Unit11 Green berries课后反思

Lesson 21.Review•Ask the children what they remember about the story. You may have to help by giving them clues. For example, “Was (Ken) happy?”, “What was wrong with him?”•Review the word stomach and the structure, His stomach hurts.•Ask the children, “What do you say in English when you ask about how someoneis feeling?” Elicit, “How are you?”•Ask the children what you say if you are feeling ill. Try to elicit, “I’m not well.”•Now ask the children what you say when you are feeling better. Try to elicit, “I’m better.”2.Words to learnStudent Book page 52•Have the children look at the picture at the top of the page. Show your copy of the page. Point to Peter’s head and then to the word head. Say the word aloud and have the children repeat it after you.•Repeat the procedure for the other body parts.•Now play the tape. As you play the tape, have the children touch the matching body parts.•Replay the tape while showing your copy of the page. Stop the tape after each word and have the children repeat the word.•Play the tape again, this time without stopping. Have the children say the words along with the tape.•Without the tape, point to one of the body parts and elicit its English name from the children.•Repeat for all the other labeled body parts.3.Listen to thisStudent Book page 52•Have the children look at the picture at the bottom of page 52. Show your copy of the page. Point to one of the body parts that has a box next toit and ask, “What’s this?” If necessary, have the children refer to the, vocabulary at the top of the page for their answers. Repeat for the other body parts.•Explain to the children that when they listen to the tape they will hear the name of a part of the body.•Play the first word, then stop the tape. Have the children point to the part of the body that matches the word they heard on the tape. Repeat for the other words.•Play the tape again, stopping after each word. Explain that this time you want the children to write the word number next to the matching body part.•Check that the children have numbered the body parts correctly.4.Let’s singStudent Book page 53•Tell the children that they are going to learn a new song. Have children prepare the Head and Shoulders Master. Show your copy. Explain to the children that the pictures on this page represent the words of the song. •Point to the top line of pictures. Explain that the “+” sign means and. Say, “This is the first line of the song. Can you tell me the words?”Try to elicit, “Head and shoulders, knees and toes.”•Repeat the procedure for the remaining lines of the song.•Play the song straight through. Have the children sing along with the words. They can use their Head and Shoulders Masters to guide them. •Play the song again. Have the children sing along. Encourage them to touch the pictures on their Masters as they sing each line.•Have the children open their books at page 53. Say, “Now we can read the words to the song.”•Play the song again. This time encourage the children to touch the words in their books as they sing along.5 Set homeworkHead and Shoulders Master; Student Book page 79Explain to the children that you want them to:•Color the pictures on the Head and Shoulders Master, and then sing the new song to their families.。

