小学英语北师大版(三年级起点)四年级下册Unit 11 Green berries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 11 Green berries教案英文版（共6课时） |  | |
| 格式 | zip | ||
| 文件大小 | 18.9KB | ||
| 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 16:21:17 | ||
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Unit 11 Green berries
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
Prepare student cards.
1.Set the scene
Ask the children about the last time they were sick. Ask them if they went to see a doctor. Say, “What did the doctor ask you to do ” Try to elicit the equivalent expression for Open your mouth in their own language.
Introduce the word mouth. Draw a picture of a face on the board with an arrow pointing to the mouth. Write the word mouth next to the picture. Read the word aloud and have the children repeat it after you.
Now present the expression, Open your mouth. Write the sentence on the board and have the children repeat it after you.
Ask the children what is inside their mouths (teeth, tongue). Introduce the word tongue. Draw a tongue sticking out of the mouth in your picture on the board. Write the word tongue next to the picture. Read the word aloud and have the children repeat it after you.
Ask the children how they feel if they have eaten too much fruit. In their own language, elicit the words for stomachache.
Introduce the word stomach. Point to your own stomach and say the word again. Write the word on the board. Read it aloud and have the children repeat it after you.
2.Model the dialog
Ask the children what they usually ask when they meet a friend. Try to elicit an equivalent expression for How are you
Say, “In English we use the expression, How are you ”
. Write the question on the board. Have the children repeat it after you.
Now present the sentence, I’m not well. Explain its meaning to the children.
Write the sentence on the board and then have the children repeat the words after you.
Repeat the procedure for My stomach hurts.
Now explain that when someone who has been sick has recovered,in English they often say, I’m better. Model the structure, write it on the board, and have the children repeat it after you.
3.Talk about the story
Student Book pages 50 and 51Have the children open their books at pages 50 and 51. Ask these questions about the pictures:
Picture 1: “What is Ken doing ”
Pictures 2/3:“What do you think Mocky/Ken is saying ”
Pictures 4/5: “What is happening now ”
Pictures 6/7: “What do you think Uncle Booky/Ken is saying ”
Picture 8: “What do you think Uncle Booky is giving Ken ”
Picture 9: “Does Ken like the taste ”
Picture 10:“How is Ken feeling now ”
4.StoryStudent Book pages 50 and 51
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 after each picture. Have the children repeat the words each time.
Explain the meaning of the expressions Come with me (Picture 4), Say aaaah (Picture 7), and Drink this (Picture 8). Also explain the meaning of the words help and today. Write the words on the board and have the children repeat them after you.
5.Set homework
Encourage the children to tell the story to their families.
Lesson 2
1.Review
Ask the children what they remember about the story. You may have to help by giving them clues. For example, “Was (Ken) happy ”, “What was wrong with him ”
Review the word stomach and the structure, His stomach hurts. Ask the children, “What do you say in English when you ask about how someone is feeling ” Elicit, “How are you ”
Ask the children what you say if you are feeling ill. Try to elicit, “I’m not well.”
Now ask the children what you say when you are feeling better. Try to elicit, “I’m better.”
2.Words to learn
Student Book page 52
Have the children look at the picture at the top of the page. Show your copy of the page. Point to Peter’s head and then to the word head. Say the word aloud and have the children repeat it after you.
Repeat the procedure for the other body parts.
Now play the tape. As you play the tape, have the children touch the matching body parts.
Replay the tape while showing your copy of the page. Stop the tape after each word and have the children repeat the word.
Play the tape again, this time without stopping. Have the children say the words along with the tape.
Without the tape, point to one of the body parts and elicit its English name from the children.
Repeat for all the other labeled body parts.
3.Listen to this
Student Book page 52
Have the children look at the picture at the bottom of page 52. Show your copy of the page. Point to one of the body parts that has a box next to it and ask, “What’s this ” If necessary, have the children refer to the, vocabulary at the top of the page for their answers. Repeat for the other body parts.
Explain to the children that when they listen to the tape they will hear the name of a part of the body.
Play the first word, then stop the tape. Have the children point to the part of the body that matches the word they heard on the tape. Repeat for the other words.
Play the tape again, stopping after each word. Explain that this time you want the children to write the word number next to the matching body part.
Check that the children have numbered the body parts correctly.
