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免费 七年级下册英语全册教案(外研版)


Module 1

School Life

Unit 1 There are fifty students in the class. Preparation 在黑板上写出单词 Festival,要求学生回忆并说出已学过的节日名称, New Year, Christmas 如: Day 等,并板书。 组织两人小组活动,内容是在节日时的对话。如下例: Happy New Year... Happy New Year... Do you...? Yes/No. We... 两人小组活动后,请几对学生上台演示,然后要求大家评价。对演示认真又基本无语言错误 的学生给予奖励。 介绍短语 Spring Festival, 带读后转入第 1 小节的学习 1.Look and listen. Then repeat. 1)先不打开书,问学生:春节后,一些同学又见面了,他们很高兴地在一起交谈,他们谈了些 什么呢(What are they talking about ?)? 2)要求学生听一遍录音后,回答上面的问题,然后将答案 School Life 写在黑板正上方。 3)写出以下问题,要求学生听第二遍录音后回答: How many students are there in the class? How long are the lessons? How does Feifei go to school? How long does the bus take to get to school ? 学生回答上述问题后翻开书,跟录音读一遍对话。 组织四人小组操练本段对话,然后要求他们演示和评价。 第 2、3、4 小节的教学可参考“教师用书”的建议进行。

Unit 2 What’s your favourite lesson? Preparation 1)教师先简单用英语介绍本班的一些情况,然后要求学生分两人小组就 School life 话题进 行对话,也可以给出以下问题要求学生对话: Do you like your school? How many lessons do you have each day? How do you get to school? 两人小组活动后,叫几对学生上台演示,然后要求大家评价。对演示认真又基本无语言错误 的学生给予奖励。 2)教师说:下面有几位同学,他们也就 School life 进行了交谈。他们谈了什么呢?

1.Look and listen. Then repeat. 1) 教师说:请同学们听第一段对话, 然后回答: How many lessons does Gu Ming have each day? 以下三段对话的教学方式与上相同,教学中使用的参考用题如下: What time is the recess? What’s Gu Ming’s favourite lesson? What does Ms Wang teach? 2)学生答完问题后,要求他们跟读四段对话的录音。 3)学生跟读完对话后,教师组织两人小组操练这些对话,然后要求他们演示和评价。 第 2、3 小节的教学可参考“教师用书”的建议进行。

Unit 3

I love basketball!

Preparation 教师指出,前两个单元主要学习了 School life 这一话题的语言,现在要求学生两人一组就这 一话题对话,并给出例子: A: Hello, B. B: Hello, A. A: Can I ask you some questions about school? B: Sure. A: How many...? B: ... 两人小组回答后,叫几对学生上台演示,然后要求大家评价。 教师说:有一位学生 Susan 也对她的朋友谈了她的学校生活。他们谈了些什么呢? 1.Listen and say. Susan talks to her friend. Listen to what they say and repeat. 1) 教师说:请同学们听下面的对话, 然后回答: Susan’s class big? How many students are there Is in her class? 2)学生听一遍对话录音,然后回答上列问题。 3)学生带着以下问题听第二遍对话录音: Does Susan like her class? Are Susan’s teachers nice? How does Susan go to school? Is it a long journey from Susan’s home to her school? 学生回答完以上问题后,跟读对话录音一遍。 学生跟读完对话后,教师组织两人小组操练这些对话,然后要求他们演示和评价。 2.Listen to what Sam (a student in America) says and fill in the gaps. 教师说:有一位学生叫 Sam ,他介绍了自己的情况。 他说了些什么呢?请学生们听下面一段独 白并回答问题:What is Sam’s favourite lesson? 学生回答问题后,要求他们听第二遍独白并填空。 3.Write sentences about your school life and Sam’s school life.

在教这一小节时,教师可以先要求学生口头造句,然后再笔头造句。 第 4 小节的教学可参考“教师用书”的建议进行。

Unit 4 It’s nice to meet you. Preparation 教师在教本单元第 1 小节前,可先组织学生齐唱、分组唱 Unit 3 中所学过的歌。 1.Read and find. Feifei introduces Susan to her friends. 本节的教学可分两步进行: 先阅读对话并要求学生说对话大意, 然后阅读第二遍并根据其意 思填词。 2.Match the countries on the left with the nationalities on the right. 本节由于与上、下两节无联系,可将其移至本单元第 5 小节后进行。 第 3、4 小节的教学可参考“教师用书”的建议进行。 5.Around the World: Class Sizes 1)教师在教这一小节时,可先给出以下范例,然后要求学生分两人小组,按表格所列内容对 话: A: Are the classes big in China? B: Yes, they are. A: How many students are there in a class in China? B: There are fifty. 2)两人小组活动造句后,请几对学生上台演示,然后要求大家评价。 第 2 小节教学可参考“教师用书”的建议进行。

Module 2 On the Telephone Unit 1 Can I speak to Gu Ming, please? Preparation 1)教师在黑板上画一台电话或在讲台上放一台电话机,问学生:What’s this ? 问一些学生:What’s your telephone number ? 回答后,教师说明,本模块是学习打电话情景中的常用语,并在黑板中心上方写出本模块和 本单元标题。 1.Look and listen. Then repeat. 1)教师边做一些动作边向学生说明: I’m doing...

然后解释 “am (is , are ) + v-ing ” 形式表示的意思。 教师对学生说:A 和 B 在交谈。他们在谈什么呢?请听下面一段对话并回答下面的问题: What is Gu Ming doing? 以下三段对话的教学方式与上相同。教学中使用的参考用题如下: What is Wei Gang doing? What is Feifei doing? What is A’s mother doing ? 学生答完问题后,要求他们跟读四段对话的录音。 学生跟读完对话后,教师组织两人小组活动操练这些对话,然后要求他们演示和评价。 本节学完后,接学第 4 小节内容。 第 4 小节内容的教学可参考“教师用书”的建议进行。 第 2、3 小节的教学可参考“教师用书”的建议进行。

Unit 2 We’re Skipping! Preparation 教师进教室后问几个学生:What are you doing? 教师组织两人小组活动,按以下范例对话: A: What are you doing? B: I’m... A: What is... doing? B: He/She is... 两人小组活动后,叫几对学生上台演示,然后要求大家评价。 评价后接学本单元第 2 小节。 2.Pronunciation. 1)教师边做动作或画简笔画边教词语 skip, long jump, swim, exercise, draw, run; 2)让学生跟读本小节 B 部分内容学音标。 3)让学生跟读本小节 A 部分内容并小幅度地做相应的动作。 4)接教第 1 小节内容。 第 3 小节的教学可参考“教师用书”的建议进行。

Unit 3 My sister is reading a book. Preparation 教师设置打电话情景,与几个学生打电话交谈。 教师组织两人小组活动,按以下范例对话: A: Hello, 6382318. B: Hello. This is... Is...there?

A: No, he’s / she’s not. He’s / She’s doing ... B: I see. Can I leave a message? A: Yes. B: Can you... ? A: ... 两人活动后,请几对学生上台演示,然后要求大家评价。 教师说: Susan 和 Sarah 在打电话, 电话的内容是什么呢? 由此导入到本单元第 1 小节的学习。 1.Read and find. 1)教师要求学生翻开书,阅读本节材料, 并回答下列问题: Is Susan busy? What is Susan’s father/mother/brother doing? What is Susan doing? 要求学生按阅读材料内容, 从方框内的词中选择合适的词填空。 教师组织两人小组活动操练对话。 两人小组活动后,请几对学生上台演示,然后要求大家评价。 第 3 小节的教学可参考“教师用书”的建议进行。 Unit 4 Liu Hong is running after her cat.

Preparation 1)教师进教室后问几个学生:What are you doing? 2)教师自己做动作或请几个学生做动作,同时问学生: What am I doing? What is... doing? What are... doing? 3)教师介绍:Hu Shan is sick. His friend is with him. What are they talking about?由此引入到 本单元第 1 小节的学习。 Listen and write. Hu Shan is sick. His friend is with him. 1)教师要求学生听两遍本节内容录音并回答: What is Gu Ming/Zhang Hai/Wei Gang/Wei Ming/Feifei/Liu Hong/the cat/doing? 教师要求学生听第三遍录音, 并在材料空白处填进录音中相应的词。 教师组织两人小组活动操练所学材料。 两人小组活动后,请几对学生上台演示,然后要求大家评价。 第 2、3、4 小节的教学可参考“教师用书”的建议进行。

Module 3

My everyday life

Unit 1 What are you doing? Preparation 1)简要提示 Module 2 所学内容。 2)多媒体显示 Module 2 中第 4 单元第 3 小节内容(可以换作 ACTIONS TO MIME 表中几 个动词) ,组织学生再做 Mime Game。 1.Look and listen. Then repeat. 让学生先不打开书,告诉学生说下面有四段对话,每段对话中有三个人在讲话。他们在讲什 么呢? 告诉学生,下面将放对话录音两遍:听第一遍时不打开书,带着以下问题听,然后打开书, 边看书边听第二遍,听完后回答这些问题。 Is Mark eating his breakfast? What is Fiona doing? Is Maggie playing with the dog? What is Doris doing? 2)要求学生跟读录音。跟读前,完成第二小节教学(重在读准第二小节提示内容) 。 3)三人小组活动,模仿操练四段对话,然后演示评价。 2.Work in pairs. 教完第 1 小节后,接着教第 4 小节内容。本小节的教学可参考“教师用书”的建议进行。 3. Write what the people are doing. 本小节的教学可参考“教师用书”的建议进行。 4.Homework. 要求学生模仿第 1 小节形式造对话。 Unit 2 I’m visiting my aunt on Saturday.

Preparation 1)简要提示 Unit 1 所学内容。 2)要求学生按自己所做的家庭作业分组活动,然后演示评价。 3)师生就下列问题做交谈,并引入本单元第 1 小节的学习。 What are you doing this Saturday / Sunday? Are you (doing sth.)? 1.Look and listen. Then repeat. 1)告诉学生:A、B 两位小朋友在谈论他们课后某个时间的活动。请分段听他们的交谈录 音两遍,然后回答下列问题: (听第一段对话后回答) What is A doing on Monday?