北师大版三年级|英语下册教案Unit 11 Green berries指导思想与理论依据面向全体学生,注重素质教育；整体设计目标,表达灵活开放；突出学生主体,尊重个体差异；采用活动途径,倡导体验参与；注重过程评价,促进学生开展,力求做到寓教于乐,寓学于做,充分表达现代教学理念.本课中,我以有效的教学策略,给孩子提供充足的时间和开放的空间,让学生通过自主思考,小组合作的形式学习语言,顺利完成教学目标,真正做到把课堂还给学生.教学背景分析教学内容分析：本课是二十一世纪实验教材北师大版<先锋英语>三年级|下册第十一单元的第二课时 ,是在第|一课时的根底上进行的词汇教学 ,本课时教学内容为身体部位的名称 ,分为Words to learn和Listen to this及Let's sing.eye,noe,ear,hair在一年级|时学过,stomach在第|一课时故事及前面的课程中学习过.属于本课新授词汇.通过本课时的学习 ,将会为孩子们今后的学习奠定根底 .学生情况分析：三年级|学生处于中段 ,乐于在活动中学 ,在游戏中习得英语 .他们已有了一定的关于身体部位的词汇量并掌握了一些句型结构 .本课时是第十一单元的第二课时 ,孩子们已在第|一课时中初步了解了一些常见的形容词good/ bad /big/small /old/young/tall/short .但句型She/He is a young/an old man/women. It is (not) a fat/thin bear. It is (not) a long/short snake.孩子们还是没有接触过 ,掌握起来有点难度 .另外身处远郊区县 ,缺乏较好的课外学习资源及英语学习环境 .教学方式：通过复习、引入、新授、操练、及扩展等教学活动的设置与实施 ,激发学生的学习兴趣 ,学生在体验、参与、合作的气氛中 ,理解知识、掌握知识 ,培养学生的合作学习意识和综合语言运用能力 .教学手段：在学习过程中 ,我注意引导学生主动参与和体验 ,利用贴近孩子们生活实际及他们熟悉的老师的照片和动物图片 ,小组合作学习与交流、歌谣及游戏等形式 ,以到达深刻体验和掌握单词及句型的目的 ,为后面的交际活动打好根底 .技术准备：境准备：以小组的形式就坐,选好组长；在教室的墙上挂一些学过的形容词卡片和一些大小、长短不一的图片或实物.准备：录音机、卡片、教学配套课件教学目标知识与技能目标：1.能够听说、认读形容词good/ bad /big/small /old/young/ tall/short/ fat/thin/long/short, 及名词man/woman ,并能够在情景中使用这些词汇简单描述人或动物的外表特征 .2.能够运用句型She/He is (not )a young/an old man/women..等在情景中交流 .过程与方法目标：1.通过对故事及学过的单词的复习 ,引出本节课新的教学内容 ,以检测学生的已有知识 .2.在学习过程中 ,引导学生主动参与和体验 ,利用贴近孩子们生活实际及他们熟悉的老师的照片和动物图片 ,小组合作学习与交流、歌谣及游戏等形式 ,以到达深刻体验和掌握句型的目的 ,从而培养学生的综合语言运用能力 ,为后面的交际活动打好根底 . 情感态度目标：(1 )通过学习 ,增加孩子们对动物的外部特征的认识 .培养孩子们保护小动物 ,热爱大自然等环保意识 .(2 )通过紧密结合孩子们生活的英语语言运用活动和游戏 ,让孩子们感受到学习的快乐 .(3 )通过学习对事物的不同描述方法 ,培养学生仔细观察 ,用比照的方式 ,自我归纳语法规律的能力 .(4 )通过小组活动 ,培养孩子们在合作中学习的能力 .教学重点：帮助学生理解、认读单词： fat/thin/ long/short, man/woman.教学难点：能够用本课句型简单描述人或物的外表特征 .教学过程(一)复习(Review)1. 复习故事内容.Good morning, everyone. Today, I ,ve got some pictures here. Do you want to see? Ok, let ,s talk about the pictures. (幻灯出示图片)(1 ,)2. 复习学过的单词.Now, let ,s read these words and do the actions together, ok? (出示卡片,让孩子们快速读出并做动作. ) (2')设计意图: 通过孩子们熟悉的人物、故事及利用卡片复习学过的单词 ,让学生轻松愉快地进入英语学习的气氛 ,激情引趣,调动积极性 ,为学习新课做准备 .(二)新语言呈现与学习(Presentation)1.通过老师的成长经历引出新词man .Look at this picture. Read after me, please.(man ,a young man. He is a young man.) (板书后,带读一遍,找两三个同学说一说,相邻的两个同学互相说)2.出示一位老师的照片,让学生稳固练习a young man.I ,ve got another picture. Look, is he a man? Is he a young man?3.出示另一位老师的照片,让学生稳固练习an old man.How about he? Is he a man? Is he a young man? (板书后,带读一遍,找两三个同学说一说,相对的两个同学互相说)4.出示本班班主任的照片,教学women.Very good. Now I ,d like you to meet a very good friend of us, can you guess who she is?Look, who is she? (She is our teacher.)Yes, she ,s our teacher, Miss Yun.Is she a girl?(Yes, she is.) Yes, I agree with you. But she is married. She ,s a woman now. We should call her Mrs. Yun. But if you call her Miss Yun, she would be very very happy. (Explain girl and woman, Mrs. and Miss.) Ok, read after me: "woman, a woman, a young woman. She is a young woman.〞(板书后,带读一遍,找两三个同学说一说,相邻的两个同学互相说)5.出示一位老教师的照片,让学生稳固练习an old woman.Look at this one, please. Can Is she a young woman? (No, she is an old woman.) (板书后,带读一遍,找两三个同学说一说,相对的两个同学互相说)6.教师举例："My father is a young man. My grandfather is an old man. My mother isa young woman. My grandmother is an old man.〞Can you try to say? (先找学生说,后小组说)7.通过比照两只胖瘦有明显差异的熊引出新词fat/thin.Now look at these two bears. It ,s a big bear. And it ,s a fat bear. That one is a thin bear.8.比照两条长短有明显差异的蛇引出新词long/short.Now let's look at these two snakes. It ,s a long snake. That ,s a short snake.9.利用课件进一步稳固练习本课单词.Watch the video and read following it. Then point at each word and read to each other.设计意图：通过老师的成长经历引出新词a young man ,接着引出an old man, a young women, an old women,帮助学生充分感知并能够明确区分man和woman, young 和old,逐步学会用形容词形容名词.通过对老师的不同称呼向孩子们介绍中西方文化背景的不同.通过比照两只胖瘦有明显差异的熊引出新词fat/thin,比照两条长短有明显差异的蛇引出新词long/short. 通过让学生边做动作边说,加强对新出现词汇的理解和记忆,并引导学生理解、运用.(三)语言操练(Practice)10.TPR活动：tall/short, fat/thin, big/small, long/short… (老师发出口令,并出示卡片,学生跟读并做动作.做得快的正确的将卡片发给他.) (3')11. Listen to this. 听音标号,然后核对答案. (小组全对的,红旗涨一格)(5')设计意图：通过TPR活动等各种练习形式及小组活动,进一步稳固所学句型及单词,并激发学生的学习兴趣,在活动中培养孩子们的协作精神,并及时掌握孩子们的学习情况.培养学生的观察能力、识图能力和学生的听力技能.(四)语言运用(Produce)12. Who can say more things or sentences about we have learned in the classroom or inour life? (5 ,)13. Listen and sing a song. (3 ,)Play the tape, have them listen to it carefully. Then read the words together. Play the tape again, have them try to sing the song.14. Play a game: I ,ll say a word, you should do the opposite action. If you are wrong, you sit down. Let ,s see who is the winner.15.告诉孩子们fat/thin在东、西方文化中的差异,了解西方国|家的文化习俗.(1 ,) 设计意图：与同学们生活实际相联系,不仅为语言操练提供素材,而且有助于培养孩子们的观察能力和想象能力.(五)课堂小结及作业(Class closing and homework )16. Say more sentences about the things or the person in your family with these newwords we ,ve learned today. (1 ,)设计意图：回家继续稳固新知.。

