六年级英语教案(上)
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1I wrote a long letter.
I wrote a long letter.Objectives and Requirements: Language Review: Did you buy a bag of chips at the store? No, I didn‟t.I bought a bottle of shampoo.Ok.I‟ll go to the store and get a bag of chips.I‟m going to get a box of tiues, too.I‟ll go too.I‟m going to get a piece of candy! Sounds and words:/ / Vocabulary Key: a piece of candy, a carton of ice cream, a pair of socks, a bag of chips, a bottle of shampoo, a bar of soap, a box of tiues, a roll of toilet paper Additional: get, got, bring, brought, have, had Sounds and words: chair, stairs, bear, where, there (The First Period) Conversation Getting ready: a.
Bring in a plastic bottle with a piece of paper rolled up inside.b.
T: (Hold up a bottle.) What‟s this? [S1: It‟s a bottle.] c.
T: What‟s inside the bottle? What do you think? d.
Have some Ss gue.[S1: Is it a (letter)?] e.
Explain to Ss that people who are near the sea or traveling on boats sometimes put letters and maps inside bottles, then they put the bottles into the water for other people to find.Using the book: a.
Point to the first picture.b.
T: They‟re at the beach.What did Tony write? [Ss: They wrote a letter.] c.
T: Let‟s look at the pictures and listen to the tape.d.
Play the tape and point to each picture for Ss to follow.e.
T: Let‟s listen again and repeat.
f.
Play the tape again, pausing after each sentence to let Ss repeat.g.
Put Ss into groups of three and have the practice acting out the dialog.h.
Ask volunteers to perform for the cla using props, e.g.the bottle with the paper from the Getting ready section.Vocabulary Getting ready: a.
Put Picture Cards 1-8 (picture-side up) on the board and display real items, if available.b.
T: (Point to Picture Card a piece of candy.) A piece of candy.Repeat.[Ss: A piece of candy.] (Flip the card over to the word side.) c.
Continue with the other words.Using the book: a.
T: Listen to the tape and repeat.Point to each word as you say it.b.
Play the tape and have Ss repeat.c.
Review some past tense verbs and introduce the bonus vocabulary, e.g.get, got, bring, brought, have and had.Review Getting ready: a.
Bring in realia, e.g.a bag of chips, a box of tiues, etc.b.
Put Ss in groups and give each group one item.c.
T: (Ask one group.) What did you get? [Ss: We got (a bag of chips).] Using the book: a.
T: Listen to the tape and repeat.b.
Play the tape and have Ss repeat the sentences.c.
Hold up Picture Cards and ask individual Ss to substitute the words in the target language.教学后记: 学生对于量词与名词的掌握还是比较好的，但个别的同学对于量词词组的综合使用和量词的复数形式的用法，部分中下生不能很好地掌握，课后应该多渗透可数与不可数名词的区别及用法。
(The Second Period) Practice 1 Getting ready: a.
Ask four Ss to write questions A-D on the board.b.
Ask another four Ss to read the questions aloud.Using the book: a.
Have Ss look at the pictures for A.b.
T: (Point to each picture.) What‟s this? [Ss: It‟s (a bag of chips).] c.
T: Let‟s listen to the tape.
d.
Play the tape for number A, then pause.e.
T: Did Tony buy a piece of candy? [Ss: No, he didn‟t.] What did Tony buy? [Ss: He bought a bag of chips.] f.
Have Ss put a checkmark in the correct box.g.
Ask one student to write the answer on the board: He bought a bag of chips.h.
Repeat the procedures with the other three questions.Practice 2 Getting ready: a.
Go over the vocabulary using the pictures in the top row.b.
Ask S1 to read the first question in the box.[S1: Did she buy a carton of ice cream yesterday?] c.
Ask S2 to read the second question.[S2: What is she going to get tomorrow?] Using the book: a.
T: Find a partner.Ask each other questions like this.b.
Demonstrate with one student first.c.
T: (Point to Mrs.Green.) (S1‟s name), did Mrs.Green buy a (carton of ice cream) yesterday? [S1: Yes, she did.] d.
T: Now, (S1‟s name), you ask a question.[S1: (T‟s name), did Mrs.Green buy a (box of pencils)?] e.
T: No, she didn‟t.
f.
Have pairs practice asking and answering using the Yesterday chart then the Tomorrow chart.Chant activity(1) Getting ready: a.
Have Ss look at the pictures around the lyrics.b.
T: (Point to the boy.) What does he have? [Ss: He has a bag of chips.] c.
Do the same with the girl on the right.Using the book: a.
T: Let‟s read out the lyrics first.
b.
Read out the sentences and have Ss repeat.c.
T: Now, let‟s listen to the tape.
d.
Play the tape and point to each word.e.
Play the tape again and have Ss chant together.f.
Divide the cla into two groups.g.
Have one group chant the question parts and the other group chant the answers.h.
If time permits, ask Ss to substitute the items to make a new verse.Chant activity(2) Getting ready: a.
Bring in realia, e.g.a piece of candy, a bar of soap, etc.b.
T: (Hold up each item.) What‟s this? [Ss: It‟s (a piece of candy).] c.
T: How do you spell (piece)? d.
Have a volunteer come to the board and write the word.e.
Continue with the other items.Using the book: a.
Have Ss look at the letters on the page.b.
T: Look at the letters.What words can you make? c.
Give Ss time to write the words.d.
T: Can you draw lines from the left side to the right side to make phrases? e.
Show the example a piece of candy.f.
Have Ss work in pairs if they are having difficulty.g.
Check the answers with the whole cla.教学后记: 学生对课文内容的发音较感兴趣，听力部分完成的比较好。但个别同学说话的完整性需要在口语交际时多加训练，为以后写作打下良好的基础。
(The Third Period) Activity Getting ready: a.
T: (Point to the picture of the girl.) Look.This girl is talking about yesterday.Can you find the new words? (Point to the first paage on the page.) [Ss: A carton of ice cream.A bag of chips, etc.] b.
De the same with the picture of the boy and the second paage.Using the book: a.
T: Let‟s read! b.
Give Ss time to read the first paage silently.c.
Ask some Ss to read the sentences aloud.d.
T: Now, look at the questions.(S1‟s name), can you read the first question? [S1: When was the girl‟s birthday?]
e.
T: What‟s the answer? [Ss: It was April 9th.]
f.
Continue with the rest of the questions and have Ss write the answers.g.
Walk around the claroom to check Ss‟ writing.h.
Repeat the procedure for the second paage.Sounds and words(1) Getting ready: a.
Write air, ear and ere on the board.b.
T: Today we practice a combination of two sounds.c.
T: (Point to air.) The letters air sounds / /.Let‟s practice.Repeat./ /.[Ss: / /.] d.
Continue with the rest of the letters.Using the book: a.
Have Ss look at the pictures on the page.b.
T: Let‟s listen to the tape.
c.
Play the tape and have Ss point to each word as the tape says it.d.
T: Let‟s listen again and this time, repeat.e.
Have Ss repeat after the tape.f.
After enough practice, point to the pictures randomly and have Ss say the word.Sounds and words(2) Getting ready: a.
T: Put your heads down and close your eyes.b.
T: Now, I will read a chant.Repeat the words with the sound / /.c.
T: Where is the chair? [Ss: Where, chair.] d.
Continue with the rest of the sentences.Using the book: a.
T: Let‟s listen to the chant.Point to the pictures.b.
Play the tape once and have Ss point to the pictures.c.
Play the tape again and have Ss point to the lyrics while listening to the chant.d.
T: Let‟s chant together.
e.