When will A and B have the picnic? (听第二段对话后回答) Is A going to the cinema on Thursday? When are they playing badminton? (听第三段对话后回答) What is B doing on Saturday? When are they having a barbecue? 学生回答问题后,教师启发学生复习了解以下词语的意义和用法,然后用它们口头造句: have one’s picnic, visit sb., What about...?, have a piano lesson, How about...? play badminton, on Thursday / Tuesday / Saturday / Sunday ..., have a barbecue ●要求学生跟读录音。跟读前,完成第 2 小节教学。 ●两人小组活动,模仿操练三段对话,然后演示评价。 2. Work in pairs. 要求学生联系自己的生活实际,参考使用第 1 小节模式,分两人小组造对话,然后演示 评价。 3. Listen and sing. 本小节的教学可参考“教师用书”的建议进行。 4. Homework. 要求学生就他们星期天的活动造对话。 Unit 3 What are you doing? Preparation 简要提示 Unit 2 所学内容。 要求学生按自己所做的家庭作业分组活动,然后演示评价。 1.Complete the dialogue with words from the box. 1)要求学生打开书,按本小节指示语完成选词填空练习。 2)要求学生跟(老师)读对话两遍后自读一遍。 3)三人小组活动操练对话,然后分别让几个学生扮作 Mr Li , 全班其他学生扮作 Andrew , Diana , ...。 “Mr Li ”分别与他们谈话。 2.Pronunciation. 本小节提前至第 1 小节后上,以保持教学步骤连贯。其教学可参考“教师用书”的建议 进行。 3.Write about what you do at the weekend ... 本小节教学可参考“教师用书”的建议进行。 4. Write about Bill’s adventure. 1)两人小组活动:就九幅图进行对话,然后演示评价。

2)给学生几分钟,根据九幅图做口头作文,然后演示评价。 3)根据九幅图和口头作文提示做书面表达练习。 5.Homework. 模仿本单元第 4 小节,写一篇书面表达,内容是自己的某次经历或活动。 Unit 4 He’s riding a bike. Preparation 简要提示 Unit 3 所学内容。 要求学生打开书,看第 2 小节的图,并准备按小节指示语完成该小节的任务。 1.Look and listen ... 该小节教学可参考“教师用书”的建议进行。 2. Work in pairs. 本小节原为本单元第 1 小节,现根据本单元学习的难易程度和内容的连贯性,和本单元 第 2 小节的次序对调。其教学可参考“教师用书”的建议进行。 3.Correct the homework. 1)要求几位学生根据自己的家庭作业,叙述自己的某次经历或活动,然后其他学生评价。 2)要求学生两人一组,互相批改家庭作业。 3)要求学生根据批改情况,总结出写作中常犯错误和改正办法,为进入本单元第 4 小节学 习作准备。 4. Tasks: the Weekend 本小节教学可参考“教师用书”的建议进行。 5. Around the World: ... 本小节教学可参考“教师用书”的建议进行。 6. Work with your partner and ... 本小节原为本单元第 3 小节, 现根据本单元的连贯性调整为第 6 小节。 其教学可参考 “教 师用书”的建议进行。 7. Homework. 写一篇书面表达,叙述自己课后业余活动。

Module 4 Come and play with us! Unit 1 Come and play with us! Preparation

1)简要提示 Module 3 所学内容。 2)要求几位学生用英语叙述自己课后业余活动,然后要求他们互改。 3)要求学生总结叙述中常犯的错误及纠正办法。 1. Look and listen. Then repeat. 1)告诉学生:有两个同学在打电话,他们谈了些什么呢?请大家带着下面两个问题听第一 段对话录音两遍,然后回答这些问题: What is Zhang Hai doing? What is Zhang Mei doing? 2)学生在回答问题时,教师帮助学生理解对话中的生词或词语。 3)学生回答问题并纠正错误后,教师请他们打开书,先带读对话一遍。带读过程中突出本 单元第 2 小节内容,然后在适度讲解第 2 小节内容后,要求学生跟读录音带。 4)两人小组活动:操练所学对话,然后演示评价。 5)用以上的方式教第二段对话。 2. Work in pairs. 本小节教学可参考“教师用书”的建议进行。 3. Read and listen. Then sing the song. 本小节教学可参考“教师用书”的建议进行。 4. Homework. 模仿本单元第 1 小节造一组对话。 Unit 2 You can talk to me, Auntie! Preparation 1)简要提示 Unit 1 所学内容后, 全班同学唱 Unit 1 中所学歌曲。 2)两人小组活动:按所完成的家庭作业练习对话,然后演示评价。 1. Look and listen. Then repeat. 1)告诉学生:有两人在打电话,他们谈了些什么呢?请大家带着下面几个问题听对话录音 两遍,然后回答这些问题: Who is Aunt Xiaoying talking to? What is Gu Ming’s father doing? What is Gu Ming’s mother doing? What is Gu Ming’s brother doing? 2)学生在回答问题时,教师帮助学生理解对话中的生词或词语。 3)学生回答问题并纠正错误后,教师请他们打开书,先带读对话一遍。带读过程中突出本 单元第 2 小节内容,然后在适度讲解第 2 小节内容后, 要求学生跟读录音带。 4)两人小组活动:操练所学对话,然后演示评价。 5)引导学生总结归纳“打电话”情景中的常用语言表达方法,如: A: Hello? B: Hello. Is that...? / Hello. This is...

2.Work in pairs. Ask these questions. 1)用本单元第 3 小节材料造一个“打电话”的对话。 2)两人小组活动,按所造对话进行练习,然后演示评价。 3.Homework. 模仿本单元第 1 小节造一组对话。 Unit 3 What are they doing? Preparation 1)简要提示 Unit 2 所学内容。 2)两人小组活动:按所完成的家庭作业练习对话,然后演示评价。 1. Read and find. 本小节教学可参考“教师用书”的建议进行。 2. Work in pairs. 1)按照第 1 小节的图和本小节的范例造对话。 2)两人小组活动:操练所造的对话,然后演示评价。 3)多媒体展示一些类似图画,要求学生先自我准备 1—2 分钟,然后用自己的话描述那些画 中内容,之后评价。 3. Look and write. 本小节教学可参考“教师用书”的建议进行。书写前,可用英语口头填空,然后再书 写。 4. Homework. 模仿本单元第 2 小节造对话。 Unit 4 Farmer Dick is selling his vegetables.

Preparation 简要提示 Unit 3 所学内容。 两人小组活动:按所完成的家庭作业练习对话,然后演示评价。 1. Listen and put the pictures in order. 本小节教学可参考 “教师用书” 的建议进行。 在听录音前可先作些介绍, Dick is a farmer. 如: He grows and sells vegetables... 2. Listen to Farmer Dick’s Day again... 本小节教学可参考“教师用书”的建议进行。 3. Tasks: a Letter to a Penfriend

1)将本小节 A 部分改为两人小组活动:先阅读 A 部分说明,然后根据六幅图画内容进行对 话,然后演示评价。 2)部分内容可参考“教师用书”的建议进行。 4.Around the World: ... 本小节教学可参考“教师用书”的建议进行。 5.Homework. 写一篇短文,介绍某一天你家中每个人的活动。

Module 5 Unit 1

Weekend jobs

I’m watering the new trees.

Preparation 1)简要提示 Module 4 所学内容。 2)让几位学生上台,根据自己所写的短文,介绍某一天他们家中每个人的活动。 1.Look and listen. Then repeat. 1) 告诉学生说,有一位小记者采访了几位学生。他们说了些什么呢?请大家带着下面几个 问题听对话录音两遍,然后回答这些问题。 What are the teachers and students doing? What is Li Jie doing? What is Li Qing doing? What is Bai Feifei doing? 2)学生在回答问题时,教师帮助学生理解对话中的生词或词语。 3)学生回答问题并纠正错误后,教师请他们打开书,先带读对话一遍。带读过程中突出本 单元第 2 小节内容,然后在适度讲解第 2 小节内容后,要求学生跟读录音带。 4)两人小组活动:操练所学对话,然后演示评价。 2.What are the children doing? ... 本小节可参考“教师用书”的建议进行。 3. Work in groups. 本小节可参考“教师用书”的建议进行。 4. Homework. 假定你是一位小记者,采访几位同学的课余活动,然后写成一篇报道。 Unit 2 I’m making some flowers for my mother.

Preparation 简要提示 Unit 1 所学的内容。

让几位学生上台,根据自己所写的报道,向全班同学汇报,然后大家评价。 1.Look and listen. Then repeat. 1)告诉学生:Ms Brown 正在和几位学生谈话。他们谈了些什么呢?请大家带着下面几个问 题,听对话录音两遍,然后回答这些问题: What are Ms Brown and the students talking about? What is Sarah doing for her mother? What is Robert doing for his mother? What is Diana doing for her mother? What is Jane cooking? 2)学生在回答问题时,教师帮助学生理解对话中的生词或词语。 3)学生回答问题并纠正错误后,教师请他们打开书,先带读对话一遍。带读过程中突出本 单元第 2 小节内容,然后在适度讲解第 2 小节内容后,要求学生跟读录音带。 4)两人小组活动:操练所学对话,然后演示评价。 2. Continue the dialogue. 1)两人小组活动:根据本小节的英语提示,模仿第 1 小节对话形式造对话,然后演示评价。 2)书面完成本小节练习,然后相互批改并报告批改结果。 3. Homework. 就“母亲节”活动内容,采访几位同学造对话。 Unit 3 He is making tea. Preparation 简要提示 Unit 2 所学内容。 四人小组活动:按所完成的家庭作业练习对话,然后演示评价。 1. Read and complete. 本小节教学可参考“教师用书”的建议进行。 2. Listen to someone describing... 本小节教学可参考“教师用书”的建议进行。 3. Listen and sing. 本小节教学可参考“教师用书”的建议进行。 4. Homework. 观察五位同学的活动并用英语描述。 Unit 4 We are flying a kite. Preparation 1)简要提示 Unit 3 所学内容后, 全班同学唱 Unit 3 中所学歌曲。

