1、90Unit 3 My DayGeneral Goals for Unit 3 Unit 3 has six lessons,and one review lesson.But you should consider using more than six classes to teach the unit.For example,you may want to include a lesson at the beginning of the unit to review what was learned in the previous class.Or,you may want to add
2、 a lesson at the end of the unit to review the material from all the lessons.You should allow the pace and content of your teaching to fit the needs and interests of your students.Specific Goals for Unit 3 Knowledge and Skills1.Students will be able to recognize,understand and use the following voca
3、bulary:eleven,twelve,thirteen,fourteen,fifteen,sixteen,seventeen,eighteen,nineteen,twenty,thirty,forty,fiftywash,talk,readtime,night,book,TV,bed,mom,dad2.Students will be able to understand and respond orally to the following expressions:What time is it?Its seven oclock.Its eleven twelve.We have din
4、ner at six thirty.Learning StrategiesStudents will be taught the following basic learning strategies:To observe simple English conversations in everyday situations.To develop the habit of listening to the audiotape and repeating the sentences.To concentrate when learning.To take the initiative to as
5、k questions of the teachers or of other classmates.Unit 3My Day91Unit 3 My Day To listen to and learn songs that will help them remember English expressions.Affect and AttitudeStudents are expected to do the following:To develop an interest in and curiosity for learning English and to find opportuni
6、ties to practise their listening skills.To try to imitate and use English in everyday life.92Unit 3 My DayLesson 13 What Time Is It?TEACHING GOALS 1.Students will be able to recognize,understand and use the following words:time,eleven,twelve,thirteen,fourteen,fifteen2.Students will be able to recogn
7、ize,understand and use the following expressions:What time is it?Its seven oclock.Its eleven twelve.TEACHING PREPARATION Audiotape/Multimedia CD for Lesson 13 Word and picture cards for Lesson 13 Time flash cards Teacher and student clocks93Unit 3 My DayCLASS OPENING Greeting and ReviewWelcome the s
8、tudents back to class with:Hello students!We are half way through our Learning English book!You are excellent students!Give yourselves two big claps!Lesson HookTell the students to open their student books to Unit 3.Teacher can say:What do you think this unit is going to be about?Can you guess?Yes,t
9、his unit is all about time!Take the time at the beginning of this lesson to have every child make his/her own clock to use throughout the unit.Clocks can be collected and kept in a sorting box at the end of every lesson to ensure that none of them get lost.Teaching TipMaking a ClockFor this unit eve
10、ry child will need his/her own paper clock with movable hands;the teacher will also need a large paper clock.The teacher should have pre-cut circles of cardboard for the student clocks with a hole in the centre of the circle.Each student is given a pre-cut circle with a hole in the centre.Students s
11、hould take their rulers and draw a line from top to bottom and then from side to side on the circle.At the top and the bottom of the circle,students print 1and 6.From right to left on the sides,students print 3 and 9.In between,12 and 3,students print 1 and 2,In between 3 and 6,students print 4 and
12、5.In between 6 and 9,students print 7 and 8.In between 9 and 12,students print 10 and 11.Pass each student a small hand and a big hand for his/her clock.Also pass each student a round head metal fastener to attach the 2 clock hands through the hole in the paper circle to the back of the clock.Once t
13、he hands have been attached to the clock,the student has a working model of a clock to manipulate.The teacher should make a large clock and can use this as a demonstration of the process as the students are making their own.Teacher can say:Turn to page 34.Look at the pictures on this page.What is Li
14、 Ming doing in the first picture?What do you think his mother is saying to him?How about the second picture?And the third?This lesson is called What Time Is It?94Unit 3 My DayNEW CONCEPTS 1.Its time to get up!Use an overhead projector for this lesson or rewrite the new words and expressions on the b
15、oard so all of the students can see what you are pointing to.Teacher can say:These are the new words we will learn today:shirt,socks,shoesPoint to each word and read it aloud.Have the students repeat each word as you point to it.Teacher can say:These are the new expressions we will learn today:Its t
16、ime to get up!What time is it?Its.oclock.I put on my shirt/socks/shoes.Point to each word and read it aloud.Have the students repeat each of expressions as you point to them.Play the audiotape as the students follow along in their student books.Play it two or three times,listening to each student pr
17、onounce the words and helping as needed.DEMONSTRATEUsing your large teacher clock,show the students how to move the little hand to show the hours and big hand to show the minutes.Ask the students to look at the time on the clock in picture 1.Teacher may ask:What time is it?Explain that 7:00 am is th
18、e time that Li Ming gets out of bed.Have a conversation with the students.Ask them what time they get out of bed.Ask a couple of students and show the students the times on the big clock.Call a student to the front.Practice the following conversation with the student:Teacher can say:Its time to get
19、up.Student:What time is it?Teacher can say:Its oclock.Student:I put on myPRACTICEPair WorkAsk the students to work in pairs to practice the dialogue.They can use their clocks to show the time they get out of bed.Student 1:What time is it?Student 2:Its oclock.Student 1:I put on myStudent 2:I put on m
20、y2.What time is it?Tell the students to look at Part 2.Go through Part 2 with the students,reading the time from the words below each digital clock face.Using pre-prepared flash card,practice telling more times with the students.95Unit 3 My DayTeaching TipUsing Digital Clocks and Face(Analogue)Clock
21、sWhen teaching time concepts to EFL students,it is always good to have both face and digital clocks available so that students can see how time is written in cardinal numbers.Students can then translate the cardinal numbers into English word numbers.The easiest way to do this is to have the students
22、 print the time in numbers as they would find it on a digital clock.For example,telling the time 5:25 is much easier to read than looking at a face clock and translating the hour and minute hands into numbers.3.Lets do it!Listen and match.Tell the students to look at the clocks in Part 3.They can wr
23、ite the time on the clock on the page beside each clock if they think it will help them with this section.Students should read the sentences in the middle yellow section of Part 3.Students should match sentences to the pictures of Jenny on the right side of the page by drawing a line.Students can th
24、en match the sentences and the pictures to the correct clock by drawing another line to the correct clock on the left from the sentence.Check as a class.The audiotape says;Its seven fifteen in the evening.Its time to do homework.Its seven oclock in the morning.Its time to get up.Its nine oclock in t
25、he evening.Its time to go to sleep.Its twelve oclock.Its time to have lunch.Its eight oclock in the morning.Its time to go to school.Teaching TipMultiple matching activitiesWhen students are faced with matching three items to each other,that is,a picture to a time and a sentence,it is easiest to hav
26、e the students match the pictures to the sentences first and then decide which time works best with these two items.OptionalGame:What Time is it,Mr.Wolf?This is a game that can be played in the gym or on the playground.It is very hard to play in the classroom.Rules of the Game:What Time is it,Mr.Wol
27、fAll the children are lined up against a wall at one end of the room.At the other end of the room is a leader.All the children yell,“What time is it,Mr.Wolf?”and the 96Unit 3 My Dayleader,with his/her back to the children at all times,yells out a time like“10 oclock!”.The children take 10 steps clos
28、er to the leader.(One step for every hour in the time!The students can take big steps or little steps,whatever they want).After two or three times of calling out times,when the children yell,“What time is it,Mr.Wolf?”the leader will yell“Dinner time!”and turn and run after the children.The children
29、need to run back to the wall they came from before the leader catches them.The child the leader catches is then the new wolf.Alternately,everyone who is caught can be the wolf at the same time-this makes the game even harder!ACTIVITY BOOK Help the students find the page they need to work on.Hold up
30、your activity book with that page open.Say Lets open our activity books.Point to the page and walk around the class so that everyone can see.CLASS CLOSING Exit ticket:As students are leaving the classroom,they must tell you what they like about waking up in the morning!After-Class ActivitiesStudents
31、 can either make or find a real clock at home,and practice telling time to their parents with the clock.97Unit 3 My DayLesson 14 In the MorningTEACHING GOALS Students will be able to recognize,understand and use the following words:sixteen,seventeen,eighteen,nineteen,twentyTEACHING PREPARATION Audio
