小学英语北师大版(三年级起点)四年级下册Unit 9 Hot soup!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 9 Hot soup!教案英文版（共6课时） |  | |
| 格式 | zip | ||
| 文件大小 | 19.2KB | ||
| 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 16:20:15 | ||
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Unit 9 Hot soup!
Teaching aims:
Can read and write the words.
Can understand the story.
Can read the new sentences.
Importance and difficulty:
Use the dialogs.
Lesson 1
Preparation
You will also need:
children’s Opposites Master from Unit 8
flashcards for soup, hamburger, rice, water, milk from this Unit.
1.Review
Have the children take out their Opposites Master. Use them in a quick class drill to review structures and vocabulary from Unit 8 (tall/short, big/small, young/old, good/bad, long/short).
Show your Opposites Master. Point to the first picture and elicit the correct sentence, “He is a tall boy.”
Point to the picture again and ask, “Is he a short boy ” Elicit, “No, he isn’t.” Ask, “Is he a tall boy ” Elicit, “Yes, he is.”
2.Set the scene
Ask the children about their favorite food. Then ask them about their favorite drink. Explain to the children that in English we use the word favorite. Write the word on the board. Read the word aloud and have the children repeat it after you.
Present the flashcards listed. Hold up the flashcard for hamburger. Say, “This is a hamburger.” Repeat the word hamburger. Have the children repeat the word after you.
Repeat the procedure for the other flashcards.
Draw a picture of a jug on the board. Say, “This is a jug.” Write the word next to the picture and read the word aloud. Have the children repeat the word after you.
3.Model the dialog
Ask the children to imagine that they want a drink on a very hot day. Ask, “How do you feel ” Explain to the children that in English we use the word thirsty. Say, “I am thirsty.” Write the sentence on the board. Point to the words as you say them. Have the children repeat them after you.
Now ask the children how they feel when they have missed lunch. Introduce the word hungry. Repeat the procedure used to present thirsty.
Hold up the soup flashcard. Ask the children in their own language, “Is this soup hot or cold ” Elicit the answer, “It’s hot.” Introduce the word hot. Repeat the procedure used to present thirsty.
Ask, “What is the opposite of hot ” Elicit cold. Present the English word cold as before.
Hold up the soup flashcard again. Ask, “Is this soup hot ” Elicit, “Yes, it is.” Now ask, “Is this soup cold ” Elicit, “No, it isn’t.” Repeat the procedure using the flashcards for ice cream, rice, and water.
4.Talk about the story
Student Book pages 26 and 27Have the children open their books to pages 26 and 27. Ask these questions about the pictures:
Picture 1: “What are Mocky and Bobby Bear doing ”
Pictures 2/3: “What is Ann holding ”
(Elicit jug.)
“What do you think is inside ”
(Elicit milk.)
Pictures 4/5: “What is Ken holding ”
(Elicit bowl.)
“What do you think is inside the bowl ”
(Elicit soup.)
Pictures 6/7/8: “What is happening ”
Picture 9: “What is Ann doing ”
Picture 10: “What do you think Mocky is saying now ”
5.Story
Student Book pages 26 and 27
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
Ask the children to look in the fridge at home and tell their families the English words they know for the food and drink
Lesson 2
Preparation
You will need:
flashcards for this Unit.
1.Review
Use the flashcards for this Unit to review structures and vocabulary from Lesson 1.
Hold up the hamburger flashcard. Say, “What’s this ” Elicit, “It’s a hamburger.” Now say, “Is this a hamburger ” Elicit, “Yes, it is.” Point to the flashcard again. Say, “Is this an orange ” Elicit, “No, it isn’t.”
Repeat the procedure using the other flashcards. (“Is this soup ”“Yes, it is./No, it isn’t.”)
Hold up the soup flashcard. Ask, “Is this soup hot ” Elicit, “Yes, it is.”Now ask, “Is this soup cold ”Elicit, “No, it isn’t.”
