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PEP人教版小学四年级上册英语Unit4教案Unit 4单元分析一、教学内容1、本单元要求会听，说，认读的单词和词组：study bathroom bedroom living room kitchen phone bed sofa shelf fridge tableit’s=it is aren’t=are not they’re=they are2、本单元要求会听，说的单词和词组：hey they open the door on the table near the phone in the door3、帮助学生在掌握单词的基础上造出句子，编出对话，学以致用。
4、培养学生用英语交流的能力，为学生的进一步学习奠定基础。
二、教学要求1、能听懂、会说，会用每一课会话。
2、掌握本单元出现的生词，词组和字母。
3、会唱本单元的歌曲。
三、教学重点和难点1、对于较长的单词如bathroom ,bedroom ,living room, kitchen的掌握以及对于第一次出现的介词短语如open the door on the table near the phone in the door的掌握。
2、对于礼貌用语“Thank you , Excuse me, After you”的掌握与应用。
3、描述卧室中所有物件，并能据此编出对话。
四、教学时间本单元共6课时，每周3课时，2周完成。
Lesson 191.Teaching aimsTo act quickly after listening to the T.Master the sentences: This is my home. Y ou can see a bedroom...New words: study bathroom bedroom living room kitchenPractice: This is my home. Y ou can see a bedroom, a living room…2. Teaching aidsA tape-recorder A pictureSeveral word cards3. Important pointsThe pronunciation of the new words4.Teaching steps1)GreetingsDo some oral work and sing a song.2)New contentsAt first, the teacher shows Amy’s house using the computer. “What ca n you see in the picture?”“I can see a study.”“I can see a bedroom.”…….5.Homework WorkTo say the sentences smoothlyListen to the tape and recite the new words.1.Teaching notesLesson 201.Teaching content1)Learn the dialogue and act it out.2) Let them master the sentences1.Teaching aimsMaster the phrases: in the living room, in the study, in your desk, in your hand…Use the dialogue smoothly.3. Important pointsThe pronunciation of the new words4.Teaching aidsA tape-recorder A pictureSeveral word cards5.Teaching steps1.GreetingSing an English song. Ask the students to introduce their homes.2.RevisionLearn the drills and practice the drills.T: What’s this? Ss: An eraser.T: yes, what does it like? S: It looks like a fish.T: Where is my eraser? Is she in the…?Ss: Y es, she is.(No, she isn’t.)Show them several pictures.T: Oh, how beautiful! Where is it?S: This is my bedroom.(This is myLiving-room. This is my bathroom.)T: Is this your ..? S: Y es, it is.(No, is n’t.)Game.-Where is my pen? -Is it in the …?- No, isn’t. - Is it in the …?-Y es, it is.Tell them the difference between “Is it…?” and “Is she…?”Listen to the tape and imitate. Practice in groups and act it out.6.HomeworkTo say the sentences smoothlyRecite the dialogue and listen to tape.2.Teaching notesLesson 211.Teaching AimsLet them master the words :home room school classroom(listening speaking reading and writing)And the sentencesWelcome to my ……home ……This is my ……room ……When they see the pictures, they can recognize and say their English names..2.Teaching Aidsa tape recorder cards pictures3.Important points4-skill words:home room school classroom4.Teaching steps1).Greeting and organizationSing an English song and do oral work.2). RevisionA:Act the dialogue of lesson 21B: Review these words:Home room school classroom3).PresentationRead the words and spell them.Ask a student come to the front to read all the words, and the others after him or her. 4).PracticeListen to the tape, imitate and practice the sentences.Read and spell the words.5. HomeworkSpell the words , then write them:Home room school classroom1.Teaching notesLesson 221.Teaching AimsLet the students master the words and phrase :phone bed shelf fridge table sofaLet the students listen and read these drill:Sit on … Make …Watch TV. Answer… Open… Set…2.Teaching Aidsa tape recorder cards pictures3.Important pointsLearn to say the words: phone shelf fridge table sofaWhen they see the subject, they can recognize and say their English names..4.Teaching steps1).Greeting and organizationSing a song and do a oral work.2). RevisionReview these words:Home room school classroom3).PresentationThe teacher shows the phone of the room and points at something one by one, and the students say it in English. In this way, learn to say the new words:phone shelf fridge table bed sofaAsk a student come to the front to read all the words, and the others read after him.4).Play a game:Passing the eight words between eight groups, and then checking which group did quickly and right.5).PracticeListen to the tape, imitate and practice the words:phone…Read and spell the words.6).Let’s doSit on the sofa. Make the bed. Watch TV. Answer the phone. Open the fridge. Set the table. 5.Homework1. Listen and read the new words and drill.2. Recite “Let’s do”.2.Teaching NotesLesson 231.Teaching content1) DrillsA: Are they on the …? A: Are they near…?B: Y es, they are. (No, they aren’t.)2)Learn the dialogue and act it out .3).Let’s chant.2. Teaching aimsLet them master the short sentences:Open the door on the table near the phoneLearn the new drills.Use the dialogue smoothly.3.important points1).The pronunciation of the new words2). A: Are they on the …? B: Y es, they are.(No, the arearen’t)4.Teaching aidsA tape-recorder A pictureSeveral word cards5.Teaching steps1).Greeting and organizationSing an English song and do oral work. Ask the students to introduce their home.2).At first, the teacher talk to the students.T: Where are the key(book…)?S: It’s on the table(in the desk, near the phone…)T: Where are the keys(books…)?S: They are on the table(in the desk, near the phone…)T: Are they on the table? S: Y es, they are.(No, they aren’t.)Then learn to say the drills. And practise the drill with the Ss. From “the T ask s, theS answers” to “the S asks, the S answers.”3) Then practise these drills smoothly.Play a game.S1:Where are the keys? S2:Are they in he …?S3: No, they aren’t. S2: Are they in the …?S3: Yes, they are.Tell them the different of “Is it…?” or“Are they…?”Listen to the recorder and imitate.Work in groups and act it out.6. HomeworkRecite the dialogue.To say the sentences smoothly3.Teaching notesLesson 241 .Teaching Aims1)Let the students master the four-skill words :Window desk door chair bed2)Let the students read these sentences:What can you see in my room? I can see…When they see the objects, they can recognize and read them and do the action about them.2 .Teaching Aidsa tape recorder.3.Difficult words and emphasis:4-skill letters and words:Window desk door chair bed4.Teaching steps1)OrganizationChant together and do a oral work.2). RevisionSpell the word: Window desk door chair bedPhrase: w_nd_w d_ _r d_sk ch___b_d3).PresentationWhen the teacher point at the subject, the students say the word and spell it. Then write these words.Read the drills smoothly:What can you see in my room?I can see…Read and choose: Listen to the T and choose A,B,C or4).Listen to the tape, imitate and read..5).GameThe teacher asks a student come to the front of the class, and tell him/her a word, then asks other students guess the word.5.HomeworkSpell and write the four-skill words :。
专业硕⼠研究⽣英语课后答案Unit 1Excuse NotesWord Bankanthology: n. a collection of artistic works which have a similar form or subject, often those considered to be the best 诗选/⽂选attest :v. to show sth. or to say or prove that sth. is true 证明choke: v. to stop breathing 窒息，哽住devilment : n. behavior that causes trouble but is usually intended to be playful or amusing 恶作剧distribute: v. to give sth. out to several people, or to spread or supply sth. 分发，发送epiphany: n. understanding 理解forge: v. to make an illegal copy of sth. in order to deceive 伪造，铸造gem: n. sb. or sth. that is very good, pleasing or useful 精品，⾮常有⽤的⼈genuine: adj. sth. genuine is what it seems to be; real 真的lucid: adj.clearly expressed and easy to understand or (of a person) thinking or speaking clearly 易懂的，明⽩的，清醒的omit: v. to fail to include or do sth. 省略，疏忽plight: n. an unpleasant condition, especially a serious, sad or difficult one 处境，状态seduction: n. the attractive quality of sth. 诱惑superintendent: n. people who is in charge of work done in a particular department, office, etc. 主管，负责⼈treason: n. lack of loyalty to one’s country, especially by helping its enemies or attempting to defeat its government 通敌，叛国罪vulgar: adj. rude and likely to upset or anger people ⽆理的，粗俗的Phrases and Expressionsbe evicted from: to be forced to leave somewhere 驱逐，赶⾛be worth of: deserving respect, admiration or support 值得的glance at: to give a quick short look ⼀瞥turn into: to change into 进⼊，（使）变成Reading ComprehensionChoose the best for each of the following.1. According to the passage, the teacher ____D____.A. is angry with his students.B. does not like his students forging excuse notes.C. blames the parents.D. teaches a successful writing class.2. Mikey missed school ____D____.A. because his grandmother fell down from the stairsB. because he did not like his teacherC. because his parents wanted him to be homeD. because he did not want to go to school3. When the students forged the excuse notes, they were ____A____.A. very smart and imaginativeB. boredC. indifferentD. excited4. The principal of the school ____B____.A. blamed the teacher for what he had done in class.B. praised the teacher for what he had done in class.C. was disappointed with the teacher.D. fired the teacher.5. Which of the following statements is NOT true? ( D )A. The students enjoyed the teacher’s writing class very much.B. The students were very creative in forging excuse notes.C. The teacher enjoyed teaching writing.D. The students did not enjoy the teacher’s w riting class.II. Complete the following summary (summarize) of the text by filling in the blanks with words. The initial letter of each word has been given to you.His methods anything but conventional, Mr. McCourt created a lasting impact on his students through imaginative assignments in his (1)creative writing. He found that some of his students (2) forged excuse notes in the name of their