Lesson 33 教学设计
Teaching content:
1. new words: living room, kitchen, bathroom
2. a dialogue about Li Ming’s arriving in Canada
3. let sb. do sth.
4. introduce sth./sb. to sb.
Lesson objectives
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some important words for transportation
3. write something about means of transportation
4. understand and write down some missing words as heard in sentences or passages in different contexts
Key points
- the usage of let
- introduce sth. to sb.
Difficult points: the usage of let
Teaching aids: a picture of living room/ kitchen/ bathroom, some cards, slide projector
Type: dialogue
Teaching procedure
Class opening (5 minutes)
Introduce the topic for Unit 5. Please read about introducing units in “Teaching Techniques” at the back of this teacher’s guide.
Student book (15 minutes)
There are two reading for this lesson. Teach the first reading. The second reading is for students to use independently.
The readings present new vocabulary and review vocabulary the students have learned in previous lessons.
The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
Can, on foot, take a plane/train
Can/could I/you…?
Of course.
Oral Vocabulary
rapid, transportation, type (n.)
Before you begin the reading, introduce unit project 1. See “Teaching Techniques” at the back of this teacher’s guide for general information about introducing unit projects. Also see the Unit 5 introductory page in this teacher’s guide. Instructions for unit project 1 are in the student book.
There are many ways to teach immersion reading. Here are some step-by step instructions for one way to teach the reading in this lesson. Also see “Teaching Techniques” at the back of this teacher’s guide for general information about teaching readings.
Step l: Check to see if the students have previewed the text. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions.
Step 2: Play the audiotape. Use your discretion to decide whether you want to spend some time on the new vocabulary. You may want to ask students to explain the meaning of some sentences containing key words. What strategies did they use to puzzle out the meanings? Remember to give lots of praise for a good try, even if it's wrong. It may be helpful to write the following phrases on a large piece of paper or on the blackboard, as a review. This will be helpful for students to refer to in the next step.
(to go) on foot
take a bus/taxi/car
ride a bike/the train
(to go to someplace) in a car
If you wish, you may say something about the word type in comparison with' the word kind, which the students learned in the last unit.
Step 3: Divide the class into small groups. Ask each group to talk about their usual means of transportation in moving around the city and travelling around the country. Encourage students to use the phrases that you have listed as well as to borrow phrases and sentence patterns from the text.
Step 4:Ask for three volunteers to act out the text.
They can choose to read aloud their lines from the reading. They can also improvise and create lines of their own.
Unit project 1: History of a type of transportation (15 minutes)
Begin unit project 1. This project covers three lessons. Working in groups,' students will complete a project to present to the class.
Divide the class into small groups of three or four students. Each group chooses a type of transportation for the project. Instruct students to begin collecting information about that type of transportation. They will prepare a comic strip or timeline of important dates in its development.
Teaching tip
Set up a contest for good group work.
Here's a way to encourage good group work among your students.
Tell the class that each group starts with a score of ten in each of these categories: project plan, cooperation, use of English, quietness, progress, final product. Write these across the top of the blackboard. Along the left side of the blackboard, write a list of the groups’ names.
Add or subtract scores according to each group's performance. For example, if a group is trying to use a lot of English, give it two points (so now it has twelve points in that category). If a group is working with too much noise, subtract a point from that group in that category.
Keep track of the scores each day over the course of a project. What group has the highest score?
Activity book (5 minutes)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks:
Write the words you hear.
DinosaurFunPark
Hi, this is Danny: I will tell you a story about my trip to DinosaurFunPark!
DinosaurFunPark is a fun place for dinosaurs. There is lots of dinosaur food there. Dinosaur food is very good for dinosaurs. It is like people food, but it is bigger. Dinosaur cookies are as big as kitchen tables. There are lots of dinosaur games, too. Many dinosaurs play dinosaur ping-pong. It is like people ping-pong, but the ball is bigger. Dinosaur ping-pong uses a basketball!
I loved DinosaurFunPark, but I am too small to live there. If I grow bigger, maybe I will visit again!
Class closing (5 minutes)
Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much. reading or how many exercises to assign as homework. Base your decision on students' progress.
the first reading in the reader
the remaining activity book exercises
the next lesson in the student book
Lesson 34 教学设计
Teaching content
1．new words: refrigerator, inside, wash, juice, pass, knife, mine
2．a dialogue about having breakfast
3．the usage of would like
4．introduce sth.
