小学英语北师大版(三年级起点)四年级下册Unit 8 Big bird!教案英文版（共6课时）
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| 名称 | 小学英语北师大版(三年级起点)四年级下册Unit 8 Big bird!教案英文版（共6课时） |  | |
| 格式 | zip | ||
| 文件大小 | 19.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 北师大版（三年级起点） | ||
| 科目 | 英语 | ||
| 更新时间 | 2014-03-29 16:19:20 | ||
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Unit 8 Big bird!
Teaching aims:
Can read and remember the new words for this unit.
Can understand the differences between the sounds “k”and “c”.
Can read the new sentences.
Importance and difficulty:
Use the new sentences.
Lesson 1
Preparation
Prepare student cards.
You will also need:
flashcards for tree and animals.
1.Introduce opposites
Have children turn to the Opposites Master at the back of Student Book. Show your own copy. Explain that the pairs of pictures are of opposites. Draw the children’s attention to the first two pictures. Ask them to describe what they see. Introduce the words girl(s) and boy(s).
Indicate the arrow and the person it is pointing to in the first picture. Say, “He is a tall boy.” Write the sentence on the board. Read it aloud as you point to each word. Have the children repeat the sentence.
Now have the children look at the second picture. Repeat the procedure substituting the structure, She is a short girl.
Draw the children’s attention to the pictures of the birds. Follow the procedure used for tall and short, substituting big and small.
Introduce the word turtle. Point to each of the pictures of a turtle and say, “This is a turtle.” Have the children repeat the word.
Repeat the procedure for This is a young/old turtle.
Draw the children’s attention to the pictures of Mocky. Ask, “Who’s this ” Elicit, “It’s Mocky.” Then ask the children what he is doing. In their own language tell them that he is being good because he is doing his homework.
Repeat the procedure used for the other pictures. Substitute the structure, Mocky is a good/bad monkey.
2.Set the scene
Ask the children if they ever go walking in a park or a forest. Have them describe what they can see there. Present the flashcards for tree and animals. Model the words and have the children repeat them after you.
Hold up your Opposites Master. Point to the picture of a bird. Say, “What is this ” Elicit, “It’s a bird.”
Repeat for turtle. Write turtle on the board and have the children repeat the word after you.
Ask the children how they would feel walking in the forest. Try to elicit “happy” in their own language. Present the English word, happy. Write it on the board. You could also draw a smiling face.
3.Model the dialog
Using the Opposites Master, review the structure, “He is a tall boy.”Have the children repeat the sentence.
Use the same picture to present the structure, “He’s not a short boy.” Have the children repeat the sentence.
Repeat the procedure for the other pictures.
4.Talk about the story
Student Book pages 14 and 15
Have the children open their books at pages 14 and 15.
Ask thesequestions about the pictures:
Picture 1: .“Where are Ken, Ann, and Mocky ”
Picture 2:.“What are they looking at ”
Picture 3: .“Who is Mocky talking to ”
Pictures 4/5: .“What do you think Mocky is saying ”
Pictures 6/7: .“What are Ann and Mocky looking at ”
Picture 8: “What do you think Ann is saying ”
“What is Mocky’s answer ”
Pictures 9/10:“What is happening now ”
5.Story
Student Book pages 14 and 15
Say, “Now we will hear what the characters said.” Play the tape and have the children look at the pictures as they listen.
Play the tape again, pausing at each picture. Have the children repeat the words each time.
6.Set homework
Explain that you want them to color the pictures on Opposites Master and bring them to the next lesson.
Lesson 2
Preparation
You will need:
children’s homework (Opposites Master) from Lesson 1.
flashcards for man, woman, and animals.
1.Review
Have the children look at their Opposites Master. Show your own copy.
Point to the first picture. Elicit the sentences, “(He) is a (tall boy).” “(He) isn’t a (short boy).” Repeat for the other pictures.
Put the children in pairs to practice the structures. They should point to the matching pictures as they do so.
Collect the children’s Opposites Master and keep them for use in Lesson 4.
2.Words to learn
Student Book page 16
Present the flashcards for man and woman. Model the words and have the children repeat them after you. Review the flashcard for animals.
