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Sports and Good Health教案
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some important words
about the geography in North America
3. write something or talk about North America
4. understand and write down some missing words as heard in sentences or
passages in different contexts
CLASS OPENING (5 MINUTES}
For ideas and tips on beginning a class, see &Teaching Techniques& at the
back of this teacher's guide.
STUDENT BOOK (15 MINUTES)
There is one reading for this lesson. The reading presents new vocabulary and
reviews the vocabulary students have learned in previous lessons.
The new vocabulary for this lesson includes the following words and
Mastery Vocabulary
America, American
Certainly.
Will/Would you please ?
Oral Vocabulary
North America, South America
There are many ways to teach immersion reading. Here are some step-by-step
instructions for one way to teach the reading in this lesson.
Step 1: Check to see if the students have previewed the text. Ask if they
have any questions concerning the meaning of the text. Encourage other students
to try to answer the questions. Ask the class what they know about North
America, including the population, countries, cities, languages spoken, history
and geographical features.
Step 2: Play the audiotape. Have the class follow the audiotape while looking
at the text.
Step 3: Discuss the reading with the class. Ask the class to summarize the
main ideas of the text. Make sure the students know the six main points (the six
questions introducing each paragraph) discussed in the text.
Step 4: Divide the class into small groups. Have each group do the one of
following activities: draw a map of North America, roughly indicating in English
the countries, major cities and mountai or discuss the
reading, using as much English as possible. Their discussions could centre
around questions such as:
What two countries are in North America?
(Canada and the United States)
The name South America gives you a clue as to this country's location.
Where is South America located? (It is located south of North America.)
CLASS ACTIVITY: WORD GAMES(15 MINUTES)
Have the class play a game as a fun way to learn the vocabulary for this
lesson. You can use this as an opportunity to review learned vocabulary as well.
See &Games& at the back of this teacher's guide for an alphabetical list of
games with instructions on how to play.
Choose one of these suggested games for learning vocabulary:
&Bingo&(students match words on their game sheets to words on vocabulary
&Draw and Guess& (students draw pictures to illustrates words or phrases)
&Spelling Bee& (students play in teams, winning points for correctly spelling
You can also cut this activity and assign some time for diary writing or
group verb-tense studies.
Remember to check in on these activities at the end of Lesson 55 or 56 (or
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
A Smart Mother, Part Two
Tasha and her children are in the back of the house! Gary runs into the
house. There is a lot of water in the house. Where is Tasha? There she is!
She is swimming. Where are her children? They are in a dish. It is Tasha's
food dish. The dish is like a boat! Tasha is pushing the dish with her nose.
The small dogs have a smart mother.
CLASS CLOSING (5 MINUTES)
Below is the suggested homework for this lesson.
Aim to give students about thirty minutes of homework. Use your discretion in
deciding how
much reading or how many exercises to assign as
homework. Base your decision on students' progress.
the second reading in the reader
the remaining activity book exercises
the next lesson in the student book
Lesson 51 教学设计
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some important words
about the countries in Asia
3. write something or talk about Asian countries
4. understand and write down some missing words as heard in sentences or
passages in different contexts
CLASS OPENING (5 MINI ITES)
For ideas and tips on beginning a class, see &Teaching Techniques& at the
back of this teacher's guide.
STUDENT BOOK (15 MINUTES)
There are two readings for this lesson. Teach the first reading. The second
reading is for students touse independently.
The readings present new vocabulary and review vocabulary the students have
learned in previous lessons. The new vocabulary for this lesson includes the
following words and phrases:
Mastery Vocabulary
abroad, Japanese, town, village
Oral Vocabulary
Africa, Asia, India, Japan
Before you begin the reading, introduce the unit project. See &Teaching
Techniques& at the back Of this teacher's guide for general information about
introducing unit projects. Also see the Unit 7
introductory page in this teacher's guide. Instructions
for unit project 1 are in the student book.
There are many ways to teach immersion reading.
Here are some step-by-step instructions for one way
to teach the reading in this lesson.
Step 1: Check to see if the students have previewed the text as required. Ask
if they have any questions concerning the meaning of the text. Encourage other
students to try to answer the questions. Ask them if they know anything about
countries in Asia, other than China, and including Japan and India.
Step 2: Play the audiotape. Have the class follow the audiotape while looking
at the text. Use your judgment to decide whether you want to spend some time on
any of the new words. You might select one or two words from the vocabulary list
and ask if anyone has figured out the meaning. If a student replies correctly,
ask him or her to share the strategies used to puzzle out the meanings. Remember
to give lots of praise for a good try, even if it's wrong.
