Unit 9 Christmas 教案
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Unit 9 Christmas
Task objectives
1. Understand utterances using pictures and objects as prompts.
2. Speak with clear pronunciation, correct stress and meaningful intonation.
3. Use a number of formulaic expressions appropriately.
4. Ask and talk about present actions.
Language focus
What do you do at Christmas
We make cards.
What are you doing
I’m making toys.
Merry Christmas!
Topic vocabulary
make cards, wrap presents, eat turkey, get presents, give presents, see Grandma and Grandpa
Additional language
Santa’s busy now.
Go to bed.
Throw-away words
Rhyme words: wrong, Don’t
Rubrics: Draw and write. Colour. Fold.
Period Ⅰ
Teaching content: A, Unit 9
Teaching aims:
Learn to say the new phrases about what people do on Christmas .
Learn to use the phrases to ask and answer the question What do you do at Christmas
Teaching focus:
Phrase: make cards, get presents, give presents
See Grandma and Grandpa, eat turkey
Patterns: What do you do at Christmas
We make cards.
Teaching aids:
photos; pictures; a tape-recorder
Teaching steps
StepⅠ.Warm-up
Sing a song: We wish you a Merry Christmas.
StepⅡ.Presentation
Bring in a picture of a cooked turkey, a photo of Grandmother and Grandfather, a folded piece of card paper, a small picture of a Christmas tree, a Christmas card, Christmas wrapping paper and a box. If possible, have Christmas music to play in the background.
Give the card to a pupil. Say Merry Christmas! This is a Christmas card. Write the word Christmas and card on the board.
Tell the pupil to pass the card on to another pupil saying Merry Christmas! Repeat the process.
Ask What do you do at Christmas When the pupils understand the sentence, prompt them to ask the teacher What do you do at Christmas
Show the pupils the box saying This is a present. I wrap presents. Wrap the box quickly. Show the pupils the wrapped box and say This is a Christmas present. Write wrap and present on the board.
Prompt the pupils to ask What do you do at Christmas again. Give a pupil the wrapped box and say I give presents. Write give on the board. Then give the present to another pupil and repeat the process.
Prompt the pupils to ask What do you do at Christmas again. Show the picture of the cooked turkey. Say This is a turkey. Mime eating. Then say I eat turkey. Write eat and turkey on board.
Prompt the pupils to ask the question again. Take the folded piece of card. On the inside, write Merry Christmas. Then say I make cards. Write make on the board.
When the pupils ask the question again, hold up the photo of Grandparents. Point to each of them and say This is my Grandma. This is my Grandpa. Mime visiting them by opening the classroom door as if opening the door to the house and grandparents are outside the door. Mime greeting and visiting them. Then say I see my grandma and grandpa. Write Grandma and Grandpa on the board.
Open the books. Play the Pupil’s Book Cassette and point to the speech bubbles. Ask the pupils to repeat after the beeps.
Step Ⅲ. Practice
Open the books. Point out the words Merry Christmas.
Read the children’s speech bubbles. Get the pupils to repeat them after the teacher.
Point to the captions in the small pictures. Get the pupils to make Jenny’s replies for the different pictures.
Ask the pupils to role-play Pat and Jenny asking and answering questions.
Step Ⅳ Consolidation.
Read A altogether.
Make cards or headbands with the phrases from page 47. Choose a pupil to come to the front. Do not let them see the front of the card or headband. Pin the card on the back of the pupil’s shirt or put the headband on the pupil’s head. After the class asks What do you do at Christmas ,the pupil tries to guess which phrase is on their card by saying I wrap presents ect. The rest of the pupils tell the pupil if he/she is correct.
Step Ⅴ Homework
Listen to the tape and read A after the tape three times.
Copy the new words on the wordlist, each two lines.
Try to remember all the new words.
Board Design
Unit 9 Christmasmake a card wrap presents eat turkeyget presents give presents see Grandma and GrandpaMerry Christmas!Happy New Year!
Feedback: ( to be finished)
Period II
Teaching content: B, Unit 9
Teaching aims:
Learn to say the new pattern sentences What are you doing
Learn to use the new pattern sentences.
Use the different person of present continuous.
Teaching focus:
What are you doing
I’m getting cards.
I’m making toys.
Teaching aids:
A Santa toy, a Christmas tree, some cards, some presents , some toys; a tape-recorder
Teaching steps:
Step I. Warm up
Sing a song: Happy New Year!
Step II. Revision
The class read out the phrases by reading the word cards or by showing them the pictures.
