TEACHING PLAN FOR

Book Ⅰ太原一中 黃曉紅

TEACHING PLAN FOR UNIT 18

A. THE ARRANGEMENT FOR THE WHOLE LESSONS OF UNIT 18

I. TEACHING AIMS AND DEMANDS

1． After teaching this unit, get the students to master two kinds of personal pronouns. The students can use them correctly both in written and in spoken English.

2． The students can talk about the pictures in L.70 and L.71. They can make up their own dialogues about asking for help and showing help to others.

II. TEACHING CONTENTS

1． Words: Four skills: other, sorry, put away, get down, catch, him, worry, right, mend, knife, help sb.

Three Skills: Sock, broken, plane, with

Two skills: Thank goodness! Hmm?

2． Word families:

c /s/ c /k/ ck /k/ g /d/ g /g/ ch /t/

III. FOCUS

Four skills:

What’s wrong?

I can get it.

Thanks very much.

What’s wrong with…?

Three skills:

Don’t wrong.

I don’t think so.

Do you have a knife?

IV. TEACHING METHODS

In teaching this Unit, we choose communicative language teaching method.

1． Use objects: drawing, teaching cards, slides, to help teaching.

2． Teaching of word families: c /s/ c /k/ ck /k/ g /d/ g /g/ ch /t/

B. TEACHING PLAN FOR LESSONS

THE FIRST PERIOD

Lesson Sixty-five

Teaching contents

1． Words: Four skills: other, put away, sorry

Three skills: sock

2． Focus: Put it/ them away

Teaching aids:

1． The tape-recorder and speech cassette

2． The real objects

3． The slide and the cards

Teaching procedure:

Teacher: Good morning, class!

Students: Good morning, teacher!

T: What day is it today?

S1: It’s Monday.

Step 1: Revision

T: (Point to the classroom objects)

What’s this in English?

Ss: It’s a map of China.

T: What’s that over there?

Ss: It’s a small blackboard.

T: (Repeat with other questions about colour, size, etc.)

T: Where’s the broom?

Ss: It’s behind the door.

T: Where’s my pen?

Ss: It’s on the teacher’s desk.

T: (Repeat with other questions.)

Step 2 Presentation

T: (Point to my coat) Look at me, please. What’s this?

Ss: It's a coat.

T: What’s that?

Ss: It’s a sweater.

T: What colour is it?

Ss: It’s yellow.

T: (Show a card) What’s this in English?

It’s sock.

Ss: It’s a sock.

T: Is it a football sock?

Ss: No, it isn’t.

T: (Go on revising other names of clothes.)

(Show the slide) Now look at the picture and answer my questions.

What can you see in the picture?

Ss: We can see a kite, a bed, a football…

T: (Go on with other questions)

Ss: (Answer)

T: Ask and answer in pairs.

Ss: (Ask and answer)

T: (Get a few pairs ask and answer)

Step 3 Presentation

T: (Pick up a pen from a student’s desk)

Is it your pen?

S2: Yes.

T: Put it away, please. You must look after your thing.

(Pick up some books from another student’s desk)

Are they your books?

S3: Yes.

T: Put them away, please. You must look after your things.

(Get students to repeat my dialogues.)

T: Make up your own dialogues.

(Get two pairs to act it out.)

Step 4 Read and say

T: Close your books and listen to the tape.

Ss: (Listen

T: Answer these questions.

What’s in Mother’s hand?

Ss: (Answer.)

T: (Finish off other questions)

Listen to the tape again. (Then check the answers.)

T: Open your books, read the dialogues together. (Then get a few pairs to act it out in front of the class.)

Step 5 Workbook

T: Turn to your workbooks. Do Ex.3 in pairs.

(Call out four pairs to demonstrate their dialogues.)

Step 6 Homework

T: Write the answers to Ex.1 and Ex.2 in your exercise books as your homework.

Lesson Sixty-nine

Put it / them away, please.

Look after your things.

Bb design

THE SECOND PERIOD

Lesson Seventy

Teaching contents

1． Words: Four skills: get down, catch, him, worry, right

Three skills: broken

2． Focus: Four skills: what’s wrong?

I can get it.

Three skills: Don’t worry.

I don’t think so.

Two skills: Thank goodness!

Teaching aids:

1． The tape-recorder and speech cassette

2． The drawing

Teaching procedure:

Teacher and students greet each other.