Lessonobjectives
At the end of this lesson, the students should beable to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know something about the development of theairplane
3. write something about airplanes
Key points
1．Time for sth. =It’s time for sth. =It is time to do sth.
2．What would you like? I would like…
Difficult points: would like to do sth.
Teaching aids: a picture of stove/ refrigerator, sink, some real things or some pictures of food, audiotape
Type: dialogue
Teaching procedure
Class opening (5 minutes)
For ideas and tips on beginning a class, see“Teaching Techniques” at the back of this teacher’sguide.
Student book (15 minutes)
There is one reading for this lesson. The readingpresents new vocabulary and reviews the vocabularystudents have learned in previous lessons.
The new vocabulary for this lesson includes thefollowing words and phrases:
Mastery Vocabulary
airport, passenger, station, railway, fly
Oral Vocabulary
runway
For general suggestions about teaching immersionreading, please see “Teaching Techniques” in theback of this guide. Here are some step-by-stepinstructions for one way to teach the reading in thislesson.
Step 1: Check tosee if the students have previewedthe text. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. Ask if they know anything about airplanes beyond what is said in the reading.
Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. You candecide whether you think it is necessary to spendsome time on the new vocabulary.
Step 3: Ask the students to work individually to summarize the main ideas of the reading in five orsix sentences.
Stop 4: Ask for one or two volunteers to read theirsummaries aloud to the class. Do other studentsagree with what has been presented as the mainideas? Discuss as a class. Use as much English aspossible.
Unitproject 1: History of a type of transportation (continued) (15 minutes)
Continue unit project 1. Students continue to workon their projects. Advise students that they shouldfinish the projects during this lesson. They willpresent their projects during the next lesson.
Activity book (5 minutes)
Play the audiotape. The aural exercises for thislesson are:
1. Listen to the audiotape. Follow 'the instructions.
a. Fill in the blanks. Write the words you hear.
Hi. Do you remember me? My name is Chad! I invented the dog-waterer. Do you have one yet? Thanks to me, there are no more thirsty dogs!
My family went on a trip this summer. We went on a ship. Passengers on the ship could sleep or play games. There were swimming pools and movie theatres on the ship! Our rooms were very big.
My mum and dad liked the ship. They did not have to cook or clean. My dad Cried when our trip was over!
Below is the suggested homework for this lesson.
Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.
the second reading in the reader
the remaining activity, book exercises
the next lesson in the student book
Lesson 35 教学设计
Teaching content
1．new words: mitten, usually, sometimes, ride, always
2．a dialogue about Li Ming’s going to school in Canada
3．usage of sometimes, usually
Lesson objectives
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know something about the development of the bicycle
3. write something about bicycles
4. understand and write down some missing words as heard in sentences or passages in different contexts
Key points: usage of usually and sometimes
Difficult points: usually and sometimes
Preparations: pictures, audiotape, slide projector
Type: dialogue
Teaching procedure
Class opening (5 minutes)
For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.
Student book (15 minutes)
There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.
The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
all right, get off, get on, ride, seat (n.)
Oral Vocabulary
pedal (n.). wheel
There are many ways to teach immersion reading.
Here are some step-by-step instructions for one way to teach the reading in this lesson.
Step 1: Check to see if the students have previewed the text.
Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. Ask if they knowanything about bicycles, beyond what is said in thereading.
Step 2: Play the audiotape. Have the class follow theaudiotape while looking at the text. You candecide whether you want to spend some time onthe vocabulary listed above.
Step 3:Ask the students to work individually tosummarize the main ideas of the reading in five orsix sentences.
Step 4: Ask for one or two volunteers to read theirsummaries aloud to the class. Do other studentsagree with what has been presented as the mainideas? Discuss as a class. Use as much English aspossible.
Unit project 1: History of a type of transportation (Continued 15 minutes)
Conclude unit project 1. Groups present their workto the class. Depending on class size and the length ofpresentations, you may wish to divide up the class.
Groups would then present their projects to oneportion of the class.
Activity book (5 minutes)
Play the audiotape. The aural exercises for thislesson are:
1. Listen to the audiotape. Fill in the blanks.
Write the words you hear.
