深港版小学英语第八册全册教案

Unit 1 Good habits
Period 1
Teaching content: Part A
Teaching aim:
1. Remember the words of everyday habitual actions.
2. Use the new words to describe one’s habits by answering the question “ When do you go to bed/sleep ”
3. Consolidate the third person of the present tense during the course of learning new content.
Main points:
Phrases: brush my teeth, wash my face, comb my hair, finish my homework, pack my schoolbag, hang up my clothes
Sentence: When do you get up/go to sleep
Teaching aids: a comb, a toothbrush, a towel, a hanger, a school bag, a tape recorder
Teaching procedures:
Step 1 Warm-up stage
1. Greetings: The teacher and the pupils greet each other using the oral English they have already learned.
2. Free talk: Ask the pupils to say something about their winter vocation and the Spring Festival, they can talk with each other freely on the lucky money they have got and how will they use them. Then they must tell the class their plan in the new term.
Step 2 Presentation
1. Bring in a comb, a toothbrush, a face cloth, a clothes hanger and a schoolbag.
2. (Books closed). The teacher shows the pupils the comb, toothbrush, face cloth clothes hanger and the schoolbag. One by one, mime the actions of combing my hair, brushing my teeth, washing my face, packing the schoolbag and hanging clothes on the hanger. Teach the phrases for these actions. Write the phrases on the board. Point to a phrase and ask the pupils to mime the actions.
3. Draw a line on the board to divide it into two sections. In each section, write one of the headings In the morning and In the evening. Showing the pupils the objects to remind them again, ask e.g. “When do you brush your teeth ” Write the pupils’ answers on either or both sides of the board as appropriate.
4. Revise the times with the pupils by drawing clock faces. Revise phrases like get up, have breakfast/lunch/dinner, go to school, do homework and go to bed by miming them and asking the pupils to write them in the appropriate sections on the board.
5. Ask the pupils “When do you........ ” using the new phrases on the board. Write some of the times on the board.
6. Point to some of the times to explain the concepts of early and late, e.g. (Name) gets up early. He/She gets up at........
7. Show Transparency. Play the Pupil’s Book Cassette and point to the speech bubbles. Ask the pupils to repeat after the cassette.
Step 3 Practice
1. (Books open.) Show Transparency. Ask the pupils “Is it morning or evening ” Explain this is Pat’s bedroom. Koko is coming to stay with Pat. Koko wants to know when Pat does the things in the small pictures at the bottom of the page. Read the conversation between Pat and Koko. Ask the pupils to repeat the conversation after the teacher.
2. Ask the pupils “ When do you get up When do you go to bed
Step 4 Consolidation
1. Write a list of made-up times when Pat does the other things on the page. Show the pupils the list without letting them see the times. Ask the pupils to suggest times when Pat does the other things on the page, e.g. She finishes her homework at 8 o’clock. The teacher could give points for correct guesses.
2. Check some of the pupils to read the new phrase about one’s habits to see if they can read them correctly or not, correct their mistakes in time.
Step 5 Summary and homework
The teacher summarizes the content of this period and emphasize the use of present simple.
Homework: copy the phrases of part A and the new words on page 75, each two lines.
Board design
Unit 1 Good habitsIn the morning In the eveningbrush my teeth finish my homeworkwash my face pack my schoolbagcomb my hair hang up my clothes
Feedback: The rest of the everyday actions are very familiar to the pupils except two of them , pack my schoolbag and hang up my clothes, adding some useful vocabulary relative to enlarge the pupils’ vocabulary.
Period 2
Teaching content: Part B1
Teaching aim:
1. Relate personal experience and information about one’s habits by eliciting and responding the question “ How often does Candy brush her teeth ”.
2. Describe the frequency of one’s actions by using the words such as once, twice, three times,.........
3. Consolidate the third person of the present tense during the course of learning new content.
Main points:
Sentence: How often does Candy brush her teeth
She brushes her teeth once/twice/ three times a day.
Teaching aids: a wall calendar, a tape recorder
Teaching procedures:
Step 1 Revision
1. The class read all the new phrases by reading out the flash cards.
2. Ask five to six pupils to come to the blackboard to write down the phrases, then ask the rest to check altogether.
Step 2 Presentation
1. Make a wall calendar showing the seven days of the week. Make sure there is room to write more than one action on each day. Bring in a small watering can and chopsticks and other things usually put on the table before a meal.
2. (Books closed.) Ask a confident pupil to come to the front of the class. Ask the pupil “When do you brush your teeth/wash your face/comb your hair ” Write down the times on one of the days of the week. For actions that are done more than once, ask the question again, e.g. “Do you wash your face in the evening, too ”
3. Count the times per day the pupil does these things and write the total number for each action. Make and write sentences like(Name) washes his/her face three times a day. Underline the concept and make sure that the pupils know that we say once for one time, twice for two times and use numbers only for three or more times a day.
4. With the same pupil, ask if he/she washes the dishes /waters the plants/sets the table. Demonstrate the meaning of the revised phrases using the aids the teacher had brought in. For those actions the pupil does, ask “Do you wash the dishes on Monday ” etc.
5. Make sentences about the number of times a week the pupil helps at home and write the results on the wall calendar. Then ask the other pupils, e.g. How often does (name) wash the dishes
Step 3 Practice
1. (Books open.) Show Transparency. Play the Pupil’s Book Cassette. Make sure that the pupils understand how to read the information in the table.
2. Read the conversation and ask the class to read it after the teacher. Make sure that the pupils practise the s on the third person singular of present tense verb.
3. Demonstrate the same conversation with a confident pupil using the information about Sam.
4. Tell the pupils to work in pairs to talk about the results for Ann and Bob. They role-play Tim and Pat.
5. Ask checking questions to find out if the pupils can answer “How often does Ann/Bob....... ”
Step 4 Consolidation
1. Get the pupils to work in pairs to ask each other “ How often do you get up/brush your teeth/wash my face/comb your hair ”.
2. The pupils can walk around the class freely to ask and answer questions “ How often does your brother/mother/sister/father/wash his/her face ”
Step 5 Summary and homework
The teacher summarizes the content of this period and emphasizes the difference between how long and how often. Use correct number to describe one’s everyday actions.
Homework:
1. Listen to the tape of unit 1 three times.
2. Read A and B1 three times.
Board design
Unit 1 Our birthdaysonce=once time twice=two times three timesHow often does Candy brush her teeth She brushes her teeth once /twice/ three times a day.
Feedback: This sentence pattern “How often does Candy brush her teeth ” is completely new to the pupils, so it will take some time to internalize it, especially the difference between “how long” and “how often”.
Period 3
Teaching content: Part B2,B3
Teaching aim:
1.Use first, next, then, and after that to describe the correct order of different actions.
2.Describe the one’s habits correctly by answering questions “What do you do in the morning/evening ”
3. Consolidate the third person of the present tense during the course of learning new content.
Main points:
Sentence: What do you do in the morning
First, I get up early. Next, I brush my teeth and wash my face. Then, I put on my clothes and comb my hair. After that, I eat breakfast.
Teaching aids: a tape recorder
Teaching procedures:
Step 1 Revision
1. Pair work: Ask some pairs of the pupils to stand up and ask and answer questions by watching the table on page2.
2. The class read part A and B1 altogether and then ask some of them to read loudly, the others will give a comment.
Step 2 Presentation
B2
1. (Books closed.) Write four actions that I do in the morning after I get up or in the evening before I go to bed. Write times next to them so that the actions are in chronological order.