Have the children look at the pictures at the top of the page. Before you play the tape, review the words girl and boy. Then point to each picture in turn and elicit the correct word.
Play the tape and have the children touch the matching pictures.
Replay the tape. Stop the tape after each phrase and have the children repeat the phrase.
Play the tape again without stopping. Have the children say the words along with the tape.
Without the tape, point to one of the pictures and elicit the correct phrase from the children. Repeat for the other pictures.
3.Listen to this
Student Book page 16
Have the children look at the picture at the bottom of the page. Show your copy of the page. Point to the first bear and ask，“What’s this ” Try to elicit，“It’s a fat bear.” If necessary, refer the children to the vocabulary (a fat bear) at the top of the page to help them answer the question. Repeat the procedure for the other bears in the picture.
Explain to the children that they will hear a phrase on the tape and that they must match it to the correct bear in the picture.
Play the tape，stopping after each phrase，and have the children point to the corresponding bear. Make sure they are indicating the correct bear before continuing.
Play the tape again，stopping after each phrase. Explain that this time you want the children to write the sentence number next to the matching bear.
4.Let’s sing
Student Book page 17
Have the children open their books at page 17.
Show your copy of the page. Point to the bear. Say,“What’s this ” Elicit, “It’s a bear.”
Repeat for the deer and the fish. Now read the first line of the song，pointing to each word as you do so. Have the children repeat the words and touch them in their books. Repeat the procedure for the rest of the lines in the song.
Play the tape straight through. Have the children listen and clap along with the words.
Play the song again from the beginning. Encourage the children to sing along and touch the words in their books as they listen.
Play the tape again. Have the children sing along and clap in time.
Divide the class into three groups，bear，deer，and fish. Have each group sing the verse that matches their animal as they listen to the tape.
Have the groups change roles to give all the children a turn to sing all the lines.
5.Set homework
Student Book page 17Explain to the children that you want them to: Sing the new song to their families.
Lesson 3
1.Review
Prepare the flashcards for animals that the children have already known. Present the flashcards and elicit the animal names from the children.
Present the flashcard for duck. Cover it with a blank sheet of paper. Show the flashcard bit by bit. Have the children guess the animal.
Repeat the procedures with other animal flashcards.
2.Talk together
Student Book page 18
Have the children turn to page 18. Draw their attention to the top of the page. Ask the children what Tommy is thinking about. Elicit, “A duck.”
Tell the children that Peter and Tommy are playing a game. Peter is trying to guess what animal Tommy is thinking about.
Show your copy of the page. Point to Tommy’s speech bubble. Read the words aloud as you touch each one. Have the children repeat the question as they touch each word in their books.
Repeat for Peter’s speech bubble．
Draw the children’s attention to the questions and answers on the right hand side of the page. Read each question aloud with the children. Elicit the correct answers (for a duck).
Draw a bird, a turtle, and a monkey on the board. Point to each picture in turn and elicit the animal’s English name.
Tell the children that you are thinking of one of these animals and that you want them to try to guess which one it is. The children must ask you questions in English. Explain that you will only answer “Yes, it is.” or “No, it isn’t.”
The children should continue to ask questions until they have guessed the correct animal.
Choose another animal on the board and repeat the procedure.
Now put the children into pairs. One of the children should think of one of the animals on the page. The other child must try to guess which one it is.
Have the children change roles so that they each have a turn asking and answering the questions.
3.Listen and number
Student Book page 18 Have the children open their books at page 18. Show your copy of the page. Point to each picture and ask what it is. For example, “What’s this ”“It’s a small bear.”
Explain to the children that they will hear a sentence on the tape, and they must match it to the correct picture.
Play the tape. Have the children point to the matching picture.
Play the tape again, stopping after each sentence. This time the children need to write the correct sentence number next to the correct picture.
Have the children repeat the sentences in a class drill.
4.Trace, match, and copy
Student Book page 19
Have the children open their books at page 19. Show your copy of the page. Draw the children’s attention to the first picture. Point to the girl. Say, “Is she a tall girl ” Elicit, “No, she’s a short girl.”
Read the words in the speech bubble to the class. Have them repeat the words after you. Ask the children which word is missing. Elicit short.
Have the children trace the correct word and then copy it to complete the sentence in the speech bubble.
