1、Unit 7 Is it a pear?第一課教案Teaching aims: Present the new words and sentence structures of this Unit.Get Ss to understand and read the dialogue.Teaching importance: The new sentence structure: “Whats this/that? Its a/an.”Teaching difficulties: The new sentence structure： “Is it a/an? Yes, it is./No, i

2、t isnt.Teaching tools: flashcards for this UnitPrepare the Student Book used last term.Teaching procedure:1.ReviewThe following exercise reviews some of the English expressions in Units 2 and 3.Display your copy of pages 14 and 15 of Book one. Show the children the pictures and ask what they remembe

3、r of the story. You may have to prompt the children by asking specific questions about each picture.Tell the children, “In Unit 2, Mocky takes Ann and Ken to meet Uncle Booky. Mocky says to them, Come on! when they set out. What do we say when we want someone to come with us?” Elicit an appropriate

4、expression in Chinese.Say, “Yes, and in English we say Come on!” Repeat the words Come on! and mime an appropriate gesture as you do so. Have the children do the same.Say, “Mocky says, Oh, no! when he sees that the leopard is going to eat a lemon. What is Mocky feeling?” The children can answer in C

5、hinese.Say, “Yes, in English we say Oh, no! when we are surprised or frightened or worried.” Elicit a similar expression in Chinese. Have the children say Oh, no! with an appropriate expression on their faces.Display your copy of page 27 of Book One. Say, “Later in the story Mocky falls down and Ken

6、 says, Oh! Poor Mocky.” Ask, “What is Ken feeling?” Have the children answer in Chinese.Confirm their answer. “Yes, Ken feels sorry for Mocky. He says, Oh! Poor Mocky.” Have the children repeat Oh! Poor Mocky. with expression in their voices and on their faces.2.Model the dialogAsk the children what

7、 they say when they see something exciting or amazing. Tell them, “In English, we can say Wow!” Have the children repeat the word a few times, with expression on their faces.Ask the children what they say when they taste something really delicious. Tell them, “In English, we can say Oooh, yum!” Have

8、 the children repeat the words a few times.Ask the children what they say when they taste something very unpleasant. Tell them, “In English, we can say Yuk!” Allow the children to repeat the word a few times.Practice the expressions Oooh, yum! and Yuk! by asking, for example, “What do you think of t

9、he ice cream?” “Oooh, yum!”3.Talk about the storyStudent Book pages 2 and 3Have the children open their books at pages 2 and 3. Ask these questions about the pictures:Picture 1: “Where are Mocky and Lulu?”Picture 2: “Who has a stall there?” “What does she sell?”Picture 3: “What does Lulu taste first

10、?” “Does she like it?”Picture 4: “What does she taste next?”Picture 5: “What is the little fruit?”Picture 6/7: “What does Lulu try now?”Picture 8: “Does she like it?”4.StoryStudent Book pages 2 and 3Say, “Now were going to hear what the characters said.”Play the tape once without stopping.Play the t

11、ape again, pausing after each picture. Have the children repeat each sentence after hearing it on the tape.Divide the class into two groups. One group will be Mocky, the other group will be Lulu.Play the tape again. Stop the tape after each sentence. Have each group repeat the dialog for their chara

12、cter. Then the groups change roles.5.Set homeworkRemind the children to practice some of the new English expressions(Wow! Oooh, yum! and Yuk!) at home.Unit 7 Is it a pear?第二課教案 PreparationYou will need:any six flashcards from previous Units.1.Language drillChoose any six flashcards from previous Uni

13、ts. Hold up the first card so that the children cannot see the picture. Give one or two clues about the object on the card, for example, “Its something big. It floats on water, etc.” Have the children try to guess what it is.Model the question Is it a (bike)? Have them repeat the question with diffe

14、rent English words. Answer, “No, it isnt.” or “Yes, it is.”Make the clues less clear for each card. The children then have to ask more Is it a (bike)? questions.2.Words to learnStudent Book page 4Have the children open their books at page 4. Draw their attention to the “Words to learn” exercise at t

15、he top of the page.Play the tape. Stop the tape after each new vocabulary word. Ask the children to repeat it. Do this a second time.Play the tape straight through. While it is playing, hold up your copy of the page and point to each fruit as it is named.Hold up your copy of the page. Point to each

16、fruit in turn. Ask, “What is it?” If the children cannot answer, ask, “Is it a lemon?” etc. The children should answer, “Yes, it is.” or “No, it isnt.” Then repeat, “What is it?” Elicit, “It is a (nut).”Play the guessing game outlined in the first part of the lesson. This time, use only the words fo

17、r fruit in “Words to learn”.3.Listen to thisStudent Book page 4Display your copy of the page and point to the bottom half. Tell the children, “Mocky says, Whats this?” Point to the picture of a banana. Elicit the answer, “Its a banana.”Repeat for the other two pictures.Display your copy of the page.

