Using Avahi The “Right Way”

Module 2 My favourite things Unit 2 My favourite food (1)Module 2 My favourite things Unit 2 My favourite food (1) Teaching Aids Cassette 2B 锛孭PT, tape, tape recorder, workbook, food Oxford English 2B M2 U2 Period 1 娲诲The theme The contents The objectives Module 2 Unit 2 My favourite food 鍗曡瘝锛歴alad, carrot., fish, chicken, banana, peach, pear, orange, apple, biscuit, hamburger, pizza, cake, rice, meat, soup, noodles, egg 鍙ュ瀷锛歐hat do you like eating? I like eating鈥?1. Using nouns to indicate the food items 2. Using the Wh-question to ask about one鈥檚food preferences. 3. Using modeled sentences to answer Wh- questions娲诲姩杩囩▼Teaching Steps Pre-task Activities Step 1 Daily Talk: classroom English Step 2 Put the picture cards on the blackboard. Have the students listen to the song 鈥業like ice cream鈥?to review the words they have learnt. e.g. I like ice cream. Cold and sweet. I like ice cream. Cold and sweet. Step 3 Have the students watch the video on page 21, then tell them the food Danny likes. T: What food does Danny like? He likes ice cream. How does it taste? It鈥檚cold and sweet. While-task Activities Step 1 Present some food to the students. Tell them what you like. T: I don鈥檛like ice cream. I like salad. Say after me, 鈥楽alad, salad. I like salad鈥? S: Salad, salad. I like salad. T: Do you like salad? S: Yes, I like salad. /No, I don鈥檛like salad. Step 2 The same ways to learn 鈥渃arrot, fish, chicken, banana鈥? Step 3 Have the students make the rhyme following the example. e.g. I like salad. Yummy, yummy. I like chicken. Nice, nice. I like salad and chicken. Step 4 Have the students answer the question 鈥榃hat do you like eating?鈥?鈥業like eating 鈥︹€?T: We also can say, 鈥業like eating salad.鈥?S: I like eating salad. T: (show the card salad) What do you like eating? S: I like eating salad. Yummy, yummy. T: (show the card bananas) Whatdo you like eating? S: I like eating bananas. Sweet, sweet. Step 5 Have the studentsbe a little teacher. Guess what the teacher likes eating. S: What do you like eating? T: I like eating fish . Let the students learn to ask 鈥?What do you like eating?鈥?Step 6 Ask the students to work in pairs and make a short dialogue following the example.e.g. 锟紺What do you like eating? -- I like eating salad. Step 7 Have the students watch the flash for 鈥楲isten and enjoy鈥?on page 21. Then learn the rhyme. T: Look, they are Danny and Kitty. Guess, what do they like eating? Let鈥檚watch the flash. Post-task Activities Step 1 Ask the students to work in pairs or groups of four and create a new rhym. Step 2 Listen to and repeat after the tape Page 18. Step 3 Have the students do Part A on Workbook page 18. Blackboard Writing salad carrot fish chicken banana What do you like eating? I like eating 鈥?璇惧悗浣滀笟Assignments 璇惧悗鍙嶆€?Reconsideration Read the book P18. Sing the song on P21.Module 2 My favourite things Unit 2 My favourite food (2) Lecturer Learners Date of Teaching Teaching Aids Cassette 2B锛孭PT, tape, tape recorder, workbook, food Oxford English 2B M 2 U2 Period 2 The theme The contents爣The objectives Module 2 Unit 2 My favourite food 鍗曡瘝锛歴alad, carrot., fish, chicken, banana, peach, pear, orange, apple, biscuit, hamburger, pizza, cake, rice, meat, soup, noodles, egg 鍙ュ瀷锛歐hat do you like eating? I like eating鈥?1. Using nouns to indicate the food items 2. Using the Wh-question to ask about one鈥檚food favourite food 3. Using modeled sentences to answer the questions娲诲姩杩囩▼Teaching Steps Pre-task Activities Step 1 Daily Talk: Classroom English Step 2 Have the students say the rhyme on page 21. Step 3 Quick response: Ask the students to say the names of the food items quickly they see. T: (Show a picture of salad.) S: Salad. I like eating salad. 鈥?While-task Activities Step 1 Ask the students to look at the survey sheet in 鈥楧o a survey鈥?on page 19. Review the words with them. Then ask the students to tick the food items they like. T: What do you likeeating? S: I like eating 鈥?It鈥檚鈥?Step 2 Divide the class into groups of four and have the students to the survey by asking the other students of the group what they like eating. Step 3: Have the students make a short dialogue 鈥楢t the food shop as follows. S1: Can I help you? S2: I like eating salad. S3: I like eating carrots. S4: I like eating chicken. S1: Here you are. S234: Thank you. Hmm ummy, yummy. Step 4 Have the students look at the picture for 鈥楶lay a game鈥?on page 20. prepare cards of different food items and play the game with them. T: What dou you like eating? S: I like eating cakes. T: I like eating cakes, too. Ask the students to draw some food items on the paper and make some cards. Then they can play the game in groups. Post-task Activities Step 1 Listen to and repeat after the tape Page 19-20. Step 2 Have the students do Part C on Workbook page 20. Step 3 Have the students do Part D on Workbook page 20. Blackboard Writing What do you like eating? I like eating 鈥?璇惧悗浣滀笟Assignments 璇惧悗鍙嶆€?Reconsideration Read the book P19-20. Read the sentence cards.Module 2 My favourite things Unit 2 My favourite food (3) Lecturer Learners Date of Teaching Teaching Aids Cassette 2B, tape, tape recorder, workbook, food Oxford English 2B M 2 U2 Period 3 The theme The contentsThe objectives Module 2 Unit 2 My favourite food 鍗曡瘝锛歴alad, carrot., fish, chicken, banana, peach, pear, orange, apple, biscuit, hamburger, pizza, cake, rice, meat, soup, noodles, egg 鍙ュ瀷锛歐hat do you like eating? I like eating鈥?1. Using nouns to indicate the food items 2. Using the Wh-question to ask about one鈥檚food favourite food 3. Using modeled sentences to answer the questions 娲诲姩杩囩▼Teaching Steps Pre-task Activities Step 1 Daily Talk: Classroom English Step 2 Say the rhyme on page 21. Step 3 Have the students make a rhyme as follows. Bananas, bananas. I like eating bananas. Bananas, bananas. They鈥檙e yummy. While-task Activities Step 1 Show the animal pictures. Have the students choose onekind of animals they like and act out as follows. e.g. Hello, I鈥檓a hippo. I like eating grass. It鈥檚yummy. Step 2 Show the pictures 鈥榟and鈥?and 鈥榟en鈥? Underline the letter 鈥榟鈥? Ask the students to practice the words and the sound. You may say more words with the sound 鈥榟鈥?and write them on the blackboard to help the students. T: H, /h/, hand. H, /h/, hen. (H, /h/, hop. H, /h/, hot. H, /h/, hamburger. H, /h/, hair. H, /h/, head. H, /h/, hippo.) Post-task Activities Step 1 Have the students do Part B on Workbook page 19. Step 2 Have the students do Task 鈥楾he food you like鈥?on Workbook page 21. Then have the students talk about them. After that, have them work in pairs and make a short dialogue as follows. S1: Do you like 鈥? S2: Yes. I do. What do you like eating? S1: I like eating 鈥?Review the verbs and verb phrases the students have learnt. Then have them ask and answer in pairs. S1: What do you like doing? S2: I like skipping my rope. What do you like doing? S1: I like riding my bicycle. Blackboard Writing What do you like eating? I like eating 鈥?璇惧悗浣滀笟Assignments 璇惧悗鍙嶆€?Reconsideration Read the book P21. Review the book P18-21..。

starterUnit7starter Unit7Teaching topic: Starter Unit 7 Colours1.Clothes: shirt, coat, trousers, shoes, cap, T-shirt, jeans, blouse, sweater, skirt, dress Colours: white, black, green, orange, brown, blue, yellow, pink, grey, red Possessive adjectives: whose, our, their, her, his, your, my,Others: mum, dad, bike, basketball, kite, car, racket, teddy bear2. 瀛︿細鍙ュ瀷:What colour is it / are they ? It鈥檚/ They鈥檙e 鈥?Whose 鈥?is this/ are they? It鈥檚/ They鈥檙e my/ your/ his/ her/ our/鈥?Here it is./ Here they are. / Here is鈥?3х墿涓讳唬璇嶉€犺瘝閫犲彞4?1.Colours, clothes and possessive adjectives2.Adjective pronouns: Whose鈥?is it ? It鈥檚my/ your/ his/ her/鈥?3.Looking for belongings before going to play4.VowelsImportance1.鍥炵瓟棰滆壊鏃?棰滆壊鍓嶄笉鍔犱慨楗拌瘝What colour is it ? It鈥檚green.2.? e.g. trousers shoes jeans3.х墿涓讳唬璇嶅悗闇€瑕佸姞鍚嶈瘝,О浠ｈ瘝鍜屽舰瀹硅瘝鎬х墿涓讳唬璇?4.缂栧啓鎰忓浘锛?Task 1: looking at the pictures and reading the descriptions about them.Task 2: Describing one of your picturesTeaching aids: wall picture /tape-recorder and Electrical Audio-Visual Devices Teaching Periods:6Teaching procedures:PreparingICI IIAThe first period Welcome to the unitAims and demands:1. Learn the new words:Clothes: shirt, coat, trousers, shoes Colours: white, orange, black, green Others: mum, dad, these2. Learn the drills:What鈥檚in the box? It鈥檚a 鈥?3. Learn to say the drillsImportant focus:1. Master the words2. Learn the drills by heartDifficult focus:1. Drills: What colour are these? Are these my new shoes?2. Answer the questions: What colour is it/ are they? It鈥檚/ They鈥檙e鈥? Procedures:Step 1 Presentation ( Prepare four cards with the colours: black, white, orange and green and a box with a shirt in it) What鈥檚in the box? It鈥檚a shirt.What colour is it? It鈥檚white.Step 2 Learn the new words: (Using the clothes of the students)shirt, coat, trousers, shoes, white, orange, black, green, these(Using these: What鈥檚this? It鈥檚a 鈥hat are these? They are 鈥? What colour is it? It鈥檚鈥?What colour are they? They are鈥?Step 3 Practice in pairs: Practice the drills in Step 2Step 4 Listen to the tape and read after the tape:Step 5 Read again and do exercisesshirt green coat white trousers black shoes orangeStep 6 Ask questions according to the dialogue:e.g. What鈥檚in the box? What colour is the shirt?What is this in Picture 2?What colour is the coat/ are the trousers/ shoes?Step 7 Act it outStep 8 Play a game (guessing game)e.g. Give a student a card with a phrase: an orange shirtLet others guess: What鈥檚this/ are these?What colour is it/ are they?Using the drills: Is this a shirt? / Are these trousers?Is it green?/ Are they black?Step 9 Workbook P98 Welcome to the unitClass work: Copy and translate the sentences in the dialogue Homework: 1. Listen to the tape and read after it and try to recite it2锛?Write out five phrases with the new words:3. Make up a dialogue with the drills learned today.Prepare work: 1. Copy the words of Part Listening3. Recite the new wordsThe second period ListeningAim and demand:1.To learn the words:Clothes: cap, T-shirt, jeans, blouse, sweater, skirtColours: brown, red, blue, yellow, pink,grey2. To learn the phrases by heart:e.g. his brown cap her yellow blouse3. To learn the drills:What colour is/ are her skirt/ his jeans?Her skirt is brown. / His jeans are blue.4. Listen and colour5. Describe a personImportant focus:1. Master the words and expressions2. Listening3. Learn to describe sb鈥檚clothesDifficult focus:1. х2. Description of a personProcedures:Step 1 RevisionMake dialogues:(Using the clothes of the students)What鈥檚this? / What鈥檙e these?What colour is it / are they?Complete the sentences:(Using a picture of a boy or a girl)Hi, I鈥檓Nick/ Lily. shirt is and my are ___. What colour is the ? It鈥檚. Look at my dog/ cat. It鈥檚.Step 2 Learn the new words( Using some pictures )Step 3 Presentation: ( Ask a boy and a girl to go to the blackboard ) Teacher says: Look at him/ her.What colour is his shirt? It鈥檚brown.What colour are her trousers? They鈥檙e black.Step 4 Practice in pairs: ( Part A )What colour is his cap? It鈥檚brown. What colour are her shoes? They鈥檙e black. Step 5 Guessing game:Describe a boy or a girl in the class, and let other Ss guess who he/ she is.e.g. This is a boy. He is tall/ small. His T-shirt is is jeans are 鈥? Step 6 Listen to the tape ( Listening Part B ) Step 7 Written work: ( Describe a friend of you )Class work Copy the expressions and translateHomework 1) make expressions with possessive adjectives and colours 2) Describe a friend of you Prepare work 1) Copy the words of Speaking鏁欏悗璁帮細Aims and demands:1. Learn the new words:whose, bike, basketball, his, our, kite, their, car2.Learn the drills:Whose bike/basketball/kite/car is it ?It鈥檚my/his/our/their鈥?Is it your 鈥?3.Learn to say the drillsImportant focus:1.Master the words2.Learn the drills by heartDifficult focus:1. Whose s it ?2. my/his/our/their/yourProcedures:Step1: DictationStep2: Learn the new wordsShowing some pictures: bike/basketball/kite/carUsing the possessive adjectives: your/his/our/their/whose Using the drills: What鈥檚this?Step3: PracticeWhose bike/basketball/kite/car is it?It鈥檚my/your/his/our/their鈥?Step4: Match ,make phrases and sentences as many as possible my bike basketballhis kiteour cartheirStep5: Listen to the tape and read after the tapeStep6: Act it outStep7: Play a gameComplete in groups( if right, give a star)e.g. Show a picture of a bike .The answers are written down on the back .Guess (Using the drills) T or S :Whose bike is it? It鈥檚鈥?bike.S: Is this Tom鈥檚bike?Classwork: Copy the words and sentences in the dialogue.Homework: 1.Write out five phrases with new words2.Try to recite the dialoguesPrepare work: Preview and copy the new wordsICIIA鏁欏悗璁帮細PreparingICIIAThe fourth periodReadingAims and demands.Learn the new wordscold thanks take racket her bedLearn the useful expressions and drillsIt鈥檚cold . Where鈥檚my hat? Here it is. Thanks .Take your rackets. His racket is green. Her racket is blue. under the bed . Here they are. Important focus:Master the words and the expressions and drills.Difficult focus:1.Where銆€is 鈥?2.His racket is green.Procedures:Step1: Revision Whose bike/basketball/kite/car is it ?It鈥檚my/his/our/their鈥?Is it your 鈥?Step2: Learn the new words cold thanks take racket her bedStep3: Act and presentationIt鈥檚cold. Take your rackets. His racket is green. Her racket is blue. under the bed Here they are. Step4: Practice in pairs---Where鈥檚my hat? ---Here it is.