4.Let’s sing
Student Book page 53
Tell the children that they are going to learn a new song. Have children prepare the Head and Shoulders Master. Show your copy. Explain to the children that the pictures on this page represent the words of the song.
Point to the top line of pictures. Explain that the “+” sign means and. Say, “This is the first line of the song. Can you tell me the words ” Try to elicit, “Head and shoulders, knees and toes.”
Repeat the procedure for the remaining lines of the song.
Play the song straight through. Have the children sing along with the words. They can use their Head and Shoulders Masters to guide them.
Play the song again. Have the children sing along. Encourage them to touch the pictures on their Masters as they sing each line.
Have the children open their books at page 53. Say, “Now we can read the words to the song.” Play the song again. This time encourage the children to touch the words in their books as they sing along.
5 Set homework
Head and Shoulders Master; Student Book page 79Explain to the children that you want them to:
Color the pictures on the Head and Shoulders Master, and then sing the new song to their families.
Lesson 3
1.Review
Student Book page 52
Have the children return to the top of page 52. Show your copy of the page. Point to each label in turn. Ask, “What’s this ” Elicit, “It’s Peter’s (arm).”
Repeat for all the labels in the picture.
Put the children into pairs. Have one child point to a label and ask, “What’s this ” The other child should answer, “It’s Peter’s (foot).”
When all the body parts have been covered, the children change roles.
Have the children in each pair take turns asking and answering the questions.
2.Talk together
Student Book page 54
Have the children turn to page 54. Draw their attention to the top of the page. Show your copy of the page. Point to the picture. Ask the children what they think Bobby is asking Mocky. Try to elicit, “How are you today ”
Ask the children what they think Mocky’s answer is. Elicit, “I’m not well.”
Now present the question, What’s the matter Explain the meaning of the question and write it on the board. Have the children repeat the question after you.
Point to Mocky and ask, “What’s the matter ” Try to elicit, “Mocky’s head hurts.”
Tell the children that you are going to read what Mocky and Bobby are saying. Point to the first line. Explain that Bobby is speaking. Read the words and have the children repeat the sentence after you.
Repeat the procedure for the rest of the dialog.
Now point to the list of names of body parts. Point to each word in turn and read it aloud. Have the children repeat each word after you.
Have the children repeat the dialog, substituting the different body parts.
Divide the class into two groups, and have the children repeat the dialog in a role play (one group is Mocky, the other Bobby), using all substitutions. Then have the groups change roles.
3.Listen and number
Student Book page 54
Have the children open their books at page 54. Show your copy of the page. Point to the first picture and ask the children the following questions: “Who’s this ” (elicit, “It’s Ken.”); “How is he today ” (elicit, “He’s not well. His leg hurts.”)
Repeat for the other pictures.
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 matching picture.
Have the children repeat the sentences in a class drill. “How is (Ann) ” “Ann’s not well. Her (head) hurts.”
4.Read, trace, and match
Student Book page 55
Have the children turn to page 55. Show your copy of the page. Explain that you want them to match the name of each body part to the correct place (and corresponding number) on the picture of Wang Ling’s body.
Point to the word head. Read the word aloud. Have the children point to the correct part of Wang Ling’s body. Then have them read out the corresponding number (head, one).
Have the children draw a line from the label head to the correct number, one. Check that the children do this correctly.
Repeat the procedure for the remaining body parts.
At the end of the activity, review the answers in a class drill (head, one; hair, two; and so on).
Lesson 4
1.Introduce /w/ and /i/
Student Book page 74 (Uncle Booky’s ABC)
Write the letter w on the board. Explain that you are going to say a word with the letter w in it (watch). Ask the children to listen and watch as you model /w/ and then have them repeat the sound after you.
Turn to Uncle Booky’s ABC at the back of the Student Book and point to the /w/ word. Say the word and model the sound.
Repeat the procedure for the y.
2.Sounds and letters
Have the children open their books at page 56. Draw the children’s attention to the pictures at the top of the page. Play the tape and have the children say the words aloud.
Check that the children’s pronunciation is correct by asking individual children to repeat the words after you or after the tape.
Repeat the procedure for the second row of pictures.
3.Match the sounds
Student Book page 56 Have the children open their books at page 56. Draw their attention to the pictures at the middle part of the page. Show your copy of the page. Point to the picture of waterfall. Ask, “What’s this ” Elicit the word from the children.
Repeat the procedure for the other pictures.