Step III. Presentation
Bring in a Santa toy, hat or picture, some toys, wrapping paper, a box and some cards.
Using the toy or picture, or wearing the Santa hat, introduce Santa. Tell the pupils Santa makes toys for children and wraps them.
Draw a Christmas tree on the board. Draw presents under the tree. Tell the pupils that Santa puts the presents there.
Mime each of the actions that Santa does. Write What are you doing on the board and tell the pupils to chorus the question each time the teacher changes the action. Answer I’m …ing… Then write each word in its continuous form on the board.
Draw a large cake on the board. Do not draw candles on it. Tell the pupils This is a Christmas cake. Mime eating a piece of cake and get the pupils to ask What are you doing Reply I’m eating cake.
Step IV. Practice
Open the books and play the Pupil’s Book Cassette. The pupils listen and follow in their books. Continue to play the cassette and ask the pupils to repeat the words after the beeps.
Point to the elves in pictures 1 and 2 and tell the pupils These are Santa’s helpers.
Get two pupils to come out to the front to act Santa and his helper. Have the class chorus the questions and answers while the two pupils mime the actions.
Tell the pupils to work in pairs to role-play the conversation between Santa and his helper. Ask pairs to come to the front to act the conversation.
Step V. Consolidation
Ask some pairs of pupils to stand up and ask and answer questions by using What are you doing
The class read B altogether and ask some brave pupils to act as a little teacher.
Step VI. Homework
Copy Part B.
Recite Part A and B.
Board design
Unit 9 ChristmasWhat are you doing I’m making toys.get---getting, make---making, write---writingwrap---wrapping, give---giving, sit---sitting
Feedback: (to be finished)
Period III
Teaching content: C, D, Unit 9
Teaching aims:
Learn to tell the story.
Act out the story.
Teaching focus:
I’m giving presents to all the children.
Santa! What are you doing
Here’s a cake.
Santa’s busy now.
Teaching aids:
Pictures, story-cards, a tape-recorder
Teaching steps
Step I. Revision
Oral English: What day is it today
What time is it nowy
Ask the pupils to read and spell the words by using the word cards.
Ask one pupil to come to the front, he/she makes a gesture of playing a kind of ball, ask the class to answer the question: What’s Pat/Tim doing
Step II Presentation
1.Point to the characters in the pictures and read their speech aloud. Ask the pupils to point to the speech bubbles as you read them.
2.Play the Pupil’s Book Cassette for the pupils and ask them to say the sentences after the tape.
3.Point to Santa in the bottom of picture 5. Ask the pupils What is Santa doing (He’s eating cake.) Ask the pupils Who is Santa (He’s their Dad/father.)
Ask the pupils to role-play the story in groups of four and to read the characters’ speech bubbles. Some groups may like to come out to the front and act the story.
5.Use story-cards to revise the sequence and language of the story.
Step III. Practice
Ask the pupils to read the story again. Read the questions and answers with the pupils. Demonstrate that they should write the missing name in the blank. Check the answers altogether.
Step Ⅳ.Consolidation
Ask five pupils to read the story in their own roles.
Use the story cards to review the story again. At first, the pupils read the story by showing them the sentences in correct orders, then show them the pictures.
Draw out any card from the story to ask the pupils to read out the content of this card.
Step V. Homework
Read Part C
Recite Part C.
Board design
Unit9 ChristmasHere’s a cake.I’m giving presents to all the children.Merry Christmas!Santa is busy now.
Feedback: (to be finished)
Period IV
Teaching content: E & G, Unit 9
Teaching aims:
Learn to say the sounds and the words with the s sound in them.
Learn to sing a Christmas song.
Teaching focus:
Don’t wrap the wrong present.
Don’t write the wrong name.
We wish you a merry Christmas.
And a happy New Year.
Teaching aids:
a tape-recorder
Teaching steps:
Step I. Warm up
Sing the song : Happy New Year to you.
The more we get together.
Step II. Revision
Ask the pupils to read the story altogether, some good ones can try to recite this story.
Ask two or three pairs to act out the story.
Step III. Presentation
Play the Pupil’s Cassette and ask the pupils to listen to the sound and the words. Point out the spelling of this sound. Explain that we do not say the w sound. We just say the r sound.
Say the words slowly and clearly. Check that the pupils are saying the sounds correctly.
Point to the pictures and check that the pupils can say the words without model.