2)要几位学生上台, 根据自己所学的英语,描述几位其他同学的活动,然后大家评价。 1. Match the sentences to the pictures. (根据所学内容难易,教学本单元时可将本小节与第 1 小节教学内容对调) 本小节教学可参考“教师用书”的建议进行。 2. Complete the dialogue with the words. 本小节教学可参考“教师用书”的建议进行。 3. Tasks: Weekend Jobs 1)本小节教学可参考“教师用书”的建议进行。 2)两人小组活动后,要演示评价,然后再填写那张表。 4. Around the World: Tree Planting 教学本小节内容前, 教师应先简介背景知识,然后按“教师用书”的建议教学。 5. Homework. 记述自己的周末活动。并表达自己喜欢和不喜欢什么活动。 作者:黄健如 (南昌市教委教研室外语教研员 《新标准英语》初中起点教师用书编委)

Module 6 The Clothes We Wear Unit 1 Why are you wearing a dress today? Step 1 Warming up Watch a Kids Fashion Show. If you don’t have this kind of video, you can organize a fashion show. Select two from each group, ask eight Ss to put on what they like wearing. Your class can begin with their performing on the stage. Brainstorming: Ask as many questions as possible about different items of clothing and the eight fashion show stars. In groups of four, students write down the English names of as many different kinds of clothing as possible within three minutes. Teacher will give help if they need. See which group can make the biggest list. Step 2 Presentation and practice. 1.Review and present the present simple tense:

Ask the Ss to describe what the fashion stars are wearing. Then ask and answer in pairs, using the patterns as follows: T: What is XXX wearing? wearing with that dress? Ss: XXX is wearing... Show them some real objects like jacket, jeans, hat, dress, skirt, T-shirt, socks, sports shoes, cap, etc. to class. If students are interested in trying on/putting on these objects, they can learn the new words by watching, trying on /putting on them. A Game: The Ss who want to try on the clothes can put them on in the try-on room one by one.(A try-on room can be set up by hanging up a piece of curtain in the corner of the classroom. Other Ss watch and answer the teacher’s question. T: What is XXX doing? Ss: He is trying on/putting on some clothes. T: What is he wearing now? Ss: I think he is wearing... T: What is she wearing with that... ? Ss: ... Then the teacher asks the Ss in the try-on room to come out and see if their answers are right or not. 2.Compare the present simple with the present continuous. Teacher asks the Ss why he guesses like that. Ss may say like this: Because he usually wears... Step 3 Look and listen. Then repeat. Ask the Ss to look at the first picture. Ask them to say what the person is doing/wearing. Play the tape and let them follow the text. Point to the picture and ask: T: What does she usually wear? SS: She usually wears trousers and a T-shirt. T: What is she wearing now? Ss: She’s wearing a dress and a hat. T: Why is she wearing a dress and a hat? Ss: She is going to a party. Repeat this procedure for the other pictures. Play the tape, pausing after each sentence for the students to repeat. Step 4 Pronunciation Listen and say. 1) Ask the Ss to read the sentences silently to themselves. 2) Play the tape. Ss point and repeat. Practise the /???/ and / ? / minimal pair.

1) Ask the Ss to look at the words and put them into the box. 2) Check their answers 3) When you have a correct list on the board, practise the sounds and words with the Ss. Listen and put the words in the correct column. This exercise works on the /??/ and /?/ minimal pair. Work in the same way as above. Step 5 Improving Work in pairs. Match the words to the pictures and encourage the Ss to say which clothes they like wearing and why. 1) Interview Encourage them to leave their seats to interview the teachers and classmates around, trying to get information about which clothes they like wearing and why. 2) Report Choose some to report what they have interviewed. Step 6 A fashion show Ss organize a fashion show. Get them to work in groups of six. Each takes a different role. Role A, Role B, Role C, Role D: Fashion show models, dressed in different clothes and modeling in front of the class. Role E & Role F: Do an oral description of what the models are wearing. Unit 2 We’re having a lovely time! Step 1 Revise and compare the present simple and present continuous. Ss bring to class several photos of themselves, ask and answer about the photos as follows: What is she/he wearing now on the beach? Jane Peter Mike Step 2 Brainstorming: Sally is on the beach with her mother, father and sister on the beach. They are having a good time there. Imagine: What is Sally doing? What is Sally’s sister doing? What is Sally’s mother doing? What is Sally’s father doing? What does she/he usually wear at home?

On the beach

1) Divide the Ss into four groups. On the blackboard write as follows: G1 G2 G3 G4 Four groups first take their turns to answer this question, then they are free. Different actions on the beach (verb phrases) get one mark. See which group is the winner. Note: When the Ss present the new verb phrases, write them on the blackboard first; after the game, teach them. Step 3 Read and answer the questions. Read the postcard and do the multiple choices individually, then check the answers: A/C/C/A Ask and answer six pictures on the textbook in pairs. What is she/he doing at the moment on the beach? Sally Sally’s mother Sally’s father Then demonstrate their dialogues in front of the class. Step 4 Pronunciation Listen and say. 1) Ss read through the sentences silently to themselves. 2) Read after the tape one sentence by one sentence. 3) Read the sentences together. Listen and put the words in the correct column. Practise the sounds /?//?/ /??? /??/individually and chorally. Ask the Ss to put the words in the correct column. Call back the answers. Unit 3 Who’s Peter? Step 1 Guessing game Ask one student to stand in front of the class with the back facing us. Other Ss ask him/her: What is XXX wearing? What is XXX wearing with that? If his/her answer is right, he/she can come back to the seat. Other Ss can take turns to come to the blackboard to guess what other Ss are wearing. Note: See who guesses the most answers right according to their memory. Step 2 Listen and write the names. Write the names of the children on the board: Peter, Jane, Sally, Bobby, John, Mary. Ss hear a description of what each child in the picture is wearing, and write the name next to the correct picture. 1) Play the tape once through while they just listen and look at the pictures. What does he/she do at home on Monday?

2) Play the tape again and ask them to write the names. 3) Play the tape again for them to revise or complete their work. 4) Ask them to check with their partner again, then call back the answers from the whole class. Chain drill: Ss ask each other “Who is Peter?” “He is wearing a sweater and trousers. Who is Sally? ... ” Step 3 Look and write. Look at the pictures. What is Mark’s family doing on their holiday? What do they do at home? Write Mark’s holiday postcard for him. Ask the Ss to look at the pictures. Get them to tell you what they can see. Write a card to Paul, telling Mark what he is doing at the seaside, what his sister is doing and what his mother is doing. Also tell Mark On Mondays what they do at home. When they have finished individually, they can exchange their work with a partner and do peer-correction. Call back the answers from the whole class, allowing for (correct) individual variation in the use of language. Step 4 Listen and sing. Ask the Ss to read through the words of the song by themselves silently. Then you read the words while they listen. Next, read the words, pausing after each line for them to repeat. Then play the tape while they listen to the song, possibly twice. Finally, play the tape for them to join in the singing. Unit 4 What are you wearing? Preparation 准备一些服饰的卡片(T-shirt, jeans, jacket, socks, cap, dress, shirt, sweater, skirt ...) Step 1 Review and presentation. 出示有关服饰的卡片(T-shirt, jeans, jacket, socks, cap, dress, shirt, sweater, skirt... ),让学生认 读。 做游戏: “What’s missing?”(教师从卡片中任意抽取一张,再让学生看卡片读单词,然后让学生 说出拿掉的是哪一张卡片。) Ask the Ss what they always, usually or sometimes wear at the weekends. In groups of six, the Ss take turns to ask and answer questions. Step 2 Write and make a poster as follows: Distribute each student a clothing card. In groups, the Ss make posters about their wearing at the weekends, like the poster as follows.

At weekends
I always wear… usually I sometimes wear…

card card card card card

card

The Ss divide their posters into different sections, each section showing something that they usually/always, sometimes or don’t always wear. They write headings, stick their cards, and write sentences about what they wear. Invite different Ss to come to the front of the class to talk about their posters. Display some of the posters on the classroom wall. Step 3 Complete the dialogue Susan and Mary are talking what they’re wearing to a party. Ask them to look at the pictures and say what they girls are wearing. Complete the dialogue individually. Check their work. Practise the dialogue with their partner. Step 4 Crossword Read through the clues, then work in pairs. shortest time and correctly.

See which pair complete the crossword within the

Step 5 Task: (if time is up, it can be done out of class) Task: Design Ss’ own school clothes. Procedure: 1) Divide the Ss into groups of four. 2) Each group makes a survey of at least six Ss: What colour and what style school clothes do the Ss like? 3) Students design their ideal school clothes with pictures and brief introduction in English. 4) As it is ready, display them on the wall for Ss to vote and decide which one is the best school clothes. 5) Report the best school clothes’ designing to the headmaster. Step 6 Around the world Ask the Ss to look at the pictures and describe what the people are wearing.

Project: Divide the Ss into four. Each can make a study about - Different peoples, Different national costume Group1: The differences of national costumes between Thai and Chinese Group2: The differences of national costumes between Korean and Chinese Group3: The differences of national costumes between Scottish and Chinese Group4: The differences of national costumes between Spanish and Chinese

Module 7 Revision 1 Unit 1 Step 1 Find eight nationalities. Circle the words. 1.FRENCH 2.AMERICAN 3.ITALIAN 4.AUSTRALIAN 5.ENGLISH 6.INDIAN 7.THAI 8.JAPANESE Step 2 Listen and write. speak, out, shopping, message, call, tell Step 3 Say what they are doing. Choose the best answer. 1.B 2.C 3.B 4.C Step 4 Listen and finish the sentences. having a piano; eating my lunch; visiting his grandmother; doing her homework Step 5 Listen and put the words in the correct column. /ei/ /ai/ tale pie say high mail cry play time

Unit 2 Step 1 Read and write. Monday Tuesday Wednesday Thursday Friday Maggie is going shopping. Maggie is having a piano lesson. Maggie is having dinner with her family. Maggie is visiting her aunt. Maggie is playing badminton. Maggie is going to the cinema.