Now point to the words waterfall and watch. Read the words and have the children repeat after you. Tell the children that there is a line joining the two words together because they have the same beginning sound /w/.
Read all the words in the circle and have the children touch the words that begin with the sound /w/.
Read the words again and have the children repeat. This time have the children match the words that have the same beginning sound with waterfall to its picture by lines.
Repeat the procedure with the /i/ sound words.
4.Read with Uncle Booky
Student Book page 56
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 w 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
Point to your head and say, “My head hurts.” Have the children touch their own heads and repeat the sentence as they do so.
Pin the corresponding drillcards on the board. Read the sentence aloud, pointing to each word as you do so.
Now have a boy come to the front of the class. Ask him to stand on one leg. Say to the children, “His leg hurts.” Have the children repeat the sentence after you.
Substitute the necessary drillcards (His and leg) in the sentence on the board. Read the new sentence aloud and have the children repeat it after you.
Now have a girl come to the front of the class. Ask her to put her hand against her ear as if it hurt. Say to the children, “Her ear hurts.” Have the children repeat the sentence after you. Repeat the procedure used for leg, substituting the appropriate drillcards.
Repeat the procedure, using different children in the class, for the following body parts: head, tongue, stomach, chest, and mouth.
Now put the children into pairs to practice asking and answering the questions, How are you today I’m not well. My (ear) hurts. Encourage the children to act out their roles, for example, by holding their ears as if in pain for the sentence My ear hurts.
6.Uncle Booky’s blackboard
Student Book page 57
Have the children open their books at page 57. 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 57
Draw the children’s attention to the picture at the bottom of the page. Show your copy of the page. Tell the children that the woman with black hair is Ken’s mother, and the other woman is his doctor.
Point to Ken. Ask, “How is Ken today ” Elicit, “He’s not well.”
Now point to the doctor’s speech bubble. Read the words aloud to the children. Repeat for the mother’s speech bubble. Have the children repeat the question and answer.
Now point to the names of the body parts listed to the right of the picture. Point to each word in turn and read it aloud. Have the children repeat each word after you.
Now have the children repeat the dialog in a class drill, using all possible substitutions.
Lesson 5
Preparation
Prepare the Head and Shoulders Master.
1.Review
Play Simon says to review the names of the body parts introduced in this Unit. Use the command, “Simon says, touch your (nose).”
2.Read and check (√)
Student Book page 58
Have the children open their books at page 58. Show your copy of the page. Point to the three sentences beside each picture. Tell the children that only one sentence is correct for each picture. Point to the first picture. Say, “Who’s this ” Elicit, “It’s Ken.”
Read the first sentence aloud to the class as you point to each word. Have the children repeat the sentence as they touch each word in their books. Ask if the sentence is correct. The children should say, “Yes.”
Now read the second sentence. Again, ask if the sentence is correct. The children should say, “No.”
Repeat for the third sentence.
Read the sentences again, and this time have the children check ( ) the box beside the correct sentence.
Repeat the procedure for the other pictures and sentences.
3.Let’s chant
Student Book page 59
Have the children open their books at page 59. Draw their attention to the picture at the top of the page. Ask them to talk about the picture in Chinese.
Tell the children,“We are going to learn a chant.”
Read the chant to the children, pointing to each word as you do so.
Play the tape straight through, have children listen to the chant carefully.
Play the the tape again, and this time have the children sing along with the tape.
Tell the children that they can role Play the chant.
4.Let’s do
Student Book page 59 Hold up the flashcard for robot. Ask, “What’s this ” Elicit, “It’s a robot.”
Now point to the arm of the robot. Ask the children, “What’s this ” Elicit the word arm from the children.
Pin up the flashcard and write down the word “arm” beside the card on the board. Draw a line pointing to the robot’s arm from the word.
Put the children in pairs and tell them to draw their own robots.
Write out the words for the body parts that students have learned for the children’s reference. Now have them label the body parts of the robot.
5.Set homework
Ask the children to say the new chant to their families.
Lesson 6
1.Uncle Booky’s storytime
Student Book page 60
Tell the children to open their books at page 60. Tell them to look at the pictures and then talk about the story in Chinese.
Ask the children what they think the charactors are saying. Say, “Now we are going to listen to what the characters say.”
Play the tape, ask the children to listen to the story with their books closed.
Have the children open their books, and look for familiar words in the story.
