Teaching methods of Lesson 13 1.It'd be the best if the teacher could make reference to students'daily life,so as to help them get a better understanding about the words. 1)Draw a fridge on the blackboard,and ask while drawing,"what's this?",thus introduce the word "fridge" 2)Ask the students to make conversation about the fridge:T:We usually put the food and drink in the fridge.What are they? Ss:They are....every time a student mentions a kind of food,the teacher sticks the picture of it on the fridge(in the ice box or the cold box)it's advised to help the students revise words about food,and get a measure on which of those words the students have already known well,which of those words are words they learnt from outside the class,which of the words in the textbook the students have known well,and how many of them have. 3)present other pictures of food,say while doing:I also have...in my fridge.Ask the students to repeat the pronunciation of the words several times when each picture is presented,and then ask:what do you have in your fridge?Do you have...? put new words in the questions to consolidate their memory on those words.The teacher is to help the students come up with the answer,try to lead them to use those new words.This is to help the student get a sense of the new words,so the quality of the answer is unimportant. 4)Play the tape and ask them to think of the questions asked while listening.T:I have another fridge.(draw another fridge on the blackboard)What food is in it?Please listen to the chant. 5)ask the students to answer the questions after playing the tape:What food is in this fridge?Ask the students to choose the respective pictures and stick it on the new fridge when they answer the questions. 2.Another methods to present new knowledge 1.It'd be the best if the teacher could make reference to students'daily life,so as to help them get a better understanding about the words. 2.Present pictures of new words,say while doing:There is some food in this fridge.Bread,sandwich,...this is help the students get a better sense of the words,although sense built around the sound of the words,not build from acting out which should serve better. 3.Play the tape after presenting the new words. 4.Make conversation with the students to consolidate their memory on the new words.Ask questions like;What can you see in the fridge?What food is in this fridge?Smooth in new language such as"What do you have in your fridge?" 3.Correct students'pronunciation after the tape,pay special attention on the word-ends of plural form.Ask them to pronounce them as clear as possible,but don't impose it too strictly on them,it's ok to leave room for further progress. 4.Instruct the students to do the practice in section B.this practice is a study task which direct the students to investigate the food in the fridge in their homes,and stick the food picture on the fridge based on their investigation later.(if the food is not included in the sticker collection in the textbook,ask the student to draw it),then make conversation with their partners. 5.Considering the interestingness and practicability of the activities in Section B,it's advised to instruct the students to join in groups and fill out questionary forms together,then gather the forms together and find out what food is the most seen What do you have in your fridge? Name beef bread sausage meatball pancake sandwich tomato potato carrot mantou 6.When helping the students revising letters,The teacher should focus on the order of letters in the alphabet.Make verbal practice and then do the writing practice on the book.The following are games that might help Lesson 14 Revision Teaching methods of Lesson 15 1.Call the roll Purpose:revise the order of letters in the alphabet. Methods:divide the class into two groups,hand out two sets of letter cards to the students.When games begins,the teacher say two random letters,students line up in a alphabetic order that ends by the two letters on the two sides based on the letter card they hold.The group finishes the lining up faster wins.For instance: Teacher:J,Q Group 1:(lining up)J,K,L,M,N,O,P,Q Group 1:We have finished. Teacher:OK.Group I wins. 2.Match friends Purpose:help students recognize small letters and capital letters. Methods:give every student a card printed with either a capital letter or a small letter.When the game begins,instruct a student who holds a capital letter to rise,and to find the one who holds the respective small letter by means of conversation, and then the students who holds the small letter should rise and answer.For instance: 例：H:mH.I'm big letter H.Where is my friend? h:I'm here.I'm here.I'm small letter h. This game can also be a class game,When the game begins,everyone starts to sing《找朋友》.In the mean time, students holding small letters or big letters look for their match.When the song ends,every pair of friends introduce themselves to the whole class.For instance: A:I'm big letter A. a:I'm small letter a. Aa:We're good friends. 3.Who is my mother?