Step 3: Ask for volunteers to take on the roles of Jenny, Brian and Danny and
act out the reading in any way they choose.
Stop 4: Divide the class into small groups. Ask all the groups to have a
discussion around one of the following topics. Remind students to use as much
English as possible. Countries 1 would like to visit What I know about Asian
countries Languages spoken in Asia
UNIT PROJECT: REGIONAL REPORT (15 MINUTES)
Begin unit project. This project covers four lessons. Students will prepare a
report to present to the class. Divide the class into small groups. Have each
group choose a region of the world. Working in their groups, students begin to
collect facts about the region. Instruct them to refer to the student book and
TEACHING TIP
Display centres are fun!
This would be a good project for the students to make display centres.
Each group could create a display about its region in a different area of the
classroom, they can display maps, written information and any pictures or
objects they have managed to find. On presentation day, one member of each group
stays with the display as host to explain it. The rest of the students walk
around the classroom to visit each centre, Students can take turns as host of
their group's display centre.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
In the City, Part One
A woman goes to the city for the first time. She sees many cars, lights and
tall buildings. She is seared of the cars. She has never seen so many cars! She
walks into a big office building. It is quiet there. She looks around. She sees
an old, old man with gray hair. He is standing in front of two doors. He pushes
a button. The doors open. He walks inside and the two doors close.
CLASS CLOSING (5 MINUTES)
Below is the suggested homework for this lesson.
Aim to give students about thirty minutes of homework. Use your discretion in
deciding how much reading or how many exercises to assign as homework. Base your
decision on students' progress.
the third reading in the reader
the remaining activity book exercises
the next lesson in the student book
Lesson 52 教学设计
LESSON BOJECTIVES
After this lesson, students should be able to
1. understand the meaning of the song and sing it well
2. remember and use the mastery vocabulary
3. understand and write down some missing words as heard in sentences or
passages in different contexts
CLASS OPENING (5 MINUTES)
For ideas and tips on beginning a class, see &Teaching Techniques& at the
back of this teacher's guide.
STUDENT BOOK (5 MINI TTRS)
There is one reading for this lesson. The reading presents new vocabulary and
reviews the vocabulary students have learned in previous lessons.
The new vocabulary for this lesson includes the following words and
Mastery Vocabulary
Thanks a lot!
You're welcome.
Certainly!
Oral Vocabulary
There is no new oral vocabulary in this lesson.
There are many ways to teach immersion reading. Here are some step-by-step
instructions for one way to teach the reading in this lesson.
Step 1: Check to see if the students have previewed the text as required. Ask
if they have any questions concerning the meaning of the text. Encourage other
students try to answer the questions.
Step 2: Play the audiotape. Have the class follow the audiotape while looking
at the text. Select one or two sentences containing key phrases, expressions and
sentence patterns. Ask if anyone has figured out the meaning. If a student
replies correctly, ask him or her to share the strategies used to puzzle out the
meanings. Remember to give lots of praise for a good try, even if it's
Step 3: Divide the class into groups of four. Each group member will play one
of the four roles (Jenny, Brian, Li Ming's mother and Li Ming).
The students can act out the reading in any way they choose. Have one group
perform for the rest of the class.
Step 4: If time allows, discuss the reading with students. Use as much
English as possible. Ask questions to make it easier for students to participate
in the discussion. Ask questions such as:
What does Brian say that means the same thing as call on the telephone? (He
says &ring up. &)
What could you say instead of &Thanks a lot&?
(Thanks, thank you, thanks very much, thank you very much.)
UNIT PROJECT: REGIONAL REPORT (CONTINUED) (15 MINUTES)
Continue unit project. Students continue to work in the same groups. Instruct
the groups to begin writing their reports. Advise students that there will be
time in the next lesson to finish their reports. Remind the groups to think
about illustrations for their presentations. Can they draw a map of their
region? Can they locate cities and other features on the map? Students may refer
to the student book and reader for information.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Follow the directions,
a. Listen. Fill in the blanks. Write tile words you hear.
In the City, Part Two
There are numbers over the doors. The numbers change: 1, 2, 3, 4, 5. Then the
numbers change again: 5, 4, 3, 2, 1. The doors open again. A good looking young
man with black hair walks out! The woman is very surprised. She says, &My!
That's very good! Tomorrow, I'm going to bring my husband!&
CLASS CLOSING (5 MINUTES)
There is no specific reading from the reader to assign as homework for this
lesson. This is a chance for students to catch up if they are behind.
