TEACHING PLAN FOR

太原一中 黃曉紅

A. THE ARRANGEMENT FOR THE WHOLE LESSONS OF UNIT 20

I. TEACHING AIMS AND DEMANDS

1． After teaching this unit, get the students to master the grammar of “Imperative Sentences” and of “There be” structure. They can use them correctly in spoken and written English.

2． They can talk about the pictures of lesson 78 and lesson 79.

II. TEACHING CONTENTS

1． Words: Four skills: swim, fly, jump, sing, make, do, basketball, run, with, high, river, near

Three skills: like this/ that, ride

Two skills: frisby

III. FOCUS

Four skills: Please don’t worry!

Nice to meet you.

Don’t throw it!

It’s easy!

It’s too hard!

Three skills: Do you want a go?

There is/ are…

Great!

One skills: They’re throwing a frisby.

Pick up…

Don’t use your hand!

Here, have a go.

I’m going!

Oh, look out!

IV. TEACHING METHODS

The lesson in this whole unit are connected with each other. Lesson 77 revises greetings; and also it introduces the characters of the unit-Jim, Ling Feng and Bill. They make dialogues in the following two lessons. Oh the other hand, we can see the use of Imperatives is through these dialogues and the listening passage. Therefore, each of the lessons is closely connected with each other.

1． Use objects: drawing, teaching cards, slides, to help teaching.

2． Teaching of word families:

o /u/ // // /u:/; oo /u:/ /u/; oa /u/; ou /аu/; ow /аu/ /u/.

3． Teaching the students to sing:

LET YOUR KITE FLY HIGH

4． Use body language to help teaching.

B. TEACHING PLAN FOR LESSONS

THE FIRST PERIOD

Lesson Seventy-seven

Teaching contents

1． Focus: Four skills: please don’t worry!

Nice to meet you!

One skill: They’re throwing a frisby.

Teaching aids:

1． The tape-recorder and speech cassette

2． The drawing and objects

3． The body languages

Teaching procedure:

Teacher and students greet each other.

Step 1: Revision

T: How are you today, S2?

S2: I’m fine, thank you. And you

T: I’m fine, too.

Nice to meet you, S2!

S2: Nice to meet you, too.

T: Please go on asking, S3.

S2: How are you today, S3?

S3: I’m fine, thank you. And you?

S2: …

Step 2 Presentation

T: (Draw a picture of a person being hit by a frisby.) This is Jim. What’s this? It’s a frisby. (Show a real frisby)

Ss: It’s a frisby.

T: Do you often throw it? (Body language)

Ss: (Answer)

T: Do you like throwing it?

Ss: (Answer)

T: It hits Jim. Is it light or heavy?

Ss: It’s heavy.

T: (Face Jim) Oh, sorry! Are you OK?

J: Yes, I’m fine. Please don’t worry.

(Repeat the simple dialogue)

Ss: (Read after me)

Step 3 Listen, read and act

T: Open your books, look at the pictures of Part 1. (Point to each boy.) This is Jim, and this is Bill. What are they doing? They’re throwing a frisby. Do you know who this boy is? He’s Ling Feng. Now listen.

Ss: (Listen, then repeat.)

T: (Ask one group to act)

Step 4 Presentation

T: (Get three students to come to the front of the clsss.)

This is Jim. He’s English. (Sa)

This is Betty. She’s American. (Sb)

This is Zhang Jian. He’s Chinese. (Sc)

(Ask them) Are you Chinese?

Sb: No, I’m American.

T: (Go on asking)

T: Is she English?

Ss: No, she’s American.

(Go on asking)

Ss: (Answer)

T: Please ask some questions like these.

S3: (Ask)

S4: (Answer)

…

Step 5 Listening

T: Don’t look at your books, and listen please.

Ss: (Listen)?

T: Answer the questions. Is Jim American?

Ss: (Answer)

T: Is Bill American?

Ss: (Answer)

T: How do Bill and Ling Feng greet each other?

（比爾和林峰是如何問候的。）

Ss: Nice to meet you.

T: Right. Please read the dialogue.

Ss: (Read)

Step 6 Read and act

T: Practise in the groups of three.

Ss: (Practise)

T: (Ask some groups to act out their own dialogues, with their rreal names.)

Ss: (Act)

T: Do Ex.3 in your workbooks. Make free talks of your selves.