Have children look at the story, encouraging them to guess the meaning of unfamiliar words.
Ask the children, “Does the boy behave good or bad Why ”
Have the children discuss in Chinese.
2.Bingo
Use this game to review the parts of the body. Before beginning the game revise the vocabulary by giving the children instructions in a class drill. For example, say, “Touch your (nose).” All the children should then touch their noses.
3.Snap!
This game reviews new vocabulary introduced in Unit 11. It is best played in pairs.
Have the children prepare their student cards.
See Unit 8, page 34, for the rules and procedure.
4.Simon says
This game is a very good activity for reviewing the parts of the body.
Use the command, “Simon says, touch your (ear).” to review this Unit’s vocabulary (stomach, tongue, head, eye, ear, nose, mouth, chest, arm， hand, finger, leg, foot, and toe).
See Unit 7, page 22, for the rules and procedure.
5.Draw and fold game
Draw and Fold MasterThis is a tracing and drawing activity which reviews body parts.
Photocopy the page for each child.
Show your copy of the page and point to the word head. Ask, “Can you read this word ” The children may need some help. (The beginning sound is huh. It’s a part of the body. ) Once the children have guessed the word, have them trace over the letters.
Repeat the procedure for the other body parts.
Tell the children that they are going to play a game where they will draw the main body parts. They should begin by drawing the feet, then fold back that section of their pages, and pass it on to another child. The next child will draw the legs, then fold back that section and pass it on to a third child. Repeat this procedure for each body part. It is important that the children fold back each section as they finish it, so that the others cannot see what has been drawn.
At the end of the game the children can unfold their pages to reveal the full drawings.
6.Self-assessment
Student Book page 61
In the first activity point to the first picture. Ask “What is the matter ” Elicit from the children, “His finger hurts.” Put them into pairs andfinish the other pictures.
Tell the children that this is a word puzzle. Pictures on the left are the horizontal words in the puzzle and pictures on the right are vertical words on the puzzle. Point to the letter c in the puzzle and ask the children to find out which word it is. Elicit the word chest. Ask them spell out the word while write it down into the boxes. Have the children work in groups of 4 and finish the puzzle
7.My notes and teacher’s notes
Student Book page 61
This activity helps 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 up a sense of achievement and confidence. Stickers provided at the end of the Teacher’s Resource Book can be used here.
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
Prepare student cards.
1.Set the scene
Ask the children about the last time they were sick. Ask them if they went to see a doctor. Say, “What did the doctor ask you to do ” Try to elicit the equivalent expression for Open your mouth in their own language.
Introduce the word mouth. Draw a picture of a face on the board with an arrow pointing to the mouth. Write the word mouth next to the picture. Read the word aloud and have the children repeat it after you.
Now present the expression, Open your mouth. Write the sentence on the board and have the children repeat it after you.
Ask the children what is inside their mouths (teeth, tongue). Introduce the word tongue. Draw a tongue sticking out of the mouth in your picture on the board. Write the word tongue next to the picture. Read the word aloud and have the children repeat it after you.
Ask the children how they feel if they have eaten too much fruit. In their own language, elicit the words for stomachache.
Introduce the word stomach. Point to your own stomach and say the word again. Write the word on the board. Read it aloud and have the children repeat it after you.
2.Model the dialog
Ask the children what they usually ask when they meet a friend. Try to elicit an equivalent expression for How are you
Say, “In English we use the expression, How are you ”
. Write the question on the board. Have the children repeat it after you.
Now present the sentence, I’m not well. Explain its meaning to the children.
Write the sentence on the board and then have the children repeat the words after you.
Repeat the procedure for My stomach hurts.
Now explain that when someone who has been sick has recovered,in English they often say, I’m better. Model the structure, write it on the board, and have the children repeat it after you.
3.Talk about the story
Student Book pages 50 and 51Have the children open their books at pages 50 and 51. Ask these questions about the pictures:
Picture 1: “What is Ken doing ”
Pictures 2/3:“What do you think Mocky/Ken is saying ”
Pictures 4/5: “What is happening now ”
Pictures 6/7: “What do you think Uncle Booky/Ken is saying ”
Picture 8: “What do you think Uncle Booky is giving Ken ”
Picture 9: “Does Ken like the taste ”
Picture 10:“How is Ken feeling now ”
4.StoryStudent Book pages 50 and 51
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 after each picture. Have the children repeat the words each time.
