Unit 27

太原四十一中 徐宇濤

Teaching Plan

一、 Teaching Aims

1. To remember four-skill words.

drive-driver farm-farmer soldier

worker factory study

2. To understand the Present Indefinite Tease

3. To use: Train the students' communicative

abilities--try to use the sentence

patterns in the lesson correctly,

quickly and freely both in class and after class.

二、 Important points and difficult points

1. All the new words and expressions (including)

Some sentences are the important points.

2. The present Indefinite tease asp the third personal forms in singular of verbs are the most important.

3. The most difficult point is to use what they've learned to have a conversation.

三、 Teaching Aids

a cassette, a recorder, a projector, slides, pictures and test papers

四、 Teaching Methods

1. Demonstration

2. Situational Method

3. Functional Method

五、 Teaching Procedures

Step 1 Revision

(1) Revise personal details by asking individual

Student What's your name? Where are you from?

What do you like doing?

Do you like…? Yes, I do. No, I don't.

(I like it a little / a lot / very much.)

(2) Get the students to ask each other the similar questions above in pairs and then make a short report about it.

Step 2. Presentation

(1) Teach the new words drive-driver, factory

① T makes the gesture of driving. Ask and answer by himself

T: What am I? / What do I do?

(A:) I'm a driver

T: What am I doing?

(A:) I'm driving (a car).

② Get one students to make the same gesture or hold the picture (T prepares it before class)

T: What do you do?

S: I'm a driver.

T: What are you doing?

S: I'm driving a car.

T: So where are you? Are you in a school?

S: No, I'm not.

T: You aren't in a school, but in a factory. So where do you work?

S: I work in a factory.

③ Ask students the similar questions about the first student.

T: What does he / she do?

Ss: He / She's a driver.

T: Where does he/ she work?

Ss: He/ She works in a factory.

(2) Call out more students to hold the pictures or make the gestures for the other new words:

farmer--farm--on a farm,

worker, soldier--(in an army)

(3) Tell the students to stop holding the pictures or making the gestures. Get the class to test each other's memory in pairs by asking and answering the questions such as

What does he/ she do?

Where does he/she work?

Step 3 Practice

(1) Try to show the pictures of part

T: What does he/she do?

Get the students to answer it?

(2) Listen to the tape for part 1 and repeat.

(3) Get the students to do part 1 and match the words and pictures in pairs. Then cheek the answer.

(4) To check the students if they are familiar with the new words, get them to write one word for each picture. That is farmer, teacher….

Step 4 Look and say

(1) Get the students to look at the pictures in part 2.

T: Can you say something about the pictures?

Then ask some of them to read it aloud.

(2) Emphasize the prepositional phrases

on a farm

in a factory

Step 5. Ask and answer

(1) Teach study

T: We are students. What must a student do?

Ss: (in Chinese)

T: In English we say "study". (Then practice reading)

(2) Listen to the tape and go through part 3.

(3) Explain and translate on a farm and in a factory. Fell the difference between on and in.

(4) Gut students to ask and answer in pairs.

Step 6. Practice and drills

Get the students to go through lesson 105. Work in pairs. Try to remember the new words and sentence patterns.

Step 7 Act and say.

(1) Ask six students to represent the six people in part 1. (Using their own names.) Get them to say more sentences like My name is …

(2) Then ask another student

T: What does… do? Where does … work?

Step 8. Summary and understanding

(1) Let students find out the sentence patterns

He / She works…

Where does he/she work?

(2) Point out these sentences are used in the Present Indefinite Tense.

(3) Get the students to find out the other sentences from the former two units which are used in the tense.

(Write them on 13b)

I go to school

Do they like English?

She likes cooking, but she doesn't like doing homework.

(4) Explain the Present Indefinite Tense in Chinese.

Step 9. Workbook Exercise

Do Ex 1 & 2 in class if time is permission.

Step 10 Homework

(1) Write and remember the new words.

(2) Make up a sentence with each word.

(3) Write a short passage about a person that others don't know. Try to use the sentence patterns in the lesson.

六、 Blackboard design

Lesson 106

一、 Teaching Aims

1. To master the four skills

What do I do?

Are you a farmer?

Where do you work?

