1、86Unit 3 More About MeGeneral Goals for Unit 3 The prime objective of the Grade 4 Learning English program is to introduce students to English language words,phrases and expressions.This unit aims to introduce students to basic vocabulary and expressions about Personal Information.Unit 3 has six les
2、sons 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 a lesson at the end of the unit to review the material fr
3、om 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 do the following:Ask and answer How old are you?Ask and answer When is your birthday?Ask and answer How t
4、all are you?Explain where they live(location)and in what type of dwelling.Ask and answer How do you get there?Explain how they get to their home or school by different modes of transportation.Ask and answer What do you like to do?(during spare time).Read a story about a journey to and from home.2.St
5、udents will be able to recognize,understand and use the following vocabulary:year,class,house,bike,car,park,taxi,home,filmknow,stand,come,doUnit 3More About Me87Unit 3 More About Menear,old,notby,a,an,the3.Students will be able to recognize,understand and use the following expressions:How old are yo
6、u?I am nineteen years old.How tall are you?Im 1.43 metres tall.She/He is metres tall.I live in a house.I live on the second floor.I live on Ninth Street.I live in an apartment on Zhonghua Street.How do you go to school?I go to school by bus.I live near/far from the school.What do you like to do?I li
7、ke to see films at the cinema.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 init
8、iative 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 to do the following:To develop an interest and curiosity for learning English and find opportunities to practice their
9、 listening.To try to interact in and imitate English in everyday life.Teaching TipUnit PlanTake some time to prepare for the whole unit.A long range plan will keep you on target to make sure you are covering all of the required work.Decorate your class with colourful pictures of families including m
10、embers,their jobs and things they like to do.This will motivate your students as they progress through the unit.88Unit 3 More About MeLesson 13 How Old Are You?TEACHING GOALS 1.Students will be able to recognize,understand and use the following vocabulary:old,year,not2.Students will be able to recog
11、nize,understand and use the following expressions:How old are you?I am nineteen years old.TEACHING PREPARATION Audiotape/Multimedia CD for Lesson 13 Chart paper89Unit 3 More About MeCLASS OPENING Greeting and ReviewWelcome the students back to class with:Hello students!We are half way through our Le
12、arning English Book!You are excellent students!Give yourselves two big claps!Ask the students one by one to share concepts from Unit 2 with you.Do you remember what last unit was about?Lesson HookTell the students to open their Student Book to Unit 3.Say:What do you think this unit is going to be ab
13、out?Can you guess?This unit is all about you!Teacher:Turn to page 34.Look at the picture in part 1.What do you think this part of the lesson is about?Can you guess what Jenny and Danny are talking about with their classmate?NEW CONCEPTS 1.Im eleven!Ask the students to look at the picture in part 1.T
14、hey will see the following terms in the dialogue:old,year,notHow old are you?I am nineteen years old.Point to each word and read it aloud.Have the students repeat each of the words and expressions as you point to them.Play the audiotape as the students read along.Walk around the class listening to t
15、he students and to offer assistance as necessary.DEMONSTRATEMake a birthday chart for the class.Student nameAgeBirthdayShaolin12May 27Xiaoxia11January 10Flower12April 1Class Birthday ChartPRACTICEClass WorkRead the birthday chart with the class.90Unit 3 More About MePair WorkAsk the students to work
16、 in pairs to practice reading the story in Part 1 together.2.Lets do it!Ask and answer.Then write.In Part 2 there is a graph that the students should fill out by walking around and asking their friends for information.A sample has been completed for Tom.Remember to take down the Class Birthday Chart
17、 before beginning this activity so that students do not simply copy from it.The teacher can ask several students to share what they have written in their graph with the rest of the class.OptionalMaking a Rhyming CoupletAsk the students to write a rhyming couplet to finish the following lines of poet
18、ry by changing the age of the student.Below are some examples:Look at her;she is three.She would like to climb a tree!Look at him;he is nine.In school work,he is fine!Look at Jack;he is ten.Say this verse then start again!ACTIVITY BOOK Help the students find the page they need to work on.Hold up you
19、r 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 Say:All students who are nine years old can leave the class!Goodbye nine year olds!Do this for each of the age groups in the class.After-Class Activ
20、itiesStudents can tell their parents how old they are in English.They can also ask their parents how old they are in English.91Unit 3 More About MeLesson 14 How Tall Are You?TEACHING GOALS 1.Students will be able to recognize,understand and use the following vocabulary:class,know,stand2.Students wil
21、l be able to recognize,understand and use the following expressions:How tall are you?Im 1.43 metres tall.She/He is metres tall.TEACHING PREPARATION Audiotape/Multimedia CD for Lesson 14 Flash cards and pictures for vocabulary from Lesson 14 A measuring tape Chart paper92Unit 3 More About MeCLASS OPE
22、NING Greeting and ReviewTeacher:Classity class!Students should respond with:Yessity Yes!Say:What did we learn in the last class?Can you tell me?Lesson HookTell the students to open their Student Book to Lesson 14,page 36.Say:Today we will learn to say how tall we are in English!NEW CONCEPTS 1.How ta
23、ll are you?Say:What is happening in Part 1?How do you know?Discuss the pictures on page 36 with the students.Point out the new words and expressions in this part of the lesson.metre,class,knowHow tall are you?Im 1.43 metres tall.She/He is metres tall.Ask the students to repeat each word or line afte
24、r you.Ask the students to listen to the audiotape and read along with the tape.DEMONSTRATELook at Part 3 in this lesson.With the students,make a chart that includes their name and how tall each of them is.NameHow Tall Are You?Shaolin1.38 metres tallXiaoxia1.4 metres tallFlower1.22 metres tallMeasure
25、 and writePRACTICEGo through the chart with the students.Ask the students to turn to both of their shoulder partners one at a time and ask and answer:How tall are you?2.How tall is Danny?DRTA Directed Reading and Thinking Activity:Say:What are Danny and Mr.Wood doing in this part of Lesson 14?93Unit
26、 3 More About MeLook at Picture 1.What do you think Mr.Wood is asking?What do you think Mr.Wood is saying to Danny in Picture 2?Why?In Picture 3?In Picture 4?Play the audiotape for this part of the story.Students can follow along in their books.Play the audiotape for Part 2 again.Ask the students to
27、 choral read the dialogue together.Teaching TipChoral ReadingChoral reading is reading aloud in unison with a whole class or group of students.Choral reading helps build students fluency,self-confidence,and motivation.Because students are reading aloud together,students who may ordinarily feel self-
28、conscious or nervous about reading aloud have built-in support.3.Lets do it!Measure and write.Included in Part 1 above.OptionalOn one side of the doorway of your classroom,mark with masking tape how tall each student is.Put each students name on the tape along with their height.At the end of the yea
29、r,have the students measure to see how much each student has grown.Teaching TipEFL Classrooms and Assigning Wall SpaceMany/most EFL teachers have more than one class to teach.When doing an activity like the optional measuring activity above,simply find a different space in your classroom for each cl
30、ass you are teaching.Assign that space or wall to a particular class.This means that this wall or space should also include a Sharing Place or Wall for that particular class so they know this is where their special pictures are shown off!ACTIVITY BOOK Help the students find the page they need to wor
31、k 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.94Unit 3 More About MeCLASS CLOSING Ask the students to leave the class depending upon their height,either from tallest to shortest or vice versa!