---Thanks .Step5: PracticeStep6: Listen to the tape and read after the tapeStep7: Act it outClass work: Copy the words and sentences in the dialogue.Homework: Follow the tape and try to recite the dialoguesPrepare work: Preview and copy the new wordsStep4: Post-taskSs read the conversation in pairs, checking the correct use of the verb forms. Step5 CheckStep 6: Homework1 Finish <<>>2.Preview Grammar CThe fifth Period GrammarAim and demand:1. Review the sentences: Here鈥檚your coat. His racket is green. Her hat is yellow.2. Learn the new words: dress , teddy bear3. Pronunciation : Learn the vowels4. Do some exercisesImportant focus :Review: my your his her Whose 鈥?is it ?Fill in the blanksProcedures:Step 1 : Review the sentences:It鈥檚cold today , Nick. Here鈥檚your coat .Where鈥檚my hat ? Here it is .Take your rackets , Lily and Nick!His racket is green. And her racket is blue .Where are their rackets ? Oh , they are under the bed .Step 2 : Learn the new words :dress teddy bearStep 3 : Look and write Whose 鈥?is it ?Step 4 : Fill in the blanksStep 5 : Pronunciation Learn the vowelsStep 6 : Listen , choose and writeStep 7 : Workbook P99 GrammarClass work : (1) copy the vowels(2) Copy the sentences in this partHomework : (1) Review the phrases(2) Try to make new dialogues using the drillsPrepare work: (1) Prepare a picture and stick it on P37(2) Read the passage in TaskThe sixth period askAims and demands :1. Review the words and expressions2. Review the phrases3. Review the sentences4. Look and talkImportant focus :1. Reviewing2. Look and talkTeaching procedures :Step 1 : Review the colourswhite orange black green blue grey yellow pink brownStep 2 : Review the words :shirt coat colour white orange these dad black trousers shoe green Step 3 : Review the sentences : What鈥檚in the box ? It鈥檚a shirt .What colour are they? They are green .What colour is it ? It鈥檚white .Is this your coat ? Yes , it is .Are these my new shoes ? Yes , they are .Whose bike is it ? It鈥檚my bike .Here鈥檚your coat , Nick .Where are their rackets ? they are under the bed .Her cat is blue .Step 4 : Review the pronunciation arn the vowels :Step 5 : Read the passage Step 7 : Exercises(2) Prepare for a quiz。

闆呮€?瀛︽湳绫?妯℃嫙74(鎬诲垎锛?00.00锛屽仛棰樻椂闂达細90鍒嗛挓)涓€銆?b>Listening Module(鎬婚鏁帮細0锛屽垎鏁帮細0.00)浜屻€?b>SECTION 1(鎬婚鏁帮細1锛屽垎鏁帮細5.00)锛堝垎鏁帮細5.00锛?/div>(1).Complete the form below.Write NO MORE THAN ONE WORD AND/OR A NUMBER for each answer.Small Claims Tribunal鈥擟laim FormClaimant"s Name: Emily-Jane ApplebyAddress: 1 yeronga Street____1____Postcode: 4105Telephone No. (Work): N/A(Home): ____2____-------------------------------------------Respondent: ____3____Trading Name: ABC Appliances LtdAddress: ____4____ AvenueBardonPostcode: ____5____Telephone No. (Work): 7232 4681-------------------------------------------Date (of Transaction): 3/2/2011Warranty/Guarantee: ____6____锛堝垎鏁帮細0.50锛?/div>瑙ｆ瀽锛欴urham [鍚姏鍘熸枃]OFFICER: Good afternoon. How can I help you?EMILY JANE: Good afternoon, I"d like to lodge a claim.OFFICER: Certainly. Name?EMILY JANE: Emily-Jane Appleby.OFFICER: Appleby鈥攖hat"s an unusual name鈥攕orry, what did you say your first name was again?EMILY JANE: Emily-Jane .OFFICER: Now, Ms Appleby, could you please fill in this claim form?EMILY JANE: I"ve never clone that before. Can you help me?OFFICER: Yes, of course. The first part is for your, the claimant"s, details. Where do you live?EMILY JANE: Um...At i Yeronga Street, Durham.OFFICER: How do you spell Durham?EMILY JANE: D-U-R-H-A-M .OFFICER: Of course, I should know that鈥攂ut it"s just one of those names that sounds quite different from the way you spell it.EMILY JANE: It is confusing鈥擨"ve seen it spelt with two Rs.OFFICER: And what"s the postcode for Durham?EMILY JANE: 4105.OFFICER: Good. And...do you work?EMILY JANE: No, not at the moment.OFFICER: Okay, so no work number. What about a home phone number?EMILY JANE: Yes, I can give you that. It"s 7848 3762 .OFFICER: 7848...EMILY JANE: 3762.OFFICER: Right. Now this part here is for the respondent"s details.EMILY JANE: Who"s the respondent?OFFICER: The individual person, company or business that you"re claiming against. Is the claim against a landlord, tenant, trader or driver?EMILY JANE: Well, it"s a company that sells home appliances.OFFICER: So, that"s " trader " then. Just a moment while I write that down.EMILY JANE: ABC Appliances actually.OFFICER: Oh, now, this part is really important. If the respondent is a company you must have the company"s full and correct name and registered address.EMILY JANE: I"ve looked it up on the Internet and it"s ABC Appliances Limited.OFFICER: Good. If we don"t get this part absolutely right, you won"t have a legal claim. And their registered address?EMILY JANE: Yes, I"ve got that written down here. Just a minute...it"s um... 17 Brown Avenue.OFFICER: That"s in Bardon, isn"t it? I think I know the place鈥攎y wife bought a vacuum cleaner there last month.EMILY JANE: Yes, Bardon.OFFICER: Have you got the postcode for Bardon?EMILY JANE: It"s really similar to mine鈥攚ait a moment鈥擨"d better make sure I get it right. 4065 , that"s it.OFFICER: And what"s the telephone number for ABC Appliances?EMILY JANE: Oh, um...7232 4681.OFFICER: Good. Got that...now, in the third part of this form we get to the actual goods or services that are in dispute. I assume you made a purchase from them?EMILY JANE: Yes, that"s right, on the third of February 2011.OFFICER: And did the goods have any sort of guarantee or warranty?EMILY JANE: Yes, but only for six months .OFFICER: So, it was just a six-month warranty?EMILY JANE: Yes, they offered me an extended warranty for 3 years but I would"ve had to pay extra for that.OFFICER: Oh, I see.鈥︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€?OFFICER: You"ll need to give a full description of the goods involved, the nature of the defect or fault and any other relevant particulars...so, tell me, what did you buy?EMILY JANE: I bought a washing machine ...OFFICER: Ye..es...but what brand, model and serial number?EMILY JANE: The brand name was "Mallard" and it was the "Whisper" model; serial number...just a moment... I"ve got the warranty papers in my bag. Yes, here it is, serial number XY303.OFFICER: Great. Now I need to know how much you agreed to pay.EMILY JANE: It cost a thousand pounds.OFFICER: Did you trade in your old machine?EMILY JANE: Yes, as a matter of fact, I did.OFFICER: Okay...now what were you given for the trade-in?EMILY JANE: 250 pounds...OFFICER: So, in actual fact, the purchase price you agreed on was 750 pounds?EMILY JANE: That"s right and they delivered the goods two days later on the fifth of March and picked up the trade-in at the same time.OFFICER: Now, think carefully about this next question. What did the respondent say about the quality of the goods or the way they would perform?EMILY JANE: The salesman who served me at the appliance shop said "The Mallard Whisper model has a much shorter cycle so it uses less power"鈥攐h, and he added: "and it will also use less water ".OFFICER: Is that true?EMILY JANE: Well, partly...it does seem to use less water but both the wash cycle and the rinse cycle go on for much longer than my old machine so I don"t see how it can use less electricity. But the sales assistant also said: "This model is whisper quiet".OFFICER: And is it?EMILY JANE: No, not at all, it"s so noisy we can"t hear the television in the next room. [Sound of telephone ringing]OFFICER: Excuse me, I have to answer that. Would you mind waiting? I"ll get back to you in a minute...瑙ｆ瀽锛?848 3762瑙ｆ瀽锛歵rader瑙ｆ瀽锛?7 Brown瑙ｆ瀽锛?065瑙ｆ瀽锛?/six months(7).Complete the notes below.Write NO MORE THAN TWO WORDS OR A NUMBER for each answer.Full Particulars of ClaimGoods: ____7____- ("Mallard" brand, "Whisper" model, serial no. XY303)Agreed to pay: 锟?____8____Goods delivered on 5/3/2011ABC Appliances picked up the trade-in on the same date.Salesman said: Mallard Whisper model鈼?uses less energy because it has shorter cycle鈼?reduces the amount of ____9____ used鈼?whisper quietComplaint: the cycle is longer and the appliance is very ____10____锛堝垎鏁帮細0.50锛?/div> 瑙ｆ瀽锛歸ashing machine瑙ｆ瀽锛?50瑙ｆ瀽锛歸ater瑙ｆ瀽锛歯oisy涓夈€?b>SECTION 2(鎬婚鏁帮細1锛屽垎鏁帮細5.00)锛堝垎鏁帮細5.00锛?/div>(1).Complete the sentences below.Write NO MORE THAN TWO WORDS for each answer.The coach is comfortable because it is 1.锛堝垎鏁帮細0.50锛?/div>瑙ｆ瀽锛歛ir-conditioned [鍚姏鍘熸枃]SPEAKER:Dreamtime Tours have just the tour for you. The one I have chosen to talk to you about todayis what I consider our best tour鈥攊t will take you from coast to mountain and back again. You"ll spend a memorable and very comfortable day travelling in air-conditioned luxury. You"ll see from our brochure that we have four pick-up stops along the coast and, about twenty minutes after we pick up our last passenger for the day, we"ll be stopping offbriefly at a magnificent housing development, marina and shopping complex鈥攜ou"ll be able to admire some of the most expensive and lavish houses on the coast鈥攁nd here we"ll take a quick walk around the waterfront. Now, despite its name, Hope Island, we can reach it without getting our feet wet or taking a boat ride. Hope Island is connected to the mainland by bridges.From there we head inland to the beautiful Tamborine Mountain. You"ll have time to browse in the many specialty shops or you can sit and relax at a friendly outdoor caf茅. We board the bus again and pass through an old timber-milling town on our way to O"Reilly"s Green Mountains. Once there, you might wish to venture across the famous tree top walk which is a bridge suspended in the canopy of a rain forest鈥攄efinitely not for the faint-hearted! If you"re not up to the excitement of this walk, or perhaps after you"ve done it, why not enjoy lunch on the balcony of O"Reilly"s restaurant?Before we leave, you"ll have time for a stroll through the Botanical Gardens or perhaps you"d like to feed the beautiful parrots and other birds鈥攚e"ll supply the birdseed. From O"Reilly"s we travel to an alpaca farm for a demonstration and of course there"ll be a photo opportunity for you with these gorgeous animals before returning to the coach for the journey back to your original departure point.鈥︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€?If I"ve persuaded any of you to sign up for this tour, take a look at our Dreamtime Tours brochure. You"ll see that you can book over the telephone or you can make reservations through the reception desk . We generally have a member of staff manning the desk from 7.30 am to 9 pm every day of the week. Don"t hesitate to ask reception staff any questions that you might have about this tour, or any other tour, and be sure to make it known if you have any special needs. We"ll do our best to make your trip rewarding and worthwhile.If this is the tour you want, be sure to specify Green Mountain Tour and note that these excursions are full day tours on three days of the week only: Sunday, Monday and Friday鈥攁lthough we"re hoping to have a Saturday tour available by next year. You"ll see that fares are extremely reasonable with each adult paying just 37 dollars. Now, that"s not bad for a trip of around 280 kilometres, is it? If you want to bring the family, obviously the family pass is great value at 94 dollars鈥攖hat includes two adults and two children鈥攂ut ff you are an older adult, over 65, in other words, a senior citizen , your fare is discounted too 鈥攜ou"ll pay a bit less than the full adult rate.Please note the departure times鈥攚e adhere to these strictly鈥攖he coach will leave the southern most point of Coolangatta at ten to eight sharp, travel through Burleigh and on to Surfers Paradise, which is our most popular pick-up point, departing from there at half past eight in the morning . At a quarter to nine we make our last pick-up at Labrador.May I remind you to dress appropriately for the day鈥攍adies, no high heels, please. Comfortable walking shoes are what is required and I always recommend that everyone takes a light jacket because the mountain air can be quite cool compared to the heat and humidity of the coastal regions. Oh, something else I should remind you of鈥攖he prices quoted in the brochure are just for coach travel , although we can arrange for a mini-bus to collect you from your accommodation and bring you to the departure point free of charge. If you want to avail yourself of this service, be sure to let the booking clerk know. You will need tobring along extra cash or a credit card to cover expenses such as optional side-trips, food and drink and, of course, entrance fees to the various attractions.Well, that"s all I have time to tell you鈥攊f you have further enquiries, please use the phone number on the brochure.