2. Above the actions write the words, first, next, then and after that. Make sentences using these adverbs of sequence and the actions.
3. Ask the pupils to write down four actions in the order they do them, then to tell their partners using the adverbs.
Step 3 Practice
1. (Books open.) Show Transparency. Play the Pupil’s Book Cassette and ask the pupils to read along in their books.
2. Ask the pupils to point to the things Susan does in the evening. Ask them to make sentences about what she does
Step 4 Consolidation
B3 Listen to the rest of the plete the sentences
1. Read through the list of actions Susan does every day. Tell the pupils to be ready to make notes about how often Susan does the actions. If I think the pupils may have difficulty making notes while listening, tell them to label the frequencies, e.g. once a week is ‘a’, twice a day is ‘b’. Play the Pupil’s Book Cassette.
2. Ask the pupils to listen to the conversation once more.
3. Ask the pupils to work in pairs and check that they have the same information. Then tell the pupils the answers.
4. The pupils work in groups of four to find out who has the best habits and who could therefore be a candidate for Student of the Year. One member of the group introduces the candidate to the others and tells about their good habits.
Step 5 Summary and homework
The teacher summarizes the content of this period and emphasizes the use of orders.
Homework: 1. Recite A, B1 and B2.
2.Copy A, B1 and B2 from their memory.
Board design
Unit 1 Our birthdaysWhat do you do in the morning First, I get up early. Next, I brush my teeth and wash my face. Then I put on my clothes and comb my hair. After that, I eat breakfast.
Feedback: The pupils are familiar with “What do you do in the morning ”, but they are not so good in answering “What does she do in the morning ”, they often omit ‘s’ behind the verbs.
Period 4
Teaching content: Part C, D and E.
Teaching aim:
1. Understand the plot of this story.
2.Relate personal experience and information about one’s habits by eliciting and responding to simple questions.
3.Recognize rhythm in simple rhymes or poems.
Main points:
Sentence: How often do you brush your teeth
Come on. Hurry up, Tim.
That’s good, Tim.
It’s time for school!
His schoolbag is ready, too.
Teaching aids: story cards, a tape recorder
Teaching procedures:
Step 1 Revision
1. The class read A, B1 and B3 altogether, paying attention to pronunciation and intonation.
2. Ask some pupils to come to the blackboard to have dictation of the words and sentences already learned, the others take out a piece of paper to have dictation too.
Step 2 Presentation
C A story: Tim and Aunt Mary
1. Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to point to the speech bubbles as I read them.
2. Play the Pupil’s Book Cassette for the pupils and ask them to say the sentences after the cassette. Play the cassette again and ask them to listen carefully.
3. Ask the pupils “Why does Tim still have his pyjamas on ” I can teach the word ‘pyjamas’ (Because it’s Saturday. Tim doesn’t go to school on Saturday.)
4. Ask the pupils to role-play the story in pairs. Some pairs may like to come out to the front and act the story.
D. Read the story again. Put a tick or cross in each box.
1. Ask the pupils to read the story again.
2. Check the answers with the pupils, asking them to tell me the number of the picture where they found the answer. Ask them to read out the relevant words to discourage guessing.
E. Say the sound and the words.
1. Play the Pupil’s Book Cassette and ask the pupils to listen to the sound and the words.
2. Say the words slowly and clearly. Check that the pupils are saying the sound correctly.
3. Point to the pictures and check that the pupils can say the words without my model.
4. Play the Pupil’s Book Cassette again. Ask the pupils to listen to and say the rhyme.
5. Ask them to listen to the four words at the bottom of the page and to circle the words with the same letters and sound as the key words. Get the pupils to repeat the rhyme.
Step 3 Practice and consolidation
1. Divide the class into several groups and ask the pupils to read the story again in different roles.
2. Sound the words in part E again loudly.
Step 5 Summary and homework
The teacher summarizes the content of this period and emphasizes the pronunciation of or.
Homework: 1. Recite the story.
2. Parents dictate the new words of this unit.
Board design
Unit 1 Our birthdaysTim’s aunt gets up early.Tim doesn’t go to school on Saturday.or world work homework word
Period 5
Teaching content: Part F, G and H.
Teaching aim:
1. Do a quiz about daily habits.
2.Listen and chant to practise talking about habitual actions.
3.Communicate with each other on one’s habits.
Main points:
Sentence: How often do you do these things
Teaching aids: a quiz, a tape recorder
Teaching procedures:
Step 1 Revision
1. Ask the class to recite the story altogether, and then ask some of them to stand up and recite it loudly.
2. Ask some pupils to write down the habitual actions on the blackboards, the other can check them and give some more.
Step 2 Presentation
F Make a birthday train.
1. Tell the pupils to write the missing questions in the quiz (from question 2 onwards). They can follow the steps given in the prompts on page 6.
2. They also need to write the frequencies like never, once, twice, etc. which they think are appropriate for the actions. Tell them to vary the frequencies to avoid other pupils not reading the choices carefully.
3. Once the pupils have finished writing the questions, they can give 0-3 marks for each frequency. Make sure they realize that as the quiz asks about good habits, the answer never will always get 0 marks.
4. Show the pupils the score sheet on page 7. Ask them to work with their friends and to write their friend’s names on the score sheet.
5. The pupils ask each other the questions and read out the given frequencies for their friends to choose from. They write the marks on the score sheet.
6. Tell the pupils to add up their friends’ marks in order to find out which category in the comments they belong to. The pupils read out the comments to their friends.
G Listen and chant
1. Play the Pupil’s Book Cassette for the pupils to listen to the chant.
2. Play the cassette again and encourage the pupils to join in with the words. Then divide the class into three groups. Assign a different verse to each group. Ask each group to practise. Then ask the groups to say the verses one after the other and to do the actions.
H Think about it!
1. Ask the pupils how many hours there are in a day (24). Since the clock rings 24 times, it must ring once an hour.
2. The pupils think about what they could do to improve their habits. They can write themselves a reminder list, e.g. Clean my room twice a week. They take their list home and hang it somewhere prominent to remind themselves.
Step 5 Summary and homework
The class chant the rhyme again, and pay attention to the expression of different actions.
Homework: 1. Recite Unit 1 and parents sign their names.
2. Preview the words of Unit 2.
Notes: The habitual actions are the pupils’ everyday habits, so the phrases are easy for them to remember, but those whose English is not so good may have some difficulties in adding ‘s/es’ to the verbs.
Period 6
Teaching content: workbook, Unit 1.
Teaching aim:
1. Do the listening exercises of this unit.
2. Do the written exercises of this unit.
Main points:
Sentence: How often do you brush your teeth
I brush my teeth twice a day.
Teaching aids: workbook, a tape recorder
Teaching procedures:
Step 1 Workbook (p.1)
Tell the pupils to read the words in the box and look at the pictures of John’s habits. Then ask the pupils to complete the sentences by choosing the correct words from the box.
Step 2 Workbook (p.2)
1. Ask the pupils to look at the pictures and listen to the Workbook Cassette.
Tape-script:
Ann: How often do you brush your teeth, Mary
Mary: Twice a day.