32、After-Class ActivitiesStudents can measure how tall each of their parents is and share that information in the next English class.95Unit 3 More About MeLesson 15 Where Do You Live?TEACHING GOALS 1.Students will be able to recognize,understand and use the following vocabulary:a,house,an,the,come,near
33、2.Students will be able to recognize,understand and use the following expression:I live in an apartment on Zhonghua Street.TEACHING PREPARATION Audiotape/Multimedia CD for Lesson 15 Word and picture flashcards for Lesson 15 Butcher block paper for mapping96Unit 3 More About MeCLASS OPENING Greeting
34、and ReviewTeacher:Good morning/afternoon students!How tall are you?How old are you?When is your birthday?Ask the three new questions from the last two lessons to a variety of students.Scaffold them to the correct responses.Say:Did anyone bring the measurements for how tall their parents are to class
35、 today?Who can share with us?Ask five or six students to share using full sentences:My mother is metres tall.My father is metres tall.Lesson HookTell the students to open their books to Lesson 15.Teacher:In this lesson,we will learn about where you live.NEW CONCEPTS 1.A house and an apartmentTell th
36、e students to look at the three pictures in Part 1.Say:Where does Jenny live?And Li Ming?As the students give you their responses in Chinese,put the English words and expressions on the board:a,house,an,apartment,the,floorI live in a house.I live on the second floor.I live on Ninth Street.Say each w
37、ord and have the students repeat them after you.Then say:What is Danny pointing to in the third picture?Yes,he is pointing to the street where he lives.Play the audiotape and ask the students to read along.Do this several times.DEMONSTRATEMapping ActivityTeaching TipWhere we live MappingMapping a ci
38、ty or town is a good way for students to share where they live and the English street names in their city,town or village.Ask the students to stand around a long piece of wall paper(about 23 metres long).Tell the students that you will draw the main street that runs through the city or town on 97Uni
39、t 3 More About Methe map from one end of the paper to the other.Label the name of the street in English.As you“walk”down the major street in the centre of the city or town,students can tell you what streets intersect the main street and you can label these streets on the map as well.Tell the student
40、s to sit close to where their home is located.They will be drawing the building where they live on the map.It may be that many students live in the same apartment building.In this case,students must cluster together and one student will draw for the group.Students who do not get to draw their specif
41、ic apartment building can add other details onto the map such as:restaurants,corner shops like bakeries and laundromats,shopping centres,schools,parks,hospitals and other public buildings of importance.Post the large class mapping activity on the wall so that the students can enjoy it AND so you can
42、 refer to it in the future or add additional information as required.PRACTICEAsk a variety of students to share where they live on the map at the end of the activity.2.Where do you live?Ask the students to look at the pictures on page 39 in Part 2.Ask them to tell you what Li Ming and the other boy
43、are talking about in each of the pictures.Point out the new words:come,after,near.Ask the students to listen to the audiotape and read along.Walk around the classroom and listen to the students,helping where necessary.DEMONSTRATEDemonstrate the following dialogue with a student:Say to the student:I
44、live in an apartment on (whatever the name of your street is)It is near the school.Put your explanation for where you live on the board.Then ask several students:Where do you live?Help the students to model their responses after your explanation on the board.PRACTICEPair WorkStudents can use the dia
45、logue modelled by the teacher and their classmates in DEMONSTRATE to practice the new concepts in Part 2,Lesson 15.3.Lets do it!Look and talk.Tell the students to look at the map in Part 3 of their textbook on page 39.Ask each student to put a mark on their own map for where they might live if they
46、lived in this village.Then ask the students to describe to their partner where they live when asked:Where do you live?For example:Student 1 places an X by the supermarket on Tiyu Street.98Unit 3 More About MeStudent 2 asks:Where do you live?Student 1 says:I live on Tiyu Street.I live in an apartment
47、 near the supermarket.Optional More places?How about me?The map is displayed on the wall of the classroom.The teacher can take all of the students over to the map and ask the students to point out where they live on the map by asking:Where do you live?Students can describe where they live by naming
48、the street they live on and various nearby buildings.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 Teacher says:That
49、 was a great class,students!As we head out of the classroom,lets do a Gallery Walk one more time of the map we made today!Dont forget to say goodbye as you leave the classroom.Let the students go by group,according to the street where they live.After-Class ActivitiesTell the students to share the ne
50、w English phrases with their parents.99Unit 3 More About MeLesson 16 How Do You Go to School?TEACHING GOALS 1.Students will be able to recognize,understand and use the following vocabulary:by,bike,car,park,taxi,home2.Students will be able to recognize,understand and use the following expressions:How
51、 do you go to school?I go to school by bus.I live near/far from the school.TEACHING PREPARATION Audiotape/Multimedia CD for Lesson 16 Flashcards for the four words in Lesson 16:bike,taxi,car,bus100 Unit 3 More About MeCLASS OPENING Greeting and ReviewTeacher:Good morning/afternoon students!Everyone
52、from Street,please stand up and say Good morning/afternoon.Do this with all of the students.Lesson HookTell the students to open their books to Lesson 16.Teacher:In this lesson,we will learn the English words for how we get to different places in our community.NEW CONCEPTS 1.By bike or by car?Tell t
53、he students to look at the pictures on page 40,Lesson 16.There are four pictures with new English phrases below each.by bikeby taxiby carby busAsk the students to repeat each new phrase after you say it.Play the audiotape and ask the students to read along.In the bottom section of Part 1,Jenny is ta
54、lking to another girl about being far from the zoo.Play the audiotape and ask the students to read along with this section of Part 1.DEMONSTRATE1.Ask four students to read each of the storyboards to the class in Part 1.2.Then ask the whole class to choral read the bottom section of Part 1 together.P
55、RACTICEMake a chart about the forms of transportation used by all of the students in the class.Put the four forms of transportation in this lesson in the chart in the left column.Add any other forms of transportation the students use such as walking.In the middle column,put an X mark beside each cat
56、egory for each student who uses this form of transportation.The right column is for the total number of students using a particular form of transportation.Form of TransportationStudents who use the form of transportation marked by XsTotal number of students for each formBy busxxxxxx6By carxxxx4Trans
57、portation to School101Unit 3 More About MeGo through the chart with the students in English.2.How do you go to school?Ask the students to look at the pictures of Jenny,Danny,Steven and Kim in Part 2.Ask the students what they think the children are talking about.Go through each of the four pictures
58、with the students using DRTA.Read the real dialogue for each picture after you have asked the pertinent question/s for each.For example:Picture 1:What do you think Danny is asking Kim in this picture?(Read this picture)Picture 2:What are Jenny and Danny saying to each other in this picture?(Read thi
59、s picture)Picture 3:What is Danny asking Steven?(Read this picture)Picture 4:What do you think Steven is asking Danny?(Read this picture)Play the audiotape for Part 2.Ask the students to follow along in their books,choral reading the dialogue together.Walk around and listen to see if any students ne
60、ed help.DEMONSTRATEAsk four students to read each of the storyboards to the class by playing the parts of Jenny,Danny,Steven and the girl in Picture 1.PRACTICEPair WorkAsk the students to work with a partner to make a dialogue about how they go to school.The dialogue should be four sentences long,tw
61、o for each student.Tell the students to practice their dialogues.Share several with the class.Teaching TipMaking 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 challen
62、ging than practicing a pre-planned dialogue because they have to use their brain power to create something new!3.Lets chant!Chant:How do you go to school?Play the chant so the students can hear the beat.By bikexxxxxxxxxx10By taxix1By walkingxxxxxxxxxx10By pedicabxxxx4Total students35102 Unit 3 More
63、About MeTell the students there are four verses in this chant.The verses repeat themselves so the chant is very easy!Line 1 of each verse is the same:How do you go to school?Line 2 of each verse only has two words to remember and these words repeat themselves!Verse 1:By bus,by bus.Verse 2:By bike,by