(2).After all passengers are aboard, the coach will make its first stop at 1 Island.锛堝垎鏁帮細0.50锛?/div>瑙ｆ瀽锛欻ope(3).The "Tree Top Walk" is above a 1.锛堝垎鏁帮細0.50锛?/div>瑙ｆ瀽锛歳ain forest(4).Passengers will have a 1 with the alpacas before boarding the bus for home.锛堝垎鏁帮細0.50锛?/div>瑙ｆ瀽锛歱hoto opportunity(5).Complete the table below.Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.锛堝垎鏁帮細0.50锛?/div>瑙ｆ瀽锛歳eception desk瑙ｆ瀽锛欸reen Mountain瑙ｆ瀽锛歴enior citizen瑙ｆ瀽锛?.30am瑙ｆ瀽锛歝oach travel瑙ｆ瀽锛歟ntrance fees鍥涖€?b>SECTION 3(鎬婚鏁帮細1锛屽垎鏁帮細5.00)锛堝垎鏁帮細5.00锛?/div>(1).Answer the questions below.Write NO MORE THAN TWO WORDS for each answer.According to the liaison officer, what do volunteers help provide?锛堝垎鏁帮細0.50锛?/div> 瑙ｆ瀽锛歲uality education [鍚姏鍘熸枃]LIAISON: Come in and sit down, Lester...Sharon. I can see you"re keen to know more. To start with, I"d just like to say that we value volunteers highly and recognise their importance and assistance in the provision of quality education .LESTER: Thank you...we"re looking forward to helping out, but what exactly can we do? LIAISON: Volunteers can undertake a range of tasks...in general they enrich the English language programme and complement the contributions of salaried staff members... SHARON: Yes, but...what would we do specifically?LIAISON: Oh, a variety of tasks, for instance, you can tutor individual students in reading...LESTER: I thought that might be the case...LIAISON: But...you can also help students edit their written responses .LESTER: Great...Is that also a one-on-one activity?LIAISON: Oh, yes, definitely; but volunteers are also called on to assist in designated classes...SHARON: And, what exactly would we do there?LIAISON: Well, it depends on the class of course, but usually you take on the role of an assistant.LESTER: A teacher"s assistant?LIAISON: Yes, that"s it.SHARON: Sounds like fun and good preparation for our own careers.LIAISON: Then, an enormous area of assistance is developing students" organisationalskills .LESTER: Yes, I can imagine that"s why some of them are struggling in the first place. LIAISON: There"s also the special needs unit. They always need volunteers there. SHARON: But we have no training in special needs.LIAISON: That"s not necessary. These students just really appreciate having any extra attention鈥攕ometimes help with the simplest things...like holding a pen correctly. LESTER: Ah...well, that"s something all able-bodied students should learn. I"ve noticed some of the strangest pen grips amongst my peers and I"m sure they must end up with sore hand or shoulder muscles at the end of the day.LIAISON: Yes. I"m sure you"re right. The other task I"d like you two to help out with is encouraging and improving the students" work ethic .SHARON: Oh, I can"t imagine that"ll be easy!LIAISON: No, but it is important, and I can give you some training in that field. LESTER: That"ll be good.LIAISON: I should also point out that you"ll be working alongside quality teachers at times who are not only caring role-models but excellent motivators.SHARON: Well, we should learn a lot from them.LIAISON: Yes, the teachers you"ll be assigned to are innovative and very responsive to the different needs of individual students.LESTER: If that"s true, they must be adept at a variety of teaching styles .LIAISON: Quite right. You know, part of my mission is to forge close partnerships between experienced teachers and trainees like yourselves. As far as I can see everyone has something to gain from the exchange of information and skills鈥攏ot just the students you"re helping.鈥︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€︹€?LIAISON: There are a number of interesting developments going on at the moment and I"ve chosen you two because of your varied academic backgrounds ...now, you, Sharon... SHARON: I majored in business studies before I came to teachers" training college. LIAISON: Yes, exactly.LESTER: Well, I"ve always been more interested in science, marine biology, in particular. LIAISON: Yes, I think it"s quite exciting. The school you"re going to assist at is augmenting the number of vocational learning experiences offered within its subjects. Educational philosophy these days seems to recognise the importance of increasing practical components in the curriculum. Areas of development being pursued include building and construction, agriculture, business education and hospitality; but the marine studies course is already well developed.LESTER: Oh, now I see where we fit in.LIAISON: You"ll find that the school has an excellent library and audio visual collection. There are 3 computer laboratories and a special-needs network with 6 stations.LESTER: Ah...they are well equipped.LIAISON: Mmm...wait till you see their Independent Learning Centre.LESTER: What"s so special about their ILC?LIAISON: They have the most sophisticated self-learning software I"ve ever seen in this region of the country.LESTER: Really?LIAISON: Ah huh. And there"s a wide number of extra-curricular activities, an extensive sporting programme...LESTER: Oh, sport鈥攏ot my thing at all...LIAISON: Well, no, maybe not, but they also promote students" participation in different scholastic competitions .LESTER: I"m impressed鈥擨 think we"re going to enjoy this.(2).What can volunteers help students check and correct?锛堝垎鏁帮細0.50锛?/div>瑙ｆ瀽锛歸ritten responses(3).What aspect of students" self-management can volunteers assist greatly with improving?锛堝垎鏁帮細0.50锛?/div>瑙ｆ瀽锛歰rganisational skills(4).What will volunteers try to develop in the students so that they exert themselves more?锛堝垎鏁帮細0.50锛?/div>瑙ｆ瀽锛歸ork ethic(5).What is it that teachers have that allows them to respond to individual student requirements? Many different 1.锛堝垎鏁帮細0.50锛?/div>瑙ｆ瀽锛歵eaching styles(6).Complete the summary below using phrases from the box.Choose your answers from the box and write the letters A-H next to questions 26-30.Sharon and Lester have different ____6____ . Sharon studied business while Lester studied science. They are volunteering to help out at a school which is increasing its students"____7____ in a number of subject areas. The ____8____ programme is well underway. It"s a well-equipped school and the liaison officer is particularly impressed by the ____9____ . The school offers many things to do outside the curriculum and students are encouraged to take part in ____10____ .A. vocational learning experiencesB. practical componentsC. self-learning softwareD. academic backgroundsE. marine studiesF. interesting developmentsG. scholastic competitionsH. building and construction锛堝垎鏁帮細0.50锛?/div>瑙ｆ瀽锛欴瑙ｆ瀽锛欰瑙ｆ瀽锛欵瑙ｆ瀽锛欳瑙ｆ瀽锛欸浜斻€?b>SECTION 4(鎬婚鏁帮細1锛屽垎鏁帮細5.00)锛堝垎鏁帮細5.00锛?/div>(1).Complete the sentences below.Write NO MORE THAN TWO WORDS for each answer.Someone in an anxiety state has worse 1 than normal.锛堝垎鏁帮細0.50锛?/div>瑙ｆ瀽锛歛nxiety reactions [鍚姏鍘熸枃]My talk today is on Anxiety. Anxiety is something you"ve all experienced at some time in your life so you"ll know that it"s an emotional condition in which feelings of dread, fear and mental agitation predominate.However, what we call an anxiety state, or anxiety neurosis or phobic state鈥攖hey all mean the same thing鈥攊s characterized by anxiety reactions far greater than those normally expected for the circumstances and these reactions may be severe and prolonged. This is the most common form of neurosis in westernized countries. Usually, normal anxiety decreaseswith repeated exposure to the feared situation whereas a neurotic anxiety tends to increase. Gradually the person is inclined to avoid the feared situation and views it with increasing dread.Sometimes there may be an inherited tendency for this, but usually environmental issues are more important. The individual may have been a worrier throughout life and a stressful condition, just before symptoms set in, is common. Often there is a gradual build-up of anxiety, possibly for weeks or months, before the ultimate break occurs. The precipitating cause is usually one of great significance to the patient, often related to personal events 鈥攕uch as bereavement, a break-up, threats to career, health or personal integrity.What are the symptoms of phobia? Well, phobic states often develop into severe, crippling challenges that can be very difficult to overcome. The person develops a fear of certain situations. It"s not uncommon to have one or more of these present at the same time. I"m going to name some frequent phobias and give you a description of their symptoms: Let"sstart with Agoraphobia which is when the person has an intense anxiety about venturing outside the safety of the normal home surroundings . It may be impossible for this personto ever go out alone. Their fear of public or open spaces is completely irrational and they often end up leading very secluded lives.Claustrophobia , on the other hand, is a morbid fear of closed-in areas or places鈥攊f you see me taking the stairs instead of the lift, think about it鈥攁m I trying to get more exercise or am I trying to avoid the confined interior of the lift? And I"m sure you all know people who are afraid of flying鈥攕ometimes it"s the fear of being enclosed in the aeroplane itself鈥攁nd you can imagine how the cramped confines of airline toilets are really bad news for these sufferers.Now, I"ll move on to discuss Social phobia which, believe it or not, is more common in men. It"s an acute anxiety that develops when they are in the presence of others . They feelself-conscious , apprehensive and embarrassed. If attention (real or imagined) is focused on the sufferer, he becomes uneasy and may blush, stammer or stutter . Some sufferers even develop tremors鈥攕haking or trembling movements of a part (or parts) of the body鈥攐r, another very common sign of their extreme discomfort is that they perspire profusely ontheir palms , under their arms or on their feet.That brings me to the last one that I want to mention today and that is Single phobia鈥攁nd no, it"s not a fear of lifelong bachelorhood! This one is actually precipitated by an acute aversion to dogs, cats, spiders鈥攜ou may have heard of the term, arachnophobia? Well it applies specifically to spiders鈥攂ut any single thing can basically cause a strong aversion: snakes, frogs, mice or rats , for instance. I can assure you, the list is unlimited. You name it, and someone is sure to have a phobia about it. Some people are terrified of the dark , for example, and I"m not talking about young children here. You"d be surprised how many adults are afflicted in this way.Well, I see our time is up. Next week, I"ll go into some of the treatments and therapies for phobias that have been used over the ages and some of the relatively new drugs that have recently come on the scene.(2).A phobia may stem from heredity or 1.锛堝垎鏁帮細0.50锛?/div>瑙ｆ瀽锛歟nvironmental issues(3).The reason for the final breakdown is generally linked with 1 like the loss of a loved one or a health crisis.锛堝垎鏁帮細0.50锛?/div>瑙ｆ瀽锛歱ersonal events(4).Match the phobic state in the box to the symptoms below.Choose your answers from the box and write the letters A-D next to questions 34-40.Phobic statesA. Single phobiaB. AgoraphobiaC. ClaustrophobiaD. Social phobiaThe sufferer:Feels extremely shy in company锛堝垎鏁帮細0.50锛?/div>瑙ｆ瀽锛欴(5).Likes to sleep with the lights on锛堝垎鏁帮細0.50锛?/div>瑙ｆ瀽锛欰(6).Fears leaving the house锛堝垎鏁帮細0.50锛?/div>瑙ｆ瀽锛欱(7).Gets sweaty hands锛堝垎鏁帮細0.50锛?/div>瑙ｆ瀽锛欴(8).Fears a particular creature锛堝垎鏁帮細0.50锛?/div>瑙ｆ瀽锛欰(9).Fears small spaces锛堝垎鏁帮細0.50锛?/div>瑙ｆ瀽锛欳(10).Has difficulty speaking in front of other people锛堝垎鏁帮細0.50锛?