18、 Point to the first sentence. Read the words as you point to each one.Have the children repeat the sentence and touch each word.Ask, “Is it a peach?” Elicit, “No, it isnt.”Read the next sentence and have the children repeat it as before.Ask, “Is it a banana?” Elicit, “Yes, it is.”Read the third sent

19、ence together. Ask, “Is it a strawberry?” Elicit, “No, it isnt.”Tell the children that you are going to play a tape. Explain that you want them to put a check (?)beside the answer in their books that matches the answer on the tape.Play the first question and answer. Check that the children have chos

20、en the correct sentence.Repeat the procedure for pear and lemon.4.Play the gameStudent Book page 5Hold up a pen. Say, “Is this a pen?” Elicit, “Yes, it is.” Now indicate an item farther away. Say, “Is that a (ruler)?”Put the children into pairs to practice each question and answer. Have the class op

21、en their books at “Play the game”. Still in pairs, have the children ask and answer questions about the numbered items, for example, Whats this? Its a (ball). Is this a hat? Yes, it is./No, it isnt. When you say the number of an object in Chinese, they say its name together in English. If they are u

22、ncertain of the English name for some objects,you could say the word and have the children repeat it. Extend this activity by asking the children to find any items in the picture that begin with the letter b (ball, banana, book). Repeat for the letter c (computer, cup).5.Set homework Ask the childre

23、n to practice structures: Whats this/that? Its a . Is it a .? Yes, it is./No, it isntUnit 7 Is it a pear?第三課教案Preparation You will need:flashcards for the vocabulary introduced in this Unit.1.ReviewThis is a vocabulary review. Use the flashcards for this Unit.Hold up each of the flashcards in turn.

24、Ask the children, “Is it a (nut)?” Elicit, “Yes, it is.” If necessary, give the answer to the first question. Have the children repeat it.Hold up each of the four cards in turn. Ask, “Whats this?” Elicit, “Its a (pear).” Choose one child to hold up the cards in turn again. This time, ask, “Whats tha

25、t? Is it a (nut)?” Deliberately give the wrong name for some of the fruit. Elicit No, it isnt. Its a (lemon). or Yes, it is.2.Talk together Student Book page 6 Display your copy of the page. Direct the childrens attention to the top of the page. Say, “Now we can read what we said.” Read the words in

26、 the speech bubbles aloud, pointing to the words as you do so. Have the children repeat the words after you.3.Listen and number Student Book page 6 Have the children open their books at page 6. The children will number each pair of sentences on a picture. Play the tape two sentences at a time. Stop

27、after each pair. Ask, “Which picture matches those sentences?” Have the children touch the matching picture. Play the tape a second time. This time have the children number the pictures in the order they hear on the tape. 4.Sounds and letters Student Book page 7 Draw the childrens attention to the t

28、op of the page. Play the tape for baby and ball. Ask, “Do these words have the sound /b/?” Play the tape again and have the children say the words aloud. Repeat the procedure for the/p/words. 5.Listen and write Student Book page 7 Have the children look at the two rows of pictures at the bottom of t

29、he page. Show your copy of the page. Point to the first picture and ask, “Whats this?” The children should answer, “Its a peach.” Write the letter p in the blank. Play the tape for peach. Draw the childrens attention to the word under the picture. Say, “Which letter is missing?” Elicit from the chil

30、dren p. Play the tape again and this time have children write the letter p on the line to complete the word. Repeat the procedure for the other words. Have the children write the letters in the blanks. 6.Set homework Student Book pages 6 and 7 Tell the children to color the pictures on pages 6 and 7

31、.Unit 7 Is it a pear?第四課教案Preparation Photocopy Drillcard Master 7(page 160)onto light card. Cut it up to make a set of drillcards. You will need: flashcards for vocabulary introduced in this Unit.1.Trace the words Student Book page 8 Hold up the flashcard for banana. Ask, “What is it?” Elicit from

32、the children “Its a banana.” Have the children open their books at page 8. Show your copy of the page. Draw their attention to the first sentence. Say, “We are going to write what we said just now.” Have the children trace the phrase a banana. On the second box, have the children copy the phrase a b

33、anana by themselves. Repeat the procedure for the other sentences.2.Find and circle Student Book page 8 Draw the childrens attention to the bottom of the page. Show your copy of the page. Point to the picture of the lemon and ask, “Whats this?” Elicit, “Its a lemon.” Point to the word lemon and have

34、 the children circle the word. Repeat the procedure for the other pictures of fruit. Explain to the children that they can find all the fruit names in the puzzle. Put the children into pairs. Tell them that together they must find the other fruit names in the puzzle and circle them out. Check that t

35、he children find all the words and circle them correctly. 3.Uncle Bookys Blackboard Student Book page 9 Hold up the Whats and this? drillcards. Read the sentence aloud. Have the children repeat the words after you. Do the same with the What is drillcard. Repeat the procedure, substituting that? for

36、this? Have two children stand in front of the class. Have one child hold up the It is a drillcard, and the other child hold up a flashcard for this Unit. Together they make a sentence, It is a (pear). Point to each card in turn and say the words as you point. Repeat with two other children holding u