64、 bike.Verse 3:By car,by car.Verse 4:On foot,on foot.Play the chant.Ask the students to stand up and chant along.OptionalMoving rightStudents make two lines facing each other.The students on the right say:How do you go to school?The students on the left reply by saying:By bus/car/taxi/bike or on foot
65、.The students reverse their dialogue roles and ask/answer the question again.The teacher claps her hands and the students move to the right to practice the dialogue with a new partner.ACTIVITY BOOK Help the students find the page they need to work on.Hold up your activity book with that page open.Sa
66、y Lets open our activity books.Point to the page and walk around the class so that everyone can see.CLASS CLOSING Teacher:Students who walk to school can leave the class.Students who ride their bikes can go next.Students who take the bus can go next.Students who go by car or taxi can go last.Goodbye
67、 students!See you next class!After-Class ActivitiesStudents can say the new chant to their parents.103Unit 3 More About MeLesson 17 What Do You Like to Do?TEACHING GOALS 1.Students will be able to recognize,understand and use the following vocabulary:do,film2.Students will be able to recognize,under
68、stand and use the following expressions:What do you like to do?I like to see films at the cinema.TEACHING PREPARATION Audiotape/Multimedia CD for Lesson 17 Flash and picture cards for the new vocabulary Butcher block paper for brainstorming104 Unit 3 More About MeCLASS OPENING Greeting and ReviewSay
69、:All the students who walked to school today,good morning/afternoon!How are you?All the students who rode their bike to school today,good morning/afternoon!How are you?All of the other students,good morning/afternoon!How are you?Students should respond:Fine,thanks when their form of transportation t
70、o school is called.Lesson HookTell the students to open their books to Lesson 17.Teacher:In this class,you will learn how to ask and answer what you like to do after school.NEW CONCEPTS 1.I like to see filmsTeacher:These are the new words and expressions we will learn today in Part 1:do,film,compute
71、r,grandparentWhat do you like to do?I like to Write the words and expressions on the board.Go through each question or word with the students.Tell the students to look at their Student Book on page 42.Read Aloud no questionsPlay the audiotape for the students.Ask them to listen to the tape as they f
72、ollow along in their books.Play the audiotape again.Ask the students to choral read each pictures dialogue aloud together.Teaching TipBenefits of Read-AloudsThe read-aloud process has enormous benefits to literacy learning.Read-aloud is an instructional practice where teachers read texts aloud to ch
73、ildren.The reader incorporates variations in pitch,tone,pace,volume,pauses,eye contact,questions,and comments to produce a fluent and enjoyable delivery.Reading texts aloud is the single most important activity for building the knowledge required for successful reading.The read-aloud experience incr
74、eases students vocabulary development and comprehension growth and has the potential to increase motivation to want to read.It also builds the knowledge necessary for the successful acquisition of reading and writing.Reading aloud to children also builds and supports their listening and speaking abi
75、lities and enhances their overall language.105Unit 3 More About MeDEMONSTRATEBrainstorm a What do You Like to Do?Web.How to do Brainstorm a Web Put the theme of the brainstormed web in a centre circle.The theme of this web is What do you like to do?Ask the students to tell you things they like to do
76、.Draw lines out from the centre circle to other circles where you will write the things that students like to do.Draw as many lines and secondary circles as you like you can even do one for each student!Or you can make stars inside the things students like to do to show how many students like to do
77、the same thing!The possibilities are endless for creating a useful web when brainstorming with your students!PRACTICEPair WorkAsk the students to turn to their shoulder partner and practice taking turns asking and answering the following question in English:Student 1:What do you like to do?Student 2
78、:I like to see films at the cinema(for example).2.Lets do it!Talk,draw and write.Tell the students to look at Part 2.In this part,students work with a partner to ask and answer the question three times:What do you like to do?Students write their responses and their partners responses in the three sp
79、aces provided for each partner in the Student Book.Students then draw a small picture in each of the yellow clouds beside the sentences to show what it is they have written.For example:I like to watch TV.There is a picture of a TV in the yellow bubble beside that sentence.3.Letters and soundsTell th
80、e students to look at the section on page 43 called letters and sounds.In this section they will learn about the letters and sounds:or,ou and x.Go through the chart in Part 3 with the students.Tongue TwistersRead the tongue twisters for the students.Ask the students to try saying them together.Then
81、ask some students to demonstrate saying the tongue twisters themselves.106 Unit 3 More About MeOptionalMore Tongue TwistersHere is another tongue twister for x for students to try!The fox in the box ate a mix of lox.ACTIVITY BOOK Help the students find the page they need to work on.Hold up your acti
82、vity 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 Say:Classity class!Expect the students to say:Yessity yes!Say:Well done!Bravo!Everyone say hip hip hooray!See you next class!After-Class ActivitiesStudent
83、s can share one of their tongue twisters with their parents that evening.107Unit 3 More About MeLesson 18 A Little Horse Crosses the RiverTEACHING GOALS Students will be able to understand and use the following vocabulary:cross,deep,squirrel,drownTEACHING PREPARATION Audiotape/Multimedia CD for Less
84、on 18 Picture and flashcards for Lesson 18 Storyboard paper for the students Premade teacher storyboard108 Unit 3 More About MeCLASS OPENING Greeting and ReviewSay:Welcome class!Congratulations!You have learned to talk about ways to travel to different places in your community in English!Have fun go
85、ing from place to place!Lesson HookTell the students to open their books to Lesson 18.Teacher: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.This is called DRTA and we have done this before.Who remembers?Very good.Lets begin!Teaching TipDire
86、cted Reading Thinking Activity(DRTA)The Directed Reading Thinking 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 thoughtfu
87、l readers,enhancing their comprehension.Why use directed reading 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 critica
88、l thinking skills.How to use directed reading thinking activity?Teachers should follow the steps below when creating a DRTA.Determine the text to be used and pre-select points for students to pause during the reading process.Introduce the text,the purpose of the DRTA,and provide examples of how to m
89、ake predictions.Note:Be aware of the reading levels of each student 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
90、,chapter headings,illustrations,and other materials.Teachers should 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-sele
91、cted stopping point.The teacher then prompts the students with 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 When to use:Before readingDuring readingAfter readingHow
92、 to use:IndividuallyWith small groupsWhole class setting109Unit 3 More About Meof the passage.T=THINKING.At the end of each section,students go back through the text and think about their predictions.Students should verify or modify their predictions by finding supporting statements in the text.The
93、teacher asks questions such as:What do you think about your predictions 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:Today we have a new story.Here are the new words in this story:cro
94、ss,deep,squirrel,drownWrite the words on the board and go over them with the students.Teacher:I want you to listen to this story!As I read it to you,Ill ask you some questions to think about.Are you ready?Possible DRTA Questions for the story:Before the story:Look at the title of the story.Does anyo
95、ne know what it says?Look at the other pictures on this page.Who do you think this story is about?Shall we find out?Teaching TipUse a variety of HOTS(Higher Order Thinking Skills)questionsBe sure to give students a variety of questions to enhance their thinking skills.DRTA is not just about Learning
96、 English words and phrases.Its also about interpreting the language.Use Blooms Taxonomy to help you create questions that challenge students at all levels.Applying Blooms Taxonomy to Language(EFL)TeachingLanguage teachers should consider Blooms Taxonomy during multiple stages of the B-SLIM model.Tea
97、chers need to consider how material can be scaffolded in a way that reflects Blooms Taxonomy.In the second language learning context,learners must engage in a lot of knowledge and comprehension in their beginning stages of SL learning.As learners become more competent,activities should focus more on