Repeat the procedure for the other pictures and words.
5.Set homework
Student Book page 19Tell the children to finish the work on page 19 and then color the page.
Lesson 4
1.Introduce hard /g/and soft /g/
Student Book page 74 (Uncle Booky’s ABC)
Write the letter g on the board. Explain that you are going to say two words with the letter g in them. One word has a hard /g/ sound (gate) and the other word has a soft /g/ sound (page). Ask the children to listen and watch as you model hard /g/ and soft /g/. Ask them to listen for the difference between the two sounds, and then have them repeat the two sounds after you.
Turn to Uncle Booky’s ABC at the back of the Student Book and point to the hard /g/ and the soft /g/ words and their matching pictures. Say each word in turn and model the hard and soft sounds.
2.Sounds and letters
Student Book page 20
Draw the children’s attention to the pictures at the top of the page.
Play the tape for gate and goat. Ask, “Do these words have a hard /g/ sound or a soft /g/ sound ”
Play the tape again and have the children say the words aloud.
Repeat the procedure for the soft /g/ words (giraffe, cabbage, orange, and page).
3.Listen for /g/
Student Book page 20
Direct the children’s attention to the middle part of the page. Show your copy of the page and point to the first row of words and pictures. Say that three of the words have a hard /g/ sound but one word has a soft /g/ sound.
Play the first four words on the tape and have the children point to each hard /g/ word as they hear it. Play the tape again. This time have the children cross (×) the hard /g/ words.
Repeat the procedure for the soft /g/ words. This time say, “Three words have a soft /g/ sound, but one word has a hard /g/ sound.”
4.Read with Uncle Booky
Student Book page 20
Direct children’s attention to the two rows of words at the bottom of the page. Show your copy of the page and point to the first row of words.
Play the tape for the first 5 words. Have the children point to each word that they hear in the tape.
Ask the children if they can find that the letter g in all the words has the same sound.
Tell the children to try to find out how to read the last two words.
Play the tape for the last two words and have children repeat after the tape.
Repeat the procedure for the second row of words.
5.Model the structures
Ask children to take out Opposites Master. Hold up your own copy. Point to the first picture. Ask, “Is he a tall boy ” Elicit, “Yes, he is.”
Pin up the relevant drillcards. Read each sentence to the class. Have the children repeat the sentences as you point to each word. Repeat the procedure for “Is she a short girl ”
Now point to the short girl again. This time say, “Is she a tall girl ” Elicit, “No, she isn’t.” Repeat the procedure with the drillcards.
Have the children open their books at page 21. Draw their attention to the picture of the animals at the bottom of the page. Say, “This is a giraffe.” Write the word on the board and have the children repeat it after you. Point to the giraffe again. Say, “It is a tall giraffe.”
Pin up the drillcards to make the sentence. Have the children read the words as you point to each one.
Repeat the procedure for bear (old), snake (fat), tree (tall/short), monkey (thin), and girl (small).
6.Uncle Booky’s blackboard
Student Book page 21
Direct the children’s attention to the top of the page. Model the structures on Uncle Booky’s Blackboard by reading them aloud to the class.
Have the children repeat the structures in a class drill. Use all possible combinations.
7.Touch and say
Student Book page 21
Have the children look at the picture at the bottom of the page again. Show your copy of the page. Point to the bear. Say, “Is she an old bear ” Elicit, “Yes, she is.”
Then say, “Is she a young bear ” Elicit, “No, she isn’t.”
Now point to the bear again. Say, “She’s an old bear. She’s not a young bear.”
Have the children repeat the sentences as they touch the bear in their books.
Repeat the procedure for snake (fat), tree (tall/short), giraffe (tall), monkey (thin), and girl (short). Put the children into pairs and have them take turns saying the sentences to each other as they touch the matching pictures in their books.
Lesson 5
Preparation
You will need:
flashcards for this Unit
1.Review
Review the flashcards for this Unit. Hold up each flashcard in turn and elicit the correct word.
2.Read and check
Student Book page 22
Have the children open their books at page 22. Show your copy of the page. Explain that you will read the questions and answers together. Tell the children that only one answer is correct for each question.