Unit 11 Green berriesLesson 1教学内容：Structures:How are you?I’m not well.My (stomach) hurts.I’m better.Vocabulary:Core: mouth, tongue, stomach, todayContextual:Come with me.Uncle Booky can help you.Drink this.Open your mouth.Say (aaaah).You’re a good boy.教学目标：通过对句型与单词的学习正确理解课文并能正确朗读。

教学重点：课文中出现的新单词及句型的意思与发音。

教学难点：个别单词的发音，如drink, stomach, tongue……教具准备：本单元的学生卡片。

教学过程：一、情景引入1.让学生讲一讲他们最近一次生病的情景。

问他们是否去看医生了。

问：“医生让你干什么？”试着引导学生说出Open your mouth对应的汉语。

2.介绍单词mouth。

在黑板上画一个面部示意图，用箭头指向嘴，并写出单词mouth。

3.朗读单词，让学生跟读。

4.呈现表达法Open your mouth。

把句子写在黑板上，让学生跟读。

5.问学生他们嘴里都有什么(teeth, tongue)。

介绍单词tongue，在画的脸部示意图上画出伸出的舌头，把单词tongue写在旁边，朗读并让学生跟读。

6.问学生如果吃了过多的水果有什么感觉。

引导学生用汉语说出肚子痛。

7.介绍单词stomach。

指着自己的肚子，说单词stomach，并写在黑板上。

朗读让学生跟读。

二、示范对话1.问学生遇到朋友通常说什么。

引导说出How are you?相对应的汉语表达。

2.告诉学生：“在英语里我们说How are you?”3.把问题写在黑板上，让学生跟读。

4.呈现句子“I’m not well.”给学生解释句子的意思。

新人教版七年级英语下册unit11a-1c教学反思第一篇：新人教版七年级英语下册unit1 1a-1c教学反思七年级是整个初中阶段的重要一年，也是最关键的一年，为使学生在英语这门学科上取得更大的进步，为以后的学习打下良好的基础，我在教学中尝试了一些教学方法，针对本堂英语课我作以下教学反思。