Repeat the procedure for ice cream, rice, hamburger, milk, and water.
2.Words to learn
Student Book page 28
Have the children look at the pictures at the top of the page. As you play the tape, have them touch the matching picture.
Play the tape again while showing your copy of the page. Stop the tape after each word or phrase and have the children repeat the words.
Play the tape again without stopping. Have the children say the words along with the tape.
Without the tape, point to the first picture and elicit the correct words from the children. Repeat for all the other
3.Listen to this
Student Book page 28
Have the children look at the pictures at the bottom of page 28. Show your copy of the page.Point to the first picture and ask, “What’s this ” Elicit，“It’s soup.” Now ask，“Is it hot ” The children should answer, “Yes，it is.” If necessary, have the children refer to the vocabulary at the top of the page for their answers.Repeat for the other pictures.
Explain to the children that they will hear descriptions of the foods that they can see in the pictures.
Play the first sentence，then stop the tape.Have the children point to the picture that matches the sentence they heard on the tape. Repeat for the other sentences.
Play the tape again，stopping after each sentence. Explain that this time you want the children to write the sentence number next to the matching picture.
Check the answers in a class drill (“One-The milk is cold.”“Two-The orange is sweet.”etc.).
4.Play the game
Student Book page 29
Have the children open their book at page 29. Show your copy of the page.Point to the picture of the butterfly. Ask one of the questions in the box，for example， “Is it red ” Repeat for all the pictures.
Explain to the children that in this game they all start at Go! The winner will be the first to reach Stop!
Each time a child throws the dice and lands on a square，he or she must ask and answer an appropriate question.For example，for the fifth square，a child should ask，“Is it red ” and answer， “Yes，it is.” or “Is it cold ” and answer “No，it isn’t.”
Put the children in groups of four. Put each child’s counter on Go! and then start the game.
5.Set homework
Tell the children that you want them to play the game with their families or their friends after class.
Lesson 3
Preparation
You will need:
flashcards for this Unit.
1.Review
Divide the class into two teams. Put all the food and drink flashcards for this Unit face down on a table between the teams.
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, “What’s this ” Together, Team B must answer, “A (hamburger).” or “Some (milk).” Then the child in Team A should ask, “Is this (hamburger) (hot) ” The children in Team B should answer, “Yes, it is.” or “No, it isn’t.” Have the teams change roles after every child in Team A has had a turn asking questions.
Points are scored for every correct question and answer.
2.Talk together
Student Book page 30
Draw the children’s attention to the top of the page. Show your copy of the page. Have the children look at the second picture. Ask, “What is Peter doing ” Elicit, “He is eating.” Ask, “What is he eating ” Elicit, “A hamburger.”
Now say, “He is eating a hamburger.” Have the children repeat the sentence after you.
Repeat the procedure for a lemon, French fries, and an ice cream.
Point to the speech bubbles in both pictures and read the words aloud. Have the children repeat the sentences after you.
Divide the class into two groups. One group is Wang Ling and the other is Peter. Have each group repeat their character’s dialog.
Repeat the procedure substituting a lemon, French fries, and an ice cream for a hamburger.
3.Listen and number
Student Book page 30
Have the children open their books at page 30. Show your copy of the page. Point to the picture and ask the children to describe what they see.
Explain to the children that they will hear a sentence on the tape, and that they must match it to the correct picture.
Play the tape for the first sentence. Have the children point to the matching picture. Repeat for the other sentences.
Play the tape again, stopping after each sentence. This time the children need to write the correct sentence number next to the matching picture. Have the children repeat the sentences in a class drill.
4.Trace, match, and copy
Student Book page 31
Have the children open their books at page 31. Show your copy of the page. Draw the children’s attention to the first picture. Ask them what Mocky is holding. Elicit, “A cup.”