Play the tape and have Ss chant along.教学后记: 学生对量词的掌握还是比较好的，Sounds方面，由于学生掌握了一定的语音知识，比较容易接受。
(The Fourth Period) Extension activities Conversation
Before the leon, write a meage on a thin strip of paper/cardboard, roll it up and put it into a plastic bottle.Make sure the paper/cardboard can be removed easily.To start the leon, T points to the bottle and asks, e.g.What‟s this? Ss answer, e.g.It‟s (a bottle).T points to the piece of paper inside and asks What‟s inside? Ss answer It‟s a piece of paper.T says Look! There‟s a meage! Ask a volunteer to read it to the cla.Then put Ss into small groups.Give each group paper/cardboard and a plastic bottle.Ask each group to write a question then put it in the bottle.Then groups exchange bottles, read the questions, write answers and send them back.Vocabulary
Put the Picture Cards/ realia in a line on the floor.Divide the cla into two equal lines and have them stand on either side of the card/realia.Number each student in Line A.Give the same numbers to Ss in Line B, so that S1s are standing acro from each other, etc.Then T calls out a number and item, e.g.Number (3)! Get (a bag of chips)! Then the two Ss with that number race to pick up the card/ item.The first student to touch the card/item says I got (a bag of chips)! The game continues with other numbers and card/items.Review
Before cla, put stickers under a few Ss‟ chairs.Have Ss make a circle with their chairs and ask them to sit down facing the inside of the circle.Ask S1 to get out of the chair and walk over to another student.Have the pair perform a dialog using the language in the Review section and vocabulary.Then S1 sits down in S2‟s chair and S2 stands up.S2 walks over to another student, S3.Then S2 and S3 perform a dialog.Continue until all the Ss have spoken and changed seats.The last student sits down in S1‟s chair.At the end, tell Ss that there are some lucky chairs.Have Ss look under the chairs.If they find a sticker, they win a prize, e.g.a piece of candy, a bag of chips, etc.Practice 1
After doing the activity on the page, keep the answer on the board.Then put Ss into pairs.Aign each pair one of the answers on the board.Then T says You have the answer.Now you make up the question to create a new dialog.Let‟s try one tighter! T points to the first answer, e.g.He bought a bag of chips.T asks Can you make up a question? and then asks individual Ss for ideas, e.g.What did (S1‟s name) buy yesterday? T writes the suggestions that make sense on the board.Then T gives pairs a few minutes to create new Q&A exchanges.Then each pair performs their dialog for the cla.Practice 2 Bring several shopping bags to cla.Put several Picture Cards in each bag.Then ask several volunteers to stand at the front of the room and give each one a bag.T says Look! (S1‟s name), (S2‟s name) and (S3‟s name) went to the store.I wonder what they got at the store.T asks, e.g.(S1‟s name), did you get a (bottle of shampoo)? S1 looks in his/her bag and answers accordingly Yes, I did./No, I didn‟t.If S1 answers yes, he/she shows the card to the cla.Then T asks Ss to ask similar questions until all the Picture Cards have been used.Then T mixes up the cards and asks for new volunteers.教学后记: 由于学生基础比较薄弱，所以学生对于有一点的难度的题目完成的不太理想。特别是综合的时态运用及句型的转换。
(The Fifth Period) Chant activity
Put Ss into pairs.Collect several sets of Student Cards and arrange them in a circle on the floor.Pairs wrap their arms around each other‟s shoulders and stand next to one of the cards in the circle.Then T starts the music and the cla starts chanting.Pairs hop around the circle to the music.Then T stops the music suddenly.T points to one pair.The rest of the Ss ask the pair What did you get at the store? The pair answers according to the nearest card, e.g.We got a (piece of candy).Start the music again.Pairs Continue until all pairs have had a chance to answer.Activity Have Ss write about their last birthday party.T writes the following prompts on the board: When was it? What did you do? Who brought what? Who made what? Who bought what? When Ss are finished, put Ss in small groups.Each student reads his/her story to the group, then asks three comprehension questions, e.g.When was my birthday? What did we do? Who brought (candy)? Encourage Ss to listen carefully to each story.Then have Ss write about their next shopping trip.Ss read their stories and then ask other Ss questions.Sounds and words Ask Ss to brainstorm for words that include the / / sound.Ask Ss to come up to the board and write the words.Check with the whole cla that each word on the board has an / / sound.Then put Ss into groups and have them create some sentences using the words on the board.When Ss are ready, ask them to share the sentences with the cla.Optional activity
Bring a soft ball to cla.Write the list on the board: a piece of ____, a carton of ____, a bag of ____, a bottle of ____, a box of ____ and a roll of ____.Then help Ss to brainstorm food words to go with each phrase (see examples below).Ask volunteers to write the phrases on the board.When there are enough references on the board, asks Ss to sit in a circle.Then T says Let‟s go on a picnic! What do you want to bring? T starts by saying, e.g.I‟m going to bring (a bag of chips).What do you want to bring, (S1‟s name)? T toes the ball to S1.Then S1 says I‟m going to bring (a bag of chips) and (a bottle of soda).What do you want to bring, (S2‟s name)? S1 toes the ball t S2 .Ss continue with the word chain, toing the ball to Ss at random around the circle.When a student cannot remember all the items on the list, begin the game again with that student.Some example phrases: a piece of toast, cake; a carton of eggs, milk, orange juice, yogurt; a bag of salt, sugar; a bottle of soda; a box of crayons, cereal; a roll of wrapping paper, etc.教学后记: 通过各种练习的训练，学生对本组教学内容的掌握还是比较理想的，但对量词的复数形式不太熟练，常漏-s。
2 I usually look for cookies.2008-02-25 20:12:05.0
2 I usually look for cookies.Objectives and Requirements: Language Target: How do you get to school? I usually take the bus.Do you ever take a taxi to school? No! I never take a taxi to school.Sounds and words: / / Vocabulary Key: never, sometimes, usually, always, subway, bus, taxi, bike Sounds and words: ear, hear, near, cheer, clear, beer
(The First Period) Conversation Getting ready: a.
Have Ss close their books.Hold up the wall picture so Ss can look at the pictures without reading the dialog.b.
T: (Point to Gogo, Tony and Jenny.) They are looking for some insects.Do you think they can find the insects? c.
Elicit responses from Ss.Using the book: a.
Have Ss open their books and look at the pictures.b.
T: Let‟s listen to the tape.
c.
Play the tape and point to each picture for Ss to follow.d.
T: Did they find any insects? [Ss: No, they didn‟t.] What did Gogo find?[Ss: He found some cookies.] e.
T: Let‟s listen again and repeat.
f.
Play the tape, pausing after each expreion to have Ss repeat.g.
Put Ss into groups and have them practice acting out the dialog.h.
Encourage Ss to use some props if available, e.g.backpacks, a map, cookies, etc.Vocabulary Getting ready: a.
Put Picture Cards 9-12 (never, sometimes, usually and always) word-side up on the board.b.
T: Listen.I eat rice for dinner every day.(Point to always.) I always eat rice for dinner.c.
Turn the card over to show the picture.d.
Give different examples for the rest of the words so that Ss understand the concept of frequency.Using the book: a.
T: Listen to the tape and repeat.Point to each word as you say it.b.
Play the tape and have Ss repeat.c.
Show Picture Cards 9-16 at random and have Ss say the words.d.
Introduce the bonus vocabulary drive, walk and ride my bike, using pantomimes.Target Getting ready: a.
Put Picture Cards 13-16 word-side up on the board.b.
T: I usually get to school (by bike).(S1‟s name), how do you get to school? [S1: I usually (take the bus).] c.
Continue with several Ss.Using the book: a.
T: Listen to the tape.b.
Play the tape.c.
T: Listen again and repeat.d.
Play the tape again and have Ss repeat.e.
T: Now, get into pairs.Make up your own dialogs.f.
Ask volunteers to perform their dialog for the cla.教学后记:学生对于陈述句的掌握不是很理想，很多学生容易直接用中文的思想来翻译，如：I go to school take a bus.或者是：I by bike to school.而且几个时间的词语的发音方面也不是很好。
(The Second Period) Practice 1 Getting ready: a.
Ask four Ss to write questions A-D on the board.b.
Ask another four Ss to read the questions aloud.Using the book: a.
Have Ss look at the pictures for A.b.
Write She ____.underneath question A on the board.c.
T: (Point to each picture.) Can you make a sentence? [Ss: She (usually rides a bike).] d.
T: Let‟s listen to the tape.e.
Play the tape for A, then pause.f.
T: How does she get to work? [Ss: She always rides a bike to work.] g.
Have Ss put a checkmark in the correct box.h.
Repeat the procedure with the other three questions.Practice 2 Getting ready: a.
Have Ss look at the example question on the page.b.
Ask Ss to read the question.[Ss: How do they get to school?] c.
Have Ss look at the character‟s faces and review their names( Tony, Jenny, Ben and Lisa).Using the book: a.
T: Now, work with a partner like this.(S1‟s name), how does Tony usually get to school? Look at the pictures for every day of the week.They are all buses.[S1: He always takes the bus to school.] b.
T: Good.Now find a partner and practice asking and answering about Jenny, Ben and Lisa.Check the pictures for every day of the week.c.
Give Ss time to practice asking and answering.d.
Walk around the claroom to provide help if needed.Song activity Getting ready: a.
Have Ss look at the pictures.b.
T: (Point to the boy taking a bus.) Is he taking a bus or a taxi? [Ss: He‟s taking a bus.] c.
Ask questions about the other pictures.Using the book: a.
Ask individual Ss to read the lyrics.b.
T: (Point to the blanks on the page.) There are some words miing.Let‟s listen to the song and fill in the blanks.c.
Play the tape and have Ss fill in the blanks.d.
Pause the tape from time to time if neceary.e.
T: Now, let‟s sing!
f.
Play the tape again and have Ss practice singing together.g.
Divide Ss into three groups and aign each group a verse.h.
Have each group choose one group member to sing the answer part.The rest of the group sings the questions.i.
Play the tape and have each group sing along.教学后记: 学生对于一般现在时的一般疑问句的肯定、否定回答掌握的比较好（比较简单），但对于陈述句的句式还是有一定的难度。 (The Third Period) Activity Getting ready: a.
Ask a student to come to the front of the cla.b.
Ask the student to play the role of Gogo and follow the conversation on the page.c.
T: Do you ever go on a skateboard to the movies? [S1: Yes.I always go on a skateboard to the movies.] d.
Ask another student to come to the front of the cla.Ask her to play the role of Jenny and ask S1 the other question.e.
S2: Do you ever take the subway to the mall? [S1: Yes.I sometimes take the subway to the mall.] Using the book: a.
Put Ss into pairs.b.
Ask Ss to practice the bookstore Q&A in Gogo‟s row with their partner.
c.
S1: Do you ever take the bus to the bookstore? [S: Yes.I usually take the bus to the bookstore.] d.
Ask Ss to draw their own answers in the row of „YOU‟.e.
Practice the Q&A with their partner.Sounds and words: (1) Getting ready: a.
Write ear on the board.b.
T: (Point to the word.) Let‟s practice this sound.c.
T: / /.[Ss: / /.] Using the book: a.
Have Ss look at the pictures on the page.b.
T: Let‟s listen to the tape.
c.
Play the tape and have Ss point to each word as the tape says it.d.
T: Let‟s listen again and this time, repeat.e.
Have Ss repeat after the tape.f.
After enough practice, point to the pictures randomly and have Ss say the words.Sounds and words: (2) Getting ready: a.
Write year, ear, hear, cheer, near, clear on the board.b.
Have Ss underline the sound in common of these words.(year, ear, hear, cheer, near, clear) Using the book: a.
T: Let‟s listen to the chant.b.
Play the tape once.c.
T: Now, listen and point to the pictures.d.