32、tape/Multimedia CD for Lesson 14 Flash cards for number words from twenty to twenty-nine Student and teacher clocks Ball98Unit 3 My DayCLASS OPENING Greeting and ReviewTeacher can say:Hello students!How are you today?Students should respond with:Hello teacher.We are fine!Teacher can say:What time is
33、 it?Very good!Lesson HookTell the students to open their student books to Lesson 14,page 36.Teacher can say:Today we will learn to share in English the things we do in the morning.NEW CONCEPTS 1.NumbersUse number/word flash cards for the numbers from twenty to twenty-nine to teach this part of the l
34、esson.Hold up each flash card and say the word/words.Ask the students to repeat after you.Ask the students to listen to the audiotape.Play the audiotape again and ask students to read along.Do this several times.DEMONSTRATESay the numbers again one by one.Put each flash card on the board ledge when
35、you have reviewed it with the students.Ask students to come up to the front of the classroom one by one and find the correct number as you say it.Teaching TipHyphenated numbersTell the students that all numbers other than those from 1-19,and all of the multiples of ten(for example:10 ten,20 twenty)a
36、re one word numbers.All other numbers in English up to 100 are hyphenated.For example:twenty-one,twenty-two.PRACTICEClass WorkMix up the flash cards so that the students cannot predict where the number is by sequence.Practice with the students several times.2.Good morning!Ask the students to look at
37、 the three pictures in Part 2.Tell them to look at the clock on the wall in each of the pictures,then say:What time is it in picture 1,2?99Unit 3 My DayIntroduce the new phrases by writing them on the board:Good morning.breakfastI get up at oclock.At,I have breakfast.At,I walk to school.Play the aud
38、iotape.Ask the students to listen the first time.Play the audiotape again and ask the students to read along.Walk around the class to give assistance to students having problems.DEMONSTRATEAsk a student to come up to practice the following dialogue with you:Teacher can say:What time do you get up?St
39、udent:I get up at seven oclock.Teacher can say:What time do you have breakfast?Student:I have breakfast at seven twenty-five.Teacher can say:What time do you walk to school?Student:I walk to school at eight oclock.PRACTICEPair WorkAsk students to find a partner to practice the dialogue with.Tell the
40、 students to use their clocks to show the time to their partner as they say each part of the dialogue:Student 1:What time do you get up?Student 2:I get up at seven oclock.Student 1:What time do you have breakfast?Student 2:I have breakfast at seven twenty-five.Student 1:What time do you walk to scho
41、ol?Student 2:I walk to school at eight oclock.Students can also change the times to be more precise to their own schedules if they are able to.Teaching TipEnhancing a lessonWhenever possible,offer the students opportunities to change dialogue to meet their own lives.This serves two purposes:1.The di
42、alogue becomes more realistic for the students.2.Allowing for change offers talented English students an opportunity to challenge themselves while ensuring mainstream students have a baseline from which to learn new concepts.3.What time do you have breakfast?Form a circle in the class.Start the dial
43、ogue by throwing a small ball to a student and asking:What time do you have breakfast?100 Unit 3 My DayThat student says:I have breakfast atThe student then throws the ball to another student and asks:What time do you have breakfast?This process is repeated as many times as the teacher wants to play
44、 the ball game!4.Lets do it!This is Kates morning.Listen and circle the time.Ask students to listen to the audiotape and circle the correct time from the two choices given for each of the following:get up,wash face,have breakfast and go to school.The audiotape says:Hello!Im Kate.I am a student.In th
45、e morning,I get up at seven oclock.Then I wash my face at seven ten.At seven twenty-five,I have breakfast.I go to school at eight oclock.Teaching TipMaking simple activities fun!Remember to make even simple activities fun.You can do this by changing an activity so that it feels like a game to the st
46、udents!OptionalPictionary:What time?Draw a picture of a student doing a morning activity on the board.Whisper a time to one of the students who will be your helper.Write 5 different times on the board.Students must guess which time that would go best with the picture!ACTIVITY BOOK Help the students
47、find the page they need to work on.Hold up your activity book with that page open.Say Lets open our activity books.Point to the page and walk around the class so that everyone can see.CLASS CLOSING As students are leaving the classroom,have them tell you their favourite thing to do in the morning.If
48、 their next class is in the morning,say:See you on morning!After-Class ActivitiesStudents should practice their morning activity vocabulary and expressions at home with their parents.Students can draw a picture of their favourite morning activity to share at the next English class.101Unit 3 My DayLe
49、sson 15 In the AfternoonTEACHING GOALS Students will be able to recognize,understand and use the following words:thirty,forty,fiftyTEACHING PREPARATION Audiotape/Multimedia CD for Lesson 15 Word and number flash cards for Lesson 15 Clocks Pictures of students working in the afternoon at school102 Un
50、it 3 My DayCLASS OPENING Greeting and ReviewTeacher can say:Good morning/afternoon students!Its time for English!Are you happy?Expect students to respond with:Good morning/afternoon.Yes,we are happy!Scaffold the students to the correct responses.Lesson HookTell the students to open their books to Le
51、sson 15.Teacher can say:In this lesson,we will learn about what Li Ming does in the afternoon.Lets look on page 38 of our student books.NEW CONCEPTS 1.NumbersThese are the new words we will learn today:20 twenty 26 twenty-six30 thirty 32 thirty-two40 forty 45 forty-five50 fifty 57 fifty-sevenUse num
52、ber/word flash cards for the new numbers to teach this part of the lesson.Hold up each flash card and say the word/words.Ask the students to repeat after you.Ask the students to listen to the audiotape.Play the audiotape again and ask students to read along.Do this several times.Teaching TipCounting
53、 by 10sIn this lesson students learn to count by 10s from twenty forward.They also learn to add 1 to each 10 to move forward ten places on the number line.DEMONSTRATESay the numbers again one by one.Put each flash card on the board ledge when you have reviewed it with the students.Ask students to co
54、me up to the front of the classroom one by one and find the correct number as you say it.PRACTICEClass WorkMix up the flash cards so that the students cannot predict where the number is by sequence.Practice with the students several times.103Unit 3 My Day2.At schoolAsk the students to look at the pi
55、ctures on page 38 in Part 2.Ask them to tell you what Li Ming is doing in each of the pictures.Go through the new expressions with the students:In the afternoonAt.oclockPoint them out on an overhead showing the students where they can find these expressions in their books.Ask students to listen to t
56、he audiotape.Then ask the students to listen to the audiotape one more time,reading along.Walk around the classroom and listen to the students,helping where necessary.DEMONSTRATELanguage Experience Story Do a Language Experience Story with the students.Tell the students that you want them to tell yo
57、u what they do in the afternoon at a particular time.They should model their sentences after the following:Atoclock,ITell students not to forget to write an opening sentence for their story.Students should add their sentences in sequence from earliest in the afternoon to latest.They should also writ
58、e a closing sentence for the story.Sentences by each student should give credit to the author.The story can be named at the end.Sample LEA Story In the afternoon we do many things.(Teacher)At twelve oclock,I eat lunch.(Li Ming)At twelve thirty,I play in the playground.(Sally)At one oclock,I have Eng
59、lish.(Jenny)At two thirty five,I have math.(Sam)At four oclock I have PE.(Jim)At five thirty,I go home.(Danny)We have fun in the afternoon.(Patty)After the students have written their story together,the teacher can have the students read their own lines.Then the whole class can read the story.PRACTI
60、CEGroup WorkUsing a piece of butcher block paper,ask students to work in groups of 4 to make a time chart for what they do in the afternoon.The timeline can be horizontal or vertical.It is best if the teacher adds criteria to the timeline such as how many times should be included and how the timelin
61、e should be illustrated.104 Unit 3 My DaySharing our timelines.Students can either do group oral presentations to the class or if time is limited,students can do a Gallery Walk through the timelines to see how their classmates have personalized the activity.Teaching TipHighlighting Good WorkIt is al
62、ways good for the teacher to hold up student work as it is being developed to give praise or offer suggestions to other groups using some very good pieces as models.This will motivate the students to improve the quality of their work to match what has been shared by the teacher.3.Lets do it!Look and