/div>瑙ｆ瀽锛欴鍏€?b>Reading Module(鎬婚鏁帮細0锛屽垎鏁帮細0.00)涓冦€?b>READING PASSAGE 1(鎬婚鏁帮細1锛屽垎鏁帮細6.50)HYBRID SOLAR LIGHTING鈥擫ight the Interiors of Buildings with Sunlight!Hybrid solar lighting is a system that captures sunlight on a roof top and uses optical fibres to channel it directly into a building. The only power needed to operate it is a 9-volt battery and the energy cost reduction, worker productivity and health benefits are immense.It was originally developed by the US Department of Energy at its Oak Ridge National Laboratory and licensed to a company called Sunlight Direct. It has already been installed in a large number and a wide range of buildings in the USA including higher education institutions, museums, department stores and other specialty stores. Initial reports declare that retail sales increase by as much as 40% when the switch is made from fluorescent lighting to hybrid solar. Furthermore, there is a major improvement in the attention spans and academic attainment of undergraduates in classrooms or lecture theatres lit by hybrid solar. It is to be hoped that the technology can soon be made financially feasible for households as well as commercial buildings.It has been suggested that 30% of the electricity used in the USA is just for lighting and, for retailers, the estimate increases to 45%. Obviously, that figure could decrease significantly if sunlight could be brought inside. Hybrid solar lighting is predicted not only to save millions of dollars in energy costs but it is attractive for its quality which is almost identical to daylight.A solar collector consisting of a 1.2 metre parabolic primary mirror concentrates the light toward a secondary mirror which has a special multi-layer coating that reflects only the visible wavelengths which effectively strips off the ultra-violet and infra-red wavelengths from the reflected light. This is important to reduce heat in the fibre optics which would otherwise melt. The visible light is focused from the secondary mirror towards a receiver module where it is homogenized to guarantee uniformity before it enters the fibre opticbundle which then passes into the building interior for lighting. The fibres are easily installed and replaced and unlike fluorescent lights that require energy, the hybrid solar system only needs one 9-volt battery %o power the solar tracking system for a week.The solar tracker mechanism consists of two motors that are controlled by a GPS (global positioning system) micro processor situated beneath it. This computes the exact position of the sun (based on the latitude, longitude, date and time) to within point one degree. The light collected shines brightly. Just two of these fibres emit enough light to be equivalent to a 60 Watt light bulb and there are 127 of fibres in one bundle. What if it is cloudy or rainy outside? That"s where the hybrid comes in. The lighting fixtures combine the sunlight with the artificial light from fluorescent or incandescent lamps to create a hybrid luminaire. A photo sensor in the room monitors the intensity and automatic adjustments are made in order to keep a constant level of illumination.A room lit entirely by fluorescence has an orange glow which is not very natural. If the lighting is changed to 80% solar and 20% fluorescent, it is far more aesthetically appealing. It is estimated that hybrid solar lighting could reduce their energy bill of most retailers by 60%; and retail stores have been some of the first adopters of the new technology because of the health benefits gained from natural lighting. Studies have shown that 20% of workers under artificial light suffer symptoms of depression from Seasonal Affective Disorder (SAD). In addition, retail stores with natural lighting sold 40% more merchandise than stores with artificial light. Research has shown that biological rhythms and circadian rhythms are the secret to having successful and productive employees. Bringing in the natural light helps regulate these biological processes.The technology has made such an impression that other scientists are looking at alternative applications: utilizing the UV light energy for hot water heating, for example. There is one limitation to the technology, however: although the plastic optical fibres are very low cost, they also have very low transmittance and extend for only around 15 metres from the solar collector. This is why currently solar hybrid lighting is primarily focused on the top and main floors of a building.Overall, the potential electricity savings and carbon dioxide reductions are enormous. The units are designed to last twenty years and, as volumes of sales increase, the price should come down considerably. It may be a while before individual households can enjoy hybrid solar lighting but, in the meantime, there is a substantial benefit in that it is making many work and study spaces as natural and comfortable for humans as possible.锛堝垎鏁帮細6.50锛?/div>(1).Complete the summary below with words taken from Reading Passage 1.Use NO MORE THAN TWO WORDS for each answer.Write your answers in boxes 1-3 on your answer sheet.A hybrid solar lighting system has been developed that uses ____1____ to illuminate buildings. Numerous advantages have been described, such as a boost in ____2____ and increased ____3____ and educational achievement amongst students.锛堝垎鏁帮細0.50锛?/div> 瑙ｆ瀽锛歴unlight瑙ｆ瀽锛歳etail sales瑙ｆ瀽锛歛ttention spans(4).Complete the diagram below.Choose NO MORE THAN TWO WORDS from the passage for each answer.Write your answers in boxes 4-8 on your answer sheet.锛堝垎鏁帮細0.50锛?/div>瑙ｆ瀽锛歱rimary mirror。

英语阅读教案：一场寻找圣诞老人的冒险English Reading Lesson: An Adventure in Search of Santa ClausIt was a chilly December morning in the small town of Willow Creek. The snow had been falling heavily throughout the night and the streets were covered in a blanket of white.A group of young children, all bundled up in their winter coats and hats, were walking excitedly towards the town square. They were on a mission to find Santa Claus, who they believed would be visiting their town that day.The children had heard rumors that Santa Claus was traveling across the country to visit different towns before Christmas. They were determined to meet him and tell him what they wanted for Christmas. As they walked towards the town square, they chattered excitedly, discussing what they would say to Santa Claus when they met him.When they arrived at the town square, they were disappointed to find that Santa Claus was nowhere to be seen. They looked around for a while, but there was no sign of him. However, they spotted a sign that read 鈥楽anta鈥檚 secrethideout 鈥?this way鈥? The children looked at each other in excitement and followed the sign, not knowing what they would find.The sign led them to an old, abandoned house on the outskirts of the town. The house was surrounded by a large fence, with a sign that read 鈥楴o Trespassing鈥?attached to it. The children looked at each other nervously. Was this really Santa鈥檚 secret hideout?One of the children, a boy named Timmy, bravely walked up to the fence and pushed it open. The other children followed him, all feeling a sense of excitement mixed with fear. They walked towards the house, which was covered in a thick layer of snow.As they approached the house, they heard a strange noise coming from inside. It sounded like someone was hammering something. But who could it be? The children looked at each other nervously, wondering if they should continue.Finally, Timmy mustered up the courage to walk up to the front door and knock. He waited for a moment, but there was no answer. Then he pushed the door open and walked inside.The other children followed him, all feeling a sense of adventure mixed with fear.Inside the house, they found themselves in a large room filled with toys. The room was messy and disorganized, with toys scattered everywhere. The children looked around in wonder, amazed at all the toys they saw. But there was no sign of Santa Claus.Suddenly, they heard a voice from upstairs. It was ajolly voice, sounding just like Santa Claus. The children looked at each other in excitement and ran up the stairs. When they reached the top, they found themselves in a room filled with Christmas decorations. There was an old man sitting in a chair, wearing a red suit and a bushy white beard.The children looked at each other in amazement. It was Santa Claus! They ran towards him, shouting and laughing with joy. Santa Claus greeted them warmly, asking what they wanted for Christmas. The children told him their wishes, and Santa Claus listened patiently.As they were about to leave, Santa Claus smiled and said, 鈥楻emember, the true spirit of Christmas is not about getting gifts, but about giving to others鈥? The children nodded, understanding the true meaning of Christmas. Theysaid goodbye to Santa Claus and left the house, feeling happy and fulfilled.As they walked back towards the town square, the children talked excitedly about their adventure. They had gone on a mission to find Santa Claus, but they had found something much more valuable 鈥?the true spirit of Christmas.。

牛津3B Unit11 a good idea教学设计Text book Fun with English 3B Unit 11 Title A good idea Period 2 Aims 1.To provide students with basic language to ask other people what do they do at leisure time. 2.Review sport words; learn to say the 4 words correctly: cilmbing, skating, skiing, rowing. ing 鈥淟et鈥檚go 鈥︹€?and 鈥淭hat鈥檚a good idea鈥?to make sentences correctly. 4.To cultivate their interest of learning English and the consciousness of communicating in English. Main points and difficult points 1. Sentence: Let鈥檚go 鈥?That鈥檚a good idea. 2. Part A Look and say 3. Do a survey Aids Pictures, tape recorder, balls Period Two: Step 1: free talk 1) T: How are you? Ss: I鈥檓happy. 2) T: What鈥檚the weather like today? Ss: It鈥檚sunny day. Ss: It鈥檚warm. T: Yes, spring is coming. How beautiful it is! You see, there are many pretty __flowers___and green __trees.__ Where is it? Ss: Park. T: Let鈥檚go to the park. Ss: Ok. Let鈥檚go. T: Now, follow me! (sing the song) Step 2 words reviewing and teaching. 1.1) I like this park very much. Look, there is a nice lake in the park. The water is clean. Please guess: What do you like doing ? I like鈥?help students answer the question using this sentences pattern) S1: I like swimming. T: Do you like swimming? Ss: Yes, I do. (swimming , swimming, I like swimming) T: What do you like? (Point to the lake) S2: I like fishing. (fishing, fishing, I like fishing) Ss: What do you like? T: I like rowing. (鏉夸功) 2) first look at my mouth, then read after me. 3) train, train go go go. 2. And I also like climbing in spring. (鏉夸功) (PPT show the hill) 1) read the words by climb the ladders. 2) T carries the bag and say: Do you like climbing, If Ss say 鈥測es鈥?T says: let鈥檚go climbing. Give the bag to S1. S1: Let 鈥檚go climbing. T: Help them say: Good idea. ( write the title on the Bb) At the same time, we learn That鈥檚a good idea. Read several times and practice. 3.1) Oh, season changes quick. I feel very cold. Now we are in winter. Everything turns towhite.(T acts cold.) (PPT shows) The lake is frozen. Can you guess what I like doing in winter? Ss: Do you like swimming? T: Absolutely not. It鈥檚too cold, I鈥檓not strong enough. Ss: Do you like running? T: Yes, I do. But not on the frozen lake, it鈥檚dangerous. T: I鈥檒l tell you, I like skating. (鏉夸功) 2) first look at my mouth, then read after me. 3) T reads loudly, you read lowly. 4锛塂o you like skating? Ss: Yes, I do. T: Ok, let鈥檚go skating. (鏉夸功) 2锛?look at the hill, the hill is covered by the snow. T: Let鈥檚go skiing. Boys read, girls read. Group one, two, three read.Step 3 practice: 1) 4 pictures: Missing game. (the show the missing picture) T: Do you like鈥? (ask individuals) Ss: Yes, I do. T: Let鈥檚go 鈥?Ss: Good idea./That鈥檚a good idea. (Do you like et鈥檚go鈥?鐒跺悗澶у2) Say and act: Ask one of them to come to the front and let her/him choose one picture(鎴栬€呮槸鍐) then act. Others ask like this? Ss: Do you like鈥? (according to his/her action) S1: Yes, I do. No, I don鈥檛. Ss: Let鈥檚go鈥?What do you like? S1: Good idea./ That鈥檚a good idea. I like鈥? T: That鈥檚a good idea. (鏉夸功) Let 鈥檚go鈥?Good idea. 鈥?Work in pairs.Step 4 presentation Now you know Miss He likes鈥?and I know you like鈥?next let鈥檚see what David likes doing. Watch carefully. 1) listen and watch. Listen to the tape with a guiding question Q1: Does David like swimming? What does David like? Ss: Yes, he does. Q2: What are they going to do? Ss: They are going to swimming. 2) 3) Read along the video with the subtitle. 4) Read the words together. 5) Listen and imitate Practice with partner. Step5 do a survey swimming running jogging climbing fishing skating skiing rowing father mother grandpa grandma Friend (鐜板湪璇惧爞family members ) Make dialogues according to the survey. Eg. S1: Do you like鈥? S2: Yes, I do. / No, I don鈥檛. S3: What do you like? S4: I like 鈥?Unit 11 A good idea Let鈥檚go 鈥?That鈥檚 a good idea.Resources Reference book Postscript。

