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Unit2Where,sthepostoffice?
Languagegoal
Thisunitstudentslearntoaskforandgivedirections(方向)onthestreet.
Newlanguage
Isthereabanknearhere?Yes,there,sabankonCenterStreet.
Where,sthesupermarket?It'snexttothelibrary.
Isthereapayphoneintheneighborhood?Yes,it'sonBridgeStreetontheright,
locationsintheneighborhoodsuchaspostoffice,hotel,videoarcade.
Descriptivewordssuchasnew,old,dirty,clean.
Descriptionsoflocationsuchasacrossfrom,nextto,between.
Recycledlanguage
Whatareyoudoing?
Doyouwantto...?
Period1:SectionA(la-Grammer)
Keypoits:
Isthereabanknearhere?Yes,there,sabankonCenterStreet.
Where'sthesupermarket?It'snexttothelibrary.
TeachingProcess
InstructionalDesignModificationand
Remarks
Step1.Greetingsasusual
Step2.Asktworowsofthreestudentseachtostandfacing
eachotherinthefrontoftheclassroom.Pointtostudents
standinginfrontandasktheclasstorepeatthequestions
andanswers.
Example1
Teacher:Where,sYangLi?(Pointtotwostudentsstanding
besideeachother.)YangLiisnexttoLiPeng.
Example2
Teacher:Where,sZhengWen?(Pointtotwostudentsin
differentlinesfacingeachother.)ZhengWenisacrossfrom
ShengLin.
Example3
Teacher:Where,sLinJiahui?(Pointtoonestudentstanding
betweentwootherstudents.)LinJiahuiisbetweenShengLin
andLiDai.
Step3laThisactivityintroducesthekeyvocabulary.
Focusattentiononthepicture.Askstudentstonameas
manyoftheplacestheyseeinthepictureastheycan.Then
namealltheplacesandaskstudentstorepeat.
Pointoutthenumberedlistofwords.Sayeachoneandask
studentstorepeat.
Thenaskstudentstomatcheachwordorphraseonthelist
withoneofthepictures.Say,Writetheletterofeachplace
inthepicturenexttothecorrectwordorwordsonthelist.
Pointoutthesampleanswerf.Checktheanswers.
Step41bThisactivitygivesstudentspracticelistening
toandunderstandingthetargetlanguage.
Pointoutthebuildingsandotherlocationsinthepicture.
Saythenameofeachonetotheclass.
Say,NowIwillplayrecordingsofthreeconversations.
Listencarefullyandcirclethepictureofeachplaceyouhear
onthetape..
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistineaskstudents
tolistenandcircletheitemstheyhearonthepicture.
Correcttheanswers.
Theseitemsshouldbecircle:videoarcade,postoffice,
supermarket.
Step51CThisactivityprovidesguidedoralpracticeusing
thetargetlanguage.
Pointtothedifferentlocationsshowninthepicture.Ask
differentstudentstonameeachone.Ifnecessary,saythename
andaskthestudenttorepeat.
PointtothequestionandanswerIntheexample
conversationandaskapairofstudentstoreadthe
conversationtotheclass.Askotherpairsofstudentsto
repeattheactivityifyouwish.
Askstudentstoworkinpairs.Say,Firstonepersonasks
aquestionandthentheotherpersontakesaturn.
Step62aThisactivityintroducesthetermsacrossfrom,
nextto,between,andon.
Focusattentiononthepictures.Askstudentstotalkabout
thepictures,namingasmanyplacesastheycan.Thenname
alltheplacesinthepicturesandaskstudentstorepeat.
Pointoutthefoursentences.Sayeachoneandaskstudents
torepeat.
Thenaskstudentstomatcheachsentencewithoneofthe
pictures.Say,Eachsentencetalksaboutoneofthepictures.
Writethenumberofthesentenceintheboxonthepicture
thatitistalkingabout.Pointoutthesampleanswer1.
Checktheanswers.
Step72bThisactivitygivesstudentspracticelistening
toandunderstandingthetargetlanguage.