Point to the first picture. Say, “What is this ” Elicit, “It’s a bear.”
Read the question aloud as you point to each word. Have the children repeat the question as they touch each word in their books. Read the first answer with the children in the same way. Ask the children if the sentence is correct. The children should say, “Yes, it is.”
Now read the second answer. Again, ask if the sentence is correct. The children should say, “No, it isn’t.”
Now ask the children to check ( ) the box beside the correct answer.
Repeat the procedure for the other questions and answers.
3.Let’s chant
Student Book page 23
Have children open their books at page 23. Draw their attention to the picture on the top of the page. Say, “We are going to learn a chant about animals.”
Read the rhyme to the children, pointing to each word.
Play the tape for the whole rhyme. Have children listen and point to the words.
Play the tape again and have children join in, encouraging them to hum or clap with the rhyme.
Play the tape again. Encourage the children to add actions and act the rhyme out.
4.Let’s do
Student Book page 23
Tell the children to open their books at page 23. Say, “We are going to draw some pictures.”
Draw their attention to the picture Mocky is holding. Ask the children to tell you about the picture.
Read out the sentence under the picture pointing each word. Have children repeat after you.
Now read the first sentence on the right. Draw a simple tall figure on the board.
Repeat the procedure and have the children draw the pictures.
5.Set homework
Student Book page 22Ask the children to color the pictures on page 22.
Lesson 6
1.Uncle Booky’s storytime
Student Book page 24
Tell the children that they are going to listen to a story.
Play the tape, ask the children to listen to the story with their books closed.
Have the children open their books, and look at the pictures.
Ask them to look for familiar words in the story.
Have children read the story silently, encourage them to try to guess the meaning of unfamiliar words.
It doesn’t matter if they don’t know the words. The requirement for this part is to understand the story.
2.Snap!
Snap is best played in pairs. Always be sure that one child in each pair is familiar with the vocabulary．
Have the children take out their cards for Unit 7 and Unit 8.
Put the children in pairs and have each pair mix their cards together and then spread them face down on a table.
The children in each pair take turns to flip over the cards, one by one, so that they are facing up. As soon as they see two cards with identical pictures on them, they must call out“Snap!” and say the correct English word for the picture, for example, “Snap! Kite.” when two cards with pictures of kites appear.
The first child to call out “Snap!”and the correct word keeps the two matching cards. The children continue playing until there are no cards left on the table. The winner is the child with the most cards at the end of the game.
If a child calls “Snap!” by mistake, for example when two cards do not match, or when he or she says an incorrect word, the game turns on to the next player.Note: In later Units this game can also be used for matching written words and pictures.
3.Flashcard games
A. Divide the class into two teams. Put all the flashcards face down on a table between the teams. (Use the flashcards for Units ７through 8.)
Have a child in Team A pick up a card and show it to Team B. (The children should take turns picking up the cards.) The child should ask, “Are these (dolls) /Is this a (train) ” or “What’s this /What are these ”
Together, Team B must answer “They’re (dolls).” or “It’s a (train).”
Points are scored for every correct question and correct answer.
B. Children will need their flashcards provided for earlier Units.
Spread all the flashcards face up on the table.
Have the children either sit or stand around the table, close enough to be able to reach and touch the flashcards.
Explain to the children that they are going to play a game where you will call out an English word. The first child to put their hand on the matching flashcard wins that card. The game finishes when there are no flashcards left on the table. The winner is the child who has collected the most cards.
4.Bingo
Use this game to review the core vocabulary.
See Unit 7, page 24, for the rules and procedure.
5.Self-assessment
Student Book page 25
In the first activity, have the children work in pairs. Tell them to take turns asking and answering questions about the pictures. Before that the teacher should provide a model using the pictures or children in the class.
In the second activity, have the children talk about the pictures first. Then read out the sentences. Tell them to check the correct words to finish the sentence.
6.My notes and teacher’s notes
Student Book page 25
This activity is to help children have a look at what they have done in this Unit. Ask them to assess themselves according to the items in My Notes individually. Explain to them that the stars here only indicate how well they have done in their learning and the stars should not be changed to scores.
