北师大小学英语四年级下全册 54页

Unit 7 At the restaurant Teaching aims: Can read and write the words for this unit. Can understand and read the new sentences. Importance and difficulty: Can use the dialogs. Lesson 1 Preparation Prepare student cards. You will also need: flashcards for this Unit. 1.Set the scene Ask the children if they have a favorite restaurant. Then ask them what dish they usually order. Try to elicit the words for chicken and vegetables in Chinese. Write the words on the board. Point to the word for chicken and say, “The English word for this food is chicken.” Write the English word next to the word you have already written. Model the word for the children and have them repeat it after you. Repeat the procedure for vegetables. Now explain the meaning of the word food. Write the word on the board. Read the word aloud and have the children repeat it after you. Present the flashcards for this Unit. Hold up the flashcard for restaurant. Model the word for the children and have them repeat it after you. Repeat the procedure for menu, fruit, fried rice, corn, noodles, and hot dog. 2.Model the dialog Write the question What food do you like? on the board. Read the question aloud to the children, pointing to each word as you do so. Explain its meaning and have the children repeat the question after you. Now present the structures “I like (hot dogs).” and “I don't like (chicken).” Repeat the procedure used to model the question. Present the question “Do you like (fruit)?” and the answers “Yes, I do./No, I don't.” Repeat the procedure used to present the other structures. 3.Talk about the story Student Book pages 2 and 3 Have the children open their books at pages 2 and 3. Ask these questions about the pictures: Picture 1: “Who can you see in the pictures?” “Where are they going?” Picture 2: “What are they reading?” Pictures 3/4/5: “What do you think Mocky, Ken, and Annare talking about?” Picture 6: “Does Mocky look happy?” Pictures 7/8: “Do you think Mocky likes the food on the menu?” Picture 9: “What is happening now?” 4.Story Student Book pages 2 and 3 Say, “Now we're going to hear what the characters said.” Play the tape without stopping. Have the children look at the pictures as they listen. Play the tape again, pausing after each new picture. Have the children repeat the words each time. 5.Set homework Encourage the children to tell the story to their families. Lesson 2 Preparation You will need: flashcards for this Unit. 1.Review Review the flashcards for this Unit.Hold up the flashcard for restaurant.Ask, “What's this?” Elicit, “It's a restaurant. ” Repeat for menu and hot dog. Now hold up the flashcard for vegetables.Ask, “What are these?” Elicit, “They are vegetables.” Hold up the flashcard for fruit and elicit the correct word from the children. 2.Words to learn Student Book page 4 Have the children open their books at page 4. Draw their attention to the pictures at the top of the page. Show your copy of the page.Point to each picture in turn and elicit the words the children already know (food, fruit, vegetables, chicken, noodles, French fries, restaurant, and menu). Now point to the picture of the hamburger. Model the word and have the children repeat it after you. Repeat the procedure for fried rice, hot dog, and corn. Play the tape and have the children touch the matching pictures as they hear them mentioned on the tape. Replay the tape.Pause after each word. Have the children repeat the word each time. 3.Listen to this Student Book page 4 Have the children look at the pictures at the bottom of page 4. Point to the picture of Ken. Ask, “Who's this?” Elicit, “It's Ken.” Now point to the bowl of fruit in the same picture. Ask, “What's this?” Elicit the word fruit. Repeat the procedure for the other pictures. Tell the children that they will hear each picture described on the tape. They must match each sentence to the correct picture. Play the tape, stopping after each sentence, and have the children point to the corresponding picture. Make sure they are all doing this correctly. Play the tape again, stopping after each sentence. Explain that this time you want the children to write the sentence number in the box next to the matching picture. Check the answers in a class drill. 