Pointoutthebuildingsandstreetnamesinla.Sayeach
oneandaskstudentstorepeat.
Callattentiontothefoursentencesin2b.Readthemto
theclasssayingblankeachtimeyoucometoablankline.
Say.NowIwillplayrecordingsofthreeconversations.
Listencarefullyandwriteawordfromtheboxoneachblank
line.Pointoutthesampleanswer.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimeaskstudents
tofillintheblanksbylisteningtotheitemsonthetape.
Correcttheanswers.
Step8
Thisactivityprovidesguidedoralpracticeusingthe
targetlanguage.
Pointtothelistofbuildingsinla..Askastudentto
readthelistaloud.
Pointtothequestionandanswerinthespeechbubbles(泡
沫)in2candaskapairofstudentstoreadtheconversation
totheclass.Askotherpairsofstudentstorepeatthe
activityifyouwish.
Askstudentstoworkinpairs.Say,Firstonepersonasks
aquestionandthentheotherpersontakesaturn.Askabout
thebuildingsinla.
Demonstrate(小范)theactivity.Pointtothemapandask,
Where'sthepark?Thenchooseastudenttoanswer.Guidethe
studenttosay,It'sacrossfromthebank.
Asstudentswork,movearoundtheroomandcheckprogress.
(进度)
Askseveralstudentstosaysomeoftheirquestionsand
answersfortheclass.
Homework:
Reviewthegrammarbox.Askstudentstosaythequestions
andanswers.
Askstudentstocirclethesewordsinthegrammarfocus
sectionoftheirbooks:on,acrossfrom,nextto,and
between.
Ask,Whichwordstalkabouttwodifferentbuildings?
(across/row,nextto,andbetween)
Ask,Whichonetalksaboutonebuildingallalone,(on)
Period2:SectionA(3a-4)
Keypoints:
Isthereabanknearhere?Yes,there'sabankonCenterStreet.
Gostraightandturnleft.
Where,sthesupermarket?It'snexttothelibrary.
InstructionalDesignModificationand
Remarks
Step1.Greetingsasusual
Step2Thisactivityprovidestarget-orientedreading
practiceusingthelanguageitemstaughtinthisunit.
Drawattentiontotheconversationinthebox.Ask
studentstoreaditoutloud.
AskastudenttopointouttheplacethatPaulwantsto
getto.Guidethestudenttopointtothebookandsay,Here's
thehotel.Here'sBridgeStreet.
Pointtothetwoarrows(箭头).Askstudentstorepeat
leftandright.Thenaskthemtoholduptheirlefthandsand
thentheirrighthands.
Askstudentstoreadtheconversationagain.Thenaskthem
tofindPaulandNancyinthepicture.
Answer:
PaulandNancyarethetwofiguresoutsidetheentranceto
thepark.
Step3Thisactivityprovidesguidedwritingpracticeusing
thetargetlanguage.
Callattentiontothethreepictures.Explainthatthe
threepairsinthesepicturescorrespondtothreepairsin
thelargepictureabove.Askstudentstofindthepairsin
thebigpicture.
Pointtothequestionsbeloweachpictureandaska
studenttoreadthemaloud.
Pointtothethreewrite-onlinesinthespeechbubbles.
Say,Writetheanswerstothequestionshere.
Askstudentstocompletethewritingindividually.(个另!J
的)
Correcttheanswers.
1.Yes,thereis.GostraightdownNewStreetandturnright.
There"sapayphoneontheright.
2.GostraightdownNewStreetandturnright.Turnleftat
BridgeStreet.Thebankisacrossthestreet.
3.Yes,thereis.Turnright,thengostraightdownBridge
Street.Thepostofficeisontheleft.It'sacrossfrom
thevideoarcade,nexttothesuper—market.
Step4Thisactivityprovidesguidedoralpracticeusingthe
targetlanguage.
Callattentiontothepictureinla.Askstudentstoname
allthebuildingsinthepicture.
PointouttheconversationInthepicturein4.Ask
differentstudentstoreadeachline.
