TEACHING PLAN FOR
太原一中 黃曉紅
A. THE ARRANGEMENT FOR THE WHOLE LESSONS OF UNIT 19
I. TEACHING AIMS AND DEMANDS
1． After teaching this unit, get the students to grasp the usage of uncountable nouns. Thus they can use them correctly both in spoken and written language.
2． Get them to master the expressions of suggestion. They can make suggestions with these useful expressions in their own dialogues.
II. TEACHING CONTENTS
1． Words: Four skills: food, rice, meat, bread, like, eat, drink, nice
2． Word families:
e /i:/ e /e/ ee /i:/ ea /i:/ ea /e/
3． Grammar: some bread
A bottle of orange
III. FOCUS
Four skills:
A bottle of milk/ orange. A glass of water
A cup of tea something to eat/ drink
It’s time to …
How many cakes can you see?
I can see only one.
I can’t see any.
Three skills:
What would you like?
Would you like…?
I would like…
Well…
Do you like it?
One skills:
What do we eat/ drink?
What’s the English for this/ these?
IV. TEACHING METHODS
As a whole teaching part, lesson 73 is connected with Lesson 74 and Lesson 75 very closely. In our teaching activities. We solve the key points about uncountable nouns first, then put them into the dialogues in Lesson 74 and Lesson 75. So we can see the whole unit teaching will be one part which connects each other.
1． Use objects: drawing, teaching cards, slides, to help teaching.
2． Teaching of word families:
e /i:/ e /e/ ee /i:/ ea /i:/ ea /e/
3． Help students to solve the word riddle.
4． Use body language to help teaching.
B. TEACHING PLAN FOR LESSONS
THE FIRST PERIOD
Lesson Seventy-three
Teaching contents
1． Words: Four skills: food, rice, meat, bread, like, eat, drink, nice
2． Focus: Four skills: a bottle of milk/ orange
a glass of water
a cup of tea
It’s time to…
Three skills: Do you like it?
One skill: What do we eat/ drink?
Teaching aids:
1． The tape-recorder and speech cassette
2． The teaching cards
3． The drawing
4． The objects
Teaching procedure:
Teacher and students greet each other.
T: Good morning, class. Sit down, please
Who is on duty today?
S1: I am.
T: How are you?
S1: Fine, thank you.
T: Is everyone is here.
S1: Yes, everyone is here.
T: What day is it today?
S1: It’s Monday.
T: Thank you. Sit down, please.
Step 1: Revision
T: (Draw a clock on the Bb)
What’s the time?
Ss: It’s seven fifteen.
T: It’s time to go to school. (Write it on the Bb.)
What time is it now?
Ss: It’s ten o’clock. It’s time to do morning exercises.
T: (Go on practising “It is time to …”)
Do you remember the song “Lucy, put your shoes on”?
Ss: Yes.
T: Let’s sing it. It’s time to…
Ss: (sing)
Step 2 Presentation
T: (Show them my watch) I have a new watch. Do you like it?
Ss: Yes, it’s very nice.
T: Good. “l(fā)ike” here is a verb. It means 喜歡.
(Point to my coat) I have a new coat. Do you like it?
S2: Yes, it’s very nice.
T: Go on asking others the questions.
S2: I have a new ruler. Do you like it?
S3: Yes, I think it’s very nice.
I have a new book. Do you like it?
S4: Yes, …
Step 3 Read and say
T: Listen to the tape and read after it.
Ss: (Listen and repeat.)
T: What’s the time?
Ss: It’s four o’clock.
T: Listen again and repeat.
Ss: (Do it)
T: Please open your books and practise the dialogue in pairs.
(Then get a few pairs to read it aloud.)
Step 4 Presentation
T: Look at these cards. What’s this in English?
Ss: It’s rice.
T: What’s it?
Ss: It’s bread.
(Finish off the other questions)
T: These words are uncountable nouns. 不可數(shù)名詞。We can put “a” before uncountable nouns 我們不能將“a” 直接放在不可數(shù)名詞前。We should say like this, a cup of tea, a glass of orange etc.
Do you understand?
Ss: Yes.
T: Please translate. 一杯茶
Ss: A cup of tea. (Write it on the Bb)
T: 兩杯茶
Ss: Two cups of tea. (Help them to say, write it on the Bb)
T: 一瓶桔汁.