Teaching methods of Lesson 13 1. It'd be the best if the teacher could make reference to students' daily life, so as to help them get a better understanding about the words. 1) Draw a fridge on the blackboard, and ask while drawing, "what's this?", thus introduce the word "fridge". 2) Ask the students to make conversation about the fridge: T: We usually put the food and drink in the fridge. What are they? Ss: They are.... every time a student mentions a kind of food, the teacher sticks the picture of it on the fridge (in the ice box or the cold box) it's advised to help the students revise words about food, and get a measure on which of those words the students have already known well, which of those words are words they learnt from outside the class, which of the words in the textbook the students have known well, and how many of them have. 3) present other pictures of food, say while doing: I also have … in my fridge. Ask the students to repeat the pronunciation of the words several times when each picture is presented, and then ask: what do you have in your fridge? Do you have …? put new words in the questions to consolidate their memory on those words. The teacher is to help the students come up with the answer, try to lead them to use those new words. This is to help the student get a sense of the new words, so the quality of the answer is unimportant. 4) Play the tape and ask them to think of the questions asked while listening. T: I have another fridge.(draw another fridge on the blackboard) What food is in it? Please listen to the chant. 5) ask the students to answer the questions after playing the tape: What food is in this fridge? Ask the students to choose the respective pictures and stick it on the new fridge when they answer the questions. 2. Another methods to present new knowledge 1. It'd be the best if the teacher could make reference to students' daily life, so as to help them get a better understanding about the words. 2. Present pictures of new words, say while doing: There is some food in this fridge. Bread, sandwich, ... this is help the students get a better sense of the words, although sense built around the sound of the words, not build from acting out which should serve better. 3. Play the tape after presenting the new words. 4. Make conversation with the students to consolidate their memory on the new words. Ask questions like; What can you see in the fridge? What food is in this fridge? Smooth in new language such as “What do you have in your fridge?” 3. Correct students' pronunciation after the tape, pay special attention on the word-ends of plural form. Ask them to pronounce them as clear as possible, but don't impose it too strictly on them, it's ok to leave room for further progress. 4. Instruct the students to do the practice in section B. this practice is a study task which direct the students to investigate the food in the fridge in their homes, and stick the food picture on the fridge based on their investigation later. (if the food is not included in the sticker collection in the textbook, ask the student to draw it), then make conversation with their partners. 5. Considering the interestingness and practicability of the activities in Section B, it's advised to instruct the students to join in groups and fill out questionary forms together, then gather the forms together and find out what food is the most seen What do you have in your fridge? Name beef bread sausage meatball pancake sandwich tomato potato carrot mantou 6. When helping the students revising letters, The teacher should focus on the order of letters in the alphabet. Make verbal practice and then do the writing practice on the book. The following are games that might help Lesson 14 Revision Teaching methods of Lesson 15 1. Call the roll Purpose: revise the order of letters in the alphabet. Methods: divide the class into two groups, hand out two sets of letter cards to the students. When games begins, the teacher say two random letters, students line up in a alphabetic order that ends by the two letters on the two sides based on the letter card they hold. The group finishes the lining up faster wins. For instance: Teacher: J, Q Group 1: （lining up）J, K, L, M, N, O, P, Q Group 1: We have finished． Teacher: OK．Group 1 wins． 2. Match friends Purpose: help students recognize small letters and capital letters. Methods: give every student a card printed with either a capital letter or a small letter. When the game begins, instruct a student who holds a capital letter to rise, and to find the one who holds the respective small letter by means of conversation, and then the students who holds the small letter should rise and answer. For instance: 例：H: I'm H．I'm big letter H．Where is my friend？ h: I'm here．I'm here．I'm small letter h． This game can also be a class game. When the game begins, everyone starts to sing 《找朋友》. In the mean time, students holding small letters or big letters look for their match. When the song ends, every pair of friends introduce themselves to the whole class. For instance: A: I'm big letter A． a: I'm small letter a． Aa: We're good friends． 3. Who is my mother?