2. To consolidate the present Indefinite Tense.

3. Make sure that the students can use the knowledge in the two lessons and the former knowledge to develop a conversation.

二、 Important points

1. the foutr skills

2. the present Indefinite Tense

三、 Difficult Points

It's not easy for the Ss to make up a satisfying passage.

四、 Teaching Aids

a cassette, a recorder

五、 Teaching Methods

1. Demonstration

2. Functional method

3. Games

六、 Teaching Procedures

Step1 Revision

(1) Check homework. Get some good students to read the a loud.

(2) Ask Ss some of the questions about the passages.

The questions are like this:

What does he/she do?

Where does he/she work?

How old is he/she?

Is she a teacher?

(3) T: How many days do you go to school a week?

What time do you go home in the morning?

What do you like doing?

…

(4) Exercises

①Dictation in the factory/ on a farm/ in a school

②+s/es… teach study work drive

Step 2 Presentation

Show the job that you do and get students to guess it (Try to make the action not easy to guess)

[T: What do I do?]after showing the action.

Ss: What's your name?

T: …

Students ask questions like:

What's your name?

Where's your home?

Where do you work?

Do you like it?

(Write the question words on Bb)

(2) Get the other students show some other jobs.

Make the students ask and answer the questions above.

Step 3. Listen and practice

(1) Books closed. Play the tape for Bart?

Get the students to listen and repeat.

(2) Get the students to make up their own dialogue using some extra questions such as :

What time do you go to work in the morning?

How many days do you work in a week?

How do you like your work? ett.(Writer on Bb)

(3) Get some students to act out their dialogues in front of the class.

Step 4 Listen and answer.

Listen to the tape for Part2 and complete the Ex1 in Wb lesson 106.

Step 5 Games

(1) Get students to play a game in front of the class. They may do anything to show what their job is . They may either say r act. Then get others to have a guess of course they must ask some questions as in step2.

Step 6 Workbook Exercise

(1) Do Ex 2. Answer the question first and write the answers on the exercise books.

(2) Write Ex 3 on the exercise books.

(3) Tack a bout Lingling orally in class if time is permission.

Step 7. Homework

Write a dialogue between two people using what they've learned so far

Step 8 Blackboard Resign

Lesson 107

一、 Teaching Aims:

1. To remember the four skills

(1)Words: evening, every, with, same, different

(2) Phrases: Good evening, in the evening

2. To use: Train students' abilities to communicate with each other--hour to told a conversation using their knowledge learned so far.

二、 Important Points

1. the four-skill words

2. the passage in Bart 2.

三、 Difficult points

It's not easy to make sure that the students can develop and begin a dialogue freely.

四、 Teaching Aids

a cassette, a recorder

五、 Teaching Methods

1. Functional Method

2. Demonstration

3. Explanation

六、 Teaching Procedures

Step 1. Revision

(1) Good morning / afternoon / evening.

(2) What does … do?

Where does … work?

What can I do?

Where do I work?

Step 2. Presentation

(1) Draw a family tree on Bb.

Wang Ming's Family

Father Mother Uncle Wangming

driver teacher farmer student

factory No.41.M.S farm No.12.M.s

40 38 35 14

(2) T: What does WangMing's father do?

Where does he work?

How old is he?

(3) Practice the questions

What does he/she do?

Where does he/she work?

Get the students to talk in pairs about Wang Ming's family.

Step 3. Practice

(1) Get students to draw one of his friend's family tree.

(2) Students work in pairs to ask about the family tree.

(3) Ask some pars to act before the class.

Step 4. Ask and answer

(1)Borrow a pencil-box from a student.

T: Look! This is ZhnagHua's pencil-box.

He has a beautiful pencil-box. But I don't have one.

(Then get students to practice I don't have a …)

(2)Ask individual student

T: What does your sister do?

S: I don't have a sister.

T: Do you have a brother?

S: Yes, I do.

T: What does he do?

Try to ask more students.

(3) Make students come to part 1.Ask and answer.

Step 5. Listen and answer

(1) Raise some questions before listening

How many children does Mr Green have?

Are they in the same school.

Does he like working in China? Why?

(2) Listen to the tape many times as necessary.

