Unit
1
What's
your
hobby?
Period
3
Teaching
Content
Rhyme
time
&
Sound
family
Teaching
Aims
1．To
revise
language
items
related
to
hobbies
through
the
rhyme.
2．To
learn
the
sound-spelling
relationships
represented
by
the
consonant
cluster
graphemes
“pl”
“bl”
“cl”
“fl”
and
“gl”.
3．To
apply
the
sound-spelling
relationships
(consonant
clusters)
practiced
in
the
previous
task
in
reading
aloud
a
passage.
Important
and
Difficult
Points
To
learn
the
following
language
items:
—My
hobby
is
(making
cakes).
—rhyming
words:
name,
Kate,
eight,
cakes,
bake,
day,
say
Teaching
Procedures
I．Rhyme
time
?
The
rhyming
words
are
name,
Kate,
eight,
cakes,
bake,
day,
and
say.
Revise
the
pronunciation
of
these
words
with
pupils.
You
may
start
with
day
and
say,
highlighting
the
rhyming
sound,
and
then
guide
them
to
read
aloud
the
other
words.
?
Have
pupils
look
at
the
picture
on
the
page.
Talk
about
the
picture
with
pupils.
For
example:
How
many
people
can
you
see
in
the
picture?
What
can
you
see
on
the
table?
What
is
going
on?
Guess.
?
Tell
pupils
that
the
girl
in
a
green
dress
is
Kate.
She
is
going
to
tell
something
to
the
other
girl.
?
Play
the
recording
all
the
way
through
for
pupils
to
listen.
?
Play
the
recording,
or
read
the
rhyme
to
the
pupils,
line
by
line,
to
check
understanding,
and
have
pupils
repeat
the
key
words
after
you.
?
Either
play
the
recording
again
for
pupils
to
read
along,
or
ask
pupils
to
read
aloud
the
rhyme
in
chorus.
Extension:
Put
the
8
sentences
on
the
board
in
jumbled
order.
Pupils
then
re-arrange
them
correctly
to
re-produce
the
original
rhyme.
This
is
good
practice
for
reading
with
understanding.
II．Sound
family
1．Read
the
words.
?
Have
pupils
look
at
the
table
on
the
page,
or
show
the
table
from
the
E-Resource
on
the
screen.
?
Ask
pupils
to
look
at
the
words
in
the
Column
Words
you
know.
?
Start
with
the
first
row.
Read
the
word
slowly
to
guide
pupils
to
deduce
the
sound
represented
by
“pl”.
?
Repeat
the
above
procedure
for
the
remaining
4
groups
of
words.
?
Play
the
recording
for
pupils
to
listen.
?
Play
the
recording
again,
pausing
after
each
group
of
words
for
pupils
to
repeat.
?
Now,
invite
pupils
to
look
at
the
Try
more
column.
Ask
pupils
to
apply
the
sound-spelling
relationships
they
have
learnt
in
sounding
out
the
new
words.
Give
help
if
necessary.
?
Finish
off
by
asking
pupils
to
try
reading
aloud
the
2
sentences
below
the
table.
2．Read
aloud.
?
The
target
words
in
the
passage
have
all
appeared
in
the
previous
task,
except
Glenda.
?
The
passage
is
primarily
for
pupils
to
apply
the
phonics
rules
they
have
learnt
in
the
previous
task
in
reading
aloud
a
passage.
However,
it
can
also
be
used
for
reading
comprehension
practice.
?
Begin
by
telling
pupils
that
in
the
passage,
the
writer
is
talking
about
his/
her
friend,
Mr
Black.
Write
Mr
Black
on
the
board
and
invite
pupils
to
say
it
out
loud.
?
Draw
pupils'
attention
to
the
plants
in
the
first
picture.
Elicit
the
word
plant
from
pupils.
?
Ask
pupils1
to
guess
Mr
Black's
hobby.
?
Invite
pupils
to
study
the
other
pictures
to
get
an
idea
of
what
the
story
is
about.
Talk
about
the
pictures
with
pupils
if
necessary.
Ask
pupils
to
guess
who
the
woman
in
Picture
2
is.
?
Give
pupils
time
to
read
the
passage
silently
once
for
comprehension.
?
Invite
pupils
to
read
aloud
the
passage.
Work
on
proper
pronunciation,
stress
and
rhythm.
Alternatively,
demonstrate
how
to
read
the
passage
properly
for
pupils
to
repeat
after
you.Unit
1
What's
your
hobby?
Period
1
教案
Teaching
Content
Let’s
talk
Teaching
Aims
To
learn
the
following
language
items
through
the
dialogue:
—Asking
what
someone
is
doing:
What
are
you
doing,
Jiamin?
—Using
the
Present
Continuous
Tense
to
tell
others
what
one
is
doing:
I’m
(making
a
model
plane).
—Using
v.
+
-ing
phrases
to
refer
to
activities.
e.g.:
making
models.
—Telling
others
what
one
likes
doing:
like/
love
(making
models)
—Asking
people
their
hobbies:
What
is
your
hobby,
Janet?