parents. He does not angry with what the students had done; instead, he divided those notes into two (3)piles, one for the(4)genuine ones written by parents, the other for forgeries. The students were so smart that they could create a variety of(5)excuses. So the teacher decided to dig up their (6)talent in writing by asking them to write excuse notes. The students were so (7)absorbed in the writing that they almost forgot to have (8)lunch.At last the principal (9)praised the teacher for this successful teaching method. Both the teache and the students were happy about the writing class. And the teacher realized everyone (10)needed an excuse. Understanding is essential to the teacher and the students.VocabularyI. Choose the answer that best completes each sentence.1. A number of __D___ works of art have been sold as genuine.A. falseB. beautifulC. famousD. forged2. To ___B__ one’s power is to commit a crime and eventually end up in jail.A. accuse3. Seeing the speeding car, the policeman __B__ the driver to pull up at the curb.A. reckonedB. beckonedC. softenedD. stiffened4. Unfortunately, he hit a traffic jam and missed the train __B___ a few minutes.A. withB. byC. beforeD. for5. She gave a clear and __A___ account of her plans for the company's future.A. lucidB. dullC. unclearD. ambiguous6. Isn't it rather __C___ to talk about how much money you earn?A. politeB. boringC. vulgarD. pleasant7. The books will be __D___ free to local schools.A. contributedB. tributeC. attributedD. distributed8. The editor required him to __A___ some details of the article.A. omitB. permitC. summitD. illuminate9. Few of us can be unmoved by the __C___ of the Romanian orphans.A. light10. I have to __B___ my reputation.A. detectB. protectC. intactD. preventII. Fill in the blanks with the words or phrases given below. Change the form where necessary.superintendent choke attest forge gemgenuine lucid omit turn into excuseglance at evicted disguise worthy imagination1. In the US. a school is superintendent in charge of the schools in a particular area.2. Thousands of people came out onto the streets to attest their support for the democratic opposition party.3. The expensive purse is made of genuine leather.4. Can you turn this article into English?5. She took a glance at her watch.6. I know why this happened. You don't have to find any excuse.7. He was evicted from the pub for drunken and violent behavior.8. This emperor is said to have paid many personal visits to various counties disguise as an ordinary citizen.9. Every year she makes a large donation to a worthy cause.10. Children often have very vivid imagination.TranslationPut the following paragraphs into Chinese.1. Most parental-excuse notes I received back in those days were penned by my students. They'd been forging excuse notes since they learned to write, and if I were to confront each forger I'd be busy 24 hours a day.2. My heart sank as the principal entered, along with the superintendent of schools. Neither acknowledged me. They walked up and down, peering at papers. The superintendent picked one up, showed it to the principal.3. Sooner or later, I figured, everyone needed an excuse. Also, if we sang today we could sing tomorrow, and why not? You don’t need an excuse for singing.参考译⽂：1.我每天收到以⽗母名义写的请假条，很多是学⽣⾃⼰写的。
Unit 4 My Favourite Subject本单元是人教版七年级第四单元，标题为：My Favourite Subject，话题为：Talk about school subjects，语言功能为：name your favourite subject，explain why and what can you learn from different subjects，语法为：conjunctions(and，but，because)。
本单元主题是“人与自我”下的“生活与学习”，子主题内容包括：学校，课程，学校生活与个人感受。
探讨个人的兴趣爱好、学习生活等方面，表达对不同学科的喜好和感受，与自身的认知、情感等密切相关。
本单元用听力、对话、阅读等多模态语篇阐述了这一主题，将正确运用目标句型和恰当的连接词，有条理地介绍自己所喜欢的学科、原因以及收获作为目标。
通过分享最喜欢的科目，旨在培养学生学会发现并珍惜自己所喜欢的学科，理解每个学科的重要性，并尊重他人的学科选择。
通过对话和记叙文的描述，学生可以了解到每个人对不同学科的兴趣和喜好，并从中找到自己的兴趣所在。
同时，学生也会了解到每个学科都具有独特的魅力和作用，没有哪个学科是不重要或无聊的。
单元主题大观念单元语言大观念语言能力及技能语言能力：1．掌握与学科相关的词汇和常用表达，如：magic，useful，fun，important，subjects，difficult，easy，Chinese，history，maths，English，music，PE，geography，biology，IT，art，learn about the past，help me with my maths，work out maths problemsKey sentences：①—What's your favourite subject？—My favourite subject is…②—Why do you like…？—Because it's…③I'm good with numbers.④I'm not good at science.2．掌握双元音/e/，/a/，//，/əu/，/au/，/ə/，/eə/，/uə/的字母组合发音和单词连读。
Unit one The children are playing in the parkDesignPeriod 1Teaching targets.1．The target of knowledge:1）Learn these new words: slide, bench, bark, chain, swing2）Learn these sentences: be doing sth2．The targets of skills:1) Can understand the four –skill words.2) Can understand the sentence structure.3) Can describe the other ‗s actions.3．The targets of emotion:To love the living surrounding.Main points : The new words and sentences.Difficult point: Can describe the other‗s actions.Teaching method and Learning way: CAITeaching aids : cards, tape ,recordTeaching Process:Step 1 Warming upGreetings.Learn to sing a songUse the cards to go over the new dialogueGame—Quick responseRetell the storyStep2 Presentation and drill1.T : Hello, boys and girls ,,nice to meet you again, today is the first day of this term. let‘s go to a park and have a look,what will happen in the park!Show a picture of a park , learn the new wordsA swingShow a swing and says : This is a swing ,let‘s put it in the park, write the word on the blackboard. Leads reading the new word 2. Show the pictures and put them on the picture (in the park), and learn to say the words.3.Leads reading the words, and requires the pupils to act as a little teacher, leads reading4.Look and say: High and low voiceStep3 Fast reading and listening1) Show the picturesT introduces the situation and requires the pupils to read the dialogue by themselves2)Listen and repeat ,leads reading3)Listen and imitationStep4 Instive doingReading the dialogue carefullyListen and repeat the dialogueRetell the story ,check the resulTeacher’s notes:Period 2Teaching targets.1）Consolidate these new words: slide, bench, bark, chain, swing2)Can master these sentences: be doing sth3) Can retell the story2．The targets of emotion:To love the living surrounding.Main points :The new words and sentences.Difficult point: Can describe the othe ‗s actions. Retell the story Teaching aids : cards, tape ,recordTeaching Process:Step 1 Warming upGreetings.Learn to sing a songUse the cards to go over the new dialogueGame—Quick responseRetell the storyStep2 Presentation and drill1.T :Let‘s listen and repeat the story togetherShow the new words ,requires the pupils to read ,go over the words. Teacher explin the grammar for the pupils ,and asks them to make sentences with the present time am/is/are +doingStep3 Practice1) Show the picturesT introduces the situation and requires the pupils to read the dialogue by themselves2)Listen and repeat ,leads reading3)Listen and imitationStep4 Consolidation1)Make a stuation and have a dialogue with their partners, choose some to act it outA: Sports meeting ,the children are watching the athelets.They‘re talking about the sports .2)Estimation3)Homework: Listen and read the dialogue, copy the new wordsTeacher’s notes:Period 3Teaching targets.1）Go over these four-skill words2) Learn to sing a song3) Can finish Part FMain points : The new words and sentences, the English song Difficult point: Can describe the other‘s actions; learn to sing the songTeaching aids : cards ,tape ,recordTeaching Process:Step 1 Warming upGreetings.Go over the four-skill wordsPlay a game – magic eyes3. Use the cards to go over the new dialogue , and make sentences with the present time ,they are required not to make the same sentences4. Retell the storyStep2 Presentation and drill1.Part E Listen to the tape and requires them to read the words ,and try to say the words2.ow the new words ,leads reading ,and learn to sing the song.3.Listen to tape and follow it ,sing the song togetherStep3 Practice1) Part FExplain the situation for the class (The children want to see a film , requires pupils to find out how the children reach the cinema)2)Requires the pupils to find the answers ,say their answers first ,then write down on the book.Step4 Consolidation1)Make a situation and have a dialogue with their partners, choose some to act it out2)Estimation3)Homework: Listen and read the dialogue, copy the new words ,and try to recite the storyTeacher’s notes:Unit2 Katie always gets up earlyPeriod 1Teaching targets.1．The target of knowledge:Learn these new words: wake up, make the bed, wave, I‘m late 2）Learn these sentences: sb do sth at some time(the third time) 2．The targets of skills:1) Can understand the four –skill words.2) Can understand the sentence structure.3) Can describe the other ‗s actions.(the third time)3．The targets of emotion:To form the health living habitMain points :The new words and sentences.Difficult point:sb do (does )sth at some time.Teaching method and Learning way: CAITeaching aids : cards, tape ,recordTeaching Process:Step 1 Warming up1.Greetings.2.Learn to sing a song-London Bridge is falling downe the cards to go over the wordsGame—Guess ,guess, guess4.Retell the story—Unit 1Step2 Presentation and drill1.T : You‘re very good.You are all good pupils.And Katie ia a good pupil too. Everyone likes her . She is never late for school.She always gets up early every day . Then she makes bed .after breakfast, she waves her family goodbye.T says the sentences and does the actions to helps pupils to understand the meanings. learn the new wordsLead reading the words and check the results.According to the words ,sk some questions and requires pupils to answer the questions.T: Do you get up early everyday?