Play the Pupil’s Book Cassette again. Ask the pupils to listen to the sentences and say them. Then ask the pupils to read the name cards at the bottom aloud. Make sure the pupils know if these people are young, old, male or female. Ask the pupils to draw lines between the labels and the best presents for the people.
Step IV. Practice
Play the Pupil’s Book Cassette for the pupils to listen to the song.
Play the cassette again and encourage the pupils to join in with the words.
Step V. Consolidation
Ask the pupils to read the rhyme altogether.
Read the rhyme in groups to see which group is better.
Step V. Homework
Finish the copybook
Recite Part A.B.C.
Board design
Unit 9 Christmaswr write wrong wrapDon’t wrap the wrong present.Don’t write the wrong name.
Feedback: (to be finished)
Period V
Teaching content: F, Unit 9
Teaching aims:
Revise the whole unit .
Make a Christmas card and give it to a friend.
Teaching focus:
Merry Christmas, Dan.
Thanks, Pat.
Merry Christmas to you, too.
Happy New Year!
Teaching aids:
Crayons, a birthday card
Teaching steps
Step I. Warm up and revision
1. Ask six to seven pupils to come to the blackboard and have dictation of the new words of this unit.
2. Make several sets of small playing cards. You must not be able to see through the cards. Five cards show the verbs and the first letter of the noun from each of the phrases on page 47. For example, for the phrase making cards, the card would shoe making c_____. The other five cards show the nouns from each of the phrases. In pairs or small groups, the pupils play the game Memory with the cards. They put all the cards face down on the desk. They take turns turning over two cards each. If the cards match, e.g. making c____ and cards, and the pupil can make the correct sentence, e.g. I’m making cards, they keep the cards and make a point. If the cards do not match, the pupils put them face down again in the same place.
Step II. Presentation
Show the pupils the front and inside of the Christmas card on page 66 and 67. Tell the pupils to colour and further decorate the front of the card on page 66. They may want to draw more pictures on it.
Tell the pupils to draw their friend and write a Christmas greeting inside the card on page 67.They should also write the name of the friend they want to send the card to.
Tell the pupils to fold the paper to make the card.
Tell the pupils to work in pairs and to give their card to a friend saying Merry Christmas, When they gets a card, they should reply Thanks, Merry Christmas to you, too.
Step III. Practice
Get the pupils to prepare a different Christmas card for another English class. Suggest the pupils present the cards to the other class.
Get the pupils to make a Christmas card for their parents or grandparents.
Step IV. Consolidation
Play the pupils other simple Christmas songs, like Jingle Bells, The Little Drummer Boy or Silver Bells. Use pictures to tell the stories and to help the pupils associate meanings with some of the words they hear.
Step V. Homework
Sing the song after class.
Recite this unit to the group leader.
Board design
Unit 9 PlaytimeMerry Christmas, Dan.Thanks, Pat.Merry Christmas to you, too.Happy New Year!
Feedback: (to be finised)
Period Ⅵ
Teaching content: Workbook, Unit 9
Teaching aims:
Do the listening exercises in the workbook.
Do the written exercises in the workbook.
Teaching steps
Step Ⅰ Workbook (p.44)
Ask the pupils to look at the pictures and read the words. Tell them to write the correct words in the speech bubbles.
Step Ⅱ Workbook (p.45)
Ask the pupils to look at the pictures and listen to the Workbook Cassette.
Tape-script:
Miao! It’s e and play.
No, thanks. I can’t.
What are you doing
I’m making cards.
Miaow,. Let’s play. Come on!
No, thank you. I’m eating turkey.
I’m eating turkey, too.
It’s yummy.
Yes, it’s yummy.
Tell the pupils to number the pictures according to the sequence of the language they hear on the cassette.
Step Ⅲ Workbook (p.46)
Ask the pupils to look at the pictures and listen to the Workbook Cassette.
Tapescript:
Hello , Ann.
Oh, hello, Grandpa.
What are you doing, Ann
I’m wrapping a present, Grandpa.
Oh, that’s good.
Tell the pupils to put ticks in the squares for the correct pictures according to what they hear on the cassette.
Step Ⅳ Workbook (p.47)
Ask the pupils to look at the first part of the page and listen to the Workbook Cassette. They need to draw lines to the correct kites according to the sound they hear on the cassette.
Ask the pupils to look at the second part of the page. Tell them to look at the pictures and fill in the blanks.