98、 higher levels of thinking which are always more interesting to learners!This following chart showing the six levels of Blooms Taxonomy with examples of outcomes:LevelExample of outcomeKnowledgeStudents can name specific terminology or specific facts.Comprehension Students can interpret information
99、by rearranging the material by order of significance.ApplicationStudents can apply what has been learned to other situations and learning tasks.AnalysisStudents can break down material into parts and determine connection and interaction between parts.110 Unit 3 More About MeTeachers should remember
100、to ask students questions that will tap into the higher levels of Blooms Taxonomy.Too often EFL teacher only ask knowledge questions such as what and who and forget to ask higher order thinking questions such as how or why.After the DRTA discussion in each of the pictures,read that part of the story
101、 so that the students can better predict the correct responses to the questions you will have in the following pictures.Picture 1:In this picture,there is a big horse and a little horse.How do they know each other?What makes you think so?(Application and Synthesis)Picture 2:Who does the little horse
102、 meet first?(Knowledge)What do you think the little horse is asking the cow?(Synthesis)Picture 3:What do you think the squirrel is saying to the little horse?(Analysis)How do you know?(Synthesis)Look at the little horse.How does he feel?(Evaluation and Synthesis)Picture 4:The little horse is talking
103、 to his mother in this picture.What is the little horse saying?(Synthesis)Picture 5:Where is the little horse going?(Knowledge)Is he happy or sad?(Evaluation)How do you know?(Analysis)Why is he happy now?(Synthesis)Now say:Lets listen to the story on the audiotape.Play the audiotape for the students
104、.Ask the students to listen to the story.DEMONSTRATEPlay the audiotape again and ask the students to choral read along.PRACTICEClass WorkAssign students to read the story in parts:narrator,the little horse,the mother horse,Ms.Cow,squirrel.Make sure to go through the story and have each of the charac
105、ters note which parts belong to them.This will be particularly helpful for the narrator and for sections where the character reading is not named.Remind the students to enunciate clearly and add expression to their reading.Group WorkAsk the students to work in groups of six to make a storyboard of t
106、he story.Remind the students about the importance of storyboards.Teaching TipWhat Are Storyboards?Storyboarding,or picture writing,is the origin of all written language,and was used SynthesisStudents can produce a plan or solution to a particular situation and originate a product that follows their
107、original thoughts or ideas.EvaluationStudents can apply known criteria to judge situations or conditions that they encounter.111Unit 3 More About Meby ancient cultures before text evolved.Storyboarding is as a natural bridge to text.The Chinese language was built using pictographs.Egyptians used sto
108、ryboards,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 and youll see picture writing in action.A storyboard is a writing format,generally a set of boxes(or rectangles,circles,or other shapes)pla
109、ced 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,including emerging literacy books.Storyboards are widely used because we know pictures combined with text offer a rich synthesis of information
110、that can entertain and inform.The pictures in picture writing can be simple cartoons,photographs,or sophisticated technical diagrams.Simple stick pictures combined with minimal text is an essential writing style for storyboarding.Offering students hands-on drawing has many advantages over using prem
111、ade images or clip art.Central benefits of stick pictures is that kids can do them themselves and that they like to draw.As we explore drawing,it is important to recognize that the act of drawing,like the act of writing text,is satisfying and informative.Putting pencil to paper,making symbols in pic
112、tures 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 tool for young learners.A storyboard can be any length from two to many boxes and it can be simple or elaborate.Storyboards can also b
113、e 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 to recall and retell what has happened!For EFL students,this simple way of communicating content is a must technique for teachers
114、to learn!Explain how to make an according storyboard to the class.Make sure you have a teacher-made storyboard ready as an example to show them.Storyboard InstructionsStudents in the group can decide which part of the story each of them will focus on.Tell the students to fold three 8 x 11 papers in
115、half from top to bottom and cut them.This will give them six pieces of paper for their storyboard.Number the papers one through six to ensure that the pictures are in sequence.Paper 1 is the title of the story.Papers 15 are the parts of the story that go with the pictures.Assign each group member on
116、e part of the story,title or picture.Each student will draw a picture and then write one sentence about the part of the story they are responsible for(except for the student who is doing the title page).That person will put a picture,the title of the story and the names of the members of the group o
117、n the paper.Students should colour their pictures and decorate their parts of the storyboard.Before joining the storyboard together,the group can check each page for errors and quality.112 Unit 3 More About MeStudents place the pages 16 side by side in a line.Students then tape the six papers togeth
118、er to make a long line.There are many ways to layout a storyboard.This storyboard will resemble a cartoon layout.Students then fold the storyboard back and forth so the title page is on top and all of the other pages are accordingly beneath it.Share the storyboards with the class during a Gallery Wa
119、lk,where one member of each group stays with the storyboard and the rest of the group rotates through the other storyboards on the bell.Think About ItAsk the students to turn to their shoulder partners and talk about the following question:What can you learn from the story?(The moral)The other quest
120、ion has already been covered during DRTA.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 Ask the students if they like
121、d this story.Ask what they liked best about the story.Tell the students that they have done a fine job in this unit.Next class will be their Unit 3 Review.After-Class ActivitiesStudents should prepare for the upcoming unit review.Students can retell the story to their parents or read it from their S
122、tudent Book to their family.113Unit 3 More About MeUnit 3 ReviewCLASS OPENING GreetingGreet the class.Teacher:Good morning/afternoon,class.Today is our unit review!Use the flashcards to review the words and structures from this unit with the following question:What does this say?And this?With the st
123、udents,say the chant How do you get to school?from Lesson 16.Have the students open their books to page 46 and lead them through the review.114 Unit 3 More About MeTeaching TipKeeping a daily recordKeep a record of which students answered your questions and participated by having a clip board with a
124、 class checklist on it.If a student participates,put a checkmark beside his or her name.If a student is having difficulty,put a star beside his or 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 recor
125、d of who has participated,these students can no longer“hide”.REVIEW 1.Listen and circleStudents should listen to the audiotape and circle the correct answer of the three in each of the four questions in Part 1.Check as a class.The audiotape says:1.How old are you?Im thirteen years old.2.How tall is
126、Kelly?She is 1.61 metres tall.3.How do you go to the library?I go to the library by bike.4.I live in an apartment.I live on the third floor.2.Read and matchTell the students to look at the sentences and pictures in Part 2.Students should draw a line between each sentence and the picture that goes wi
127、th it.Check as a class.3.Read and talkStudents should read the dialogue in Part 3 with a partner then have a discussion for two minutes about it.Then do an ask and answer activity in pairs.4.Read and writeSay:Look at the example in the left picture and the left story below the picture.Read the examp
128、le.Fill in the right picture with information.Draw your own picture in the picture frame and then model the sentences below using your own information.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 the students to fil
129、l in the self-evaluation chart in Part 6.Discuss with each student(as you walk around the room)how the student sees their progression.115Unit 3 More About 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
130、oks.Point to the page and walk around the class so that everyone can see.CLASS CLOSING Say:Well done students!You have done a great job on this unit!Can you turn to your shoulder partner and shake his/her hand?Very good!Now everyone stand up.Walk straight ahead until you get to the blackboard.Then t
131、urn right and form a single line!As you leave the class today,I want each of you to gently give me a High 5!Teaching TipHigh FiveA high five occurs when two people hold up their right or their left hands and clap them together.A high five is a Western way of saying“Job well done!”to another person.1