Unit 2Healthy eating(Period 4Using language Listening andspeaking)Unit 2銆€Healthy eating Period 4銆€Using language: Listening and speaking鏁欐潗鍒嗘瀽This is the fourth teaching period of this unit. As usual, the teacher will first get students to review what they learned in the last period, and then lead in the new lesson. We will mainly deal with listening and speaking in this period. At the beginning, students listen to a dialogue between Wang Peng and an expert. Make sure students go through the exercises before they listen to the tape. This is to sharpen their attention and listen for the answers. This will also help them get the gist of the listening text. The teaching procedures may be as follows: First, let students go through the exercises and guess the listening text may be about. Play the tape for students to listen to and decide whether their guessing is right. Second, ask them to listen again for them to do Exercise 3. Third, let them listen a third time to check their answers. While they are listening, the teacher should pause and repeat the key sentences to help students understand. After listening, let them work in pairs and finish Exercise 4. When checking the answers, explain some difficult listening points if necessary. In the end, show them the listening text and let them read and retell it. This step can help students understand and grasp the listening material far further. Perhaps some students will find it hard to listen to and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it becomes. As we know, young people can show that they are not eating a balanced diet in a number of ways鈥昩y being too thin, too fat or sick. So the exercise Talking is to encourage students to discuss how their diets may affect their quality of life. It gives them the opportunity to practice a dialogue using the functional items for seeing the doctor, suggestions and advice. Sothey should learn some expressions of seeing the doctor, suggestions and advice first. Then they are required to create such a dialogue. During the course, encourage them to use vocabulary from the reading and listening passages. This period places emphasis on developing students鈥?listening and speaking ability. We should try our best to encourage students to say something. Don鈥檛always correct the mistakes they have made while they are speaking. Otherwise, they would feel reluctant and not say anything more. 1. Develop students鈥?listening and speaking abilities. 2. Enable students to master different listening skills. 3. Let students learn the expressions of seeing a doctor, suggestions and advice.剧偣1. Get students to listen and understand the listening materials. 2. Let students 鈥?make a dialogue using the functional items for seeing the doctor, suggestions and advice. 1. Get students to learn some useful newwords and expressions in the listening passages. 2. Let students learn the expressions of seeing the doctor: What鈥檚the matter? What鈥檚wrong with you? What seems to be the trouble? How long have you been like this? It鈥檚nothing serious, only. . . . I suppose you had better. . . . I think you ought to. . . . 1. Enable students to catch and understand the listening materials. 2. Develop students 鈥?ability to get special information and take notes while listening. 3. Get students to learn and use the expressions of seeing the doctor, suggestions and advice. 鎯呮劅1. Enable students to know more about healthy eating and improve their quality of life.2. Develop students鈥?sense of group cooperation and teamwork.(涓€) 鈫扴tep 1 Revision 1. Check the homeworkexercises. 2. Ask some students to translate some sentences using ought to. 1)鏈変簺浜嬫儏鎴戝簲璇ュ湪浣犺蛋涔嬪墠鍛婅瘔浣犮€?2)€?3)鈥曗€曚粬璇ュ幓鐪嬪尰鐢熷悧锛?鈥曗€曟槸鐨? ?4)瑕佹槸浠栧叏濂戒簡, ?5)浣犲簲璇ヤ俊瀹?Suggested answers: 1)There is something I ought to tell you before youleave. 2)He ought not to do that. 3)鈥昈ught he to see the doctor? 鈥昚es, he ought to. 4)If he is completely well, he ought to be back at school today. 5)You ought to keep your promise. 鈫扴tep 2 Warming up 1. Tell students: Turn to Page 14. We are going to the part Listening. We will listen to a dialogue between Wang Peng and an expert. Can you guess what they are talking about? 2. Let students learn these words. Practice the pronunciation and look up them in the dictionary to find out what these illnesses are. ______________ scurvy ______________ rickets______________ obesity 鈫扴tep 3 Listening 1. Go through the exercises to make sure students know what to do. Let them guess what the listening material they will hear may be about. Show the following on the screen. 1)Listen to the dialogue between Wang Peng and an expert. Write down the main idea of the dialogue.____________________________________________________________ 2)Listen to the dialogue again and join the names of the illnesses to their causes. Illnesses Causes Scurvy too much rice, noodles, sugar and fat Rickets not enough vitamin C Obesity not enough protein and vitamin D 2. Play the tape for them to listen to and decide whether their guessing is right or not. 3. Play the tape again for them to write their answers. 4. They exchange the information and listen to the tape again for checking. Let them have the correct answers. 5. Give 2 or 3 minutes to students to ask questions if they have any. 6. Let them work in pairs and discuss what problems Wang Peng and Yong Hui have and what suggestions they would give them. Fill in the form. Owner of restaurant Problems with food offered What food is needed Wang Peng Yong Hui 7. Show students the listening text and let them read it aloud. Listening text: (Omitted) 鈫扴tep 4 Listening on Page 48 Turn to Page 48. 1. Ask students to read through the directions and the exercises. Make sure they know what to do. 2. Tell students to look at the list of illnesses below caused by not eating properly. rickets obesity anorexia(? indigestion(娑堝寲涓嶈壇) 3. Play the tape for students to listen to and find out which illness Emma has. 4. Ask students toread the questions. Show the chart on the screen. 1)What does Emma usually have for breakfast, lunch and supper? 2)What is wrong with Emma鈥檚diet? 3)Why is the doctor concerned about how much Emma eats? 4)How does Emma feel after the doctor tells her about the result of not eating properly? 5. Let them listen to Part 1 again and answer the questions. 6. Ask them to look at the chart below. Red food (only a little every day) Orange food (some every day) Green food (some every meal) 7. Let them listen to Part 2 again and fill in the chart. 8. Let students share their information in pairs. 9. Play the tape a third time for students to check and have the correct answers. 10. Give 2 or 3 minutes for students to ask questions if they have any. 11. Show students the listening text and let them read it. Listening text: (Omitted) 鈫扴tep 5 Talking 1. Show the following form on the screen. Let students read the expressions aloud, and make sure they understand their Chinese meanings. DOCTOR What鈥檚the matter? What鈥檚wrong with you? What seems to be the trouble? How long have you been like this? It鈥檚nothing serious, only. . . I suppose you had better. . . I think you ought to. . . PATIENT I鈥檝e got a pain in. . . 銆€It comes and goes. I鈥檓suffering from. . . 銆€I feel tired all the time. I鈥檝e got a bad cough/cold/fever/headache/. . . I鈥檝e lost my voice. I have a pain in my chest/shoulder/back/. . . It hurts when I touch it. I鈥檒l follow your advice. 2. Suppose the situation: In pairs imagine that one of you are worried about being too fat or too thin and have gone to consult the doctor. The other student will be the doctor, who gives advice on how to change his/her diet. 3. Give several minutes for students to prepare their dialogue in pairs. 4. Ask as many pairs as possible to present their dialogue to the class. Sample dialogue: (Doctor鈥旸; Patient鈥昉) D: Now what鈥檚the matter today? P: I think I am too fat and I would like to be thinner. What should I do, doctor? D: I think you ought to eat well and exercise more. You need to do some running every morning before breakfast. Then you will be sure to lose weight. P: Thank you, doctor. But what should I eat? D: Every day you shouldeat plenty of fruit and vegetables. You mustn鈥檛forget to eat some meat and fish and only a little sugar and fat. P: What about cola and ice-cream? D: No, they contain a lot of fat, so try and do without them. Come back in a week and I hope I shall see you a little thinner! P: Thank you, doctor. I will! 鈫扴tep 6 Listening task on Page 51 1. Talk with students about McDonald鈥檚. 2. Turn to Page 51. Ask them to read the directions, think about whether they would like to have such a restaurant or not and give their real opinions and reasons to support their ideas. I would/would not like to have such a restaurant in our town because___________________________________. 3. Have them share their ideas with the whole class. Students give their own answers to the questions whether theywould/would not like to have such a restaurant in their town. Different opinions are encouraged. 4. Tell students: Now listen to the tape and see what two other people in your hometown think of this plan. Let them go through the chart and make sure they know what to do. Name For or against Reasons Tina Li Qian 5. Play the tape for them to listen to and get their answers. 6. Two or three minutes for them to discuss and share their answers. 7. Play the tape again for them to check and have the correct answers. 8. Show them the listening text and let them read it. Listening text: (Omitted) 9. Let them design a poster to encourage people to come to a meeting to discuss this new restaurant. Give two reasons why it should be built and two reasons why it should not. Remind them to pay attention to the following: 1)to make a big main heading for the poster; 2)to write your two reasons for and against; 3)to give the date and time. 10. Give 5 minutes or so for them to prepare their posters. Then let them share each other. Sample poster: Do you want a McDonald鈥檚in our town? Come to a meeting tonight in the town hall to discuss if 1 we need another restaurant in our town, 2 we need other community buildings, 3 McDonald鈥檚would be good for our town. Time: 7: 30 pm銆€Date: Friday, August 24, 2007 鈫扴tep 7 Summary In this period, we mainly focus on the listening and speaking abilities.They are very important. If your listening or speaking is poor, you鈥檇better practise more. The more you listen to or speak English, the better your listening or speaking is. Remember: Practice makes perfect. 鈫扴tep 8 Homework 1. Finish off the Workbook exercises. 2. Preview the passage Come and Eat Here(2).(浜? 鈫扴tep 1 Revision 1. Check the homework exercises. 2. Ask some pairs of students to make up short dialogues to review modal verbs, such as ought/oughtn鈥檛to, should/shouldn鈥檛, mustn鈥檛. 鈫扴tep 2 Listening 1. Talk about the weakness of the diet in Wang Peng鈥檚restaurant. Discuss with students what will happen if we only eat in Wang Peng鈥檚restaurant. Then let them learn the three names of illnesses: scurvy, rickets and obesity. 2. Have students listen to the whole dialogue between Wang Peng and an expert to find out the main idea of the dialogue.3. Turn to Page 14. Ask students to go through the chart in Exercise 3 and then listen to the tape again and give their answers. 鈫扴tep 3 Speaking 1. Have students review the expressions of making suggestions and giving advice. 2. Let them work in pairs and discuss what Wang Peng and Yong Hui have and what suggestions they would give them. 3. Give them several minutes to make up a dialogue in pairs using the expressions. 4. Ask as many pairs of students as possible to present their dialogue to the class. 鈫扴tep 4 Workbook exercises 1. Listening 1)Go through each exercise before playing the tape. 2)Have students listen to the recording a few times and do the exercises. 3)Check the answers first in pairs, then with the whole class. 2. Talking 1)Ask students to read the directions. Make sure they know what to do. 2)Let them review the expressions of seeing the doctor in the box below. 3)Give them enough time to prepare their dialogue in pairs. 4)Ask as many pairs as possible to act out their dialogues to the class. 3. Listening task 1)Ask students to read through the directions and then discuss the questions: Whether would you like to have such a restaurant or not? Why? 2)Let them listen to the tape and see what two other people in their town think of this plan. 3)Have them design a poster to encouragepeople to come to a meeting to discuss this new restaurant. 4)Let them share their posters with each other. 鈫扴tep 5 Homework 1. Finish off the related Workbook exercises. 2. Make up a dialogue using the expressions of seeing the doctor with your partner.Unit 2銆€Healthy eating Listening and speakingDOCTOR What鈥檚the matter? What鈥檚wrong with you? What seems to be the trouble? How long have you been like this? It鈥檚nothing serious, only. . . I suppose you had better. . . I think you ought to. . . PATIENT I鈥檝e got a pain in. . . 銆€It comes and goes. I鈥檓suffering from. . . 