4.Let' s sing Student Book page 5 Have the children open their books at page 5. Show your copy of the page. Point to the train. Ask, “What's this?” Elicit, “It's a train.” Repeat the procedure for hot dog and soup. Point to the French fries. Ask, “What are these?” Elicit, “They're French fries.” Now point to the song' s title, The Food Train. Read the words aloud to the children. Read the words of the first verse to the children, pointing to each word as you read. Have the children repeat the words, touching them in their books as they do so. Play the song without stopping. Have the children clap along. Now play the tape again, stopping after each line. Have the children echo each phrase after hearing it on the tape. Play the song again from the beginning. Encourage the children to touch the words in their books as they sing along. Divide the children into three groups. Play the tape again. Have each group sing a different verse. Have the groups change verses so that all the children have a chance to sing each verse. 5.Set homework Student Book page 5 Explain to the children that you want them to sing the new song to their families. Lesson 3 Preparation You will need: •flashcards for this Unit. 1.Review •Review the flashcards for this Unit. Hold up the flashcard for restaurant. Ask, “What’s this? Elicit, “It’s a restaurant.” •Repeat for menu, hot dog, and fruit.•Now hold up the flashcard for vegetables. Ask, “What are these?” Elicit, “They are vegetables.” 2Talk together Student Book page 6 •Have the children open their books at page 6. Draw their attention to the top of the page. Show your copy of the page. Point to the first picture. Ask, “Who are they?” Elicit, “Ken and Ann.” Now ask what Ken and Ann are reading. Elicit the word menu. •Point to Ann’s speech bubble. Read the question aloud to the children. Repeat for Ken’s answer. •Have the children repeat the question and answer in a class drill. •Draw the children’s attention to the second picture. Point to each food item in turn and ask, “What’s this?” Elicit the correct words. •Put the children into pairs to practice the questions and answers. Encourage them to substitute the foods illustrated in the second picture for chicken. Tell them that they can answer truthfully for each kind of food (Yes, I do./No, I don’t.) Student Book page 6 •Have the children open their books at page 6. Show your copy of the page. Point to the food in each picture and elicit its correct name. •Explain to the children that they will hear a sentence on the tape, and they must match it to the correct picture. •Play the tape. Have the children point to the matching picture. •Play the tape again, stopping after each sentence. This time the children need to write the correct sentence number next to the corresponding picture. •Have the children repeat the sentences in a class drill. 4Trace, match, and copy Student Book page 7 •Have the children open their books at page 7. Show your copy of the page. Draw the children's attention to the first picture. Point to the hot dog. Ask, “What's this?” Elicit, “It's a hot dog.” •Now point to Ann's speech bubble and read the words to the children. Have them repeat the words after you. Ask the children which word is missing. They should answer, “Hot dogs.” •Have the children find the correct word in the box and trace it. Then have them copy the word in the space provided to complete the sentence. •Repeat the procedure for the other pictures and words. •Check that all the children have completed the sentences correctly. 5Set homework Student Book page 6Tell the children to color the pictures on the page. Lesson 4 1.Introduce hard /c/and soft /c/ Student Book page 74 (Uncle Booky’s ABC) •Write the letter c on the board. Explain that you are going to say two words with the letter c in them. One word has a hard /c/ sound (cat) and the other word has a soft /c/ sound (cent). Ask the children to listen and watch as you model hard /c/ and soft /c/. Ask them to listen for the difference between the two sounds, and then have them repeat the two sounds after you. •Turn to Uncle Booky’s ABC at the back of the Student Book and point to the hard /c/ and soft /c/ words. Say each word in turn and model the hard and soft sounds. •Repeat the procedure with the letter k. 2.Sounds and letters Student Book page 8 •Draw the children’s attention to the pictures at the bottom of the page. •Play the tape for kite and camera. Ask, “Do these words have a hard /c/ sound or a soft /c/ sound?” •Play the tape again and have the children say the words aloud. •Repeat the procedure for the soft/c/words. 3.Listen for /c/ Student Book page 8 •Direct children’s attention to the middle of the page. Show your copy of the page and point to the first row of words. Say that one of the words have a different /c/ sound. •Play the first four words on the tape and have the children point to each word as they hear it. •Play the tape again. This time the children cross(×)the word that has a different /c/ sound. •Repeat the procedure for the second row. 4.Read with Uncle Booky Student Book page 8 •Direct children’s attention to the two rows of words at the bottom of the page. Show your copy of the page and point to the first row of words. •Play the tape for the first 5 words. Have the children point to each word that they hear in the tape.