Explain the meaning of the expressions Come with me (Picture 4), Say aaaah (Picture 7), and Drink this (Picture 8). Also explain the meaning of the words help and today. Write the words on the board and have the children repeat them after you.
5.Set homework
Encourage the children to tell the story to their families.
Lesson 2
1.Review
Ask the children what they remember about the story. You may have to help by giving them clues. For example, “Was (Ken) happy ”, “What was wrong with him ”
Review the word stomach and the structure, His stomach hurts. Ask the children, “What do you say in English when you ask about how someone is feeling ” Elicit, “How are you ”
Ask the children what you say if you are feeling ill. Try to elicit, “I’m not well.”
Now ask the children what you say when you are feeling better. Try to elicit, “I’m better.”
2.Words to learn
Student Book page 52
Have the children look at the picture at the top of the page. Show your copy of the page. Point to Peter’s head and then to the word head. Say the word aloud and have the children repeat it after you.
Repeat the procedure for the other body parts.
Now play the tape. As you play the tape, have the children touch the matching body parts.
Replay the tape while showing your copy of the page. Stop the tape after each word and have the children repeat the word.
Play the tape again, this time without stopping. Have the children say the words along with the tape.
Without the tape, point to one of the body parts and elicit its English name from the children.
Repeat for all the other labeled body parts.
3.Listen to this
Student Book page 52
Have the children look at the picture at the bottom of page 52. Show your copy of the page. Point to one of the body parts that has a box next to it and ask, “What’s this ” If necessary, have the children refer to the, vocabulary at the top of the page for their answers. Repeat for the other body parts.
Explain to the children that when they listen to the tape they will hear the name of a part of the body.
Play the first word, then stop the tape. Have the children point to the part of the body that matches the word they heard on the tape. Repeat for the other words.
Play the tape again, stopping after each word. Explain that this time you want the children to write the word number next to the matching body part.
Check that the children have numbered the body parts correctly.
4.Let’s sing
Student Book page 53
Tell the children that they are going to learn a new song. Have children prepare the Head and Shoulders Master. Show your copy. Explain to the children that the pictures on this page represent the words of the song.
Point to the top line of pictures. Explain that the “+” sign means and. Say, “This is the first line of the song. Can you tell me the words ” Try to elicit, “Head and shoulders, knees and toes.”
Repeat the procedure for the remaining lines of the song.
Play the song straight through. Have the children sing along with the words. They can use their Head and Shoulders Masters to guide them.
Play the song again. Have the children sing along. Encourage them to touch the pictures on their Masters as they sing each line.
Have the children open their books at page 53. Say, “Now we can read the words to the song.” Play the song again. This time encourage the children to touch the words in their books as they sing along.
5 Set homework
Head and Shoulders Master; Student Book page 79Explain to the children that you want them to:
Color the pictures on the Head and Shoulders Master, and then sing the new song to their families.
Lesson 3
1.Review
Student Book page 52
Have the children return to the top of page 52. Show your copy of the page. Point to each label in turn. Ask, “What’s this ” Elicit, “It’s Peter’s (arm).”
Repeat for all the labels in the picture.
Put the children into pairs. Have one child point to a label and ask, “What’s this ” The other child should answer, “It’s Peter’s (foot).”
When all the body parts have been covered, the children change roles.
Have the children in each pair take turns asking and answering the questions.
2.Talk together
Student Book page 54
Have the children turn to page 54. Draw their attention to the top of the page. Show your copy of the page. Point to the picture. Ask the children what they think Bobby is asking Mocky. Try to elicit, “How are you today ”
Ask the children what they think Mocky’s answer is. Elicit, “I’m not well.”
Now present the question, What’s the matter Explain the meaning of the question and write it on the board. Have the children repeat the question after you.
Point to Mocky and ask, “What’s the matter ” Try to elicit, “Mocky’s head hurts.”
Tell the children that you are going to read what Mocky and Bobby are saying. Point to the first line. Explain that Bobby is speaking. Read the words and have the children repeat the sentence after you.
Repeat the procedure for the rest of the dialog.
Now point to the list of names of body parts. Point to each word in turn and read it aloud. Have the children repeat each word after you.
Have the children repeat the dialog, substituting the different body parts.
Divide the class into two groups, and have the children repeat the dialog in a role play (one group is Mocky, the other Bobby), using all substitutions. Then have the groups change roles.