…2. Game –Patting flies.3.Leads reading the words,and requires the pupils to act as a little teacher,leads reading4.Look and say: High and low voiceStep3 Fast reading and listeningRead the dialogue quickly ,then answer the following question What time does Katie‘s father leave for work?T introduces the situation and requires the pupils to read the dialogue by themselves2)Listen and imitationStep4 Intensive doing1)Reading the dialogue carefully2)Listen and repeat the dialogue3)Retell the story ,check the resulTeacher’s notes:Period 2Teaching targets.1)Consolidate these new words2)Can master these sentence structure: sb do (does) sth every day3) Can retell the story2．The targets of emotion:To love the life.Main points :The new words and sentences.Difficult point: Can use the present time of the third person Teaching aids : cards, tape ,recordTeaching Process:Step 1 Warming up1.Greetings.2. sing a songe the cards to go over the wordsGame—Golden fingerSay something about your daily lifeStep2 Presentation and drillShow the new words : always ,often , usually ,neverRequires the pupils to read ,go over the words.Teacher explin the grammar for the pupils .Ask stuents to read the dialogue of Part A ,then the dtudents are required to draw line under the adv.Eg. Katie always get up early.Notes: always表示―老是，总是，一直‖与NEVER相对Never表示―永不，决不，从来没有‖Often表示―常常，时常，通常‖Usually表示―惯常地，通常地‖Step3 Practice1) Part D1)ractice in pairs,according to the form to say something about Peter‘s day.2)Group work3)Finish the hand writing ,then check the answersStep4 Consolidationalways often usually neverMakes breakfast for familyWashes clothes in the morningCooks dinner for the hildren….1)Make a stuation and have a dialogue with their partners, choose some to act it out2)Estimation3)Homework: Listen and read the dialogue, copy the new words Teacher’s notes:Period 3Teaching targets.1）Go over these four-skill word, text, grammar2) Can finish Part EMain points : The new words and sentencesDifficult point: Can describe the other‘s actions ,make differences between ―always, never, often, usually‖Teaching aids : cards ,tape ,recordTeaching Process:Step 1 Warming up1.Greetings.2.Go over the four-skill words3. Use the cards to go over the new dialogue ,and make sentences with ―always, never, often, usually‖Step2 Presentation and drill1.Explain the sentences for the class ,then requires the pupils to communicate with others ,according to the information in the form.2.Part E Listen to the tape and requires them to finish Part E,check the answers.3.Listen to tape and follow it4.Requires the pupils to find the answers ,say their answers first ,then write down on the book.Step3 Consolidation1)Make a situation and have a dialogue with their partners, choose some to act it out2)Estimation3)Homework: Listen and read the dialogue, copy the new words ,and try to recite textTeacher’s notes:Unit 3 Let’s go to the Underwater WorldPeriod 1Teaching targets.1．The target of knowledge:1)Learn these new words: underwater world , picnic, library, science story2) Learn these sentences: sb do sth at some time(the third time)2.The targets of skills:1) Can understand the four –skill words.2) Can understand the sentence structure: the imperative sentence Can describe person‘s willing with the imperative sentence3．The targets of emotion:Can describe person‘s willing with the imperative sentenceMain points :The new words and the imperative sentence.Difficult poi nt: Let‘s do sth .Teaching method and Learning way: CAITeaching aids : cards, tape ,recordTeaching Process:Step 1 Warming up1.Greetings.2.Free talk: say something about their daily lifeStep2 Presentation and drill1.T : Hello ,boys and girls .I do n‘t feel happy today ,can you guess why?Requires the pupils to guess the reasons.Ss: …T :Let me tell you , My new watch missing yesterday(show a watch)I want to go to the library to read the science stories ,but my friend told me it was not open.I want to the park for a pinic,but my friend wanted to go to the shopping center. Say the words and show the cards ,helps pupils to understand the meanings. learn the new wordsLead reading the words and check the results.2. Game –Patting flies.3.Leads reading the words, and requires the pupils to act as a little teacher, leads readingStep3 Fast reading and listening1.Read the dialogue quickly ,then answer the following questionWhere did the go?T introduces the situation and requires the pupils to find the answer .2)Listen and imitationStep4 Intensive doing1)Reading the dialogue carefully, then finish the formpople SuggestionsPeter Go to the Underwater WorldLing ling Go to the park for a picnic/go to the shopping center Mingming Go to the libraryAnne Go to the beachResults Too late to go out 2)Listen and repeat the dialogue3)According to the form, retell the storyFinish patC ,then listen and repeat.Step5 ConsolidationRequire the pupils to act it out.Estimation.Homework: Listen and repeat the text ,copy the words and sentences .Teacher’s notes:Period 2Teaching targets.1)Can master these sentence structure: the imperative sentence2) Can retell the story2．The targets of emotion:To love the life.Main points :The new words and sentence structure.Difficult point: Can use the imperative sentenceTeaching aids : cards, tape ,recordTeaching Process:Step 1 Warming up1.Greetings.2. sing a songe the cards to go over the wordsGame—Golden fingerLook at the picture and retell the dailogueStep2 Presentation and drill1.T:Ok,you ‗ve done a good job.today is very hot,I feel very thirsty .Are you thirsty now?I want to have some water Hmm,I‘m not thirsty .But I don‘t have breakfast ,I feel hungry…Lead the pupils to say :Let‘s go to the hospital!Teacher explin the words for the pupils .Lead reading :sick,hungry ,hot,thirsty,bored2.Do and say(Game)Game—Making friendHot thirsty bored hungry happy sickRestaurant swimming pool , cinema park hospital cafeStep3 Practice1 .Part D1) Finish Pard D2)Group work: Have a competitionPut the cards into a box ,requires pupils to choose one card ,and make a sentenceEg:hotI feel hot ,I want to the swimming poolStep4 ConsolidationMake a stuation and have a dialogue with their partners, choose some to act it outDiscuss where do you want to go ,take a note2)Estimation3)Homework: Listen and read the dialogue, copy the new words , recite the textTeacher’s n otes:Period 3Teaching targets.1）Go over these four-skill word, text,grammar2) Can finish Part E,FMain points : To consolidate the grammarDifficult point: To improve the ability of speakingTeaching aids : cards ,tape ,recordTeaching Process:Step 1 Warming up1.Greetings.2.Sing an English songGame –Guess,guess,guessChoose a card and do the action, requires pupils to guessStep2 Presentation and drillT: I want to buy some milk ,where can I go?S: You can go to the supermarketT: I wan to see a football game ,where can I go?S: You can go to the stadium…Have a free talk with their partnersGame—Quick responseT says the name of the place ,requires the pupils to say the activitywhich we can haveEg: S1:CinemaS2:See a film…Step3 Consolidation1)Make a situation and have a dialogue with their partners, choose some to act it out2)Estimation3)Homework: Listen and read the dialogue, copy the new words ,and try to recite textTeacher’s notes:Unit4 It’s the Mid-Autumn FestivePeriod 1Teaching targets.1.The target of knowledge:Learn these new words: egg yolk , grapes, tea , mooncake2) Learn to tell the story.2.The targets of skills:1) Can understand the four –skill words.2)Can tell the story and understand some traditional festive culture 3．The targets of emotion:To filter the education of east-west culture ,to encourage the interesting of studyMain points :Understand the story and retell it.Difficult point: Retell the story .Teaching method and Learning way: CAITeaching aids : cards, tape ,recordTeaching Process:Step 1 Warming up1.Greetings.2.Sing a song.3.Retell or act out the Unit2Step2 Presentation and drill1.Lead in the new dialogue and learn the new words : mooncake , eggyolk ,grapesT: I‘m hungry ,I want to eat this after class.Do you know what it is? Lead the pupils to answer like this: It‘s a mooncakeWrite the word and lead reading : mooncake , the Mid-Autumn Festive , eggyolk , grapesLead reading the words and check the results.2. Game –Magic eyes.3. Game –Brain stornStep3 Fast reading and listening1.Read the dialogue quickly ,then answer the following question How could Chang‘e fly to the moon?2.Listen and imitationStep4 Intensive reading1)Reading the dialogue carefully,then answer the following questions:Why did Chang‘e take the magic medicine?What did shi bring with her to the moon?Was Chang‘e happy on the moon?How did people celebrate Mid—Autumn Festive?2)Listen and repeat the dialogue3) Choose one picture to retell the storyStep5 ConsolidationShow the picture about the story ,and give them the key words ,retell the storyEstimationHomework: Listen and repeat the text ,copy the words and sentencesTeacher’s notes:Period 2Teaching targets.1)Can master these words and phrases: shall,except ,each other2) Canact out the story2．