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Unit 1 How often do you execise?
Page 1. Section A 1a~1c
I. Teaching Aims and Demands
1.Knowledge Objects:
Names of activities; Adverbs of frequency.
What do you usually do smilieid="10" border="0" alt="" />istening and writing methods; Pairwork.
V . Teaching Aid : A tape recorder; A projector.
VI. Teaching Procedures
Step I Greet the class and show the screen:
(This is a picture. A house on one side of the board and a school on the other side. Some streets with left and right turns leading from the house to the school.) Teach the two buildings home and school.
Use finger to trace a path from the house to the school.Ask students, How do you get to school? Do you walk? Do you ride a bicycle?
(For example, if you ask , How do you get to school? and a student replies, Bike, say , Oh , you ride your bike. Class, repeat. I ride my bike. The class repeats.)
Say, Today we’re talking abot how you go from one place to another.
Step II Section A 1a
First ask students to look at the picture. And read the sample sentences to them. Ask them to repeat.
Hey, Dave. How do you get to school?
I walk. How about you, Sally?
I ride my bike.
Then let students say how other students in the picture get ot school. Give them some help if necessary. For example, take the bus ; take the train; take the subway.
Read the phrases to them and ask them to repeat. Then ask them to write them in the box and add other ways to get to school.
Then check the answers.
Step IV 1b
First point out the names of the students in the box. Ask one student to read the names. Now listen to the conversation. Please write the number of the name in the white box next to the student. One of them has already been done.
Then ask students to say what each person is doing.Write the phrases on the board: walking, taking the train, taking the subway, taking the bus.
Check the answers on the screen. Then ask the students how Bob /Mary /Paul /Yang Lan /John gets to school?
Then, use these persons to make a dialogue like this:
A: Hey, Bob. How do you get to school?
B: I take the train. How about you, Mary?
A: I take the subway.
Ask students to complete the activity individually.Then check the answers
Step V 1c Pairwork
Ask two students to read the dialogue in the box to the class.
A: How does Bob get to school?
B: He takes the train.
Now work with a partner. Make your own conversations about how the people in the picture get to school.
Then ask students to work in pairs. Ask and answer how students get to school in the picture..(Present their conversations to the class.)
As they talk , move around the room, offering language or pronunciation support as needed.
Step VI Summary and Homework
This class we’ve learnt some key vocabulary and the target language . How do you (does he )get to school? Next class I’ll ask some students to tell me the answers.
Step VII Blackboard Design
Unit 4 How do you get to school?
walk subway train
take the subway/train go in a parent’s car
How do you get to school? I walk.
How does he get to schllo? He walks.
Step VIII Teaching reflection:
Uint 5 Can you come to my party?
Page 26 Section 2a~2c
I.Teachig Aims and Demands
1.Knowledge Objects
Key vocabulary; Target language; Grammar focus.
2.Ability Objects
Listening skill and communicative competence.
3.Moral Object
It’s polite to refuse one’s invitation if you can’t go.
II.Teaching Key Points
1. Key vocabulary:
hey, baseball game , too much homework
2.Target language
Hey, Dave,can you go to the movies on Saturday?
I’m sorry, I can’t . I have too much homework this weekend.
I have to help my mom.
I’m playing soccer.
I have to go to my guitar lesson.
I’m going to the movies.
I have to visit my aunt.
III.Teaching Difficulties:
Grammar focus;
Pairwork.
IV.Teachig Methods
Listening and speaking methods;
Communicative approach; Pairwork.
V.Teaching Aids:
A tape recorder
VI.Teaching Procedures
Step I Greet the class.
Step II 2a
First ask students to look at the sentences to the class twice. The first time say can and the second time say can’t .
Listen to the conversations carefully and then circle the word “can”or “can’t ”.
Check the answers with the whole class.
Step III 2b
Ask a student to read the five sentences in Activity 2b.
Listen to the recording again and fill in the three numbers as they listen.
Step IV 2c Pairwork
Ask students if they can give other reasons besides the lists in Activity 2b.
(Possible answers : not feeling well, have to babysit, going on a trip.)
Look at the sample conversation in the book. Ask a pair of students to read it to the class.
A : Hey, Dave,can you go to the movies on Saturday?