Ss: A bottle of orange. (Write it on the Bb)
T: 三瓶桔汁。
Ss: Three bottles of orange. (Write it on the Bb)
T: (Go on)
Ss: (Answer)
T: Well. These phrases are very important. We can say them like these: three bottles of oranges, two cups of teas, etc. Please pay attention to these.
Step 5 Read and learn
T: Please read after me. Rice.
Ss: Rice.
T: Bread.
Ss: Bread.
T: (Go on reading)
T: Read together.
Ss: (Read)
T: Close your books. What things do we eat?
Ss: (Answer)
T: What things do we drink?
Ss: (Answer)
(Teacher and students discuss any problems.)
T: (Write on orange beside a bottle of orange)
Are they the same?
Ss: No. An orange means 一個(gè)桔子，a bottle of orange means 一瓶桔汁。第一個(gè)orange是可數(shù)名詞，第二個(gè)是不可數(shù)名詞。
T: Well done.
Step 6 Workbook
T: Turn to your workbooks. Do Ex.1 first. Practise in pairs.
(Then call out some pairs to act)
T: Please do Ex.3 with your partner.
Ss: (Practise and act)
Step 7 Homework
T: Do Ex.2 in the exercise book, and revise this lesson after class.
Lesson Seventy-three
a cup of tea two cups of tea
a glass of water four glasses of water
a bottle of orange three bottles of orange
(an orange)
It’s time to (go to
school!) three bottles of oranges ×
Bb design
THE SECOND PERIOD
Lesson Seventy-four
Teaching contents
1． Focus: Four skills: something to eat/ drink
Three skills: What would you like?
Would you like…?
I would like…
Well, …
Teaching aids:
1． The tape-recorder and speech cassette
2． The slide
3． The teaching cards
4． The body language
Teaching procedure:
Teacher and students greet each other.
Step 1 Revision
T: Do you like oranges? Bananas/…?
Ss: (Answer) Yes. / No.
Step 2 Presentation
T: (Show a slide)
Look at this picture. What would you like?
S2: I would like some cakes.
T: What would you like?
S3: I would like a glass of milk.
T: (Go on)
T: Tell me what would S2 like?
Ss: He would like some cakes.
T: What would you like?
S3: I would like a glass of milk.
T: (Go on)
T: Tell me what would S2 like?
Ss: He would like some cakes.
T: What would S3 like?
Ss: She would like a glass of milk.
T: what …?
Step 3 Practice
T: Look at the picture again, what would Lily like?
Ss: She would like a glass of milk.
T: (Go on asking)
Ss: (Answer)
T: Please ask and answer in pairs.
Ss: (Ask and answer)
Step 4 Presentation
T: (Use the teaching cards) Would you like a glass of water?
Ss: Yes, please. (Teacher nods her head)
T: Would you like a cup of tea?
Ss: No, thanks. (Teacher shakes her head)
T: Would you like some cakes?
Ss: Yes, please. (Teacher nods her head again)
T: Would you like some bread?
Ss: No, thanks. (Teacher shakes her head)
T: (Write the sentences and phrases on the Bb)
Now, look at these two sentences: “Would you like…?” and “Do you like…?”. Is there any different between them?
S6: Yes.
T: Why?
S6: I don’t know.
T: “Would you like…?” 針對(duì)的是此時(shí)此刻的情況，而 “Do you like…?” 指的是一般性的喜好。Do you understand?
Ss: Yes.
T: Do you think this phrase “some bread” is right or wrong?
Ss: It’s right.
T: Good. We can use some before uncountable nouns. For example, we can also say “some meat” “some rice” etc.
Step 5 Practice
T: Turn to your workbooks. And do Ex.2 (Then check)
Step 6 Reading
T: Don’t look at your books. Listen to the tape.
Ss: (Listen)
T: Answer these questions.
What would A like to drink?
Ss: A would like a cup of tea.
T: What would B like to drink?
Ss: (Answer)
T: (Go on with “What would they like to eat?”)
Ss: (Answer)
T: Listen to the tape again.
Ss: (Listen and check the answers.)
(Then repeat the dialogue)
T: Now let’s practise this dialogue together. I’m the woman. This part is a, that part is B.
(Teacher and students read)
T: Now practise in the groups of three.
(Then call out some groups to act.)
Step 7 Workbook
T: Read the dialogue in Ex.3 of your workbooks.
(Discuss any problems with the students)
T: Please make up new dialogues. Practise in pairs.
(Get two pairs to demonstrate their dialogues.)