Play the tape and have Ss chant along.教学后记: 由于上一节课，学生对一般现在时一般疑问句的用法掌握得一般，通过本节课的训练，学生掌握的还是不错的。Sounds部分也掌握得比较理想。
(The Fourth Period) Extension activities Conversation
Point to the first picture on the page.T asks What is Gogo saying ? Then T reads the sentence I never look for insects! T shakes his/her head while reading the sentence.Then T points to the second picture and reads the sentence I usually look for cookies! This time T nods his/her head while reading the sentence.Then T writes I never look for insects.I usually look for ____.T says I never look for insects.I usually look for (my keys).Then T says Now you make up sentences.S1 starts by saying, e.g.I never look for insects.I usually look for (my books).Continue until every student has had a turn.Vocabulary
Divide Ss into four groups.Aign each group one word: never, sometimes, usually and always.Ask each group to make up an action to show what the word means.Give groups a few minutes to prepare.Then have each group teach their action to the rest of the cla.Then T makes up sentences using the words and Ss repeat the adverbs and do the actions when they hear them.Target
Put Ss into pairs.Put one set of the never, sometimes, usually and always Student Cards in a bag.Have each student pick one card out of the bag, look at the word, then put it back.Ss should not tell anyone their “secret word”.Then T says Ask your partner questions.You want your partner to answer with your secret word, but don‟t tell your partner the word.Demonstrate with one pair first.For example, if S1‟s word is never, he/she asks a question that he/she thinks will get an answer of never, e.g.Do you ever eat cereal for dinner? If S2 answers, e.g.No, I never eat cereal for dinner.then S1 gets one point.If S2 does not answer with never, then S1 must make up another question.Ss must continue to make up questions until their partners say their secret words.Then the partners switch roles.Practice
Write the following questions on the board: Do you ever ride your bike to school? Do you ever go to the movie theater? etc.T asks Ss to write the answers on paper, e.g.I (never) ride my bike to school.Ss should not write their names on the paper.Then T collects the papers and puts them in a bag.T asks one student to pick a paper out of the bag.S1 reads all the sentences on the paper.Then S1 asks Who is it? Allow several Ss to gue before asking the correct student to stand up.Then ask the next student to pick a paper from the bag and read the sentences.Continue until all the answers have been read.Practice 2 Before cla, prepare some Do you ever…? questions for Ss.In cla, put Ss in pairs.T tells Ss You have 30 seconds to ask each other these questions.Go! T times Ss for 30 seconds, then says Stop! Distribute paper to Ss.T asks one pair to stand at the front.T chooses one of the questions, e.g.(S1‟s name), does (S2‟s name) ever clean up his/her room? Give S1 and S2 time to write the appropriate adverb on their papers.If the appropriate adverb on their papers.If the answers match, then s1 gets a point.Then T asks another pair to stand at the front.He/ She asks the pair another question.When all the pairs have had a turn, start with the first pair again, but this time, T asks S2‟s about S1s.
教学后记: 通过游戏的形式加强学生对句型的操练，学生的学习积极性比较浓厚，对句型的掌握也比较牢固，练习质量比较高。
(The Fifth Period) Song activity
Ask Ss to brainstorm different types of transportation.T makes flash cards for the words.Using one set of Student Cards, T puts never, sometimes, usually and always cards in one envelope and the subway, bus, taxi, bike and the new flash cards in another envelope.Ss then sit in a circle.T plays the music and Ss sing the song, while paing the envelopes around the circle in opposite directions.When the song is over, the cla asks How do you get to school every day? The two Ss holding the envelopes show each other their flash cards and make a sentence, e.g.We (sometimes) take a (spaceship).Then they put the cards back in the envelopes and the cla plays again.Activity
Write Do you ever ____ to school? on the board.Put Ss into groups of six.Distribute paper to Ss.Ask Ss to draw the table below.Ss walk around the room and ask their group members about how they go to school.Ss count the number on a tally grid.T asks individual Ss questions, e.g.How many students go to school (by bus)? Then T gathers the information from all groups and prepares statistics of the number of students who go to school by each type of transportation.Sounds and words Write ear and eer on the board.Have volunteers write ear, near, clear, hear, cheer, beer, year under the correct heading on the board.Ask Ss to write ear and eer on two pieces of paper.Erase the words on the board and then say one of the words.All the Ss must repeat the word and hold up the piece of paper with the correct letters.After Ss get used to the game, divide the cla into teams and have a competition.Speed up as you go along.Say the words fear and cheerful as bonus trick questions.Transportation charades Put Ss into small groups.Give each group a Picture Card or Student Card with one of the following words: subway, bus, taxi or bike.Ask one group to demonstrate.For example, for bus, S1 pretends to be the driver holding the steering wheel.S2 makes a driver‟s seat with his/her arms for driver to sit in.S3 could be the paenger sitting sideways behind the driver.All the Ss could move together to demonstrate a moving bus.Give groups a few minutes to prepare a pantomime using all the group members.When groups are ready, each group performs their pantomime for the cla.Other Ss try to gue what mode of transportation they are acting out, e.g.It‟s a (bus)! 教学后记: 通过Mimi-research的游戏加强学生对句型的操练，培养学生的小组合作精神比较好，也促进了学生的竞争意识。
How often do you go hiking? Objectives and Requirements: Language Target: How often do you go fishing? Very often.I go fishing about once a week.How often do you eat fish? Not very often.I eat about once a year.Sounds and words: / / Vocabulary Key: once, twice, three times, go fishing, go dancing, go hiking, go ice-skating, go swimming Additional: once a week, once a month, once a year Sounds and words: girl, pearl, T-shirt, skirt, purse, nurse (The First Period) Conversation Getting ready: a.
Bring in a trekking pole/walking stick and a backpack.Pantomime going hiking.Then hold up one finger.b.
T: I go hiking once a month.c.
Pantomime swimming.Then hold up two fingers.d.
T: I go swimming twice a week in the summer.e.
T: (S1‟s name), how often do you go hiking? [S1: I go hiking (once a year).] f.
T: (S2‟s name), how often do you go swimming? [S2: I go swimming (three times a week in the summer.)] Using the book: a.
Have Ss open their books and look at the pictures.b.
T: Let‟s listen to the tape and read the story.
c.
Play the tape and point to each picture for Ss to follow.d.
T: Let‟s listen again and repeat.
e.
Play the tape, pausing after each sentence to have Ss repeat.f.
Put Ss into pairs and ask them to play the roles of Gogo and Jenny.g.
Have pairs practice acting out the dialog.h.
Encourage some pairs to act out the dialog in front of the cla.Vocabulary Getting ready: a.
Bring in Picture Cards 17-24.b.
Show the picture side of the Picture Card once.c.
T: Repeat.Once.[Ss: Once.] d.
Show the word side of the card.e.
T: How do you spell once? (Point to each letter for Ss to say.) [Ss: O-N-C-E.] f.
Continue with the rest of the cards.Using the book: a.
T: Open your book.Listen to the tape and point to each word.b.
Have Ss point to the words.c.
Play the tape again, and have Ss repeat each word.d.
Hold up Picture Cards in random order (picture-side up) and have Ss say the words and spell them.Allow Ss to write the words on paper before saying the letters.Target Getting ready: a.
Put Picture Cards 17-24 word-side up on the board.b.
Write How often do you ____? underneath the cards.c.
T: (Point to the Picture Card go fishing) (S1‟s name), how often do you go fishing? [S1: I go fishing (once a month).] d.
Continue with several Ss.教学后记：学生对本单元的单词和句型都感兴趣，学起来也容易很多，第一课时掌握的内容良好，对twice的发音加强一下就可以了。
(The Second Period) Practice 1 Getting ready: a.
Write How often ___________? b.
T: (Point to the first picture in A.) How often does he go swimming? c.
T: (Point to the second picture in A.) Can you make a question? [Ss: How often does she go ice-skating?] d.
Continue with individual students with different pictures.Using the book: a.
Have Ss look at the pictures for A.b.
Write He ____.underneath question A on the board.c.
T: ( Point to each picture.) Can you make a sentence? [Ss: He goes swimming (once a month).] d.
T: Let‟s listen to the tape.
e.
Play the tape for A, then pause.f.
T: How often does he go swimming? [Ss: He goes swimming once a week.] g.
Have Ss put a checkmark in the correct box.h.
Repeat the procedures with the other three questions.Practice 2 Getting ready: a.
Have Ss look at the Q&A on the page.b.
Ask two Ss to come to the front of the claroom and role-play Gogo and Tony.Using the book: a.
T: (Point to the second column with swimming.) (S1‟s name), can you make a question? [S1: How often do you go swimming ?] b.
T: (Think and answer truthfully.) I go swimming (once a week).c.
T: Now, you answer the questions.Write your answers on the top row.d.
Give Ss a few minutes to answer.e.
Then put Ss in groups of four to interview each other to complete the chart.Song activity Getting ready: a.
Have Ss look at the pictures.b.
T: (Point to the picture of Tony.) What is Tony going to do? [Ss: He‟s going to go hiking.] c.
Ask questions about the other pictures.Using the book: a.
Ask individual Ss to read the lyrics.b.
T: (Point to the blanks on the page.) There are some words miing.Let‟s listen to the song and fill in the blanks.c.
Play the tape and have Ss fill in the blanks.d.
Pause the tape from time to time if neceary.e.
T: Now, let‟s sing!
f.
Play the tape again and have Ss practice singing together.g.
Divide Ss into four groups and aign each group a verse.h.
Have each group choose one group member to sing the answer part.The rest of the group sings the questions.i.
Play the tape and have each group sing along.教学后记：从学生完成听力部分的结果来看，大部分学生掌握的还是比较好的，在课后应加强学生对句子的阅读和造句的训练，让学生能形成一种语感。
(The Third Period) Activity Getting ready: a.
Hold up your book.b.
T: (Point to the picture of the frog in A.) What is this? [Ss: It‟s a frog.]
c.
Continue with the other pictures.Using the book: a.
Ask a volunteer to read out the frog‟s introduction in A.b.
Ask another volunteer to read out the question for the cla.c.
Give Ss time to write the answer on the page.d.
Do the same with the other two questions.e.
Put Ss into pairs to check their answers.Sounds and words (1) Getting ready: a.
Write girl, pearl, T-shirt, skirt, purse and nurse randomly on the board.b.
Have Ss look at the board.c.
Underline the letters ir, ear and ur in the words.d.
T: Let‟s practice this sound.e.
T: / /.[Ss: / /] Using the book: a.
Have Ss look at the pictures on the page.b.
T: Let‟s listen to the tape.
c.