Step 1 Revision

T: (What to open the window) Could you help me, please?

Ss: Certainly.

T: Thanks.

Ss: you’re welcome.

T: (Repeat with other actions.)

Step 2 Presentation

T: (Show I’m in trouble with facial expression.)

Could you help me, please?

T0: (Act like another person)

What’s wrong?

T: I can’t find my pen.

T0: OK! Don’t worry! Here you are!

T: Thank goodness!

(Write “What’s wrong? Don’t worry! Thank goodness.” On the Bb.)

T: Could you help me, please?

S1: What’s wrong?

T: I can’t find my book.

S1: OK! Don’t worry! Here you are!

T: Thank goodness!

T: Very good. By the way, who can tell me the meaning of these sentences?

Ss: Yes, I think so. Don’t worry is used to calm a person and thank goodness is used when a person feels relieved.

Now let’s practise the dialogue in pairs.

(Then ask a few pairs to demonstrate.)

Step 3 Presentation

T: (Draw a tree and a girl under the tree on the Bb.)

This is Kate. Where is she?

Ss: She is under the tree.

T: (Draw a kite in the tree.)

What’s this?

Ss: It’s a kite.

T: Where’s the kite?

Ss: It’s in the tree.

T: (Take out a broken ruler.) Look at the ruler. What’s wrong? It’s broken (Write “broken” on the Bb)

(Point to another broken thing.) What’s wrong with the desk?

Ss: It’s broken.

T: That’s right. Look at the picture. Is the kite broken?

S3: No, I don’t think so.

Step 4 Listen and say

T: Don’t look at your books and listen to the tape.

Ss: (Listen)

T: Answer these questions. Where’s Kate’s kite?

Ss: It’s in that tree.

T: Is it broken?

Ss: No.

T: What’s wrong with Jim?

Ss: Jim is in that tree.

T: Listen again. (Then check the answers.)

Please read the dialogue.

Ss: (Read)

T: Do you have any questions?

(Answer their questions)

Do you understand the meaning of “catch”?

Ss: No.

T: (Use body language to show its meaning.)

When I throw something to somebody, I say to him “catch”.

T: Now would you please practise in groups of three.

Ss: (Practise then several groups act out their dialogues.)

Step 5 Listen and answer

T: Please turn to your workbooks. Read through the questions in Ex.1 then let’s listen to the dialogue.

Ss: (Listen two times. Do the exercises.)

T: Let’s check.

Step 6 Workbook and homework

T: Look at Ex.2. Would you please make up your own dialogues?

Ss: (Practise and demonstrate.)

T: Copy the dialogue in Ex.2 and finish Ex.3 and Ex.4 as your homework.

Lesson Seventy

What’s wrong? broken

Don’t worry. catch

Thank goodness. he-him(賓格)

Bb design

THE THIRD PERIOD

Lesson Seventy-one

Teaching contents

1． Words: Four skills: mend, knife, help

Three skills: Plane, with

One skill: Hmm!

2． Focus: four skills: Thanks very much.

What’s wrong with…

Three skills: Do you have a knife?

Oh dear!

Teaching aids:

1． The tape-recorder and speech cassette

2． The teaching cards

3． The slide

Teaching procedure:

Teacher and students greet each other.

Step 1 Revision

T: Please practise the dialogue begins with “could” you help me, please?

Ss: (Practise and act)

T: (Point to a pen) Is that your pen?

S1: Yes. It’s mine.

T: Is that my book?

S2: No, it’s hers.

T: Is this her pencil-box?

S3: No, it’s his.

T: Is this my pen?

S4: Yes, it’s yours.

T: (Write mine/ yours/ hers/ his on the Bb)

Step 2 Presentation

T: (Collect the school things from students)

Can you describe it?

S5: That’s a nice pen.

T: Whose is it?

S5: It’s Li Ming’s

T: Thank you. Li Ming. Here you are.

(Repeat with other things. Ask them to use mine. Her, his etc. in their dialogues.)

T: (Draw a sad face on the Bb)

Oh, dear, where’s my watch? I can’t find it.

(Repeat)

Ss: (Repeat)

T: Why did I use “oh dear” in the sentence?

Because it shows something is wrong or sad. (Explain in Chinese if necessary)

T: (Show them a broken clock)

Oh, dear! My clock is broken. Can you mend it?

Ss: Let me have a look. Sorry, I don't think so.