Saturday

Maggie is having her birthday party.

Step 2 Listen and match. What numbers are they? 1.Peter 2.Alice 3.David 4.Dianna 5.Sarah 6.Tony Step 3 Work in pairs. The answer is open.

7.Jenny

Step 4 Listen and put the words in the correct column. /??/ /a?/ nose cloud phone now boat mouth Step 5 Write the nationalities. Japanese; Italian; French; Chinese; English Unit 3 Step 1 What are they doing? 1. He’s flying a kite. 2.She’s washing the dishes. 3.She’s making the bed. 4.He’s fixing his bike. 5.They’re playing football. Step 2 Listen and write what Sally is wearing each day. Monday Tuesday Wednesday Thursday Friday She is wearing a skirt and a shirt. She is wearing a dress and (new) shoes. She is wearing jeans and a sweater. She is wearing a dress and a jacket. She is wearing trousers and a sweater and a cap.

Step 3 Listen and put the words in the correct column. /??/ /??/ where here hair ear bear year Unit 4 Step 1 Read the questions. Complete the answers. 1.watching TV 2.she isn’t making her bed. She’s reading a book.

3.he isn’t doing his homework. He’s playing computer games. 4.she isn’t washing the dishes. She’s playing with the dog. Step 2 Follow the example. Put the words in order and make questions. 1.How many students are there in your class? 2.What’s your favorite lesson? 3.Who is your favorite teacher? 4.How do you get to school? Step 3 Listen to Maggie’s mother and write. Use the words to help you. make, wash, make, do, clean, washing, cleaning, going, having Step 4 Tasks: Clothes for Summer and Winter You are to find out what your friends’ favorite clothes are and when they wear. Use the patterns as follows: 1) What’s your favourite item of clothing? When do you wear it? Fill in the form and make a summary: _____of my friends like their winter clothes. _____of my friends like their summer clothes. Draw a conclusion. Tick the statement that is correct. Step 5 What are you wearing tomorrow? Draw a picture of yourself and describe the clothes you are wearing tomorrow. Module 8 Unit 1 LOST AND FOUND

I can’t find my jacket !

Preparation 准备若干组着色服饰的卡片 (a red T-shirt, blue jeans, a green jacket, white socks, a black cap, an orange dress, a grey shirt, a brown sweater, a pink skirt…) Step 1 Review. 出示着色服饰的卡片(a red T-shirt, blue jeans, a green jacket, white socks, a black cap, an orange dress, a grey shirt, a brown sweater, a pink skirt…),让学生认读。 做游戏: “What’s missing?”(教师从卡片中任意抽调一张,让学生看卡片读单词,然后让学生说 出拿掉的是哪一张卡片。) Have a competition: See which group can speak out something red most. Divide the class into eight colour groups (Red group, Blue group, Yellow group, White group, Pink group, Brown group, Black group, Orange group.) Students in each group take turns to speak out something that must be in their group’s colour. They had better show the things out. 例:Red group: S1: My pencil is red.(并呈现实物)

S2: I have a red school bag. (并呈现实物) S3: My watch is red, too. (并呈现实物) S4: ... See which colour group speak out something in their group’s colour most. Step 2 Presentation. Then present the structures as follows: A: What does it look like ? B1: It’s red . It’s small . It’s a small red box. It’s a small one. B2: It’s big. It’s red, too. It’s a big red bag. It’s a big one. DO this with real things: a small red box, a big red school bag. Using the same way to introduce these adjectives: old-new; short-long; clean-dirty. Work in pairs. Ss ask and answer each other “What does it look like?” “It’s red. It’s small . It’s a small red box. It’s a small one.” Step 3 Look and listen. Then repeat. (Dialogue 1-3) With their books closed, tell the Ss they are going to hear three dialogues about three different students who have something (Wei Gang, Wei Ting, Bai Feifei) , write the names on the board. Tell the Ss they must listen for: (a) what have lost and (b) what it’s like. Play the tape through once while they listen. Then play the first dialogue and tell them to listen about Wei Gang and write down the answers. Repeat with the other two dialogues. Ask the Ss to check their answers with a partner. Call back the answers from the whole class, and write them on the board next to the names (A new blue jacket/a beautiful red watch/a small green school bag) Ask the Ss to open their books and follow the dialogue in their books while you play the tape. Next , pause the tape after each sentence and get the Ss to repeat them chorally and individually. Finally Ss practise the dialogue. Step4 Pronunciation. A. Listen and say. Ask the Ss to read through the sentences to themselves silently. Play the tape for them to listen and follow. Play the tape again, pausing after each sentence for them to repeat chorally and individually. B. Listen and say.

This exercise practices the bilabial explosive sounds /p/ and /b/, mostly in the initial position in words. /p/ is voiceless and /b/ is voiced. Practise them in isolation first. Ask the Ss to put a hand about 5mm in front of their mouth and feel the “explosive” air come out as they say the letters(so with /p/).Then ask them to touch their Adam’s apples, and feel the vibration when they say/b/ much more than with/p/. Play the tape, Ss listen and repeat. Activity. Write these sentences on the board: What a big pig! Give the baby a pear. He has a job on the paper. Stop that big bear. Ask the Ss to repeat them chorally and individually. Step 5 Do experiments in colours. Take into the class nine watercolours (blue, green, white, black, red, orange, purple, pink, yellow) and several small colour boxes and several empty colour boxes. Divide the class into four groups. Each group is asked to mix the following colours, then reports the process and results to the class. See which group is the Great Colour Mixer. Tasks: 1) 2) 3) 4) 5) 6)

blue+ ? + + white ? +
+

blue+ black

=? =red =black =yellow = =?

green

pink ? orange purple ?

blue

Step 6 The lost and found. Teacher collects several things (glass boxes, school bags, pencils and so on…) from different Ss secretly. Teacher asks them: What’s missing? /What’s the matter? What can’t they find? What have they lost? The loser describes it , using the cues given in the dialogues. Teacher returns the found to the loser according to their descriptions.

Unit 2 What does it look like? Step 1 Review.

Take into class a cloth bag filled with school things ( pens, pencils, erasers, rulers, coloured pencils, pencil cases , sharpeners, scissors …某些物品应多色,多个) . Ss touch the bag and describe what the thing looks like with two adjectives: It’s a ruler. It’s long. It’s a long red ruler… Ss take turns to touch, say and guess what’s inside the bag. If his guess is right, he can get the thing as his prize. See which group can get as many prizes as they can. Notes: If they don’t know the adjective in English, tell them to ask you the question. “How do you say …(软) in English? ”. At the same time, teacher writes them on the blackboard. Step 2 Match the opposites. Ask the Ss to read through the new words on the blackboard. Use the real things to introduce the adjectives: ugly-beautiful; hot-cold; boring-interesting. Match the opposites on Ss’ textbook. Tell them to draw a line from the adjectives in the left-hand to their opposites in the right hand column. Do an example for the whole class. Ask “What is the opposite of hot?” and get the answer “cold”. They should then do the activity on their own. When they have finished, they can check with a partner. Then call back the answers from the whole class. Activity. Play a whole-class game where you shout out adjectives from the two lists randomly. The Ss have to shout out the opposite as quickly as they can. Step 3 Look and listen. Then repeat. Ask the Ss to read through the dialogue silently to themselves. Play the tape and have the Ss follow it in their books. Play the tape again, pausing after each line for the Ss to repeat chorally and individually. Put the Ss into groups of 4 to practise the dialogue. They can each take 2 parts. They should take turns with the different roles. Step 4 Pronunciation. A. Listen and say. Ss read the sentences silently to themselves. Ss listen to the tape and follow in their books. Ss listen to the tape again, repeating chorally and individually. B. Listen and say. Ss read through the list of words silently to themselves. Ss listen to the tape and follow in their books. Ss listen and repeat the pairs of similar words. Step 5 Work in pairs. Susan can’t find her pencil case. Write your dialogue. Put the Ss in pairs. Ask the Ss to take out their pencil cases. Tell them that one of the pair has lost their pencil case. They should write a dialogue like the one

in Activity 1 , but substituting the real facts of one of their pencil cases, and the names of real Ss in class. When they have finished, they should practise saying their dialogue together, taking it in turns with the roles. Finally they should perform their dialogues for another pair, and listen to their dialogue.

Unit 3

Lost property

Step 1 Review. Take into class a box filled with several small cards [one side written with an adjective (big, small, red, ugly, interesting, old…) ,反面是此形容词描述的人或事(a big bag, a small pencil case, a red skirt, an ugly toy, an interesting book, old trousers…) Pass the box around the class. Ss work in pairs (S1and S2). S1 picks a card up from the box and reads out the adjective; S2 spells the adjective, and describes the person or the thing on the other side. E.g. S1:(抽取一张 ugly 卡片) Ugly S2: Ugly, U-G-L-Y, ugly, an ugly toy See which pair performs the best. Step 2 Follow the example. Put the words in order and make the sentences. Ask the Ss to look at the example sentence. Tell them to do the same with the other three sentences individually. When they have finished, they can check with a partner. Finally call back the answers from the whole class. Activity: Have a phrase-making competition. Present the cards above again, ask the Ss to add another adjective to describe the picture. Teacher: Present the picture and say: my red trousers Ss: my new red trousers or my old red trousers or my long red trousers or my short red trousers… Divide the Ss into four groups. On the blackboard write as follows: G1 G2 G3 G4 Four groups first take their turns to add another adjective, then they are free. Different adjective can get one mark. See which group is the winner. Note: When the Ss present the new words like “soft, hard, empty…”, write them on the blackboard first, after the game, teach them. Step 3 Complete the lost property report . Explain to the Ss what a Lost Property report is. Ask them to look at the picture and tell you what they can see — ask for detailed descriptions with full use of adjectives. Ask them to look at the list of words and tell them to use them to fill the gaps in the text. They should do this individually, then check their answers with a partner. Call back the answers from the whole class, asking different Ss to read a sentence each.