Play the tape and have Ss point to each word as the tape says it.d.
T: Let‟s listen again and this time, repeat.e.
Have Ss repeat after the tape.f.
After enough practice, point to the pictures randomly and have Ss say the words.Sounds and words (2) Getting ready: a.
Write girl, purple, purse, pearl, nurse, bird, skirt, word and shirt on the board.b.
Have Ss underline the sound in common of these words.(girl, purple, purse, pearl, nurse, bird, skirt, word, shirt) Using the book: a.
T: Let‟s listen to the chant.
b.
Play the tape and have Ss point to each word as the tape says it.c.
T: Let‟s chant together.
d.
Play the tape again and have Ss practice chanting.e.
Divide Ss into four groups.f.
T: Let‟s see who can chant better!
g.
Have each group chat in their own creative way.h.
Choose a group with the best performance and explain why they win.教学后记：渗透的语音知识对学生的作用较大，利用学生的竞争来学好本单元的发音，掌握良好。
(The Fourth Period) Extension activities Conversation
Write the Q&A exchange How often do you go hiking? I go hiking g(twice a month).on the board.Ask some Ss to work with partners to create short dialogs about their own hobbies.Have Ss brainstorm other Q&A exchanges they could use in their dialogs and have volunteers write them on the board, e.g.How often do you play badminton? I play badminton once a week.How often do you go swimming? I go swimming twice a week, etc.Put Ss into pairs and give them time to prepare.Then have volunteers perform their dialogs with actions for the cla.Vocabulary Divide the cla into groups of four and ask each group to make a set of vocabulary cards by writing the words/phrases on pieces of paper.Ss place the cards face down on the desk; the action cards in one row and the adverbs of time in another row.The first student picks one card from each row, then says a sentence using the phrases on the cards.Once everyone has had two tries, restart the game, but this time a student must say a sentence, then try to pick the cards that match the phrases they have used.If they are succeful, they get a point.Target Divide the cla into two teams: Question Team and Answer Team.The teams stand on opposite sides of the claroom.Bring in a ball.S1 on the Question Team starts by making up a question, e.g.How often do you (go swimming)? and toes the ball to the Answer Team.The student on the Answer Team.The student on the Answer Team who catches the ball, S2, answers truthfully I (go swimming twice a week).Then S2 toes the ball back to the Question Team.The student on the Question Team who catches the ball asks another question and the game continues.
(The Fifth Period) Practice 1
Ask a volunteer to come to the front.T chooses one of the pictures from Practice 1 and shows it to S1 to pantomime.Ask other Ss to gue what S1 is doing.Write How often do you ____? on the board.Ss who ask the correct question get a point.Then ask Ss to gue the correct answer and the correct picture.Ss who answer correctly get a point.Continue with other pictures and ask different Ss to pantomime.Practice 2
After the surveys are completed, ask the groups How many people in your group go ice-skating once a year? Write the answers on the board as each group reports back.Repeat for other activities and write the subtotals on the board.After Ss have added up the umbers, ask some individual Ss to make statements, e.g.Ten people in cla go ice-skating once a year.Song activity
Write day, week, month and year on the board.Sing the first two verses of the song How often do you go fishing? But as you do, mime the activities hiking and dancing, as well as showing the correct number of fingers and pointing to the correct words in order to prompt the Ss to sing the song correctly.Continue to sing the song, but invite Ss to come forward to lead the cla by miming, showing their fingers, and pointing to the correct word on the board.Activity
Divide the cla into two teams.Start to talk about yourself, just as the frog, polar bear, and girl do in Activity.Then ask questions to elicit answers, such as What‟s my name? What am I? What do I do? When do I …? How often do I …? Give points for correct answers.Then divide the cla into groups of four and have each student talk about themselves, then ask the others in their groups questions for points.Sounds and words a.
Write the r-combination ir, ur and ear on the board.Brainstorm with the cla the words from the unit that fall under these categories.Invite Ss to come up, say and write the words.Continue to think of more words that are not from the unit.Select a student to make a sentence using one of the words, then ask them to select another student, until several Ss have had a try.Finally, ask Ss if they know of any other letter combinations that produce the / / sound and brainstorm some of the words, e.g.er: her; ur: burn.b.
Ask the cla to stand.Have students write ir, ur and ear on separate pieces of paper and place them on their desk.Then start talking.When T comes to an r-combination word, Ss must raise the correct piece of paper.If they do not, or have raised the wrong piece, they must sit down.Continue to talk, until only a few Ss are standing.教学后记:
1、教学内容不多，句型比较简单，而且内容贴近我们的生活实际，学生掌握的比较好。在综合练习中，反映学生对以前所学的动词词组遗忘率比较高。
2、对于一般现在时的第三人称的动词变化，学生掌握得不太牢固，总忘记词性变化，-s。学生对歌曲的学习还是比较浓厚。
3、学生的阅读能力比较薄弱，理解课文能力很差，对人称的转变，对句型的结构不理解，须加大训练力度。
4 Review 1 Objectives and Requirements: Language Target: Did you buy a bag of chips at the store? No, I don‟t.I bought a bottle of shampoo.Ok.I‟ll go to the store and get a bag of chips.I‟m going to get a box of tiues, too.I‟ll go too.I‟m going to get a piece of candy! How do you get to school? I usually take the bus.Do you ever take a taxi to school? No! I never take a taxi to school.How often do you go fishing? Very often.I go fishing about once a week.How often do you eat fish? Not very often.I eat fish about once a year.Sounds and words: / /, / /, / / Vocabulary Key: a piece of candy, a carton of ice cream, a pair of socks, a bag of chips, a bottle of shampoo, a bar of soap, a box of tiues, a roll of toilet paper, never, sometimes, usually, always, subway, bus, taxi, bike, once, twice, three times, go fishing, go dancing, go hiking, go ice-skating, go swimming Additional: get, got, bring, brought, have, had, drive, walk, ride my bike, once a week, once a month, once a year Sounds and words: chair, stairs, bear, pear, where, there, ear, hear, near, cheer, clear, beer, girl, pearl, t-shirt, skirt, purse, nurse Review 1 Getting ready a.
T: (Point to sentence A.) (S1‟s name), can you read the beginning of the sentence? [S1: I bought…]
b.
Continue with the rest.Using the book a.
T: Now listen to the tape.b.
Play the tape for A, then pause the tape.c.
T: I bought … (Gesture for Ss to answer.) [Ss: a roll of toilet paper.] d.
Repeat for B, and have Ss write the answer on the page.e.
Continue with the rest.Review 2 Getting ready a.
Bring in Picture Cards 1-24.b.
Review the cards orally.Using the book a.
Ask a volunteer to read aloud question A for the cla.b.
T: Now, look at the pictures.Write the answers on the page.c.
Give Ss time to fill in the blanks.d.
Continue with the rest.e.
Put Ss into pairs and have them exchange their work for checking.Review 3 Getting ready a.
Put Picture Cards of go ice-skating, go hiking, subway, usually, once, twice, always, a box of tiues and a roll of toilet paper on the board, picture-side up.b.
Ask individual Ss to write the correct word underneath each picture, and then have the whole cla say the word.c.
T: We‟re going to read Jenny‟s e-mail.Using the book a.
T: Now, let‟s read the e-mail.b.
Give Ss time to read the e-mail silently.c.
Have individual Ss read aloud the e-mail sentence by sentence.d.
T: (Point to question A.) (S1‟s name), can you read the question? [S1: What are Mary‟s hobbies?] e.
T: What‟s the answer, (S2‟s name)? [S2: Her hobbies are ice-skating, hiking and table tennis.] f.
T: Write the answer on the page.g.
Continue with the rest.Review 4 Getting ready Ask individual Ss to read the words out loud.Using the book a.
Point to the word pearl.b.
T: / /, /,,/.Pearl.I‟ll play the tape.Let‟s find the sound / /.c.
Play the tape.d.
T: Can you find the words with the sound / /? Circle them.e.
Have Ss say the words so that the cla can check the answers.f.
Repeat procedures for questions B and C.教学后记：本单元的复习工作开展较好，学生在知识上的连贯比五年级要好，听力部分掌握的情况良好。
Bonus 1 Objectives and Requirements: Language Target: Did you buy a bag of chips at the store? No, I don‟t.I bought a bottle of shampoo.Ok.I‟ll go to the store and get a bag of chips.I‟m going to get a box of tiues, too.I‟ll go too.I‟m going to get a piece of candy! How do you get to school? I usually take the bus.Do you ever take a taxi to school? No! I never take a taxi to school.How often do you go fishing? Very often.I go fishing about once a week.How often do you eat fish? Not very often.I eat fish about once a year.Sounds and words: / /, / /, / / Vocabulary Key: a piece of candy, a carton of ice cream, a pair of socks, a bag of chips, a bottle of shampoo, a bar of soap, a box of tiues, a roll of toilet paper, never, sometimes, usually, always, subway, bus, taxi, bike, once, twice, three times, go fishing, go dancing, go hiking, go ice-skating, go swimming Additional: get, got, bring, brought, have, had, drive, walk, ride my bike, once a week, once a month, once a year Sounds and words: chair, stairs, bear, pear, where, there, ear, hear, near, cheer, clear, beer, girl, pearl, t-shirt, skirt, purse, nurse Activities What did you see?
Put Ss into pairs.Ask S1 to only look at page 73 and S2 only look at page 74.Ask Ss to remember as many items as they can on the page.After a few minutes, S1 closes his/her book.S2 looks at page 73 only and asks S1 What did you see? S1 answers according to his/her memory.e.g.I saw two pandas eating leaves.I saw a man riding a horse.S1 gets a point for each correct answer.When S1 is finished, S2 closes his/her book.S1 looks at page 74 only and asks S2 the same question.S2 answers according to his/her memory.S2 gets a point for each correct answer.Do you ever…?