Ss: (Practise and act)

Step 7 Homework and homework

T: Turn to the workbook, do Ex.1 orally.

(Then check)

T: Write one of the dialogues of Ex.1 in the exercise book, and do Ex.2 as your homework.

Lesson Seventy-seven

Oh, sorry!

Please don’t worry.

Nice to meet you.

Bb design

THE SECOND PERIOD

Lesson Seventy-eight

Teaching contents

1． Words: Four skills: swim, fly, jump, sing, make, do, basketball

Three skills: ride, like this/ that

Two skills: frisby

2． Focus: Four skills: Don’ throw it!

It’s easy!

It’s too hard!

Three skills: Do you want a go?

One skill: Pick up…

Don’t use your hands!

Teaching aids:

1． The tape-recorder and speech cassette

2． The drawing

3． The pictures

4． The body languages

Teaching procedure:

Teacher and students greet each other.

Step 1 Revision

T: (Call out three students) Practise the dialogue in L.77.

Ss: (Act)

T: (Show the pictures) What’s this?

Ss: It’s a football.

(Repeat with a frisby, a kite, a basketball, etc.)

Step 2 Presentation

T: (Show a picture os a frisby) What is it?

Ss: It’s a frisby.

T: (Make a gesture of throw a frisby) Can you describe it?

Ss: Play a frisby.

T: We should say “throw a frisby”, instead of “play a frisby”. (Write “throw a frisby” on the Bb)

(Go on with other actions, like playing basketball, riding a bike, swimming, flying, jumping, singing, etc.)

T: Let’s play a game. Listen to my order, if I say “jump”, you must jump, understand?

Ss: Yes.

T: Let’s begin. “sing”.

Ss: (Do it)

Step 3 Read and say

T: Look at the picture in part 1, and listen to the tape.

Ss: (Listen)

T: Please read.

Ss: (Read)

T: How to say “Do you want a go?” in Chinese?

Ss: 你要試一試嗎？

T: (Write “Don’t throw it like that.” On the Bb)

What about this sentence?

Ss: 不要像那樣扔。

T: That’s right. This sentence is the negative form of Imperatives, and “like” here is a preposition, means 像什么。

T: Read it again.

Ss: (Read)

Step 4 Presentation

T: (Draw Jim on the Bb) Jim, can you throw a frisby?

J: Yes, I am. It’s easy. (Write “It’s easy.” On the Bb)

T: Could you repeat?

Ss: (Repeat the dialogue)

T: (Divide the class in halves)

Sa: Jim, can you throw a frisby.

Sb: Yes, I can. It’s easy.

T: (Draw Lin Feng on the Bb) Lin Feng, can you throw a frisby?

T: No, I can’t. It’s too hard. (Write “It’s too hard” on the Bb)

T: (Follow the same steps as the above.)

Step 5 Practice

T: Can you throw a frisby? (With gestures)

S2: (Answer)

T: Can you play football?

S3: (Answer)

…

T: Very good. Please listen and repeat.

Ss: (Listen and repeat)

T: Ask and answer with your partners.

Ss: (Practise)

Step 6 Workbook

T: Turn to the workbook. Let’s do Ex.3 first.

Ss: (Read and act)

T: Make a dialogue in Ex.1 with your partners. (Then check)

Step 7 Homework

T: Write one of the dialogues of Ex.1 and Ex.2 in the exercise book.

Bb design

Lesson Seventy-eight

throw a frisby

Do you want a go?

Don’t throw it like that.

↓

prep. It’s easy. It’s too hard.

THE THIRD PERIOD

Lesson Seventy-nine

Teaching contents

1． Words: Four skills: run, with, high, river, near

2． Focus: Three skills: There is/ are…

Great!

One skill: Here, have a go.

I’m going!

Oh, look out!

Teaching aids:

1． The tape-recorder and speech cassette

2． The objects

3． The slide

Teaching procedure:

Teacher and students greet each other.

Step 1 Revision

T: Read the dialogue in L.78

Ss: (Read)

T: Practise part two in the groups of four.

Ss: (Practise and act)

Step 2 Presentation

T: Listen to the tape and repeat.

Ss: (Listen and repeat)

T: Can Aun fly the kite?

Ss: (Answer)

T: Is the kite broken?

Ss: (Answer)

T: Listen and read it again.