•Ask the children if they can find that the letter c in all the words has the same sound. •Tell the children to find out how to read the last two words. •Play the tape for the last two words and have children repeat after the tape. •Repeat the procedure for the second row of words. 5.Model the structures •Hold up the flashcard for hot dog. Ask one of the children, “Do you like hot dogs?” The child should answer either, “Yes, I do.” or “No, I don’t.” •Pin up the necessary drillcards on the board to form the question and answer. Read the sentences aloud to the children, pointing to each word as you do so. Have the children repeat the question and answer after you. •Now ask another child the same question. Continue until you find a child who gives a different answer from the first child. •Substitute the necessary drillcards to form the new answer. Repeat the procedure used to model the first answer. Then have the children repeat the question and answer after you. •Now review the question, What food do you like? Pin up the necessary drillcards on the board. Repeat the procedure used to model the first question. •Repeat the procedure for the sentences, I like (fruit). and I don’t like (vegetables). 6.Uncle Booky’s blackboard Student Book page 9 •Have the children open their books at page 9. Model the structures on Uncle Booky’s Blackboard by reading them aloud to the class. •Have the children repeat the structures in a class drill. Use all possible combinations. 7.Touch, ask, and answer Student Book page 9 •Draw the children’s attention to the pictures at the bottom of the page. Show your copy of the page. Point to Ken’s name and the six pictures below it. Explain that Ken likes all the foods with a black check (??) next to them. He doesn’t like the foods with a red cross (×) next to them. •Review the names of each kind of food pictured (chicken, hot dogs,corn,apples, watermelon, and French fries). •Now point to the question, Does Ken like apples? Read the question aloud. Point to the picture of the apples. Then elicit the answer, “Yes, he does.” Have the children read the answer. •Substitute the other foods pictured for apples and repeat the procedure. •Draw the children’s attention to the second collection of pictures (beans, hot dogs, bananas, pears, chicken, and corn). •Repeat the procedure used for the first question and picture. •Put the children into pairs to practice the questions and answers Lesson 5 Preparation •You will need flashcards for this Unit. 1 Review •Review the flashcards for this Unit. Hold up the flashcard for restaurant. Elicit the correct word from the children. •Repeat the procedure for other flashcards. 2 Read and check Student Book page 10 •Have the children open their books at page 10. Show your copy of the page. Explain that you will read the questions and answers together. Tell the children that only one answer is correct for each question. •Point to the first picture. Ask the children what Ken is eating. Elicit the word, chicken. Read the first question aloud. Have the children repeat the question as they touch each word in their books. •Repeat the procedure for the first answer. Then ask the children if the answer is correct. The children should say, “Yes.” •Now read the second answer. Again, ask if the answer is correct. The children should say, “No.” •Have the children check (??) the box next to the correct answer. •Repeat the procedure for the other questions and answers. 3.Let’s chant Student Book page 11 •Ask children what food they like. Elicit the phrase “I like vegetables.” “I don’t like chicken.” from the children. •Tell them that we are going to learn a rhyme about food. •Read the rhyme to the children, pointing to each word. •Play the tape for the whole rhyme several times. Have children listen. •Play the tape again and have children join in, encouraging them to hum or clap with the rhyme. 4.Let’s do Student Book page 11 •Tell the chidren think about the food they like and they don’t like. •Write the phrase “I like” and “I don’t like” on the blackboard. •Encourage the children to speak out the food they like. Write the words under “I like”. •Have the children list out the food they like on their own book. Tell them they can turn to page 4 for reference, and they need also to draw out the food if they can. •Repeat the procedure for the food they don’t like. •Have the children work in pairs and tell each other what they like and what they don’t like. 5.Set homework Student Book page 10 Explain to the children that you want them to color the pictures on page 10. Lesson 6 1.Uncle Booky’s storytime Student Book page 12 •Tell 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 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 doesn’t matter if they don’t know the words. The requirement for this part is to understand the story. 