132、16 Unit 4 Countries We KnowGeneral Goals for Unit 4 This unit aims to engage children in English conversation about countries in the world(that they have been introduced to in earlier books or that they are being introduced to for the first time)where English is spoken.Unit 4 has six lessons,but you
133、 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 a lesson at the end of the unit to review the material from all the lessons.You should allo
134、w the pace and content of your teaching to fit the needs and interests of your students.Specific Goals for Unit 4 Knowledge and Skills1.Students will be able to recognize,understand and use the following vocabulary:map,star,Chinese,English,Missspeakyellow,easythere,here,many,of2.Students will be abl
135、e to recognize,understand and use the following expressions:Where are you from?Im from the U.K.We live in China.We speak Chinese.What is the capital city of China?People speak English and French in Canada.This is a flag of the U.S.It is red,white and blue.The capital city of Australia is Canberra.Un
136、it 4Countries We Know117Unit 4 Countries We KnowLearning 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 learnin
137、g.To 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 to do the following:Develop an interest in and curiosity for learning English and find opportunities
138、 to practise their listening.Try to imitate and use English in everyday life.118 Unit 4 Countries We KnowLesson 19 A Map of the WorldTEACHING GOALS 1.Students will be able to recognize,understand and use the following vocabulary:map,of,there2.Students will be able to recognize,understand and use the
139、 following expressions:Where are you from?Im from the U.K.TEACHING PREPARATION Audiotape/Multimedia CD for Lesson 19 Flashcards and pictures for the words in this lesson Map of the world large Map of the world small for each student119Unit 4 Countries We KnowCLASS OPENING Greeting and ReviewGreet th
140、e class with“Classity Class!”and one clap.Students should respond with“Yessity yes!”Teaching TipReminder about oral cueing You can use oral cueing to get the students attention by saying phrases like:Classity Class!With one clap.The students should respond with:Yessity Yes!to show they are all ready
141、 to listen.This oral cueing can also be a greeting at the beginning of a class.Teacher:Classity Class!(clap)Students:Yessity Yes!Ask the students what they remember from the last unit.Teacher:Can you remember what the last unit was about?Very good!Lesson HookTell the students to open their books to
142、Lesson 19.Teacher:Look at picture 1 in this lesson.What are Jenny,Danny and Li Ming doing?What do you think this lesson is about?Yes!Its about countries in the world!NEW CONCEPTS 1.A map of the worldSay:These are the new words you will learn today in this part of the lesson:map,of,world,there,Canada
143、Write 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.Say each word one by one and have the students repeat the words after you.Play the audiotape as the students follow along in their Student Book.Play it two or three times
144、,listening to each student try to pronounce the words and helping them as needed.2.Where are you from?Say:These are the new word and expressions you will learn today in this part of the lesson:U.S.Where are you from?Im from Write the new word and expressions on the blackboard.As you say the words al
145、oud,make sure to point to them so that the students can follow along.120 Unit 4 Countries We KnowSay each word and expression one by one and have the students repeat the words after you.Play the audiotape as the students follow along in their Student Book.Play it two or three times,listening to each
146、 student try to pronounce the words and helping them as needed.DEMONSTRATEPass out the student maps.Teaching TipFinding a good world mapThere are lots of places on the internet where you can print off free world maps for your students to use during this unit.Students can colour in the new countries
147、they learn during this unit onto this map.Teaching TipDoing not just seeing!It is better for students to do an action than just read the text!Anytime you can involve students in physical activity,this will tap into the KT of VAKT to ensure that more of their senses are involved this will help them d
148、uring memory recollection!PRACTICE1.Students can colour and label the following countries on their map:China,Canada,U.S.,U.K.,AustraliaStudents can turn to their shoulder partner and share their maps when they are done.Say:SHARE to take the students into Whole Brain Learning.Students will know that
149、they need to talk for two minutes with a partner in English about their map.Ask one or two students to share with the whole class afterwards.2.Play:Where am I from?Assign different student rows in your classroom as a country where they will“live”:China,Canada,U.S.,U.K.,or AustraliaTell the students
150、to stand up and walk around the room.When you clap your hands once,students should turn to another person and take turns asking and answering:Where do you live?Clap your hands two times and students walk again.Clap one time and they turn to a new partner and ask and answer the question.You can do th
151、is many times.121Unit 4 Countries We Know3.Lets sing!Song:Round and Round the Earth GoesAsk the students to look at page 51 of their books.Play the audiotape.Let the students listen to the song.Ask the students how many verses are there in this song:Two.Point out the new words in this song.Three mor
152、e words are capital cities they will learn about these cities later on in this unit:Beijing,London,Washington,D.CPut the new words on the board.Ask the students to read them after you as you point to each word.Say each line in Verse 1 line by line.Have the students repeat each line after you.Then as
153、k them to say all four lines with you.Say each line in Verse 2 line by line.Have the students repeat each line after you.Then ask them to say all four lines with you.Play the song again.Ask the students to finger track the words in the song as it is played.They can also listen to the rhythm of the s
154、ong.The rhythm will help them remember the words.Play the song again and ask the students to sing along.Ask the students to stand up and sing along as you play the audiotape.OptionalPlay:Where am I from?Play Where am I from?again but change where each of the rows of students come from for variety!AC
155、TIVITY 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 Ask the students to leave the classroom as you call out the country that
156、 their row was assigned.Students can sing the song as they walk to the door today.After-Class ActivitiesStudents can share the new song with their families.122 Unit 4 Countries We KnowLesson 20 ChinaTEACHING GOALS 1.Students will be able to recognize,understand and use the following vocabulary:speak
157、,Chinese,yellow,star2.Students will be able to recognize,understand and use the following expressions:We live in China.We speak Chinese.What is the capital city of China?TEACHING PREPARATION Audiotape/Multimedia CD for Lesson 20 Flashcards and/or pictures for new words in Lesson 20 Student world map
158、 Class world map123Unit 4 Countries We Know Map of China Teacher travel brochure Student paper for a travel brochureCLASS OPENING Greeting and ReviewGreet the students with the song Round and Round the Earth Goes playing on the audiotape as they come into the classroom.With gestures,show the student
159、s that you want them to sing the song along with you.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 Book to Lesson 20.Teacher:What do you think we are going to learn ab
160、out in this lesson?It is a very special lesson to all of us!Yes!In this lesson you will learn how to tell an English person all about China!NEW CONCEPTS 1.A map of ChinaAsk the students to take out their world maps and colour in China and label it.Put a map of China on the blackboard.Say:This is a m
161、ap of our country.We live in China.We speak Chinese.Ask the students to repeat these phrases after you.Tell the students to look at picture 1.Say:In picture 1,the girl is asking Li Ming what the capital city of China is.(Explain the term capital city in Chinese.)Ask:What is the capital city of China
162、?Wait for a student to respond.If no one can give you the answer,say:Its Beijing.Beijing is a new word in this picture.Ask the students to repeat these two lines after you.Ask the students to take out their world maps and label Beijing on it.Show them where Beijing goes on your map.Say:Look at pictu
163、re 2.What is Li Ming talking with the girl about here?Say the new words in this picture are flag,yellow and star.Read the dialogue in picture 2 for the students.Play the audiotape.Ask the students to read along.Play it 23 times as necessary.Walk around the class and help students who need assistance
164、.DEMONSTRATEAsk the students to mark the capital city of China Beijing on their world maps.Ask several students the following:124 Unit 4 Countries We KnowWhat is the capital city of China?Tell me about the flag of China.(Expect students to describe the flag in English as red with five yellow stars.)
