内容，是针对什么样的学生来进行教学，分析学生类型是至关重要的。作为教师对所教班级的学生应充分做好整体和个体的分析。做到心中有数。因此必须做出如下的分析。
①年龄心理分析。基本教学内容实际上也就确定了教学的年级，年龄特征也就确定。教师可根据学生心理学与自己的教学经验，确定课件所针对的学生的思维特点、注意特点、记忆特点，作为面向班级大多数学生进行教学的心理依据。
②原有知识基础和技能的分析。学习的内容是具有一定的知识起点、技能起点。因此分析学生的知识基础和技能基础是非常必要的。主要分析教学基本内容所涉及的本学科及其它学科必备的知识是否具备，是否忘了；分析所涉及到的操作技能（包括操作运算、操作工具、操作技巧）是否具备；分析所涉及到的基本学习能力（听、说、读、写、算、记、观、思及其速率，还包括知识整理能力）是否具备；分析所涉及的学习策略及方法（包括一般的和学科性的学习方法）是否具备。这四个方面的基础就构成了学习起点。
③确定学生模型。学生类型分析的目的，就是根据学生性格差异、反应的差异、感知的差异、学习风格差异分析的基础上，教师们可在自己教学班中构建几类学生模型。我对自己的学生构成了七种学生模型：智慧稳妥型、踏实努力型、聪明浮躁型、好学傲慢型、懒惰怕苦型、失败厌学型。在设计制作课件时，可针对不同的学生模型，采用不同对策，供教学与学习选择使用。
3、环境分析。环境分析主要是指对学生学习有影响的环境因素。这里只对课堂有影响的学生文化及社会背景、师生人际关系、群体学风等方面进行分析。
4、内容分析。课件的基本内容确定后，内容分析包括内容结构分析、例练题选择、预设学生反应问题、课型选择分析。
①内容结构分析：由课程内容划分出基于课程知识点、以及这些知识点的结构关系、再根据这个结构列出教学板块层次顺序。
②例练题选配：为了学生能够理解、掌握或者带有尝试，诱导发现等各知识点必须选本具有典型性、针对性、训练性的业要例题、练习和作业题目。
③预设学生反应问题：教师可以凭借自己与别人的教学经验，以及自己学习的体验来设想学生学习这些知识内容时，会出现什么样的反应。
④课型选择分析：根据前面的内容分析，结合目标分析基本上就能选定课型了。课型基本上可分为：讲授课（又可分为现象、概念、规律、专题和讲读课型）、自学课（又可分为程序自学、导读、自读课型）、讨论课、习题课、实验课、活动课。
5．目标分析。课件分析阶段最重要的是目标分析，它包括教学目的分析、教学任务分析、教学目标体系分析。教学目的、任务、目标是三个非常相近而且联系非常紧密的概念，但三者是有区别的。教学目的是课题本身决定的最根本的效果要求，而教学任务是要达到教学目标必须在教学过程中完成的一些行为事项。而教学目标是这些教学任务提出的各项基本可测的条件、标准和行为表现。
①目的分析。课题选定之后，课题本身就决定了教学目的，只不过不甚明显。目的分析实质上对基本知识、基本技能、基本方法；能够发展学生哪些能力；课题包含什么思想教育的因素；以及学习过程中体现的策略方法这四个方面进行分析，来说明“学生学习能获得什么”。
②任务分析。“任务分析”就是分析如何达到教学目的，在教学过程中应“做些什么”。具体来讲对总任务（目的要求）分解出若干子任务；找出任务间结构、层次、顺序；再按任务，对每一任务配上必备的教学行为活动和相应的教学内容。
③目标设计。就是分析上述“学”与“做”上确定恰当的“尺度”。这个分析必须根据“学生分析”、“内容分析”以及“任务分析”进行综合衡量。“衡量尺度”一定要遵循最基本的两条原则：量力性原则的层次性原则。目标尺度不能超过两个相邻发展阶段间的过渡状态。目标层次性按布鲁姆教育目标分类学：⑴认知领域主要包括识记、理解、运用、分析、综合、评价六个层次。⑵情感领域包括接受、注意、反应、价值评价、组织、泛化心向等目标。⑶动作领域有知沉、行动倾向、行动组织以及操作活动。目标设计具体是根据任务体系进行量化包括定性区分），建立子目标体系，并找出目标间结构关系，理清目标层次与顺序。再根据综合分析提出恰当的教学内容的广度、难度、数量、密度的要求，以及行为表现指标（如某训练达到多少时间，完成多少数量题目，正确率达到多少百分比）。
6、理论与经验分析。根据前面的“学生分析”、“内容分析”、又根据课件理论基础与教师的实际教学经验，综合提出要设计的课件的标本教学思想，选择必要遵循的教学原则规律，为下一步教学设计奠定基础。
三、课堂教学课件的教学设计
教学设计就是课程设计，它是在前面分析的基础上，进行教学结构设计、策略设计、活动设计、应答设计。课程设计概括地讲，就是教学内容和过程的设计，即解决呈现怎样的内容？怎样呈现？给定的教学内容又依怎样的顺序过程和方向传递给学生？怎样实现过程控制等问题。
1、教学结构设计。这个设计就是教学组织设计。首先需根据内容结构化任务目标结构化，进行学习与指导过程阶段结构化。然后再进行有机组合成教学单元（课堂教学中就是教学步骤）。