Read the words in the speech bubble to the class. Have them repeat the words after you. Ask which word is missing. Elicit “Small.”
Have the children trace the 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 31Tell the children to color the page of 31.
Lesson 4
1.introduce /f/and /v/
Student Book page 74 (Uncle Booky’s ABC)
Write the letters f and v on the board. Explain that you are going to say one word with the letter f in it (fish) and one word with the letter v in it (video). Ask the children to listen and watch as you model the /f/ and /v/ sound. Have them repeat the sound after you.
Turn to Uncle Booky’s ABC at the back of the Student Book and point to the /f/ and /v/ words. Say each word in turn and model the sound.
2.Sounds and letters
Student Book page 32
Draw the children’s attention to the pictures at the top of the page. Play the tape for the words fish and family. Have the children say the words aloud.
Then play the tape for the /v/ words and have the children say the words aloud.
Ask, “Do /f/ and /v/ sound the same ” If the children are unsure, play the tape again.
3.Listen and write
Student Book page 32
Direct the children’s attention to the middle part the page. Show your copy of the page. Point to the first row of words and pictures. Tell the children that one letter is missing in each word, and you want them to write out the missing letter.
Play the tape for the word fish. Have the children say it aloud. Ask, “Is it a f or v ” Elicit the correct answer.
Play the tape again. This time have children write out the letter f to complete the word.
Repeat the procedure for other words and pictures.
4.Read with Uncle Booky
Student Book page 32
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 four words. Have the children point to each word that they hear in the tape.
Ask the children if they can find that the letter f in all the words has the same sound.
Tell the children to find out how to read the last two words.
Play the tape for the last two words and have children read with the tape.
Repeat the procedure for the second row of words.
5.Model the structures
Hold up the flashcard for hamburger. Say, “I am eating a hamburger.” Point to the hamburger flashcard. Ask, “Is it hot ” Elicit, “Yes, it is.” Pin up the relevant drillcards on the board to form the structures, “I am eating a hamburger.”, “Is it hot ”, and “Yes, it is.”
Point to each word as you read the structures aloud to the class. Have the children repeat the words after you.
Now ask a boy to come to the front of the class. Have him hold up the orange flashcard. Gesture towards the child. Say, “He is eating an orange.” Have the children repeat the sentence. Ask the child, “Is it sour ” Elicit, “No, it isn’t.” Now ask, “Is it sweet ” Elicit, “Yes, it is.”
Change the drillcards to form the new structures. Read the questions and answers aloud to the class as you point to each word. Have the children repeat the words after you.
Ask a girl to come to the front of the class. Have her hold up the soup flashcard. Say, “She is eating some soup.” Repeat the procedure used for hamburger, but this time ask, “Is it hot/cold ” Elicit, “Yes, it is./No, it isn’t.”
6.Uncle Booky’s blackboard
Student Book page 33
Have the children open their books at page 33. 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, ask, and answer
Student Book page 33
Draw the children’s attention to the pictures at the bottom of page 33. Show your copy of the page.
Point to the picture of Mocky and Ken. Point to Ken’s speech bubble. Read the words aloud to the children. Repeat for Mocky’s answer. Have the children repeat the question and answer. Now point to the picture of the glass of water. Say, “Is that water hot ” Elicit, “No, it isn’t.”
Then ask, “Is that water cold ” Elicit, “Yes, it is.”
Have the children repeat both the questions and the answers.
Repeat the procedure for hamburger, lemon, milk, and rice.
Divide the class into two groups. One group is Mocky and the other group is Ken. Have the groups repeat the dialog in a class drill, using all the substitutions. Then have the groups change roles.
Lesson 5
1.Review
Hold up the flashcards for this Unit in turn. Elicit from children the correct names．
Pick up one of the food flashcards. Ask the class, “Is this (soup)(hot) ” Elicit, “Yes, It is./No, it isn’t.” Repeat for other flashcards.