Ann: And how about you, Peter
Peter: I brush my teeth three times a day
Ann: Good. Do you watch TV
Peter: Yes, I do. I watch TV every day.
Ann: That’s not good. What about you, Mary How often do you watch Tv
2. Ask the pupils to write the correct numbers according to what they hear on the tape.
Step 3 Workbook (p. 3)
1. Ask the pupils to look at the pictures and listen to the Workbook Cassette.
Tape-script:
Teacher: Tom, tell me about your day. What do you do in the morning
Tom: I get up at six o’clock. I wash my face and brush my teeth.
Teacher: When do you comb your hair .
Tom: I have my breakfast first. Then I comb my hair.
Teacher: I see.
Teacher: What do you do after school
Tom: After school, I hang up my school clothes and put on other clothes.
Tom: Then I do my homework.
Teacher: What time do you finish your homework
Tom: I usually finish it at seven o’clock.
2. Ask the pupils to number the pictures according to the sequence of the language they hear on the tape.
Step 4 Workbook (p.4)
1. Ask the pupils to look at the first part of the page and listen to the Workbook Cassette. They need to circle the words with the same sound and the same letters according to what they hear on the tape.
2. Ask the pupils to look at the second part of the page. Tell them to look at pictures and fill in the blanks.
Step 5 Workbook (p.5)
Ask the pupils to look at the pictures and read the sentences. Then tell them to complete the dialogues by choosing the correct sentences in the boxs.
Step 6 Workbook (p.6)
Ask the pupils to look at the pictures and read the questions. Then tell them to answer the questions according to the information given in the table.
教学反思
这节课的设计理念是：紧扣课标，立足课堂，充分利用多媒体课件以及图画和卡片，为学生营造和创设轻松愉快的学习环境，引导学生在情景中快乐的学英语。
在这节课中，我遵循了语言教学的一般规律，听说领先，读写跟后。在复习巩固旧知识的基础上，逐步导入和呈现新的句型，让孩子们做动作，把图画和卡片相搭配，培养了孩子们动手和动脑的能力，也激发了他们学英语的兴趣。在如此循序渐进中，孩子们听，说，读，写四项技能都得到了训练。导入自然，重点突出。在教学中辅之以适当的德育渗透，孩子们在这节课中能熟练并愉悦的掌握所学知识内容，达到了快乐学英语的目的，也圆满完成了本节课的教学任务。
不足之处是语言环境还创设得不够真实，那样孩子们会更加有说英语的激情和热情。另外操练的形式也可以更多样化一些。这是我在今后的工作中有待改进的问题。
Unit 2 Good manners
Period 1
Teaching content: Part A
Teaching aim:
4. Remember the phrases of some good or bad manners happened between the students.
5. Use prohibitions and imperatives such as “ Look at .........”.
Main points:
Phrases: run in the corridors walk in the corridors be polite
throw rubbish on the floor throw rubbish in the bin
be rude be quiet be noisy
Sentence: Bob, please don’t throw rubbish on the floor!
Well done, Mary.
Teaching aids: some sighs in English , a tape recorder
Teaching procedures:
Step 1 Warm-up stage
1. Oral English: The teacher asks some oral English sentences and the pupils answer them in groups or individually.
1. What’s the date today
2. What day is today
3. When do you get up
4. How often do you read English
2. Revision. The class review all the good habits in Unit 1 by telling the teacher.
Step 2 Presentation
8. Take photos of signs in English in school or in some public places. Try to include some of the background to contextualize the signs for the pupils.
9. (Books closed). Show the pupils the photos of signs or write the text of the signs in boxes to look like signs: Don’t run in the corridors. Be quiet. Please be quiet in the library. Please throw rubbish in the bin.
10. Mime the verbs run and walk. Ask the pupils to tell the teacher what the teacher is doing. Ask them to point to the sign with the verb run in it. Ask the pupils : “Where can we run in school ” Point to the corridors outside and ask: “ Can we run in the corridors ” Underline the word corridors in the sign on the board.
11. Ask the pupils : “ What can we do the library ” Mime quiet and noisy Ask the pupils : “Are we quiet or noisy in the library ”
12. Gesture to someone to give the teacher a book. Say : “ Thank you.” Say : “ I’m polite.” Then snatch a book from someone else’s desk. Say : “I’m rude.” Ask : “Is it good to be rude Is it good to be polite ”
13. Pick up a piece of scrap paper. Crumple it up and throw it on the floor. When the pupils look surprised, pick it up again and say : “ Where do we throw rubbish ” Check to see if the pupils remember the English for bin.
14. Show Transparency. Play the Pupil’s Book Cassette and point to the speech bubbles. Ask the pupils to repeat after the cassette.
Step 3 Practice
3. (Books open.) Show Transparency. Revise the present continuous tense by pointing to the pictures one by one and asking : “ What is he/she doing ”
4. Read the conversation between the children and the teacher.
5. Point to each of the children breaking school rules in turn, starting with Bob. Read the teacher’s speech bubble. Then ask the pupils to make the teacher’s speech for each of the other children.
Step 4 Consolidation
Ask the pupils in pairs to come to the front of the class. Give them a slip of paper on which the teacher has written actions that they should do, e.g. Throw rubbish on the floor./ Throw rubbish in the bin. Tell the pupils to mime the two actions. Get the class to make sentences about what each one is doing.
Step 5 Summary and homework
The teacher summarizes the content of this period and emphasize the use of present continuous and imperatives.
Homework: copy the phrases of part A and the new words on page 75, each two lines.
Board design
Unit 2 Good mannersrun in the corridors walk in the corridors throw rubbish on the floor throw rubbish in the bin be rude be quiet be noisy be politeBob, please don’t throw rubbish on the floor! Well done, Mary.
Feedback: The pupils are very familiar with the actions they often do and see in school, but some of the words are a little difficult for them to read and remember, so it will take a little more time to memorize the new words and phrases.
Period 2
Teaching content: Part B1
Teaching aim:
4. Use prohibitions and imperatives to allow and not allow somebody to do or not do something.
5. Use ‘should’ or ‘shouldn’t’ to talk about rules.
6. Use ‘should’ or ‘shouldn’t’ to communicate with each other on what the pupils should do or not do.
Main points:
Sentence: I don’t want that.
You shouldn’t be rude. You should be polite.
Teaching aids: photos of the signs used in period 1 , a tape recorder
Teaching procedures:
Step 1 Revision
3. The class read all the new phrases by reading out the flash cards.
4. Ask five to six pupils to come to the blackboard to write down the phrases, then ask the rest to check altogether.
5. Ask some of the pupils to stand up and recite part A at the same time and give a simple comment.
Step 2 Presentation
6. Bring the photos of the signs or write the signs from the A page again on the board.
7. (Books closed.) Divide the board into two sections. At the top of one write : “We should.......” Tell the pupils these are the good things to do. At the top of the other write : “ We shouldn’t........” Tell the pupils these are the bad things to do.
8. Ask the class to look at the signs and to help the teacher write the actions we should and should not do in the correct columns on the board..
Step 3 Practice
6. (Books open.) Show Transparency. Play the Pupil’s Book Cassette. Read the conversation and ask the class to read it after the teacher.
7. Point to each of the pictures in turn and ask the pupils to make corresponding You should........... and You shouldn’t .............sentences.