銆€I feel tired all the time. I鈥檝e got a bad cough/cold/fever/headache/. . . I鈥檝e lost my voice. I have a pain in my chest/shoulder/back/. . . It hurts when I touch it. I鈥檒l follow your advice. 娲诲姩涓庢帰绌?Discussion Read the following reports and then in small groups discuss what you think of after reading the reports. The latest data from an ongoing government-sponsored survey of the health and nutrition of the U. S. population indicated that nearly 65% of American adults were overweight and more than 30% were obese. The most disquieting finding was that more than 80% of all black women over the age of 40 were overweight and half were obese. In a separate report focusing on children and adolescents, 15% of those aged 16-19 were overweight. CDC researchers published the disturbing results of a 20-year study that analyzed hospital-discharge records of children. They found that overweight children were increasingly being diagnosed with illnesses formerly seen mainly in overweight or obese adults. These included type 鈪?non-insulin-dependent)diabetes, gallbladder disease, and sleep apnea. Although the overall numbers of children with these serious conditions remained relatively low, the increases over the period 1979-1999 were striking. For example, the diagnosis of gallbladder disease in6-17-year-olds rose 228%. A report on obesity among children worldwide by the London-based International Obesity Task Force was presented in May at the annualmeeting of the World Health Assembly, whose decision-making body. The task force estimated that 22 million children under age 5 were overweight or obese. Among 10-year-olds, the U. S. had the third highest prevalence of overweight children, after Malta and Italy. Much to the surprise of many health professionals, obesity was found to be a growing problem in less-developed countries. In Morocco and Zambia, for example, more children were overweight than malnourished. In Egypt, Chile, Mexico, and Peru, as many as 25% of children aged 4-10 were overweight or obese.。

谈谈小学生英语演讲稿的修辞手法IntroductionThe importance of learning English has been widely recognized around the world. With globalization, English has become the lingua franca in various fields. Therefore, it is essential for children to develop English language skills starting at an early age. In recent years, many elementary schools in China have started to offer English speech class. This article aims to explore the importance of rhetorical devices in small English speeches for elementary school students.What are Rhetorical Devices?Rhetorical devices are techniques used in writing or speaking to convey meaning or persuade the audience. The use of rhetorical devices can make speeches more interesting and impactful. It can also help students to better understand the nuances and subtleties of the language.Types of Rhetorical DevicesThere are numerous rhetorical devices that can be used in speeches. Here are some examples:1. Repetition: This is the act of repeating a phrase or word to emphasize something. For example, if a students wants to emphasize the importance of teamwork, they can say, 鈥淭eamwork makes the dream work.鈥?2. Alliteration: This is the repetition of the same sound at the beginning of words. For instance, a student can use alliteration to make their speech more interesting, such as, 鈥淧eter Piper picked a peck of pickled peppers.鈥?3. Simile: This is a figure of speech that involves drawing a comparison between two things using 鈥渓ike鈥?or鈥渁s鈥? For example, 鈥淟earning English is like planting a seed; if you take care of it, it will grow.鈥?4. Metaphor: This is also a figure of speech thatinvolves comparing two things, but without using 鈥渓ike鈥?or 鈥渁s鈥? For example, 鈥淲ords are like keys, they can open doors to many opportunities.鈥?5. Personification: This is when human qualities are given to non-human objects. For instance, 鈥淭he sun smiled at me this morning.鈥?The Importance of Using Rhetorical Devices in Small English SpeechesWhen students use rhetorical devices in their speeches, they can effectively communicate their ideas in a creativeand engaging way. It can also help to enhance their language proficiency and develop their critical thinking skills. Therefore, using rhetorical devices in small English speeches can benefit students in the following ways:1. Captivate the audience: By incorporating rhetorical devices in their speeches, students can capture the attention of their audience and keep them engaged throughout the speech.2. Improve language proficiency: Rhetorical devices offer students with an opportunity to explore the nuances and subtleties of the English language, thus improving their language proficiency.3. Encourage critical thinking: By using rhetorical devices in their speeches, students can develop theircritical thinking skills by creating persuasive arguments.4. Enhance creativity: Rhetorical devices can inspire students' creativity, and help them express their ideas more effectively.Tips for Using Rhetorical Devices in Small English SpeechesHere are some tips to help students use rhetorical devices effectively in their speeches:1. Keep it simple: Students should not overdo it and try to use too many rhetorical devices in their speeches. It is always better to keep it simple and use them sparingly.2. Practice: Students should practice using rhetorical devices to become more confident in using them in their speeches.3. Relevance: Students should ensure that the rhetorical device they are using is relevant to their topic and message.4. Experiment: Students should feel free to experiment with different rhetorical devices to find the ones that work best for them.ConclusionIn conclusion, small English speeches offer elementary school students with an opportunity to practice using rhetorical devices. This can help them to improve their language proficiency and develop their critical thinking skills. Teachers can encourage students to use rhetorical devices by providing them with examples and feedback on their speeches. By using rhetorical devices effectively, students can make their speeches more engaging, persuasive, and memorable.。

Module 2 My favourite thingsModule 2 My favourite things Unit 1 Animals in the zoo Look and read 鏁欏鐭ヨ瘑涓庢妧鑳斤細Using the simple present tense to express simple truths. Using imperatives to give instructions. Using prepositional phrases to indicate time. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Produce simple phrases and sentences. Use appropriate intonation in questions and statements. Identify main ideas from a text with teacher support. 鎯??Using the simple present tense to express simple truths. e.g. I work in a zoo. Using imperatives to give instructions. e.g. Open the gates. Using prepositional phrases to indicate time. e.g. At six o鈥檆lock , Mr. Tang opens the gates. Word and picture cards, Clockface, etc. 璇惧墠瀛︾敓鍑嗗English book, reading the text Pre-task preparation 1. Ask and answer 2. Review the time: What time is it now? 3. Talk about the students about the zoo. Review known animal vocabulary. Point to each of the pictures of animals on page 22 of the student鈥檚book and invite different students to name the animals.4. Teach the new words: kilos5. Play the cassette: Look and read. The students listen and follow in their books.6. Play again. The students listen and repeat.7. Read the timetable. Ask: What time does Mr. Tang open the gates/ clean the cages/ feed the tigers/ have his breakfast, etc. While-task procedure Distribute a copy of Photocopiable page 23 to each student/ pair. Working in pairs, the students look at page 22 of the student鈥檚book and discuss the task. The students then complete the task, matching the times with the pictures. Post-task activity Using the completed task and the timetable on page 22 of the student鈥檚book, invite different students to talk about what Mr Tang does in the morning at the zoo. Encourage thestudents to follow this pattern: At six o鈥檆lock, Mr Tang opens the gates.Module 2 My favourite things Unit 1 Animals in the zoo Timetable 6:30 open the gates 6:30 clean the cages. 7:45 Feed the tigers (10 kilos of meat) What time does the zoo-keeper open the gates? He opens the gates at half past six.?1.kilo鐨勮繍鐢ㄦ湁寰呭姞寮恒€?2.鎴戦€氳繃瀵归挓鐐圭殑婕旂ずВ涓嶅彲鏁板悕璇嶆暟閲忕殑杩愮敤銆?3.s鐨勭幇璞хthree kilos ofhay?Module 2 My favourite things Unit 1 Animals in the zoo Say and act鐭ヨ瘑涓庢妧鑳斤細Asking 鈥榳h-鈥?and 鈥楬ow鈥?questions to find out time. Asking 鈥榳h-鈥?and 鈥楬ow鈥?questions to find out quantity. Asking 鈥榳h-鈥?and 鈥楬ow鈥?questions to find out specific information. Using the simple present tense to express simple truths. 杩囩▼涓庢柟娉曪細Produce simple phrases and sentences. Use modeled phrases and sentences to communicate with teachers or other learners. Locate specific information in a short text in response toquestions.甯哥敓娲汇€??Asking 鈥榳h-鈥?and 鈥楬ow鈥?questions to find out time. Asking 鈥榳h-鈥?and 鈥楬ow鈥?questions to find out quantity. Asking 鈥榳h-鈥?and 鈥楬ow鈥?questions to find out specific information. Using the simple present tense to express simple truths.Cassette, Photocopiable page24, etc. English book, the timetable. Pre-task preparation 3. Ask and answer 2. Recite the words of Page 22 3. Invite different students to answer questions about Mr. Tang鈥檚timetable. Ask: What time does Mr. Tang feed the monkeys? , etc. While-task procedure 1. Read the dialogue by yourselves. 4. Play the cassette: Say and act. The students listen and follow in their books. 5. Play the cassette again. The students listen and repeat. 6. Working in pairs, the students role-play the dialogue. 7. Invite a few pairs to role-play the dialogue in front of the class. 8. Ask questions about the first card in Ask and answer: What time does Mr. Tang feed the elephants? What do they eat? How much do they eat? 9. Work in pairs, the students ask and answer similar questions to complete the other three cards. 10. Ask the questions about Mr. Tang at the bottom of page 21 of the student鈥檚book. 11. Review: I feed-he feeds, I open-he opens, as language preparation for completing the task. Post-task activity Workbook page 10 1. Ask the students to study the table at the top of the task. 2. Invite students to read each of the speech bubbles in 1. 3. The students fill in the missing words. Consolidation Grammar Practice Book page 21 What time do you feed鈥? I feed them at n the morning. What do the at? They eat鈥?How much o they eat? They eat ilos of鈥?When do you 鈥? I 鈥t 鈥?in the morning. ?1.?2.閫氳鎿嶇粌鍒颁綅銆?3.The tigers eat 10 kilos of meat every day.鍜孴he tigers eat 10 kilos of meat every day.閮ㄥ垎瀛︾敓瀹规槗娣锋穯锛岄渶鍦ㄧ粌涔?Module 2 My favourite things Unit 1 Animals in the zoo Look and read 鏁欏鐭ヨ瘑涓庢妧鑳斤細Using imperatives to give instructions. Using prepositions to indicate position. using prepositions to indicate direction. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Recognize differences in the use of intonation and respond appropriately. Produce simplephrases and sentences. Locate specific information in a short text in response to questions.??Using imperatives to give instructions. Using prepositions to indicate position. using prepositions to indicate direction. A street plan of the area near your school, etc. 璇惧墠English book, some pictures. Pre-task preparation 2. Ask and answer T: What time do you have breakfast? S: At seven. T: What do the elephants eat? S: They eat hay. T: How much hay do they eat? S: They eat 60 kilos of hay. 3. Recite the text on Page 23 4. Review: left, right. Turn left. Turn right. 5. Teach the new words: up, down, along. 6. Read: Look and learn. Invite students to read the words. 7. Play the cassette: Look and read. The students listen and follow in their books. 8. Work in pairs. The students ask and answer questions about places on the map, e.g. Where is the Rainbow Hotel? Now listen The tasksheet for this listening activity is photocopiable page 25. This task will give students additional practice in locating specific information in response to simple instructions. Post-task activity Display the sheet plan of the area near your school. Draw a star on the school. Explain to the students that the star shows where they are right now. invite different students to give you directions to places close to the school, e.g. a bus-stop, a shop, etc. Consolidation Grammar Practice Book page 22 Excuse me, where is鈥? Go to鈥?Go up the steps. (Go down the steps) left (on the left) right along Rainbow Hotel Holiday Hotel Yanan Road ?1.?2.閫氳繃瀵у緢楂樸€?3.у皬鍐欙紝灏戞暟瀛︾敓cross鍜寃alk along粌銆?Module 2 My favourite things Unit 1 Animals in the zoo Ask and answer 鏁鐭ヨ瘑涓庢妧鑳斤細Using imperatives to give instructions. Asking 鈥榳h-鈥?questions to find out the place, position or direction. Using the present continuous tense to describe an action. Asking 鈥榳h-鈥?questions to find out various kinds of specific information about an object. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Produce simple phrases and sentences. Locate specific information in a short text in response to questions. 鎯呮殑鏂规硶銆??Using imperatives to give instructions. e.g. Go down the steps. Asking 鈥榳h-鈥?questions to find out the place, position or direction. e.g. Where are the tigers? Using the present continuous tense to describe an action. e.g. It鈥檚talking. A map of the zoo, pairs of scissors and some Blu-tack, etc. English book, some pictures.佺▼Pre-task preparation 3. Ask and answer. 4. Review: Working in pairs, the students take turns to ask and answer questions about the map on page 24 , e.g. Where is the Holiday Hotel? Go along Yanan Road. The hotel is on the right. 5. Show the map of the zoo. Ask the questions. E.g. Where are the tigers? 6. Play the cassette: Ask and answer. The students listen and follow in their books. 7. Working in pairs, students take turns to read the dialogue. 8. Invite a few pairs to read aloud the dialogue. 9. Review: the names of different colours, two-coloured, and the present continuous tense. While-task procedure 1. Using the map, the students ask and answer questions. 2. Invite a few pairs to ask for and give directions in front of the class. 3. Working in pairs , the students take turns to talk about their parrots.Post-task activity 1. 1 Workbook page 11 The students use Blu-tack to stick their parrots in different places on the frieze. Excuse me, where are the tigers? Go down the steps. Cross the small road鈥? S1: Look at my parrot. It鈥檚___and ____. S2: What is it doing? S1: It鈥檚talking/鈥? ?1.姐€?2.缁х?3.敓鍑虹?鍙ュ瓙锛歁ay, don鈥檛crossing the road. 锛堢幇鍦ㄨ繘琛屾椂锛変竴閮ㄥ垎瀛︾敓娌℃敞鎰忔槸?Module 2 My favourite things Unit 1 Animals in the zoo Where are the parrots? 鐭ヨ瘑涓庢妧鑳斤細Using adjectives to describe animals. Using prepositions to indicate position. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Locate specific information in response to simple instructions or questions. Locate specific information in a short text in response to questions.婅姳鑽夋爲鏈ㄣ€??Using adjectives to describe animals.e.g. the red parrot Using prepositions to indicate position. e.g. It鈥檚on the branch.The parrot frieze, blu-tack, etc. English book, listening to the tape. Pre-task preparation 1. Ask and answer. 2. Display the parrot frieze and ask questions about it, e.g. Where is the red and green parrot?etc. Invite different students to answer. 3. Look at the picture on page 26. 4. Read the dialogue below the picture. The students practise the dialogue. Then read the words and phrases below the dialogue. The students listen, follow in their books and repeat. While-task procedure 1. Tell the students that the feeding time is 8:15. Ask students to complete the notice at the bottom left corner of the page. 2. Give each student a parrot from the parrot frieze and some Blu-tack. Working in groups, the students take turns to place the parrots in various positions on the picture. E.g.on the branch, in the house, beside the pond,etc. Then they identify the parrots by colour and describe their location in the picture , e.g. The yellow and green parrot is on the pond. 3. Move the parrots to the different place , then ask and answer.Post-task activity 1. Invite different students to point to a parrot on the parrot frieze and describe it, stating its colour and its location, e.g. The yellow and red parrot is under the table. Where鈥檚the red and yellow parrot? It鈥檚on the branch.?1.暀瀛︽晥鏋滃ソ銆?2.閫氳繃鍥剧墖鍜屽疄闄呯ф搷缁冦€?3.浣滀笟瀹屾垚杈冨ソ锛屽湪鍙ュ瓙My father works in the zoo.does鍜寉ourх粌涔犮€?Module 2 My favourite things Unit 2 Favourite toys Read and answer 鏁欏鐭ヨ瘑涓庢妧鑳斤細Using the simple present tense to express simple truths. Using the present continuous tense to describe an action taking place at the time of speaking. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Use appropriate intonation in questions and statements. Locate specific information in a short text in response to questions. 鎯呮劅銆佹€??Using the simple present tense to express simple truths. e.g. Grandma Wang lives in Pudong. Using the present continuous tense to describe an action taking place at the time of speaking. e.g. Kitty and Alice are visiting her. A large old key, two dolls and two puppets, etc. English book, some toys.娴佺▼Pre-task preparation 2. Ask and answer T: What time do you go home? S: At half past four. T: What do the parrots eat? S: They eat corn. 3. Review toy鈥檚names. Ask students to tell you what toys they have. 4. Review: doll. Teach the new word: puppet and key. 5. Play the cassette: Read and answer. The students listen and follow in their books. 6. Play the cassette again. Ask the students to listen and look at the pictures and relate them to the story. While-task procedure 1. 1. The students quietly read the story and relate it to the pictures. 2. Ask the questions at the bottom of the story and invite different students to answer. 3. Working in groups of three, the students role-play the story, using the pictures and questions as a guide.Post-task activity 1. Workbook page 12 1. Read the words at the top of the task. 2. Complete the sentences orally. 3. The students write the answers in full sentences. Consolidation Grammar Practice Book page 24 Favourite toys Live visit key puppet all the鈥?What鈥檚in the box? There is/are鈥?The girls give the key to Grandma. =The girls give Grandma the key. ?1.х灉杈冨ソ銆?2.閫氳繃鐞嗚ВВ?3.瀛︾敓瀵筗hat鈥檚+鍦扮偣锛熺敤There be鍙ュ瀷鍥炵瓟鍜実ive sb sth, give sth to sb?Module 2 My favourite things Unit 2 Favourite toys Look and say鐭ヨ瘑涓庢妧鑳斤細Asking 鈥榳h-鈥?questions to find out about a specific object. using the simple present tense to express interests, feelings and opinions. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Use appropriate intonation in questions and statements. Locate specific information in a short text in response to questions.??Asking 鈥榳h-鈥?questions to find out about a specific object. e.g. Which aeroplane do you like? using the simple present tense to express interests, feelings and opinions. e.g. I like all the dolls. 鏁欏Some toys, word and picture cards, etc. English book, listening to the text. Pre-task preparation 3. Recite some words. 4. Display the toys. Review the names of the toys. Ask: Which toy do you like?5. Show a toy dinosaur, ask: is it a panda? Teach the new word.6. Ask and answer with the toys: Which鈥?do you like? While-task procedure 1. 1. Use three toys to show the different use of 鈥渁ll the鈥?and 鈥渂oth鈥? Hold up two toys and say: Both bears are brown. Then hold up all three toys and say: All the bears are brown. 2. Play the cassette: Look and say. The students listen and follow in their books. 3. Play again. The students listen and repeat. 4. Divide the class into pairs of the same sex. The boys take turns to role-play the dialogues in 1 and 3, and the girls take turns to role-play the dialogues in 2 and 4. 5. Invite a few pairs to role-play the dialogues in front of the class. 6. Read the model dialogue in Ask and answer. The students ask and answer the questions in pairs.7. Invite a few pairs to talk about the pictures in front of the class. Post-task activity 1. 1. Photocopiable page 29. 2. Working in groups, the students act out the story. Which bicycle do you like? I like both bicycles. I like all the bicycles. ?1.both鍦ㄥ墠闈㈢殑瀛︿all the?2.閫氳繃鐗╁搧鏁伴噺鐨勫嚭绀猴紝瀛︾敓鐔熺粌鎺屾彙which繘琛屾搷缁冦€?3.?鍦˙en likes both dinosaurs.鍜孖like all the bikes.閮ㄥ垎瀛︾敓鐢ㄤ簡how many鎻愰棶х粌涔犮€?Module 2 My favourite things Unit 2 Favourite toys Do a survey爣鐭ヨ瘑涓庢妧鑳斤細Asking 鈥榳h-鈥?questions to find out a person鈥檚identity. Asking 鈥榟ow鈥?questions to find out quantity. Using the simple present tense to express simple truths. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Produce simple phrases and sentences. Locate specific information in a short text in response to questions. 鎯呮劅銆佹€佸害涓??Asking 鈥榳h-鈥?questions to find out a person鈥檚identity. e.g. Who has a bicycle? Asking 鈥榟ow鈥?questions to find out quantity. e.g. How many girls have a ball? Using the simple present tense to express simple truths. e.g. Six girls have a bicycle.Some small toys, word and picture cards, etc.English book, listening to the text. Pre-task preparation 5. Ask and answer 6. Ask: Who has a doll/ ball? To elicit: I鈥檝e got a doll/ ball. 7. Ask: Who has got a computer. Teach the new word: computer. 8. Play the cassette: Do a survey. The students listen and repeat. 9. Explain to the students that they are going to find out how many students in the class own different kinds of toys. 10. Distribute a copy of the table to each student. Explain to the students how to do the survey. While-task procedure 1. Do the survey in the groups. 2. When the groups have filled in their survey forms, invite each group to tell you their finding. Ask: How many girls have a ball? How many boys have an aeroplane? Etc. 3. Working in pairs, the students take turns to ask and answer questions about their survey forms. 4. Read: Write a report.5. Ask the groups to write their group鈥檚report.6. Invite the group leader to read out the report. Post-task activity 1. 1. Workbook page 13 2. Ask individual students: What is your favourite toy? To elicit: My favourite toy is a鈥?. 3. More oral practice page 35. Ask and answer. Consolidation Grammar Practice Book page 27 鏉夸功璁Who has a bicycle? Six girls have a bicycle. Three boys have a bicycle.鏁堟灉鐨勫弽棣?1.?2.熺粌杩愮敤Who has a bicycle?鍙奣hree boys have a bicycle. One girl has a bicycle.3.Ten boys have a Gameboy.鍋氭垚浜哤ho have a bicycle?杩樻湁How many have a Gameboy?瑕佸姞寮洪拡瀵规€х粌銆?Module 2 My favourite things Unit 2 Favourite toys Look and say鐭ヨ瘑涓庢妧鑳斤細Asking 鈥榳h-鈥?questions to find out specific information about an object. Using adjectives to describe objects. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Recognize differences in the use of intonation in questions and statements. Produce simple phrases and sentences. Use appropriate intonation in questions and statements. Use modeled phrases and sentences to communicate with teachers or other. 鎯呮劅銆? ?Asking 鈥榳h-鈥?questions to find out specific information about an object. e.g. What colour is the small dinosaur? Using adjectives to describe objects. e.g. It鈥檚green.Some toys, coloured pencilsEnglish book, listening to the tape. Pre-task preparation 3. Recite some words. 4. Have a dictation. 5. Review: both and all the , using some toys. Invite different students to practise in front of the class. 6. Play the cassette: Look and say. The students listen and follow. 7. Play again. The students repeat. 8. Work in pairs. The students role-play the dialogue. 9. Invite a few pairs to role-play the dialogue in front of the class. 10. Read: Ask and answer. The students practise the model dialogue in pairs. While-task procedure 1. 1. Distribute paper. Each student draws either two or three pictures of a toy and colours them. 2. Work in groups, the students ask and answer questions about the toys in their drawing.Post-task activity 1. 1. Workbook page 14 2. Encourage different students to describe classroom realia, using full sentences, e.g. All the desks are brown. Both my pencils are red, etc. Consolidation Grammar Practice Book page 28,29What colour is the 鈥? It鈥檚鈥?What colour are the pandas? They 鈥檙e black and white./ Both pandas are black and white./ All the pandas are black and white. ?1.曪紝瀛︾敓瀛﹀緱杈冨ソ銆?2.閫氳繃瀹炵墿鐨勫睍绀猴紝瀛︾敓瀵瑰瓙鎿嶇粌杈冧负娴佸埄锛岃兘鐔熺粌杩愮敤both 鍜宎ll the鍙ュ瀷銆?3.?Module 2 My favourite things Unit 3 At home Look and say鐭ヨ瘑涓庢妧鑳斤細Asking 鈥榳h-鈥?questions to find out place. Using the simple past tense to talk about past states. Using prepositional phrases to indicate time. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Recognize differences in the use of intonation. Produce simple phrases and sentences involving lists. Locate specific information in a short text in response to questions. ?浜嗚В効鎵俱€??Asking 鈥榳h-鈥?questions to find out place. e.g. Where鈥檚Sam? Using the simple past tense to talk about past states. e.g. He was here at ten o鈥檆lock. Using prepositional phrases to indicate time. e.g. He was here at eleven o鈥檆lock. Word and picture cards, some paper 璇English book, listening to the text. Pre-task preparation 1. Ask and answer 2. T: This is my dog. It鈥檚lovely. Do you like it? 3. T: I can鈥檛find my dog. Where is it now? 4. Play the cassette: Look and say. The students listen and follow in their books. 5. Play again. The students listen and repeat.6. Teach the new sentences: He was 鈥?7. Work in pairs. The students role-play the dialogue.8. Invite a few pairs to role-play the dialogue in front of the class.9. Read the notice:鈥橪ost dog鈥? and invite different students to repeat the sentences. 