2.Read and check ( )
Student Book page 34
Have the children open their books at page 34. Show your copy of the page. Explain that you will read the sentences together. Tell the children that only one sentence is correct for each picture.
Point to the picture of soup.Say, “What is this ” Elicit, “Some soup.” Point to the vapor. Say, “Is is hot ” Have the children read along with you as they touch each word in their books. Read the first answer. Have them repeat. Ask the children if the answer is correct. The children should say, “Yes.” Now read the second answer. Again, ask if the sentence is correct. The children should say, “No.”
Now ask the children to check ( ) the box beside the correct sentence.
Repeat the procedure for the other pictures and sentences.
Hold up your copy of the page and read the questions and correct answers. Have the children check their own answers.
3.A guessing game
Tell the children that we are going to play a guessing game. Have a child come to the front. Tell him/her the phrase a big apple and have the child act it out through body language.
Ask, “What does he/she want ” Have the other children guess the phrase, using the structure He/She wants (a big apple).
Have the child who guessed correctly come to the front and the game continues.
4.Let’s chant
Student Book page 35
Have the children open their books at page 35. Draw their attention to the picture. Have them talk about the picture in Chinese.
Tell the children, “We are going to learn a chant about food and drink.”
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 say or clap with the rhyme.
Have children point to the pictures in their books as they listen to the tape again. They can also add some actions and act the rhyme out.
5.Set homework
Student Book pages 34 and 35Encourage the children to:
Color the pictures on page 34 in the book. Say the rhyme to their families.
Lesson 6
1.Uncle Booky’s storytime
Student Book page 36
Tell the children to open their books at page 36. Draw their attention to the pictures first. Ask them if they know the story. In Chinese have them talk about the story.
Say, “Now we are going to listen to the 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, encouraging them 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.Is it cold
Use this game to review some of this Unit’s core vocabulary (rice, hamburger, lemon, soup, ice cream, hot, cold, sweet, fresh, and sour) and the structures “Is it (cold) ”, “Yes, it is.”, and“No， it isn’t.” The game is best played in pairs.
Ask the children to take out the following cards: rice, hamburger, lemon, soup, and ice cream.
Review the vocabulary and structures in a class drill before beginning the game.
Put the children in pairs and each pair prepare a set of the five cards. Have the children spread the cards face down on a table.
Explain to the children that in this game they will take turns picking up the cards, one at a time. Their partner must then try to guess which card they are holding. Tell them that there are only five possible answers. It is important that the child’s partner does not see his or her card.
Child A should say, “Is it (hot) ”each time he or she makes a guess. Child B should then answer either “Yes, it is.” or “No, it isn’t.”
Child A should continue to ask questions until he or she has guessed the correct word. “Is it (cold) Is it (sweet) ... (ice cream)!” Have the children change roles when Child A has guessed the correct answer.
The children should continue the game until there are no cards left.
3.Bingo
Use this game to review the vocabulary introduced from Units 7 through 9.
Have the children take out their cards for this Unit, and get ready for the game.
See Unit 7, page 24, for the rules and procedure.
4.Snap!
This game reviews the vocabulary introduced from Units 7 through 9. It is best played in pairs.
Ask the children to take out their small flashcards for Units 7～9.
See Unit 8, page 50, for the rules and procedure.
5.Self-assessment
Student Book page 37
Ask children if they know all the food in the first activity. Then point the picture of soup and ask, “Is it (hot) ” Elicit the correct answer from th children. Put children in pairs and use the same procedure with other pictures.
Tell children that it’s time for dinner. Ask them what do they want. Have children tell their partners in pairs. Then say, “Let’s write out what we said just now.” Have children finish the sentences below the pictures. Check in whole class.
6.I can
Student Book page 37
In the third part, explain to the children that they have covered 3 units so far and now it’s the time to assess themselves. Have the children evaluate themselves according to the items listed on the left column. Then complete the statements on the right column. Stick a sticker on the child’s book after you have checked his/her self assessment (Stickers are provided at the back of Teacher’s Resource Book). You can also set this part as homework
Teaching aims:
Can read and write the words.