Step 4 Consolidation
3. If the teacher has the photos of other signs around the school, show them and ask the pupils if they can make the corresponding You should/shouldn’t .......sentences. Some signs may not have writing on them, e.g. arrows to show the pupils which side to go up or down the stairs. Teach the pupils any new words they need to know, e.g. smoke, stairs.
4. Ask the pupils to write or draw signs they see outside school and to make You should/shouldn’t .........sentences for them. This could be a project.
Step 5 Summary and homework
The teacher summarizes the content of this period and emphasizes the hte use of should and shouldn’t.
Homework:
3. Listen to the tape of unit 2 three times and read three times.
4. Recite A and B1 .
Board design
Unit 2 Good mannersYou shouldn’t be rude. You should be polite.You shouldn’t be noisy. You should be quiet.You shouldn’t run in the corridors. You should walk in the corridors.You shouldn’t throw rubbish on the floor. You should throw rubbish in the bin.
Feedback: Should and shouldn’t are easy for the pupils, but during the course of teaching, the teacher should emphasize that should is away itself whatever the subject is and it must be followed by the original form of the verb.
Period 3
Teaching content: Part B2,B3
Teaching aim:
1.Consolidate the use of should and shouldn’t.
2.Understand the rule of school and know what are good manners and what are bad manners.
Main points:
Sentence: He should walk in the corridors.
He shouldn’t run in the corridors.
Teaching aids: a tape recorder
Teaching procedures:
Step 1 Revision
3. Look and say, ask the pupils to say something about the pictures in part A and part B1 using should and shouldn’t.
4. The class read part A and B1 altogether and then ask some of them to read loudly, the others will give a comment.
Step 2 Presentation
B2
4. Bring in a copy of the school rules. If possible translate them into English.
5. (Books closed.) Show the pupils the copy of the school rules. Ask them to tell the teacher any school rules they remember or know the words for in English. Write them on the board using You should/shouldn’t......... This can be a shared writing activity with the teacher writing what the pupils say on the board and then revising it to show the pupils how to write it in correct English. It is good for the pupils to have this revision process modeled for them sometimes.
Step 3 Practice
3. (Books open.) Show Transparency. Play the Pupil’s Book Cassette. Read the rules and ask the pupils to repeat them after the teacher.
4. Point to the photos and ask the pupils to make sentences like the sample ones.
Step 4 Consolidation
B3 What should they do Listen and write.
5. Tell the pupils that they are going to listen to children doing things they should not do.
6. Tell the pupils to read the incomplete sentences 1 to 4 so that they are ready to make notes. Play the Pupil’s Book Cassette.
Tape-script:
Teacher: Candy! Is that your rubbish on the floor Throw it in the bin, please.
Teacher: Sam! I can see you! Don’t run in the corridors.
Mary: Hey John! John! Where’s Jack I can’t see him.
John: Ssh, Mary. Be quiet in the library.
7. Ask the pupils to listen to the conversation once more and to check their answers. Check that the pupils have completed the sentences correctly.
Step 5 Summary and homework
The teacher summarizes the content of this period and emphasizes the use of orders.
Homework: 1. Recite A, B1 and B2, the parents sign their names.
2.Copy A, B1 and B2 from their memory.
Board design
Unit 2 Good mannersCandy should throw rubbish in the bin.Sam shouldn’t run in the corridors.Mary should be quiet in the library.Peter shouldn’t be rude.
Feedback: Tell the pupils to pay attention to the use of should and shouldn’t when the subject are different.
Period 4
Teaching content: Part C, D and E.
Teaching aim:
1. Understand the plot of this story.
2.Answer the questions according to the story.
3.Encourage all the pupils to learn from Candy and try their best to be a model student.
4.Recognize the sound and say the rhyme, circle the same letters with the same sound.
Main points:
Sentence: She wants to be a model student, too.
That night, Candy reads a note from Koko.
Every day, Candy helps the teachrs.
A year later......
Who’s a model student this year
I choose Candy.
Teaching aids: story cards, a tape recorder
Teaching procedures:
Step 1 Revision
3. The class read A, B1 and B2 altogether, paying attention to pronunciation and intonation.
4. Ask some pupils to come to the blackboard to have dictation of the words and sentences already learned, the others take out a piece of paper to have dictation too.
Step 2 Presentation
C A story: A model student
5. Check that the pupils know what a model student is.
6. Play the Pupil’s Book Cassette for the pupils and ask them to say the sentences after the cassette. Play the cassette again and ask them to listen carefully.
7. Ask the pupils “Do we have model students in this school What do they do ”
D. Read the story again. Put a tick or cross in each box.
3. Ask the pupils to read the story again. Show them where to write their answers.
4. Check the answers with the pupils.
E. Say the sound and the words.
6. Play the Pupil’s Book Cassette and ask the pupils to listen to the sound and the words.
7. Say the words slowly and clearly. Check that the pupils are saying the sound correctly.
8. Point to the pictures and check that the pupils can say the words without my model.
9. Play the Pupil’s Book Cassette again. Ask the pupils to listen to and say the rhyme.
10. Ask them to listen to the four words at the bottom of the page and to circle the words with the same letters and sound as the key words. Get the pupils to repeat the rhyme.
Step 3 Practice and consolidation
3. Divide the class into several groups and ask the pupils to read the story again in different roles.
4. Sound the words in part E again loudly.
Step 5 Summary and homework
The teacher summarizes the content of this period and emphasizes the pronunciation of qu.
Homework: 1. Recite the story.
2. Parents dictate the new words of this unit.
Board design
Unit 2 Good mannersqu question quick queen quietPlease be quiet.Please be quick.Don’t you knowThe queen is sick
Period 5
Teaching content: Part F, G and H.
Teaching aim:
1. Make some signs of school rules
2.Listen and chant to practise talking about rules.
3.Communicate with each other on what are good manners and what are bad manners.
Main points:
Sentence: Don not run in the corridors.
Please be polite . Do not be rude.
Teaching aids: a pair of scissors
Teaching procedures:
Step 1 Revision
3. Ask the class to recite the story altogether, and then ask some of them to stand up and recite it loudly.
4. Ask some pupils to stand up to tell the class what are good and bad manners in their opions.
Step 2 Presentation
F Look and do. Work in pairs.
7. Ask the pupils to work in pairs. They look at the pictures at the top of the page and talk about the things the children should or should not do.
8. Tell the pupils to look at the pictures at the bottom of the page and match them with the signs.
9. Tell the pupils to think of the rules for their school and to write them on page 77. Make sure that the pupils are writing sentences that start with Do not, Be or the imperative form of the correct verb.
10. Tell the pupils to cut out the signs they have written on page 77. The pupils can enlarge the signs they think most appropriate for putting up round the school to encourage good manners. They affix them in places where they can be easily seen.
11. The pupils can make clear and simple pictorial signs to go with their written signs.
G Listen, chant and write
1.Ask the pupils to read the verses silently and to see if they can guess the missing words. Ask them to work in pairs to discuss the missing words with their partner and write the words they agree on in pencil.
2.Play the Pupil’s Book Cassette for the pupils to listen to the chant and check their answers.
3.Play the cassette again and encourage the pupils to join in with the words.
H Think about it!