T: (Repeat with a broken pen)

Please practise this dialogue.

Ss: (Practise)

Step 3 Practice

T: (Show the teaching cards)

What’s this in English?

Ss: It’s a kite.

T: You can say like this “That’s a nice kite”.

What’s this in English?

Ss: That’s a nice kite.

T: Whose is it?

Ss: It’s Kate’s.

T: (Go on with a plane. A knife, a coat)

T: (Ask in random order)

Whose is this plane? Whose is this coat? Etc.

Step 4 Listening

T: Please listen to the tape with your books closed.

Ss: (Listen)

T: Please answer these question in Ex.1 of your workbooks. (Ask)

Ss: (Answer)

T: Open your books, and listen to the tape again. Then repeat.

S3: (Listen and repeat)

T: Do you have any questions?

(Explain some difficult sentences)

Step 5 Read and act

T: Read the dialogue together.

Ss: (Read)

T: Practise in the groups of three.

(Then call out three groups to act out their dialogues, by looking at the slides.)

Step 6 Presentation

T: (Draw on the previous picture)

Look at the picture. What’s wrong?

Ss: her kite is broken. (Help to say “her”)

T: Can you mend it?

Ss: I think so.

T: Good. Look at the dialogue in Part 2. And practise reading. (Divide the class into halves and get them read.)

Ss: (Read)

T: Now practise in pairs, using the words in the box. (Callout a few pairs to act it out.)

Step 7 Workbook and homework

T: Do Ex.3 (Then check)

T: Today’s homework is Ex.2 & Ex.4. And revise the new language items in L.69, L.70 and L.71.

Bb design

Lesson Seventy-one

What’s wrong with…? mine

yours

Do you have a knife?

her hers

Oh, dear. his

THE FOURTH PERIOD

Lesson Seventy-two

Teaching contents

1． Words families: c /s/ c /k/ ck /k/ ch /t/ g /d/ g /g/

2． Words stress:

3． Silent letters kn /n/ wr/r/

Teaching aids:

1． The tape-recorder and speech cassette

2． The teaching cards

Teaching procedure:

Teacher and students greet each other.

Step 1 Revision

T: Please read the dialogues in L.69, L.70 and L.71

Ss: (Read)

T: Please translate these useful expressions into English. 怎么了？etc.

Ss: (Answer)

Step 2 Word families

T: Look at these teaching cards and read (c /s/, c /k/, g /d/, g /g/, ck /k/, ch /t/)

Ss: (Read)

T: Don’t look at your books and listen to the tape.

Ss: (Listen and repeat.)

T: Open your books, listen again and repeat.

Ss: (Listen again and repeat.)

T: (Show the teaching cards of words in random order) Please read it.

Ss: (Read) chair…

T: Pay attention to these. We have two ways of pronouncing the letter c: /s/ and /k/, and ck is pronounced /k/ not /kk/.

(Write c /s/ /k/, ck /k/ on the Bb.)

Also the letter g has two sounds, /g/ and /d/, but when it is pronounced /d/?

S1: When there is an “e” after it.

T: Very good. Do you have any other questions?

Ss: No.

T: Let’s do Ex.1 in your workbooks.

(Then check)

Step 3 Word stress

T: Close your books! Listen and repeat

Ss: (Listen and repeat.)

T: Open your books. Do it again.

Ss: (Listen again and repeat.)

T: Please look at these cards and read it out.

Ss: broken …

T: (Make gestures to show the stress while students reading.)

Step 4 Silent letters

T: Look at Part 3 and listen

Ss: (Listen and repeat)

T: Which letter is silent?

Ss: (Answer)

T: Read them again

Ss: (Read)

Step 5 Checkpoint 18

T: Go through this part.

(Teacher and students discuss any questions that they have.)

T: Now please close your books and take out a piece of paper. Let’s do a simple dictation. It’s a dialogue between Kate and Lucy. It begins with Kate.

Kate: Can you help me, please?

Lucy: What’s wrong?

Kate: I can’t find my watch.

Lucy: Is it under your bag?

Kate: Yes, thanks.

(Then check)

Step 6 Workbook and homework

T: Turn to your workbooks, do Ex.2

(Then check)

T: Do Ex.3 in the exercise book as your homework

Bb design

Lesson Seventy-two

/s/ /d/

c g kn- /n/

/k/ /g/

ck /k/ ch /t/ wr- /r/