Purpose:revise the pronunciation of letters Methods:every student holds a card,those who hold A,E,I,O or U are"mother".When the game begins,ask the mothers to stand in the front of the class to form a line.Other students look for their"mother"using English,and go stand behind their "mother"found. K:I'm K.I'm K.Who's my mother? A:I'm A.I'm A.I'm your mother. Any "mother"who mistakenly answers should be replaced by a new "mother" 7.Tape script: A:CHANT What do you have in your fridge? I have carrots and tomatoes. Meatballs and sausages. I have pancakes and sandwiches. Bread,beef and mantou,too. NEW WORDS:food,fridge,beef,mantou,bread,sausage,meatball,pancake,sandwich,tomato,potato,carrot B:DIALOGUE Boy:What do you have in your fridge? Girl:I have beef,mantou and bread in my fridge.What do you have in your fridge? Boy:I have sausages,meatballs,pancakes and sandwiches in my fridge. C:MONOLOGUE A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.P.Q.R.S.T.U.V.W.X.Y.Z 8.Supplementary Materials: B:DIALOGUE Boy:Do you have tomatoes in your fridge? Girl:Yes,I have.Do you have potatoes in your fridge? Boy:No,I haven't.I have some carrots. Suggestion on Teaching Methods 1.help students revise words about food using pictures 2.The teacher presents a picture of main characters,sticks them on the blackboard,introduces to the students the context, plays the tape,instruct the students to find the respective picture of the food and stick it on the blackboard. 3.The teacher help students indentify sentence appearing in the textbook and instruct them to link the main character with the food. 5.After finishing the practice in Section A,instruct the students to form up groups to play "roll the snowball".It might be more suitable to introduce contest in the game.Whoever makes the most correct answers wins. 6.After finishing the practice in Section C,the teacher may start talking with the students about school healthy meal.For instance;what do you usually have?Do you like it or not?What do you want to have? 7.The teacher presents the menu in the textbook or else prepared the teacher himself,instructs the students to say what kinds of food are listed on the menu.Then divide the students into different groups to make up a healthy meal menu by themselves.Languages should be used by the students are as such;What do you want for lunch on...I want...for lunch on 8.After the group activity,the teacher should tell the whole class of the result of discussion using languages as"We want... for lunch on....",in order to develop students'ability to use English to express themselves. 9.The students take a look at the pictures of letters,then finish this section by themselves. 10.Tape script Section A:DIALOGUE Andy:I want an apple and a hamburger.Please,pass them. Boy:Here you are. Girl:I have a sandwich and some orange juice. Boy:I have some sausages and bananas. Girl:I have some chicken and Coke. Lucky:How delicious! NEW WORD:some Section B:MONOLOGUE Boy:I want a sandwich for the picnic. Girl:I want a sandwich and an egg for the picnic. Girl:I want a sandwich and an egg and some bananas for the picnic. Section C:DIALOGUE Boy:What do you want for lunch on Thursday? Girl:I want mantou and chicken for lunch on Thursday. Lesson 16 and 17 Revision
Purpose: revise the pronunciation of letters Methods: every student holds a card, those who hold A, E, I, O or U are "mother". When the game begins, ask the mothers to stand in the front of the class to form a line. Other students look for their "mother" using English, and go stand behind their "mother" found. K: I'm K．I'm K．Who's my mother? A: I'm A．I'm A．I'm your mother． Any "mother" who mistakenly answers should be replaced by a new "mother" 7. Tape script: A: CHANT What do you have in your fridge? I have carrots and tomatoes． Meatballs and sausages． I have pancakes and sandwiches． Bread, beef and mantou, too． NEW WORDS: food, fridge, beef, mantou, bread, sausage, meatball, pancake, sandwich, tomato, potato, carrot B: DIALOGUE Boy: What do you have in your fridge? Girl: I have beef, mantou and bread in my fridge．What do you have in your fridge? Boy: I have sausages, meatballs, pancakes and sandwiches in my fridge． C: MONOLOGUE A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z 8. Supplementary Materials: B: DIALOGUE Boy: Do you have tomatoes in your fridge? Girl: Yes, I have. Do you have potatoes in your fridge? Boy: No, I haven't. I have some carrots. Suggestion on Teaching Methods 1. help students revise words about food using pictures 2. The teacher presents a picture of main characters, sticks them on the blackboard, introduces to the students the context, plays the tape, instruct the students to find the respective picture of the food and stick it on the blackboard. 3. The teacher help students indentify sentence appearing in the textbook and instruct them to link the main character with the food. 5. After finishing the practice in Section A, instruct the students to form up groups to play "roll the snowball". It might be more suitable to introduce contest in the game. Whoever makes the most correct answers wins. 6. After finishing the practice in Section C, the teacher may start talking with the students about school healthy meal. For instance; what do you usually have? Do you like it or not? What do you want to have? 7. The teacher presents the menu in the textbook or else prepared the teacher himself, instructs the students to say what kinds of food are listed on the menu. Then divide the students into different groups to make up a healthy meal menu by themselves. Languages should be used by the students are as such; What do you want for lunch on ... ? I want ... for lunch on .... 8. After the group activity, the teacher should tell the whole class of the result of discussion using languages as “We want ... for lunch on ....”, in order to develop students' ability to use English to express themselves. 9. The students take a look at the pictures of letters, then finish this section by themselves. 10. Tape script Section A：DIALOGUE Andy: I want an apple and a hamburger．Please, pass them． Boy: Here you are． Girl: I have a sandwich and some orange juice． Boy: I have some sausages and bananas． Girl: I have some chicken and Coke． Lucky: How delicious! NEW WORD: some Section B：MONOLOGUE Boy: I want a sandwich for the picnic． Girl: I want a sandwich and an egg for the picnic． Girl: I want a sandwich and an egg and some bananas for the picnic． Section C：DIALOGUE Boy: What do you want for lunch on Thursday? Girl: I want mantou and chicken for lunch on Thursday． Lesson 16 and 17 Revision