Can understand the story.
Can read the new sentences.
Importance and difficulty:
Use the dialogs.
Lesson 1
Preparation
You will also need:
children’s Opposites Master from Unit 8
flashcards for soup, hamburger, rice, water, milk from this Unit.
1.Review
Have the children take out their Opposites Master. Use them in a quick class drill to review structures and vocabulary from Unit 8 (tall/short, big/small, young/old, good/bad, long/short).
Show your Opposites Master. Point to the first picture and elicit the correct sentence, “He is a tall boy.”
Point to the picture again and ask, “Is he a short boy ” Elicit, “No, he isn’t.” Ask, “Is he a tall boy ” Elicit, “Yes, he is.”
2.Set the scene
Ask the children about their favorite food. Then ask them about their favorite drink. Explain to the children that in English we use the word favorite. Write the word on the board. Read the word aloud and have the children repeat it after you.
Present the flashcards listed. Hold up the flashcard for hamburger. Say, “This is a hamburger.” Repeat the word hamburger. Have the children repeat the word after you.
Repeat the procedure for the other flashcards.
Draw a picture of a jug on the board. Say, “This is a jug.” Write the word next to the picture and read the word aloud. Have the children repeat the word after you.
3.Model the dialog
Ask the children to imagine that they want a drink on a very hot day. Ask, “How do you feel ” Explain to the children that in English we use the word thirsty. Say, “I am thirsty.” Write the sentence on the board. Point to the words as you say them. Have the children repeat them after you.
Now ask the children how they feel when they have missed lunch. Introduce the word hungry. Repeat the procedure used to present thirsty.
Hold up the soup flashcard. Ask the children in their own language, “Is this soup hot or cold ” Elicit the answer, “It’s hot.” Introduce the word hot. Repeat the procedure used to present thirsty.
Ask, “What is the opposite of hot ” Elicit cold. Present the English word cold as before.
Hold up the soup flashcard again. Ask, “Is this soup hot ” Elicit, “Yes, it is.” Now ask, “Is this soup cold ” Elicit, “No, it isn’t.” Repeat the procedure using the flashcards for ice cream, rice, and water.
4.Talk about the story
Student Book pages 26 and 27Have the children open their books to pages 26 and 27. Ask these questions about the pictures:
Picture 1: “What are Mocky and Bobby Bear doing ”
Pictures 2/3: “What is Ann holding ”
(Elicit jug.)
“What do you think is inside ”
(Elicit milk.)
Pictures 4/5: “What is Ken holding ”
(Elicit bowl.)
“What do you think is inside the bowl ”
(Elicit soup.)
Pictures 6/7/8: “What is happening ”
Picture 9: “What is Ann doing ”
Picture 10: “What do you think Mocky is saying now ”
5.Story
Student Book pages 26 and 27
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
Ask the children to look in the fridge at home and tell their families the English words they know for the food and drink
Lesson 2
Preparation
You will need:
flashcards for this Unit.
1.Review
Use the flashcards for this Unit to review structures and vocabulary from Lesson 1.
Hold up the hamburger flashcard. Say, “What’s this ” Elicit, “It’s a hamburger.” Now say, “Is this a hamburger ” Elicit, “Yes, it is.” Point to the flashcard again. Say, “Is this an orange ” Elicit, “No, it isn’t.”
Repeat the procedure using the other flashcards. (“Is this soup ”“Yes, it is./No, it isn’t.”)
Hold up the soup flashcard. Ask, “Is this soup hot ” Elicit, “Yes, it is.”Now ask, “Is this soup cold ”Elicit, “No, it isn’t.”
Repeat the procedure for ice cream, rice, hamburger, milk, and water.