The targets of emotion:To understand the festive culture of traditional festiveMain points :The new words and sentence structure.Difficult point: Can act out the storyTeaching aids : cards, tape ,recordTeaching Process:Step 1 Warming up1.Greetings.e the cards to go over the words3.Look at the picture and retell the dialogue,have a matchStep2 Presentation and drillT put an ornament of Chang‘eT: I want to fly to the moon,I shall take this medicineHelp pupils to understand the meaningT: I feel so lonely here .There is no one except the rabbit and me .I miss my husband .We miss each other very much.2.Learn to say the new words3.Require the class to estimate the teacher‘s performance4.Read the story ,then act out the story(three pupils as a group) Step3 Practice1 . Game--Brain stormGame—Little actorStep4 Consolidation1)Make a stuation and have a dialogue with their partners, choose some to act it outDiscuss where do you want to go ,take a note2)Estimation3)Homework: Listen and read the dialogue, copy the new words ,recite the textTeacher’s notes:Period 3Teaching targets.1）Go over these four-skill wordsCan sing the song:Do Re MiTo cultivate the pupils‘ patriotism, to promote their culture knowleageMain points : To consolidate the words and can sing the song :Do Re MiDifficult point: Read and understand the text ,to grasp the divergence of east-west cultureTeaching aids : cards ,tape ,recordTeaching Process:Step 1 Warming up1.Greetings.2.Sing an English songGame – Make friendsChoose a card put the cards to the stickersStep2 Presentation and drill1.T: I want to buy some milk ,where can I go?S: You can go to the supermarketT: I wan to see a football game ,where can I go?S: You can go to the stadium2.Have a free talk with their partners3.Game—Quick responseStep3 Consolidation1)Make a situation and have a dialogue with their partners, choose some to act it out2)Estimation3)Homework: Listen and read the dialogue, copy the new words ,and try to recite textTeacher’s notes:Unit5 The children are playing noisilyPeriod 1Teaching targets.1.The target of knowledge:1)Learn these new words: living room, phone, loudly, noisly, quietly Learn to tell the story.2.The targets of skills:1) Can understand the four –skill words.2) Can use the adv. skillfully3．The targets of emotion:To filter the education of good-manners ,to help students to form the habit of good behaviorMain points :Understand the story and retell it.Difficult point: Retell the story .Teaching aids : cards, tape ,recordTeaching Process:Step 1 Warming up1.Greetings.2.Sing a song.Do Re Mi3.Retell or act out the Unit4Step2 Presentation and drill1.Lead in the new dialogue and learn the new words : living room,phone, loudly, noisily, quietlyT: Who are they? They are my friends, Lingling and Dongdong, Do you know where they were yesterday? They were in my home.T describes the situation vividly, lead the pupils to understand with exaggerational countenance and objects.T:…Write the word and lead reading the new words, explain the words for the students.Lead reading the words and check the results.2. Game –Look and say(Consolidate the adv.)Step3 Fast reading and listening1.Read the dialogue quickly ,then answer the following question What ‗s the weather like today?Why can‘t M rs.Chen hear her friend on the phone?2.To help the pupils to understand the word: heavily3.Listen and imitation(Ask the pupils to find the adv. And draw out) Step4 Intensive reading1)Reading the dialogue carefully, then answer the following questions:Who is Mrs.Chen talking to?What are the children doing in the living room?How is Dongdong playing?Who is talking louding?2)Listen and repeat the dialogue3) Choose one picture to retell the storyStep5 ConsolidationRetell the story，finish the following formit Rain heavily outsideLingling and Dongdong Play noisily in the living roomMrs.Chen Talk not clearly on the phoneDongdong Play noisilyLingling Talk loudlyLingling and dongdong Play quietly in the bedroomEstimation(评价)Homework: Listen and repeat the text ,copy the words and sentencesTeacher’s notes:Period 2Teaching targets.1)Can master and perform the adv.: slowly, quickly, softly2) Can act out the story2．The targets of emotion:To filter their interestings of learning EnglishMain points :The new words and sentence structure.Difficult point: Can act out the storyTeaching aids : cards, tape ,recordTeaching Process:Step 1 Warming up1.Greetings.e the cards to go over the words3.Game—Quick response4.Look at the picture and retell the dialogue, have a matchStep2 Presentation and drillCountiue the game, lead in the new wordsT walks slowly, guides the pupils to describe the teacher‘s action: The teacher is walking slowlyHelp pupils to understand the meaning, learn to say the words2.Learn to say the other new words: softly, speak;Play a game—Singing different tuneT: Speak slowlySs: Speak quicklyStep3 Practice1 . Part DDevide into groups, requires the groups to describe the pictures orally.Finish writing exercises ,(can discuss by groups)Step4 Consolidation1) Free talk(The teacher introduce herself in English with different speaking speed ,to edify the students to express their willings politely)2)Estimation3)Homework: Listen and read the dialogue, copy the new words , recite the textTeacher’s notes:Period 3Teaching targets.1）Go over these four-skill words2)Can advance the ability of performing language comprehensively3)Can enhance the interestings of learning EnglishMain points : To consolidate the wordsDifficult point: Read and understand the text ,to grasp the divergence of east-west cultureTeaching aids : cards ,tape ,recordTeaching Process:Step 1 Warming up1.Greetings.2.Sing a song3.Go over the wordsRequires three students to play game, one puts up a word(verb),another put up a word(adv.),the others make a sentence with the two words4.Free talk and performanceStep2 Presentation and drillPartET points to the Mrs.ZhaoT: Who is she?Ss: She is Mrs.ZhaoT: What is she doing?Answer: She is dancing happilye the same way to learn another words:politely,carefully2.Have a free talk with their partners3.Game—Quick responseStep3 PracticeRequires the students to express :what is ..doingPartF T: What are they doing ?3.Listen and singStep4ConsolidationMake a situation and have a dialogue with their partners, choose some to act it outSituation: one morning ,you and your friend go to the park,you see many people are doing morning exercises ,you are talking about it2)Estimation3)Homework: Listen and read the dialogue, copy the new words ,and try to recite textTeacher’s notes:Unit6 How tall are youPeriod 1Teaching targets.1.The target of knowledge:Learn these new words: week, worried, scared, measure, weigh, Heavy, light2)Can understand and retell the text2.The targets of skills:To improve the skills of listening ,speaking ,reading and writing To improve the ability of performing language comprehensively 3．The targets of emotion:To filter the physique educationMain points :Understand the story and retell it.Difficult point: Retell the story ,the method of special question Teaching aids : cards, tape ,recordTeaching Process:Step 1 Warming up1.Greetings.2.Perform the song :Row your boatUse the cards to go over the wordsGame—Magic eyeGame—What‘s missing4.Retell or act out the Unit4Step2 Presentation and drill1.Lead in the new dialogue and learn the new words : week, worried, scared, measure, weigh, Heavy, lightT show a phote of baby(a student‘s phote).T:Look, he is one of our classmate. He looked very weakWrite the word and lead reading the new word ,explain the words for the students.T: his mother measured him, and he was only 90centimetres,his mother weighed him, he wad only 12 kilogrammers.Use the same way to learn the other wordsLead reading the words and check the results.Show another photoT: Look, he grows fast .Who is he? Do you know? (point out the pupil)T: Is he light now?Ss: No ,he is heavyLearn the new words, lead reading the topic sentence and the words.3. Game –Look and say(Consolidate the adv.)Step3 Fast reading and listening1.Read the dialogue quickly ,then answer the following questionT: This is Peter ,he is weak, his mother is worried about him, what‘sthe matter with him? Let‘s read the text quickly and try to answer How did Peter feel when he saw the doctor?Was the doctor friendly? what did he do?2.To help the pupils to understand the word: scared3.Listen and imitation(Ask the pupils to find the adv. And draw out) Step4 Intensive reading1)Reading the dialogue carefully, hen answer the following questions:Where did Peter go?Why did Peter go there?How old was he?How tall(heavy) was he?2)Listen and answer the questions3) Choose one picture to retell the storyStep5 ConsolidationRetell the story，finish the following formEstimation(评价)Estimate the performance of the pupils‘, conform and encourage, to filter their potential of learning EnglishHomework: Listen and repeat the text ,copy the words and sentencesTeacher’s notes:Period 2Teaching targets.1)Can master and perform the sentence structure2)Can improve the skills of learning English3)Can further the interestings of learning English2．The targets of emotion:To filter their interestings of learning EnglishMain points :To master the special question of questioning the other‘s basic situationDifficult point: To improve the ability of performing language comprehensivelyTeaching aids : cards, tape ,recordTeaching Process:Step 1 Warming up1.Greetings.2.Sing a song: Row your boat3.Look at the picture and retell the dialogue, have a matchStep2 Presentation and drillIntroduce a new friendT: Today ,I‘ll introduce you a new friend, please ask him some quedtions. ok?Ss: OK!T: My name is Sun WukongSs: How old are you ?T: I‘m very old.Ss:…2.Play a game—Quick renponseStep3 Practice1 . Part DDevide into groups, requires the groups to describe the pictures orally.Finish writing exercises ,(can discuss by groups)Step4 Consolidation1) Free talk(The teacher introduce herself in English with different speaking speed ,to edify the students to express their willings politely)2)Estimation3)Homework: Listen and read the dialogue, copy the new words ,recite the textTeacher’s notes:Period 3Teaching targets.1）Go over these four-skill words2)Can advance the ability of performing language comprehensively3)Can enhance the interestings of learning EnglishMain points : To consolidate the wordsDifficult point: Read and understand the text ,to grasp the divergence of east-west cultureTeaching aids : cards ,tape ,recordTeaching Process:Step 1 Warming up1.Greetings.2.Sing a song3.Go over the wordsRequires three students to play game, one puts up aword(verb),another put up a word(adv.),the others make a sentence with the two words4.Free talk and performanceStep2 Presentation and drillPart ET points to the Mrs.ZhaoT: Who is she?Ss: She is Mrs.ZhaoT: What is she doing?Answer: She is dancing happilye the same way to learn another words: politely, carefully2.Have a free talk with their partners3.Game—Quick responseStep3 PracticeRequires the students to express :what is ..doingPart FT: What are they doing ?3.Listen and singStep4Consolidation1)Make a situation and have a dialogue with their partners,2)Estimation3)Homework: Listen and read the dialogue, copy the new。