Suggested homework for this lesson includes:
the remaining exercises in the activity book
the next lesson in the student book diary writing and group verb-tense
Lesson 53 教学设计
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some important words for
making phone calls
3. understand and write down some missing words as heard in sentences or
passages in different contexts
CLASS OPENING (5 MINUTES)
or ideas and tips on beginning a class, see & Teaching Techniques at the back
of this, teacher&s guide. You may wish to have the class sing &East We Go.&
STUDENTS NT BOOK (15 MINUTES)
There is one reading for this lesson. While you are encouraged to use your
own ways of teaching, you could follow the steps outlined below.
Step 1: Check to see if the students have previewed the text as required. Ask
if they have any questions concerning the meaning of the text.
Step 2: Play the audiotape, which teaches the vocabulary for this lesson. The
new mastery vocabulary for this lesson is:
Hold on, please.
This is speaking.
How&s the weather in ?
Note there is no new oral vocabulary for this lesson.
Here you may want to mention some other important phrases, expressions and
sentence patterns in the text, including:
a report on something
to get ready for something
May I please speak to&?
There is...speaking.
Step 3: Action! Divide the class into groups of four. Each member plays one
of the four roles (Jenny, Brian, Li Ming's mother and Li Ming). The students can
act out the reading in any way they choose, have one group perform for the rest
of the class.
Step 4: If time allows, discuss the reading with students. Use as much
English as possible. Ask questions to make it easier for students to participate
in the discussion. Ask questions such as:
What does Brian say that means the same thing as &call on the telephone&? (He
says &ring up, &) What could you say instead of &Thanks a lot&? (Thanks, thank
you, thanks very much, thank you very much.)
UNIT PROJECT: REGIONAL REPORT
(CONTINUED) (15 MINUTES)
Continue unit project. Students continue to work in the same groups. They
continue to work on their reports. Encourage the groups to add information to
their reports that is not in the student book or reader. For example, students
may know of famous places in their region or unusual animals that live there.
Advise students to finish their reports in this lesson. They will be presenting
their reports in the next lesson.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape, choose the correct answers.
1. I live in a place that is bigger than a village and smaller than a city.
What is it?
2. This could hold many of my schoolbooks. But I never take it to school. I
use it only when I go on a trip. What is it?
3. When l drive my car, I am a driver. When l travel on an airplane, I am one
4. Bikes, cars, airplanes and busses have these.
What are they?
5. You can do this to stairs and airplanes.
CLASS CLOSING (5 MINUTES)
Below is the suggested homework for this lesson. Aim to give students about
thirty minutes of homework. Use your discretion in deciding how much reading or
how many exercises to assign as homework. Base your decision on students'
the fourth reading in the reader
the remaining activity book exercises
the next lesson in the student book
Lesson 54 教学设计
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some important words
about Europe
3. write something or talk about Europe
4. understand and write down some missing words as heard in sentences or
passages in different contexts
CLASS OPENING (5 MIUNTES)
For ideas and tips on beginning a class, see
&Teaching Techniques& at the back of this teacher's guide. You may wish to
have the class sing &East We Go.&
STUDENT BOOK (15 MINUTES)
There is one reading for this lesson. The reading presents new vocabulary and
reviews the vocabulary students have learned in previous lessons. The new
vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
England, Russian, sea, the
Oral Vocabulary
Britain, Europe, Germany, Russia
There are many ways to teach immersion reading.
Here are some step-by-step instructions for one way to teach the reading in
this lesson.
Step 1: Check to see if the students have previewed the text as required. Ask
if they have any questions concerning the meaning of the text. Encourage other
students to try to answer the questions. Ask the students if they know anything
about Europe, including its population, countries, language, major cities,
mountains and rivers.
Step 2: Play the audiotape. Have the class follow the audiotape while looking
at the text.
Step 3: Divide the class into small groups. Each group draws a map of Europe.
The map should include all the countries, seas, rivers, mountains, capital
cities and languages spoken that have been mentioned in the text.
Encourage the students to use English in their discussion and mapping.
UNIT PROJECT: REGIONAL REPORT
(CONTINUED) (15 MINUTES)
Conclude unit project. Groups present their work to the class. Depending on
class size and the length of presentations, you may wish to divide up the class.
Groups would then present their projects to or portion of the class.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
l. Listen to the audiotape. Choose the correct answers.
1. Jenny: What's the weather like today?
Brian: It's cold. It's snowing.
2. Danny: What's the weather like today?
Brian: It's cold. The leaves have many colors.
3. Danny: What's the weather like today'?
Brian: It's hot! Let's go to the swimming pool.
4. Jenny: What's the weather like today?
Danny: It is rainy and cold.
5. Brian: What's the weather like today?
Danny: It is warm. There are new leaves on the trees.