内在学习过程 教学指导员 创造学习环境与氛围
注意 激发兴趣 引起学习者警觉
期待 展示目标 目标需要倾向
恢复记忆 促进回忆 形成回忆以前学习境界
选择性知觉 提供刺激 呈现刺激材料
编码 引导知识加工活动 学习指导、方法交流
检索与反应 诱发期望行为 促进互助
强化 进行反馈 鼓励学生得意
信息保持 给出评价 提示回忆线索
学习结果一般化 促进迁移 提供材料与情景
根据上表所示的学习过程与指导、环境的对应关系，我们可以划分出教学阶段。按照我国古代教育观点一般分为六个阶段：志（激发学习动机）、学（感知阶段）、思（理解阶段）、习（巩固阶段）、行（运用阶段）、省（反馈阶段）。
教学阶段 知识掌握 能力发展
感知阶段 表象、观念 注意、观察能力
理解阶段 概念、理论 思维（概括、推理、想象）能力
巩固阶段 保存知识 记忆、归纳能力
运用阶段 技能、技巧 操作、综合、迁移、创新能力
上表揭示了教学阶段与知识、能力的对应关系。不同的学习类型也有差别：⑴按知识学习过程分有：感知、领会、保持、运用四个阶段；⑵按技能训练过程分有：观摩、分解、整合、熟练四个阶段；⑶按能力锻炼过程分有：尝试、体验、操练、实践、迁移扩展五个阶段；⑷按道德培养过程分有：信念认知、情感体验、道德意志、行为习惯四个阶段。所以教师可以根据课题的内容、课型和学习过程与指导规律，灵活创造性地划分教学阶段。甚至可以按知识点的认识过程，灵活运用方法，划分教学阶段。
2、策略设计。何谓策略，有各种各样的说法。我们从六个方面提供教师在策略设计时思考。①教学思想与教学类型策略有：各类教学理论思想、教书育人思想、因材施教与分层教学、示范接受式、启发式、指导式、探究发现式、个别化教学、班级授课网络交互式。②学习动机策略有：导入（新、奇、疑、趣、用、动、美、情）、期望、自激、鼓励、惩罚、尝试成功、竞争、交往、群集、选择性信息。③认知策略有：感知（选择性知觉、多感官接受、形象化等）、识记（重现、复述等）、理解（概括、列举、顺序、分类、比较对照图表等）、掌握（联想、生成、结构纲要、符号纲要、元认识等）、过程（情景化、现场化、尝试、上当、形成冲突等）。④思维策略有：系统、归纳、有序、逆向、求异、批判、反省、辩证、模糊、创新以及各学科的基本思想和思维方式与技巧。⑤教学组织策略有：先行组织、要素构成、顺序安排、主体发挥、指导方法、精讲精练、分层递进、自主发挥、合作学习等。⑥教学控制策略有：目标、反馈、矫正、知识与学习管理、时与量控制、互动互助、个别指导与督促、小先生作用等。
3、教学活动与方法设计。教学过程是教师借助于媒体向学生传授教学内容的过程。这个传递过程在课堂上是通过活动来实现“学”和“教”。组织这些活动的不同方式，就成了不同的教学方法。因此对教学活动与方法设计，也就形成课程设计最实质性的工作。
在教学决策的教学单元形成以后，就要考虑每个单元（步骤）选择配用什么活动以及什么方法来进行这个教学过程。
我们把教学活动分为五类二十六种。第一类是教师的活动：呈现内容、演示（包括实验、实物、图片和录音等演示）、讲解、板书表示、暗示与提示、指导与辅导、检查。第二类是师生相互活动：谈话、启与发、提问与应答、师生共做、师生共同探讨。第三类是学生的活动：听、谈、说、写、观、想、练、做、查。第四类是学生间互不活动家：讨论、互查。第五类是评价统计活动：自评、互评、教师点评与统计。
教学方法分三类十种：第一类一般课堂认知：讲授法、谈话法、讨论法、指导阅读法。第二类直观认知：演示法实地参观法、实验法。第三类巩固实用：实习作业法、练习法、测验法。
4、问题与应答设计。前面的教学设计基本上已经完成，但有一点必须补充的，那就是前面在内容分析中已经做了预设学生反应与问题目和选配例练题。在课件中一定要设计好问题提出方式和应答方式，以及与答结果相应的教学处理方式。笔者看过许多教师课程设计非常优秀，但实际上课中学生应答不是设计中预想的，造成不是牵强附会地硬牵学生的鼻子钻进自己设计的“圈套”中，就是无限制地抽问，想得到学生的回答恰是自己规定的答案，浪费了大量的时间，功亏一篑，原因就在于没有进行应答设计，估计不充分。
问题与应答设计饮食两个内容：一个是提问方式与应答方式的设计；二是应答结果及其处理。提问方式有：问而须答、自问自答、直问与绕弯问、反问等等。应答方式有：口答、板演、集体回答、角色扮演回答等等。预设应答情况有：正确回答、预期错误回答、非预期错误回答四种情况。对非预期错误回答和不回答的处理办法有：就错引思反问、鼓动导助回答、另指人回答、反主自答，还可以引起争论、转入讨论等等。
整个设计再重点提出四条原则：①激发学生学习动机；②使学生处于主动学习状态；③处理学习时注意教学节奏，张驰适度有序；④遵循识记规律和遗忘规律、提高效率。
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