HavethestudentsworkIngroups.Onepersonchoosesa
buildinginthelapicturebutdoesn5ttellanyonewhich
buildingitis.Theothersaskquestionslikethoseinthe
activity4pictureuntiltheyguesswhichbuildingitis.
Severalstudentscantaketurnschoosingthebuildingforthe
otherstoguess.
Step5:Homework:
Drawapictureofyourneighborhoodandwriteashort
passagetointroduceit
PeriodThree(3a-4)
一、TeachingAimsandDemands
InstructionalDesignModificationand
Remarks
Stepl.3a
1.Readcarefullyanddrawarouteaccordingtothematerial.
2.Ssaskandanswerthequestionsbythemselves.Likethis:
Whereisthepark?(It's…)
Isitanewhotel?(No,itisnot)
3.GetSstoreadaloud.
Step2.Writing.
1.Finish3b.Lookatthepictureandfillintheblanksfor
thistourguide.
2.Writeatourguide.
Showsomepicturesofplaces,getSstochooseone,andwrite
atourguide.
Askingtheway:
Isthere,,•?
Whereis,,•?
Whichisthewayto,,•?
HowcanIgetto,••?
Canyoutellmethewayto,•,?
1.Excuseme.Where,sthetheatre?
2.Isthereatheatrenearhere?
3.Canyoutellmethewaytothetheatre?
4.Whichisthewaytothetheatre?
5.HowcanIgettothetheatre?
6.Canyouhelpmefinethetheatre?
PeriodFour
Teachingprocedures:
InstructionalDesignModificationand
Remarks
Step1.revision
Reviewthewordsinthisunit.
AskSstocheckallthewordstheyyouknow.
AskSstofindoutthemeaningsofanywordstheydon'tknow.
Step2
AskSstowritefivenewwordsintheirnotebooks.
AfterSshaverecordedtheirnewwords,askthemtosharetheir
listswithotherSs.
Step3
Thisactivityprovidesreadingpracticefocusingonthe
grammaticalstructuresusedtoaskandsaywherethingsare.
Askstudentstoreadtheletteranddrawtherouteonthemap.
Answeranyquestionsstudentsmayhave.
Checktheanswer.
Justforfun!Thisactivityprovidesreadingpracticewiththe
targetlanguage.
AsktwoSstoreadtheconversation.
Homework:
l)Revisethisunitandpreparefortheexam.2)Fillintheblanks
1.There?sacinemanext____theshop.
2.____theleftsideoftheroom,there?sadesk.
3.—TmsorryIcan'thelpyou.一
4.Pleasecometothefrontandstand____________theclass.
:I'm_______,Idon'tknow.Please________that
Unit3Whydoyoulikekoalas?
Languagegoals
Inthisunitstudentslearntodescribeanimalsandexpresspreferencesandgive
reasons,
Newlanguage
Whydoyoulikekoalabears?Becausethey'recute.They'reprettyinteresting.
They'rekindofshy,They'reverybig.
Namesofanimalssuchastiger,elephant,koalabear,dolphin
Descriptionwordssuchassmart,cute,intelligent
Namesofcountries:Australia,SouthAfrica,
Recycledlanguage
between,acrossfrom
He's/She'sfrom…He's/She'sfiveyearsold.
Namesofcountries;China,Japan,Brazil
PeriodOneSectionA(la-lc)
Teachingaim:
Topic:Whydoyoulike,,,?
Structures:Whydoyoulikekoalas?Becausetheyareverykindofcute.
Task:Talkaboutyourfavoriteanimal.
Culture:Knowsomethingabouttheanimalsintheworld.
Vocabulary:
Animal:koala,elephant,dolphin,lion,tiger,panda,dog,penguin,very,kindof,
cute
Grammar:
Whydoyoulikekoalas?Becausetheyarevery/kindofcute.