1. Ask the pupils to look carefully at the faces and hair of the children in the two pictures. Ask Where do you think the children come from Point out that there is a difference between the two pictures. In the first picture the child opens the present when the other children are present. In the second set of pictures the child opens the present later, at home. In North American or European countries, it is usually polite to open presents in front of guests as soon as they have been received. In some countries, it is polite to open presents in private after guests have left.
2. The pupils make signs for good manners they would like to see in their bedroom or other places at home.
Step 5 Summary and homework
The class chant the rhyme again, and pay attention to the expression of different actions.
Homework: 1. Recite Unit 2 and parents sign their names.
2. Preview the words of Unit 2.
Period 6
Teaching content: workbook, Unit 2.
Teaching aim:
1. Do the listening exercises of this unit2.
2. Do the written exercises of this unit2.
Main points:
Sentence: You shouldn’t be rude.
You should be polite.
Teaching aids: workbook, a tape recorder
Teaching procedures:
Step 1 Workbook (p.7)
Tell the pupils to read the words in the box and look at the pictures . Then ask the pupils to complete the sentences by choosing the correct words from the box.
Step 2 Workbook (p.8)
3. Ask the pupils to look at the pictures and listen to the Workbook Cassette.
Tape-script:
Mum: Don’t throw your clothes on the floor, Sue. You should hang up your clothes.
Sue: Sorry, Mum.
Miss Lin: Stop! Sam! You should walk in the corridor.
Sam: Sorry, Miss Lin.
Jeff: Give me your pen.
Miss Chen: Don’t be rude, Jeff. You have two pens.
Jeff: Sorry, Miss Chen.
Mr Li: Don’t be noisy in the library, girls. Please be quiet and stop eating.
Girls: Yes, Mr Zhu.
4. Ask the pupils to number the pictures according to the sequence of the language they hear on the tape.
Step 3 Workbook (p. 9)
3. Ask the pupils to look at the pictures and listen to the Workbook Cassette.
Tape-script:
Candy: Hi, John. Can you help me
John: Sure, how
Candy: Well, we’re the model students for Class 6B. Who can be model students for 5C
John: Let’s look.
Candy: OK. Let’s go to the library now. Look at Sally1 She’s talking. She should be quiet.
John: Yes, she should be quiet in the library. Look! Tim is quiet. He’s reading. Let’s go to the playground now.
Candy: Look! Paul is throwing rubbish. He shouldn’t do that.
John: You’re right. I can see Ann too. She’s polite and helpful.
Candy: You’re right. She’s helping the little boy.
4. Ask the pupils to write the children’s names and choose two model students according to what they hear on the tape.
Step 4 Workbook (p.10)
3. Ask the pupils to look at the first part of the page and listen to the Workbook Cassette. They need to circle the words with the same sound and the same letters according to what they hear on the tape.
4. Ask the pupils to look at the second part of the page. Tell them to look at pictures and fill in the blanks.
Step 5 Workbook (p.11)
Ask the pupils to look at the pictures and read the sentences. Then tell them to complete the sentences by using “should” and “shouldn’t”.
Step 6 Workbook (p.12)
Ask the pupils to look at the pictures and read the words. Then tell them to complete the sentences by choosing the correct words from the box.
教学反思：
这次授课的内容是unit2第8册。设计本课的教学方法时，在这一教学环节上结合小学生的特点，安排了唱英文歌曲和，把学生带入一个愉快的英语环境，不仅复习已学内容，而且极大地激发他们学习的兴趣。在导入新课时，通过设计游戏“才艺表演”来呈现新知识；在操练过程中贯穿各类小游戏和TPR来巩固和运用所学知识；在学生能熟练运用句型和词组的基础上，大胆地给学生一片自由、创新的空间，这不仅将所学知识充分运用，而且培养了他们的表演能力、创新能力和合作能力。本节课，在课堂组织形式和活动组织形式中充分体现了“以学生为主”的教学原则。本次授课采用的教学方法是情景教学、多媒体教学和
Unit 3 Seasons
Period 1
Teaching content: Part A
Teaching aim:
6. Remember the new words about the four seasons.
7. Teach some more new words about weather which are very practical in everyday life.
8. Understand simple questions in class.
Main points:
Words: warm cool rain snow
spring summer autumn winter
sunny cloudy rainy windy
snowy wet hot
Sentence: In winter, it’s cold in Harbin.
It often snows.
Teaching aids: pictures of different weather , a tape recorder
Teaching procedures:
Step 1 Warm-up stage
Oral English: The teacher asks some oral English sentences and the pupils answer them in groups or individually.
5. What’s the date today
6. What day is today
7. When do you get up
8. How often do you read English
9. What’s the weather like today
Step 2 Presentation
15. Bring in pictures of different weather conditions in different parts of China.
16. (Books closed). Display the pictures of different weather conditions. Revise the words hot and cold to describe the air temperature with the pupils. Then tell the pupils It’s not always hot and cold. Sometimes it’s not very hot, then we say it’s warm. Sometimes it’s not very cold, then we say it’s cool. Write the words on the board with arrows going from hot to warm, cold to cool so that the pupils can associate the meanings.
17. Teach the pupils rain and snow using the pictures. Ask the pupils What do we wear when it rains To revise the word raincoat.
18. Ask the pupils to tell the teacher the names of the months. Write the names of the four seasons on the board and write the names of the months under the appropriate seasons. Tell the pupils to repeat the season in the order in which they come in the year.
19. Show Transparency. Play the Pupil’s Book Cassette and point to the speech bubbles. Ask the pupils to repeat after the cassette.
Step 3 Practice
6. (Books open.) Show Transparency. Tell the pupils to pinyin spelling for the places in China on the map.
7. Play the Pupil’s Book Cassette or read the speech bubbles of the people on the page and ask the pupils to repeat them after the teacher.
8. Point to the cities on the map and ask the pupils to make sentences about the weather in those cities.
9. Teach the pupils some more words about weather, such as, sunny, cloudy, rainy, snowy, wet and dry.
Step 4 Consolidation
1. The pupils, in pairs, take turns to make sentences about the weather in their city in each of the seasons.
2. Play a miming game with the class. Ask individual pupils to think of a season and to mime how they feel or what they do in that season. The rest of the class guesses which season it is.
Step 5 Summary and homework
The teacher summarizes the content of this period and emphasize the description of different weather in different places.
Homework: copy the words of part A and the new words on page 75, each two lines.
Board design
Unit 3 Seasonswarm cool rain snowspring summer autumn wintersunny rainy cloudy rainywet hotIn winter, it’s cold in Harbin.It often snow.
Feedback: The pupils are very familiar with the description of different weather conditions, but the pronunciation of the four seasons are a little difficult for some of them , they should spend some more time on it.
Period 2
Teaching content: Part B1
Teaching aim:
7. Describe the weather and season in different places by using the words learned before.
8. Interact more freely with others by using simple expressions and structures learned.
9. Communicate with each other about the weather and season by answering the question Where are you from and What’s the weather like there
Main points:
Sentence: Where are you from
I’m from Changchun.
What’s the weather like there in winter
It’s very cold in winter. It often snows.
Teaching aids: a map of China , a tape recorder
Teaching procedures:
Step 1 Revision
6. Review the weather and season by asking the class What’s the weather like today
7. Ask five to six pupils to come to the blackboard to have a dictation then ask the rest to check altogether.
8. Ask some of the pupils to stand up and recite part A at the same time and give a simple comment.
Step 2 Presentation
9. Bring in a map of China with the city names written in pinyin.
10. (Books closed.) Show the pupils the map. Revise the names of the cities in the unit. Tell the pupils where you come from. Point to the place on the map. Write on the board, I come from.......Where do you come from Ask the pupils to tell the teacher where they come from.