人教新起点版一年级上册英语全册课堂笔记全文共6篇示例，供读者参考篇1Today in class, we learned a lot of cool stuff in our English textbook from the People's Education Press. It's called the New Starting Point Grade 1 English textbook. We had so much fun learning and playing games to practice our English skills.In Unit 1, we learned about greetings and how to say hello and goodbye to our friends. We also learned how to introduce ourselves and ask about someone's name. It was so fun to practice saying "Hello, my name is..." to our classmates.In Unit 2, we learned about numbers and counting. We played games with our teacher to practice counting from 1 to 10. We even learned how to say our age in English! It was so exciting to learn new words like "one, two, three" and "how old are you?".In Unit 3, we learned about colors and shapes. We had a blast coloring pictures and naming the colors in English. We also learned about different shapes like circle, triangle, and square. It was so much fun to learn new words and practice saying them out loud.In Unit 4, we learned about animals and their sounds. We had a great time making animal noises like "moo, meow, woof" and learning about different animals like cat, dog, and cow. We even got to sing a song about animals in English!Overall, we had a super fun time in our English class today. We can't wait to learn more new words and practice speaking English with our classmates. English is so much fun!篇2Hello everyone, today I'm going to share with you the notes I took in our People's Education Press New Starting Point Grade 1 English textbook. Are you ready? Let's get started!Unit 1: Hello- In this unit, we learned how to greet people by saying "Hello" and "Hi". We also learned how to say our names and ask others for their names.Unit 2: My School- We talked about different places in our school like classroom, library, and playground. We also learned how to say "This is my classroom" and "That is the library".Unit 3: My Family- We learned how to introduce our family members like mother, father, sister, and brother. We also practiced saying "This is my mother" and "That is my father".Unit 4: My Friends- In this unit, we talked about our friends and how to describe them using words like tall, short, big, and small. We also learned how to say "He is tall" and "She is short".Unit 5: My Toys- We learned how to talk about our toys like doll, ball, car, and teddy bear. We also practiced saying "I have a doll" and " She has a ball".Unit 6: My Body- We learned the different parts of our body like head, eyes, nose, mouth, hands, legs, and feet. We also practiced saying "I have two hands" and "She has two feet".Unit 7: My Home- In this unit, we talked about our home and the different rooms like bedroom, living room, kitchen, and bathroom. We also learned how to say "This is my bedroom" and "That is the living room".Unit 8: My Clothes- We learned how to talk about the clothes we wear like shirt, pants, dress, and shoes. We also practiced saying "I have a red dress" and "He has blue pants".Unit 9: My Food- We talked about the different foods we eat like apple, banana, hamburger, and ice cream. We also learned how to say "I like apples" and "She likes hamburgers".Unit 10: My Day- In this unit, we learned about the different activities we do in a day like wake up, eat breakfast, go to school, play, eat dinner, and go to bed. We also practiced saying "I wake up at 7 o'clock" and "He goes to bed at 9 o'clock".That's all for my notes! I hope you enjoyed reading them. Let's keep learning and practicing our English together! Bye-bye!篇3Hi everyone! Today, I'm going to share with you my class notes from the People's Education Edition first grade English textbook. We learned so many fun things in class, and I want to tell you all about it!In Unit 1, we learned how to greet people and introduce ourselves. We practiced saying "Hello!" and "What's your name?"I also learned how to say my name in English - it's so cool!In Unit 2, we talked about colors. My favorite color is blue, what's yours? We also learned how to say different colors in English, like red, green, and yellow. It was so much fun!Unit 3 was all about numbers. We learned how to count from 1 to 10, and even did some math problems in English! It was a bit tricky, but I tried my best.In Unit 4, we learned about animals. I love animals, so this was my favorite unit. We learned how to say different animals in English, like dog, cat, and rabbit. I even drew a picture of my favorite animal in my notebook.In Unit 5, we talked about food and drinks. I learned how to say "I like" and "I don't like" in English. We also learned the names of different foods, like fruits and vegetables. Yum!Unit 6 was all about clothes. We learned how to say different items of clothing in English, like shirt, pants, and shoes. I practiced dressing up a paper doll with all the different clothes we learned.Overall, I had so much fun in English class! I can't wait to learn more in the next unit. English is so cool and I'm excited to keep practicing and getting better.That's all for my class notes. Thanks for listening, my friends! Bye-bye!篇4My English Class NotesHello everyone! I'm so excited to share with you my notes from our first grade English class. We have learned so many fun things this year. Let me tell you all about it!In our English class, we start by learning the alphabet. We sing the alphabet song and practice writing each letter. It's so much fun! We also learn how to spell and write simple words like cat, dog, and sun. Sometimes we play games to help us remember the words better.We also learn about colors and numbers in English class. We practice saying the colors and counting from 1 to 10. It's so cool to learn how to say my favorite color in English! We also learn how to say the days of the week and the months of the year. It's like a little English calendar in our heads!One of my favorite things we do in English class is reading stories. Our teacher reads us fun stories and then we try to read them on our own. It's like we're little English detectives, figuring out all the words and sentences. We also learn new words and phrases from the stories, like "Hello, how are you?" and "Goodbye, see you later".Overall, I love my English class. It's so much fun to learn new things and practice speaking and writing in English. I can't wait to learn even more in the next grade!That's all for now. See you next time! Bye-bye!篇5Hello everyone!Today I want to share with you my notes from the first grade English class using the People's Education Press New Starting Point Edition textbooks. We have learned so many things this year and I want to make sure I remember everything!In Unit 1, we learned how to greet each other and say our names. We practiced using phrases like "Hello, my name is ____." It was so much fun meeting new friends in class!Unit 2 was all about colors. We learned the names of different colors like red, blue, yellow, and green. We played games to match the colors with objects and it was really exciting!In Unit 3, we talked about numbers. We practiced counting from 1 to 10 and even learned how to spell the numbers. I can count really fast now!Unit 4 was all about animals. We learned the names of different animals like cat, dog, rabbit, and bird. We also learned about their sounds and it was so funny making animal noises in class!In Unit 5, we talked about food. We learned the names of different foods like apple, banana, and milk. We also learned how to say if we like or don't like something. I love eating fruits and drinking milk!Unit 6 was all about clothes. We learned the names of different clothing items like shirt, dress, and pants. We practiced describing what we were wearing and it was so cool to learn new words!Overall, I had so much fun in English class this year. I can't wait to learn more new things next year! Thank you for reading my notes, I hope you enjoyed them! See you next time! Bye bye!篇6Today, Teacher taught us a lot of interesting things in English class. I want to share with you my notes for the whole first grade English textbook!Unit 1: Hello!- We learned to say "Hello" and "Goodbye" in English. It's fun to greet our friends in a different language.- We also learned some basic classroom language, like "Sit down", "Stand up", and "Listen".Unit 2: Numbers- We practiced counting from 1 to 10. It's important to know our numbers so we can count things like candies and toys!- We also learned how to say "How old are you?" and give our age in English.Unit 3: Colors- We learned the names of some colors like red, yellow, blue, and green. It's fun to talk about our favorite colors with our friends.- We also learned how to say "What color is it?" and describe different objects by their colors.Unit 4: My Family- We learned to say the names of family members like mother, father, brother, and sister. Family is important, so it's nice to talk about them in English.- We also learned how to say "This is my..." to introduce our family members to others.Unit 5: Body Parts- We learned the names of different body parts like head, shoulders, knees, and toes. It's funny to sing the "Head, Shoulders, Knees, and Toes" song in English.- We also learned how to say "I have..." and point to our body parts.Unit 6: Clothes- We learned the names of different clothes like shirt, pants, dress, and shoes. It's cool to describe our outfits in English.- We also learned how to say "I like..." and talk about our favorite clothes.Unit 7: Food- We learned the names of different foods like apple, banana, sandwich, and pizza. It's yummy to talk about food in English.- We also learned how to say "I'm hungry" and "I'm thirsty" when we want to eat or drink something.Unit 8: Animals- We learned the names of different animals like cat, dog, rabbit, and bird. Animals are cute, so it's fun to talk about them in English.- We also learned how to say "I see a..." and point to animals in pictures.That's all for my notes on the first grade English textbook! I had a lot of fun learning English in class. I can't wait to learn more new words and phrases in the future!。