Step 4 Listen and label the pictures. Ask the Ss to look at the pictures. Ask them what they can see — try to elicit as much detail as you can about each sweater. Tell them that they are going to hear three descriptions on the tape, and they must decide which of the three sweaters are described. Play the tape while the Ss look at the pictures. Ask them to discuss the answers in pairs. Play the tape once more for them to check. Call back the answers from the whole class. Step 5 Pronunciation. Listen and say. This exercise works on the /k/ and /g/ minimal pair of velar plosives. Ask the Ss to look at the words in the list. Play the tape. Pause after each word and pair of words for them to repeat chorally and individually. Activity: Write the sentences on the board: a) Get a clean glass. b) He wears big green socks. c) The black cat and the big dog are sick. d) My class is big. Step 6 Do the crossword. Ask the Ss to do the “opposite adjective crossword ” individually. While they are doing it, write the crossword frame on the board (or put up one you prepared on paper earlier) When they have finished, ask individual Ss for the answers. You can do this by saying: “The opposite of ugly is beautiful.” They can then come and write the word on your frame, spelling it as they write each other.

Unit 4

Is this yours ?

Step 1 Follow the instructions and find the treasure. Ask the Ss to look at the map and tell you some of the things they can see. Ask them some questions: “How many boats are there? ”,“What are the names of the stations? ”, “Where is Paradise Beach ?” and so on. Tell them there is some treasure on this island, and they are going to find out what it is. They do this by following the written instructions. Tell them to work individually. When they have finished, they can check their answers. Call back the answers from the whole class, asking individual to read out the instructions and the

answer, and writing the letters on the boards to spell the word WATCH. Step 2 Make a report on your lost schoolbag. Tell them they are going to write a report for their own bag and its contents according to the form below:

LOST PROPERTY REPORT Name Description of lost item(s) : When they have finished they should give their bags to their partner and read the report .The partner should check on the factual and linguistic accuracy of the report. Step 3 Task: Reporting a Loss. Read through the instructions while Ss follow in their books. Refer Ss to the pictures and elicit the names of one or two items Ask Ss to tick four objects to describe to other Ss, then write descriptions for these in the chart. Tell Ss to add two more objects and write descriptions for these in the chart. Put the Ss in groups and have them read their descriptions to the other Ss , while the other Ss in the group should try to guess which object is being described. Step 4 Around the world: Polite Customs. Brainstorming: Ask them “What things are considered polite in Chinese society ” and “What things are considered impolite in Chinese society”. Teacher makes a list on the blackboard. Class Date

(Im)polite things

Refer the Ss to the pictures in the book. Ask them what they are doing. Compare the polite things with the impolite things on the blackboard. Ss learn to be a polite student.

Module 9 What shall we do first? Unit 1 What present shall we give? Every student should take into class a small present (made by themselves and wrapped in colour paper ) . Every student should do the descriptions of the present as follows and stick the written words on the outside of the present. Descriptions of the present: Dear friend, I’m your present. My first letter is the same as in the word “but”. My last letter is the same as in the word “rock”. My middle two letters are in the word “football.” What am I? (Book) Teacher numbers the present and the descriptions of the present( the written words ). Each student gets a piece of written words. Step 1 It’s time to open your present. Ss take turns to open their present. Try to guess what present is being described first. If the Ss fail to guess what present is being described, he can get help from other Ss or Teacher. Step 2 Presentation and practice. Teacher tells the Ss Mr. Li is ill in hospital. What present shall we give him? Present the structures as follows: Shall we…? Let’s… Why not…? What about…? We’re going to… We could… Divide the Ss into groups of 4-6. Ss discuss what to take (to do) for Mr. Li. Each group should think of four suggestions. Groups report their suggestions to the class. They should use the structures above. Teacher writes their suggestions on the blackboard. Choose four suggestions which most groups think of . See which group’s suggestions are the best? The whole class decide which suggestion they are going to do first, second, third and last. First, we’re going to… Second, we’re going to… Third, we’re going to… And last, we’re going to… Step 3 Look and listen. (Dialogue 1) Listen to the tape and answer two questions on the board: 1)What is wrong with Mr. Li? 2)What are the children doing for him? Then play the tape again, pausing after each sentence for them to report.

Step 4 Look and listen. (Dialogue 2) Ss look at the picture and answer the questions: 1) What does Tan Mei want to do for Mr. Li? She wants to take him some flowers. 2) What does Gu Ming want to do for him? He wants to take him some sweets. Ask them to listen to the tape and follow the dialogue to check their answers. Play the tape again, pausing after each sentence for the students to repeat. Step 5 Look and listen.(Dialogue 3) Ss look at the relevant picture and answer the question: What else does Tan Mei want to do? Play the tape and ask the Ss to follow the dialogue in their books. Ask “What are they going to do first? ” Play the tape again, pausing after each line for the Ss to repeat. Step 6 Look and listen. (Dialogue 4) Ask the Ss to read through the text and find out what the children are doing first and second. When they have answered, play the tape and ask them to follow the text in their books. Play the tape, pausing after each line for them to repeat. Step7 Pronunciation. A. Listen and say. Ask the Ss to read through the sentence silently to themselves. Play the tape and ask them to follow the sentence in their books. Then play the tape again, pausing after each sentence for them to repeat chorally and individually. B. Listen and say. This exercise works on the /s/ and /z/ minimal pair of alveolar fricatives. Ask the Ss to read through the words silently to themselves. Play the tape and ask them to follow the words in their books. Play the tape again, pausing for the Ss to say each word and pair. Step 8 A task : Think of a best gift for her or him. Procedure: 1) Divide the Ss into five groups to think of a best present for him or her. Group 1 : a best gift for your mother’s birthday Group 2: a best gift for a sick friend in hospital Group 3: a best gift for your uncle’s new born baby Group 4: a best gift for your friend passing an important exam Group 5: a best gift for a teacher on Teachers’ Day 2) Each group makes a survey in his own, using the structures: Group leader: What present shall we take to her or him ? S1: Shall we…?

S2: Let’s… S3: Why not…? S4: What about…? S5: We’re going to… S6: We could… The whole group decides the best gift for him or her. The group leader reports his group’s best suggestion to the whole class.

Unit 2 How do we make it? Take into class the following things: a puppet, pen, pencil, eraser, ruler, pencil sharpener, coloured pencils, scissors, card, glue and anything else which is frequently used when making a puppet. Step 1 Brainstorming. Teacher: Tomorrow we will make a puppet in our English class, What shall we bring to our class? Students introduce the following things : pen , pencil, eraser, ruler, pencil sharpener, coloured pencils, scissors, card, glue. At the same time, teacher holds up the real object. When the Ss introduce the things above, they had better use the structures : Shall we bring…? Let’s bring… Why not bring…? What about…? We’re going to bring… We could bring… Step 2 Present some useful verbs. Teacher introduces the following verbs by doing the actions and making a sentence . E.g. Verbs Sentences Actions draw a picture We use the pencil to draw a picture. draw a straight line We use a ruler to draw a straight line. cut out a picture I use my scissors to cut out a picture. rub out … colour … … Step 3 Look and listen. Ss look at the picture and answer the question: What are they doing? They’re making a puppet .(Hold up the object.) Play the tape and ask the Ss to follow the picture sequence in their books. Play the tape again and ask the Ss to follow the dialogue. Next, play the tape and pause at the end of each utterance for the Ss to repeat.

Finally put the Ss in pairs, and ask them to practise the dialogue, taking it in turns with the roles. Step 4 Pronunciation. Listen and say. Ask the Ss to read through the sentences silently to themselves, trying to get stresses in the correct places. Play the tape while they follow in their books. Play the tape again, and pause after each sentence for the Ss to repeat individually and chorally. Listen and say. This exercise works on the/?/ and /?/ minimal pair of post-alveolar fricatives. Get the Ss practicing the /?/ and /?/ sounds in isolation. Then ask them to read the six words silently to themselves. Next play the tape while they follow the words in their books. Then play the tape again, getting the Ss to repeat after each word and each pair of words. Step 5 Let’s make it. Teacher should tell the students to bring all the materials to the class in advance. Divide the class into several groups of four. Group 1: Make a cup of tea. Group 2: Make a paper plane. Group 3: Make a painted egg. Group 4 : Make a kite. Four Ss work in groups. One student writes down the instructions of making it (First… Second… Next… And then…), other two get all the materials ready and make them , the fourth introduces their product to the whole class. The whole class vote and decide which groups are the best makers. Unit 3 What do we do first ? Step 1 Introduce the ordinal numbers.(first-tenth) A guessing game: Teacher introduces the ordinal numbers (first-tenth) by guessing who has got the puppet. Teacher takes into class ten masks (face-covering) and each is marked with one ordinal number( from first- tenth) . Ask ten Ss to put on the masks and stand in line in front of the class with their hands at their backs. Ten Ss pass on the puppet secretly. When teacher says “Stop passing”, ten Ss stop passing. Then teacher asks the Ss seated a question: Who has got the puppet ? The Ss seated should answer with the cardinal number on the student’s mask. E.g. the second ( student ). The student who guesses right can get a prize from the teacher. Step 2 Complete the dialogue. Put the students into pairs. Ask them to look at the list of words.

Tell them they have to put the words into the gaps in the dialogue. When they have finished, get them to check their answers in pairs. Call back the answers by getting Ss to read out sections of the dialogue with the correct answers in them. Finally, when all have the correct answers, put them into groups of four to practise the dialogue, taking in turns with the various roles. Step 3 Pronunciation. Listen and say. This exercise works on the /f/ and /v/ minimal pair of labia-dental fricatives. Ask the Ss to look through the list of words. Play the tape while they follow in their books. Play the tape again, pausing to allow them to repeat individual words and pairs. Step 4 Listen and write down. Ask the Ss to have their pens/pencils and a piece of paper/page ready to write down 5 ordinal numbers. They should write 1,2,3,4,5 down on the page. First, play the tape while they just listen. (They’re not allowed to write.) Then, play the tape twice through, allowing them to write down their answers. Ask them to check spelling in pairs. Then call back the answers (with spelling) and write the answers on the board. Step 5 Complete the table. Ask the Ss to complete the table in their books individually. When they have finished, they can check. Call back the answers and write them on the board.