2.Words to learn
Student Book page 28
Have the children look at the pictures at the top of the page. As you play the tape, have them touch the matching picture.
Play the tape again while showing your copy of the page. Stop the tape after each word or phrase and have the children repeat the words.
Play the tape again without stopping. Have the children say the words along with the tape.
Without the tape, point to the first picture and elicit the correct words from the children. Repeat for all the other
3.Listen to this
Student Book page 28
Have the children look at the pictures at the bottom of page 28. Show your copy of the page.Point to the first picture and ask, “What’s this ” Elicit，“It’s soup.” Now ask，“Is it hot ” The children should answer, “Yes，it is.” If necessary, have the children refer to the vocabulary at the top of the page for their answers.Repeat for the other pictures.
Explain to the children that they will hear descriptions of the foods that they can see in the pictures.
Play the first sentence，then stop the tape.Have the children point to the picture that matches the sentence they heard on the tape. Repeat for the other sentences.
Play the tape again，stopping after each sentence. Explain that this time you want the children to write the sentence number next to the matching picture.
Check the answers in a class drill (“One-The milk is cold.”“Two-The orange is sweet.”etc.).
4.Play the game
Student Book page 29
Have the children open their book at page 29. Show your copy of the page.Point to the picture of the butterfly. Ask one of the questions in the box，for example， “Is it red ” Repeat for all the pictures.
Explain to the children that in this game they all start at Go! The winner will be the first to reach Stop!
Each time a child throws the dice and lands on a square，he or she must ask and answer an appropriate question.For example，for the fifth square，a child should ask，“Is it red ” and answer， “Yes，it is.” or “Is it cold ” and answer “No，it isn’t.”
Put the children in groups of four. Put each child’s counter on Go! and then start the game.
5.Set homework
Tell the children that you want them to play the game with their families or their friends after class.
Lesson 3
Preparation
You will need:
flashcards for this Unit.
1.Review
Divide the class into two teams. Put all the food and drink flashcards for this Unit face down on a table between the teams.
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, “What’s this ” Together, Team B must answer, “A (hamburger).” or “Some (milk).” Then the child in Team A should ask, “Is this (hamburger) (hot) ” The children in Team B should answer, “Yes, it is.” or “No, it isn’t.” Have the teams change roles after every child in Team A has had a turn asking questions.
Points are scored for every correct question and answer.
2.Talk together
Student Book page 30
Draw the children’s attention to the top of the page. Show your copy of the page. Have the children look at the second picture. Ask, “What is Peter doing ” Elicit, “He is eating.” Ask, “What is he eating ” Elicit, “A hamburger.”
Now say, “He is eating a hamburger.” Have the children repeat the sentence after you.
Repeat the procedure for a lemon, French fries, and an ice cream.
Point to the speech bubbles in both pictures and read the words aloud. Have the children repeat the sentences after you.
Divide the class into two groups. One group is Wang Ling and the other is Peter. Have each group repeat their character’s dialog.
Repeat the procedure substituting a lemon, French fries, and an ice cream for a hamburger.
3.Listen and number
Student Book page 30
Have the children open their books at page 30. Show your copy of the page. Point to the picture and ask the children to describe what they see.
Explain to the children that they will hear a sentence on the tape, and that they must match it to the correct picture.
Play the tape for the first sentence. Have the children point to the matching picture. Repeat for the other sentences.
Play the tape again, stopping after each sentence. This time the children need to write the correct sentence number next to the matching picture. Have the children repeat the sentences in a class drill.
4.Trace, match, and copy
Student Book page 31
Have the children open their books at page 31. Show your copy of the page. Draw the children’s attention to the first picture. Ask them what Mocky is holding. Elicit, “A cup.”
Read the words in the speech bubble to the class. Have them repeat the words after you. Ask which word is missing. Elicit “Small.”
Have the children trace the 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 31Tell the children to color the page of 31.