一、培养学生良好的英语学习习惯我们学校的学生来自农村，学生学习英语的气氛淡薄，学习自觉性较差，主要表现在以下几个方面：1、学过的单词、对话，老师要求背出，学生总是借口其他作业太多，没时间背，或者是不会背，往后一拖再拖，即便能背出来，也是临时死记抢记出来的。

等到其他需要的时候又忘了。

所以本堂课我采用了围坐的形式，老师引导，学生积极参与，利用实物，图片等以提高学生的积极性，带动学习氛围，以达到寓教于乐的目的。

2、上过的新课，相应的配套练习，不自觉去独立完成，总希望老师和他们一起来做。

本堂课我在新授课之后就带他们做了几个练习予以巩固新知识。

3、学生对知识的掌控不够，因此表面上看感觉还可以，但真正一考起来，问题出来很多，而且差距很大。

因此课前课后的预习和复习显得尤为重要。

针对以上情况，要改变这种局面，我觉的要做的事很多。

首先，要培养学生良好的学习习惯，课前多预习，课堂40分钟让学生集中注意力听讲，把老师讲的内容真正听懂。

不是似懂非懂。

课后认真完成配套练习，不懂的地方，多向老师或成绩好的学生请教。

其次，学生学习要主次分明，主要学科课后时间分配相应的因当多一些，特别是对英语学科，因为它毕竟不是语文。

基础不打好，以后想提高也难。

第三，要灵活掌握学过的知识点，学习要讲究方法，举一反三，融会贯通，只有这样，学生才能把所学的知识串联起来，不容易忘记。

同时尽可能地采用多媒体教学设备和教学方法辅助教学，提高自身的教学水平，是学生容易接受，乐于接受新知识。

第二篇：2016人教新目标英语七年级下册unit4教学反思Unit4 Don’t eat in class.教学反思本课主要教学了人教版新目标七年级上册Unit4 SectionA。

Unit11Ilikethebird教学反思
《 Unit 11 I like the bird 》教学反思
这堂课学习的是六种动物的名称，以及用I like the…表达对某种动物的喜好。

课前我认真制作了课件，并精心设计了漂
亮美观的板书。

在教学过程中，我自我感觉抓住了本课的教学目标，单词教学的方式也比较多样化，采用不同的游戏让学生反复练习，同时还用chant操练了单词和句型。

总的来说，本
堂课的设计激发了学生的学习兴趣，重难点突出，课堂有层次。

在教学过程中，教态自然，整堂课学生基本掌握了新单词和句型的使用和读法，基本达到了教学目标。

不足之处：（1）虽然对单词和句型的操练较多，但操练时间不够，速度过快，没有给学生充分接受的时间，另外教师的示范也不够。

（2）在教学中没有强调a/an的区别，以至于学生说出This is a elephant/a bird .这种句型。

(北师大版)三年级英语下册教案Unit11Unit 11 Green berries教学目标：知识：1、阅读理解，初步感知故事内容。

2、结合故事内容学习句型How are you ? I’m not well.What’s the matter? My stomach hurts.技能：1、能够根据课文插图、录音、课件等阅读理解故事。

2、能够使用How are you today?询问别人身体状况及其回答。

3、能够根据场景的不同，向别人介绍受伤或生病的情况。

情感：1、向学生渗透主动帮助、关爱他人的情感教育。

2、使学生明白吃东西前要洗手、不能能贪多，要形成良好的生活习惯。

教学重点：1、根据课文插图、录音、课件等阅读理解故事。

2、结合故事内容学习句型How are you ? I’m not well.What’s the matter? My stomach hurts.教学难点：能够正确运用功能句型进行口语交际。