165、PRACTICETell the students to turn to their shoulder partner and take turns talking about the capital city and the flag of China in English.Say:SHARE.2.In ChinaSay:Turn to page 53 in your books.There are two pictures in Part 2.What is the first picture?When a student gives you the correct response,pu
166、t the English word Tiananmen Square on the board.Say:This is Tiananmen Square in Beijing.Ask the students to repeat after you.Say:Look at picture 2.What is this?When a student gives you the correct response,put the English word for Great Wall on the board.Say:This is the Great Wall.Ask the students
167、to repeat after you.Play the audiotape.Ask the students to read along.Play it 23 times as necessary.Walk around the class and help the students who need assistance.PRACTICETell the students that they are each going to make a travel brochure for China.Travel Brochure Instructions1.Fold your piece of
168、paper in half horizontally.2.The front page is the cover page for the brochure.This page should have China and a picture of China drawn on it.Also put your name on cover page.3.The left inside page will have information about Chinas capital city and flag on it.Make sure to colour the flag and write
169、a sentence about both the capital city and the flag on your brochure.4.The left inside page will have a picture of the Great Wall or Tiananmen Square on it.Put a sentence in English about this place on this page.5.The back page is where you tell people why China is so great!You can say:China is beau
170、tiful!You can say:The food in China is great!or I love my country!Draw a picture to go with your sentence.6.Do a good job!This travel brochure could be used to invite people from around the world to China!Ask the students to stand up and walk around the class.When you clap your hands,students should
171、 take turns sharing their brochure with a classmate by reading each page and talking about China in English!3.Lets do it!Look and write.125Unit 4 Countries We KnowTell the students to look at the sentences that go with the two pictures in Part 3.Students should decide how they will complete each of
172、the sentences by looking at their Student Book in this lesson for phrases and writing them on the spaces provided.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 c
173、lass so that everyone can see.CLASS CLOSING Exit ticket:Tell the students that they must whisper their favourite thing about China to you as they leave class today!After-Class ActivitiesStudents can take their brochures home to read to their parents but must bring them back to post on the Sharing Wa
174、ll the next day.126 Unit 4 Countries We KnowLesson 21 CanadaTEACHING GOALS 1.Students will be able to recognize,understand and use the following vocabulary:English2.Students will be able to recognize,understand and use the following expression:People speak English and French in Canada.TEACHING PREPA
175、RATION Audiotape/Multimedia CD for Lesson 21 Chart paper Construction paper127Unit 4 Countries We KnowCLASS OPENING Greeting and ReviewPlay the national anthem of Canada on the audiotape or on your computer as the students enter the class.Lesson HookSay:Today we are going to learn about the place wh
176、ere Jenny and Danny come from!Do you know where that is?Yes,it is Canada!Very good!NEW CONCEPTS 1.A map of CanadaAsk the students to take out their world maps and colour in Canada and label it.Put a map of Canada on the blackboard.Say:This is Canada.I know about Canada.Ask the students to repeat the
177、se phrases after you.Also say:What do you know?And expect the students to repeat this question after you.Read the story in the blue square(page 54)to the students.Write the words Ottawa,English,French,maple and leaf on the board.Tell the students these are the new words in this part of the lesson.As
178、k them to repeat the words after you.Ask the students to take out their world maps and label Ottawa on it.Show them where Ottawa goes on your map.Tell the students to look at the flag of Canada at the bottom of the page.Say:Li Ming is pointing to the flag of Canada.The flag of Canada is red and whit
179、e.In the middle is a picture of a maple leaf.The maple leaf comes from a tree that is very famous in Canada.Ask the students to repeat:maple leaf.Teaching TipSome information about the Maple Leaf of CanadaWell before the coming of the first European settlers,Canadas aboriginal peoples had discovered
180、 the food properties of maple sap,which they gathered every spring.According to many historians,the maple leaf began to serve as a Canadian symbol as early as 1700.In 1834,the St.Jean Baptiste Society made the maple leaf its emblem.In 1836,Le Canadien,a newspaper published in Lower Canada,referred t
181、o it as a suitable emblem for Canada.In 1848,the Toronto literary annual,The Maple Leaf,referred to it as the chosen emblem of Canada.By 1860,the maple leaf was incorporated into the badge of the 100th Regiment 128 Unit 4 Countries We Know(Royal Canadians)and was used extensively in decorations for
182、the visit of the Prince of Wales that year.Alexander Muir wrote The Maple Leaf Forever as Canadas confederation song in 1867;it was regarded as the national song for several decades.The coats of arms created the next year for Ontario and Quebec both included the maple leaf.The maple leaf today appea
183、rs on the penny.However,between 1876 and 1901,it appeared on all Canadian coins.The modern one-cent piece has two maple leaves on a common twig,a design that has gone almost unchanged since 1937.During the First World War,the maple leaf was included in the badge of the Canadian Expeditionary Force.S
184、ince 1921,the Royal Arms of Canada have included three maple leaves as a distinctive Canadian emblem.With the proclamation of Canadas new flag in 1965,the maple leaf has become the most-prominent Canadian symbol.In 1939,at the time of World War II,many Canadian troops used the maple leaf as a distin
185、ctive sign,displaying it on regimental badges and Canadian army and naval equipment.In 1957,the colour of the maple leaves on the arms of Canada was changed from green to red,one of Canadas official colours.On February 15,1965,the red maple leaf flag was inaugurated as the National Flag of Canada.Pl
186、ay the audiotape.Ask the students to read along.Play it 23 times as necessary.Walk around the class and help students who need assistance.DEMONSTRATEWalk around the classroom asking:What do you know about Canada?Expect the students to tell you one thing.PRACTICEPair WorkTell the students to turn to
187、their shoulder partner and talk,for two minutes,about what they have learned about Canada.Say SHARE!Ask several students to share with the whole class.2.In CanadaAsk the students to look at the pictures in part 2 of lesson 21.Say:There are two pictures in part 2 of very famous places in Canada.Put t
188、he new words on the board:Niagara Falls,famous,waterfall,CN Tower.Ask the students to repeat the words after you.Tell the students that in picture 1,they are looking at Niagara Falls.Say:This is Niagara Falls.Niagara Falls is a famous waterfall in Canada.Ask the students to repeat this line after yo
189、u.Tell the students that in picture 2,they are looking at the CN Tower.Say:This is the CN Tower.The CN Tower is a famous tower in Canada.Ask the students to repeat this line after you.129Unit 4 Countries We KnowPlay the audiotape as the students follow along in their Student Book.Play it two or thre
190、e times,listening to each student and helping them as needed.DEMONSTRATEWalk around the classroom asking the students What do you know about Canada?Continue asking until the students have told you all of the details in Parts 1 and 2.PRACTICEPair WorkStudents can work together to make a brochure of C
191、anada.(They know how to do this already.)This time they can choose to fold their paper any way they want to make their brochure.The information the students should include on their brochure is found in Lesson 21.Ask several pairs to share their brochure with the class.Post the brochures on the Shari
192、ng Wall and do a Gallery Walk.3.Lets sing!Song:I live in CanadaTell the students that this song has only one verse that has two rhyming couplets.Play the song for the students.Point out the new words to the students.Say them as the students point to them and ask the students to repeat each word afte
193、r you.Go through the song 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.ACTIVITY BOOK Help the students fin
194、d 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 Ask the students to sing the song as they leave class today.After-Class ActivitiesStudents can tell their
195、 parents all about Canada.They can also sing the new song to their families.130 Unit 4 Countries We KnowLesson 22 The U.S.and the U.K.TEACHING GOALS 1.Students will be able to recognize,understand and use the following vocabulary:here,easy2.Students will be able to recognize,understand and use the f
196、ollowing expressions:This is a flag of the U.S.It is red,white and blue.TEACHING PREPARATION Audiotape/Multimedia CD for Lesson 22 Students and teacher world maps Peer assessment forms131Unit 4 Countries We KnowCLASS OPENING Greeting and ReviewGreet the students:Good morning.Classity Class!(Clap!)Th
197、e students should say:Good morning!Yessity Yes!Sing along with the students the song I live in Canada.Lesson HookTeacher:In this lesson,we are going to learn about two new English speaking countries.Can you guess what they are?NEW CONCEPTS 1.The U.S.Teacher:Turn to page 56.Which country is this part