Put Ss into pairs.Have Ss take turns pointing to pictures on Bonus I page and ask each other question, e.g.Do you ever go fishing? How often do you go fishing? etc.After that, Ss report the information about their partner to the cla.Read and find
Divide the cla into groups of four.Have the groups look at Bonus I page and each write down tow sentences or questions on paper strips about something on the page, e.g.She rides her horse twice a week.They go dancing once a month.Collect the sentences and redistribute them to the groups.Each student strips by the appropriate places on the page.If it is a question, they must answer it.Time travel
Divide the cla into groups of three.Hold up the page, point ot the two children running in front of the pizza restaurant and ask Did they run to the pizza restaurant? Help Ss to reply No, they didn‟t.They ran to their friend‟s home.Write the exchange on the board.Then ask What are they going to do? Have Ss answer They are going to play video games.Have Ss in each group write down similar exchange for at least six pictures on the page.Word chain game Divide the cla into two teams.Have S1 in Team A say a word form Bonus I page illustration.S2 in Team B must then find a word that starts with the first or last sound from the word given by S1.Set a 6-second time limit and award a point for each word given.If a student cannot think of a word, they can simply say another word, but no point is given.教学后记: 本单元主要学习量词词组、动词词组、时间时态，涉及四种时态的综合运用，涉及特殊疑问句、一般疑问句及其回答与运用，还有双元音的字母、字母组合发音。学生对词汇的掌握比较好，但对于句型、动词、时态的掌握有待加强训练。
5 It‟s a magic hat.
Objectives and Requirements: Language Review: How much is the guitar? It‟s $85.Wow! That‟s expensive! How much are those socks? They‟re $1.hey! That‟s cheap! Sounds and words: / / Vocabulary Key: forty, fifty, sixty, seventy, eighty, ninety, a hundred, cheap, expensive, dollar Additional: five hundred, a thousand, yuan Sounds and words: color, carrot, cups, cookies, kite, keys (The First Period) Conversation Getting ready a.
Bring in some real money, e.g.¥1,¥2,¥5,¥10,and ¥100 bills (or use Gogo Money WB p.70) b.
T: (Show a ¥1bill.) This is one yuan.Repeat.One yuan.[Ss: One yuan.] c.
Continue with different notes.d.
T: (Show a ¥10 bill.) How much is this? [Ss: Ten yuan.] e.
Do the same with some other notes.f.
Tell Ss that yuan is different from dollar to give them an idea of different currencies.In the story dollars refers to US dollars.It is an option to tell Ss the conversion rate of yuan into US dollar.Using the booka.a.
T: Now, let‟s listen to the tape.
b.
Hold up the book and point to the pictures.c.
T: Let‟s listen again and repeat.
d.
Play the tape, pausing after each expreion to have Ss repeat.e.
T: (Point to the hat.) How much is this hat? [Ss: It‟s a hundred dollars.] f.
T: What did Gogo find in the hat? [Ss: A chicken, a lion and Tony.] g.
Put Ss in groups of three and have them practice acting out the dialog.Encourage Ss to use the same voice expreions as the characters‟ voices and add actions.Vocabulary Getting ready a.
Bring in Picture cards 25-32 on the board, picture-side up.b.
Show the picture side of the Picture Card forty.c.
T: Listen and repeat.d.
Show each Picture Card and say the word for Ss to repeat.Using the book a.
T: Listen to the tape and repeat.Point to each picture as you say it.b.
Have Ss listen, repeat and point to each picture.c.
Point to the pictures at random and have Ss say the words.d.
Introduce the bonus vocabulary, five hundred, a thousand and yuan.Write the numerals on the board so that Ss understand how big the numbers are.Target Getting ready a.
T: (Point to S1‟s eraser.) How much is that eraser? b.
Teach Ss how to answer with their currency.[S1: It‟s (two yuan).] c.
T: (Point to S1‟s pencils.) How much are those pencils? [S1: They‟re (five yuan).] d.
Ask some more Ss, and have them answer accordingly.e.
Have Ss ask T similar questions.f.
Answer truthfully.Using the book a.
Have Ss look at the pictures on the page.b.
Ask individual Ss to read out the sentences.c.
Play the tape a few times and have Ss practice along with the tape.d.
Put Ss into pairs and have them act out the dialogs.e.
Have pairs ask each other about their own items as in Getting ready section above.=教学后记：学生对Gogo的讲话方式感兴趣，模仿的比较好，对数字的认识还可以，但遗忘较大，对以前学过的数字掌握反而不够，询问价钱贴近生活，一问一答的对话学生编的好。 (The Second Period) Practice 1 Getting ready a.
Write How much _________? On the board.b.
T: (Point to the first picture in A.) How much is a carton of ice cream? c.
T: (Point to the second picture in A.) (S1‟s name), can you make a question? [S1: How much is a cone of ice cream?] d.
Continue with individual Ss with different pictures.Using the book a.
Have Ss look at the pictures for A.b.
Write It‟s ____.Underneath question A on the board.
c.
T: (Point to the first picture.) (S1‟s name), can you answer the question using the sentence structure on the board? [S1: It‟s ten dollars.] d.
Continue with the other pictures.e.
T: Let‟s listen to the tape.
f.
Play the tape for A, then pause.g.
T: What‟s the answer? [Ss: It‟s four dollars.]
h.
T: Put a checkmark in the correct box.(S2‟s name), can you write the answer on the board underneath the question? i.
Have S2 write the sentence on the board.j.
Repeat the procedures with the other three questions.Practice 2 Getting ready a.
Have two Ss read the dialog.b.
T: (Point to the skateboard.) Is it cheap? [Ss: No, it isn‟t.It‟s expensive.] c.
Go over each picture.Using the book a.
Put Ss into pairs.b.
Have Ss take turns asking and answering questions about the pictures.c.
Walk around the claroom to see how Ss are doing Chant activity Getting ready a.
Have Ss look at the pictures around the lyrics.b.
T: (Point to the box.) Can you make a question? [Ss: How much is that box?] c.
Have one student answer.[S1: It‟s fifty dollars.]
d.
T: (Point to the socks.) Can you make a question? [Ss: How much are those socks?] e.
Have another student answer.[S2: They‟re three dollars.] Using the book a.
T: Let‟s read out the lyrics first.
b.
Ask individual Ss to read out the sentences.c.
T: (Point to the blanks on the page.) There are some words miing.d.
T: Let‟s listen to the chant and fill in the blanks.e.
Play the tape and have Ss fill in the blanks.f.
Pause the tape from time to time if neceary.g.
T: Now, it‟s time to chant! Let‟s listen to the tape first.h.
Play the tape again for Ss to practice chanting together.i.
Divide the cla into two groups.j.
Have one group chant the question parts and the other group chant the answers.Then switch.=教学后记：本课时充分训练了学生的听力和口语，对询问价钱的问题有了一定的认识，礼貌上的教育也加强了。
(The Third Period) Activity Getting ready a.
Have Ss look at Student A picture on the page.b.
T: Look at the Student A picture for one minute.c.
T: (Give Ss one minute.) Now, close your books.d.
T: What was in the picture? Do you remember? e.
Ask Ss to name all the items they remember.Using the book a.
Put Ss into pairs and aign them Student A and Student B roles.b.
T: Now, open your books.Student A should look at Student A picture only, so cover Student B picture.Student B should look at Student B picture only, so cover Student A picture.Are you ready? c.
T: Some information is miing in each picture.Your partner has
the answers.Ask each other about the items.d.
Give Ss time to ask, answer and write the prices on the page.e.
Circulate around the claroom to see how Ss are doing.f.
When Ss are finished, have them uncover the pictures to check the answers.Sounds and words 1 Getting ready a.
Bring in a cup and a key.b.
T: (Hold up a cup.) Repeat.Cup.[Ss: Cup.] c.
T: ( Hold up a key.) Repeat.Key.[Ss: Key.] d.
T: Today we practice the sound /k/.It‟s the sound in the words „cup‟ and „key‟.Repeat after me.
e.
T: /k/.[Ss: /k/.] Using the book a.
Have Ss look at the pictures on the page.b.
T: Let‟s listen to the tape.
c.
Play the tape and have Ss point to each word as the tape says it.d.
T: Let‟s listen again and this time, repeat.e.
Have Ss repeat after the tape.f.
After enough practice, point to the pictures randomly and have Ss say the words.Sounds and words 2 Getting ready a.
Write color, kite, black, carrot and keys on the board.b.
Have Ss underline the sound in common of these words.(color, kite, black, carrot, keys.) Using the book a.
T: Let‟s listen to the chant.
b.
Play the tape and have Ss point to each word as the tape says it.c.
T: Let‟s chant together.d.
Play the tape again and have Ss practice chanting.e.
Divide Ss into four groups.f.
T: Let‟s see who can chant better!
g.
Have each group chant in their own creative way.h.
Choose a group chat in their own creative way.i.