Lesson 4
1.introduce /f/and /v/
Student Book page 74 (Uncle Booky’s ABC)
Write the letters f and v on the board. Explain that you are going to say one word with the letter f in it (fish) and one word with the letter v in it (video). Ask the children to listen and watch as you model the /f/ and /v/ sound. Have them repeat the sound after you.
Turn to Uncle Booky’s ABC at the back of the Student Book and point to the /f/ and /v/ words. Say each word in turn and model the sound.
2.Sounds and letters
Student Book page 32
Draw the children’s attention to the pictures at the top of the page. Play the tape for the words fish and family. Have the children say the words aloud.
Then play the tape for the /v/ words and have the children say the words aloud.
Ask, “Do /f/ and /v/ sound the same ” If the children are unsure, play the tape again.
3.Listen and write
Student Book page 32
Direct the children’s attention to the middle part the page. Show your copy of the page. Point to the first row of words and pictures. Tell the children that one letter is missing in each word, and you want them to write out the missing letter.
Play the tape for the word fish. Have the children say it aloud. Ask, “Is it a f or v ” Elicit the correct answer.
Play the tape again. This time have children write out the letter f to complete the word.
Repeat the procedure for other words and pictures.
4.Read with Uncle Booky
Student Book page 32
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 four words. Have the children point to each word that they hear in the tape.
Ask the children if they can find that the letter f in all the words has the same sound.
Tell the children to find out how to read the last two words.
Play the tape for the last two words and have children read with the tape.
Repeat the procedure for the second row of words.
5.Model the structures
Hold up the flashcard for hamburger. Say, “I am eating a hamburger.” Point to the hamburger flashcard. Ask, “Is it hot ” Elicit, “Yes, it is.” Pin up the relevant drillcards on the board to form the structures, “I am eating a hamburger.”, “Is it hot ”, and “Yes, it is.”
Point to each word as you read the structures aloud to the class. Have the children repeat the words after you.
Now ask a boy to come to the front of the class. Have him hold up the orange flashcard. Gesture towards the child. Say, “He is eating an orange.” Have the children repeat the sentence. Ask the child, “Is it sour ” Elicit, “No, it isn’t.” Now ask, “Is it sweet ” Elicit, “Yes, it is.”
Change the drillcards to form the new structures. Read the questions and answers aloud to the class as you point to each word. Have the children repeat the words after you.
Ask a girl to come to the front of the class. Have her hold up the soup flashcard. Say, “She is eating some soup.” Repeat the procedure used for hamburger, but this time ask, “Is it hot/cold ” Elicit, “Yes, it is./No, it isn’t.”
6.Uncle Booky’s blackboard
Student Book page 33
Have the children open their books at page 33. 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, ask, and answer
Student Book page 33
Draw the children’s attention to the pictures at the bottom of page 33. Show your copy of the page.
Point to the picture of Mocky and Ken. Point to Ken’s speech bubble. Read the words aloud to the children. Repeat for Mocky’s answer. Have the children repeat the question and answer. Now point to the picture of the glass of water. Say, “Is that water hot ” Elicit, “No, it isn’t.”
Then ask, “Is that water cold ” Elicit, “Yes, it is.”
Have the children repeat both the questions and the answers.
Repeat the procedure for hamburger, lemon, milk, and rice.
Divide the class into two groups. One group is Mocky and the other group is Ken. Have the groups repeat the dialog in a class drill, using all the substitutions. Then have the groups change roles.
Lesson 5
1.Review
Hold up the flashcards for this Unit in turn. Elicit from children the correct names．
Pick up one of the food flashcards. Ask the class, “Is this (soup)(hot) ” Elicit, “Yes, It is./No, it isn’t.” Repeat for other flashcards.
2.Read and check ( )
Student Book page 34
Have the children open their books at page 34. Show your copy of the page. Explain that you will read the sentences together. Tell the children that only one sentence is correct for each picture.