Abilities:Studentscanaskandtalkabouttheanimalstheylike
Emotion:Talkaboutanimals,understandanimals,lovethemandenjoylife
Importantpoints:Thenamesoftheanimalsandsomeadjectives
Difficultpoints:Plurals
Teachingprocedures:
InstructionalDesignModificationand
Remarks
Step1
Review:
Doyoulike,••?andsomeadjectives:
(1)chant:doyoulikefruit?(2)Talkaboutthe
movies.
Step2
presentation
Talkaboutpersonsandteachfriendly,beautiful,cute,
clever,shy,smart
Talkaboutthepeoplenearus
Step3
Reviewtheanimalstheyhavelearned
Lookattheanimals.whatisthis?Itisalion,dog,pig,
monkey,chicken,ox,fox,cow,cat,sheep
Dola,lb
Step4
Talkaboutyourfavoriteanimalswithsomeadjectives,
Practiceinpairs
Step5
makeasurvey
Howmanystudentslikethekindofanimal?
Step6
Homework
Askstudentstoworkinpairs.Havethemtaketurnssaying
bothparts.
Ifstudentsneedhelpgettingstarted,demonstrateanother
conversationwithastudent.Forexample:
Asksomestudentstopresenttheirconversationstothe
class.Andwritethemdown.
Periodtwo(2a-secion2b)
Teachingaim:
Task:
Talkabouttherareanimals.
Culture:
Knowsomethingaboutyourfriends/parents
Vocabulary:
AustraliaSouthAfricauglyfriendlyshyclever
Grammar:
Whereareyou/theyfrom?
Whereishe/she/itfrom?
Whatanimaldoyoulike?
Whatotheranimalsdoyoulike?
Whatfruitdoyoulike?
Whatfruitdoyoulike?
Teachingprocedures:
InstructionalDesignModificationand
Remarks
Step1
Presentation
A:Ilike…B:Whydoyoulikehim/her?
A:Becausehe/sheisvery/kindof•••
PracticewiththeseadjectivesFriendlyshyuglycute
beautifulsmart
Talkaboutyourfamilymembersandclassmates.
Whatanimaldoyoulike(best)?
Ilike••,Whydoyoulike…Becausethey're
Step2
Matchthewordswiththeanimalsinthepicture
lbListenandchecktheanimalsyouhear
Step3
Askaboutyourpartner,sfavoriteanimals.
A:Doyouwanttoseelions?
B:Yes,Ido.
A:Why?
B:Becausethey'recute.
Step4
listening
2aListen.Writetheanimalsyouhear.
Drawalinefromtheanimalstothe
descriptionwords.
SectionB
1
Matchthedescriptionwordswiththeanimals.
Talkabouttheanimalsyouknow.
A:Whatanimalsdoyoulike?
B:Ilikeelephants.Theyarecute.
A:Whatotheranimalsdoyoulike?
B:Ilikedogs,too.
A:Why?
B:Becausethey'refriendlyandclever
2aThisactivityprovideslisteningpracticewiththetarget
language.
Say,NowIwillplayarecordingofaconversationbetweenTony
andMaria.Thistimecircletheadjectivesyoubearonthelist
forla.
Playtherecordingagain.Studentscircletheadjectivesthey
hear.ThenCorrecttheanswers.
2bThisactivityprovideslisteningandwritingpracticeusing
thetargetlanguage.
Callattentiontothethreeheadings.Animal,Maria'sWords
andTony,sWords,andthewrite-onlinesundereach.
Say,NowIwillplaytherecordingagain.Thistimepleasewrite
thenameoftheanimalseachpersontalksaboutandthewords
theysay.
Playthefirstfourlinesofrecordingandstopthetape.Ask,
Whatanimalaretheytalkingabout?(theelephant)Whatwords
doesMariausetodescribetheelephant?(interesting,
intelligent)
Pointoutthewrite-onlineswherestudentscanwritethese
words.
Playthewholerecordingandhavestudentswritethewordsthey
hearonthechart.
Checktheanswers.