2.Spelling game Use the following game to review some of this Unit’s core vocabulary words and their correct spellings. •Ask the children to tell you the English name for a place where people go when they want to eat out. Elicit the word restaurant. •Write the word on the board. Now spell the word aloud as you point to each letter in turn (r-e-s-t-a-u-r-a-n-t). •Ask the children to look in their books and find a word beginning with each letter. For example: •After you have elicited a word, write it in its correct place on the board. Then spell the word aloud for the children, pointing to each letter as you do so. •You can extend this game by eliciting another core vocabulary word from this Unit and repeating the procedure. 3.Bingo This is a vocabulary drill in the form of a game. •Have each child draw a Bingo gameboard (3×3 boxes), and take out their small cards for this Unit. •Tell the children to put nine cards onto the box of their game board. •Tell the class that you will call out a word. The children must find the correct card in their set.(Make sure that you call out the words in a random order.)The children then turn over the card and say the word aloud. •Have the children call out “Bingo!” each time they have turned over a full column down their Bingo boards. Continue until all the cards have been turned over. •At the end of the game, review all the vocabularies in a class drill. 4.Snap! This game reviews new vocabulary introduced in this Unit. It is best played in pairs. •Ask the children to take out their small flashcards for this Unit. •See previous unit, for the rules and procedure. 5.Self-assessment Student Book page 13 In self-assessment children need to assess themselves by their own so that they can have an idea of what they have achieved. Children can do this part by their own after class or the teacher can choose to assess the children within class time. •Ask the children to look at the pictures in the first activity. Ask if they know all of these food. Say, “I like vegetables.” “I don’t like noodles.” Have children to work in pairs to talk about their preference of food with the help of the pictures. If necessary ask a confident pair to give one more example. At the end of the activity ask several pairs to check how well they could finish it. •In the second activity children need to finish the sentences. Say, “We are going to write out what we said just now.” Draw the children’s attention to the sentences under the pictures. Tell them to finish the sentences. The children can read out their sentences and check in pairs. 6.My notes and teacher’s notes Student Book page 13 •This activity helps children have a look at what they have done in this Unit. Ask them to assess themselves according to the items in My Notes individually. Explain to them that the stars here only indicate how well they have done in their learning and the stars should not be changed to scores. •The teacher should evaluate the children positively in the part of Teacher’s Notes. The purpose is to have children realize that they are making progress and to help them build up a sense of achievement and confidence. Stickers provided at the end of the Teacher’s Resouce Book can be used here. 7.Set homework Student Book page 12Tell the children to read the story again with their parents. Unit 8 Big bird! Teaching aims: Can read and remember the new words for this unit. Can understand the differences between the sounds “k”and “c”. Can read the new sentences. Importance and difficulty: Use the new sentences. Lesson 1 Preparation Prepare student cards. You will also need: •flashcards for tree and animals. 