11. Open the window and revise the question What’s the weather like
12. Write the four seasons on the board and ask which months are in each to revise the four seasons.
13. Ask confident pupils What’s the weather like in (city) in winter
Step 3 Practice
8. (Books open.) Show Transparency. Play the Pupil’s Book Cassette. Point to the cities mentioned on the map.
9. Read the conversation and ask the class to read it after the teacher.
10. Divide the class into two large groups and ask them to role-play Pat, Tim and the new children. Repeat the activity and ask the groups to exchange roles.
Step 4 Consolidation
5. Ask the pupils to practise in pairs by asking and answering the questions about weather and season in one’s hometown.
2. Oral composition. Ask some brave children to stand up to say something about the weather in his/her hometown. The title is “The weather in my hometown.”
Step 5 Summary and homework
1.The class read B1 altogether and complete the left pictures.
2. The teacher summarizes the content of this period and emphasizes the importance of describing the weather.
Homework:
5. Listen to the tape of unit 3 three times and read three times.
6. Recite A and B1 .
Board design
Unit 3 SeasonsWhere are you from I’ from Changchun.What’s the weather like there in winter It’s very cold in winter. It often snows.
Feedback: It often snows and it’s often dry. The pupils are easy to make mistakes such as It’s often snows and It’s often drys. The teacher must tell them the difference between them.
Period 3
Teaching content: Part B2,B3
Teaching aim:
1. Reading the poster and consolidate the weather seasons in different places.
2.Interact more freely with others by using simple expressions and structures learned.
3. Understand how to answer a question asking the reason.
Main points:
Sentence: When do you want to go
I want to go in summer.
Why
Because I can swim then.
Teaching aids: a poster, a tape recorder
Teaching procedures:
Step 1 Revision
1. The class recite A and B1 together, then ask six or seven pupils to recite A and then ask another six or seven to recite B1 to check if the have finished their homework carefully.
2.The class read part A and B1 altogether again and then ask some of them to read loudly, the others will give a comment.
Step 2 Presentation
B2
6. Bring in a holiday brochures or posters. Ask the pupils where they went on holiday.
7. (Books closed.) Write a list of verb phrases on the board, e.g. buy some food, get a book, send a letter, buy a pet, get some money, and the places where you can go to do those things in jumbled order, i.e. a pet shop, a supermarket, a post office, a bank, a library. Ask the pupils to match the places and the things the teacher can do there.
8. Using the list, ask the pupils, e.g. Why do you go to a supermarket Model the answer Because we can buy food there. Write the question form and the answer on the board underlining Why and Because.
Step 3 Practice
5. (Books open.) Show Transparency. Point to the posters and ask the pupils to read it silently. Ask the pupils, e.g. When can you ride bikes to check comprehension.
6. Play the Pupil’s Book Cassette and ask the pupils to repeat the sentences after the tape.
7. Ask the pupils to listen to the conversation once more.
8. Ask the pupils to work in groups of four. Each one chooses when they want to go to Beidaihe. They take turns to ask each other when they want to go and their reason for choosing that season.
Step 4 Consolidation
B3 Koko and Pat are talking to a girl at the park. Listen and circle.
8. Tell the pupils that they are going to hear a conversation between Pat, Koko and a new girl. Ask the pupils to look at the choices in the girl’s thought bubble. Review the cities, seasons and activities shown.
9. Play the Pupil’s Book Cassette and tell the pupils to circle the information the girl gives.
Tape-script:
Koko: Where are you from
Girl: I’m from Shanghai.
Pat: What’s the weather like in Shanghai
Girl: It’s warm now.
Pat: What’s your favourite season
Girl: I like summer.
Koko: Why
Girl: Because I can swim.
10. Ask the pupils to listen to the conversation once more and to check their answers.
11. Ask the pupils to work in pairs to check their answers.
Step 5 Summary and homework
The teacher summarizes the content of this period and emphasizes the use of asking and answering the reasons.
Homework: 1. Recite A, B1 and B2, the parents sign their names.
2.Copy A, B1 and B2 from their memory.
Board design
Unit 3 SeasonsWant to have a fun holiday When do you want to go I want to go in summer.Why Because I can swim then.
Feedback: Teach the pupils how to complete the Why sentence above, and do remember to use Because to begin the answer, they can use it freely by many times of practice.
Period 4
Teaching content: Part C, D and E.
Teaching aim:
1. Understand the plot of this story.
2.Answer the questions according to the story.
3.Interact more freely with others by using simple expressions and structures learned.
4.Participate in simple games and role-plays.
12. Provide information by using tables.
Main points:
Sentence: The ducks are going for a swim.
You’re not like us!
Now it is spring again.
Can I swim with you
Yes, swim with us.
Teaching aids: story cards, a tape recorder
Teaching procedures:
Step 1 Revision
5. The class read A, B1 and B2 altogether, paying attention to the pronunciation and intonation.
6. Ask some pupils to come to the blackboard to have dictation of the words and sentences already learned, the others take out a piece of paper to have dictation too.
Step 2 Presentation
C A story: The ugly baby duck
8. Point to the duck and ask the pupils for the name in English. Ask what is inside the eggs. For better classes the teacher may want to teach the word duckling, otherwise it is acceptable to say baby duck.
9. Play the Pupil’s Book Cassette for the pupils and ask them to say the sentences after the cassette. Play the cassette again and ask them to listen carefully.
10. Ask the pupils to look at picture 2. Ask the pupils “Should the baby ducks talk like that to the ugly baby duck ” The other baby ducks are rude. What should they be to revise the words rude and polite from the previous unit.
D. Read the story again. Write the answers.
5. Ask the pupils to read the story again. Show them where to write their answers.
6. Check the answers with the pupils.
E. Say the sound and the words.
11. Play the Pupil’s Book Cassette and ask the pupils to listen to the sound and the words.
12. Say the words slowly and clearly. Check that the pupils are saying the sound correctly.
13. Point to the pictures and check that the pupils can say the words without my model.
14. Play the Pupil’s Book Cassette again. Ask the pupils to listen to and say the rhyme.
15. Ask them to listen to the four words at the bottom of the page and to circle the words with the same letters and sound as the key words. Get the pupils to repeat the rhyme.
Step 3 Practice and consolidation
5. Divide the class into groups of eight and ask the pupils to read the story again in different roles.
6. Ask the groups to come to the front to perform this story one by one.
7. Sound the words in part E again loudly.
Step 5 Summary and homework
The teacher summarizes the content of this period and emphasizes the pronunciation of er.
Homework: 1. Recite the story.
2. Parents dictate the new words of this unit.
Board design
Unit 3 SeasonsThe ducks are going for a swim. You’re not like us! Now it is spring again. Can I swim with you Yes, swim with us.er hiker diver biker driverIn spring, I’m a biker.In summer, I’m a diver.In autumn, I’m a hiker.In winter, I’m a driver.
Period 5
Teaching content: Part F, G and H.
Teaching aim:
1. Do a survey about favourite seasons.
2.Listen and chant to practise talking about seasons and weather.