Step Ⅴ Workbook (p.48)
Tell the pupils to look at the pictures on the left, and match them with the sentences on the right by writing the correct letters in the circle
Task objectives
1. Understand utterances using pictures and objects as prompts.
2. Speak with clear pronunciation, correct stress and meaningful intonation.
3. Use a number of formulaic expressions appropriately.
4. Ask and talk about present actions.
Language focus
What do you do at Christmas
We make cards.
What are you doing
I’m making toys.
Merry Christmas!
Topic vocabulary
make cards, wrap presents, eat turkey, get presents, give presents, see Grandma and Grandpa
Additional language
Santa’s busy now.
Go to bed.
Throw-away words
Rhyme words: wrong, Don’t
Rubrics: Draw and write. Colour. Fold.
Period Ⅰ
Teaching content: A, Unit 9
Teaching aims:
Learn to say the new phrases about what people do on Christmas .
Learn to use the phrases to ask and answer the question What do you do at Christmas
Teaching focus:
Phrase: make cards, get presents, give presents
See Grandma and Grandpa, eat turkey
Patterns: What do you do at Christmas
We make cards.
Teaching aids:
photos; pictures; a tape-recorder
Teaching steps
StepⅠ.Warm-up
Sing a song: We wish you a Merry Christmas.
StepⅡ.Presentation
Bring in a picture of a cooked turkey, a photo of Grandmother and Grandfather, a folded piece of card paper, a small picture of a Christmas tree, a Christmas card, Christmas wrapping paper and a box. If possible, have Christmas music to play in the background.
Give the card to a pupil. Say Merry Christmas! This is a Christmas card. Write the word Christmas and card on the board.
Tell the pupil to pass the card on to another pupil saying Merry Christmas! Repeat the process.
Ask What do you do at Christmas When the pupils understand the sentence, prompt them to ask the teacher What do you do at Christmas
Show the pupils the box saying This is a present. I wrap presents. Wrap the box quickly. Show the pupils the wrapped box and say This is a Christmas present. Write wrap and present on the board.
Prompt the pupils to ask What do you do at Christmas again. Give a pupil the wrapped box and say I give presents. Write give on the board. Then give the present to another pupil and repeat the process.
Prompt the pupils to ask What do you do at Christmas again. Show the picture of the cooked turkey. Say This is a turkey. Mime eating. Then say I eat turkey. Write eat and turkey on board.
Prompt the pupils to ask the question again. Take the folded piece of card. On the inside, write Merry Christmas. Then say I make cards. Write make on the board.
When the pupils ask the question again, hold up the photo of Grandparents. Point to each of them and say This is my Grandma. This is my Grandpa. Mime visiting them by opening the classroom door as if opening the door to the house and grandparents are outside the door. Mime greeting and visiting them. Then say I see my grandma and grandpa. Write Grandma and Grandpa on the board.
Open the books. Play the Pupil’s Book Cassette and point to the speech bubbles. Ask the pupils to repeat after the beeps.
Step Ⅲ. Practice
Open the books. Point out the words Merry Christmas.
Read the children’s speech bubbles. Get the pupils to repeat them after the teacher.
Point to the captions in the small pictures. Get the pupils to make Jenny’s replies for the different pictures.
Ask the pupils to role-play Pat and Jenny asking and answering questions.
Step Ⅳ Consolidation.
Read A altogether.
Make cards or headbands with the phrases from page 47. Choose a pupil to come to the front. Do not let them see the front of the card or headband. Pin the card on the back of the pupil’s shirt or put the headband on the pupil’s head. After the class asks What do you do at Christmas ,the pupil tries to guess which phrase is on their card by saying I wrap presents ect. The rest of the pupils tell the pupil if he/she is correct.
Step Ⅴ Homework
Listen to the tape and read A after the tape three times.
Copy the new words on the wordlist, each two lines.
Try to remember all the new words.
Board Design
Unit 9 Christmasmake a card wrap presents eat turkeyget presents give presents see Grandma and GrandpaMerry Christmas!Happy New Year!
Feedback: ( to be finished)
Period II
Teaching content: B, Unit 9
Teaching aims:
Learn to say the new pattern sentences What are you doing
Learn to use the new pattern sentences.
Use the different person of present continuous.
Teaching focus:
What are you doing
I’m getting cards.
I’m making toys.
Teaching aids:
A Santa toy, a Christmas tree, some cards, some presents , some toys; a tape-recorder
Teaching steps:
Step I. Warm up
Sing a song: Happy New Year!
Step II. Revision
The class read out the phrases by reading the word cards or by showing them the pictures.