63、 write.Tell the students to look at the chart on page 39 of their student books in Part 3.The chart shows two columns:in the morning and in the afternoon.Students should look at each of the clocks in the two columns and then write the correct time shown on the clock beside each sentence in the space
64、 provided.4.Lets singSong:Its time for lunchVersesTell the students that the special thing about this song is that in the first 4 verses,there are only two lines for each verse and the lines repeat themselves.So they really only have to remember 4 lines!For example:Its time for lunch,Its time for lu
65、nch.I want to eat,I want to eat,Dumplings and rice,Dumplings and rice.A special treat!A special treat!ChorusThe interesting thing about the chorus at the end of the song is that it repeats the four lines from verses 14,so students only need to learn four lines for the whole song!Its time for lunch.I
66、 want to eat,Dumplings and rice.A special treat!12:00/twelve oclockeat lunch1:00/one oclockgo to PE2:00/two oclockgo to EnglishSample Timeline105Unit 3 My DayPlay the audiotape of the song.Go through the four lines with the students word by word and then line by line as they repeat after you.When th
67、e students know the four lines,play the audiotape again and ask the students to sing along.Ask the students to stand and sing the song one more time.Optional What do you eat for lunch?Ask the students to walk around the room.When you clap your hands,students will turn to a partner.Student 1 will say
68、:What do you want to eat for lunch?Student 2 will answer:I want to eat.Students then reverse the parts and say the dialogue again.Teacher claps his/her hands again and the students continue to walk.When teacher claps again,students pair with someone new and practice the dialogue again.ACTIVITY BOOK
69、Help the students find the page they need to work on.Hold up your activity book with that page open.Say Lets open our activity books.Point to the page and walk around the class so that everyone can see.CLASS CLOSING Teacher says:That was a great class,students!As we leave today,lets do a Gallery Wal
70、k of the timelines you made today!Dont forget to say“Good afternoon”as you leave the classroom.After-Class ActivitiesTell the students to sing their new song for their parents!106 Unit 3 My DayLesson 16 In the EveningTEACHING GOALS 1.Students will be able to recognize,understand and use the followin
71、g words:wash,TV,night,mom,dad,bed 2.Students will be able to recognize,understand and use the following expressions:We have dinner at six thirty.TEACHING PREPARATION Audiotape/Multimedia CD for Lesson 16 Flash cards for the new words in Lesson 16107Unit 3 My DayCLASS OPENING Greeting and ReviewTeach
72、er can say:Good morning/afternoon students!Welcome back!What do you have for lunch today?Lets sing Its time for lunch!Lesson HookTell the students to open their books to Lesson 16.Teacher can say:In this lesson,Li Ming will tell us what he does in the evening.We will also talk about what you do in y
73、our evening!NEW CONCEPTS 1.What do you do in the evening?Tell the students to look at the pictures on page 40,Lesson 16.Ask the students what they think the boy is doing in the evening.Introduce the new sentences.After dinner,I wash the dishes.Then I do my homework.Ask the students if they do either
74、 of these activities in the evening.Then say:Lets listen to the audiotape.Play the tape again and ask the students to read along.2.At homeAsk the students to look at the picture of Li Ming on pages 40 and 41.There are six pictures.Teacher can say:What is Li Mings family doing in picture 1?What is Li
75、 Ming doing in picture 2?In picture 3?Picture 4?Picture 5?Picture 6?Introduce the new sentences and phrases to the students by reading them one at a time from the book and having the students repeat after you:Would you like some soup?We have dinner at six thirty.After dinner,I help my family.I wash
76、the dishes.I do my homework.I write a story.We watch TV together,I go to bed at nine oclock.Play the audiotape for Part 2.Ask the students to follow along in their books.108 Unit 3 My DayPlay the audiotape again.Students can choral read the dialogue together.Walk around and listen to see if any stud
77、ents need help.You can also ask 6 students to read each of the picture boards to the class to extend practice in Part 2.DEMONSTRATEWhat do you do in the evening?Give every student a sticky note to add to the brainstorming chart.On the sticky note,students should write one thing they do in the evenin
78、g.Help students with the English words as necessary.Some examples are:have dinnerread a booktalk on the telephonewatch TVplay a gamedo my homeworkwash the disheswrite a storygo to bedAs students finish their sticky notes,they can come up and put them on the brainstorming chart.Read the brainstorming
79、 chart to the students.PRACTICEPartner WorkAsk students to work with a partner to make a dialogue about what they do in the evening.The dialogue should be four sentences long,two sentences for each student.Tell the students to practice their dialogues.Share several with the class.Teaching TipMaking
80、dialoguesFor a change,ask the students to make their own dialogues.You will be surprised and pleased to see what the students can do!The students will find this activity even more challenging than practicing a pre-planned dialogue because they have to use their brain power to create something new!Pr
81、epositional phrases of timeA preposition is a word,which shows relationships among other words in the sentence.The relationships include direction,place,time,cause,manner and amount.A preposition always goes with a noun or pronoun,which is called the object of the preposition.The preposition is almo
82、st always before the noun or pronoun and that is why it is called a preposition.The preposition and the object of the preposition together are called a prepositional phrase.Two prepositional phrases of time students are learning in this lesson are:109Unit 3 My DayIn the eveningAfter dinnerVerb phras
83、esA verb phrase is the portion of a sentence that contains both a verb and either a direct or indirect object(the verbs dependents).The two verb phrases students will be exposed to in this lesson are:Wash the dishesDo my homeworkHelp my family3.Lets do it!Ask and answer.Have a conversation with the
84、students about what they do in the evening.Add any new ideas to the brainstorming chart.OptionalMoving RightStudents can form two lines facing each other.The students on the left line say:What do you do in the evening?The students on the right line respond with any of the choices from the brainstorm
85、ing chart.Students move right and they say the dialogue again.The students on the left now ask the question and the students on the right respond.Do this many times,change dialogue parts every time students move right.ACTIVITY BOOK Help the students find the page they need to work on.Hold up your ac
86、tivity book with that page open.Say Lets open our activity books.Point to the page and walk around the class so that everyone can see.CLASS CLOSING Exit ticket:Teacher can say:As you leave the class,tell me your favourite thing to do in the evening!And have a great evening everyone!Students should r
87、espond with:Thank you!We will!After-Class ActivitiesStudents can draw a picture of their favourite evening activity to put on the sharing wall next day!110 Unit 3 My DayLesson 17 Good Night!TEACHING GOALS Students will be able to recognize,understand and use the following words:talk,read,bookTEACHIN
88、G PREPARATION Audiotape/Multimedia CD for Lesson 17 Flash cards and picture cards for the new vocabularyCLASS OPENING Greeting and ReviewTeacher can say:Good morning/afternoon students!How are you today?Students should respond:Fine,thanks.111Unit 3 My DayTeacher can say:Who brought a picture of thei
89、r favourite evening activity to share today?Can you turn to a shoulder partner and talk about your picture in English for 1 minute?Lets put the pictures on the Sharing Wall.Lesson HookTell the students to open their books to Lesson 17.Teacher can say:In this class,you will learn what to say to your
90、family at the end of the day.NEW CONCEPTS 1.Jennys eveningTeacher can say:These are the words and expressions we will learn today:talk,read,bookAt dinner.After dinner.(Explain to the students that these two expressions are prepositional phrases of time.They learned this concept earlier in the unit t
91、hrough a Teaching Tip.)Its time for bed!Good night!Write the words and expressions on the board.Tell the students to look at page 42.Teacher can say:Look at the title of the story.It is called Good night!Lets talk about each of the pictures.What do you see in picture 1,2,3,4,5?Discuss the pictures w
92、ith the students to connect the language to do picture word association.Read each sentence that goes with each picture after you have discussed what is in the picture.Play the audiotape.Ask the students to listen the first time.Then say:Now follow after me.Remember we are reading each line from left
93、 to right so as I say each word,touch it,from left to right.Read the dialogue for the students slowly,pointing to each word as you go.The students can repeat each word after you.Repeat the dialogue,sentence by sentence.Students can repeat the sentence one at a time after you.Play the audiotape again