3.Provide information by using tables.
Main points:
Sentence: What’s your favourite season
I like autumn.
Why
Because it’s cool.
Teaching aids: a pair of scissors
Teaching procedures:
Step 1 Revision
5. Ask the class to recite the story altogether, and then ask some of them to stand up and recite it loudly.
6. Ask some pupils to stand up to tell the class what are good and bad manners in their opinions.
Step 2 Presentation
F Do a survey.
12. Tell the pupils to work in pairs. They talk about what the weather is like in each seasons in the part of China where they are from. They make notes about the weather in the different seasons in the chart on page 23 by cutting the symbols from page 79 and pasting them in the chart.
13. Working individually, tell the pupils that they can get out of their seats ( if possible), or turn round in their seats if not ) to ask four other pupils about their favourite seasons and their reason for liking that season. They then fill in the survey on page 23.
14. Collate the results of the class survey by putting the names of the four seasons on the board and asking how many pupils like each season best. Display the results of the survey. This can be in the form of a pie or bar chart.
15. More able classes may also be asked to find out what the pupils like to do in their favourite season. They can ask and answer., Why do you like summer Because I can....... They can be grouped according to their favourite season and write a list of things they like to do, e.g. We like winter because we can...........
G Listen, chant and write
1. Play the Pupil’s Book Cassette for the pupils to listen to the chant and check their answers.
2. Play the cassette again and encourage the pupils to join in with the words.
H Think about it! Circle the correct answer
3. Ask the pupils how they could find out the answers to this section. One strategy would be to guess, then to check their answers on the Internet. The teacher can try www.glacier.rice.edu/invitation/1-seasons1.html ( http: / / www.glacier.rice.edu / invitation / 1-seasons1.html ). Antarctica has only two seasons-----summer and winter. In summer there, night is very short or non-existent. It is usually sunny. In winter, it is dark with little day light.
4. The pupils could make a seasons display, with pictures or photos of the weather clothing and activities in each season. This could be a project with the class members making groups of pupils who have the same favourite seasons.
Step 5 Summary and homework
The class chant the rhyme again, and pay attention to the expression of different actions.
Homework: 1. Recite Unit 2 and parents sign their names.
2. Preview the words of Unit 2.
Period 6
Teaching content: workbook, Unit 3.
Teaching aim:
1. Do the listening exercises of this unit3.
2. Do the written exercises of this unit3.
Main points:
Sentence: Where are you from
What’s the weather like there in winter
Teaching aids: workbook, a tape recorder
Teaching procedures:
Step 1 Workbook (p.13)
Tell the pupils to look at the pictures an read the words in the box . Then ask the pupils to complete the weather and seasons by choosing the correct words from the box.
Step 2 Workbook (p.14)
5. Ask the pupils to look at the pictures and listen to the Workbook Cassette.
Tape-script:
Good morning, everyone. Welcome to the weather quiz. Can you match the cities and the weather Listen carefully.
1. It’s very cold in Harbin in winter. It often snow.
2. In spring, it’s cool in Shanghai.
3. In Shenzhen, it’s cool and dry in winter. It never snow.
4.In winter, it’s cold in Changchun. It often snows.
5. In autumn, it’s cool and dry in Beijing.
6. In summer, it often rains in Guangzhou.
7. In Hangzhou, it’s warm and wet in spring. It often rains.
Did you get them all right Now check your answers.
6. Ask the pupils to circle the correct words according to what they hear on the tape.
Step 3 Workbook (p. 15)
5. Ask the pupils to look at the pictures and listen to the Workbook Cassette.
Tape-script:
Sally: What’s your name
Tom: My name’s Tom.
Sally: Where are you from
Tom: I’m from Monkey lake.
Sally: What’s the weather like there now Is it cold
Tom: Yes. It’s cold in winter. It snows sometimes. In summer, it’s hot and dry. My favourite season is autumn. I can fly kites then.
Sally: What’s your name
Mary: I’m Mary. I’m from Moon Hill. This is Bob. He’s from Moon Hill, too.
Sally: What’s the weather like there in winter
Bob: It’s cool and dry. It never snows.
Sally: What about summer
Mary: In summer, it’s very hot. It often rains. Summer is my favourite season. I can swim then!
6. Ask the pupils to fill in the blanks according to what they hear on the tape.
Step 4 Workbook (p.16)
5. Ask the pupils to look at the first part of the page and listen to the Workbook Cassette. They need to circle the words with the same sound and the same letters according to what they hear on the tape.
6. Ask the pupils to look at the second part of the page. Tell them to look at pictures and fill in the blanks.
Step 5 Workbook (p.17)
Ask the pupils to look at the pictures and read the sentences. Then tell them to complete the dialogues by choosing the correct words from the box.
Step 6 Workbook (p.18)
Ask the pupils to look at the pictures and read the dialogues. Then tell them to fill in the blanks by choosing the correct words from the box.
第3单元教学反思：
新课标要求我们在教学过程中要关注学生的情感，营造宽松、民主、和谐的教学气氛。总的来说我认为这一单元的课是成功的。本单元突出的特点是：考虑到小学生的心理特点，将有意注意与无意注意交叉进行，让学生在真实的情景中去学语言，小学生在活动中边学边玩例如：在上课的时候，就让学生跟着老师边说英语边做动作。我设计了唱歌、游戏、竞赛等多项活动，这些活动都是小学生非常喜欢的，在这些活动中小学生把学习英语看成是一件乐事，一件趣事，从而提高了英语学习的效率。本单元不足之处就是学生写的方面抓得不到位，学生只会说，不会写。今后要在这方面多努力。
Unit 4 Feeling sick
Period 1
Teaching content: Part A
Teaching aim:
9. Remember the new words about illness.
10. Talk about one’s feeling when he/she is sick.
11. Understand simple questions in class.
Main points:
Phrases: have a fever have a cold
have a headache have a stomachache
take some medicine go to hospital
go to a clinic have a rest
Sentence: What’s the matter
I have a cold.
You should take some medicine.
Teaching aids: a thermometer, a box of tissues, some medicine ,
a tape recorder
Teaching procedures:
Step 1 Warm-up stage
Oral English: The teacher asks some oral English sentences and the pupils answer them in groups or individually.
10. What’s the date today
11. What day is today
12. When do you get up
13. How often do you read English
14. What’s the weather like today
15. How are you
Step 2 Presentation
20. Bring in a thermometer, a box of tissues and some medicine.
21. (Books closed). Pretend to feel unwell. Sneeze, blow your nose, take my own temperature, feel my forehead, take some medicine, etc. Ask the pupils Who should I see ( A doctor)
22. Ask the pupils Where does a doctor work To revise the words clinic and hospital.
23. Teach the words medicine, fever, headache, stomachache and a cold. Write on the board What’s the matter Ask the pupils to ask you the question. Reply I have a fever/cold/stomachache/headache. Ask the pupils, What should I do Elicit the responses and write them on the board: take some medicine, see a doctor, go to the clinic/hospital. Tell the pupils Maybe I should have a rest. Demonstrate by putting your head on your arms on the desk. Add have a rest to the phrases on the board.
24. Show Transparency. Play the Pupil’s Book Cassette and point to the speech bubbles. Ask the pupils to repeat after the cassette.
Step 3 Practice
10. (Books open.) Show Transparency. Read the conversation between Tim and his mother. Ask the pupils to repeat the conversation after the teacher.