Choose a group with the best performance and explain why they win.教学后记：发音较到位，学生掌握的情况良好。
(The Fourth Period) Extension activities Conversation
Bring some hats to cla (or ask Ss to bring hats to cla).Put Ss into pairs to practice acting out the dialog, but encourage Ss ot choose different items for Gogo to pull out of the hat.Invite confident pairs to perform for the cla.Vocabulary
Bring some shopping catalogs/newspaper advertisements to cla.Teach Ss how to say their own currency in English.Then T looks in the catalogs/advertisements and writes down some prices on the board.Teach Ss how to say the prices in English.Then T asks individual Ss question, e.g.(S1‟s name), how much is the toy car? [S1: It‟s (forty yuan).] Target
After Ss have done the activity above, put Ss into pairs.Give each pair a shopping catalog/newspaper advertisement.T says Now you make your dialog.Choose an item and talk about it.T can demonstrate first with one student, e.g.T: How much is this (television)? [S1: It‟s (one thousand yuan).] T: Wow! That‟s expensive! When Ss understand, give Ss time to create and practice their dialogs.Then invite a few pairs to perform for the cla.Practice 1
Bring some real objects, e.g.a bag of chips, a box of tiues, a bottle of shampoo, etc.Keep the price tag on and put the items on the table.Model the dialog with S1 first.Ask Ss How much is this (bottle of shampoo)? Have S1 answer based on the price tag, e.g.It‟s (twelve yuan).Then make a comment, e.g.Wow! That‟s expensive!/ That‟s cheap! Then ask two Ss to make another dialog.Continue with several more pairs of Ss.Practice 2
Before cla, make a list, grouping some of the items on the page together and adding their prices, e.g.telephone, cake and fan---¥173.Distribute paper to Ss.For the game, Ss look at the page.T reads out a list of three or four items at a time.Ss compete to see who can be the first to give the total price, e.g.That‟s (¥173)! Give Ss paper to add the numbers together before answering.When one student answers correctly, T gives a list of new items.Make sure that Ss are saying the numbers correctly, e.g.That‟s (one hundred and seventy-three) yuan.教学后记: 1、本单元教学内容比较贴近生活，在生活中运用比较广泛，学生的学习兴趣比较浓厚。对句型容易掌握，但对名词的单复数不能明确区分。
2、学生对数字的掌握欠缺一点，特别是对以前所学习的1-20的单词遗忘较多，对于几十几、几百几十几、几千几百几十几的表示法掌握不太理想。
Unit6 The turtle is faster The First Period
Teaching contents: (Vocabulary Target Practice) Teaching key point:
1、Target language
2、Topic vocabulary.Teaching difficulty: Talking about animals using comparatives Teaching aids: tape cards Teaching procedure: n
Review Reiew words of the animals and sentences about Is…? and What‟s this? n
Presentation 1
SB p.32 Bring in picture Cards 33--40 on the board, picture-side up.Show the picture side of the Picture Card hippo.T: how do you spell hippo.[Ss: hippo.] (point to each letter for Ss to say.) [Ss: h-I-P-P-O.] Continue with the rest of the cards.T: Open your book.Listen to the tape and point to each word.Have Ss listen and point to each word.Play the tape again, and have Ss repeat each word.Hold up Picture Cards in random order ( picture-side up) and have Ss say the words and spell them.allow Ss to write the words on paper before saying the letters.Extension activity TB p.71 n
Presentation2
SB p.32 T: (Point to the Picture Cards of elephant and turtle.) Which is bigger, an elephant or a turtle? Elicit response from Ss.Ss: An elephant is bigger.Continue with the other animals Picture Cards and with different adjectives.Have Ss look at the pictures on the page.Ask some Ss to read out the sentences.Play the tape a few times and have Ss practice along with the tape.Put Ss into pairs and have them act the dialogs.Extension activity TB p.71 Optional activities TB p.73 n
Practice
SB p.33 Have Ss look at the model Q&A on the page.Ask two volunteers to read out the dialog front the cla.Put Ss take turns asking and answering questions about the pictures.Walk around the claroom to provide help if needed.Extension activity TB p.71 n
Homework Copy Vocabulary and Target on the exercise book.Say conversation.n
Writing Is_________________?
hippo
elephant
turtle snail Which is _________________?
big
small
fast
slow
bigger
smaller
faster slower
The Second Period
Teaching contents: (Conversation Practice1 and Chant activity) Teaching key point: Will be able to answer questions after listening to short paages.Teaching difficulty: Talking about animals using comparatives.Teaching aids: tape cards Teaching procedure: n
Review Review words and sentences about Vocabulary and Target.n
Presentation
SB p.31 Ask Ss to look at the first picture.T: (Point to the turtle in the first picture.) Who is Gogo talking to? [Ss: Gogo is talking to a turtle.] Hold up your book and point to the first picture.T: Who do you think is faster, Gogo or the turtle? Elicit responses from Ss.T: Now, let‟s listen to the tape and read the story.
Play the tape and have Ss look at the pictures and dialog in their books.T: Let‟s listen again and repeat.
Play the tape, pausing after each expreion to have Ss repeat.Put Ss into small groups and have them practice acting out the dialog.Extension activity TB p.71 n
Practice
SB p.33 Asking four Ss to read questions A-D aloud.Asking four Ss to write questions on the board Have Ss look at the pictures for A.Write______ is slower.underneath question A on the board.T: (Point to the first picture.) (S1‟s name) , can you answer question A using the sentence structure on the board? [S1: A turtle is slower.] Continue with the other pictures.T: Let‟s listen to the tape.Play the tape for A, then pause.T: What‟s the answer? [Ss: A snail is slower.]
T: Put a checkmark in the correct box.( S2‟s name), can you write the answer on the board underneath the question? Have S2 write the sentence on the board.Repeat the procedures with the other three questions.Extension activity TB p.71 n
Song activity 1
SB p.34 Have Ss look at the pictures around the lyrics.T: ( point to the snail and the snake.) Can you make a question? [Ss: Which is slower, a snail or a snake?] Have one student answer.[S1: A snail is slower.] T: (Point to the plane and the train.) Can you make a question? [Ss: Which is faster, a plane or a train?] Have another student answer.[S2: A plane is faster.] Asking individual Ss to read the lyrics out loud.T: Now, let‟s listen to the song.
Play the tape and point to each word as it is sung.Play the tape again to have Ss practice singing together.Divide the cla into two groups and aign each group a verse.Play the tape and have each group sing their verse.n
Activity2 Have Ss look at the pictures.Have Ss Gue what the song is going to sing about in A and B.T: Now let‟s listen to the tape and find out the answers.Play the tape and have Ss fill in the blanks.Pause the tape from time to time if neceary.T: Let‟s check the answers together.Have Ss read the sentences aloud.Have one group sings the question parts and the other group sings the answers.Then switch.Extension activities TB p.71 Optional activities TB p.73 n
Homework conversation.Write ask and answer of practice1 on the exercise book.n
Writing _________________is slower._________________is smaller._________________is bigger._________________is faster.
The Third Period
Teaching contents: (Activity sounds and words) Teaching key point:
1、Will be able to respond to / ask question about daily life (using comparatives)
2、sounds and words Teaching difficulty: Will be able to respond to / ask question about daily life (using comparatives) Teaching aids: tape cards Teaching procedure: n
Review (show the cards) Review words and sentences of Unit6.Activity
SB p.35 Have Ss look at the picture on the page.T: Look at the picture for one minute.T: ( Give Ss one minute.) Now, close your books.T: What was in the picture? Do you remember? Ask Ss to name all the animals they remember.T: Now open your books .You can look at the picture now.Answer the questions.Give Ss time to finish up writing the sentences on the page.Circulate around the claroom to see how Ss are doing.When Ss are finished, put them in pairs.Have Ss take turns asking and answering the questions.Ask some Ss to write the sentences on the board so that the whole cla can check the answers.Extension activity TB p.71 Optional activities TB p.73 n
Presentation
SB p.36 ( Hold up your thumb.) Repeat.Good.[ Ss: Good.] T: Today we practice the sound /g/.It‟s the sound in the word „good‟.Repeat after me.T: /g/.[Ss: /g/.] Have Ss look at the pictures on the page.T: Let‟s listen to the tape.
Play the tape and have Ss point to each word as the tape says it.T; Let‟s listen again and this time, repeat.Have Ss repeat after the tape.After enough practice, point to the pictures randomly and have Ss say the words.n
Practice
SB p.36 Have Ss look at the pictures.T: ( point to Gogo) What‟s Gogo playing? [ Ss: Gogo is playing the guitar.] T: Let‟s listen to the chant.
Play the tape and have Ss point to each word as the tape says it.T: Let‟s chant together.Play the tape again and have Ss practice chanting.Divide Ss into four groups.T: Let‟s see who can chant better!
Have each group chant in their own creative way.Choose a group with the best performance and explain why they win.Extension activities TB p.71 Optional activities TB p.73 n
Homework Finish the workbook and the writing book of Unit6 n
Writing g /g/ give
good
gate get
gift
garage 教学后记:
1、
对于比较的学习，学生的学习兴趣还是比较浓厚的，对于比较级的词形变化规则，学生还是掌握地不错的，但对于句子的结构就有待加强训练。
2、
总体来看，学生对形容词比较级的掌握还是不错的。
Unit Seven
He‟ s better than us Ⅰ.Teaching Targets.1.
Knowledge Targets: a) These noodle are cheaper than those noodles.b) Yes, but those noodles are better than these noodle.c) Sounds and words: l fl 2.
Ability Targets: Talking about people.animals and objects using comparatives.3.Emotion Targets: Read with expreion Ⅱ.Teaching Key Points.学习多音节形容词比较级的表达方法。 Ⅲ.Teaching Difficult Points. 多音节词形容词的比较级。句型“…be…than…” Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one .Revision.1.
Review words: big-bigger
small-smaller fast-faster slow-slower.2.
Start a free talk of the clamates with sentences.eg: Which is _____._____or _____? _____is _____.Step two .Presentation.1.
Learn the conversation with Poster 2.
Learn the vocabulary and target.Step three .New leon.1.
Learning the conversation with Poster.2.
a).Ask two students to write their ages and birthday on the Bb.Then ask: Who is older, A or B? b).Help the students answer.c).Write older and younger on the Bb and underline…er.
d).Play the tape: Pausing after each expreion to have Ss repeat.e).Put Ss into groups of four and give then the roles of Gogo. Tong Jenny and Mrs.Green.f).Encourage Ss to act out the dialog.2.Using the picture cards learn Vocabulary.3.
Draw two different object on the Bb.Elicit Ss say the sentence.Then write it on the Bb.Eg: This…is cheaper than that____.a.
Have other Ss to read out in Target.b.
Play the tape and read it after the tape c.
Put Ss into pairs and act out it.d.
Do some substitution drills.Using the picture cards.Step four .Sum-up.Step five.Writing on blackboard.
Unit Seven
He‟s better than us
A
younger
B.older
… is\\are {cheaper
than
…
more expensive Ⅵ.The Second Period.Step one .Revision.1.
Review the conversation and vocabulary.2.
Acting in target P38.3.
Step two Presentation 1.
Do practice 1and 2.in P39.2.