1.Introduce opposites •Have children turn to the Opposites Master at the back of Student Book. Show your own copy. Explain that the pairs of pictures are of opposites. Draw the children’s attention to the first two pictures. Ask them to describe what they see. Introduce the words girl(s) and boy(s). •Indicate the arrow and the person it is pointing to in the first picture. Say, “He is a tall boy.” Write the sentence on the board. Read it aloud as you point to each word. Have the children repeat the sentence. •Now have the children look at the second picture. Repeat the procedure substituting the structure, She is a short girl. •Draw the children’s attention to the pictures of the birds. Follow the procedure used for tall and short, substituting big and small. •Introduce the word turtle. Point to each of the pictures of a turtle and say, “This is a turtle.” Have the children repeat the word. •Repeat the procedure for This is a young/old turtle. •Draw the children’s attention to the pictures of Mocky. Ask, “Who’ s this?” Elicit, “It’s Mocky.” Then ask the children what he is doing. In their own language tell them that he is being good because he is doing his homework. •Repeat the procedure used for the other pictures. Substitute the structure, Mocky is a good/bad monkey. 2.Set the scene •Ask the children if they ever go walking in a park or a forest. Have them describe what they can see there. Present the flashcards for tree and animals. Model the words and have the children repeat them after you. •Hold up your Opposites Master. Point to the picture of a bird. Say, “What is this?” Elicit, “It’s a bird.” •Repeat for turtle. Write turtle on the board and have the children repeat the word after you. •Ask the children how they would feel walking in the forest. Try to elicit “happy” in their own language. Present the English word, happy. Write it on the board. You could also draw a smiling face. 3.Model the dialog •Using the Opposites Master, review the structure, “He is a tall boy.” Have the children repeat the sentence. •Use the same picture to present the structure, “He’s not a short boy.” Have the children repeat the sentence. •Repeat the procedure for the other pictures. 4.Talk about the story Student Book pages 14 and 15 Have the children open their books at pages 14 and 15. Ask thesequestions about the pictures: Picture 1: .“Where are Ken, Ann, and Mocky?” Picture 2:.“What are they looking at?” Picture 3: .“Who is Mocky talking to?” Pictures 4/5: .“What do you think Mocky is saying?” Pictures 6/7: .“What are Ann and Mocky looking at?” Picture 8: “What do you think Ann is saying?” “What is Mocky’s answer?” Pictures 9/10:“What is happening now?” 5.Story Student Book pages 14 and 15 •Say, “Now we will hear what the characters said.” Play the tape and have the children look at the pictures as they listen. •Play the tape again, pausing at each picture. Have the children repeat the words each time. 6.Set homework Explain that you want them to color the pictures on Opposites Master and bring them to the next lesson. Lesson 2 Preparation You will need: •children’s homework (Opposites Master) from Lesson 1. •flashcards for man, woman, and animals. 1.Review •Have the children look at their Opposites Master. Show your own copy. •Point to the first picture. Elicit the sentences, “(He) is a (tall boy).” “(He) isn’t a (short boy).” Repeat for the other pictures. •Put the children in pairs to practice the structures. They should point to the matching pictures as they do so. •Collect the children’s Opposites Master and keep them for use in Lesson 4. 2.Words to learn Student Book page 16 •Present the flashcards for man and woman. Model the words and have the children repeat them after you.•Review the flashcard for animals. •Have the children look at the pictures at the top of the page. Before you play the tape, review the words girl and boy. Then point to each picture in turn and elicit the correct word. •Play the tape and have the children touch the matching pictures. •Replay the tape. Stop the tape after each phrase and have the children repeat the phrase. •Play the tape again without stopping. Have the children say the words along with the tape. •Without the tape, point to one of the pictures and elicit the correct phrase from the children. Repeat for the other pictures. 3.Listen to this Student Book page 16 •Have the children look at the picture at the bottom of the page. Show your copy of the page. Point to the first bear and ask，“What’s this?” Try to elicit，“It’s a fat bear.” If necessary, refer the children to the vocabulary (a fat bear) at the top of the page to help them answer the question. Repeat the procedure for the other bears in the picture. •Explain to the children that they will hear a phrase on the tape and that they must match it to the correct bear in the picture. •Play the tape，stopping after each phrase，and have the children point to the corresponding bear. Make sure they are indicating the correct bear before continuing. •Play the tape again，stopping after each phrase. Explain that this time you want the children to write the sentence number next to the matching bear. 4.Let’s sing Student Book page 17 •Have the children open their books at page 17. Show your copy of the page. Point to the bear. Say,“What’s this?” Elicit, “It’s a bear.” •Repeat for the deer and the fish.