CLASS CLOSING (5 MINUTES)
Below is the suggested homework for this lesson, Aim to give students about
thirty minutes of homework. Use your discretion in deciding how much reading or
how many exercises to assign as homework. Base your decision on students
the fifth reading in the reader
the remaining activity book exercises
the next lesson in the student book
Lesson 55 教学设计
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text :il
2. memorize what is reviewed in this less0
3. understand and write down some missing words as heard in sentences or
passages in different contexts
CLASS OPENING (5 MINUTES)
For ideas and tips on beginning a class, see &Teaching Techniques at the back
of this, teacher&s guide. You may wish to have the class sing &East We Go.&
STUDENTS BOOK (15 MINUTES)
There is one reading for this lesson. It reviews the vocabulary for this
unit. There is no new vocabulary in this lesson. There are many ways to teach
immersion reading. Here are some step-by-step instructions for one way to teach
the reading in this lesson. Also see &Teaching Techniques& at the back of this
teacher's guide for more general information about teaching readings.
Step 1: Check to see if the students have previewed the text as required. Ask
if they have any questions concerning the meaning of the text. Encourage other
students to try to answer the questions. You may wish to select one or two words
or phrases from the new vocabulary for this unit for review. Ask students to
tell you what these words and phrases mean. If a student replies correctly, ask
him or her to share the strategies used to puzzle out the meanings. Remember to
give lots of praise for a good try, even if it's wrong.
Step 2: Play the audiotape, Have the class follow the audiotape.
Step 3: Divide the class into small groups. Have the students talk about
writing an e-mail message to Jenny reporting on what they have learned in this
unit. In particular, what should they include in their reports?
GRAMMAR AND VERBS (20 MINUTES)
The grammar for this lesson is articles and proper nouns. An article is a
special type of adjective. &A&, &an& and &the& are articles. In sentences,
articles are always placed before a noun. A proper noun is a special type of
noun. It is the name of something and always starts with a capital letter.
There are two kinds of articles: indefinite and definite. &A& and &an& are
indefinite articles. Definite. &A& and &an& are indefinite articles. Use
indefinite articles when talking about something singular (one thing) in
general. For example:
I want an apple. (any apple)
A cheetah is a kind of cat. (cheetahs in general)
Note that you do not use articles in the expression &kind of.& You say &a
kind of cat,& you do not say &a kind of a cat.&
Give the rule for using &an& instead of &a. &&An& is used for words that
begin with vowels: A, E, I, O or U. It makes them easier to pronounce. For
an umbrella
The& is a definite article. Use definite articles for the following
situations:
1. When talking about something mentioned earlier. For example: He picked up
a book and read the book.
Note that the article &a& is used with the first mention of &book&, but the
article &the& is used with the following mention of &book.&
2. When talking about something that the listener knows. For example:
Open the door please.
In this case, you are not talking about any door.
You are talking about a specific door. The listener knows which door you
3. When using with certain proper nouns. For example: The ship sailed on the
Pacific Ocean.
In this case, we say &the& Pacific Ocean, not &a& Pacific Ocean. Why?
Because there is only one Pacific Ocean, although it is one of many
4. When using with plurals of nouns. For example:
A black cat is at the door.
BUT, the black cats are at the door.
Proper Nouns
Proper nouns are names. Compare the following:
Noun Proper Noun
country China
girl Jenny
language English
Articles can be used with any of the nouns listed: a country, the country, a
girl, the girl and so on. Articles re used with only some proper nouns. Remember
the above example using the Pacific Ocean?
But we say &China, &not the China. Why? Because China is unique. The Pacific
Ocean is one of many oceans, so we specify the ocean we mean. But there is only
one China, so we don't need to specify or use the word &the.&&
Note that we say the United States or the US. And the United Kingdom or the
U.K. Why? For the same reason: there are many states in the world (& states& can
mean &country&, so we specify which one we mean: the United States. And the
world has many kingdoms, so we specify which one we mean: the United
Review the verbs for this lesson. Note that &know& is an irregular verb. It
is the only verb to review for this lesson, so if you have time, you may wish to
review other irregular verbs as well. Please read about teaching verbs in
&Teaching Techniques& at the back of this guide.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
Help! I Can't Find My Apartment! Part One
Erik lives in Norway. He lives in the country. He likes Norway, but he
doesn't like the country. He wants to live in the city.
Erik goes to Oslo. Oslo is a big city. He sees a nice apartment. He buys the
apartment.
Erik is hungry. He goes to a restaurant. He eats lunch.
Alter lunch, Erik wants to go back to his new apartment. But where is his
apartment? All the buildings look the same. He can't remember where his is!