牛津英语沪教版7A,Unit4知识归纳课题：七年级上Unit4知识梳理与巩固教学目标：1 词汇：company ，removal ，meeting ，hurt ，broken ，carrytake notes ，knock down ，catch fire ，both …and …，run away ，fire engine2 语法：一般现在时（职业的表达及常用句型）；一般过去时；see sb doing 看见某人正在做…教学重点、难点：1 . Words and vocabulary2. 一般过去时3. 辨析：see sb doing 和see sb do教学过程：一词汇梳理1. meeting ['mi:ti?] n. 会议【词性转换】 meet [mi:t] v. 遇见；会见；见到Mr White isn’t here; he’s at a meeting. 怀特先生不在这儿，他在开会2. manager ['m?nid??] n. 经理【词性转换】manage ['m?nid?] v. 管理；经营management ['m?nid?m?nt] n. 管理；管理学Our manager is very strict with us. 我们的经理对我们要求很严格。
3. take notes 记笔记Please take notes of the important words while you read.请边读边把重要的单词记下来。
4. knock down 撞倒She was knocked down by a bus. 她被公共汽车撞倒了。
5 catch fire 着火His house caught fire last night. 昨晚他家失火了。
6. both...and... ……两者都【提示】 both...and...连接的两个成分须在形式、时态、词性等方面完全一致。
Curriculum coverageListening and speaking Skillsq Listen for main points in explanations Lr/E2.2a, 2e, 3a q Understand discussion about education Lr/E2.2d, 7a, 8a q Ask for information on the phone Sc/E2.1a,1b, 2a q Ask for and give personal and factual information Sc/E2.2c, 2d, 2e, 3a, 3b, 3e q Tell people your opinions Sd/E2.1c, 1d, 1eReading and writing Skillsq Understand illustrations and plans Rt/E2.4a q Read texts about courses and education Rw/E2.3a; Rt/E2.1a, 1b q Write sentences about yourself and your education WW/E2.1b, 1c; Wt/E2.1a; Ws/E2.1a, 3a, 4a q Use a dictionary correctly Rw/E2.4a, 5aKey functionsq Asking for informationq Expressing opinions, agreeing and disagreeingKey grammarq Modals, must/mustn’t to express obligationq Have to/had to express needq Simple and compound sentencesResources to support the unitq Dictionariesq Access to computers and the Internet if possibleq Audio player and recorderq Blank audio cassettes (teacher’s own)q White or black boardq ESOL Core Curriculum. Check each curriculum reference for ideas for presentationq Questions elicited from learners for recycling throughout the unitq Questionnaires about libraries (teacher’s own)q Collect course guides from various colleges and information from websites (teacher’s own)q Cue cards (teacher’s own)q CALL materials (teacher’s own)q Course advertisements from newspapers (teacher’s own)Page 1EducationRationaleTo introduce the theme and content of the unitand set and discuss the learning objectivesTaskq Introduce the theme of education. Use pictures to check understanding or pre-teach primaryschool, secondary school, uniform, subject,university. Check pronunciation. Practise chorally as necessary.q In pairs or groups encourage learners to discuss educational experience in the UK.q Use the pictures and questions to elicitexperiences and knowledge of UK educationsystem via children, friends, relatives or ownexperience.q Focus on local area only.q Elicit names and categories of local educational places.q For suggestions on working with the objectives, see the Introduction to the Teacher’s Notes. Page 2UK education systemRationaleTo set the context of the unit; to understand a chronological text; to introduce must and must not for obligationActivity A Reading abouteducation in the UK Pre-task activityq Use the pictures to introduce the Hamed family.This family is used throughout the unit. Elicitwhere learners could find information abouteducation in the UK, e.g. Job Centres, AdultEducation Centres, the Internet.Taskq Learners work out meaning of compulsory from the context. Explain good learning strategy totry to guess word from context.q Second reading. Encourage learners to check answers with a partner and then check answersas a group. q Elicit reasons for answers.q Reinforce compulsory. Elicit different rules using must.Differentiationq Before reading text ask learners to underline unknown words. Pool knowledge, ask others for meaning. Write words on board and checkunderstanding.q Ask learners to predict content by asking questions, e.g.:When do children start school? What kind of things can they do before they start school? How manydays do they go to school? When does the school year begin/end?q Then read each paragraph aloud with the learners following in their books.Extensionq In pairs or nationality groups, learners interview each other to find out about the educationsystem in their countries.Page 3An interview at schoolMaterialsq Audio – an interview at a schoolq Photocopiable resource – application forms RationaleTo prepare for interviews; to practise asking for information and clarification; to use have to for asking about rulesActivity A Listening: asking for andgiving information Pre-task activityq Set scene. Elicit any interview experiences to prepare for school interviews. Put suggestionson the board.Taskq Learners work in pairs to predict questions in task 1. Encourage them to use the answers inthe speech bubbles to help work out thequestions. Pair less confident learners with more confident ones. Collect suggestions and write up. q Play the audio, stopping to allow learners to compare their predictions with the actualquestions. Correct any mistakes, e.g. wordorder.q Elicit what Abdullah didn’t understand. Then play that part of the recording again, pausing so learners can predict and then hear the words he uses to ask for clarification, i.e. I’m sorry, myfavourite subjects?Demonstrate intonation anddrill if necessary.q In task 4 the learners predict questions the Hamed family will ask in the second part of the interview. To get them started write up MrsBennett’s replies in speech bubbles. Yes,everybody wears school uniform. Yes, he can, butwe prefer children to wear normal shoes. Yes, theschool thinks that homework’s very important.q Play the second part of the interview to check understanding and predictions. Elicit MrsHamed’s questions.q Focus on the use of have to for asking about rules. Yes, does Abdullah have to wear a uniform?Do I have to do homework?Differentiationq Less confident learners can follow the audio script to pick out the questions, or the questions can be written up on the board and rehearsedbefore playing the audio again. Be prepared toplay the audio as often as necessary, pausing so that the learners can hear the questions.Extensionq Give learners time to think of other questions to ask about school rules using have to and can.q Put them in pairs to take turns practising asking questions and asking for clarification withcorrect intonation.Activity B Speaking: a schoolinterviewq Pair learners and explain task. Learner A works in the school. Learner B is a relative of the childgoing to school. Give out photocopied form(Teacher’s Notes) to learner A.q Allow time for A to prepare questions and B to complete the information about the child.Learners use their lists of questions from tasks 1 and 4.q Learners role play the interview. Monitor.q Learners swap roles.Differentiationq Less confident learners can work with a model conversation on the board. Build it up withthem line by line.Page 4School rulesRationaleTo show that pictures can help to identify information and rulesMaterialsq Computers with Internet connection and Word for Windowsq If no computers, poster paper and a supply of different coloured markersActivity A Reading: rulesPre-task activityq Elicit vocabulary on time, long earrings, shout, leave.Taskq Ask learners to work in pairs and encourage them to discuss the meaning of the pictures.Monitor.q Learners can do the matching exercise in task 2 individually or in pairs. Whole class feedback.q Focus on positive (must do) and negative (must not do) for rules.q Reinforce compulsory, no choice.q Point out that when we speak we usually use the contraction mustn’t. Use negative rules in task 2 to demonstrate, and ask learners to practise the pronunciation.q Set up task 3 as a class discussion. Encourage learners to use their own experiences. Ask about rules that affect their life now. Differentiationq Put rules on OHT and read each rule aloud, encouraging learners to follow as you read.q Learners then match each rule to one of the pictures.Extensionq Divide class into two groups. Put up some topic for rules, e.g. sharing a flat, attending a course, travelling by bus. Give the groups five minutesto write a list of all the rules they can think of.One learner per group writes. The group withthe most rules wins.q Alternatively, divide the class into two groups, each group calling out rules. Write rules fromeach group on the board in different colours.Again