Unit 4

I hope you get better soon.

Step 1 Watch a part of the cookery programme on TV. Teacher finds some recipes from “我爱我家”on CCTV-2. Circulate them in class. Select one recipe, e.g. making fried rice . Brainstorming: 1)In groups of four, students write down the English names of as many different kinds of ingredients needed above within three minutes. Teacher will give help if they need. 2)See which group can make the biggest list of ingredients. Review food vocabulary. Introduce new vocabulary: cooked shrimps, cooked chicken, pepper, onions, oil, etc., by bringing some real objects to class. Students are interested in tasting these objects. (learning the new words by watching, tasting) Review the time adverbs with Ss, e.g. first…, then…, next…, when… , finally… Draw a simple picture step by step on the board, using the time sequence and the procedures of completing a job. Introduce some action verbs for making fried rice: stir, add, chop, cook. Demonstrate the actions in class with simulated objects, such as a toy cookery set.

Step 2 Match the pictures to the instructions. Ask the Ss to look at the written instructions for making fried rice. Get them to read them out and clarify any language problems they have. Ask them to look at the pictures of someone making fried rice. Get them to tell you what is happening in each picture. Finally call back the answers from the whole class. Step 3 Complete the dialogue. Ask the Ss to look at the list. Check that they know the meanings of all the words. Say them, and have the Ss repeat them after you. Then ask the Ss to put the words into the spaces in the letter individually. When they have finished, ask them to check with a partner. Then call back the answers, by getting Ss to read out the sentences one by one. Step 4 Tasks: Making a dish for a picnic. Ss work in pairs to ask each other questions: What food do you like to have on your dish for a picnic? And tick the ingredients. The pair then writes a sentence about the ingredients they have chosen. What food do you like to have on your dish for a picnic ? Tick, then write. noodles rice potatoes oil bread√ fish eggs chicken√ shrimp green onion√ bananas apples√ I like to have ______, _____ …and ____ on my dish for a picnic. Write the recipe : How are you going to make a dish for a picnic? My Sandwiches 1 First, ____________________________________. 2 Second, __________________________________ 3 ________________________________________. 4_________________________________________. 5_________________________________________. 6__________________________________________. Select Ss’ good work and make a board display entitled “My dish for a picnic”. Step 5 Hospital Visits. Ask the Ss if they have ever visited anyone in hospital. Ask those who say “yes” to tell the class what they took. Make a list on the board. Ask then what they would take if a classmate was in hospital. Then ask the Ss to look at the four pictures and tell you what they can see.

Module 10 Unit 1

Customs

Would you like to come to my birthday party?

Step 1 Lead-in. Teacher introduces birthday by showing the Ss a picture of one student’s last birthday party and asking them “What are they doing?” Students work in pairs, filling in the form below. A B What is your name? ________________ When is your birthday? _________________ What would you like to do? __________________ Step 2 Present how to make and refuse invitations. Teacher: Most of us would like to have a birthday party. We’d like to invite friends to our birthday party. Present the structure as follows: S1: Would you like to my birthday party? S2: Yes, I’d like to. S3: Oh, I’m sorry I can’t …+(excuse) Chain drill. Students ask each other the structures above. Make a survey: Suppose XXX is going to have a birthday party this Saturday . He /She wants to know: Who is coming to your birthday party? Who isn’t coming to your birthday party? And why isn’t he/she coming? Divide the Ss into groups of 6-8 to make a survey for her/him, using the structures as follows: Would you like to come to her/his birthday? Yes, I’d like to. Oh, I’m sorry I can’t… Each group reports their survey to the whole class. Step 3 Look and listen. (Dialogue 1) Ask the Ss to read through the dialogue silently to themselves. Play the tape while they follow in their books. Ask them: What is happening in the dialogue ? (A girl is inviting her friend to her birthday party, and the friend accepts the invitation.) Play the tape again and pause it after each line for the Ss to repeat chorally and individually. Put them in pairs to practise the dialogue. Step 4 Look and listen. (Dialogue 2) Repeat the process above. The answer to “What is happening in the dialogue ?” will be : “The girl is inviting another friend to her birthday party and the friend refuses the invitation.” Then ask “Why does she refuse the invitation ?” (Because it’s her baby brother’s birthday on the same day.) Step 5 Look and listen. (Dialogue 3 & 4 )

Repeat the process above. Step 6 Pronunciation. A. Listen and say. Ask the Ss to read through the sentences silently to themselves. Play the tape once while they follow the sentences in their books. Play the tape again, pausing after each sentence for them to repeat. B. Listen and say. This exercise practises the/?/ and /?/ dental fricative sounds. The difference between these sounds is the position of the tongue: it is between the teeth with a lot of air coming out beside it for the /?/ sound of bath, third and thin, and “buzzing” just behind the teeth for the /?/ sound of with, they and then. Try to get the Ss to feel these sensation as they practise the sounds in isolation. Then play the tape and let them listen to the six words in their books chorally and individually. Step 7 Listen to the people making invitations. Tell the Ss they are going to hear people inviting friends to do different things. They should put a tick under the correct column depending on whether the person accepts or refuses. Play the tape all through once while the Ss just listen. Play it again for them to mark their answers. Ask the Ss to check their answers with a partner. Play the tape again for them to check again. Call back the answers from the whole class.(Answers: 1.accept; 2.refuse; 3.refuse; 4.accept; 5.refuse) If there are any comprehension problems, play the particular dialogue again several times. Step 8 Work in pairs. Take it in turns to invite each other the following things. Accept some and refuse some of the invitations as you wish. Ask the Ss to look at the list of invitations .You may have them read them out. Put the Ss into pairs. Tell them to take it in turns to invite each other to the different situations, and choose whether to accept or refuse. Get some pairs of Ss to perform their dialogues for the rest of the class. Unit 2 Can you do that with chopsticks? Step 1 A game : Which group knows me best ? In groups of four, the Ss talk about what housework they can /can’t do. Distribute each group one sheet and they write down like this: I can cook a meal; I can wash my clothes, too. … I can’t make my beds; I can’t set the table at home. … Invite one student in one group to come to the front. Students in the other groups ask the student in the front: “Can you …?” If the answer is “Yes, I can .” , his /her group can get two marks. If the answer is “No, I can’t .”,his /her group should lose one mark.

Each group takes turns to come to the front and answers the other groups’ questions. See which group gets the highest marks. Step 2 Presentation. Show a photo of a kitchen. There is a nice cupboard in it. It’s closed. Ask “What’s in the cupboard?” Then open the cupboard and show the students the things in it. Then ask “What’s in your cupboard at home? ” Show a pair of chopsticks and ask “Can Americans use chopsticks at table?” “ What do they use at table?” Introduce the new words fork, spoon. Then ask “Do you usually help to set the table at home?” “What is on your table at home during dinner?” Step3 Present this dialogue: 1)Teacher: Can your sister use chopsticks well? A boy: Oh, she can’t . I can use them well. Teacher: So can I. Explain : “So can I” means “I can use chopsticks well, too.” 2) When students understand the dialogues, get them to talk about their daily life like this in pairs. Step 4 Look and listen. Ask the Ss to read through the dialogue to themselves silently. Next play the tape while the Ss follow the dialogue in their books. Play the tape again, pausing for the students to repeat after each sentence. Ask them questions about the text: Can you drink soup from the bowl in England? (No, I can’t.) Can you put chopsticks on the table in China? (Yes, I can.) Put the Ss into pairs to practise the dialogue. Step 5 Pronunciation. A. Listen and say. Ask the Ss to read through the sentences silently to themselves, thinking about the can /can’t pronunciation. Play the tape while they follow the sentences in their books. Play the tape again, pausing after each sentence for them to repeat chorally and individually. B. Listen and say. This exercise practises the difference in pronunciation which occurs when you add an “s” to a word ending in “d” and a word ending in “t”: the /s/ and /z/ pronunciation of the “s” letter – they are alveolar fricative sounds. The students will be able to feel air passing round their tongue with the /s/ sound and the buzzing sensation with the /z/ sound. Play the tape and let them listen to the words as they follow in their books. Play the tape again for them to repeat the individual words and pairs, chorally and individually.

Step 6 Make a list of all the things you can and can’t do at dinner table in China. 1) Start by asking the Ss to tell you the things that you can and can’t do at table in China in the dialogue in Activity 1. List them on the board in two columns:

CAN drink soup from the bowl leave chopsticks on the table leave food on center dishes

CAN’T play with chopsticks leave food on the plate

2) Ask the Ss to add more to each column individually. 3) When they have finished, they should compare their lists with a partner. 4) Call back the answers from the class and add them the lists. See if everyone agrees/disagrees with the ideas suggested.

