Amazing things
Teaching Procedure:
Step 1. Leading
Show a picture that can surprise the students,eg. There’s an ad. Of large shoes in the street. Look at this picture. How do you feel when you see such big shoes? Tell the students that the world around us is full of amazing things. Teach the word amazing.
Discuss: What do you usually see in museums?
What do you think you will see in the Funny World Museum?
Step 2 Presentation
1. Show the pictures on Page 57. What can you see in the picture?
2. Teach the words: same, birth, stop doing sth, times, earth, bones, in the back of, fat
3. Do Part A on Page 57. Match the sentence with the right pictures.
4. Check the answers while asking the questions like this:
Isn’t that interesting/amazing/great/strange/funny/wonderful? Yes, it is.
Step 3 Practise in pairs(Part B on Page 57)
Step 4 Talk about some amazing things.
Step5 Presentation
Tell the students Hobo and Eddie also see a thing. What is it? Let’s have a look!
Explain some language points:
Come on. Look at its bright light.
It’s only the light on the plane. It’s so small.
Work in pairs and act it out.
Step 6 Discussion
Do you believe there’re UFOs in the university(宇宙)? why?
Homework: Recite the sentences and dialogues.
Amazing things
Teaching Procedure:
Step One: Lead-in and presentation.
1.Introduce the concept of the simple past tense.
We use the simple past tense to talk about things in the past.
Last Sunday morning, Millie and Amy went to Sunshine Park.
Yesterday morning, they went there again.
2.Recognize the structure of the simple past tense.
We form the simple past tense by adding ‘-ed’ to regular verbs.
Most verbs + ed walk—walked
Verbs ending in e + d live—lived
Verbs ending in a consonant + y -y + ied cry—cried
Short verbs ending in a vowel + a consonant double the consonant + ed stop—stopped
We form the simple past tense of irregular verbs differently. We do not add ‘-ed’.
No change cost—cost put—put
Change the vowel:write—wrote know—knew
Change the consonant make--- made
spend---spent
Change the vowel(s) and the consonant(s) leave---left catch ---caught
Step Two: Presentation:
Continue to explain the use of Simple past tense.
a.主要用于过去某个时间发生的动作或状态。
My father worked in Shanghai last year.
b.表示过去经常或反复发生的动作，常与often，always等表示频度的时间状语连用。
I often went to school on foot.
c.与when等连词引导的状语从句连用。
When he got home，he had a short rest.
StepThree:Practise
Do some exercises.
① We often___________(play) in the playground.
②He _________(get) up at six o’clock.
③ __________you _________(brush) your teeth every morning.
④What (do) he usually (do) after school?
⑤Danny (study) English, Chinese, Maths, Science and Art an school.
⑥ Mike sometimes __________(go) to the park with his sister.
⑦At eight at night, she __________(watch) TV with his parents.
⑧ ________ Mike________ (read) English every day?
⑨How many lessons _________ your classmate________(have) on Monday?
⑩What time _________ his mother_________(do) the housework?
Step Four. Consolidation
Introduce the simple past tense to make the positive and negative sentences and the simple past tense to ask and answer questions.
I/You/We/They/He/She/It heard a whisper.
I/You/We/They/He/She/It Did not/didn’t hear a whisper.
Did I/You/We/They/He/She/It hear a whisper.
Yes, I/You/We/They/He/She/It did.
No, did not/didn’t.
Step Five: Homework
Recite the simple past tense by adding ‘-ed’ to regular verbs.
Unit5
Language aims
1. To identify specific characteristics in?descriptions of animals.
2. To listen for gist and detail to obtain general?information
Importances
Difficulties
To extract speck information from listening to a conversation to-complete a letter.
To use information presented in text and pictures to infer general meaning and context
Teaching?procedures:
Step 1 Revise
Create an interest in the situation. Tell students that lots of people are afraid of animals. Revise the different adjectives to describe fear using a visual representation: ‘afraid and frightened’.
Step2 Presentation:
1. Tell students that they are going to listen to conversation about fears of animals between a teacher and a student. First, ask students to study the pictures of the different animals in Part A1. Students match the names to the pictures.
2. Check answers as a class activity-
3. Ask students to read the notes in Part A2. Ask some general questions to check understandingly
e.g. Do you know how many bones there are in a giraffe’s neck? Only focus on the word ‘bones’ Do not give them the answer at this stage. Pretend that you do not know either. Create a situation where you are all learning together.
Ask what do you know about tortoises ?
Have you seen one?
Where do they live?
Where do camels live? (elicit the ideas of sand, wind, desert, etc.)
What do you know about ants, (elicit insects)
Do you know of any other insects?
How do you feel about insects?