Ss: (Listen and repeat)

T: Well, look at the last sentence. What does “Great!” mean?

It is the same as “Good!”. In Chinese, we can say it 太棒了！

T: Now please practise in pairs.

(Then get a few pairs to act.)

Step 3 Presentation

T: (Place a number of objects on the desk.)

There is a pencil on the desk.

(Point to the pencil) What’s on the desk?

There is a pencil on the desk.

T: What’s on the desk?

Ss: There is a pencil on the desk.

T: (Point to the book) What’s on the desk?

Ss: There is a book on the desk.

T: (Teach “There are” in the same way)

There are too pencils in the pencil-box.

Step 4 Practice

T: Let’s do some exercises. 門后有兩把掃帚。

Ss: There are two brooms behind the door.

T: 桌子下面有一把椅子。

Ss: There is a chair under the desk.

Step 5 Listen, read the learn

T: Close your books and listen to the tape.

Ss: (Listen)

T: Whose room is this? (Show the slide)

Ss: (Answer)

T: What’s on the wall?

Ss: (Answer)

T: What’s in the picture?

Ss: (Answer)

T: What’s in the river?

Ss: (Answer)

…

T: Listen again and repeat.

Ss: (Listen and repeat)

T: (Get several students to read this part.)

T: Read after me.

Ss: (Read again)

Step 6 Listen and answer

T: Turn to the workbook, look at the questions in Ex.1

Ss: (Go through the questions.)

T: Listen. (Play the tape twice.)

Ss: (Listen, then do the exercises.)

T: (Check the answers.)

By the way, do you have any questions.

(Discuss any questions with the students.)

Step 7 Workbook

T: Now let’s do Ex.4. Please ask and answer in pairs.

Ss: (Ask and answer.)

T: (Correct any mistakes.)

Step 8 Homework

T: Do Ex.2 and Ex.3 in the exercise book.

Bb design

THE FOURTH PERIOD

Lesson Eighty

Teaching contents

1． Words families: o /u/ // // /u:/ oa /u/ oo /u:/ /u/ ou /аu/ ow /аu/ /u/

2． Stress and intonation

3． Checkpoint 20

Teaching aids:

1． The tape-recorder and speech cassette

2． The teaching cards

Teaching procedure:

Teacher and students greet each other.

Step 1 Revision

T: Let’s revise “There is/ are…” structures.

(Get them to say the sentences.)

Ss: There is a picture on the wall.

There are two books in the bag.

There is a ruler in the box.

Step 2 Word families

T: (Show the teaching cards) Please read.

Ss: /u/, //, //, etc.

T: Listen and repeat.

Ss: (Do it)

T: (Show the cards of words) Look at the words and read.

S1: Photo.

S2: Trousers.

S3: Coat.

S4: Blouse.

…

T: Open your books and listen, read again.

Ss: (Listen and read)

T: (Sum up on the Bb, then ask them to do Ex.1)

Step 3 Stress and intonation

T: Close your books, and listen. Pay attention to the stresses. (Play the tape.)

Ss: Listen

T: (Play it again.)

Ss: (Repeat.)

T: Look at the blackboard. (Write “Yes. Yes? Yes! Ye-es. Oh the Bb)

These four “yes” have different meaning. Because their intonations are different.

Yes.↘ 表示肯定。Yes?↗ 表示疑問。Yes! ↘ 表示感嘆。Ye-es↗↘ 表示不確信。Listen to these sentences.

Do it like this. ↘ (Make a gesture to show its intonation)

Can you make a cake? ↗ (With a gesture)

T: Now let’s listen again. This time, you should pay attention to the intonation and the stress of each sentence.

Ss: (Listen and repeat)

T: (Call out several individual students to read)

Step 4 Song

T: (Teach them sing the song)

Ss: (Listen and sing.)

Step 5 Checkpoint 20

T: Go through this part as usual and ask any questions you don’t understand.

Ss: (Read through it and ask)

Step 6 Test

T: Please take out a piece of paper. Let’s do a short dictation.

A: Can you fly a kite?

B: No, I can’t. It’s too hard.

A: No, It’s easy. Let me help you.

B: Thanks very much.

(Then check)

Step 7 Workbook and homework

T: Turn to your workbooks and do Ex.2 orally in pairs.

(Then check)

T: Write the sentences of Ex.2 in the exercise book.

Bb design