PeriodThree
Teachingprocedures:
InstructionalDesignModificationand
Remarks
Step1Review
Myfavoritecoloris
Myfavoritefoodis
Myfavoritefruitis
Myfavoriteplayeris
Myfavoritesportsis
Myfavoritenumberis
Myfavoritemovieis
Myfavoriteanimalis
Step2Discuss
Discussabouttherareanimalsinthewordandwherethey
live.3aPuttheanimalsinthemap.
Step3Pairwork
Usetheanimalsandcountriesin3a.
Wherearelionsfrom?
LionsarefromSouthAfrica.
Step4Surveyandreport:
Howwelldoyouknowyourclassmates?
namefromFavoriteanimalwhy
Step5Groupwork
SayyourfavoritesWhat'syourfavorite
color/sports/movie/subject/
number/food/fruit/animal?
Whereisshe/he/itfrom?Wherearetheyfrom?
3aReadthedescriptionsandmatchthemwiththeanimals
below.
MakeanIDcardforeachanimal:
3bLookthelionin3a.Thencompletethedescriptionwith
thewordsinthebox.
Africayearsthiseatssleepslazy
ThisisLarry.He'sfrom.He'seightold
Hemeat.Larryis.Heusuallyand
Relaxes20hourseveryday!
Task:
Tellusyourfavoriteanimal.
Groupwork:
Exchangethedescriptionwithotherstudents.
Canyouguesstheanimal?
4gamebingo
PeriodFour
Teachingprocedures:
InstructionalDesignModificationand
Remarks
Stepl
Revision
Chant:Whatanimalsdoyoulike?
Ilikepandas.Ilikepandas.
Why?
Theyarequiet.Theyarequiet.
Whatanimalsdoyoulike?
Ilikekoalas.Ilikekoalas.
Why?
Theyarecute.Theyarecute.
Whatanimalsdoyoulike?
Ilikedolphins.Ilikedolphins.
Why?
Theyareclever.Theyareclever..
Talkabout
movies/subjects/sports/players/actors/days/months.
What,•,doyoulike?
Whatother…doyoulike?
Why?
Makeasurvey
Tests(1-3)
Unit4Iwanttobeanactor.
TeachingGoal:
1.Generalaims:
Talkaboutjobs.
2.Particularaims:
A.LanguageFocus.
Talkaboutjobsandtheplacewherepeoplework.
B.Languagegoals
(1).Whatdoyoudo?mareporter.
(2).Whatdoesshewanttobe?Shewantstobeasalesassistant.
C.Languagestructures:
(1).Whatdoyoudo?Iamateacher.
(2).Whatdoeshewanttodo?Hewantstobeanofficer.
(3).Doesyourfatherwork?Yes,hedoes.
(4).Whatdoesyourmotherdo?
D.Usefulwordsandphrases:
Words:assistant,salesassistant,doctor,reporter,policeofficer,waiter,bank
clerk,star,thief,nurse,money,station,magazine,dinner,dangerous,afraid,late
Phrases:get…from,workfor,workhard,callat,schoolplay,eveningnewspaper,
beafraidof
PeriodOne
Teachingprocedures:
InstructionalDesignModificationand
Remarks
Step1
Organizestudentstopreparefortheclass
Step2
Askstudentstolookatthepictureandrememberwhatthey
cansee
Findfourgroupstosaythewordsthattheyremember.
Sept3.
Talkaboutthepicturethenmakeadialogue.
Suchas:Whatisthis?It'sastoreWhatcanyousee?Ican
seeasweater.Whatcolorist?It'sgreen.Howmuchisit?
It's50dollars
Sept4.
Askstudents:Whatisyourfather?Heisaworker.(Tell
themanotherwayofsaying:
Whatdoesyourfatherdo?
Isheaworker?No,heisn't.Whatishe?Heisadoctor.
or:Whatdoeshedo?
Suchas:A:Whatdoeshedo?B:Heisareporter.
Step5.Listentothetape:lb.2a.2b.
lb)Thisactivityprovidesguidedoralpracticeusingthe
targetlanguage-
Askastudenttoreadtheexampleconversationwithyou.Hold
upthebookandpointtothedoctorinthepicture.