Step 8 Homework
T: Do Ex.1 after class
Bb design
THE THIRD PERIOD
Lesson Seventy-five
Teaching contents
1． Focus: four skills: How many cakes can you see?
I can see only one.
I can’t see any.
One skills: What’s the English for this/ these?
Teaching aids:
1． The tape-recorder and speech cassette
2． The slide
Teaching procedure:
Teacher and students greet each other.
Step 1 Revision
T: Let’s check Ex.1 in Lesson 74. (Then check)
T: (Revise “what would…like?)
What would you like?…
Step 2 Presentation
T: (Show a slide) What can you see in the picture?
Ss: I can see a cat, some bananas, some apples.
…
T: How many apples can you see?
S2: I can see four.
T: How many glasses of water, can you see?
S3: I can see three.
T: (Go on asking)
S4: (Answer)
T: How many oranges can you see?
Ss: I can’t see any. (Help if necessary)
Step 3 Practice
T: Please practise in pairs, looking at your books.
Ss: (Practise and then some pairs act)
T: (Start an action chain) Please ask and answer one after another.
How many books can you see?
S5: I can see five. How many pens can you see?
S6: I can see three. How many eggs can you see? Etc.
Step 4 Practice
T: Turn to your workbooks, do Ex.2 in pairs.
Before this, please read the model dialogue.
Ss: (Read then practise)
T: (Get three pairs t demonstrate their dialogues)
T: Do Ex.3 in your exercise books, find out as many phrases as possible.
Ss: (Do it, and then check.)
Step 5 Workbook and homework
T: Please make up your own dialogues about asking for things to eat and drink.
Ss: (Do it orally)
T: Do Ex.1 in the exercise books as your homework and revise the language items in L.73, L.74 and L.75.
Bb design
THE FOURTH PERIOD
Lesson Seventy-six
Teaching contents
1． Words families: e /i:/ e /e/ ee /i:/ ea /i:/ ea /e/
2． Words stress:
3． Listening
Teaching aids:
1． The tape-recorder and speech cassette
2． The teaching cards
Teaching procedure:
Teacher and students greet each other.
Step 1 Revision
T: Read all the dialogues in Lesson 73, Lesson 74.
Ss: (Read)
T: Please tell me the names of food and drink you have learnt.
Ss: Bread, rice, cakes, a bottle of orange…
T: (Take them down on the Bb)
T: (Point to these food and drink words)
What would you like?
Ss: (Answer)
T: Would you like a cup of tea?
Ss: (Answer)
(Repeat with other questions)
T: Turn to page 75, and I’ll ask some students to talk about this picture.
Ss: (Three pairs act their dialogues.)
Step 2 Word families
T: (Show them the teaching cards) Look at these cards, and read.
Ss: (Read) e /i:/…
T: Listen to the tape and repeat.
Ss: (Listen and repeat)
T: Look at your books, listen again and repeat.
Ss: (Listen again and repeat)
T: (Show them the teaching cards) Please read these words.
Ss: Bread , we,…
T: (Give two students all the cards)
Please put them into two groups. One group of words contains the sound /i:/, the other group contains the sound /e/
Ss: (Do it with other’s help)
T: Please turn to your workbooks, and do Ex.2.
(Then check)
Step 3 Stress patterns
T: Don’t look at your books, listen to the tape.
Ss: (Listen)
T: Listen again and repeat.
Ss: (Listen and repeat.)
T: Look at your books, read it again.
Ss: (Read)
T: (Ask individual students to read) Please show the stress with a gesture when you are reading.
S2: (Read)
S3: …
…
T: Please pay attention to the numbers from 13 to 19, they have two stresses; but the numbers like 30, 40 … 90, they have only one stress. Would you please read these numbers by yourselves?
Ss: (Read)
Step 4 Listening
T: Turn to your workbooks, page 76. Read through the questions in Ex.1.
Ss: (Do it)
T: Listen to the dialogue twice and then finish the exercises.
Ss: (Listen and do the exercises.)
T: (Check their answers, and discuss any problems with the students.)
Step 5 Checkpoint 19
T: Go through checkpoint 19. Please ask any questions you have.
Ss: (Ask)
T: (Answer)
T: You should remember all the things in checkpoint 19, and learn them by heart.
Step 6 Test
T: Look at part 4 in your books, and take out a piece of paper, write down all the words you find in the box.
Ss: (Do it)
T: (Check)
Step 7 Workbook and homework
T: Do Ex.3 in the workbook. (Then check)
T: Do Ex.4 as your homework
Bb design