37、p the Its a drillcard and a different flashcard. Repeat the two procedures. Have the children say the words. Choose four different children. Give one child the Is it a drillcard. Give each of the other children a “fruit” drillcard. Have two of the children form a sentence, Is it a (nut)? Read the wo

38、rds to the class as you point to each word. Hold up the appropriate flashcard next to the drillcard. Elicit the answer, “Yes, it is.” Repeat the procedure, but this time have the children say the words as you point to each one. Now hold up the banana flashcard. Say, “Is it a pear?” Elicit the answer

39、, “No, it isnt/is not.” Repeat the procedure for the other flashcards. Occasionally hold up the matching flashcard. Make sure that all the children change to Yes, it is. Have the children open their books at page 9. Say, “Now we will read these words together.” Encourage the children to touch the wo

40、rds as they read them. Use all possible combinations. 4.Guess and say Student Book page 9Ask the children to take out their small fruit flashcards in this unit. Put children in pairs. Have each pair mix their cards together and then spread them face down on the desk. Student A puts his/her hand on o

41、ne card and asks student B to guess. Student B says, “Is it a (lemon)? ” Student A flips over the card and answers, “No, it isnt. Its a (pear).” or “Yes, it is.” Continue the game until all the cards are flipped over. Then the two students change their roles. 5.Set homework Ask the children to finis

42、h tracing words on page 8.Unit 7 Is it a pear?第五課教案1.Review Review the flashcards for this unit. Hold up one of the flashcards and ask, “Whats this?” Elicit, “Its a pear.” Repeat this for peach, lemon, orange, nut, strawberry, banana.2.Read and check () Student Book page 10 Have the children turn to

43、 page 10. Display your copy of the page. Point to the first picture. Then point to the question Is it a lemon?. Read the words aloud as you point to each one. Elicit the answer, “Yes, it is.” Now ask the children to point to the answer in their books. Have them read the words with you. Repeat the pr

44、ocedure for the other pictures. Check each answer. Put the children into pairs. Have one child in each pair ask the other child the first question. The other child then checks () the box beside the correct answer. Have the children change roles for the second question, and so on. Repeat until every

45、child has asked and answered all questions. Now hold up your copy of the page and read the questions and the correct answers. Have the children check their own answers.3.Lets chant Student Book page 11Use pictures or real objects to review the following words: orange, pear, apple, lemon, nut, strawb

46、erry, kite, bird. Make sure the children can say these things when given a picture or a real object.Read the rhyme to the children, pointing to each word.Play the tape for the whole rhyme. Have children listen and point to the words and the matching pictures on the page.Play the tape again and have

47、children join in, encouraging them to hum or clap with the rhyme.Have children point to the pictures in their books as they listen to the tape again. They can also add some actions and act the rhyme out. 4.An additional activity: Match the names Teachers Book page 28Photocopy the page and give each

48、child a copy.Ask the students to say the words and color the pictures.Have the children use their fingers to follow the ant trail between the pictures and the words. Note: An additional activity is provided at the end of Unit 7 through Unit 11. You can decide to use or not to use according to your o

49、wn situation. 5.Set homework Student Book page 10 Explain to the children that you want them to:ask their families about the fruit, using the structure Is this a (pear)?, and the correct English names.color the pictures on page 10.Unit 7 Is it a pear?第六課教案1.Uncle Bookys storytime Student Book page 1

50、2 Tell the children that they are going to listen to a story. Play the tape, ask the children to listen to the story with their books closed. Have the children open their books, and look at the pictures. Ask them to look for familiar words in the story. Have children read the story silently, encoura

51、ge them to try to guess the meaning of unfamiliar words. It doesnt matter if they dont know the words. The requirement for this part is to understand the story.2.I spy This game reviews the beginning sounds of some of the vocabulary introduced in Units 1 through 7. It also reviews the structures Is

52、it a(desk)?, No, it isnt., and Yes, it is. Display some of the flashcards from Unit 1 through 7 around the room. Tell the children they will play a game called I spy. Explain that you will secretly write down the English for one of the flashcards and you want them to guess what it is. Tell the child

53、ren that the only clue you will give them is the beginning letter of the objects English name. Have the children say, “Is it a (book)?” each time they make a guess. Answer only: “Yes, it is.” or “No, it isnt.” For example, begin by saying, “I spy something beginning with the letter (C).” When a chil

54、d guesses correctly, show him or her the piece of paper with the name written on it. Then write the name on the board. Repeat the procedure, choosing another flashcard for something with a different beginning letter.You could divide the class into teams and keep score on the board to make the game m

55、ore competitive. Give one point for each correct answer. If the children appear confident in playing this game, allow a child to stand in your place and choose a flashcard. Have the child whisper its English name to you so that you can write it down. Then have the child say, “Yes, it is.” or “No, it

56、 isnt.” in answer to the other childrens questions. 3.Bingo Use this game to review the vocabulary introduced in Unit 7. Tell the children to take out their student cards and get ready for the game. See Unit 1, page 24, for the rules and procedure. 4.Snap! This game reviews new vocabulary and letters introduced in Unit 7. It i