—Talking
about
quantities
using
more
than...
e.g.:
more
than
500
stamps
—Using
a
time
expression
to
state
when
something
is
done.
e.g.:
I
play
music
every
day.
—Hobbies/
Activities:
collect
stamps,
make
models,
make
model
ships,
play
music,
read
books,
play
computer
games,
take
photos
—Expressions
of
quantities:
more
than
(20
ships);
about
(50
games)
—Expressions
of
time:
every
day,
every
night,
during
my
holidays
Important
and
Difficult
Points
To
learn
the
language
items
through
the
dialogue.
Teaching
Procedures
I.
Presenting
the
dialogue
?
Have
pupils
look
at
the
pictures
on
the
pages
of
Let’s
talk.
If
you
use
the
E-Resource,
show
the
two
pages
on
the
screen.
?
Invite
pupils
to
recall
the
names
of
the
three
children.
(Jiamin,
Janet,
Xiaoling)
Say:
There
are
three
children
in
the
picture.
What
are
their
names?
/
Do
you
remember
their
names?
?
Draw
pupils’
attention
to
the
objects
in
the
picture
(e.g.:
the
stamps;
the
model
plane
on
the
table).
Guide
pupils
to
understand
that
the
three
children
are
talking
about
the
things
they
like
doing.
Introduce
the
word
hobby
if
necessary.
?
Set
a
purpose
for
listening
to
the
dialogue:
The
children
are
talking
about
their
hobbies.
Let’s
listen
and
find
out
what
they
like
doing.
?
Play
the
recording
all
the
way
through;
pupils
follow
by
looking
at
the
text
in
their
book.
If
you
use
the
E-Resource,
play
the
dialogue
video.
The
video
will
make
the
meaning
of
the
dialogue
clear
to
the
pupils.
?
Play
the
recording
again,
pausing
after
each
line
for
pupils
to
repeat
and
for
you
to
clarify
meaning.
If
you
use
the
E-Resource,
click
on
each
line.
While
doing
this,
highlight
the
following
language
items.
Use
the
picture
and
the
context
in
the
dialogue
to
convey
the
meaning,
and
provide
further
examples
to
illustrate
each
language
structure
if
necessary.
—What
are
you
doing,
Jiamin?
—I’m
(making
a
model
plane).
I
love
(making
models).
—More
than...
—What’s
your
hobby?
—My
hobby
is
(keeping
pets).
—Wow!
So
many
stamps!
—
...
you
know.
(Show
pupils
this
is
a
casual
expression
used
in
conversations)
?
Conduct
reading
aloud
practice
on
the
dialogue.
Divide
the
class
into
3
groups;
pupils
will
read
the
dialogue
in
the
roles
of
Jiamin,
Janet,
and
Xiaoling.
?
If
you
use
the
E-Resource,
you
may
use
the
Listen
and
repeat
function
first
for
pupils
to
repeat.
Later,
use
the
Role
play
function
for
pupils
to
join
the
conversation
in
the
roles
of
Jiamin,
Janet,
and
Xiaoling.
II.
Presenting
the
vocabulary
items
?
You
may
provide
this
lead-in
to
the
further
vocabulary
items:
Jiamin
loves
making
models;
Janet
likes
collecting
stamps;
Xiaoling’s
hobby
is
keeping
pets.
Let’s
look
at
more
hobbies.
?
Have
pupils
look
at
the
pictures
on
the
right
of
the
page.
Use
the
pictures
to
present
the
further
vocabulary
items.
?
Then
say
each
word
and
phrase
again
for
pupils
to
repeat
after
you.
If
you
use
the
E-Resource,
show
the
page
on
the
screen.
Click
on
the
captions
for
pupils
to
hear
the
words
and
to
repeat.
?
For
further
practice,
point
to
the
pictures
randomly
for
pupils
to
say
the
phrases
aloud.
If
you
use
the
E-Resource,
after
pupils
have
tried
saying
a
phrase,
click
on
it
for
pupils
to
check
their
pronunciation.
III.
Substitution
?
Have
pupils
produce
a
dialogue
similar
to
the
one
between
Jiamin,
Janet
and
Xiaoling,
substituting
the
children’s
hobbies
and
what
they
have
with
the
new
words
and
phrases
on
the
page.
Guide
pupils
to
produce
a
dialogue
like
the
following:
Pupil
A
(to
Pupil
B):
What
are
you
doing,
(Pupil
B’s
name)?
Pupil
B:
I’m
(making
model
ships).
I
love
making
model
ships,
it’s
my
hobby.
Pupil
C
(to
Pupil
A):
What’s
your
hobby,
(Pupil
A’s
name)?
Pupil
A:
I
play
music.
I
play
music
every
day.
Pupil
C:
Wow!
Pupil
B
(to
Pupil
C):
What’s
your
hobby,
(Pupil
C’s
name)?
Pupil
C:
My
hobby
is
reading
books.
I
love
books,
you
know.
I
read
books
every
night.Unit
1
What's
your
hobby?