The teacher should evaluate the children positively in the part of Teacher’s Notes. The purpose is to have children realize that they are making progress and to help them build a sense of achievement and confidence. Stickers provided at the end of the Teacher’s Resource Book can be used here.
7.Set homework
Student Book page 24 Tell the children that you want them to read the story in Uncle Booky’s Storytime with their parents at home.
Teaching aims:
Can read and remember the new words for this unit.
Can understand the differences between the sounds “k”and “c”.
Can read the new sentences.
Importance and difficulty:
Use the new sentences.
Lesson 1
Preparation
Prepare student cards.
You will also need:
flashcards for tree and animals.
1.Introduce opposites
Have children turn to the Opposites Master at the back of Student Book. Show your own copy. Explain that the pairs of pictures are of opposites. Draw the children’s attention to the first two pictures. Ask them to describe what they see. Introduce the words girl(s) and boy(s).
Indicate the arrow and the person it is pointing to in the first picture. Say, “He is a tall boy.” Write the sentence on the board. Read it aloud as you point to each word. Have the children repeat the sentence.
Now have the children look at the second picture. Repeat the procedure substituting the structure, She is a short girl.
Draw the children’s attention to the pictures of the birds. Follow the procedure used for tall and short, substituting big and small.
Introduce the word turtle. Point to each of the pictures of a turtle and say, “This is a turtle.” Have the children repeat the word.
Repeat the procedure for This is a young/old turtle.
Draw the children’s attention to the pictures of Mocky. Ask, “Who’s this ” Elicit, “It’s Mocky.” Then ask the children what he is doing. In their own language tell them that he is being good because he is doing his homework.
Repeat the procedure used for the other pictures. Substitute the structure, Mocky is a good/bad monkey.
2.Set the scene
Ask the children if they ever go walking in a park or a forest. Have them describe what they can see there. Present the flashcards for tree and animals. Model the words and have the children repeat them after you.
Hold up your Opposites Master. Point to the picture of a bird. Say, “What is this ” Elicit, “It’s a bird.”
Repeat for turtle. Write turtle on the board and have the children repeat the word after you.
Ask the children how they would feel walking in the forest. Try to elicit “happy” in their own language. Present the English word, happy. Write it on the board. You could also draw a smiling face.
3.Model the dialog
Using the Opposites Master, review the structure, “He is a tall boy.”Have the children repeat the sentence.
Use the same picture to present the structure, “He’s not a short boy.” Have the children repeat the sentence.
Repeat the procedure for the other pictures.
4.Talk about the story
Student Book pages 14 and 15
Have the children open their books at pages 14 and 15.
Ask thesequestions about the pictures:
Picture 1: .“Where are Ken, Ann, and Mocky ”
Picture 2:.“What are they looking at ”
Picture 3: .“Who is Mocky talking to ”
Pictures 4/5: .“What do you think Mocky is saying ”
Pictures 6/7: .“What are Ann and Mocky looking at ”
Picture 8: “What do you think Ann is saying ”
“What is Mocky’s answer ”
Pictures 9/10:“What is happening now ”
5.Story
Student Book pages 14 and 15
Say, “Now we will hear what the characters said.” Play the tape and have the children look at the pictures as they listen.
Play the tape again, pausing at each picture. Have the children repeat the words each time.
6.Set homework
Explain that you want them to color the pictures on Opposites Master and bring them to the next lesson.
Lesson 2
Preparation
You will need:
children’s homework (Opposites Master) from Lesson 1.
flashcards for man, woman, and animals.
1.Review
Have the children look at their Opposites Master. Show your own copy.
Point to the first picture. Elicit the sentences, “(He) is a (tall boy).” “(He) isn’t a (short boy).” Repeat for the other pictures.
Put the children in pairs to practice the structures. They should point to the matching pictures as they do so.
Collect the children’s Opposites Master and keep them for use in Lesson 4.
2.Words to learn
Student Book page 16
Present the flashcards for man and woman. Model the words and have the children repeat them after you. Review the flashcard for animals.
Have the children look at the pictures at the top of the page. Before you play the tape, review the words girl and boy. Then point to each picture in turn and elicit the correct word.
Play the tape and have the children touch the matching pictures.
Replay the tape. Stop the tape after each phrase and have the children repeat the phrase.
