1、Unit 7 Is it a pear?Lesson1Prepare the Student Book used last term.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 remember of the story. You may have to prompt
2、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 expression in Chinese.Say, “Yes, and in
3、 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 Chinese.Say, “Yes, in English we say Oh,
4、 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 says, Oh! Poor Mocky.” Ask, “What is K
5、en 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 they say when they see something excit
6、ing 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 the children repeat the words a few ti
7、mes.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 the ice cream?” “Oooh, yum!”3.Talk about
8、 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?”“Does she like it?”Picture 4: “What do
9、es 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 tape again, pausing after each picture. Ha
10、ve 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 character. Then the groups change roles.5.Set
11、homeworkRemind the children to practice some of the new English expressions(Wow! Oooh, yum! and Yuk!) at home.Lesson2PreparationYou will need:any six flashcards from previous Units.1.Language drillChoose any six flashcards from previous Units. Hold up the first card so that the children cannot see t
12、he 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 different English words. Answer, “No, it isnt.” or “Yes, it is.”M
13、ake 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 the top of the page.Play the tape. Stop the tape after each n
14、ew 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 fruit in turn. Ask, “What is it?” If the children cannot ans
15、wer, 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 for fruit in “Words to learn”.3.Listen to thisStudent Book pag
16、e 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. Point to the first sentence. Read the words as you point to
17、 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 sentence together. Ask, “Is it a strawberry?” Elicit, “No, it is
18、nt.”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 chosen the correct sentence.Repeat the procedure for pear and le
19、mon.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 open their books at “Play the game”. Still in pairs, have the c
20、hildren 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 uncertain of the English name for some objects,you could say th
21、e 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 homeworkAsk the children to practice structures:Whats this/that? Its a . Is it a .?Yes,
22、 it is./No, it isnt.Lesson3PreparationYou 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. Ask the children, “Is it a (nut)?” Elicit, “Yes, it is.” If necessary, give the answ
23、er 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 that? Is it a (nut)?” Deliberately give the wrong name for some of the fruit. Elicit No,
24、 it isnt. Its a (lemon). or Yes, it is.2.Talk togetherStudent Book page 6Display 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 the speech bubbles aloud, pointing to the words as you do so. Have the children repeat t
25、he words after you.3.Listen and numberStudent Book page 6Have 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 after each pair. Ask, “Which picture matches those sentences?” Have the children touch the m
26、atching 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 lettersStudent Book page 7Draw the childrens attention to the top of the page.Play the tape for baby and ball. Ask, “Do these words have the sound /b/?”Play th
27、e tape again and have the children say the words aloud.Repeat the procedure for the/p/words.5.Listen and writeStudent Book page 7Have the children look at the two rows of pictures at the bottom of the page. Show your copy of the page. Point to the first picture and ask, “Whats this?” The children sh
28、ould 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 children p.Play the tape again and this time have children write the letter p on the line to complete the w
29、ord.Repeat the procedure for the other words. Have the children write the letters in the blanks.6.Set homeworkStudent Book pages 6 and 7Tell the children to color the pictures on pages 6 and 7.Lesson4PreparationPhotocopy Drillcard Master 7(page 160)onto light card. Cut it up to make a set of drillca
30、rds.You will need:flashcards for vocabulary introduced in this Unit.1.Trace the wordsStudent Book page 8Hold up the flashcard for banana. Ask, “What is it?” Elicit from 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 f
31、irst 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 banana by themselves.Repeat the procedure for the other sentences.2.Find and circle Student Book page 8Draw the childrens attention to
32、 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 the children circle the word.Repeat the procedure for the other pictures of fruit.Explain to the children that they can find all the f
33、ruit 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 the children find all the words and circle them correctly.3.Uncle Bookys BlackboardStudent Book page 9Hold up the Whats and this? drillcards
34、. 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 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 t
35、his 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 up the Its a drillcard and a different flashcard.Repeat the two procedures. Have the children say the words.Choose four different children. Give o
36、ne 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 words 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 proc
37、edure, 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, “No, it isnt/is not.”Repeat the procedure for the other flashcards. Occasionally hold up the matching flashcard. Make sure that all the children cha
38、nge 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 words as they read them. Use all possible combinations.4.Guess and sayStudent Book page 9Ask the children to take out their small fruit flashcards in this
39、 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 one 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
40、 is.”Continue the game until all the cards are flipped over. Then the two students change their roles.5.Set homeworkAsk the children to finish tracing words on page 8.Lesson51.ReviewReview the flashcards for this unit. Hold up one of the flashcards and ask, “Whats this?” Elicit, “Its a pear.”Repeat
41、this for peach, lemon, orange, nut, strawberry, banana.2.Read and check ()Student Book page 10Have the children turn to 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, “Ye
42、s, it is.”Now ask the children to point to the answer in their books. Have them read the words with you.Repeat the procedure 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 b
43、ox beside the correct answer.Have the children change roles for the second question, and so on. Repeat until every 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 chantStuden
44、t Book page 11Use pictures or real objects to review the following words: orange, pear, apple, lemon, nut, strawberry, 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
45、. Have children listen and point to the words and the matching pictures on the page.Play the tape again and have 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 ac
46、t the rhyme out.4.An additional activity: Match the namesTeachers Book page 28Photocopy the page and give each 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 acti
47、vity is provided at the end of Unit 7 through Unit 11. You can decide to use or not to use according to your own situation.5.Set homeworkStudent Book page 10Explain to the children that you want them to:ask their families about the fruit, using the structure Is this a (pear)?, and the correct Englis
48、h names.color the pictures on page 10.Lesson61.Uncle Bookys storytimeStudent Book page 12Tell 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
49、look for familiar words in the story.Have children read the story silently, encourage 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 spyThis game reviews the beginning sounds of some of the vocabulary introduced in Units 1 through 7. It also reviews the structures Is i