Unit 3 We should have good table manners. Step 1 Video observation. Watch two video sequences and find out what’s wrong with their table manners. Take into class two one-two-minute video sequences about Chinese Table Manners and Western Table Manners acted and directed by Ss themselves. But in each clip there are at least five impolite table manners. Ss are asked to view and find out what are the impolite table manners. Those who can speak out the most impolite table manners and correct them can get the prize: Best Table Manners Boy /Best Table Manners Girl Step 2 Complete the dialogue with words from the box. Ask the Ss to look at the pictures and tell what they think they show. Direct them to the words in the box, let them read the words to themselves, then practise saying chorally and individually. Next ask them to read through the text, then they should insert the words from the box into the gaps. When they have completed the task, ask the Ss to check their work with a partner. When call back the answers , by asking different Ss to read the sentences. Order of the missing words are: meat, plate, rice, fork, fish, bowl, chopsticks, meal, spoon, mouths. Finally put the Ss into pairs to read the dialogues, taking it in turns to ask and answer the questions. Step 3 Pronunciation. Step 4 Listen and put the pictures of the food in the order you hear them mentioned. Brainstorming: In groups of four, students write down the English names of as many different

kinds of food in the pictures of the text or they eat as possible within two minutes. Teacher will give help if they need. See which group can make the biggest list. Write up the names on the board: cake, ice-cream, small sandwiches , long noodles, steamed dumplings , sausages on sticks . Have the Ss repeat the names after you. Tell the Ss they are going to hear a conversation between a Chinese and a western girl, talking about birthday party food. While they listen, they should number the pictures 1-6 in which they talk about them. Play the tape through once while the Ss write nothing. Play the tape again for them to number the pictures. Ask them to check with a partner. Play the tape once more for them all to check. (Answers: 1.long noodles; 2.steamed dumplings; 3.birthday cake; 4.sausages on sticks; 5.small sandwiches; 6.ice-cream) Step 5 Do the reading. Ask the Ss to look at the pictures. Explain what they can see happening in them. Tell the Ss to read the text “Chinese Table Manners ” silently to themselves, then answer the multiple choice questions. When they have finished, they should check with a partner. Call back the answers from the whole class, getting Ss to read the whole correct sentence. (Answers: 1.A; 2.B; 3.B;)

Unit 4 Would you like to come to the party? Step 1 Complete the dialogue with words from the box. Ask the Ss to look at the words in the box. Read them and have them repeat chorally and individually. Next, ask them to read through the gapped text silently to themselves. When they have finished, they should put the words from the box into the text. When they have completed the text, they can check it with a partner. Finally, call back the answers, asking different Ss to read the sentences, inserting the missing words. (Answers: park; homework; tomorrow; party; picnic; day; money; boat.) Step 2 Listen and sing. Ask the Ss to read through the text of the song. Check any new vocabulary. Say the sentences, and have the Ss repeat them after you, chorally and individually. Play the song on the tape while the Ss listen and follow the words in their books a couple of times.

Step 3 Tasks: Visiting a Home for the aged. 1)In groups of six, talk about “ What present shall we take? ’” and “What two other things shall we take?”, using the structures as follows:

2)Shall we…? 3)Let’s… 4)Why not…? 5)What about…? 6)We’re going to… 7)We could… 8)The whole group decide the best gift for the Aged. 9)Each group reports their suggestions to the whole class. The whole class vote and decide what we will take. 10)The whole class discuss and decide: When and where shall we meet? What shall we pay attention to?

Step 4 Around the world: Table Manners. Ask the Ss to look at the pictures and tell you what the people are doing in them. Ask them to decide which represents what is done in England, in China and in both. They should write the numbers of the pictures under the correct headings. Make a poster: Different countries have different table manners. Show them more pictures of table manners in China or England. Ask them to make a poster about western table manners and Chinese table manners. Ss work in groups of four and choose to talk about one of them. Distribute an enlarged sheet to each group. They’re to work together. One student can write, one student can look for information, one student can draw or stick a picture on their posters…They can refer to the books, Internet or the teacher if they need . Invite each group to come to the front of the class to talk about their posters. Display some of the posters on the classroom wall.

Module 11

The Golden Touch

Unit 1 Step1 Warming up. Ask the Ss if they know any fairy tales. Invite a student to tell one either in English or in Chinese. Step2 Preparation. Show the Ss some pictures of those things that usually appear in fairy tales including the seven pictures in the textbook. Ask the Ss to talk about the pictures in groups of four. Try to elicit anything they know about them. The aim of this step is to revise some learned words and check if the Ss know the meaning of the new words in this lesson. Step 3 Match the pictures. Ask the Ss to look at the words in the box in their textbooks. Most of these are new to them, so you will have to explain them. Try to do this in English using mime actions, and simple words. You may try these, or invent something similar, for example, if there is a pond in your school

garden, or a palace in your town, then refer to them: A fairy is a magic woman. She can make you have what you want. You can give her your book and she goes “Whoosh!” (act this out) and it changes into bread. Which picture is the fairy? Gold is a very important and expensive sort of metal. I have something made of gold on my hand. Look! This is a gold ring. Which picture is the gold? A robe is a big kind of coat made of beautiful cloth. A king or someone important usually wears it. Which picture is the robe? A rose is a very beautiful kind of flower with a lovely smell. Which picture is the rose? A palace is a very big kind of house with hundreds of rooms where a king lives. Which picture is the palace? A cup is something you drink from. Which picture is the cup? A pond is a small lake, a small area of water, often in a garden. Which picture is the pond? When you are sure they understand all the new words, ask them to write them next to the pictures. Step 4 Discussion. Ss work in pairs. Ask and answer the question,“ A fairy gives you one wish. What do you want?”. Try to encourage Ss to show their own opinions. The answer is open. Ss work in groups of four. Tell them to read the question “The fairy gives the king in this story a wish. What do you think his wish is?” and ask them what they think the answer is. Give them some time to discuss and then collect their answers. Step5 Presentation. Ask the Ss to look at the pictures beside the story and elicit from them what they can see what’s happening. (Answer: The king wants more money. A fairy comes. The king is touching the roses and they are turning to gold, etc.) Step6 Reading. The aim of this step is to improve Ss’ reading ability. Ask them to read the first part of the story silently to themselves. Try to find the right answer: The king wishes for everything he touches to turn to gold. Play the tape for the Ss to listen. Check whether they understand the vocabulary. Play the tape for a second time. Pause for them to repeat chorally and individually. Step7 Activity. Put the students into groups of three. One is King Midas, one is the fairy and one is the narrator. They should then read the story, with Midas and the fairy saying the things they say and think. They should read it three times, each time taking a different role. Step8 Demonstration. Ask some groups to act the story out. This task is to give them more chances to show their acting ability. Step9 Homework.

Try to retell the story.

Unit 2 Step1 Revision. Show the Ss the seven pictures on Page 90. Ask the Ss to retell the story in Unit 1. The aim of this step is to help Ss improve their oral English. Step 2 Reading. This step is to improve Ss’ reading ability. Ask the Ss to read the 4 statements in part 1 to themselves silently. Read them while the students follow in their books. Read them again, pausing for them to repeat chorally and individually. Ask them to read the statements again and decide individually if they are true or false. They should put “T” or “F” next to each sentence. When they have decided, they should check with a partner. Finally to have individuals read the sentences to the whole class and say “It’s true / false” after. Ask the rest of the class “Is she right?”, expecting the answer “Yes, he / she is.” or “No, he / she isn’t.” Answers: 1. False; 2. True; 3. False; 4. True. Step3 Group work. The students look at the pictures and tell what they are. Ask them to pronounce and spell the words correctly. Check the answers with the whole class. Then ask the question “ What other things do you think Midas turns to gold?”. Put them in groups of four and ask them to discuss the answers with group members. Ask them to write the answers to the question. Step4 Competition. When they have finished, call back the answers from the class. You may have a competition to see which group can say the most words in the given time. Make a list of what Midas turns to gold on the blackboard. Step5 Writing. Ask the students to write down the words on their textbooks and encourage them to memorize more words. Step6 Homework. Review the new words in Unit 1.

Unit 3

Step1 Warming up. Revise the new words in Unit 1. You may have a brainstorm to recall as many words as possible. Step2 Preparation. Present the pictures in Unit 3 to the students and ask them to look at the pictures carefully. Talk about the pictures. You may ask them: “Who is the girl?” “What is happening?” “What do you think is going to happen?” and so on. Encourage them to speak out their own ideas. Step3 Reading. The aim of this step is to improve Ss’ reading ability. Task1: Skimming. Ask them to read Part Two of the story quickly and find the right answers to the questions. “Who is the girl?”(The king’s daughter—the Princess.) “What is happening?” (They are having breakfast.) “What is going to happen?”(Midas is going to turn his daughter to gold.) Task2: Scanning. Ask them to read the story more carefully. And then answer some more questions. Does Princess Mary like the gold flowers in the garden? How do you know? What happens to the cup? When does the little princess turn to gold? How does the king get his little princess back? (这个问题是 85 页上的第二个练习。提前到此主 要是由于问题层层深入,有利于学生理解课文;同时它又为第五个问题“什么是我们生活中 最重要的东西?”做了铺垫。) What is the most important thing in life? Give them some time to read and then check the answers with the whole class. Suggested answers: No, she doesn’t like the gold flowers in the garden. Because she said to her father “Something bad is happening. The flowers are all gold.” When the king picks up the cup, it turns to gold. When her father puts his arm around her to comfort her, she turns to gold. He washes his hands in the garden pond and everything turns back from being gold. The answer is open. (开放性的问题,教师可以适时地进行思想教育,为学生树立正确的人生 观和价值观打下基础。) Step4 Reading aloud. Play the tape of the story all through for the Ss to listen and follow. Check if they understand the vocabulary. Play the tape for a second time, this time pause for them to repeat sentence by sentence. Put the students into groups of four and have them read the story, each taking a part as narrator — Midas, the princess and the fairy. They should read it through four times, so that everyone reads each part.

Step5 Consolidation. Ask the students to look at the pictures on page 95. Get them to tell what they can see. Ask “In what order do the things turn to gold?” and let them put the pictures in the right order. They should then check with a partner. Finally call back the answers from the whole class and check the answers. (Suggested answers: 1.The robe 2. The flowers 3.The cup 4.The Princess) Step6 Homework. The students should prepare to act out the fairy tale. In groups of four they each should take a part as narrator, Midas, the princess and the fairy.

Unit 4 Step1 Revision. Invite some groups to act out the whole story. Step2 Presentation. Present the five pictures on page 96. Ask the students to look at them carefully and say what is happening. Step3 Writing. Tell the students to decide what the person is saying in each of them without looking back at the story. They should then write it individually in the bubbles. When they have finished, they should check their answers with a partner.(The answers are unnecessary to be identical in language terms, but they should be correct in story terms.) And then check the answers with the whole class. Ask for and accept alternatives. You may write them on the board. Suggested answers: I want everything I touch to turn to gold. –Do you really want everything you touch to turn to gold? –Yes, I do. 3.I’m going to be very rich. 4.Something bad is happening! 5.–I want my little girl back. –Go and wash in the garden pond and all will be well again. Step4 Presentation. Present the use of “why/because”. Write on the board: “Do you like flowers?” and elicit the answer “Yes, I do.” Then write: “Why do you like flowers?”. Ask the students and try to elicit an answer like “They are beautiful.” Then write on the blackboard: “ I like flowers because they are beautiful.” Step5 Practice.