Step III. Presentation
Bring in a Santa toy, hat or picture, some toys, wrapping paper, a box and some cards.
Using the toy or picture, or wearing the Santa hat, introduce Santa. Tell the pupils Santa makes toys for children and wraps them.
Draw a Christmas tree on the board. Draw presents under the tree. Tell the pupils that Santa puts the presents there.
Mime each of the actions that Santa does. Write What are you doing on the board and tell the pupils to chorus the question each time the teacher changes the action. Answer I’m …ing… Then write each word in its continuous form on the board.
Draw a large cake on the board. Do not draw candles on it. Tell the pupils This is a Christmas cake. Mime eating a piece of cake and get the pupils to ask What are you doing Reply I’m eating cake.
Step IV. Practice
Open the books and play the Pupil’s Book Cassette. The pupils listen and follow in their books. Continue to play the cassette and ask the pupils to repeat the words after the beeps.
Point to the elves in pictures 1 and 2 and tell the pupils These are Santa’s helpers.
Get two pupils to come out to the front to act Santa and his helper. Have the class chorus the questions and answers while the two pupils mime the actions.
Tell the pupils to work in pairs to role-play the conversation between Santa and his helper. Ask pairs to come to the front to act the conversation.
Step V. Consolidation
Ask some pairs of pupils to stand up and ask and answer questions by using What are you doing
The class read B altogether and ask some brave pupils to act as a little teacher.
Step VI. Homework
Copy Part B.
Recite Part A and B.
Board design
Unit 9 ChristmasWhat are you doing I’m making toys.get---getting, make---making, write---writingwrap---wrapping, give---giving, sit---sitting
Feedback: (to be finished)
Period III
Teaching content: C, D, Unit 9
Teaching aims:
Learn to tell the story.
Act out the story.
Teaching focus:
I’m giving presents to all the children.
Santa! What are you doing
Here’s a cake.
Santa’s busy now.
Teaching aids:
Pictures, story-cards, a tape-recorder
Teaching steps
Step I. Revision
Oral English: What day is it today
What time is it nowy
Ask the pupils to read and spell the words by using the word cards.
Ask one pupil to come to the front, he/she makes a gesture of playing a kind of ball, ask the class to answer the question: What’s Pat/Tim doing
Step II Presentation
1.Point to the characters in the pictures and read their speech aloud. Ask the pupils to point to the speech bubbles as you read them.
2.Play the Pupil’s Book Cassette for the pupils and ask them to say the sentences after the tape.
3.Point to Santa in the bottom of picture 5. Ask the pupils What is Santa doing (He’s eating cake.) Ask the pupils Who is Santa (He’s their Dad/father.)
Ask the pupils to role-play the story in groups of four and to read the characters’ speech bubbles. Some groups may like to come out to the front and act the story.
5.Use story-cards to revise the sequence and language of the story.
Step III. Practice
Ask the pupils to read the story again. Read the questions and answers with the pupils. Demonstrate that they should write the missing name in the blank. Check the answers altogether.
Step Ⅳ.Consolidation
Ask five pupils to read the story in their own roles.
Use the story cards to review the story again. At first, the pupils read the story by showing them the sentences in correct orders, then show them the pictures.
Draw out any card from the story to ask the pupils to read out the content of this card.
Step V. Homework
Read Part C
Recite Part C.
Board design
Unit9 ChristmasHere’s a cake.I’m giving presents to all the children.Merry Christmas!Santa is busy now.
Feedback: (to be finished)
Period IV
Teaching content: E & G, Unit 9
Teaching aims:
Learn to say the sounds and the words with the s sound in them.
Learn to sing a Christmas song.
Teaching focus:
Don’t wrap the wrong present.
Don’t write the wrong name.
We wish you a merry Christmas.
And a happy New Year.
Teaching aids:
a tape-recorder
Teaching steps:
Step I. Warm up
Sing the song : Happy New Year to you.
The more we get together.
Step II. Revision
Ask the pupils to read the story altogether, some good ones can try to recite this story.
Ask two or three pairs to act out the story.
Step III. Presentation
Play the Pupil’s Cassette and ask the pupils to listen to the sound and the words. Point out the spelling of this sound. Explain that we do not say the w sound. We just say the r sound.
Say the words slowly and clearly. Check that the pupils are saying the sounds correctly.
Point to the pictures and check that the pupils can say the words without model.