11. Ask the pupils about Tim’s father: What’s the matter with Tim’s father Divide the class into two large groups to work out the conversation between Tim’s mother and Tim’s father.
12. Ask the pupils to work in pairs to act the other people on the page.
Step 4 Consolidation
A game: Write the ailments, e.g. a fever, a headache, and the suggestions, e.g. take some medicine, on cards. Put them in a pile. Divide the class into two teams and ask a pair from each team to come out. One pupil from each pair picks a card from the pile. They should not show their card to the other pupil. The pupil mimes the phrases on their card. The other pupil guesses what is on the card. Impose a time limit. The teams win one point for each correct sentence.
Step 5 Summary and homework
The teacher summarizes the content of this period and emphasize that take some medicine is not eat some medicine.
Homework: copy the words of part A and the new words on page 76, each two lines.
Board design
Unit 4 Feeling sickhave a fever have a coldhave a headache have a stomachachego to hospital go to a clinichave a rest take some medicineWhat’s the matter with you I have a cold.You should take some medicine.
Feedback: The pupils are very interested in the performance, the pupils involved in the match are in high spirits and their performance are very vivid , interesting and attractive. The pupils have experienced happiness while attending this match.
Period 2
Teaching content: Part B1
Teaching aim:
10. Describe one’s illness in a correct way.
11. Interact more freely with others by using simple expressions and structures learned.
12. Understand how to care about others when other people don’t feel very well.
13. Educate their love among the classmates, the teachers and parents.
Main points:
Sentences: What’s wrong with Tim
He has a stomachache. He have a fever, too.
He needs to go to hospital and see the doctor.
Teaching aids: a tape recorder
Teaching procedures:
Step 1 Revision
9. Review the new words of last period by asking one of the pupils to come to the front and do an action, the others guess what ‘s wrong him. Repeat this activity three or four times.
10. The class read the phrases in part A altogether.
11. Ask some of the pupils to stand up and recite part A at the same time and give a simple comment.
Step 2 Presentation
14. (Books closed.) Pretend that now you are really sick. Clutch your stomach/head, etc., read the temperature and pretend to be surprised at how high it is. Tell the pupils I have a fever and a stomachache. I need to go the hospital. I need to see the doctor, to show the pupils that need to is stronger than should.
15. Pretend to feel the forehead of a pupil to find out how high their temperature is. Say (Name) has a fever. Ask the pupils to tell the teacher what that pupil needs to do. Repeat with other pupils, whispering to them what is wrong with them, e.g. a headache, a stomachache, a cold, etc. and getting them to mime their symptoms. Responses can include take some medicine, have a rest.
Step 3 Practice
11. (Books open.) Show Transparency. Play the Pupil’s Book Cassette. Ask the pupils to repeat the conversation between Koko and Tim’s mother.
12. Divide the class into two large groups and ask them to say the conversation between Koko and Pat’s mother.
13. Tell the pupils to work in pairs to role-play Koko, Pat’s mother and Tim’s mother. Monitor the pupils by walking round listening to see if they are making correct sentences.
4. Ask pairs of confident pupils to role-play the conversation at the front of the class.
Step 4 Consolidation
A game: Re-use the cards from the previous game and add some more to make enough for half the class, even though the ailments and suggestions will be repeated several times. Give out the cards to every second pupil in the class. Show the pupils to pass the card to the next person. The pupils will talk to partners in front of or behind them then pass on the card to the next pupil. Give a short time limit for each conversation, saying at intervals Pass so that the pupils need to talk in real time and will all pass the cards at the same time.
Step 5 Summary and homework
1.The class read B1 altogether and complete the left pictures.
2. The teacher summarizes the content of this period and emphasizes the care for others when they are in trouble.
Homework:
7. Listen to the tape of unit 4 three times and read three times.
8. Recite A and B1 .
Board design
Unit 4 Feeling sickWhat’s wrong with Tim He has a stomachache. He have a fever, too.He needs to go to hospital and see the doctor.
Feedback: The pupils are very familiar with the sentence pattern: What’s wrong with him so it’s relatively easier for them to change the person into Tim or other third single person.
Period 3
Teaching content: Part B2,B3
Teaching aim:
1. Understand the doctor’s notes and fill in the table on the right according to the doctor’s notes.
2.Interact more freely with others by using simple expressions and structures learned.
3. Understand how to comfort the patients.
Main points:
Sentence: What’s the matter, young man
Mmm.... I have a stomachache.
But don’t worry. It’s not too bad.
You need to take some medicine.
You should also drink a lot of water and stay in bed.
Teaching aids: a tape recorder
Teaching procedures:
Step 1 Revision
1. The class recite A and B1 together, then ask six or seven pupils to recite A and then ask another six or seven to recite B1 to check if the have finished their homework carefully.
2.Ask one pupil to come to the front and do an action, the other must say what’s wrong with him and give him some suggestions by answering the question: “ What’s wrong with him ”
Step 2 Presentation
B2
9. (Books closed). Show Transparency. Ask the pupils to read silently what Tim and the doctor say.
10. Show the pupils the picture of the doctor’s notes. Play the Pupil’s Book Cassette. Ask the pupils to read the conversation aloud.
11. Check that the pupils know what advice the doctor has given. Ask them to write it in the blanks on the doctor’s note. Explain that we often give advice using should and need to.
12. Play the Pupil’s Book Cassette again and ask the pupils to check their work.
Step 3 Practice and Consolidation
B3The doctor is talking to Pat’s father at the clinic. Listen and tick the doctor’s notes.
13. Show the pupils the list of the doctor’s advice. Ask them to tick the advice they hear.
14. Play the Pupil’s Book Cassette. Play the cassette again so that the pupils can check their own answers.
Tape-script:
Doctor: How are you feeling now
Pat: Not very good.
Doctor: Now, you need to have a rest. Stay in bed today and tomorrow. Take this medicine three times a day. Drink a lot of water. Eat small meals. Don’t eat e back and see me on Thursday.
Pat’s father: Yes, Doctor. Thank you.
Step 5 Summary and homework
The teacher summarizes the content of this period and emphasizes the use of asking and answering one’s illness.
Homework: 1. Recite A, B1 and B2, the parents sign their names.
2.Copy A, B1 and B2 from their memory.
Board design
Unit 4 Feeling sickWhat’s the matter, young man I have a stomachache.But don’t worry.You need to take some medicine.You should also drink a lot of water and stay in bed.
Feedback: Teach the pupils how to complete the doctor’s notes and they needn’t use a complete sentence.
Period 4
Teaching content: Part C, D and E.
Teaching aim:
1. Understand the plot of this story.
2.Answer the questions according to the story.
3.Interact more freely with others by using simple expressions and structures learned.
4.Participate in simple games and role-plays.
Main points:
Sentence: You should brush your teeth with a toothbrush like this one.
Clean your teeth this way.
Brush the inside surface of your teeth.
Always move your brush in small circles.
Brush the biting surface of your teeth.
Wash your mouth with water.
They’re not good for your teeth.
Teaching aids: a toothbrush, toothpaste, a tape recorder
Teaching procedures:
Step 1 Revision
7. The class read A, B1 and B2 altogether, paying attention to the pronunciation and intonation.
8. Ask some pupils to come to the blackboard to have dictation of t