B : I’m sorry, I can’t . I have too much homework this weekend.
A : That’s too bad. Maybe another time.
B : Sure, Joe. Thanks for asking.
Now work with a partner. One of you is student A and one of you is student B. Student A, invites your partner to do something with you. Student B, say you can’t do it and give a reason.
Then change roles.
Then ask some pairs of students to present their dialogues to the class.
If some pairs do well, give them little presents to praise them.
Step V Summary and Homework
Today we’ve learnt how to say “no”to someone’s invitation and give a reason. After class practice the concersations with you partner.
Step VI Blackboard Design
Unit 5 Can you come to my party?
has to have to
She ____play basketball. He_____study.
They _____go to party. I_____study for a test.
Step VII Teaching reflcetion:
Unit 6 I’m more outgoing than my sister.
Page 31 Section A 1a~1c
I.Teaching Aims and Demands
1.Knowledge Objects: Key vocabulary; Targe language; Oral practice.
2.Ability Objects: Listening and speaking skills; Communicative competence.
3.Moral Object: Learn to play a musical instrument.
II. Teaching Key Points
1. Key vocabulary
Tall, short, thin, heavy, long hair, short hair, calm, wild, more than.
2. Target Language
Is that Sam?
No, that’s Tom. He has shorter hair than Sam.
Is that Tara?
No, it isn’t. It’s Tina .Tara’s shorter than Tina.
III.Teaching Difficulty: Oral practice using the target language.
IV.Teaching Method
Listening and speaking methods; Communicative approach.
V. Teaching Aids A tape recorder; A projector; Some objects.
VI.Teaching Procedures
Step I Greet the class.
Step II
Make a simple drawing of a boy and a girl on the board. Make the boy tall and make the girl a little taller than the boy. Write the name Lucy
under the girl and the name Bob under the boy. Then compare Lucy and Bob and ask studets to repeat the sentences.
Bob is tall. Lucy is tall. Lucy is taller than Bob.
Then bring out two rulers of different length. Say ,
This is a ruler. It’s Bob’s ruler.(longer) This is Lucy’s ruler.(long)
Bob’s ruler is longer than Lucy’s.
Step III Show some new words on the screen.
more than calm wild
Read the new words to students and ask them to repeat.
Step IV 1a
T : Now please open your books at page 31. First, look at the picture. How many people are there in the picture?
S: Nine .
T: Good, please tell me their names.
S: Pedro and Paul. Ton and Sam. Tara and Tina.
T: Great! Who is taller, Pedrl or Paul?
S: Pedro.
T: That’s right. Pedro is taller .
Ss: Pedro is taller.
Then ask students to repeat the following sentences:
Tina is wilder than Tara. Tara is calmer than Tina.
Sam is wilder than Tom. Sam has longer hair than Tom.
Tom is calmer than Sam. Tom has shorter hair than Sam.
Pedro is heavier than Paul. Paul is thinner than Pedro.
Tell students to draw lines between the words of the opposite meanings . For example, tall and short.
Step V 1b
First tell students what the twins are. Twins are children born at the same time to the same parents. Sometimes they look exactly alike, but not always. The twins in this picture do not look exactly alike.
Listen to the conversation carefully and number the pairs of twins (1~3)in the picture. Then check the answers.
Step VI 1c Pairwork
First ask two students to read the sample conversation to the class.
A: Is that Tara?
B: No, it isn’t .It’s Tina.Tara’s shorter than Tina.
Then have students work with a partner. Make converwations about the other twins.
Ask some pairs of students to say one or more of their conversations to the class.
Step VII Summary and Homework
Today we’ve learnt the twins are having a concert. We’ve learnt how to compare people. After class, give more practice, compring your school things. Next class I’ll ask some of you to say your conversations.
Step VIII Blackboard Design
Unit 6 I’m more outgoing than my sister.
Bob Lucy
Lucy is taller than Bob.
Bob is shorter than Lucy.
Step X Teaching reflection:
Unit 7 How do you make a banana milk shake?
Page 41 Section A 1a~1c
I.Teaching Aims and Demands
1. Knowledge Objects:
Key vocabulary; Target language; Writing practice.
2. Ability Objects:
Listening, sequencing, writing and cooperating skills.