Period
2
Teaching
Content
Fun
with
language
Teaching
Aims
1．To
listen
to
some
children
talking
about
their
hobbies
involving
the
following
language
items:
—I
like
(reading).
—I
have
(lots
of
books).
—My
hobby
is
(reading
books).
—on
Saturday
and
Sunday
—hobbies:
playing
music,
keeping
pets,
reading,
playing
computer
games,
collecting
stamps
2．To
practice
asking
and
answering
about
hobbies
through
a
guessing
game.
3．To
read,
with
understanding,
a
conversation
between
Aki
and
Janet.
4．To
put
down
in
writing
the
hobbies
of
some
children.
Important
and
Difficult
Points
To
learn
the
following
language
items:
—What's
your
hobby?
—My
hobby
is
(playing
football).
—Is
(collecting
stamps)
your
hobby?
—This
stamp
is
from...
—...
looks
like...
—Yes,
it
is...,
isn't
it?
Teaching
Procedures
1．Listen
and
match.
?
Have
pupils
look
at
Task
1
on
the
page.
If
you
use
the
E-Resource,
show
the
task
on
the
screen.
?
Guides
pupils
to
read
out
the
names
of
the
5
children.
?
Revise
the
phrases
referring
to
activities:
(From
left
to
right)
keeping
pets,
reading
(books),
playing
computer
games,
collecting
stamps,
playing
music
?
For
further
revision,
call
out
a
number
between
1
and
5;
pupils
then
say
the
activity
correctly.
?
Explain
the
task,
using
the
first
question
as
an
example,
if
necessary.
?
Play
the
recording,
pausing
if
necessary
for
pupils
to
do
the
matching.
?
After
the
last
question,
play
the
recording
again
for
pupils
to
check
their
answers.
Extension:
After
you
have
checked
the
answers
with
pupils,
invite
them
to
imagine
that
they
are
the
5
children
and
tell
the
class
their
hobbies
using
the
correct
answers.
Answer
key:
2．Act
and
guess.
?
Revise
the
expressions
for
referring
to
hobbies.
You
may
use
the
pictures
in
Task
1
on
the
same
page,
or
the
ones
on
the
page.
?
Have
pupils
look
at
the
picture
in
Task
2
on
the
page.
If
you
use
the
E-Resource,
show
the
picture
on
the
screen.
?
Invite
pupils
to
find
out
what
to
do
from
the
picture
and
the
dialogue.
?
Check
if
pupils
understand
how
to
play
the
guessing
game.
?
Conduct
the
guessing
game.
?
With
more
able
pupils,
you
may
encourage
them
to
use
other
words
they
know
in
talking
about
their
hobbies.
3．Read
and
answer.
?
In
the
conversation,
Aki
asks
Janet
about
her
hobby,
and
then
gives
her
a
stamp
from
Ding
Dong.
?
Have
pupils
look
at
Task
3
on
the
page.
If
you
use
the
E-Resource,
show
the
task
on
the
screen.
?
Talk
about
the
picture
on
the
page
with
pupils.
Guide
pupils
to
understand
that
Aki
is
giving
Janet
something.
?
Set
a
purpose
for
the
reading:
Aki
is
talking
with
Janet.
He
is
giving
Janet
something.
What
are
they
talking
about?
What
is
Aki
giving
to
Janet?
?
Explain
the
reading
task.
Give
pupils
time
to
complete
the
reading
task
on
their
own.
Refrain
from
explaining
the
passage
to
pupils
sentence
by
sentence
before
they
attempt
to
do
the
reading
task.
?
When
pupils
have
finished,
check
the
answers
with
them.
Extension:
When
you
have
checked
the
answers
with
pupils,
invite
them
to
reproduce
the
dialogue
between
Aki
and
Janet.
Provide
them
with
some
key
words
if
necessary.
Answer
key:
(1)
Collecting
stamps.
(2)
Ding
Dong.
(3)
It's
Aki's
home,
Ding
Dong.
4．Look,
write
and
draw.
?
In
this
task,
pupils
look
at
the
picture
that
indicates
a
person's
hobby,
and
write
it
out.
They
are
only
given
the
first
word
of
the
phrase
denoting
an
activity
so
they
have
to
complete
the
whole
phrase
using
words
they
know.
?
Have
pupils
look
at
Task
4
on
the
page.
Explain
the
task,
using
Sentence
1
as
an
example.
Ask
pupils
to
tell
you
what
are
in
the
picture
(stamps).
Tell
pupils
to
look
for
the
right
“-ing”
word
and
complete
the
sentence
with
the
“-ing”
word
and
the
word
stamps.
?
You
may
go
through
the
other
sentences
orally
with
pupils
first.
Alternatively,
have
pupils
start
writing
out
the
sentences
and
check
the
answers
with
them
later.
Extension:
—Invite
a
few
pupils
to
tell
the
class
their
hobbies.
—The
rest
of
the
class
then
write
out
sentences
to
show
those
classmates'
hobbies.
Answer
key:
(1)
collecting
stamps
(2)
keeping
pets
(3)
reading
books
(4)
making
a
model
plane
(5)
playing
computer
games
(6)
略