Play the tape again without stopping. Have the children say the words along with the tape.
Without the tape, point to one of the pictures and elicit the correct phrase from the children. Repeat for the other pictures.
3.Listen to this
Student Book page 16
Have the children look at the picture at the bottom of the page. Show your copy of the page. Point to the first bear and ask，“What’s this ” Try to elicit，“It’s a fat bear.” If necessary, refer the children to the vocabulary (a fat bear) at the top of the page to help them answer the question. Repeat the procedure for the other bears in the picture.
Explain to the children that they will hear a phrase on the tape and that they must match it to the correct bear in the picture.
Play the tape，stopping after each phrase，and have the children point to the corresponding bear. Make sure they are indicating the correct bear before continuing.
Play the tape again，stopping after each phrase. Explain that this time you want the children to write the sentence number next to the matching bear.
4.Let’s sing
Student Book page 17
Have the children open their books at page 17.
Show your copy of the page. Point to the bear. Say,“What’s this ” Elicit, “It’s a bear.”
Repeat for the deer and the fish. Now read the first line of the song，pointing to each word as you do so. Have the children repeat the words and touch them in their books. Repeat the procedure for the rest of the lines in the song.
Play the tape straight through. Have the children listen and clap along with the words.
Play the song again from the beginning. Encourage the children to sing along and touch the words in their books as they listen.
Play the tape again. Have the children sing along and clap in time.
Divide the class into three groups，bear，deer，and fish. Have each group sing the verse that matches their animal as they listen to the tape.
Have the groups change roles to give all the children a turn to sing all the lines.
5.Set homework
Student Book page 17Explain to the children that you want them to: Sing the new song to their families.
Lesson 3
1.Review
Prepare the flashcards for animals that the children have already known. Present the flashcards and elicit the animal names from the children.
Present the flashcard for duck. Cover it with a blank sheet of paper. Show the flashcard bit by bit. Have the children guess the animal.
Repeat the procedures with other animal flashcards.
2.Talk together
Student Book page 18
Have the children turn to page 18. Draw their attention to the top of the page. Ask the children what Tommy is thinking about. Elicit, “A duck.”
Tell the children that Peter and Tommy are playing a game. Peter is trying to guess what animal Tommy is thinking about.
Show your copy of the page. Point to Tommy’s speech bubble. Read the words aloud as you touch each one. Have the children repeat the question as they touch each word in their books.
Repeat for Peter’s speech bubble．
Draw the children’s attention to the questions and answers on the right hand side of the page. Read each question aloud with the children. Elicit the correct answers (for a duck).
Draw a bird, a turtle, and a monkey on the board. Point to each picture in turn and elicit the animal’s English name.
Tell the children that you are thinking of one of these animals and that you want them to try to guess which one it is. The children must ask you questions in English. Explain that you will only answer “Yes, it is.” or “No, it isn’t.”
The children should continue to ask questions until they have guessed the correct animal.
Choose another animal on the board and repeat the procedure.
Now put the children into pairs. One of the children should think of one of the animals on the page. The other child must try to guess which one it is.
Have the children change roles so that they each have a turn asking and answering the questions.
3.Listen and number
Student Book page 18 Have the children open their books at page 18. Show your copy of the page. Point to each picture and ask what it is. For example, “What’s this ”“It’s a small bear.”
Explain to the children that they will hear a sentence on the tape, and they must match it to the correct picture.
Play the tape. Have the children point to the matching picture.
Play the tape again, stopping after each sentence. This time the children need to write the correct sentence number next to the correct picture.
Have the children repeat the sentences in a class drill.
4.Trace, match, and copy
Student Book page 19
Have the children open their books at page 19. Show your copy of the page. Draw the children’s attention to the first picture. Point to the girl. Say, “Is she a tall girl ” Elicit, “No, she’s a short girl.”
Read the words in the speech bubble to the class. Have them repeat the words after you. Ask the children which word is missing. Elicit short.
Have the children trace the correct word and then copy it to complete the sentence in the speech bubble.
Repeat the procedure for the other pictures and words.
5.Set homework
Student Book page 19Tell the children to finish the work on page 19 and then color the page.