教具准备：教学卡片、录音、课件教学过程：一、reviewWe compele: say sentence.二、Warming upT：Hello,girls, how are you today?girls: I’m fine. (板书：I ’m fine.)T: boys, how are you doday?Boys: I’m fine.T: “I’m fine” may also say “. ” (板书：I ’m well.)指生问：How are you today, Yang Yu Chun?引导生用两种不同形式回答：I ’m fine\ I’m well (How can also say?)T: Who can ask me?S: How are you today, miss Qin? (板书：How are you ?)T: I ’m not well. (补充板书：I ’m not well.)My chest hurts.引导：If you are uncomfortable, I will ask: What’s the matter? (板书)试与一生进行对话：Who can talk with me? Try again.T: What’s the matter?指生身体相应部位对生进行询问：The head huts? The chest huts? The stomach huts?Open your mouth , please. Say aaaaah.S: 根据师的询问和动作暗示进行回答。

Lesson 1PreparationPrepare student cards.1.Set the scene•Ask the children about the last time they were sick. Ask them if they went to see a doctor. Say, "What did the doctor ask you to do?〞 Try to elicit the equivalent expression for Open your mouth in their own language.•Introduce the word mouth. Draw a picture of a face on the board with an arrow pointing to the mouth. Write the word mouth next to the picture.•Read the word aloud and have the children repeat it after you.•Now present the expression, Open your mouth. Write the sentence on the board and have the children repeat it after you.•Ask the children what is inside their mouths (teeth, tongue). Introduce the word tongue. Draw a tongue sticking out of the mouth in your picture on the board. Write the word tongue next to the picture. Read the word aloud and have the children repeat it after you.•Ask the children how they feel if they have eaten too much fruit. In their own language, elicit the words for stomachache.•Introduce the word stomach. Point to your own stomach and say the word again. Write the word on the board. Read it aloud and have the children repeat it after you.2.Model the dialog•Ask the children what they usually ask when they meet a friend. Try to elicit an equivalent expression for How are you?•Say, "In English we use the expression, How are you?〞.•Write the question on the board. Have the children repeat it after you. •Now present the sentence, I ,m not well. Explain its meaning to the children.•Write the sentence on the board and then have the children repeat the words after you.•Repeat the procedure for My stomach hurts.•Now explain that when someone who has been sick has recovered,in English they often say, I ,m better. Model the structure, write it on the board, and have the children repeat it after you.3.Talk about the storyStudent Book pages 50 and 51Have the children open their books at pages 50 and 51. Ask these questions about the pictures:Picture 1: "What is Ken doing?〞Pictures 2/3: "What do you think Mocky/Ken is saying?〞Pictures 4/5: "What is happening now?〞Pictures 6/7: "What do you think Uncle Booky/Ken is saying?〞Picture 8: "What do you think Uncle Booky is giving Ken?〞Picture 9: "Does Ken like the taste?〞Picture 10: "How is Ken feeling now?〞4.StoryStudent Book pages 50 and 51•Say, "Now we will hear what the characters said.〞 Play the tape and have the children look at the pictures as they listen•Play the tape again, pausing after each picture. Have the children repeat the words each time.•Explain the meaning of the expressions Come with me (Picture 4), Say aaaah (Picture 7), and Drink this (Picture 8). Also explain the meaning of the words help and today. Write the words on the board and have the children repeat them after you.5.Set homeworkEncourage the children to tell the story to their families.。