Learn chant activity 1.2.Step three .New leon.1.
Practice1 a.
Ask four Ss to read the four questions for the cla.b.
Play the tape for A.then pause.c.
Cheek it.2.
Practice2 a.
Put Ss into pairs and have then take turns asking and answering.b.
Walk around the claroom to see how Ss are doing.3.
Chan activity 1 a.
Play the tape and point to each word as it is chanted.b.
Play the tape again and have all Ss chant together.c.
Divide Ss into two groups.d.
Have one group chant the question and the other group chem.The answers then switch 4.
chant activity 2 a.
Paint to the blanks on the page.b.
Give Ss time to fill in the blanks.c.
Walk around the claroom to help Ss if needed.d.
Check the answer together.Step four .Sum-up.Step five .Writing on blackboard.
Unit Seven
He‟s better than us Sentences:
Is ____ bigger than ____?
Which is smaller ____or_____?
Who‟s older ____ or____? Words: big-bigger young-younger
Tall- _____ thick-_______
_____-worse
show-______
cheap-______ ______-thinner
fast-_______ ______-older
short-______
good-_______.
Ⅶ.The Third Period.Step one .Revision.1.
Review words and sentences in P38 2.
Read check activity in P40.Step two.Presentation.1.
Activity Eg: T: which is thicker a dictionary or a notebook? Ss: A dictionary is thicker than a notebook.2.
Learn sound and words: [ f ] Step three: new leon 1.
Activity a.
Put Ss into pairs and give each pair a coin.b.
Dive one example .Paint to the first picture.c.
Check how Ss are doing.2.
Sounds and words 1.a.
Write the words on Bb and underline ph gh and f then the T reads it the Ss page .b.
Have Ss look at the pictures on the page c.
Play the tape and have Ss paint to each word as the tape says it.d.
Have Ss repeat after the tape e.
After enough practice point to the pictures randomly and have Ss say the words.3.
Sounds and words 2 a.
Have Ss read the lyrics out loud.b.
Play the tape and have Ss practice.Chanting to themselves.c.
When Ss are ready, chant together.
4.Extension activity TB p.83 Step four .Sum-up.Step five .Writing on blackboard.Unit Seven He‟s better than us
Elephant
cough
half
knife calf
wife
[f]
教学后记：
1.
学生基本上能掌握形容词比较级形式，但欠熟练，特别是多音
节形容词比较级以及不规则形容词比较级形式。
2.
学生基本上能用than来比较两种物体或人。
Unit 8 Review 2 Ⅰ.Teaching Targets.1.
Knowledge Targets: a.
The sentences of Units5-7 b.
Sound and words:[k].[g].[f] 2.
Ability Targets: Review of Units5-7 3 .Emotion Targets:
Review of Unit5-7 Ⅱ.Teaching Key Points.
The sentences of key points in Units5-7 Ⅲ.Teaching Difficult Points.
The sentences of difficult points in Unit5-7 Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one .Revision.1.
Review words in Units5-7 2.
Review the structure in Units5-7 Step two .Presentation.1.
Activities 1 a.
Point to sentence A Eg:(S‟s name), can you read the beginning of the sentence? S: The red cup…
b.
Continue with the rest.c.
Play the tape for A.then pause the tape .d.
Repeat for B.and have Ss write the answer in the page.e.
Continue with the rest.2.
Activities 2 a.
Bring in Picture cards.b.
Review the cards orally c.
Ask a volunteer to read aloud question A for the cla.d.
Give Ss time to fill in he blanks.e.
Continue with the rest.f.
Put Ss into pairs and have them ex change Their work for checking.3.
Activities 3 a.
Give Ss time to read the e-mail silently.b.
Have individual Ss read aloud the e-mail sentence by sentence.c.
Continue with the rest.4.
Activities 4 a.
Ask individual Ss to read the words out Louel b.
Point to the word color.Listen and find the sound.Eg:[k].[k] color.[g].[g] give [f].[f] elephant c.
Play the tape and circle them.d.
Have Ss say the words so that the cla can check the answers.e.
Repeat procedures for questions B and C
Step three
Sun-up Step four.Writing on blackboard.
教学后记：
1、
从复习情况来看，学生对本组单元的重点掌握良好，特别是对形容词的比较级的掌握，大部分同学都基本能正确掌握。
2、
学生通过比较学习，能很迅速地掌握学习内容，但是个别学生还有待加强。
9 The green fish is the biggest. Ⅰ.Teaching Targets. 1.Knowledge Targets:
The drill: What‟s the smallest animal in your book? The ant is the smallest animal in this book. What‟s the biggest animal in the world? The whale is the biggest.
The form of the superlative degree of adjective. 2.Ability Targets:
A: The students can talk about people and animals using superlatives. B: The students can sing the songs：Who‟s the tallest? Sixteen Songs about Beijing. Ⅱ.Teaching Key Points: The drills and the words.
Ⅲ.Teaching Difficult Points: Compare and say the sentences. Ⅳ.Periods: three periods. Ⅴ.The First Period.
Step one .Revision. 1.Getting ready.
1.In cla, have two students show their pictures.At the front. T: (Point at the pictures) Who‟s bigger?
2.Have one more student.Come to front with a picture and ask Ss which of the three pictures is the biggest?
3.Have Ss white sentences on the board. Eg: A is bigger than.B C is the biggest.
Step two .Presentation. 1.Using the book.
T: (point to the first picture). What are they going to do? Ss: They are going to dive. Ask about other pictures.eg: What color is this? What‟s this?
T: Let‟s listen to the tape and read the story. (Have Ss follow the story in their books) T: Let‟s listen again and repeat.
l Play the tape, pausing after each sentence to have Ss repeat.
l Put Ss into groups of the and give them the roles of Gogo、Tony and Jenny. l Have groups practice the dialog. 2.Extension activity. Step three .New leon. 1.Getting ready
l Bring in picture cards 33-48.
l Show the picture sides of the picture card hippo, elephant and whale. l T: Look A hippo is big. An elephant is bigger. A whale is the biggest.
l Continue with the rest of the cards in the same way. 2.Using the book
1.Listen to the tape and point to each word.
2.Play the to tape again, and have Ss repeat each word.
3.Point to the pictures at random and have Ss repeat each word. Step four .Sum-up.
Step five.Writing on blackboard. Ⅶ.The Second Period. Step one .Revision.
1.Let‟s Ss read it together of conversation. 2.Show the picture cards 33-48.
3.Hold up picture cards in random order.And have Ss say the words and spell them.Allow Ss to write the words on book. Step two.Presentation.
1.white the whale is the biggest.(under line the and _est) 2.Underneath _ est, write the most
3.Explain the some words use the and the word ending _est .and that others use the most point to the bonus vocabulary, the most fun.
4.Point to the pictures and model the dialogs.
1:Play the tape and pause after each sentence, allowing Ss time to repeat.. 2:Put Ss into pairs to practice the dialogs.
3:Encourage Ss to substitute the words and create new dialogs.
5.Do practice 1 1;Play the tape.
2:Have Ss put a checkmark in the correct box. 6.Do practice 2
1:Have Ss look at Sb page 49.
2:Ask Ss to come to the front of the claroom and role-play Gogo and Tony. 3:Ask and answer . 7.Song activity .
1;Have Ss look at the pictures around the lyrics. 2:asking questions about the pictures
3:play the tape and have Ss fill in the blanks.
4:Play the tape again and have Ss practice singing together . 8.Extension activities Step three.New leon. Step four .Sum-up.
Step five .Writing on blackboard. Ⅶ.The Third Period. Step one .Revision.
1.Let‟s Ss sing the song.Who‟s the tallest? 2.Ask individual Ss to read out the sentences. Step two.Presentation. 1.Activity
1.Have Ss look at the pictures.
2.With the other items and people in the picture. 3.Give some time to write the answers on the page. 4.Check their answers 2.Sounds and words.
1.Have Ss look at the picture on the page. 2.Listen to the tape
3.Have Ss repeat after the tape.
4.Sing the song sixteen songs about Beijing. 5.Finish the workbook unit 9 Step three.New leon. Step four .Sum-up.
Step five .Writing on blackboard. Ⅷ.Teaching postscript。
1、学生基本上掌握形容词最高级形式，但尾音读得不够准确。
2、学生基本上能用形容词比较级和最高级说一句完整的话。
3、Sounds and words 含有s 音的单词未能准确区分。
Unit 10 I want the best
1.Knowledge Targets: Which is the cheapest notebook? The green one.Which is the best? The blue one, of course.2.Ability Targets: Ss can use the patter fluently Ⅱ.Teaching Key Points.
Vocabulary: coldest.hottest.longest.shortest.cheapest.most expensive.best.worst.
Sounds and words: neck.nose.notebook.napkin.knees.know.Ⅲ.Teaching Difficult Points: Vocabulary and Sounds.Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one .Revision.Review: Ask three Ss to Bb and compare:
S1 is taller than S2 S3 is taller than.S1 S3 is the tallest.Step two .Presentation.1.Conversation: Look and say the story.2.Vocabulary: Compare the words and talk about the different.3.Target: Try to look and say. Step three New leon.1.Conversation: a.Ask Ss to look at the pictures on the page.T.(Point to the first picture) Ask: Where are Gogo and his friends? Ss :They are at a clothes shop.T: (Point to the title): What do they want to find at the clothes shop? Can you gue?
Ss: They want to find the best clothes.
B: Listen to the tape and read the story.
C: Encourage Ss to use the same voice expreion as the characters voices.