3.Listen and number
Student Book page 54
Have the children open their books at page 54. Show your copy of the page. Point to the first picture and ask the children the following questions: “Who’s this ” (elicit, “It’s Ken.”); “How is he today ” (elicit, “He’s not well. His leg hurts.”)
Repeat for the other pictures.
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 matching picture.
Have the children repeat the sentences in a class drill. “How is (Ann) ” “Ann’s not well. Her (head) hurts.”
4.Read, trace, and match
Student Book page 55
Have the children turn to page 55. Show your copy of the page. Explain that you want them to match the name of each body part to the correct place (and corresponding number) on the picture of Wang Ling’s body.
Point to the word head. Read the word aloud. Have the children point to the correct part of Wang Ling’s body. Then have them read out the corresponding number (head, one).
Have the children draw a line from the label head to the correct number, one. Check that the children do this correctly.
Repeat the procedure for the remaining body parts.
At the end of the activity, review the answers in a class drill (head, one; hair, two; and so on).
Lesson 4
1.Introduce /w/ and /i/
Student Book page 74 (Uncle Booky’s ABC)
Write the letter w on the board. Explain that you are going to say a word with the letter w in it (watch). Ask the children to listen and watch as you model /w/ and then have them repeat the sound after you.
Turn to Uncle Booky’s ABC at the back of the Student Book and point to the /w/ word. Say the word and model the sound.
Repeat the procedure for the y.
2.Sounds and letters
Have the children open their books at page 56. Draw the children’s attention to the pictures at the top of the page. Play the tape and have the children say the words aloud.
Check that the children’s pronunciation is correct by asking individual children to repeat the words after you or after the tape.
Repeat the procedure for the second row of pictures.
3.Match the sounds
Student Book page 56 Have the children open their books at page 56. Draw their attention to the pictures at the middle part of the page. Show your copy of the page. Point to the picture of waterfall. Ask, “What’s this ” Elicit the word from the children.
Repeat the procedure for the other pictures.
Now point to the words waterfall and watch. Read the words and have the children repeat after you. Tell the children that there is a line joining the two words together because they have the same beginning sound /w/.
Read all the words in the circle and have the children touch the words that begin with the sound /w/.
Read the words again and have the children repeat. This time have the children match the words that have the same beginning sound with waterfall to its picture by lines.
Repeat the procedure with the /i/ sound words.
4.Read with Uncle Booky
Student Book page 56
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 w 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
Point to your head and say, “My head hurts.” Have the children touch their own heads and repeat the sentence as they do so.
Pin the corresponding drillcards on the board. Read the sentence aloud, pointing to each word as you do so.
Now have a boy come to the front of the class. Ask him to stand on one leg. Say to the children, “His leg hurts.” Have the children repeat the sentence after you.
Substitute the necessary drillcards (His and leg) in the sentence on the board. Read the new sentence aloud and have the children repeat it after you.
Now have a girl come to the front of the class. Ask her to put her hand against her ear as if it hurt. Say to the children, “Her ear hurts.” Have the children repeat the sentence after you. Repeat the procedure used for leg, substituting the appropriate drillcards.
Repeat the procedure, using different children in the class, for the following body parts: head, tongue, stomach, chest, and mouth.
Now put the children into pairs to practice asking and answering the questions, How are you today I’m not well. My (ear) hurts. Encourage the children to act out their roles, for example, by holding their ears as if in pain for the sentence My ear hurts.
6.Uncle Booky’s blackboard
Student Book page 57
Have the children open their books at page 57. 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 57
Draw the children’s attention to the picture at the bottom of the page. Show your copy of the page. Tell the children that the woman with black hair is Ken’s mother, and the other woman is his doctor.
Point to Ken. Ask, “How is Ken today ” Elicit, “He’s not well.”
Now point to the doctor’s speech bubble. Read the words aloud to the children. Repeat for the mother’s speech bubble. Have the children repeat the question and answer.
Now point to the names of the body parts listed to the right of the picture. Point to each word in turn and read it aloud. Have the children repeat each word after you.
Now have the children repeat the dialog in a class drill, using all possible substitutions.
Lesson 5
Preparation
Prepare the Head and Shoulders Master.
1.Review
Play Simon says to review the names of the body parts introduced in this Unit. Use the command, “Simon says, touch your (nose).”