1. Moral Objects:
Knowing that it is not easy to be a chef.
There is a lot of fun in cooking.
II. Teaching Key Points
1. Key vocabulary:
Turn on , cut up, peel, pour, put, drink, blender
2. Target language
How do you make a banana milk shake?
First, peel the bananas and cut it up.
Then put the milk into the blender…
III. Teaching Methods
Watching, listening and writing methods; Pairwork.
IV. Teaching Aids:
A tape recorder ; A projector.
V. Teaching Procedures
Step I Greet the class.
Step II Learn the following new words with the help if the pictures while showing them on the screen.
blender milk banana
Point to the pictures and the names of all items and ask students to repeat.
Step III Section A 1a
Show the pictures with the blanks on the screen as shown on students’ book.
Ask students to tell what they see in the picture.
Point out the blank lines in the picture.
Ask students to write the names of the actions on the blank lines.
Give one sample answer. Then ask students to fill in the blanks on their own.
Ask a student who finishes first to write the answers on the blackboard.
Check the answers on the blackboard and ask students to correct their own answers.
Step IV 1b
Listen and put the instructions in the correct order.
Point out the actions in the picture and the list if actions in Activity 1b.
Ask different students to look at the picture and tell what is happening .
Ask others to read the list of actions in Activity 1b.
Listen to the conversation and ask the students to complete the activity on their own. Then check the answers.
Step V 1c
Pairwork
Point out the instructions in Activity 1b.
Ask a student to read the instructions in the correct order.
Now work with your partner.
Cover the instructions in 1b and tell your partner how to make a banana milk shake.
Point out the example in the speech bubble and say, You can start like this, if you want to .
Ask one or two students to say the list of instructions to the class without looking at the book.
Step VI Summary
Today we have learned some names of food. And we also learned how to make a banana milk shake.After class if you want to drink something you could make a special one. Not by your mother or father, but by you. You could make it anytime. And we know it is not easy to be a chef. But still there is a lot of fun in cooking.
Step VII Homework
Write a sequence of making an apple milk shake.
Step IX Blackboard Design
Unit 7 How do you make a banana milk shake?
turn on cut up peel pour put drink blender
Sequence of making milk shake:
peel … cut up … ……
Step X Teaching reflection:
Unit 8 How was your school trip?
Page 47 Section A 1a~1c
I.Teaching Aims and Demands
1.Knowledge Objects
Key vocabulary; Target language.
2.Abiklity Objects
Listening, speaking, writing and cooperating skills.
1. Moral Object
What you do today is what you do tomorrow.
II.Teaching Key Points
1. Key vocabulary
aquarium, zoo, seals, sharks, photos, souvenir, ate, took, hung out.
2. Target language
Did you go to the zoo?
No, I didn’t. I went to the aquarium.
Were there any aharks?
No, there weren’t any sharks, but there were some really smart seals.
III. Teaching Difficulty:
Spoken practice.
IV. Teaching Methods
Oral practising, listening, writing, asking and answering methods; Pairwork.
V. Teaching Procedures
Step I Greet the class.
Step II Today we are going to learn Uint 8 How was your school trip?
During this unit we will learn more ways to talk about things that happened yesterday, last week or last year. Now I’d like to ask some questions about things you did yesterday or last week.
Warming – up:
Ask different students questions about things they did yesterday or last week using verbs they have already studied.
Ask the students to give the short answers, Yes, I did . No, I didn’t .Yes, I was. No, I wasn’t. Use these verbs: do/did, is/was, are/were, buy/bought, go/went, and see/saw.
Review the present and past of some verbs students have already studied. Remember to use only these verbs: do/did, is/was, are/were, buy/bought, go/went, and see/saw.
Step III Show new words on the screen
aquarium shark seal souvenir
Lead the students read the words above and add some more words needed to teach.
Step IV Section A 1a
Aak students to make separate lists.
Ask students to read their lists to the class. On the board, make a list of all the activities students talk about using a past verb and the activity. Point to the items and ask different students to read the items to the class.
Step V 1b
Point out the picture and the list of activities. Read the instructions.
Listening carefully and circle only the things you hear on the recording .
Check the answers.