D: Put Ss into three groups and give them the roles of Gogo, Tony and Jenny.2.Vocabulary a.Put Picture Cards 57-64 on the Bb.b.Listen to the tape and repeat.c.Read together 3.Target a.Show three pencils and compare.Which is the longest pencil? Pencil A is the longest.b.Continue to draw other pictures and practice ice with other Picture Cards.c.Have Ss Look at the pictures on the page.d.Play the tape a few times and have Ss practice along with the tape.e.Put Ss into pairs and have them act out the dialogues.Step four .Sum-up.Step five.Writing on blackboard.Which is the cheapest notebook? The green one.Which is the best? The blue one, of course.coldest.longest.cheapest.best.hottest.shortest.most expensive.worst.Ⅵ.The First Period.Step one .Revision.Review: 1.Conversation .2.Vocabulary .3.Target.Step two .Presentation.1.Practice 1 Read, listen and check.2.Practice 2: Ask, answer and check.3.Song activity: 1 Listen and sing.2 Listen, sing and write.Step three .New leon.1.Practice 1: a.Ask four Ss to read questions A-D aloud.b.Ask four Ss to write the questions on the board.c.Listen to the tape and circle.d.Ask Ss to write the answer on the board.2.Practice 2 a.Have Ss Look at the pictures on the top row.b.Ask individual Ss to name the objects.c.Have Ss Look at the question on the page.d.Point to the first picture and ask a volunteer to read the question out loud for the cla.S1: Who has the longest finger? e.T: Now work in group of four.Put the names of your partners1, 2 and 3 in the boxes under „Me‟.f.T: compare each item on the top row.For each item, check the name of the person is your group who has the longest one.g.When Ss are ready, have the cla ask a question, Eg: Who has the longest (hair) in your group? 3.Song activity 1) a.T: (Point to the picture of cheese) What is it? It‟s cheese.b.Continue with the other picture.c.Listen to the song.d.Sing together.e.Divide Ss into two groups and sing.2) A: Have Ss Look at the pictures.
B: Have different Ss name the different item on the table.
C: listen to the tape and fill in the boxes.
D: Give Ss time to write the answers on the page.Step four .Sum-up.Step five .Writing on blackboard.
Who ahs the longest____?
Which is the cheapest? Ⅶ.The Third Period.Step one .Revision.Review: Conversation.Vocabulary.Target.Step two.Presentation.1.Activity: A: white: This____ is the _____.
These_____ are the____.
B: Look neck the girl pictures and make a sentence, 2.Sounds and words.a.Write neck and knee on the board and underline “ n” and “kn”.b.Practice the sound [n] c.Point to the girl sitting on a chair What is she doing? She is touching her toes.Step three.New leon.1.Activity .a.Put Ss into pairs and give each pair a coin.b.Use your erasers as tokens to move around the board.Flip the coin .Move one space for heads and two spaces for tails.c.When you land on a picture with cue words make a sentence when you land on space with cue words make a sentence when you land on space with find the … d.You must find the correct picture and move your eraser there.2.Sounds and words 1) a.Have Ss Look at the pictures on the page.b.Listen to the tape.And point and read.c.Read together.
2) a.Have Ss read the lyrics out loud.
b.Can you find the words that has the sound /n/? Circle them.d.Listen to the tape and practice.Step four .Sum-up.Step five .Writing on blackboard. /n/ neck.nose.notebook.napkin.knees.know. Ⅷ.Teaching postscript.
1、
对形容词比较级和最高级形式掌握得都比较好，但多音节形
容词以及good bad 的形式欠熟练。
2、
大部分学生都能用比较级和最高级说一句完整的话。但说最高 级时很多学生会漏掉the.
3、
Sounds and words 的单词掌握不够熟练。
11、Let\'s go to space Ⅰ.Teaching Targets.
1.Knowledge Targets:
The sun looks smaller than the Earth but it‟s bigger.
Which is the biggest planet in the solar system?
It‟s Jupiter.
2.Ability Targets: Ss can read and say.
Ss can talk about the solar system using comparatives and superlatives.
Ⅱ.Teaching Key Points.
Vocabulary: the Earth the moon the sun stars.
Furthest nearest heaviest lightest.
Sounds and words: leaves living room lion lemon lamp light. Ⅲ.Teaching Difficult Points. Vocabulary and sounds.
Ⅳ.Periods: three periods. Ⅴ.The First Period.
Step one .Revision.
Review Unit 10.1.Recite conversation and target.2Spell the words. Step two .Presentation.
1.Conversation
a.Hold up the book and point to picture t.Where are Gogo, Tong and Jenny Ss.They are in a spaceship.
2.Vocabulary
A.Put up picture cards 65-72 on the board.
3.Target.
a.Put picture card furthest word side up on the board. b.T; which is the furthest planet from the Earth.
Ss; Pluto.
Step three .New leon.
1.Conversation.
a.Listen to the tape and read the story.
b.Repeat twice.
c.Put Ss into three groups and give them the roles of jenny, Tony and Gogo. e.Encourage groups to the voice expreion.
f.Vocabulary.
a) Listen to the tape and repeat. b) Point to the pictures at random and say.
c) Read together.
d) Have reading match .
g.Target.
a) ask Ss to read.
b) Listen to the tape and read.
c) Put Ss into pain and have them act out the dialogues.
Step four .Sum-up.
Step five.Writing on blackboard.
The sun looks smaller than the Earth but it‟s bigger.
Which is the biggest planet in the solar system?
It‟s Jupiter.
The earth.Furthest The sun heaviest The moon nearest Stars lightest.
Ⅵ.The Second Period.
Step one .Revision.
1.Read Conversation.Vocabulary Target. Step two .Presentation.
a.Ask four Ss to read question a- a loud.
b.Ask four Ss to write the questions on the board. practice 2
a.Have two Ss read the dialogue.
b.Go over each picture and make sure Ss know how to pronounce the words and where these planets are 3.Song activity
a.(Point to Tony) T: what is Tony doing? He‟s looking at the moon and stars.
b.Have Ss look at the word in each box.
c.Ask some Ss to make sentences using the words in the boxes.
Step three .New leon. 1.Practice 1.
a.Listen to the tape. b.Write down the answer.
Practice 2
a.Put Ss into pairs and aign Student A and student B roles. b.Demonstrate the activity with one pair first. c.T: (Point to the chart ) Student A ask question A
d.Which is the biggest planet? Student B answer the question Jupiter e.Give pairs time to ask and answer.
Song activity.
a.Listen to the song
b.Have Ss listen and point to each words as it is sung. c.Let‟s listen to the song first.
d.Listen and draw lines and match the words.
e.Let‟s sing the song.
Step four .Sum-up.
Step five .Writing on blackboard.
Which is the biggest planet?
Jupiter.
Ⅶ.The Third Period.
Step one .Revision.
Review Vocabulary and target.
Step two.Presentation.] 1.Activity
a.Base on the example given on page 63 draw a Fruit solar system with Pineapple as the sun and four plants on the board.
b.Now thick about your own solar system .How many plants will there be ? Which is the biggest planet ? Which is the smallest planet ? What is the name of your solar system ?
2.Sounds and words . A.Write lion on the board. B.Under line L. C.Repeat [l]
D.Read the sentences
E.Circle the words with [l] sound. Step three.New leon. 1.Activity.
a.Give Ss time to draw their imagined solar system.
b.Then Ask Ss to fill in the solar system data table according to their drawing 2.Sounds and words
a.Listen to the tape and point to the words b.Repeat
c.Listen and point. 3.Read the sentences.
a.Circle the words [I] sound b.Listen to the tape and practice. c.Chant together. Step four .Sum-up.
Step five .Writing on blackboard.
Leaves lion lamp living room lemon light Ⅷ.Teaching postscript.
1、学生基本上能用比较级和最高级去比较太阳、地球、月亮的大小关系以及太阳系九大行星的特点。
2、学生对far的比较级和最高级形式掌握不够好。
3、学生难于区别sounds and words的单词。
12 Review 3 TEACHING AIMS: review of units 9-11
TEACHING KEY: to help students to comprehend units 9-11
TEACHING AIDS: pictures ,tape and some transparencies
TEACHING PERIOD: the first period
PROCEDURES:
review 3
getting ready
l put four picture cards up on the board.
l Write the letter A on the board.
l Bring s1 up and give him/her a piece of chalk/marker.
l Make up a question and answer about one of the pictures.
l S1 finds the a line from and draws a line from letter A to the picture card.
Using the book
l T: let‟ s listen to the tape.
l Play a, then pause the tape.
l T: which picture is it , cla?(point to the girl studying.)
l Model drawing a line from a to the matching picture.
l Play the tape for Ss to continue with the rest.
getting ready
l take three volunteers outside the room and explain that they will each act out a different word, e.g.eyes, nose and mouth.
l Take them back to the cla and have them do their actions.
l Make a question and an answer about one of the words, e.g.can you touch your ears? Yes, I can.
l T: who is acting out the correct word?
l Have Ss answer accordingly.
Using the book
l T: listen to the tape.Circle the correct picture.
l Play the tape once, pausing so Ss can circle the pictures.
Teaching postscript:
12 review 3
TEACHING AIMS: review of units 9-11
TEACHING KEY: to help students to comprehend units 9-11
TEACHING AIDS: pictures ,tape and some transparencies
TEACHING PERIOD: the second period
PROCEDURES:
getting ready
l write smil , stre and air on the board.
l Ask three Ss to come up to the board.Give them chalk/markers.
l Say one of the words and have one student write in the miing letter(s).
l Repeat with the other two words and tow Ss. Using the book
l Ask Ss to look at the pictures.
l T: listen to the words and repeat.
l Play the tape and stop after each number.
l Ss repeat the words as they are writing in the miing letter(s) from each word.
4
getting ready
l write a sentence on the board, e.g.whose is this?
l In the blank space, put up picture card 44 wallet.
l T: (pointing to the picture.)what is this?[Ss: it‟s a wallet.]
l T: whose wallet is this? Repeat.[Ss: whose wallet is this ?]
l Write a few more sentences like this.
Using the book
l T: now, you find the words and to the croword puzzle.
l Circulate, checking Ss‟ work.
l Ss write the words next to each sentence.
l Then Ss complete the puzzle. Answer key 1-ruler, 2-mouth, 3(acro)-wallet, 3(down)-writing, 4-eyes,5-nose, 6-eating, 7-table, 8-sleeping, 9-playing
l Play the tape once, pausing so Ss can circle the pictures. Teaching postscript:
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