94、 as the students follow along in their student books.Play it three or four times,as needed.Walk around the class,listening to each student read with the audiotape.Give assistance as necessary.DEMONSTRATEAsk students to draw a picture of one thing they do at night that is similar to what Jenny does i
95、n Lesson 17.Students can share in English what they have drawn with their shoulder partner.112 Unit 3 My DayAsk several students to share their pictures with the whole class.PRACTICEClass WorkMoving RightStudents form 2 lines facing each other.They have their pictures with them.When the teacher clap
96、s her/his hands once,students take turns talking to their partner about what they have drawn.When the teacher claps her/his hands twice,students move to the right and share with the next person across from them.Students can then put their pictures away to take home to share with their parents.Teachi
97、ng TipSharing work at homeParents are very interested in what their children are doing in school.Make sure to send home work the students have done so that the parents can keep current with what is happening in the class.2.Lets do it!Number the sentences.Tell Jennys evening.Tell the students to read
98、 the five sentences in Part 2.Ask the students to number the sentences in order from 15 so that the story makes sense.Check as a class.3.Letters and soundsTell the students to look at the section on page 43 called letters and sounds.In this section they will learn about the letters and sounds:y,s an
99、d sh.Go through the chart in Part 3 with the students.Personalize the three letters by finding an example of each in a students name.Ask the student if there are any other students with names that have one of the three letters in them.Also ask the students if they know any other English words that h
100、ave one of the three letters in them.OptionalFind the WallPlace the following phrases on the walls of the classroom:At dinnerAfter dinnerIts time for bed!Good night!113Unit 3 My DayRules of the Game:Find the WallWalk to:At dinner!Students should walk to the correct wall.Those who do not,are out and
101、must sit down.(You can demonstrate the word“walk”the first time.)Jump to:After dinner!Students should jump to the correct wall.Those who do not,are out and must sit down.(You can demonstrate the word“jump”the first time.)Girls only hop to:Its time for bed!Students should hop to the correct wall.Thos
102、e who do not,are out and must sit down.(You can demonstrate the word“hop”the first time.)Boys only walk backwards to:Good night!Students should walk backwards to the correct wall.Those who do not,are out and must sit down.(You can demonstrate the words“walk backwards”the first time.)ACTIVITY BOOK He
103、lp the students find the page they need to work on.Hold up your activity book with that page open.Say Lets open our activity books.Point to the page and walk around the class so that everyone can see.CLASS CLOSING Teacher can say:Classity class!Expect the students to say:Yessity yes!Teacher can say:
104、Well done!Bravo!Everyone say hip hip hooray!See you next class!After-Class ActivitiesStudents can share their pictures with their parents that evening.114 Unit 3 My DayLesson 18 Dannys Early DayTEACHING GOALS Students will be able to understand and use the words:alarm,clock,ring,sleepy,start,watch,e
105、arly,tomorrowTEACHING PREPARATION Audiotape/Multimedia CD for Lesson 18 Picture and flash cards for Lesson 18CLASS OPENING Greeting and ReviewSay:Welcome class!Congratulations!You have learned about things you can do in the morning,afternoon and evening!115Unit 3 My DayLesson HookTell the students t
106、o open their books to Lesson 18.Teacher can say:In this lesson,we will be reading a story!I will read it to you and as I read it,I will ask you questions.I will also ask you to make predictions about the story.Any questions?Teaching TipDirected Reading Thinking Activity(DRTA)The Directed Reading Thi
107、nking Activity(DRTA)is a comprehension strategy that guides students in asking questions about a text,making predictions,and then reading to confirm or refute their predictions.The DRTA process encourages students to be active and thoughtful readers,enhancing their comprehension.Why use directed rea
108、ding thinking activity?It encourages students to be active and thoughtful readers.It activates students prior knowledge.It teaches students to monitor their understanding of the text as theyre reading.It helps strengthen reading and critical thinking skills.How to use Directed Reading Thinking Activ
109、ityTeachers should follow the steps below when creating a DRTA.Determine the text to be used and pre-select points where students pause during the reading process.Introduce the text,the purpose of the DRTA,and provide examples of how to make predictions.Note:Be aware of the reading levels of each st
110、udent,and be prepared to provide appropriate questions,prompts,and support as needed.Use the following outline to guide the procedure:D=DIRECT.Teachers direct and activate students thinking prior to reading a passage by scanning the title,chapter headings,illustrations,and other materials.Teachers s
111、hould use open-ended questions to direct students as they make predictions about the content or perspective of the text(e.g.,“Given this title,what do you think the passage will be about?”).R=READING.Students read up to the first pre-selected stopping point.The teacher then prompts the students with
112、 questions about specific information and asks them to evaluate their predictions and refine them if necessary.This process should be continued until students have read each section of the passage.T=THINKING.At the end of each section,students go back through the text and think about their predictio
113、ns.Students should verify or modify their predictions by finding supporting statements in the text.The teacher asks questions such as:When to use:Before readingDuring readingAfter readingHow to use:IndividuallyWith small groupsWhole class setting116 Unit 3 My DayWhat do you think about your predicti
114、ons now?What did you find in the text to prove your predictions?What did you we read in the text that made you change your predictions?NEW CONCEPTS Story timeTeacher can say:Here are some new words we will hear in the story today.Can you repeat them after me?alarm,clock,ring,sleepy,start,watch,early
115、,tomorrowWrite the new words and expressions on the board.Read them aloud slowly,one by one,pointing to each word as you say it.Do this again and ask the students to repeat each word after you.Teacher can say:I want you to listen to this story!As I read it to you,Ill ask you some questions to think
116、about!Are you ready?Possible DRTA Questions for the story:Before the story:What do you think Danny is doing in this story?Can you guess?Picture 1:Look at the clock in picture 1.What does it say?Should Danny get up now?Why or why not?Picture 4:In picture 4,Danny finally looks at his watch!What does t
117、he watch say?What mistake has Danny made?Picture 5:In picture 5,what time does Danny want lunch?What time do we usually eat lunch?Picture 6:Is Danny ready to go home on time in picture 6?Is there a problem?Picture 8What time does Danny decide to go to bed?What time does he set his alarm clock for so
118、 he can get up next day?Teacher can say:Lets listen to the story on the audiotape now.Play the audiotape for the students.Ask the students to listen to the story.DEMONSTRATEPlay the audiotape again and ask the students to choral read along!PRACTICEClass WorkPlay the story again,assigning 8 students
119、to read the story in parts for each of the 8 pictures.Remind the students to enunciate clearly and add expression to their reading!Make a chart of the things Danny does and the times he does them:117Unit 3 My DayThink About It!Ask the students to turn to their shoulder partners and talk about the fo
120、llowing two questions:Why does Danny feel strange all day?What will Danny do tomorrow?ACTIVITY BOOK Help the students find the page they need to work on.Hold up your activity book with that page open.Say Lets open our activity books.Point to the page and walk around the class so that everyone can se
121、e.CLASS CLOSING Ask the students if they liked this story.Ask what they liked best about the story.Tell students that they have done a fine job in this unit.Next class will be their unit 3 Unit Review.After-Class ActivitiesStudents should prepare for the upcoming unit review.Students can retell the
122、story to their parents or read it from their student book to their family.Dannys TimelineTimesActivities5:00 amAlarm clock rings and wakes Danny up.Danny has breakfast.Danny walks to school.8:00 amDanny looks at his watch and realizes he is early for school.chicken10:00 amDanny wants lunch.2:30 pmDa
123、nny is ready to go home.5:00 pmDanny has some soup.6:00 pmDanny goes to bed.118 Unit 3 My DayUnit 3 ReviewCLASS OPENING Greeting Greet the class.Teacher can say:Good morning/afternoon,class.Today is our unit review!Play any of the songs from this unit as the students settle in their seats.Tell them
124、that today is a good time for them to show off what they have learned so far and how well they know it.Use the flash cards to review the words and structures from this unit with the following questions:What does this say?And this?What are some of the family words you learned in this unit?Have the st