CLASS CIOSING (5 MINUTES)
There is no specific reading from the reader to assign as homework for this
lesson. This is a chance for students to catch up if they are behind. They
should also complete any remaining exercises from the activity book.
Lesson 56 教学设计
LESSON OBJECTIVES
Since this is a lesson of review, by the end of the class, students should be
1. understand and remember what is reviewed in this lesson
2. have a clear idea of what has been covered in this unit, including the
theme (s), activities, vocabulary, phrases and expressions, grammar, listening
and phonetics
3. use what has been learned in this unit in their free talks and writings
about geography
CLASS OPENING (5 MINIITES)
For ideas and tips on beginning a class, see &Teaching Techniques& at the
back of this teacher's guide. You may wish to have the class stag &East We
QUIZ (15 MINUTES)
Play the audiotape for the quiz. The quiz reviews phrases and vocabulary
teamed in this unit.
Do not use the list of vocabulary in this lesson to drill students! The
purpose of the list is to help students learn mastery vocabulary as they
Watch your students closely during the quiz. The quiz is a chance for you to
identify students who may be having particular problems. It is also a chance for
you to assess the general progress of your class. Are the students generally
able to follow the audiotape?
If you find students have trouble with parts of the quiz, discuss the points,
and then, if time allows, play the quiz again.
The audiotape presents both the questions and answers for the quiz:
1. I am going to call Danny on the phone. Look at the sentences below.
What's another way to say &call on the phone&?
It's what I usually say!
Please say it with me.
(I'm going to hang up the phone.)
(I'm going to ring up Danny.)
(I'm going to wake up Danny.)
2. The phone is ringing now. Someone says, &Hello?&What can I say next? When
you hear the right answer, please say &right!&
(Time to go!)
(Hello! This is Brian speaking. )
(Excuse me, would you please hang up?)
3. Now I say, &May I speak to Danny, please? &The person answers, &Hold on,
please.&Why? When you hear the right answer, please put up your hand. (Because
I'm already talking to Danny.)
(Because I'm not talking to Danny.)
4. Please say this with me: &Jenny, would you please help me with my
geography homework?&
What does Jenny say? I'm going to say four answers. Three of them are right.
Please repeat the right answers after me.
(Certainly!)
(No, I already did my homework.)
(Sure, Brian!)
(Of course!)
5. Jenny says, &You're welcome. &Why? What did I say to Jenny? Please put up
your hand for the right answer.
(Thanks a lot.)
(I'm sorry, but I don't want to read that book.)
(Will you please bring me a map?)
6. I have rung up my mother in England. I have asked her a question. Here is
her answer: &It's rainy today, Brian. I took my umbrella to work. &What was my
question? When you hear it, please smile!
(How are you, Mum?)
(I miss you. Do you miss me?)
(How's the weather in England?)
7. Jenny has a map. I need Jenny's map for my geography report. Am I asking
the right question? Please say &yes& or &no.& (Would you please let me see your
map, Jenny?)
8. Listen. What am I talking about? When you know the right answer, write it
down on some paper. Then show your answer to a classmate. Were you right? (It's
a piece of land. It has the word &land& in it. It's smaller than a continent. It
has water around it. It starts with an i. It's second letter is s, but you don't
say the s.)
CLASS REVIEW ACTIVITY( 15 MINUITES)
Have the class play games as a review activity. See &Games& at the back of
this teacher's guide for an alphabetical list of games with instructions on how
Here are some recommended games for this lesson&s review.
&Dial a Word& to review nouns in this unit.
&What's my Line?& Use phrases such as:
Student A: Certainly, I'll show you. This is Japan.
Student B: Will/Would you please show me Japan?
Student A: It's raining in Beijing, today.
Student B: How's/What's the weather in Beijing?
Student A: It's like a huge lake, but it's salty.
Student B: What's a/the &sea&?
Student A: No, I have traveled to Beijing, but I have never traveled outside
Student B: Have you been/traveled abroad?
Student A: Yes, Chao is here. Hold on, please.
Student B: May I speak to Chao, please? /Is Chao there?
Student A: No, this is Danny's mother. Hold on, please.
Student B: Hello, may I speak to Danny? /Hello, is Danny there?
Student A: This is Li Yi speaking.
Student B: Hello, may I speak to Li Yi, please?/ Hello, is Li Yi there?
Student A: You're welcome.
Student B: Thanks/Thanks a lot.
Student A: Okay! Here's the phone. Do you know Jenny's phone number?
Student B: Let's ring up/call Jenny.
Student A: No, he lives in a big city.
Student B: Does he live in a town/village?
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