Read the 4-part dialogue through, and then have the students repeat it after you. Ss work in pairs to make up similar dialogues. For example: --Do you like football? --Yes, I do. / No, I don’t. --Why do you like football? / Why don’t you like football? --Because it is interesting to play football. Ask some pairs to demonstrate. After they know how to answer “why” questions, you can ask them to look at Part 2 on page96. The answers to this exercise are open, but the students must write their own opinions. Give them some time to answer the questions individually using “because”. When they have finished, ask them to check in pairs. Finally, call back the answers from the whole class. Allow for variation of response. (e.g. Midas is a good king because he doesn’t want to be rich in the end./ Midas is a bad king because he wants everything to turn to gold.) Step6 Summary. Through this step the students should learn to write a summary of a story. Task1: Put the given summary in the right order. Read through the instructions while students follow in their books. And read through the example. The first sentence should be “Midas wants to be richer.” This step is to check Ss’ capacity for knowledge and understanding and to improve their ideation at the same time. Task2: Write a new summary of the story. Ask students to work individually and write a summary of the story. Call back one or two summaries for the whole class if time permits. Step7 Homework. Finish writing the summaries of the story.

Module 12 Unit 1

HUA MULAN

Step1 Warming up. Show the students a cartoon film named Hua Mulan if possible, to give them a general idea about the story. Step2 Presentation. Present a picture of Hua Mulan. Ask the students to look at the picture and tell what they can see. Give them the necessary vocabulary if they ask. Step3 Reading aloud. Read the words through and have the students follow in their books. Give them English explanations if possible. Then read them again, pausing after each word for the students to repeat

chorally and individually. Make sure that they all understand the meaning of all the words. The aim is to enlarge their vocabulary. Step4 Writing. Ask the students to read through the text to get a general idea about the passage. Then try to put the given words in the blanks individually to complete the description of the picture. Check their answers in pairs. Call back the answers from the whole class. (Suggested answers: army; war; soldiers; country; general; wearing; horse) Make sure everyone has the text correctly written, then ask them to read the whole passage aloud together. Pay attention to their pronunciation and intonation. Step5 Discussion. Ask the students to think about what soldiers do. Discuss the answers in pairs. And write down their answers under the four questions. Circulate and provide any vocabulary they need and don’t know. When they have finished, ask some pairs to illustrate. Tell them that many different answers are possible. Call back answers from the class. Allow for any reasonable suggestions. (Possible answers: 1. They fight the enemy. They march. They parade. They protect the country. They attack the enemy. They kill the enemy. They die for their country, etc. 2. They sleep in the barracks/ tents/ the open, etc. 3. They eat army food. 4. Yes, a girl over 18 years can be a soldier.) Step6 Story telling. Ask the students if they know the story of Hua Mulan. If there are students who don’t know, pair them with someone who does. Ask the pairs to work together to tell the story in English. Circulate and help with any necessary vocabulary. When they have finished, call back the story from the class, getting different students to tell the story. Write any new important vocabulary on the board and practise it. Step7 Reading. Task1: Skimming. Ask the students to read the story quickly and find out what part of the story it shows. (Answer: Hua Mulan says goodbye to her parents.) Task2: Scanning. Ask the students to read the story again more slowly and carefully to see if it is the same or different to their versions. And then find the answers to the questions: What does Mulan hear one day? (Suggested answer: She hears the emperor is getting together an army and one man from every family must go.) Is she happy? Why? (Suggested answer: No, she isn’t. She is very sad because her father is too old to fight and her brother is too young.) What idea does she have suddenly? (Suggested answer: She can go to war and fight.) Where does she go and what does she buy? (Suggested answer: She goes to the market and buys a

horse.) How is she in the army? (Suggested answer: She fights bravely and is praised by the general.) While checking the answers, you write down the key words on the board. They’ll be useful when the students retell the story. Task3: Listening. The students listen to the tape of the story carefully and follow it in their books. Task4: Reading aloud. Ask the students to read aloud the text. Pay attention to the pronunciation and intonation. Step8 Retelling. Try to retell the story using the key words on the board. Give them some time to prepare, and then ask some students to retell the story. Step9 Homework. Read the text again and prepare for retelling the story. Unit 2 Step1 Revision. Ask a student to retell the first part of the story. Step2 Practice. Part 1 on Page100. Ask the students to read the 5 multiple-choice questions and circle the correct answers. Students should do it on their own. When they have finished, they should check with a partner. Then call back the answers from the whole class, asking the individuals to read out the correct sentences completely (not just give the letter!). (Answers: 1.B 2.A 3.C 4.B 5.A) Ask the students to read aloud the sentences together. Step3 Competition. Give them some time to find the words by themselves. They can either underline the words or write them by the side. Time them to see who is the first to find 8 words. Check the answers with their partners and then with the whole class. (Answers: emperor; army; war; fight; market; soldier; brave; general) Step4 Practice. Put the students into pairs. Ask them to ask and answer the questions in pairs. And then write down the answers on their textbooks. Remind them of the use of “because” to answer the “Why/ Why not?” questions. When they have finished, they should compare their answers with another pair. Call back the answers from the whole class. Write them on the blackboard. (Possible answers: 1.No, they are sad because she may die in the war. 2.No, they don’t, because she is wearing her father’s clothes. 3.Open answers.)

Step5 Homework. Try to review the words and expressions in this unit.

Unit 3 Step1 Warming up. Review the previous lesson by asking some questions about the first part of the story of Hua Mulan. And then present a question: “What do you think may happen ten years later?”. Encourage the students to imagine. Step2 Presentation. Present the pictures on page 102 to the students and ask them to look at the pictures carefully. Talk about the pictures. Encourage them to make up as many sentences as possible. You may ask the following questions to help them describe. e.g.: “Who are they in the first picture?” (The king and Mulan.) “What is the girl doing in the second picture?” (She is dressing herself up.) “What is happening in the third picture?”(People are very surprised.) etc. Step3 Reading. The aim of this step is to improve Ss’ reading ability. Ask the students to read Part Two and see if their descriptions match the text. Step4 Reading aloud. Play the tape of the story all through for them to listen and follow. Check if they understand the vocabulary. Play the tape for a second time and this time pause for them to repeat sentence by sentence. Put the students into groups of four and have them read the story, each taking a part as narrator, Mulan, the emperor and the soldier. They should read it through four times, so that everyone reads each part. Step5 Practice. Ex.1 on page102. Tell the students that the sentences in the story have been mixed up and they must put them in order as in the example. Make sure that the students do put the words in the right order to make sentences on their own. When they have finished, they can check with a partner. And then collect the answers. Suggested answers: 1. Mulan meets the emperor. 2. Mulan and her soldier friends go home. 3. Mulan sees her parents. 4. Mulan wears her old dress. 5. Mulan’s soldier friends are very surprised. Step6 Consolidation. Task1: Who do you think says these things? Ask the students to look at the sentences in Ex.2 on page103 and read them silently to themselves.

Encourage them to decide who says these things. After they write down the answers, they can check the answers with a partner. Finally call back the answers from the whole class and check the answers. (Suggested answers: 1.Mulan says, “Can I have that horse, please?” 2. Mulan’s soldier friends say, “Who are you?” 3.The emperor says, “I want to give you something because you are very brave, Mulan.” 4.Mulan says, “Goodbye, Mum and Dad.” 5.Mulan’s parents say, “Welcome home, Mulan.”) Task 2: Put the sentences from Activity 2 in the order of the story. Ask the students to look back at Activity1 and re-read the 5 sentences. Tell them they are not in the correct order as they happen in the story. They should now write them in the correct order individually. When they have finished, they should check with a partner. Finally call back the answers from the whole class. ( Answers: 4,3,1,5,2. ) Step7 Discussion. Task1: Part 4 on page103. Ask the students to answer the questions individually, without looking back at the text if possible. Then ask them to discuss the answers in groups of four. Check the answers together with the whole class. Possible answers: The emperor wants to see Mulan because she is very brave and he wants to give her something. The emperor gives Mulan a horse. Mulan puts on her old dress when she gets home. The soldiers don’t believe their eyes because they don’t know that Mulan is a girl. Task2: Discussion: Do you like Mulan? Why/Why not? (设计这个讨论话题是为第四课中的讨 论活动做铺垫。) After they discuss for a while, ask some students to show their opinions. The answer to this question is open. Step 8 Homework. The students should prepare to write a summary of the story.

Unit 4 Step1 Revision. Invite some students to read out their summaries of the story. Write down some key words on the blackboard if possible. Step2 Summary. Present the passage in Part1 on page104. Ask the students to look at the words in the box and call some Ss to read them out. Make sure that they understand the meaning of each word. Tell them to complete the story summary below using the words in the box. They should do it individually. When they have finished, they can check with a partner.

Collect the answers from the class, asking individuals to read each sentence. Check the answers. (Answers: father’s; army; brave; emperor; horse; parents; dress; girl; surprised) Step3 Activity. Put the students in groups of 8 and ask them to “perform” the story. Each student should take one of these characters: mother, father, brother, Mulan, emperor, general, soldier friend and narrator. They can read the text from their books, but they should try and include some mimed actions to keep the story go on. When they have finished, the groups can “perform” for each other. Step4 Discussion. Ask the students to answer the questions individually. Remind them to use “because” to answer the “Why/ Why not” questions. When they have finished, they should discuss their answers in groups of four. Remind them that different answers are possible. At last, ask some students to tell the rest their answers, accepting all reasonable suggestions. Step5 Doing a survey. After doing a class survey, the students should know the steps. Task A: Read through the instructions while students follow in their books. Later ask the students to look at some of the comments about the story. They are to tick out the comments they agree with. And then they should compare their choices with their partners. Task B: Practice “Do you like the story?” with the whole class, and then tell students to ask their friends if they like the story. Ask the students to make a note of the answers they receive. Give help if necessary. Task C: Tick the appropriate statement according to the results they get. Step6 Homework. Try to do a survey among their family members or relatives. Report the results the next day.


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