set time limit, the group with the mostrules wins.q Learners look at websites of local education places for rules.q In groups, using Word or Wordpad and clipart, ask learners to make a poster of their schoolrules, using drawings etc.Page 5Tour of the libraryMaterialsq Audio – Tour of the libraryq Pictures/photos of library to elicit vocabularyq Computer with Internet accessq Two questionnaires, one for website visit, one for library visitRationaleTo listen for detail and grammatical detail; to practise prepositions of place; to introduce and practise have toActivity A Listening for prepositionsof place Pre-task activityq Ask learners if they use a library and how they use it.q Bring in photos of the interior of a library and use it to elicit different things you find in alibrary, e.g. computer, newspapers/magazines,books, videos, TVs.q Elicit or pre-teach librarian, enquiry desk, take a book out, return a book.q Revise prepositions of place. Put up some diagrams on the board or on an OHT, ordemonstrate with objects in the classroom.Taskq Ask learners to look at the plan of the library in task 1 and discuss what it shows.q Play the audio through once, pausing to give the learners time to label the plan. As necessary, play a second time.q Learners check answers with a partner. Then whole class feedback.Activity B Language: usingprepositions of placeq Monitor while learners work in pairs, taking turns to ask and answer questions about theplan in 1.q Set task 2 up as pair work and again monitor as learners practise.q In task 3 learners describe the position of an object and others try to guess what theobject is.Differentiationq For less confident learners, put the names of the areas on the board before you play the audio or ask them to work with the script to label theplan, and then listen to the audio again.q Prepare some cards with labels for the library, and ask the learners to work in pairs to place the labels on the plan.q Prepare cards with the names of areas in the library and drill questions.Extensionq Ask learners to draw a plan of part of a building where they study or work, e.g. the layout ofrooms on a floor of a building, an area of alibrary where they can study.q Before they start elicit some phrases for checking and asking for repetition, e.g. Sorry, what did you say? Sorry, can you repeat that? Did you say onthe right?q Learners sit back-to-back to describe the plan so that their partner can draw it.q Look for websites of world famous libraries, e.g.British Library.q Learners note interesting details, age of library, oldest book, subjects covered, special exhibitions etc. According to strength, learners write a few sentences about the library or fill in aquestionnaire.Activity C Language: talkingabout rulesq Direct students to the Remember box and example sentences.q Explain that have to and mustϭnecessary to do something and don’t have toϭYou can if youwant to, but it’s not necessary.q Drill pronunciation as necessary.q Elicit and write up other sentences with must, have to, has to, e.g. about jobs, daily routinesetc.I must be in work at nine every day.My daughter has to do her homework before wehave dinner.I don’t have to have lunch in the canteen, I can goout and buy a sandwich.q Put up a conversation plan before the pair-work practice e.g.A: So what do you do in a typical week at work?B: In the mornings at 8.30 I have to take thechildren to school. I don’t have to collect thembecause a friend collects them in the afternoon.Page 6Using a dictionaryand spellingMaterialsq Dictionariesq Audio – Syllables in wordsRationaleTo raise awareness of stress and intonation and show how one word form often has a related word form; to encourage dictionary use and develop spelling strategiesActivity A Reading about a teacher Pre-task activityq Ask learners about the good teachers they remember and why they thought they weregood. Elicit what qualities teachers need.Taskq Set pre-reading question – Is Claudette a good teacher? Why?q Learners read individually. q Feedback with group. Relate back to points they raised in the initial discussion. Discussion mayraise differences in cultural expectation of agood teacher and the status of education.q Learners read again and underline words they don’t know. Encourage learners to check thesewords in a dictionary.Activity B Listening: stressing theright syllable Pre-task activityq Review syllables.Taskq Play the audio and ask learners to work in pairs to work out the number of syllables in thewords. Encourage them to say the words aloud, emphasising the different syllables. As necessary, demonstrate qual-if-ied. Monitor.q Write one or two words from task 2 on the board and demonstrate and mark stressedsyllables.q Play the audio again, allowing time for the learners to underline the stressed syllables.Watch for bored= one syllable, no stress. Before taking group feedback, encourage the learnersto check with a partner.Differentiationq For less confident learners, read out each of the words, emphasising each syllable, so thatlearners can count them easily. If learners havetrouble hearing the stressed syllable, try shifting the stress in some of the words so they can hear how stressing different syllables makes the word sound very different.Activity C Reading: usingalphabetical order Pre-task activityq Discuss need for understanding alphabetical order to find words in a dictionary.Taskq Learners order the words individually or in pairs.Suggest they number the words first beforewriting them in the second column. As youmonitor watch for examinations, example,explain. Take whole class feedback.Differentiationq With learners with a lower level of literacy, setup as two tasks. First get them to put the words starting with different letters in order, then thewords beginning with ex-. As necessary worktogether with the learners to build up the order on the board.q Put words on a word processor so that learners can cut and paste to put the words inalphabetical order.q This type of task can present problems for people with dyslexia. Access for All is a usefulreference for dealing with this type of learningchallenge.Extensionq Get the learners to work in pairs to put all the words in the two lists in alphabetical order and set a time limit for completion.Activity D Spelling: verbs and nouns q Allow learners to work through tasks 1 and 2individually or in pairs. Elicit meanings and getthem to say whether they are nouns or verbs.q Draw attention to the -ation ending for nouns and ask students to complete the chart in 4.Whole class feedback. Note what has changed,e.g. dropping final e to add -ation, e.g. organiseorganisation.q Work with the learners to elicit and put other words with -ation ending on the board.q Finally check that learners understand all the words they underlined in Activity A, task 1. Ifnot, assign a word to each student to check indictionary. Assign sensitively according to ability. q As you monitor watch for qualify andqualification.Differentiationq Put nouns and verbs on different coloured cards and get learners with less confidence tophysically match them. Drill pronunciation. Page 8Choosing a courseMaterialsq Course guides for local collegesq Photocopiable resource – information about courseq Audio – Giving opinionsq Computer with Internet accessRationaleTo read and extract information from text; to focus on and practise language of opinionActivity A Reading about coursesPre-task activityq Ask learners what subjects they are studying and what they would like to study. Show courseguides and elicit purpose.Taskq Set up task 1 in pairs or small groups. Get learners to make a note of one or two ideaswhich they can check against when they readthe course descriptions. Elicit full-time andpart-time.q Give out the course descriptions. With a good group cut them up and get learners with good literacy skills to summarise the information while others listen. After each summary, learnersmatch the description with the course title. Activity B Listening and speaking:giving opinions Pre-task activityq Introduce the Manzis – neighbours of the Hameds – father and mother Italian with slightaccents; son has standard UK accent.Taskq Encourage the learners to predict which courses might interest each of the Manzi family. Use this to discuss stereotyping, e.g. Women onlyinterested in hairdressing and childcare?q First listening. Play the audio, pausing the recording so learners can note down thecourses.q Before second listening, elicit meaning of opinion, agree and disagree. Put up examples of each on the board. Play the audio, pausing toelicit phrases. Listen again if necessary.q Demonstrate stress and intonation when Mrs Hamed says:I don’t think so. Discuss meaning.Drill if necessary.Differentiationq Learners with less developed listening can work with the audio script to identify phrases andhighlight them in the script. Demonstratepronunciation and then play the audio again. Activity C Talking about coursesTaskq Before you set up the role play, elicit phrases for asking for opinions, giving opinions andagreeing and disagreeing.q Monitor for language of opinion.Extensionq IT option. Learners find course guides on Internet, preferably local colleges and adulteducation centres. Choose a suitable course and write a few sentences about the course and why chosen. Learners without computers look atcourse guides from local education centres and find key information, e.g. cost, length, part-time/full-time etc.Page 9Phoning about a courseMaterialsq Audio – Phoning about an ESOL courseq Extension activity Prepare cue cards as in ESOL Core Curriculum p 103, third suggestion under Sc/E21aq Computer with Internet