198、 of the lesson about?Yes!Its about the U.S.Ask the students to take out their world maps and colour the U.S.and label it.Say:Here are the new words you will learn in Part 1 of lesson 22:here,Washington,D.C.,the White House,the Statue of LibertyWrite the new words and phrases on the board.Go over the
199、m one by one with the students.Say:Lets sing Round and Round the Earth Goes from Lesson 19 with the audiotape.See!You have already heard about Washington,D.C.in this song!Ask the students to take out their world maps and label Washington,D.C.on it.Show them where this city is on your map.Say:In pict
200、ure 2,Li Ming is showing us the flag of the U.S.What is in picture 3?Do you recognize this building?Yes,it is the White House.Ask the students to repeat the White House after you.Say:Picture 4 shows the picture of the Statue of Liberty.Say:How do you know about this building?Have a brief class discu
201、ssion.Play the audiotape for the students.Have the students follow in their Student Book,pointing to each word as it is said.Play the audiotape again and ask the students to choral read the words together.DEMONSTRATEAsk some students to read the story for each picture in Part 1.Ask the class to chor
202、al read the whole story together.2.The U.K.Ask the students to look at the pictures on 57 that go with the story in Part 2.Say:Do you know what this country is?Yes,it is the U.K.Ask the students to take out their world maps and colour the U.K.and label it.Say:In picture 2,Li Ming is telling us that
203、the capital of the U.K.is London.Write the word London on the board.Say it and ask the students to repeat after you.132 Unit 4 Countries We KnowAsk the students to take out their world maps and label London on it.Show them where this city is on your map.Say:Picture 3 shows the flag of the U.K.Ask:Do
204、 you know what the building is in picture 4?It is Big Ben,the clock tower in London.Put the word Big Ben on the board,say it and ask the students to repeat after you.Play the audiotape and ask the students to follow along.Play the audiotape again and ask the students to choral read each part.DEMONST
205、RATEAsk some students to read the story for each picture in Part 2.Ask the class to choral read the whole story together.PRACTICEGroup WorkNews Report Instructions Students are divided into newspaper teams of four members.Students will pick a paper from a basket.On that paper will be written the nam
206、e of the country they are reporting about.Students will be reporting on either the U.K.,the U.S.,China or Canada.Students need to look in their Student Book to help them collect information to make up their news report.The news report for each country must be at least four to six sentences in length
207、.If they know more information in English than is in their books,they can also add that information.Groups must use all of their group members.A main reporter can interview the other group members to find out information about their country.Group members can take turns being the reporter and each sa
208、y something about their country.Groups can choose a different way to report their information.Their peers will evaluate their reporting.Groups present their news report to their classmates.Classmates use a basic peer assessment form to score the other groups.The teacher can include the following inf
209、ormation on the form:Class _ Group members _ Date _ Country _YesNoLooks at meSpeaks wellKnows informationIs confidentIs interesting133Unit 4 Countries We KnowTeaching TipAssessment for Learning(AFL)Evaluation is an important academic and life skill.The ability to reflect upon work and achievements c
210、an help establish,through individual assessment targets,where children are in their learning process,where they need to go and how best to get there.FL supports students becoming in their own and others assessments so that they have firsthand knowledge about the standards they should be striving for
211、.Peer and self assessment Peer and self assessment are two elements that make up AFL.Peer assessment enables children to provide each other with valuable feedback on work so that they can learn from and support each other.The opportunity to discuss,explain and challenge each other adds a valuable di
212、mension to learning overall.Self assessment provides the opportunity to promote independent learning to children;thereby,helping them to take increasing responsibility for their own progress as they form judgments about their own work.Peer group assessments are given to each of the groups.The teache
213、r can either assign each group one other group to peer assess,or she/he can have the groups assess all of the other groups.Groups review how the classmates have assessed them.Forms are then returned to the teacher.OptionalDraw:What is it?Draw:What is it?RulesThe teacher writes down items the student
214、s should know(as they have already been introduced to them)from the four countries on various pieces of paper.Examples:Big Ben,the White House,U.S.flag,Canadian flag,Tiananmen Square,the Great Wall,Chinese flag,Niagara Falls,maple leaf,U.K.flag.A student comes to the front of the room and picks one
215、of the words from a box.The student must draw the item on the board.The other students must guess what the drawing is of.If a student gets the answer correct,he or she draws next.If not,the teacher picks a new drawer.ACTIVITY BOOK Help the students find the page they need to work on.Hold up your act
216、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.134 Unit 4 Countries We KnowCLASS CLOSING Say to the students:Great job today!Goodbye Classity Class!Students respond with:Goodbye teacher!(or Coachity Coach)Teaching
217、TipWhole Brain Teaching ReviewThe 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 them to respond“yes”.Its
218、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”.This motivates them ev
219、en 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!Sit!Yes!etc.After-Class Acti
220、vitiesStudents teach their family the English words for the different subjects they take in school.135Unit 4 Countries We KnowLesson 23 AustraliaTEACHING GOALS 1.Students will be able to recognize,understand and use the following vocabulary:Miss,many2.Students will be able to recognize,understand an
221、d use the following expression:The capital city of Australia is Canberra.TEACHING PREPARATION Audiotape/Multimedia CD for Lesson 23 Pictures and flashcards for new vocabulary Students world maps Teacher world map136 Unit 4 Countries We KnowCLASS OPENING Greeting and ReviewSay:Good morning classity c
222、lass!Students reply with:Good morning coachity coach.Ask several of the students what they remember about the four country news reports from last day.Lesson HookTeacher:In this lesson,we will learn about another English speaking country.This country is in the Southern Hemisphere.(Explain what this m
223、eans in Chinese.)Say:Can you guess the name of this country?NEW CONCEPTS 1.A map of AustraliaSay:Look on page 58.This part of the lesson is about Australia.Tell the students to take out their world maps and colour in Australia.Tell them to also mark the capital of Australia(Canberra)on their maps.Sh
224、ow them where the city is on your map.Say:Here are the new words and expression in this part:Miss,Canberra The capital city of Australia is Canberra.Print them on the board.Help the students find them in their books.Play the audiotape for Part 1.Play it again and ask them to read along as you walk a
225、round the class listening to them.2.In Australia Say:Look on page 58.There are two pictures in Part 2.Ask:Who knows what the animal is in the first picture?Yes.It is a kangaroo.Say:Kangaroos live in Australia.Ask the students to repeat this line after you.Ask:What is in the second picture?Say:It is
226、a beautiful beach.Ask the students to repeat this line after you.Print the new words on the board.kangaroo,many,beautiful,beachHelp the students find them in their books.Play the audiotape for Part 2.Play it again and ask them to read along as you walk around the class listening to them.DEMONSTRATEP
227、oint to Australia on the big class map and ask:What country is it?Ask:What is the capital city of Australia?137Unit 4 Countries We Know What is the flag of Australia like?What animal lives in Australia?Where do people go to have fun in Australia?Ask these questions several times to many students.PRA
228、CTICEWrite an LEA story with the students about the countries they now know about:China,Canada,U.S.,U.K.,Australia.Remind students that they need an opening and closing sentence in their story.Authors of sentences should also be noted.Help students with the English words for their sentences.Sample L
229、EA StoryCountries We Know AboutWe know about many countries.(opening sentence)(Janet)I live in China.(Jim)The capital of China is Beijing.(Jan)I like the Great Wall.(Xiaoxia)Canada is far from China.(Sally)Niagara Falls is a famous waterfall in Canada.(Barby)The U.S.flag has stars and stripes.(Jim)I
230、 want to go to Washington,D.C.(Lily)The capital of Australia is Canberra.(Flower)I like the kangaroos best!(Tingting)In Canada,the U.S.,the U.K.and Australia the people speak English.(Joe)We like learning about countries!(Tammy)Ask the students who are authors of the sentences to read their own sent
231、ence first from top to bottom.Then ask the class to choral read the whole story together.Praise the class:Tell the class to give themselves three big claps for a job well done!3.Lets chant!Chant:I want to go!Play the chant for the students.Ask them to clap along with the beat of the chant.Ask how ma