Lesson 4
1.Introduce hard /g/and soft /g/
Student Book page 74 (Uncle Booky’s ABC)
Write the letter g on the board. Explain that you are going to say two words with the letter g in them. One word has a hard /g/ sound (gate) and the other word has a soft /g/ sound (page). Ask the children to listen and watch as you model hard /g/ and soft /g/. Ask them to listen for the difference between the two sounds, and then have them repeat the two sounds after you.
Turn to Uncle Booky’s ABC at the back of the Student Book and point to the hard /g/ and the soft /g/ words and their matching pictures. Say each word in turn and model the hard and soft sounds.
2.Sounds and letters
Student Book page 20
Draw the children’s attention to the pictures at the top of the page.
Play the tape for gate and goat. Ask, “Do these words have a hard /g/ sound or a soft /g/ sound ”
Play the tape again and have the children say the words aloud.
Repeat the procedure for the soft /g/ words (giraffe, cabbage, orange, and page).
3.Listen for /g/
Student Book page 20
Direct the children’s attention to the middle part of the page. Show your copy of the page and point to the first row of words and pictures. Say that three of the words have a hard /g/ sound but one word has a soft /g/ sound.
Play the first four words on the tape and have the children point to each hard /g/ word as they hear it. Play the tape again. This time have the children cross (×) the hard /g/ words.
Repeat the procedure for the soft /g/ words. This time say, “Three words have a soft /g/ sound, but one word has a hard /g/ sound.”
4.Read with Uncle Booky
Student Book page 20
Direct children’s attention to the two rows of words at the bottom of the page. Show your copy of the page and point to the first row of words.
Play the tape for the first 5 words. Have the children point to each word that they hear in the tape.
Ask the children if they can find that the letter g in all the words has the same sound.
Tell the children to try to find out how to read the last two words.
Play the tape for the last two words and have children repeat after the tape.
Repeat the procedure for the second row of words.
5.Model the structures
Ask children to take out Opposites Master. Hold up your own copy. Point to the first picture. Ask, “Is he a tall boy ” Elicit, “Yes, he is.”
Pin up the relevant drillcards. Read each sentence to the class. Have the children repeat the sentences as you point to each word. Repeat the procedure for “Is she a short girl ”
Now point to the short girl again. This time say, “Is she a tall girl ” Elicit, “No, she isn’t.” Repeat the procedure with the drillcards.
Have the children open their books at page 21. Draw their attention to the picture of the animals at the bottom of the page. Say, “This is a giraffe.” Write the word on the board and have the children repeat it after you. Point to the giraffe again. Say, “It is a tall giraffe.”
Pin up the drillcards to make the sentence. Have the children read the words as you point to each one.
Repeat the procedure for bear (old), snake (fat), tree (tall/short), monkey (thin), and girl (small).
6.Uncle Booky’s blackboard
Student Book page 21
Direct the children’s attention to the top of the page. Model the structures on Uncle Booky’s Blackboard by reading them aloud to the class.
Have the children repeat the structures in a class drill. Use all possible combinations.
7.Touch and say
Student Book page 21
Have the children look at the picture at the bottom of the page again. Show your copy of the page. Point to the bear. Say, “Is she an old bear ” Elicit, “Yes, she is.”
Then say, “Is she a young bear ” Elicit, “No, she isn’t.”
Now point to the bear again. Say, “She’s an old bear. She’s not a young bear.”
Have the children repeat the sentences as they touch the bear in their books.
Repeat the procedure for snake (fat), tree (tall/short), giraffe (tall), monkey (thin), and girl (short). Put the children into pairs and have them take turns saying the sentences to each other as they touch the matching pictures in their books.
Lesson 5
Preparation
You will need:
flashcards for this Unit
1.Review
Review the flashcards for this Unit. Hold up each flashcard in turn and elicit the correct word.
2.Read and check
Student Book page 22
Have the children open their books at page 22. Show your copy of the page. Explain that you will read the questions and answers together. Tell the children that only one answer is correct for each question.
Point to the first picture. Say, “What is this ” Elicit, “It’s a bear.”
Read the question aloud as you point to each word. Have the children repeat the question as they touch each word in their books. Read the first answer with the children in the same way. Ask the children if the sentence is correct. The children should say, “Yes, it is.”