10.Read: Write a report. The students help you to complete the report orally. While-task procedure Distribute a copy of photocopiable page 32 to each student. Explain the task. The students fill in the missing words to complete the report. Post-task activity 1. Workbook page 15 2. Write different times of the day on the board. Invite different students to tell you where they were yesterday at those times, e.g. Where were you at eleven o鈥檆lock? Consolidation Grammar Practice Book page 30was, were, market, telephone, date, police station Where鈥檚Sam? It was here at ten o鈥檆lock. Where were you at 7:05? I was on the road.棣?1.was/were瀵瑰?2.閫氳繃瀵荤В紝瀛︾敓鑳界啛缁冭繍鐢╓here was/were鈥?鍙ュ瀷銆?3.缁冧範鍐屼綔涓氾紝n/at鏈夌偣娣锋穯銆?鍙ュ瓙锛歍he dog was inside our flat.鏈夌殑瀛︾敓鍋氭垚浜嗭細Where did the dog is?闇€鍔犲己?Module 2 My favourite things Unit 3 At home Look and act鐭ヨ瘑涓庢妧鑳斤細Asking the simple past tense to talk about past states Asking 鈥榃h-鈥?questions to find out position using prepositions to indicate position 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Use appropriate intonation in questions and statements. Locate specific information in a short text in response to questions. 鎯呮劅銆佹€佸害涓庝环叿鐨勭埍鎶ゃ€??Asking the simple past tense to talk about past states e.g. The picture was beside the window. Asking 鈥榃h-鈥?questions to find out position e.g. Where is it now? using prepositions to indicate position e.g. it鈥檚beside the mirror now. Word and picture cardsEnglish book, some pictures of the furniture.Pre-task preparation 1. Ask and answer T: Where were you at 7:15? S: I was at home.鈥?1. 2. Ask: What furniture have you got at home? 2. Introduce: furniture, using the Word and Picture cards. 3. Invite different students to tell you any English words that they may know for different kinds of furniture. Write the words on the board. 4. Introduce: lamp, rug, sofa and mirror, using the pictures. Ask: What鈥檚this? 5. Play the cassette: Look and learn. 6. Play again. The students listen and repeat. 7. Read: Look and act. The students practise the model dialogue. 8. Work in pairs, the students take turns to ask and answer questions about the pictures. 9. Invite a few pairs to ask and answer questions in front of the class. While-task procedure 1. Invite different students to come to the front of the class and to move a small classroom item from one place to another. Encourage the students to follow the model dialogue.E.g. The book was on the desk. Where is it now? Consolidation Grammar Practice Book page 31,32 Lamp shelf rug picture sofa mirror The picture was beside the window. Where is it now? It鈥檚beside the mirror now.鐨勫弽棣?1.氨鑳借繍銆?2.as/wereН鏋佹€у緢楂樸€?3.呭喌杈冨ソ锛屽湪缁冧範锛歐here ______ the children? I don鈥檛know. Now they ______ on the playground.鍘绘?Module 2 My favourite things Unit 3 At home Make and play鐭ヨ瘑涓庢妧鑳斤細Using imperatives to give instructions Using the simple past tense to talk about states. Using the simple present tense to express simple truths Using prepositions to indicate position 杩囩▼涓庢柟娉曪細Recognize differences in the use of intonation. Produce simple phrases and sentences. Identify main ideas from a text with teacher support. Use appropriate intonation in questions andstatements. ?/ ?Using imperatives to give instructions e.g. Draw some furniture. Using the simple past tense to talk about states. e.g. The sofa was under the window. Using the simple present tense to express simple truths e.g. Now it鈥檚near the big table. Using prepositions to indicate position e.g. under the window Simple models of rooms for each group English book, listening to the tape. Pre-task preparation 1. Ask and answer 2. Review the activity on page 32. 3. Read the model dialogue at the bottom of the page. The students practise the dialogue. While-task procedure 1. Put the furniture in the sitting-room. Play the game in pairs. Working in pairs, the students move the furniture in the room and talk about what has changed. Post-task activity 1. Work book page 16 a. Read the task. b. Complete the sentences orally. c. Fill in the missing words. 2. More oral practice page 35 a. Tom is at home. He is going to meet a friend in the playground. How can he get there? b. Tom is a teacher at joy School. How does he walk to work? c. Tom is at the bank. How can he get to the shop/ d. Tom would like to post a letter after work. How can he get to the post office? Consolidation Grammar Practice Book page 33 S1: Look at the sitting-room. Close your eyes. (move the furniture) S1: OK. Open your eyes. What鈥檚different? S2: The sofa was under the window. Now it鈥檚near the big table. The chair was鈥?now it鈥檚鈥??1.was鐨勫彞鍨嬶紝瀛︾敓杈冧负鐔熸倝锛屾暀瀛︽晥鏋滃ソ銆?2.ц€冮獙鐨勬父鎴忥紝鍗冲珐鍥у緢楂樸€?3.湪The picture _was_ near the window. Where is it 锛熷彞瀛愪腑锛屾病鏈塶ow浣?Module 2 My favourite things Unit 3 At home Sing a song鐭ヨ瘑涓庢妧鑳斤細Using the simple past tense to talk about past states. e.g. There were five in the bed. 杩囩▼涓庢柟娉曪細Identify key words in an utterance by recognizing the stress. Identify main ideas. Produce simple phrases and sentences. Use modelled phrases and sentences to communicate with teacher and other learners. ??Using the simple past tense to talk about past states. e.g. There were five in the bed.濯掍綋Small toys, pairs of scissors, picturesEnglish book, listening to the sing. Pre-task preparation 1. Ask and answer. 2. Work in pairs, the students follow the model dialogue on page 33 and take turns to move the furniture and to talk about what has changed. 3. Introduce: roll, using the cards. 4. Play the cassette: Sing a song.While-task procedure 1. Play the cassette a few times. The students learn the song and sing along. They follow the words in their books. Post-task activity 1. 1. Listen and read. 2. Read and write Put the words in the right columns. 3. Listen and circle. Listen and circle the words you hear.Roll over, said (say), fell(fall), good night. There is鈥?There was鈥?There are鈥?There were鈥??1.瀵箃here was/were规贩娣嗭紝闇€鍐嶅姞寮烘暀瀛︺€?2.楂樸€?3.as/were瀛︾敓浣撶幇鍑轰綔涓氳川閲忚緝楂橈紝鑰宒id瀛︾敓杩樹笉鑳藉仛鐨勭啛缁冿紝鐢ㄤ簡did鎶婂崟璇嶇殑鍘熷舰蹇樻敼浜嗭紝濡傦細He went to the park yesterday.(鍚?鏈変簺瀛︾敓鍋氭垚浜?He didn 鈥檛went to the park yesterday.с€?。

七年级英语In the park教案涓冨勾绾ц嫳璇璉n the park Starter Unit 6: In the park Content: Starter Unit 6: In the park Period锛?-1 Teaching aims and demands: 1. Be able to use the prepositions of place correctly. 2. To learn how to describe the position of somebody.3. To protect the environment around us, try your best to keep it tidy and beautiful. Key points: 1. The prepositions of place . 2. How to use 鈥榃here鈥?to ask questions about the place. 3. The activities and the things in the park.4. The positive and negation imperative sentence Difficult points: 1. The prepositions of place . 2. How to use 鈥榃here鈥?to ask questions about the place. 3. The activities and the things in the park. 4. The positive and negation imperative sentence Teaching aids: A toy , two boxes and some photos Teaching methods: Activity-base teaching method& Comminucation method. Teaching procedures: Step鈪?Presentation 1. Check the homework, ask the best group to describe their places, and the others try to draw down the picture, lead in how to describe the place of things. 2. Ask one student to do some actions with a toy and two boxes, the others spell the prepositions of place. Eg, under, in front of 鈥?. Then say the phrases of preposition. Eg, between the boxes, on the toy鈥?At last, say the whole sentence. Eg, The toy is in the box. 3. Show a picture of Haixi Park, ask Ss to say out the things in it and describe their place. Pay attention to the using of the phrases of preposition. T: Look, what鈥檚it/ what are they?S: It鈥檚a cat. T: Is it in the tree?S: No, it isn鈥檛. It鈥檚鈥? T: Is there a lake in Haixi Park?S: Yes, there is. T: Really? I can鈥檛see. Where is it ? S: It鈥檚鈥? Express the usage of 鈥榳here鈥? We use 鈥榳here鈥?to ask questions about place. T: Oh, I see it, how beautiful. Don鈥檛swim in the lake, it鈥檚too dangerous. S: I see. There are many flowers around it. T: Don鈥檛pick the flowers too. Review the positive and negation imperative sentence. Let Ss protect theenvironment around us and keep it tidy and beautiful. Step鈪?Practice 1. Look at the picture to make dialogues in pairs. 2. Make dialogues in pairs by using your own things, to practice 鈥榳here be鈥?and Sb + be + place pattern. 3. Sing a song :鈥榃here are they鈥?(like 鈥榯wo tigers鈥? Step鈪?Production 1. Write down the place of you and your best friends now.(in the classroom) 2. Listen to the passage, draw the picture. There is a new park near Andy鈥檚home. Beside the gate, there is a big lake. There are many flowers and trees around the lake. There鈥檚a small hill behind the lake. There is a beautiful garden in the middle of the park. There is green grass and beautiful flowers in it. There are some small shops between the lake and the garden. The park is so nice. Andy and his family like it very much. 3. Do exercise in class and check out, mark it by yourselves. Hand it up . Step鈪?Homework 1. Draw a picture of your dream home, and write a commentary on the other side. To select the best ones and stick them on the wall of our classroom. 2. Try to make a table about your and your classmates鈥?pencil boxes.(who, what, where) name place of his/her pencil box nice clean big small new old colour Lily鈭?black in the desk 鈭?3. Preview Task 鈥昐tarter Unit7 Colours ---Welcome to the unit, Listening & Speaking a. Read the text. b. Write down the important points.1.Colours and clothes, some possessive adjectives and designation pronouns2. Describe and ask questions about the colour and the master of clothes and some toys. c. Let鈥檚see how well you teach yourself.細--- Starter Unit 6 锛堟€诲垎25 ?1 鍒嗭級(10鍒? 1. There is a _______ (楦? in the tree. 2. Don鈥檛________ (鐖? the tree. 3. Millie is in front of the __________ (闂ㄥ彛). 4. _______ (鍠? the animals, please. 5.They______________ (娓告吵) in the river. 6. Jim is on my left. Bob is on my right. I 鈥檓_______ Jim and Bob. 7. Millie is in f_________ of the house. 8. ---______ is the dog? --- It鈥檚under the chair. 9. There鈥檚a playground in the m ________ of the park. 10. This is ABC park. It鈥檚not very big. But it鈥檚_________ (缇庝附鐨?. 浜屻€佺敤閫傚綋鐨勪粙璇嶅～绌猴細(6鍒? 1. What鈥檚this the floor?2. Is Suzhou Jiangsu?3. Please look at the photo my family.4. There is a picture the wall the classroom.5. The apples(鑻规灉) the tree are big.6. My house is the river. 涓夛紟鍗曢」閫夋嫨锛?8鍒? ( ) 1. There is river the two building. A. an B. under C. between ( ) 2. 鈥曗€?birds are there in the tree. 鈥曗€昑here is only one. A. How many B. What鈥檚C. What ( ) 3. There are girls in the room, but there aren鈥檛boy in it. A. any, some B. some, any C. a, any ( ) 4. 鈥曗€?in the lake? 鈥曗€昑here鈥檚a beautiful boat. A. What B. What鈥檚C. How many ( ) 5. climb the tree! It鈥檚small. A. Don鈥檛B. / C. Do ( ) 6. In our school, there are four . A. basketball courts B. basketball鈥檚courts C. basketball court ( )7. 鈥曗€?are your shoes?鈥曗€昑hey鈥檙e under the tree. A. Where B. What鈥檚 C. How many ( ) 8. 鈥曗€旾s Jim school? 鈥曗€昇o, he isn鈥檛. A. at B. on C. behind。

TEACHING PLAN《FUN WITH ENGLISH》銆奆UN WITH ENGLISH銆?BOOK ONEUNIT THREE LESSON 132, Train the pupils the abilities of speaking and listening.1, Learn 鈥渙ne ,two, three鈥?and 鈥淎re you鈥? Yes, I am. No, I鈥檓not.鈥?Teacher鈥檚activitiesStudents鈥?activitiesDesign views1.Greetings in English2.Warming up(Guide to have free talks) T: Train, train ,who can drive?1.Greetings in EnglishGuides to count from 0 to 13 , then show the title: Lesson 13 ,and today let鈥檚learn 3 numbers , ask and answer with 鈥?Are you,,,?鈥?Learn the numbers:Shows one on TV and gives the model of reading./w/Claps hands with the children from the beginning to the last one of the line with saying 鈥渙ne鈥?Shows two on TV, and guide to pronounce it t-wo-two ;/t-u:--tu:/Count the numbers: one , two, three hirteen.Learn to read in row and then read it in groups. Clap hands with the teacher one by one with saying 鈥渙ne鈥? and then clap hands with the partners, and say 鈥渙ne 鈥?.Guides the children to skip two, jump two, kick two鈥?Guides the children to speak the numbers 鈥漮ne , two鈥?as quick as possible.Guides to learn 鈥渢hree鈥?knee /i:/ pay attention to the 鈥渢h鈥?Says the numbers without sounds and guides the children to guess.Guides to guess how many pencils the teacher has.PPT: what鈥檚missing?The children have been to be students for two months , have you known each another? ah, some know, some don鈥檛know, never mind today let鈥檚learn 鈥淎re you鈥?鈥?OK?Guide to learn鈥?Are you鈥︹€?Guides to say it from low voice to high voice, and then from high voice to low voice. Guides to play telephone game.Guides to read the sentence together and answer鈥?No, I鈥檓not.鈥?Guides to learn鈥?Yes ,I am.鈥?Guide to play a guessing game .And then guides to practise speaking in pairs or groups.Shows the Snow White on TV, and then hides her, ask the children to guess which room she hides.Speak the numbers 鈥漮ne, two 鈥?as quick as possibleLearn 鈥渢hree鈥?in the same way. Pay attention to 鈥渢h鈥?。