232、ny verses there are:Five.Point out the new words in this chant and have the students repeat each new word after you.Say each line.Ask the students to repeat each line after you.Then say each verse and ask the students to repeat each verse after you.Play the chant and ask the students to clap and cha
233、nt along.They can follow along in their books.4.Letters and soundsLook at the letters and sounds in Part 4.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.138 Unit 4 Countries We KnowTeaching TipUnusual sound
234、sAl:when you find al in the middle of a word,the l is often doubled.Ch:ch is a digraph.A digraph is two letters that make one sound.Other digraphs are:wh,sh,th.Kn:when kn are together,the k is a ghost letter,it is silent.Tongue Twisters Go through the tongue twisters with the students.OptionalMore T
235、ongue TwistersSay them slowly and then speed up to make them harder.Repeat them over and over.See how many students can continue to say the new tongue twisters without mistakes!Chuck chopped chocolate chips.“Night,night,”said the knight to the knight with a knife.ACTIVITY BOOK Help the students find
236、 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 Ask the students to all say the Knight night tongue twister together before they say goodbye for the day.A
237、fter-Class ActivitiesStudents can share the information about Australia with their parents.Students can share one of the tongue twisters with their parents.139Unit 4 Countries We KnowLesson 24 Maddys Family PhotosTEACHING GOALS Students will be able to understand and use the following vocabulary:pho
238、to,queenTEACHING PREPARATION Audiotape/Multimedia CD for Lesson 24 Pictures and flashcards of important places or things in the story:Niagara Falls,the Great Wall,the Statue of Liberty,Queen of England,kangaroo,beach Paper for storyboards140 Unit 4 Countries We KnowCLASS OPENING Greeting and ReviewG
239、reet the students.Say:Hello everybody!You are a great class!Give yourselves three claps!You make me very happy!Lesson HookTell the students to open their books to Lesson 24.Teacher:In this lesson,we are going to read a new story.Im going to ask you lots of questions so lets get started!(The teacher
240、has chosen to use DRTA with this story.)NEW CONCEPTS Story timeSay:Here are the new words for this story:photo,queenPut the new words on the board.Go over them with the students.Explain that Maddy the Monster is the name of the character in the story.Teaching TipMake Believe CharactersIncluding make
241、 believe characters in childrens stories helps them to let their imagination run wild.Not everything in English is about facts.Sometimes teachers should share literature with make-believe characters in it so the children can just read for enjoyment.Teaching TipTeacher Talk and Planned Questions for
242、DRTADRTA includes a series of planned questions that encourage students to think about a story as they go through it together.The following is a sample of pre-planned Teacher Talk with planned questions that can be used for this story.Introduce the class to the story by telling them that Maddy the M
243、onster is telling a story about all of the countries they have already learned about.DRTA Teacher Talk:Page 60 pictures 1 4Say:Lets look at the pictures on page 60.Picture 1:Look at picture 1.Who do you think that character is?Yes,its Maddy.Is Maddy a boy or a girl?Why do you think so?Picture 2:Wher
244、e do you think Maddy lives?How do you know?141Unit 4 Countries We KnowPicture 3:Where is Maddy in picture 3?How do you know that?Picture 4:Who do you think the monster is in Picture 4?Is it Maddy or someone else?Where is the character?How do you know?Say:Lets listen to the first part of this story o
245、n the audiotape.Just listen this time.See if we guessed the right answers in each of the four pictures.Well read together next time.DRTA Teacher Talk:Page 61 pictures 5 7Picture 5:Where is the monster in picture 5?How do you know?Is this monster old or young?Why do you think that?Picture 6:Where do
246、you think the monster is in picture 6?Is this Maddy?Picture 7:What is happening in picture 7?Do you think that is Maddy?Where is this monster?After the planned DRTA Teacher Talk introduction to the story,play the audiotape for the students.Ask them to read along.Walk around the class listening to se
247、e who needs help.DEMONSTRATERead AloudRead the story to the students without interruption,adding lots of expression as you read.PRACTICEThis story is set up like a storyboard.There are seven pictures with some dialogue in each one.Below is an explanation for storyboarding:Teaching TipWhat are Storyb
248、oards?Storyboarding,or picture writing,is the origin of all written language,and was used by ancient cultures before text evolved.Storyboarding is a natural bridge to text.The Chinese language was built using pictographs.Egyptians used storyboards,or hieroglyphics,first etched in stone and later wri
249、tten on papyrus,to organize a complex society and to rule the ancient world.Look at any comic strip 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 pla
250、ce for the writer to put information,pictures,symbols,or text.Storyboards appear in many forms,including 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
251、 can be simple cartoons,photographs,or sophisticated technical diagrams.Simple stick pictures combined 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
252、 that kids can do them themselves and they like to draw.As we explore drawing,it is important to recognize 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.142 Unit 4 Countries We Kno
253、wMaddys Family PhotosBy:ShaolinIt is the logical sequencing power of storyboards,combined with the hands-on engagement of drawing,that makes this an excellent tool for young learners.A storyboard can be any length from two to many boxes,and it can be simple or elaborate.Storyboards can also be adapt
254、ed to fit many tasks from maps to time lines.Storyboards help students learn to sequence events in a story in a simple way that makes it easy for them to recall and retell what has happened.For teaching EFL students,this simple way of communicating content is an essential technique for teachers to l
255、earn.Individual WorkAsk the students to divide their papers into four boxes.They can do this easily by folding the paper in half and then in half again.Ask the students to retell the story using only four boxes.They do not have to write words in the boxes.They only have to draw the pictures to show
256、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 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 f
257、ind a partner when they are done and“retell”the story in English using their storyboard to help them.Think About ItSay:Check the correct response for each of the three questions in this section.Check as a class.ACTIVITY BOOK Help the students find the page they need to work on.Hold up your activity
258、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.143Unit 4 Countries We KnowCLASS CLOSING Say:Goodbye little monsters!Students should respond with:Goodbye Teacher!Then ask the students to stomp like monsters to the door ro
259、w by row as they leave the class.After-Class ActivitiesHave the students take their storyboards home so they can retell the story to their parents.Remind the students that they will do the Unit 4 Review next class.Teaching TipRetelling a storyRetelling a story is an active procedure that may help st
260、udents in comprehension,concept of story structure and oral language.Retelling also helps children play an active role in reconstructing a story for an audience.This provides for interaction between the child and the person listening.144 Unit 4 Countries We KnowUnit 4 ReviewCLASS OPENING GreetingGre
261、et the students.Tell the class that today is the review day so they should try their very best!Say one of the chants from this unit together.REVIEW 1.Listen and tickTell the students to look at the four rows of pictures in Part 1.They should listen to the audiotape and tick the picture that is corre
262、ct in each of the four rows.Check as a class.The audiotape says:1.This is a map of Canada.145Unit 4 Countries We Know2.Do you know the flag of China?Yes,I know.Its red.It has five yellow stars.3.Kangaroos live in Australia.4.This is Big Ben in London.Its famous.2.Read and write Tell the students to
263、read the dialogues between Wang Nan and Lily.They should fill in one of the answers below,a,b,c or d to complete each sentence.Check as a class.3.Look,write and sayTell the students to look at Part 3 then complete the chart with information for each picture with:country,capital city and language.Tel
264、l the students that all of the answers they need to fill in the chart are in the yellow box at the bottom of the page.Check as a class.4.Key words and sentencesGo through the key words and sentences in the house in Part 4 with the students.You can read them together or ask students to read them one
265、at a time so you can check to see who is able to do so.5.How am I doing?Ask the students to fill in the self-evaluation chart in Part 5.As they do so,walk around the class discussing how students understand their knowledge in each of the categories.ACTIVITY BOOK Help the students find the page they
266、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 Learning English Book 8!They are now done Grad
267、e 4 so have a class celebration!Ask each person in the class to tell you the thing they most liked learning in this book.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!See you in Grade 5!Students should respond with:Goodbye teacher!See you next year!