125、udents open their books to page 46 and lead them through the review.119Unit 3 My DayTeaching TipKeeping a daily recordKeep a record of which students answered your questions and participated by having a clip board with a class checklist on it.If a student participates,put a checkmark beside his/her
126、name.If a student is having difficulty,put a star beside his/her name.Use your checklist to keep track of who has answered questions and who has not.Some students will hide in your English class.If you keep a record of who has participated,these students can no longer hide.REVIEW 1.Listen and circle
127、Students should listen to the audiotape and circle the correct answer of the four in each of the four boxes in Part 1.The audiotape says:1.What time is it?Its seven twenty-eight.2.I go to school in the morning.3.At twelve ten,I have lunch.4.After dinner,I read a book.2.Listen and drawTell the studen
128、ts to look at Part 2.They should listen to hear what time to draw on each of the six clock faces.The audiotape says:1.What time is it?Its ten oclock.2.What time is it?Its three oclock.3.What time is it?Its eleven five.4.What time is it?Its one forty.5.What time is it?Its four fifteen.6.What time is
129、it?Its twelve fifty-five.3.Read and talkStudents should find a partner and ask and answer the following questions with a partner:What time do yougo to school?go to bed?wash the dishes?play on the playground?do your homework?have dinner?4.Read and numberStudents should read the story in Part 4 and th
130、en sequence the four pictures below 120 Unit 3 My Dayaccording to the timeline in the story from 14.Check as a class.5.Key words and sentencesGo through the key words and sentences in Part 5 with the students.6.How am I doing?Ask students to fill in the self-evaluation chart in Part 6.Discuss how th
131、e students see their progression with each student as you walk around the room.ACTIVITY BOOK Help the students find the page they need to work on.Hold up your activity book with that page open.Say Lets open our activity books.Point to the page and walk around the class so that everyone can see.CLASS
132、 CLOSING As the students leave the classroom,play any of the songs from this unit and have them sing it together as they walk out the door!Teaching TipNote particular problemsWrite down the names of the students who seemed very uncertain during the oral parts of the lesson.Write down words that you
133、think require more practice in class in terms of comprehension and pronunciation.121Unit 4 Healthy MeGeneral Goals for Unit 4 This unit aims to teach children about how to keep healthy lives.Unit 4 has six lessons,but you should consider using more than six classes to teach the unit.For example,you
134、may want to include a lesson at the beginning of the unit to review what was learned in the previous class.Or,you may want to add a lesson at the end of the unit to review the material from all the lessons.You should allow the pace and content of your teaching to fit the needs and interests of your
135、students.Specific Goals for Unit 4 Knowledge and Skills1.Students will be able to recognize,understand and use the following vocabulary:fly,run,swim,eat,drink,buy,make,visit,tellkite,school,card,roomgood,for,me2.Students will be able to understand and respond orally to the following expressions:What
136、 do you like to do?I like to swim.Theyre good for me.I brush my hair every day.Id like to make a card for her.Learning StrategiesStudents will be taught the following basic learning strategies:To observe simple English conversations in everyday situations.To develop the habit of listening to the aud
137、iotape and repeating the sentences.To concentrate when learning.Unit 4Healthy Me122 Unit 4 Healthy MeTo take the initiative to ask questions of the teachers or of other classmates.To listen to and learn songs that will help them remember English expressions.Affect and AttitudeStudents are expected t
138、o do the following:To develop an interest in and curiosity for learning English and to find opportunities to practise their listening skills.To try to imitate and use English in everyday life.Resources Teachers Need for Unit 4 Audiotape/Multimedia CD for lessons 1924Flash cards required for each les
139、sonPictures of nouns or verbs from the lessons in this unit123Unit 4 Healthy MeLesson 19 Lets ExerciseTEACHING GOALS 1.Students will be able to recognize,understand and use the following words:me,fly,kite,run,swim 2.Students will be able to recognize,understand and use the following expressions:What
140、 do you like to do?I like to swim.TEACHING PREPARATION Audiotape/Multimedia CD for Lesson 19Flash cards and pictures for nouns,verbs and verb phrases in this lesson124 Unit 4 Healthy MeCLASS OPENING Greeting and ReviewGreet the class with“Classity Class!”and one clap.Students should respond with“Yes
141、sity yes”!Teaching TipReminder about oral cueing You can use oral cueing to get the students attention by saying phrases like:Classity Class!(clap)The students should respond with Yessity Yes!to show they are all ready to listen.This Oral Cueing can also be a greeting at the beginning of a class.Tea
142、cher can say:Classity Class!(clap)Students:Yessity Yes!Ask the students what they remember from the last unit.Teacher can say:Can you remember what the last unit was about?Very good!Lesson HookTell the students to open their books to Lesson 19.Teacher can say:In this lesson,you will learn some Engli
143、sh words for parts of your body and a new song about what we can do with our bodies!Teaching TipThe importance of verbs and verb phrasesVerbs are a necessary component of all language.Verbs have two important functions:Some verbs put subjects into motion,while other verbs help to clarify the subject
144、s in meaningful ways.The important thing to remember is that every subject in a sentence must have a verb.Otherwise,you will have written a fragment,which is a major writing error.NEW CONCEPTS 1.What do you like to do?Tell the students to look at page 50 of their students books.Teacher can say:These
145、 are the new words and expressions you will learn today:run,swimfly a kiteplay footballwalk to schoolride a bikeWhat do you like to do?125Unit 4 Healthy MeWrite the new words on the blackboard.As you say the words aloud,make sure to point to them so that the students can follow along.run,swimfly a k
146、iteplay footballwalk to schoolride a bikeWhat do you like to do?Say the words one by one and have the students repeat the words after you.Play the audiotape as the students follow along in their student books.Play it two or three times,listening to each student try to pronounce the words and helping
147、 them as needed.DEMONSTRATEAsk several students to come to the front of the class and practice the following dialogue with you.Remind the students that they can use any of the verbs or verb phrases written on the board to answer the question but they must all choose a different answer.Teacher can sa
148、y:What do you like to do?Student 1:I like to run.Student 2:I like to swim.Student 3:I like to fly a kite.And so onPRACTICEBall GameStudents stand in a circle.The teacher will start the game.He/she throws a ball to one of the students and says:What do you like to do?The student catches the ball and r
149、eplies by saying one of the verb or verb phrases in a sentence:(for example)I like to fly a kite.That student then throws the ball to another student and asks:What do you like to do?And so on.2.Lets chant!Chant:Swimming,swimming on SundayAsk the students to look at page 51 of their books.Tell the st
150、udents that there are eight lines to this song.The first six lines have the same pattern!They even have the same rhythm.Play the chant for the students and have them clap out the rhythm with you.Ask the students to look at lines 16.Teaching TipVerbs with“-ing”There are a lot of verbs with“-ing”at th
151、e end of them,like“sleeping”,“talking”,or“walking”.One of the two basic reasons to add“-ing”to the end of a verb is to form one of the progressive tenses.We use the progressive tenses to talk about actions that are 126 Unit 4 Healthy Meon-going.There are progressive tenses for the past,present,and f
152、uture.For example,the present progressive looks like this:“I am walking right now.”Progressive tenses are formed with be+main verb+ing,All of the verbs in this chant show the progressive tense of the verb.In each of lines 16 a progressive form of a verb is used.The verb is repeated twice in the firs
153、t there lines.The verbs are underlined below:Swimming,swimming on Sunday.Skipping,skipping on Monday.Running,running on Tuesday.Walking,walking on Wednesday.Riding a bike on Thursday.Flying a kite on Friday.Go over the 6 verbs with the students:swimming,skipping,running,walking,riding,flyingThe only
154、 verb that is not in the progressive form is the verb used for Saturday in line 7:playAlso tell the students that there is something special about the last word in each of the lines.See if they can guess what it is!Put the days of the week in order on the board,starting with Sunday:Sunday,Monday,Tue
155、sday,Wednesday,Thursday,Friday,SaturdayYou can make a chart on the board to help the students remember what action is happening on which day of the week:Review the chart with the students.Show the students which action goes with the verb on each day of the week.Play the audiotape again.Ask the stude