Babo's Bike, Part One
Have you heard the story of Babo? No?
Then I will tell you about Babo.
Babo lived a long time ago. He did not workhard. He had a big basket. Every morning,
Babo filled the basket with apples. Then hewalked along the street. People bought Babo'sapples. Babo's basket was always empty whenthe evening came. But Babo was very poor.
One day, Babo saw a man riding a bicycle:
But it wasn't a bicycle! It had only one wheel!People were watching the man. They weresinging, “Ron the Rider! Ron the Rider!”Some of them gave money to Ron.
Class closing (5 minutes)
Below is the suggested homework for this lesson.Aim to give students about thirty minutes ofhomework. Use your discretion in deciding howmuch reading or how many exercises to assign ashomework. Base your decision on students’progress.
the third reading in the reader
the remaining activity book exercises
the next lesson in the student book
LESSON 36教学设计
Teaching content
- new words；year, same, glad, classmate
- a dialogue about Li Ming’s meeting Jenny’s class
- meet and introduce each other
- usage of speak and same
Lesson objectives
After this lesson, students should be able to
1. understand the meaning of the song and sing the song well
2. remember and use the mastery vocabulary
3. understand and write down some missing wordsas heard in sentences or passages in differentcontexts
Key points:
- introduce to each other
- speak and same
Difficult points: usage of word same
Teaching aids: audiotape, recorder, pictures
Type: dialogue
Teaching procedure
Class opening (5 minutes)
For ideas and tips on beginning a class, see“Teaching Techniques” at the back of this teacher’sguide.
Student book (15 minutes)
The reading for this lesson is a song. The audiotapepresents the song; the words to the song are in thestudent book.
The new vocabulary for this lesson includes thefollowing words and phrases:
Mastery Vocabulary
drive, get in
No Parking!
Yes/Certainly.
You'd better not.
Oral Vocabulary
highway
See “Teaching Techniques” at the back of thisteacher's guide for suggestions on teaching songs.
Here are some step-by-step instructions for one wayto teach the song in this lesson.
Step 1Have the class read the lyrics aloud as apoem. You may divide the class into two groups.Each group will read one line at a time. Make surestudents can read rhythmically with a good sense of the rhymes!
Step 2: Play the audiotape. Have the class follow intheir books.
Step 3: Practice singing the song repeatedly until the students can sing it well.
Class activity How to get from here to there (15 minutes)
In this activity, students can have fun discussingtransportation. Write several false statements abouttransportation on the blackboard. For example:
I will drive my car across the Pacific Ocean to get to Canada.
At the airport, I will take the train to Beijing.
I will fly my bicycle to school.
Ask for volunteers to correct these statements.Then ask each student to make up three falsesentences about transportation. Have students choosepartners. The students exchange their sentences withtheir partner. Each partner works to correct theother's sentences.Then students compare theircorrections. Do partners agree on how to correct thesentences?
Activity book (5 minutes)
Play the audiotape. The aural exercises for thislesson are:
1. Listen to the audiotape. Fill in the blanks.Write the words you hear.
Babo's Bike, Part Two
Later, Babo saw Ron the Rider walking along the sidewalk. He had his one-wheeled bicycle. “Do you like riding your one-wheeledbicycle?”Babo said to Ron.
“No. It is hard work,”said the man. “And I am poor. 1 work hard and I make littlemoney.”
“I make little money, too,”said Babo. “But I do not work hard. I fill this basket with apples. People come and buy them from me.”
Ron the Rider laughed. “I will give you my one-wheeled bicycle if you give me yourbasket”he said.
Class closing (5 minutes)
There is no specific reading from the reader toassign as homework for this lesson.
This is a chance for students to catch up if they arebehind.
Suggested homework for this lesson includes:
the remaining exercises in the activity book
the next lesson in the student book
diary-writing and ,group verb-tense Studies
Lesson 37 教学设计
Teaching content
- new words: temperature, outside, cup, shape, circle, line, pizza
- a dialogue L Ming and his friends
- how to ask and answer about the temperature
Lesson objectives
1. After this, students should be able to understand the meaning of the text
2. remember and use the mastery vocabulary and know some words that can help one imagine future transportation
3. write something about transportation in the future