•Now read the first line of the song， pointing to each word as you do so. Have the children repeat the words and touch them in their books.•Repeat the procedure for the rest of the lines in the song. •Play the tape straight through. Have the children listen and clap along with the words. •Play the song again from the beginning. Encourage the children to sing along and touch the words in their books as they listen. •Play the tape again. Have the children sing along and clap in time. •Divide the class into three groups，bear，deer，and fish. Have each group sing the verse that matches their animal as they listen to the tape. •Have the groups change roles to give all the children a turn to sing all the lines. 5.Set homework Student Book page 17Explain to the children that you want them to: Sing the new song to their families. Lesson 3 1.Review •Prepare the flashcards for animals that the children have already known. Present the flashcards and elicit the animal names from the children. •Present the flashcard for duck. Cover it with a blank sheet of paper. Show the flashcard bit by bit. Have the children guess the animal. •Repeat the procedures with other animal flashcards. 2.Talk together Student Book page 18 •Have the children turn to page 18. Draw their attention to the top of the page. Ask the children what Tommy is thinking about. Elicit, “A duck.” •Tell the children that Peter and Tommy are playing a game. Peter is trying to guess what animal Tommy is thinking about. •Show your copy of the page. Point to Tommy’s speech bubble. Read the words aloud as you touch each one. Have the children repeat the question as they touch each word in their books. •Repeat for Peter’s speech bubble． •Draw the children’s attention to the questions and answers on the right hand side of the page. Read each question aloud with the children. Elicit the correct answers (for a duck). •Draw a bird, a turtle, and a monkey on the board. Point to each picture in turn and elicit the animal’s English name. •Tell the children that you are thinking of one of these animals and that you want them to try to guess which one it is. The children must ask you questions in English. Explain that you will only answer “Yes, it is.” or “No, it isn’t.” •The children should continue to ask questions until they have guessed the correct animal. •Choose another animal on the board and repeat the procedure. •Now put the children into pairs. One of the children should think of one of the animals on the page. The other child must try to guess which one it is. •Have the children change roles so that they each have a turn asking and answering the questions. 3.Listen and number Student Book page 18•Have the children open their books at page 18. Show your copy of the page. Point to each picture and ask what it is. For example, “What’s this?”“It’s a small bear.” •Explain to the children that they will hear a sentence on the tape, and they must match it to the correct picture. •Play the tape. Have the children point to the matching picture. •Play the tape again, stopping after each sentence. This time the children need to write the correct sentence number next to the correct picture. •Have the children repeat the sentences in a class drill. 4.Trace, match, and copy Student Book page 19 •Have the children open their books at page 19. Show your copy of the page. Draw the children’s attention to the first picture. Point to the girl. Say, “Is she a tall girl?” Elicit, “No, she’s a short girl.” •Read the words in the speech bubble to the class. Have them repeat the words after you. Ask the children which word is missing. Elicit short. •Have the children trace the correct word and then copy it to complete the sentence in the speech bubble. •Repeat the procedure for the other pictures and words. 5.Set homework Student Book page 19Tell the children to finish the work on page 19 and then color the page. Lesson 4 1.Introduce hard /g/and soft /g/ Student Book page 74 (Uncle Booky’s ABC) •Write the letter g on the board. Explain that you are going to say two words with the letter g in them. One word has a hard /g/ sound (gate) and the other word has a soft /g/ sound (page). Ask the children to listen and watch as you model hard /g/ and soft /g/. Ask them to listen for the difference between the two sounds, and then have them repeat the two sounds after you. •Turn to Uncle Booky’s ABC at the back of the Student Book and point to the hard /g/ and the soft /g/ words and their matching pictures. Say each word in turn and model the hard and soft sounds. 