Say,Nowworkwithyourpartner.Makeyourownconversations
aboutthepicture.Youcanusesentencesliketheonesin
activitylb.
Sayadialoguewithastudent.Pointtoapictureofoneof
thepeople.Guidethestudenttoanswerusingoneofthewords
inactivityla.
Asstudentsworkinpairs,movearoundtheroommonitoring
theirwork.Onerlanguageorpronunciationsupportasneeded.
2a)Thisactivitygivesstudentspracticeinunderstandingthe
targetlanguageinspokenconversation.
Askstudentstolookatthethreepictures.Askdifferent
studentstotellyouwhattheyseeineachpicture.What
arethepeopledoing?Whatjobsdotheyhave?”
Playtherecordingthefirsttime.Studentsonlylisten.Say,
Youwillhearconversationsaboutthepeopleinthese
pictures.
Playtherecordingasecondtime.Say,Writethenumberof
eachconversationbelowthepictureofthepersonbeingtalked
about.
Correcttheanswers.
2b)Thisactivitygivesstudentspracticeinunderstanding
thetargetlanguageinspokenconversation.
Pointtothethreeheadingsinthechartandreadtheheadings
totheclass.
Askstudents,Whatdoesuwantstobe"mean?
Playtherecordingthefirsttime.Studentsonlylisten.Say,
Youwillhearaboutthepeopleinthesepictures.Youwill
hearthejobtheyhawnowandthejobtheywantinthefuture.
Playtherecordingasecondtime.Thistimeaskstudentsto
fillintheblankswiththejobsthepeoplehavenowandthe
onestheywantinthefuture.Pointoutthesample.
Step7HomeworkPracticeThedialogueaccordingtothepicture
onPage1.
PeriodTwo
Teachingprocedures:
InstructionalDesignModificationand
Remarks
Step1Organizestudentstopreparefortheclass
Step2Talkaboutthefamilyandthejobs,Suchas;Myfather
isaworker,AndHeworksinahospital
Step3
1.Askstudentstomakesomesentenceswiththesewords;
waiter.Bankclerk.Reporter.Nurse.Policeofficer.
2.Lookatthepictureandmatchthejobswiththepeoplein
thepictures.Suchas;Iseealotofmoneyeveryday.But
it'snotmine.Icountitforotherpeoplematchthebank
clerk.
3.Letthestudentspracticemoreandmore.
4.Theymakeaconversationtopracticethedrills.
Forexample:Whatdoyoudo?
Ihelpdoctorsandpatients.Somepeoplecallus“angelsin
white,CanyouguesswhatIdo?
5.Pairwork:Practicetheconversationontheright.Usethe
jobsandplacesinactivity3a.
Wheredoesyoursisterwork?Sheworksatahospital.
Whatdoesyoursisterwork?Sheworksatahospital.
Whatdoesshedo?She'sadoctor.
6.Game:Guessthegame!
Drawapictureofsomeoneatwork.
Canyourclassmatesguessthejob?
Justlike:Isheapoliceofficer?
No,heisn't?Isheawaiter?Yes,heis
Step4PracticeNow,practicethethingswehavelearned.
Theycantalkaboutthejobs.Suchas:Whatdoyoudo?
Wheredoeshework?
Heisadoctor.Heworksinahospital.
Isheapoliceofficer?Yes,heis.No,heisn't
Step5HomeworkPracticethedialogueaccordingtothepicture
onPage25.
PeriodThree
Teachingprocedures:
InstructionalDesignModificationand
Remarks
Step1
Organizestudentstopreparefortheclass
Step2
Oralpractice:Games,wordsthatdescribejobs,suchas
exciting,dangerous,boring
Step3
1.Letstudentslookatthepictureandguessthejobs.The
teacherdescribesthejobsandletstudentsguesswhat.Ask
jobdoesthepersonhave?Wheredoesthepersonwork?
2.Thenuseexplanationsandshortsamplesentencestohelp
studentsunderstandwhateachwordmeans.Forexample,
Excitingmeansver
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