Point to the picture of soup.Say, “What is this ” Elicit, “Some soup.” Point to the vapor. Say, “Is is hot ” Have the children read along with you as they touch each word in their books. Read the first answer. Have them repeat. Ask the children if the answer is correct. The children should say, “Yes.” Now read the second answer. Again, ask if the sentence is correct. The children should say, “No.”
Now ask the children to check ( ) the box beside the correct sentence.
Repeat the procedure for the other pictures and sentences.
Hold up your copy of the page and read the questions and correct answers. Have the children check their own answers.
3.A guessing game
Tell the children that we are going to play a guessing game. Have a child come to the front. Tell him/her the phrase a big apple and have the child act it out through body language.
Ask, “What does he/she want ” Have the other children guess the phrase, using the structure He/She wants (a big apple).
Have the child who guessed correctly come to the front and the game continues.
4.Let’s chant
Student Book page 35
Have the children open their books at page 35. Draw their attention to the picture. Have them talk about the picture in Chinese.
Tell the children, “We are going to learn a chant about food and drink.”
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 say or clap with the rhyme.
Have children point to the pictures in their books as they listen to the tape again. They can also add some actions and act the rhyme out.
5.Set homework
Student Book pages 34 and 35Encourage the children to:
Color the pictures on page 34 in the book. Say the rhyme to their families.
Lesson 6
1.Uncle Booky’s storytime
Student Book page 36
Tell the children to open their books at page 36. Draw their attention to the pictures first. Ask them if they know the story. In Chinese have them talk about the story.
Say, “Now we are going to listen to the 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, encouraging them 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.Is it cold
Use this game to review some of this Unit’s core vocabulary (rice, hamburger, lemon, soup, ice cream, hot, cold, sweet, fresh, and sour) and the structures “Is it (cold) ”, “Yes, it is.”, and“No， it isn’t.” The game is best played in pairs.
Ask the children to take out the following cards: rice, hamburger, lemon, soup, and ice cream.
Review the vocabulary and structures in a class drill before beginning the game.
Put the children in pairs and each pair prepare a set of the five cards. Have the children spread the cards face down on a table.
Explain to the children that in this game they will take turns picking up the cards, one at a time. Their partner must then try to guess which card they are holding. Tell them that there are only five possible answers. It is important that the child’s partner does not see his or her card.
Child A should say, “Is it (hot) ”each time he or she makes a guess. Child B should then answer either “Yes, it is.” or “No, it isn’t.”
Child A should continue to ask questions until he or she has guessed the correct word. “Is it (cold) Is it (sweet) ... (ice cream)!” Have the children change roles when Child A has guessed the correct answer.
The children should continue the game until there are no cards left.
3.Bingo
Use this game to review the vocabulary introduced from Units 7 through 9.
Have the children take out their cards for this Unit, and get ready for the game.
See Unit 7, page 24, for the rules and procedure.
4.Snap!
This game reviews the vocabulary introduced from Units 7 through 9. It is best played in pairs.
Ask the children to take out their small flashcards for Units 7～9.
See Unit 8, page 50, for the rules and procedure.
5.Self-assessment
Student Book page 37
Ask children if they know all the food in the first activity. Then point the picture of soup and ask, “Is it (hot) ” Elicit the correct answer from th children. Put children in pairs and use the same procedure with other pictures.
Tell children that it’s time for dinner. Ask them what do they want. Have children tell their partners in pairs. Then say, “Let’s write out what we said just now.” Have children finish the sentences below the pictures. Check in whole class.
6.I can
Student Book page 37
In the third part, explain to the children that they have covered 3 units so far and now it’s the time to assess themselves. Have the children evaluate themselves according to the items listed on the left column. Then complete the statements on the right column. Stick a sticker on the child’s book after you have checked his/her self assessment (Stickers are provided at the back of Teacher’s Resource Book). You can also set this part as homework