Play the Pupil’s Book Cassette again. Ask the pupils to listen to the sentences and say them. Then ask the pupils to read the name cards at the bottom aloud. Make sure the pupils know if these people are young, old, male or female. Ask the pupils to draw lines between the labels and the best presents for the people.
Step IV. Practice
Play the Pupil’s Book Cassette for the pupils to listen to the song.
Play the cassette again and encourage the pupils to join in with the words.
Step V. Consolidation
Ask the pupils to read the rhyme altogether.
Read the rhyme in groups to see which group is better.
Step V. Homework
Finish the copybook
Recite Part A.B.C.
Board design
Unit 9 Christmaswr write wrong wrapDon’t wrap the wrong present.Don’t write the wrong name.
Feedback: (to be finished)
Period V
Teaching content: F, Unit 9
Teaching aims:
Revise the whole unit .
Make a Christmas card and give it to a friend.
Teaching focus:
Merry Christmas, Dan.
Thanks, Pat.
Merry Christmas to you, too.
Happy New Year!
Teaching aids:
Crayons, a birthday card
Teaching steps
Step I. Warm up and revision
1. Ask six to seven pupils to come to the blackboard and have dictation of the new words of this unit.
2. Make several sets of small playing cards. You must not be able to see through the cards. Five cards show the verbs and the first letter of the noun from each of the phrases on page 47. For example, for the phrase making cards, the card would shoe making c_____. The other five cards show the nouns from each of the phrases. In pairs or small groups, the pupils play the game Memory with the cards. They put all the cards face down on the desk. They take turns turning over two cards each. If the cards match, e.g. making c____ and cards, and the pupil can make the correct sentence, e.g. I’m making cards, they keep the cards and make a point. If the cards do not match, the pupils put them face down again in the same place.
Step II. Presentation
Show the pupils the front and inside of the Christmas card on page 66 and 67. Tell the pupils to colour and further decorate the front of the card on page 66. They may want to draw more pictures on it.
Tell the pupils to draw their friend and write a Christmas greeting inside the card on page 67.They should also write the name of the friend they want to send the card to.
Tell the pupils to fold the paper to make the card.
Tell the pupils to work in pairs and to give their card to a friend saying Merry Christmas, When they gets a card, they should reply Thanks, Merry Christmas to you, too.
Step III. Practice
Get the pupils to prepare a different Christmas card for another English class. Suggest the pupils present the cards to the other class.
Get the pupils to make a Christmas card for their parents or grandparents.
Step IV. Consolidation
Play the pupils other simple Christmas songs, like Jingle Bells, The Little Drummer Boy or Silver Bells. Use pictures to tell the stories and to help the pupils associate meanings with some of the words they hear.
Step V. Homework
Sing the song after class.
Recite this unit to the group leader.
Board design
Unit 9 PlaytimeMerry Christmas, Dan.Thanks, Pat.Merry Christmas to you, too.Happy New Year!
Feedback: (to be finised)
Period Ⅵ
Teaching content: Workbook, Unit 9
Teaching aims:
Do the listening exercises in the workbook.
Do the written exercises in the workbook.
Teaching steps
Step Ⅰ Workbook (p.44)
Ask the pupils to look at the pictures and read the words. Tell them to write the correct words in the speech bubbles.
Step Ⅱ Workbook (p.45)
Ask the pupils to look at the pictures and listen to the Workbook Cassette.
Tape-script:
Miao! It’s e and play.
No, thanks. I can’t.
What are you doing
I’m making cards.
Miaow,. Let’s play. Come on!
No, thank you. I’m eating turkey.
I’m eating turkey, too.
It’s yummy.
Yes, it’s yummy.
Tell the pupils to number the pictures according to the sequence of the language they hear on the cassette.
Step Ⅲ Workbook (p.46)
Ask the pupils to look at the pictures and listen to the Workbook Cassette.
Tapescript:
Hello , Ann.
Oh, hello, Grandpa.
What are you doing, Ann
I’m wrapping a present, Grandpa.
Oh, that’s good.
Tell the pupils to put ticks in the squares for the correct pictures according to what they hear on the cassette.
Step Ⅳ Workbook (p.47)
Ask the pupils to look at the first part of the page and listen to the Workbook Cassette. They need to draw lines to the correct kites according to the sound they hear on the cassette.
Ask the pupils to look at the second part of the page. Tell them to look at the pictures and fill in the blanks.
Step Ⅴ Workbook (p.48)
Tell the pupils to look at the pictures on the left, and match them with the sentences on the right by writing the correct letters in the circle