(3) Answer the questions

(4) Teach the new words: evening. Every, with, same and different.

① Point out the phrases

Good evening, in the evening,

Middle school, every week (used in the present Indefinite Tense)

② Explain Where are you from? = Where do you come from?

A little = I speak a little Chinese.

③ Tell students to underline "same and different". They are opposite.

Step 6. Drills

(1)Get students to read the passage together.

(2)Ask two students to read and translate it.

(3)Give several minutes to work in pairs.

Step 7. Test

Books closed. Check if they remember the new words and the important pints.

If they don't, leave it as homework.

Step 8, Workbook Exercises

(1)Do Ex1 in class, Try to get many students to say more sentences.

(2)Do Ex2 & 3 on Exercise book.

Step 9 Homework

(1)Finish off Wb exercises.

(2)Try to learn part 2 by heart.

(3)Make up their own dialogue among more people (refer to part 2)

七、 Blackboard Design

Lesson 108

一、 Teaching Aims

1. To master the pronunciation of word families

When they are in the stress syllable

2. To understand what r syllables are.

3. To use the present Indefinite Tense

二、 Important and Difficult Points

1. The present indefinite tense is the important.

2. The difficult point is home to deal with the Present Indefinite Terse when the subject is the third singular form.

(That is the change of verb forms)

三、 Teaching Aids:

a cassette, a recorder, flash cards

四、 Teaching Methods

1. Drills and exercises

2. Prompting method

五、 Teaching Procedures

1. Revision

Revise the passage in lesson 107, part 2.

Get some students to answer the questions.

T: Where's Mr Green?

…

2. Listen and read

① Books closed. Get the students to listen to the tape. Then repeat.

② Use flash cards. (If you don't have flash cards, you'd letter write them before class)

③ Get the students to read the words next to the vowel. Then underline the letter combination ar.

T: How do you read it? (Pointing at ar)

Ss: [a:]

T: Right. It's one of the r syllables. A vowel letter followed by the letter r is called an r syllable. So how many r syllables?

Ss: Five.

④Repeat the steps with the others.

⑤Read aloud.

⑥D(zhuǎn)o Ex2 in wb. Check the answer.

Step 3 Stress and intonation

Get the students to listen to the tape and repeat the sentences. Show the stress and intonation with gestures. Then ask the questions about the students themselves.

Pay attention to their stress and intonation.

Step 4. Reading and exercises

(1) Get students to listen to part 3 and repeat.

(2) Ask two students to read and translate.

(3) Explain: but to a different school means but they go to a different school.

(4) T: What tense can you find in the passage?

Ss: (Answer in Chinese)

(5) Do Wb ex1 Orally in class first. Or leave it as homework.

Steps: Checkpoint 27

(1) Go through checkpoint 27.

(2) Ask one student to read it aloud.

(3) T: Do you have any problems?

(4) Give examples to show the difference between the preset Inlay incite Tense and the present Continuous Tense.

e.g. She has classes every day.

She is having a class now.

Step 6 Drills

(1) Give students some words to practice the drills.

T: Study … We Ss: We study

T: She … Ss: She studies.

(2) Drill the question forms

T: Study … He … Ss: Does he study?

T: Go to school … Ss: Does he go to school?

T: She … Ss: Does she go to school?

(Change verb or subject each time)

Step 7, Writing

Give students some notes about sb

Notes: my uncle. 32, from Guangdong. Worker in a factory, make machines,

Speak a little English, like swimming a son and a daughter

(1) Ask to write some sentences into a passage using the notes.

(2) Turn the sentences into questions.

Step 8 Workbook

Do Ex 3.

(1) T: What's the main idea of the exercise?

Ss: (maybe in Chinese)

(2) Get students to underline the word or phrases that can show which tense you should use. e.g. now, every day.

(3) Pay attention to the subjects of the sentences.

(4) Ask some students to do it on B.b

(5) Check the answer.

Step 9 Test

Get students to make up 4 groups of sentences imitating wb Ex 3 if time is permission.

Step 10. Homework

(1) Finish off wb Exx.

(2) Revise the unit 1 including the new words and passages.

(3) Preview unit 28

(4) Write a longer passage imitating part 3 in lesson 108.

六、 Blackboard Resign