4. Play the recording. Ask students to listen to specific words to complete the notes. Make it clear that they are listening for real information to the questions you asked them earlier
1). Ask students to compare their note with a partner and identify any differences. If most students were not able to identify the correct words , play the recording again.
2) Ask students read Suzy’s letter in Part A3. Ask them to complete the letter from the information they have already identified in the previous listening and the notes they have made.
3)Play the recording again and ask students to check their answers.
4). Then check student’s understanding. Ask several students to each read one sentence aloud to the class, paying attention to nuance and pronunciation. Then check answers as a class. Encourage all students to
Step3 Practice
1. For stronger classes, tell students to close their books and listen to you. For weaker classes, allow students to follow the conversation in the book.
2. Present the conversation line by line focusing on intonation and linking of words. Ask students to repeat complete phrases as they hear them. Make sure that they donor sound monotonous OE mechanical. If they have problems pronouncing particular words, practice the word separately and then integrate it into the complete phrase again.
3. Ask students to practice the conversation in pairs and then change roles. Then ask students to construct their own conversations based on the model. For less able students, allow them to write down their conversations before the role-play. Vehicle students are practicing the conversations, move around the classroom providing help with pronunciation intonation and fluency. Students should be able to produce this conversation model
Step 4 Homework
1.写下所编对话。
2.完成相关练习。
自备部分：
Unit5
Teaching Aims:
To introduce the style of the ghost story
To identify specific meaning by scanning the text
To predict meaning of specific words from context
Teaching procedures:
Lead-in
1. Ask Ss to listen to the tape of the text ,then try to answer the following questions:
a. Where did Millie and Amy go? When?
b. What did Millie and Amy hear?
c. How did they feel? Did they run away?
d. Where did the whisper come from?
e. What did Andy find at last?
2. Get some Ss to retell the story to see if they catch the meaning.
Presentation
A. Explain the text line by line.
B. Language points:
1. as usual eg), Last Sunday, Mr Wang went fishing as usual.
2. distinguish ‘whisper, sound, noise, and voice’
whisper v&n eg) Xiao Wang whispered something in Xiao Ming’s ear.
Mary spoke in a whisper.
Sound n&v eg) Can you hear the sound of the piano?
It sounds great.
Noise n eg) Don’t make any noises in the classroom.
Voice n eg) Ms Wu has a sweet and soft voice.
3. frightened & afraid
be frightened eg) Don’t be frightened.
A frightened girl is crying.
Be afraid (that )
Be afraid of sth eg) She is afraid of snakes.
Be afraid to do sth eg) I am afraid to jump into the water.
4. on one’s way to a place
on their way to place
5. say to oneself
6.take care of =look after
eg) I should take care of my mother today.
= I should look after my mother today.
7. not ….any more =not ……any longer= no longer
eg) I am not afraid of tigers any more.
=I am not afraid of tigers any longer.
=I am no longer afraid of tigers.
8. the following Sunday = the next Sunday
9. be excited
eg) I was excited when I heard the news.
C. Ask students to fill in the blanks in part B2, then read the conversation together . Let some students speak out their answers and check it. The important points are as following :
D. Get Ss to retell the story ,that is to repeat the main plot happened in the text. After that ask students to see if the sentences in part c1 are right and explain the reason of the wrongs. The points are as following:
E. Let students put the sentences into the correct order, then ask them to read the correct answers.
F. Ask students to do the exercising paper ,meanwhile pay attention to the following points :
care(adj)--carefully (adv)
somebody-----anybody
usual----- unusual
not---any longer=not ---- any more
have a great time = have a good time = enjoy oneself
nobody = not anybody
the following day = the next day.
Unit5
Teaching aims:
Words: sandwich, piece, name, kg, invent, star, black-and-white, history, once,
Phrases: name---after---, more than, all day, around the world, play cards, keep on doing---, stop to do sth, TV set
Sentences: They named the food after the man.
It is still not sure who invented TV.
Then he put meat between two pieces of bread and ate it as dinner so he could keep on playing. Would you like to join us?
See you soon. It also talks about people’s strange dreams.
Difficult points:
name---after---, keep on doing---, stop to do sth
Teaching aids:
Audio-visual way. Multi-media computer, projector.
Teaching procedures:
Main task
Step 1 Revision
Warming-up activities: Look at some pictures of animals and revise the words about the animals
Play a guessing game.(This game is also about animals. Students must guess out the animal names as quickly as they can.)
Step 2 Presentation
Show a picture of the tallest man in the USA. Ask:
Who is he ? How tall is he ? How long is his hand?
Read through Part A and know some information about the tallest man, Sandwiches and TV.
Write an article in group of four.
Read and say: Fill in the blanks to consolidate some key words and phrases;
Check the answers.
Step 3. Write an article about an amazing thing.
Step4. Exercises
1. Finish Part A and Part B.
2. Do some additional exercises.
Homework