156、nts to listen and clap to the rhythm of the chant.Point to each of the action and days of the week words in the chart when they are said in the chant.Play the chant again and ask the students to stand up and chant along with the audiotape,doing the actions to match the chart and the chant.ActionDay
157、of the weekswimmingSundayskippingMondayrunningTuesdaywalkingWednesdayridingThursdayflyingFridayplaySaturday127Unit 4 Healthy MeACTIVITY BOOK Help the students find the page they need to work on.Hold up your activity book with that page open.Say Lets open our activity books.Point to the page and walk
158、 around the class so that everyone can see.CLASS CLOSING Group the students in the classroom according to the 7 actions in the song:Ask the students to say the chant and when their groups action comes up,the group can do the action as they walk to the door!After-Class ActivitiesWhen they go home tha
159、t night,students should say the new chant Swimming,swimming to their family.swimmingskippingrunningwalkingridingflyingplay128 Unit 4 Healthy MeLesson 20 Eat Good food!TEACHING GOALS 1.Students will be able to recognize,understand and use the following words:eat,good,drink,for2.Students will be able
160、to recognize,understand and use the following expressions:Theyre good for me.TEACHING PREPARATION Audiotape/Multimedia CD for Lesson 20Flash cards and/or pictures of all of the foods in Part 1 of Lesson 20(all of these flash cards come from other lessons in previous books)129Unit 4 Healthy MeCLASS O
161、PENING Greeting and ReviewGreet the students with the chant Swimming,swimming playing on the audiotape as they come in the classroom.With gestures,show the students that you want them to chant the chant along with you.Make sure to do the actions during the chant!This is a good way to greet the stude
162、nts sometimes!Then say:Classity,class.And clap your hands once.Expect the students to say:Yessity,yes!This shows that they are ready to learn!Lesson HookTell the students to open their student books to Lesson 20.Teacher can say:In this lesson,you will learn about which foods are good for the body!NE
163、W CONCEPTS 1.Eat and drinkTeacher can say:Lets make a list of all of the English food words in Part 1.For those foods that you think we shouldnt eat too much of,lets put a star beside them.Put the picture and flash cards for each of the foods up on the blackboard ledge.Hold up the flash cards as the
164、 audiotape says them.Ask students to read them aloud.Then ask the students to practice matching the word cards to the picture card.Eat Good Food!Food that is not that good for us(English or Chinese)Good Food(English)chocolatevegetablesdonutswatermilkchickenbreadteafishmeatfruitRice*Noodles*130 Unit
165、4 Healthy MeTeaching TipUsing ChartsMaking colourful charts of new and old vocabulary to post on the classroom wall will give students English visuals to refer to when they are learning new vocabulary and remembering old vocabulary!Using charts to differentiate learningStudents who finish their work
166、 early can draw colourful pictures on the charts.This keep them happy and busy while the teacher helps students who need extra help.Teacher can say:Now lets add a list of all of the food we know that are not very good for us.For example,is chocolate good for us?Or donuts?(You can write these words i
167、n Chinese)These are the new words and expressions you will learn today:eat,vegetables,drink,water,healthyEat good food!Print these words and expressions on the blackboard and go over them with the students.Play the audiotape for Part 1 as the students follow along in their student books.Play it two
168、or three times as the students read along.Walk around helping students who are having difficulty.2.Eat more vegetablesTell the students to look at Part 2 on page 53.Ask them what they think Jenny and Danny are talking about.The students know all of the words in Part 2.Play the audiotape and ask the
169、students to read along.DEMONSTRATEAsk three volunteers to come to the front of the class.These students can take turns reading the three parts of the story.PRACTICEAsk several groups to come forward and read the story orally for the class.Then ask the class to choral read the story.3.Lets do it!Tick
170、 and talk.Go through the chart on page 53 with the students.In particular make sure that the students know what each of the foods are in the top row.Then ask the students to work in partners to do this activity.Students can take turns asking each other:What do you eat on Monday,Tuesday,Wednesday etc
171、.?They can check the correct foods for each of the days of the week as they work together to discuss the foods they eat by saying:I eat131Unit 4 Healthy MeACTIVITY BOOK Help the students find the page they need to work on.Hold up your activity book with that page open.Say Lets open our activity book
172、s.Point to the page and walk around the class so that everyone can see.Optional Game:Moving left!In this game,students line up in two rows facing each other.Students on the right ask:What do you eat on?Students on the left respond with:I eatThe teacher claps hands and students move left.The student
173、on the left now asks the question and the student on the right answers.CLASS CLOSING Exit ticket:Tell students that as they leave class today,they must tell you what their favourite food is.After-Class ActivitiesWhen they go home tonight,students can look in the fridge and make a list of all of the
174、good foods they find there to bring back to school and share during the next class.132 Unit 4 Healthy MeLesson 21 Good HabitsTEACHING GOALS 1.Students will be able to recognize,understand and use the following words:school2.Students will be able to recognize,understand and use the following expressi
175、ons:I brush my hair every morning.TEACHING PREPARATION Audiotape/Multimedia CD for Lesson 21Picture and word flash cards for new words and phrases in Lesson 21133Unit 4 Healthy MeCLASS OPENING Greeting and ReviewEntrance ticketSay Good morning/afternoon and ask each student to tell you one good food
176、 they ate for supper the night before as they come through the door.NEW CONCEPTS 1.I have good habitsAsk the students to look at the pictures in Part 1 of lesson 21.Put picture and word flash cards on the board ledge for the following phrases:brush my hairbrush my teethdo exercisego to bed earlyMatc
177、h the pictures to the phrases as you introduce them to the students.Reread the phrases again with the students.Teacher can say:These are some more words and expressions you will learn today in the first part of the lesson:habitsI have good habits.every dayPut these words and phrases on the blackboar
178、d.Go over these words and phrases with the students word by word.Play the audiotape as the students follow along in their student books.Play it two or three times,listening to each student pronounce the words and helping them as needed.DEMONSTRATEMix up the phrases and the pictures that go with them
179、 from Part 1 and ask students to match the phrases with the correct pictures.brush my hairbrush my teethdo exercisego to bed earlyYou can do this several times with different students.PRACTICEPair WorkTell the students they are to work in pairs asking and answering the new questions with their partn
180、ers.Student 1:What is your good habit?Student 2:I brush my hair.(for example)Student 2:What is your good habit?Student 1:I do exercise.(for example)134 Unit 4 Healthy MeAsk several pairs of students to share their dialogues with the class.2.Work and playAsk the students to look at the pictures in Pa
181、rt 2 of lesson 21.Ask what they think Li Ming and Danny are doing in each of the pictures.Teacher can say:These are some expressions you will learn today in the second part of the lesson:work hardgo for a walkPut these words and phrases on the blackboard.Go over them with the students word by word.T
182、he students know the rest of the words in Part 2.Play the audiotape as the students follow along in their student books.Play it two or three times,listening to each student pronounce the words and helping them as needed.DEMONSTRATEAsk the students which of the four things in Part 2 that they like to
183、 do best:Work hard at school.Play with their friends.Do their homework.Go for a walk with their parents.PRACTICEPair WorkTell the students to turn to a shoulder partner and take turns sharing which activity they like to do best.Work hard at school.Play with their friends.Do their homework.Go for a w
184、alk with their parents.Ask several pairs of students to share their dialogues with the class.3.Lets singSong:This is the way I brush my teethTell the students that there are four verses in this song.All of the verses are the same except for the action at the end of the first line in each verse.This
185、is the way Verses 1 and 2 do the same action but with a different part of the body.I brush my teeth.I brush my hair.Verses 3 and 4 do the same action but with a different part of the body.I wash my hands.I wash my face.And the second line of every verse is the same!Early in the morning.135Unit 4 Hea
186、lthy MeGo through the song word by word,and line by line,asking students to repeat after you.Clap out the rhythm of the song with the students as they listen to the song for the first time.Play the song again.Ask the students to join in singing.Ask the students to stand up and sing.This time they ca