Lesson 41.Introduce /w/ and /i/Student Book page 74 (Uncle Booky ,s ABC)•Write the letter w on the board. Explain that you are going to say a word with the letter w in it (watch). Ask the children to listen and watch as you model /w/ and then have them repeat the sound after you.•Turn to Uncle Booky ,s ABC at the back of the Student Book and point to the /w/ word. Say the word and model the sound.•Repeat the procedure for the y.2.Sounds and letters•Have the children open their books at page 56. Draw the children ,s attention to the pictures at the top of the page. Play the tape and have the children say the words aloud.•Check that the children ,s pronunciation is correct by asking individual children to repeat the words after you or after the tape.•Repeat the procedure for the second row of pictures.3.Match the soundsStudent Book page 56•Have the children open their books at page 56. Draw their attention to the pictures at the middle part of the page. Show your copy of the page. Point to the picture of waterfall. Ask, "What ,s this?〞 Elicit the word from the children.•Repeat the procedure for the other pictures.•Now point to the words waterfall and watch. Read the words and have the children repeat after you. Tell the children that there is a line joining the two words together because they have the same beginning sound /w/. •Read all the words in the circle and have the children touch the words that begin with the sound /w/.•Read the words again and have the children repeat. This time have the children match the words that have the same beginning sound with waterfall to its picture by lines.•Repeat the procedure with the /i/ sound words.4.Read with Uncle BookyStudent Book page 56•Direct children ,s attention to the two rows of words at the bottom of the page. Show your copy of the page and point to the first row of words. •Play the tape for the first 5 words. Have the children point to each word that they hear in the tape.•Ask the children if they can find that the letter w in all the words has the same sound.•Tell the children to find out how to read the last two words.•Play the tape for the last two words and have children read with the tape. •Repeat the procedure for the second row of words.5.Model the structures•Point to your head and say, "My head hurts.〞 Have the children touch their own heads and repeat the sentence as they do so.•Pin the corresponding drillcards on the board. Read the sentence aloud, pointing to each word as you do so.•Now have a boy come to the front of the class. Ask him to stand on one leg. Say to the children, "His leg hurts.〞 Have the children repeat the sentence after you.•Substitute the necessary drillcards (His and leg) in the sentence on the board. Read the new sentence aloud and have the children repeat it after you.•Now have a girl come to the front of the class. Ask her to put her hand against her ear as if it hurt. Say to the children, "Her ear hurts.〞Have the children repeat the sentence after you. Repeat the procedure used for leg, substituting the appropriate drillcards.•Repeat the procedure, using different children in the class, for the following body parts: head, tongue, stomach, chest, and mouth.•Now put the children into pairs to practice asking and answering the questions, How are you today? I ,m not well. My (ear) hurts. Encourage the children to act out their roles, for example, by holding their ears as if in pain for the sentence My ear hurts.6.Uncle Booky ,s blackboardStudent Book page 57•Have the children open their books at page 57. Model the structures on Uncle Booky ,s Blackboard by reading them aloud to the class.•Have the children repeat the structures in a class drill. Use all possible combinations.7.Touch, ask, and answerStudent Book page 57•Draw the children ,s attention to the picture at the bottom of the page. Show your copy of the page. Tell the children that the woman with black hair is Ken ,s mother, and the other woman is his doctor.•Point to Ken. Ask, "How is Ken today?〞 Elicit, "He ,s not well.〞•Now point to the doctor ,s speech bubble. Read the words aloud to the children. Repeat for the mother ,s speech bubble. Have the children repeat the question and answer.•Now point to the names of the body parts listed to the right of the picture. Point to each word in turn and read it aloud. Have the children repeat each word after you.•Now have the children repeat the dialog in a class drill, using all possible substitutions.。

Lesson 61.Uncle Booky ,s storytimeStudent Book page 60•Tell the children to open their books at page 60. Tell them to look at the pictures and then talk about the story in Chinese.•Ask the children what they think the charactors are saying. Say, "Now we are going to listen to what the characters say.〞•Play the tape, ask the children to listen to the story with their books closed.•Have the children open their books, and look for familiar words in the story.•Have children look at the story, encouraging them to guess the meaningof unfamiliar words.•Ask the children, "Does the boy behave good or bad? Why?〞•Have the children discuss in Chinese.2.BingoUse this game to review the parts of the body. Before beginning the game revise the vocabulary by giving the children instructions in a class drill. For example, say, "Touch your (nose).〞 All the children should then touch their noses.3.Snap!This game reviews new vocabulary introduced in Unit 11. It is best playedin pairs.•Have the children prepare their student cards.•See Unit 8, page 34, for the rules and procedure.4.Simon saysThis game is a very good activity for reviewing the parts of the body. •Use the command, "Simon says, touch your (ear).〞 to review this Unit ,s vocabulary (stomach, tongue, head, eye, ear, nose, mouth, chest, arm , hand, finger, leg, foot, and toe).•See Unit 7, page 22, for the rules and procedure.5.Draw and fold gameDraw and Fold MasterThis is a tracing and drawing activity which reviews body parts.•Photocopy the page for each child.•Show your copy of the page and point to the word head. Ask, "Can you read this word?〞 The children may need some help. (The beginning soundis huh. It ,s a part of the body. ) Once the children have guessed the word, have them trace over the letters.•Repeat the procedure for the other body parts.•Tell the children that they are going to play a game where they will draw the main body parts. They should begin by drawing the feet, then fold back that section of their pages, and pass it on to another child. The next child will draw the legs, then fold back that section and passit on to a third child. Repeat this procedure for each body part. Itis important that the children fold back each section as they finish it, so that the others cannot see what has been drawn.•At the end of the game the children can unfold their pages to reveal the full drawings.6.Self -assessmentStudent Book page 61•In the first activity point to the first picture. Ask "What is the matter?〞 Elicit from the children, "His finger hurts.〞 Put them into pairs andfinish the other pictures.•Tell the children that this is a word puzzle. Pictures on the left are the horizontal words in the puzzle and pictures on the right are vertical words on the puzzle. Point to the letter c in the puzzle and ask the children to find out which word it is. Elicit the word chest. Ask them spell out the word while write it down into the boxes. Have the children work in groups of 4 and finish the puzzle7.My notes and teacher ,s notesStudent Book page 61•This activity helps children have a look at what they have done in this Unit. Ask them to assess themselves according to the items in My Notes individually. Explain to them that the stars here only indicate how well they have done in their learning and the stars should not be changed to scores.•The teacher should evaluate the children positively in the part of Teacher ,s Notes. The purpose is to have children realize that they are making progress and to help them build up a sense of achievement and confidence. Stickers provided at the end of the Teacher ,s Resource Book can be used here.。