Step VI 1c Pairwork
Ask students to look at the picture in Activity 1a. Then point out the sample comversation in Activity 1c. Ask two students to read it to the class.
Say, Now work with a partner. Make your own conversations about the people in the picture.
Ask several pairs to present one or more of their converwations to the class.
Step VII Game
Divide the class into two teams. Name one team “past”and the other “present”. The “past ”team will talk about things that happened last week or last year. The “present”team will talk about things that happen every day. The “past ”team starts by saying a sentence. The “present”team has to change the sentence into a “present”sentence. For example, I went swimming yesterday becomes I go swimming every day. The “present”team to change. Each team gets one point for changing a sentence correctly.
Step VIII Summary
Today we have learned how to talk about what you did
on your last school trip. This is about something happened in the past. And now we know how to say it in English. We have to work hard every day then we could make progress every day.
Step IX Homework
Review the Activity 1a. Practice the Activity 1b with yout partner.
Step X Blackboard Design
Unit 8 How was your school trip?
Did you go to the zoo?
No, I didn’t. I went to the aquarium.
Were there any aharks?
No, there weren’t any sharks,but there were some really smart seals.
Step XI Teaching reflection:
Unit 9 When was he born?
Page 56 Section B 1a~2c
I.Teaching Aims and Demands
1. Knowledge Objects: Key vocabulary; Target language; Writing practice.
2.Ability Objects : Listening, writing and speaking skills.
1. Moral Object: Working hard makes a man.
II.Teaching Key Points
1. Key vocabulary
talented, loving, outstanding, unusual, beautiful, creative, kind, famous.
2. Target language
A: Who’s Midori? B: She’s a famous violinist.
A: When was she born? B: She was born in 1971.
A: When did she tour the U.S.?
III.Teaching Difficulty: Target language.
IV. Teaching Methods
Listening, writing and speaking methods; Pairwork; Groupwork.
V. Teaching Aids: A tape recorder; A projector.
VI.Teaching Procedures
Step I Greet the class .
Step II Lead- in and Introduction
Today we start to learn to talk more about people.They are different but just common like us.
Show the new words on the screen.
talented loving outstanding unusual creative grandchild violinist skating skater become
Point to them and lead the students to learn them.
Step III Section B 1a
First learn the words in the yellow bar at the top of the page. Write them on the board. Then point to the words one by one and ask students to say what they mean. Have students explain the words, or use the words in several sentences to show what they mean. For example ,
T: Talented. A talented person can do something very well. Deng Yaping is a talented table tennis player, Sun Yanzi is a talented singer. Who else is talented?
S: Carlos is a talented soccer player.
Read the instructions and point out the pictures. Ask a student to read the names of the people in the pictures. Help him if he has some difficulties in pronunciation of the names.
Ask students to write one or orwo words from the list under each person’s picture. Give students an example to help them understand how a possible answer is.
Step IV 1b Groupwork
Point to the different people in the pictures in Activity 1a.Ask several students to read to the class the words they wrote under each picture.
Read the sample sentences: A: Arthur is a loving frandfather.
He spends all his free time with his grandson.
Say, Now work with a group. Make your own statements about the people in the pictures using the words you wrote in your book.
Ask students to tell the class what they said about some of the people.
Step V 2a
Read the instructions and point out the words in the list in Activity 1a. Say, Listen to the boy and girl talking about people the admire. Circle the words you hear.
Check the answers.
Step VI 2b
Show the eight sentences on the book’box. Stuents read.
Check the answers.
Step VII 2c Pairwork
Point out the sample conversation. Ask two studnts to read it to the class.
Then lead the class to read the sample conversation toghther.
Have students work in pairs. Ask some pairs of students to say a conversation to the class.
Step VIII Summary
Today we have learned to talk about people with words talented, loving, outstanding, unusual, beautiful, creative, kind, famous.
And we listened to a story about Midori and Laura. Both of them became very famous when they were very young. Working hard makes a man. You are young, you have chances to prepare and go.
Step X Blackboard Design
Unit 9 When was he born?
talented loving outstanding unusual
beautiful creative kind famous
A: Who’s Midori? B: She’s a famous violinist.
A: When was she born? B: She was born in 1971.
A: When did she tour the U.S ?
Step XI Teaching reflection:
Unit 10 I’m