accessRationaleTo develop strategies for telephone conversations; to listen for and use stress and intonation; to show polite and impolite intonation; to introduce had to as past tense of have to/has to Activity A Speaking: using stressand intonation Pre-task activityq Use picture. Elicit feelings and experiences of phoning organisations or people for the firsttime.Taskq Play the audio twice if necessary. Whole class feedback.q Set up task 2 as a class discussion. Elicit ideas,e.g. frustrated, irritated, losing confidence. Elicitconversation 3 where Mr Hamed spoke tooquickly and wasn’t understood. Lead intostrategies for preparing telephone calls, e.g.before call make notes, practise difficult words, speak slower, take deep breaths, etc. Put ideason the board.q Play the two sample sentences for task 3. Elicit whether intonation goes up or down at end ofsentence. Listen again if necessary. Learnersunderline stress and use arrows to showdirection of intonation.q Listen to all the conversations again. Pause the audio so that learners can mark polite/impolite.Whole class feedback.q Monitor intonation during pair-work practice for task 5.Extensionq Groups of three. Prepare cue cards with questions and statements. Use each questionand statement twice, marking them polite orimpolite. Place cards face down. Take turns totake a card off the pile. Learner saysquestion/statement in correct tone. Other twolearners guess whether it is polite or impolite.Monitor intonation.Activity B Language: using had toq Elicit past tense. Then review tense box. Explain positive ϭhas/have to changes to had to,negative ϭdon’t/doesn’t have to changes todidn’t have to.q Check understanding of grammar and then get learners to try task 2. Whole class feedback.Page 10Past educationMaterialsq Dictionariesq Computer with CALL program, e.g. WIDA Storyboard (optional)RationaleTo extract chronological information from text; to practise simple and compound sentences; to review basic punctuationActivity A Reading for informationPre-task activityq Set scene.Taskq Pre-teach or elicit vocabulary. As necessary give out dictionaries and encourage learners to look up words.q Learners complete dates and details on the time line in task 2 and then check with a partner.Whole class feedback, teacher builds upcompleted time line on the board.Activity B Language: using timemarkers Taskq Present time markers. Elicit and add beneath time line at the correct time points, e.g. afterthat, then, next and now.q Learners add time markers and years to complete the description.Differentiationq Put the gapped text on an OHT with the time markers gapped and build up together withlearners before they do the writing. Extensionq Depending on learners’ knowledge, elicit other time markers. Add to the time line on the board and then get learners to write their owndescription, using a greater range of timemarkers.Page 11Past education (continued) Activity C Writing: usingpunctuation Taskq Learners work in pairs or small groups to work out their own rules, noting them down in thespace. Elicit capitals for start of a sentence, forproper nouns, subjects etc., for acronyms, e.g.ESOL.q Individual work. Then check with a partner before whole class feedback. Differentiationq With learners with weaker literacy, put the first sentences on the board or on OHT and worktogether with them to identify problems withcapitals, full stops and commas. The learners can then try the other two individually or in pairs. Extensionq Put well-known acronyms on the board, e.g.BBC, DVLC, and elicit meanings. Elicit furtherexamples in English and in learners’ ownlanguages.Activity D Writing: using simple andcompound sentences Taskq Allow learners to work this out themselves individually or in pairs. Monitor and support any with difficulties. Whole class feedback.Activity E Writing about yourprevious education Taskq Encourage learners to prepare own time line first. q Learners write about previous education either in UK or own countries. Learners completesentences. Monitor and encourage compoundsentences. Be firm about punctuation.Extensionq IT Option – Rewrite Mr Hamed’s information in one or two paragraphs, using and and but toform compound sentences. Enter this on a CALL program, e.g. WIDA Storyboard. Learners enter words until they have the full text.q If access to computers is not possible, rewrite Mr Hamed’s text, using and and but to formcompound sentences. Make this a gap-fillexercise, remove and, but and time markers. Page 12 and 13Discussing coursesMaterialsq Extension taskq Several copies of newspapers with course advertisementsq Course advertisements cut from localnewspapers, make several copiesq Computer with Internet access for extension task BRationaleTo consolidate discussion skills; to express likes and dislikes; to follow the main points of discussion; to practise problem-solving as a groupActivity A Reading for specificinformation Pre-taskq Set scene. Elicit where information about courses is available. Example is a newspaperadvertisement.Taskq Learners scan and underline the information required. Whole class feedback.q Elicit course costs £300, lasts for 36 weeks and is part-time. Explain ECDL (European computerdriving licence) if necessary.Activity B Speaking: discussionPre-task activityq Before discussion, elicit phrases for asking for and giving opinions, agreeing and disagreeing.Write the categories on the board. Then handout sets of cards with discussion phrases and get students to categorise them.Taskq Set up task 1. Groups of 3 or 4 discuss and make majority decision about each person.q Monitor discussion skills, e.g. listening to each other, using discussion language, giving reasons for their choices.Extension 1q Re-arrange groups. Give learners newspapers.Ask them to find advertised courses. Learnersdiscuss their feelings about courses and givereasons why they would like to/wouldn’t like to go on a course. Ask: Who would the courses suit?Extension 2q Divide into two groups.q Group A are careers advisors. Give group A copies of advertised courses. They discuss what type of person each course would interest.q Group B are looking for courses. Each student in the group chooses a different role, e.g. a mother with two children working part time wants acourse which will help her unwind, a teenagerwho wants to do something which will help him get into Media, etc. (You may have to suggestroles.)q Allow 5–10 minutes for group discussions.Group A learners sit in different locations in the classroom, as careers advisors. Group B learners choose a careers advisor each and go to them in role for advice.q Pairs have interview and decide best course for student B. Careers advisor gives student B acopy of the advertisement.q Whole class feedback, find out which courses were recommended for each student and why. q IT Option – Learners look at college websites and websites for various newspapers, both local and national, to find out what educationopportunities are on offer.Page 14ProjectMaterialsq Computerq College brochuresRationaleTo use the skills practised in the unit; to provide evidence of learning for the learner’s portfolio, progress report and ILP reviewThe project will need careful setting up. See notes on project work in the Introduction to the Teacher’s Notes.Pre-task activityq Elicit learners’ own experience of education when they first arrived in UK. Would they haveliked an Information Pack to help them? Whatwould they put in the pack? Elicit and put allideas on the board. Learners use these in theirInformation Pack in addition to activities below.Encourage use of word-processor.Activity A Education informationpack for newcomersq Learners prepare an information pack for people arriving in the UK.Activity B Write about educationin the UKq In this activity learners discuss what information is useful and then plan and write a report about education in the UK.Activity C Prepare questions forschool or college visitsq In this activity learners prepare questions for school/college visits. Encourage learners to think of different ways of presenting their two sets ofquestions in the pack, e.g. a written question-and-answer session, chart etc.Activity D Discuss rulesq Learners compare education rules in UK with rules in home country. They then make a list auseful tips about education rules in UK. Activity E Plan future educationq In this group activity learners practise discussion skills. Encourage creative ways of presentingcourses in the pack.Activity F Fill in forms q Learners complete a college application form.Page 15Check itRationaleTo check understanding of some of the learning points in the unit; to identify any difficulties individual learners may haveLearners complete the tasks in their own time and can check their answers in the key. Make time to check progress and give feedback and help. See the Introduction to the Teacher’s Notes for information on setting up Check it.Activity A Making rules q Learners write rules for signs.Activity B Writing about need q Learners do three tasks to practise have to, don’t have to, had to, didn’t have to.Activity C Joining sentences q Learners write compound sentences using the joining words and and but.Page 16Mini-projectsMaterialsq Photocopiable resource – fire safety information q Computer with Internet accessRationaleTo encourage learners to work independently; to practise and apply the skill from the unit outside the classLearners can select one or all of the tasks. For more information, see the Introduction to the Teacher’s Notes.Activity A Write safety rules q Fire safety. This is a fun exercise which learnersshould be able to do alone, maybe ashomework.。