2.Read and check (√)
Student Book page 58
Have the children open their books at page 58. Show your copy of the page. Point to the three sentences beside each picture. Tell the children that only one sentence is correct for each picture. Point to the first picture. Say, “Who’s this ” Elicit, “It’s Ken.”
Read the first sentence aloud to the class as you point to each word. Have the children repeat the sentence as they touch each word in their books. Ask if the sentence is correct. The children should say, “Yes.”
Now read the second sentence. Again, ask if the sentence is correct. The children should say, “No.”
Repeat for the third sentence.
Read the sentences again, and this time have the children check ( ) the box beside the correct sentence.
Repeat the procedure for the other pictures and sentences.
3.Let’s chant
Student Book page 59
Have the children open their books at page 59. Draw their attention to the picture at the top of the page. Ask them to talk about the picture in Chinese.
Tell the children,“We are going to learn a chant.”
Read the chant to the children, pointing to each word as you do so.
Play the tape straight through, have children listen to the chant carefully.
Play the the tape again, and this time have the children sing along with the tape.
Tell the children that they can role Play the chant.
4.Let’s do
Student Book page 59 Hold up the flashcard for robot. Ask, “What’s this ” Elicit, “It’s a robot.”
Now point to the arm of the robot. Ask the children, “What’s this ” Elicit the word arm from the children.
Pin up the flashcard and write down the word “arm” beside the card on the board. Draw a line pointing to the robot’s arm from the word.
Put the children in pairs and tell them to draw their own robots.
Write out the words for the body parts that students have learned for the children’s reference. Now have them label the body parts of the robot.
5.Set homework
Ask the children to say the new chant to their families.
Lesson 6
1.Uncle Booky’s storytime
Student Book page 60
Tell the children to open their books at page 60. Tell them to look at the pictures and then talk about the story in Chinese.
Ask the children what they think the charactors are saying. Say, “Now we are going to listen to what the characters say.”
Play the tape, ask the children to listen to the story with their books closed.
Have the children open their books, and look for familiar words in the story.
Have children look at the story, encouraging them to guess the meaning of unfamiliar words.
Ask the children, “Does the boy behave good or bad Why ”
Have the children discuss in Chinese.
2.Bingo
Use this game to review the parts of the body. Before beginning the game revise the vocabulary by giving the children instructions in a class drill. For example, say, “Touch your (nose).” All the children should then touch their noses.
3.Snap!
This game reviews new vocabulary introduced in Unit 11. It is best played in pairs.
Have the children prepare their student cards.
See Unit 8, page 34, for the rules and procedure.
4.Simon says
This game is a very good activity for reviewing the parts of the body.
Use the command, “Simon says, touch your (ear).” to review this Unit’s vocabulary (stomach, tongue, head, eye, ear, nose, mouth, chest, arm， hand, finger, leg, foot, and toe).
See Unit 7, page 22, for the rules and procedure.
5.Draw and fold game
Draw and Fold MasterThis is a tracing and drawing activity which reviews body parts.
Photocopy the page for each child.
Show your copy of the page and point to the word head. Ask, “Can you read this word ” The children may need some help. (The beginning sound is huh. It’s a part of the body. ) Once the children have guessed the word, have them trace over the letters.
Repeat the procedure for the other body parts.
Tell the children that they are going to play a game where they will draw the main body parts. They should begin by drawing the feet, then fold back that section of their pages, and pass it on to another child. The next child will draw the legs, then fold back that section and pass it on to a third child. Repeat this procedure for each body part. It is important that the children fold back each section as they finish it, so that the others cannot see what has been drawn.
At the end of the game the children can unfold their pages to reveal the full drawings.
6.Self-assessment
Student Book page 61
In the first activity point to the first picture. Ask “What is the matter ” Elicit from the children, “His finger hurts.” Put them into pairs andfinish the other pictures.
Tell the children that this is a word puzzle. Pictures on the left are the horizontal words in the puzzle and pictures on the right are vertical words on the puzzle. Point to the letter c in the puzzle and ask the children to find out which word it is. Elicit the word chest. Ask them spell out the word while write it down into the boxes. Have the children work in groups of 4 and finish the puzzle
7.My notes and teacher’s notes
Student Book page 61
This activity helps 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 up a sense of achievement and confidence. Stickers provided at the end of the Teacher’s Resource Book can be used here.