Lesson 31.ReviewStudent Book page 52•Have the children return to the top of page 52. Show your copy of the page. Point to each label in turn. Ask, "What ,s this?〞 Elicit, "It ,s Peter ,s (arm).〞•Repeat for all the labels in the picture.•Put the children into pairs. Have one child point to a label and ask, "What ,s this?〞 The other child should answer, "It ,s Peter ,s (foot).〞•When all the body parts have been covered, the children change roles. •Have the children in each pair take turns asking and answering the questions.2.Talk togetherStudent Book page 54•Have the children turn to page 54. Draw their attention to the top of the page. Show your copy of the page. Point to the picture. Ask the children what they think Bobby is asking Mocky. Try to elicit, "How are you today?〞•Ask the children what they think Mocky ,s answer is. Elicit, "I ,m not well.〞•Now present the question, What ,s the matter? Explain the meaning of the question and write it on the board. Have the children repeat the question after you.•Point to Mocky and ask, "What ,s the matter?〞 Try to elicit, "Mocky ,s head hurts.〞•Tell the children that you are going to read what Mocky and Bobby are saying. Point to the first line. Explain that Bobby is speaking. Read the words and have the children repeat the sentence after you.•Repeat the procedure for the rest of the dialog.•Now point to the list of names of body parts. Point to each word in turn and read it aloud. Have the children repeat each word after you. •Have the children repeat the dialog, substituting the different body parts.•Divide the class into two groups, and have the children repeat the dialog in a role??play (one group is Mocky, the other Bobby), using all substitutions. Then have the groups change roles.3.Listen and numberStudent Book page 54•Have the children open their books at page 54. Show your copy of the page. Point to the first picture and ask the children the following questions: "Who ,s this?〞 (elicit, "It ,s Ken.〞); "How is he today?〞 (elicit, "He ,s not well. His leg hurts.〞)•Repeat for the other pictures.•Explain to the children that they will hear a sentence on the tape, and they must match it to the correct picture. Play the tape. Have the children point to the matching picture.•Play the tape again, stopping after each sentence. This time the children need to write the correct sentence number next to the matching picture. •Have the children repeat the sentences in a class drill. "How is (Ann)?〞 "Ann ,s not well. Her (head) hurts.〞4.Read, trace, and matchStudent Book page 55•Have the children turn to page 55. Show your copy of the page. Explain that you want them to match the name of each body part to the correct place (and corresponding number) on the picture of Wang Ling ,s body. •Point to the word head. Read the word aloud. Have the children point to the correct part of Wang Ling ,s body. Then have them read out the corresponding number (head, one).•Have the children draw a line from the label head to the correct number, one. Check that the children do this correctly.•Repeat the procedure for the remaining body parts.•At the end of the activity, review the answers in a class drill (head, one; hair, two; and so on).。