187、n do the actions for each of the four verses as they sing them.Teaching TipThe value in easy songs!Many songs are repetitive.The rhythm of the song helps the students remember the simple verses and students can even think of new verses to add!Ask the students to help you think of new verses such as:
188、This is the way we walk to schoolThis is the way we read our booksThis is the way we write a storyAnd so on!ACTIVITY BOOK Help the students find the page they need to work on.Hold up your activity book with that page open.Say Lets open our activity books.Point to the page and walk around the class s
189、o that everyone can see.CLASS CLOSING Ask the students to sing the song as they leave class today.After-Class ActivitiesStudents should practice their new vocabulary with their parents.They can also sing the new song to their families.136 Unit 4 Healthy MeLesson 22 Mothers DayTEACHING GOALS 1.Studen
190、ts will be able to recognize,understand and use the following words:buy,make,card2.Students will be able to recognize,understand and use the following expressions:Id like to make a card for her.TEACHING PREPARATION Audiotape/Multimedia CD for Lesson 22Paper for a Mothers Day Card137Unit 4 Healthy Me
191、CLASS OPENING Greeting and ReviewGreet the students:Good morning.Classity Class!(Clap!)The student should say:Good morning!Yessity Yes!Sing the song This is the way with the students.Lesson HookTeacher can say:In this lesson,it is Mothers Day and Jennys family is trying to think of something special
192、 to do for their mother!NEW CONCEPTS 1.Happy Mothers DayTeacher can say:Turn to page 56.These are the new words and phrases you will learn in this part of the lesson:Happy Mothers Dayworks,cleans,washesMothers Day is coming.We want to do something for her.What can we do?Write the new words and phras
193、es on the board.Go over them one by one with the students.Play the audiotape for the students.Have the students follow in their student books,pointing to each word in each sentence as it is said.Play the audiotape again and ask the students to choral read with the story.Ask the students to look at t
194、he pictures on pages 56 and 57 that go with the story in Part 1.Teacher can say:What do you think Jenny,her sister and brother are talking about?Can you guess?Write all of the guesses on the board and then check to see which one is right after reading the story.Teacher can say:These are the phrases
195、in this part of the story:Id like tobuy a giftmake a cardmake a nice breakfastThats a great idea.Point out these phrases to the students as they go through each picture in their student book.Play the audiotape and ask the students to follow along.Play the audiotape again and ask the students to chor
196、al read each part.DEMONSTRATEAsk 3 students to read the story for each picture in Part 1.138 Unit 4 Healthy MeDo this again but ask 5 students to read the two paragraphs in Part 1 as well as the parts of the story in the three pictures.Ask the class to choral read the whole story together.PRACTICECl
197、ass WorkTeacher can say:We are going to write a note to your mothers thanking them for some of the things they do.The note must be in English.You can use the story sentences or make an English sentence of your own.You can write this LEA story in the card for you mother.Sample:LEA card message(taken
198、form Part 1)My mother works hard.(Sally)She cleans every day.(Jill)She cooks every day.(Tanji)She washes the clothes.(Bob)She reads books to me.(Li Ming)She makes me happy!(Kitty)Happy Mothers Day,Mom!(Jim)Have the students who gave you each line read their line to the class.Ask the class to choral
199、read the story.Individual WorkStudents make a card for their mother.In the card,they write the LEA class story.They do not have to put their classmates names beside the sentences.They can choose to write all of the sentences or up to 5 of the sentences.They can add their own sentences too!Ask the st
200、udents to draw a picture on the front of the card and another on the inside.Students can share their cards with a shoulder partner when they are done.Teaching TipMaking a cardWhen students see that the English they learn is relevant and can be used to make something special for one of their parents,
201、they will understand that English is more than just talking in the classroom.English can take them outside of the classroom walls and into the real world!Students can put their cards on their desks and do a Gallery Walk to look at them.2.Lets do it!Think and talk.Have a class discussion about what t
202、he students can do on Mothers Day for their mothers.Page 57 gives some suggestions.Make a list of all of the things the students suggest.139Unit 4 Healthy MeACTIVITY BOOK Help the students find the page they need to work on.Hold up your activity book with that page open.Say Lets open our activity bo
203、oks.Point to the page and walk around the class so that everyone can see.CLASS CLOSING Say to the students:Great job with your cards!You can take them home and give them to your mothers!Tomorrow you can tell us if your mother liked the card!Goodbye Classity Class!Students respond with:Goodbye teache
204、r!(or Coachity Coach)Teaching TipWhole Brain TeachingThe Whole Brain Teaching approach is fun and extremely successful.It just makes sense to teach this way.Teaching Classity ClassFirst you say,“Class”and the students respond,“Yes”.You will need to explain to them that when you say“class”you want th
205、em to respond“yes”.Its a good idea to practice these expressions a few times and praise them for their efforts.Tell the students that they must also look at you when they say“yes”.Raising the bar a littleTell the students that they are so clever that they can now try the advanced level of “Class-Yes
206、”.This motivates them even further.You can vary your class delivery.Try a high voice/low voice variation.Next try saying“Classity class”and the students should copy you by responding“Yessity Yes!”You can use the whole brain approach with most instructions you want to give such as:Share!Yes!;Walk!Yes
207、!;Sit!Yes!etc.After-Class ActivitiesStudents take their cards to their mothers to read to them.140 Unit 4 Healthy MeLesson 23 Visiting Mrs.ZhouTEACHING GOALS Students will be able to recognize,understand and use the following words:visit,room,tellTEACHING PREPARATION Audiotape/Multimedia CD for Less
208、on 23Pictures and flash cards for new vocabularyCLASS OPENING Greeting and ReviewTeacher can say:Good morning all of my wonderful students!141Unit 4 Healthy MeStudents reply with:Good morning teacher.Ask if the students gave their mothers their cards.Teacher may ask:Did your mother like the card?Wha
209、t did she say?Lesson HookTell the students to open their books to Lesson 23.Teacher can say:In this lesson,Li Ming and his friends are going to visit an old lady who is not their grandmother.Teacher may ask:How many of you know old people who are not your grandparents?Do you go and visit them?Do you
210、 take special things to them?Teaching TipField TripsTaking children for a field trip is a great idea!Tell the children to ask their grandparents if they would like to come for a walk in a local park with them.The grandparents can bring a friend if they like.The students can bring their Learning Engl
211、ish books with them and read stories from the books to the old people.They can also listen to stories the old people tell them.NEW CONCEPTS 1.A Saturday visitTeacher can say:Look on page 58.On this page,the children are visiting with Mrs.Zhou who is an old person in their neighbourhood.Here are the
212、new words and phrases for this lesson:storyvisit/ingclean What would you like to do now?go for a walkPrint them on the board.Help the students find them in their books.Play the audiotape for pictures 1 and 2 and ask the students to read along as you walk around the class listening to them.Have a con
213、versation with the students about older people in the community.Teacher can say:Lets make a list of all of the things you can do to help an older person in your community.If you dont know how to say what you want to say in English,you can say it in Chinese and I will translate.142 Unit 4 Healthy MeP
214、lan to take the students to the park with their grandparents so that they can have a group experience with old people.2.Lets do it!1.How do the students help Mrs.Zhou?Read and tick.Have them read the text again.Then tick the sentences that are correct.2.Group work.Think and talk.Get the students wor
215、k in groups.They should discuss with Do you help others?What do you do?3.Letters and SoundsLook at the letters and sounds in Part 3.Read the sounds to the students then say the words for each sound.Ask the students to repeat the sounds and words after you as you say them.Go through the tongue twiste
216、r with the students.ACTIVITY BOOK Help the students find the page they need to work on.Hold up your activity book with that page open.Say Lets open our activity books.Point to the page and walk around the class so that everyone can see.CLASS CLOSING Exit ticket:Make sure that the students have their