Now read the second answer. Again, ask if the sentence is correct. The children should say, “No, it isn’t.”
Now ask the children to check ( ) the box beside the correct answer.
Repeat the procedure for the other questions and answers.
3.Let’s chant
Student Book page 23
Have children open their books at page 23. Draw their attention to the picture on the top of the page. Say, “We are going to learn a chant about animals.”
Read the rhyme to the children, pointing to each word.
Play the tape for the whole rhyme. Have children listen and point to the words.
Play the tape again and have children join in, encouraging them to hum or clap with the rhyme.
Play the tape again. Encourage the children to add actions and act the rhyme out.
4.Let’s do
Student Book page 23
Tell the children to open their books at page 23. Say, “We are going to draw some pictures.”
Draw their attention to the picture Mocky is holding. Ask the children to tell you about the picture.
Read out the sentence under the picture pointing each word. Have children repeat after you.
Now read the first sentence on the right. Draw a simple tall figure on the board.
Repeat the procedure and have the children draw the pictures.
5.Set homework
Student Book page 22Ask the children to color the pictures on page 22.
Lesson 6
1.Uncle Booky’s storytime
Student Book page 24
Tell the children that they are going to listen to a story.
Play the tape, ask the children to listen to the story with their books closed.
Have the children open their books, and look at the pictures.
Ask them to look for familiar words in the story.
Have children read the story silently, encourage them to try to guess the meaning of unfamiliar words.
It doesn’t matter if they don’t know the words. The requirement for this part is to understand the story.
2.Snap!
Snap is best played in pairs. Always be sure that one child in each pair is familiar with the vocabulary．
Have the children take out their cards for Unit 7 and Unit 8.
Put the children in pairs and have each pair mix their cards together and then spread them face down on a table.
The children in each pair take turns to flip over the cards, one by one, so that they are facing up. As soon as they see two cards with identical pictures on them, they must call out“Snap!” and say the correct English word for the picture, for example, “Snap! Kite.” when two cards with pictures of kites appear.
The first child to call out “Snap!”and the correct word keeps the two matching cards. The children continue playing until there are no cards left on the table. The winner is the child with the most cards at the end of the game.
If a child calls “Snap!” by mistake, for example when two cards do not match, or when he or she says an incorrect word, the game turns on to the next player.Note: In later Units this game can also be used for matching written words and pictures.
3.Flashcard games
A. Divide the class into two teams. Put all the flashcards face down on a table between the teams. (Use the flashcards for Units ７through 8.)
Have a child in Team A pick up a card and show it to Team B. (The children should take turns picking up the cards.) The child should ask, “Are these (dolls) /Is this a (train) ” or “What’s this /What are these ”
Together, Team B must answer “They’re (dolls).” or “It’s a (train).”
Points are scored for every correct question and correct answer.
B. Children will need their flashcards provided for earlier Units.
Spread all the flashcards face up on the table.
Have the children either sit or stand around the table, close enough to be able to reach and touch the flashcards.
Explain to the children that they are going to play a game where you will call out an English word. The first child to put their hand on the matching flashcard wins that card. The game finishes when there are no flashcards left on the table. The winner is the child who has collected the most cards.
4.Bingo
Use this game to review the core vocabulary.
See Unit 7, page 24, for the rules and procedure.
5.Self-assessment
Student Book page 25
In the first activity, have the children work in pairs. Tell them to take turns asking and answering questions about the pictures. Before that the teacher should provide a model using the pictures or children in the class.
In the second activity, have the children talk about the pictures first. Then read out the sentences. Tell them to check the correct words to finish the sentence.
6.My notes and teacher’s notes
Student Book page 25
This activity is to help children have a look at what they have done in this Unit. Ask them to assess themselves according to the items in My Notes individually. Explain to them that the stars here only indicate how well they have done in their learning and the stars should not be changed to scores.
The teacher should evaluate the children positively in the part of Teacher’s Notes. The purpose is to have children realize that they are making progress and to help them build a sense of achievement and confidence. Stickers provided at the end of the Teacher’s Resource Book can be used here.
7.Set homework
Student Book page 24 Tell the children that you want them to read the story in Uncle Booky’s Storytime with their parents at home.