217、 invitation for their grandparents for either the Field Trip or the Special Grandparent Day in the class.After-Class ActivitiesStudents should give the invitations to their grandparents and get an RSVP back to bring to class the next day so the teacher knows how many older people are coming and can
218、plan accordingly!ChineseEnglishread a booklisten to a storybring some fruitmake a cardhelp cleantake a walkA list of things to help older people143Unit 4 Healthy MeLesson 24 A Little MonkeyTEACHING GOALS 1.Students will be able to understand and read the following words:oranges,watermelons,monkey,la
219、ter,hungry2.Students will be able to understand and use the following expressions:May I help you?Would you like some fruit?Ill get some for you.3.Students will be able to predict an ending to the story.TEACHING PREPARATION Audiotape/Multimedia CD for Lesson 24 Paper for story boards144 Unit 4 Health
220、y MeCLASS OPENING Greeting and ReviewGreet the students.Teacher can say:Hello everybody!You are a great class!Give yourselves 3 claps!You make me very happy!Lesson HookTell the students to open their books to Lesson 24.Teacher can say:In this lesson,we are going to read a new story.Im going to ask y
221、ou lots of questions.Lets get started!(The teacher has chosen to use DRTA with this story.)NEW CONCEPTS Story timeTeaching TipTeacher Talk and Planned Questions for DRTADRTA includes a series of planned questions that encourage students to think about a story as they go through it together.The follo
222、wing is a sample of pre-planned Teacher Talk with planned questions that can be used for this story.DRTA Teacher Talk:Page 60 pictures 15:Say:Look at the story on page 60.What do you think the monkeys are talking about?Can anyone guess?Picture 1:Look at Picture 1.Who is in the story?What might they
223、be talking about?Picture 2:Who is the third monkey?What do you think he is saying?Picture 3:In Picture 3?Picture 4:And Picture 4?Picture 5:And Picture 5?Teacher can say:Very good!Here are the phrases in this part of the story:May I help you?Would you like some fruit?Ill get some for you.Show the stu
224、dents these words and phrases in their student books.Teacher can say:Lets listen to the first part of this story on the audiotape.Listen only this time.Well read together next time.DRTA Teacher Talk:Page 61 pictures 611:Picture 6:Now look at page 61.What happened to the little monkey in Picture 6?Pi
225、cture 7:How about in Picture 7?Picture 8:And in Picture 8?Picture 9:In Picture 9,what do you think the rabbit saying to the monkey?Picture 10:In Picture 10,where do you think little monkey is going?145Unit 4 Healthy MePicture 11:Are the small monkeys happy?Why?After the planned DRTA Teacher Talk int
226、roduction to the story,play the audiotape for the students.Ask them to read along.Walk around the class listening to see who needs help.DEMONSTRATERead AloudRead the story to the students without interruption,changing your choice for the two characters to add expression.Ask students to read the stor
227、y for each picture frame.PRACTICEThis story is set up like a Story Board.There are 11 pictures with some dialogues in each one.Below is an explanation for Storyboarding:Teaching TipWhat Are Storyboards?Storyboarding,or picture writing,is the origin of all written language,and was used by ancient cul
228、tures before text evolved.Story boarding is as a natural bridge to text.The Chinese language was built using pictographs.Egyptians used storyboards,or hieroglyphics,first etched in stone and later written on papyrus,to organize a complex society and to rule the ancient world.Look at any comic strip
229、and youll see picture writing in action.A storyboard is a writing format,generally a set of boxes(or rectangles,circles,or other shapes)placed in a logically sequenced order.Each box or frame is a place for the writer to put information,pictures,symbols,or text.Storyboards appear in many forms,inclu
230、ding emerging literacy books.Storyboards are widely used because we know pictures combined with text offer a rich synthesis of information that can entertain and inform.The pictures in picture writing can be simple cartoons,photographs,or sophisticated technical diagrams.Simple stick pictures combin
231、ed with minimal text is an essential writing style for storyboarding.Offering students hands-on drawing has many advantages over using premade images or clip art.A central benefit of stick pictures is that kids can do them themselves,and they like to draw.As we explore drawing,it is important to rec
232、ognize that the act of drawing,like the act of writing text,is satisfying and informative.Putting pencil to paper,making symbols in pictures or text,helps our ideas to grow.It is the logical sequencing power of storyboards,combined with the hands-on engagement of drawing that makes this an excellent
233、 tool for young learners.A storyboard can be any length from two to many boxes;it can be simple or elaborate.Storyboards can also be adapted to fit many tasks from maps to time lines.Storyboards help students learn to sequence the events in a story in a simple way that makes it easy for the children
234、 to recall and retell what has happened!For EFL students,this simple way of communicating content is a must technique for teachers to learn!146 Unit 4 Healthy MeIndividual workAsk the students to divide their papers into 4 boxes.They can do this easily by folding the paper in half and then in half a
235、gain.Ask the students to retell the story using only 4 boxes.They do not have to write any words in the boxes.They only have to draw the pictures to show what happened in each picture of their storyboard.Tell the students to colour their pictures.They can print the name of the story in the top right
236、 corner of their paper.They should also put their name in the top right hand corner of the paper to take ownership for their work:Pair ShareStudents can find a partner when they are done and retell the story in English using their storyboard to help them.Think and Act!Discuss the following questions
237、 with the students:What fruit does the little monkey get?Do this as a class.Put the students in groups of 4 to act out the story.Students must use English in their dialogues.Choose several groups to share their plays.ACTIVITY BOOK Help the students find the page they need to work on.Hold up your act
238、ivity book with that page open.Say Lets open our activity books.Point to the page and walk around the class so that everyone can see.A Little MonkeyBy:Shaolin147Unit 4 Healthy MeCLASS CLOSING Ask the students to whisper their favourite part of the story to the teacher as they are leaving the room.Ha
239、ve the students take their story boards home so they can retell the story to their parents.Teaching TipRetelling a storyRetelling a story is an active procedure that may help students in comprehension,concept of story structure and oral language.Retelling also helps children play an active role in r
240、econstructing a story for an audience.This provides for interaction between the child and the person listening.Remind the students that next class they will do the Unit 4 Review.148 Unit 4 Healthy MeUnit 4 ReviewCLASS OPENING Greeting Greet the students.Tell the class that today is the review day so
241、 they should try their best!Sing one of the songs form this unit together.REVIEW 1.Listen and circleTell the students to look at the two pictures in Part 1.They should listen to the audiotape and circle the picture that fits into each of the sentences.Check as a class.The audiotape says:1.I like to
242、swim.2.How much are the fruits?Twenty seven yuan.3.She brushes her teeth three times a day.149Unit 4 Healthy Me4.On Saturdays,I go for a walk with my parents.2.Listen and number Tell students to listen to the audiotape and number each of the six pictures in Part 2 according to the sequence of senten
243、ces they hear.Check as a class.The audiotape says:1.I watch TV in the evening.2.I like to draw pictures.3.I brush my teeth every day.4.I like to read books.5.After dinner,I wash the dishes.6.I do my homework in the evening.3.Look and writeTell the students to look at the pictures in Part 3.They shou
244、ld match the pictures to one of the sentences below.Check as a class.4.Read and talkTell the students to read the text.Students should then talk about the sentences.Check as a class.5.Key words and sentencesGo through the key words and sentences in the house in Part 5 with the students.You can read
245、them together or ask students to read them one at a time for you to check to see who is able to do so.6.How am I doing?Ask students to fill in the self-evaluation chart in Part 6.As they do so,walk around the class discussing how students understand their knowledge in each of the categories.ACTIVITY
246、 BOOK Help the students find the page they need to work on.Hold up your activity book with that page open.Say Lets open our activity books.Point to the page and walk around the class so that everyone can see.CLASS CLOSING Congratulate the students for their hard work and for having completed the Lea
247、rning English Book 6!Say one of the chants from Unit 4 together as a class.Ask each person in the class to say one sentence or phrase from the book without opening their books as an exit ticket.Encourage the students to say something different from the students who responded before them.Tell the students they did a great job!Then wave and say Goodbye class!Students should respond with:Goodbye teacher!