2.Sounds and letters Student Book page 20 •Draw the children’s attention to the pictures at the top of the page. •Play the tape for gate and goat. Ask, “Do these words have a hard /g/ sound or a soft /g/ sound?” •Play the tape again and have the children say the words aloud. •Repeat the procedure for the soft /g/ words (giraffe, cabbage, orange, and page). 3.Listen for /g/ Student Book page 20 •Direct the children’s attention to the middle part of the page. Show your copy of the page and point to the first row of words and pictures. Say that three of the words have a hard /g/ sound but one word has a soft /g/ sound. •Play the first four words on the tape and have the children point to each hard /g/ word as they hear it. Play the tape again. This time have the children cross (×) the hard /g/ words. •Repeat the procedure for the soft /g/ words. This time say, “Three words have a soft /g/ sound, but one word has a hard /g/ sound.” 4.Read with Uncle Booky Student Book page 20 •Direct children’s attention to the two rows of words at the bottom of the page. Show your copy of the page and point to the first row of words. •Play the tape for the first 5 words. Have the children point to each word that they hear in the tape. •Ask the children if they can find that the letter g in all the words has the same sound. •Tell the children to try to find out how to read the last two words. •Play the tape for the last two words and have children repeat after the tape. •Repeat the procedure for the second row of words. 5.Model the structures •Ask children to take out Opposites Master. Hold up your own copy. Point to the first picture. Ask, “Is he a tall boy?” Elicit, “Yes, he is.” •Pin up the relevant drillcards. Read each sentence to the class. Have the children repeat the sentences as you point to each word.•Repeat the procedure for “Is she a short girl?” •Now point to the short girl again. This time say, “Is she a tall girl?” Elicit, “No, she isn’t.”•Repeat the procedure with the drillcards. •Have the children open their books at page 21. Draw their attention to the picture of the animals at the bottom of the page. Say, “This is a giraffe.” Write the word on the board and have the children repeat it after you. Point to the giraffe again. Say, “It is a tall giraffe.” •Pin up the drillcards to make the sentence. Have the children read the words as you point to each one. •Repeat the procedure for bear (old), snake (fat), tree (tall/short), monkey (thin), and girl (small). 6.Uncle Booky’s blackboard Student Book page 21 •Direct the children’s attention to the top of the page. Model the structures on Uncle Booky’s Blackboard by reading them aloud to the class. •Have the children repeat the structures in a class drill. Use all possible combinations. 7.Touch and say Student Book page 21 •Have the children look at the picture at the bottom of the page again. Show your copy of the page.•Point to the bear. Say, “Is she an old bear?” Elicit, “Yes, she is.” •Then say, “Is she a young bear?” Elicit, “No, she isn’t.” •Now point to the bear again. Say, “She’s an old bear. She’s not a young bear.” •Have the children repeat the sentences as they touch the bear in their books. •Repeat the procedure for snake (fat), tree (tall/short), giraffe (tall), monkey (thin), and girl (short).•Put the children into pairs and have them take turns saying the sentences to each other as they touch the matching pictures in their books. Lesson 5 Preparation You will need: •flashcards for this Unit 1.Review •Review the flashcards for this Unit. Hold up each flashcard in turn and elicit the correct word. 2.Read and check Student Book page 22 •Have the children open their books at page 22. Show your copy of the page. Explain that you will read the questions and answers together. Tell the children that only one answer is correct for each question. •Point to the first picture. Say, “What is this?” Elicit, “It’s a bear.” •Read the question aloud as you point to each word. Have the children repeat the question as they touch each word in their books.•Read the first answer with the children in the same way. Ask the children if the sentence is correct. The children should say, “Yes, it is.” •Now read the second answer. Again, ask if the sentence is correct. The children should say, “No, it isn’t.” •Now ask the children to check (??) the box beside the correct answer. •Repeat the procedure for the other questions and answers. 3.Let’s chant Student Book page 23 •Have children open their books at page 23. Draw their attention to the picture on the top of the page. Say, “We are going to learn a chant about animals.” •Read the rhyme to the children, pointing to each word. •Play the tape for the whole rhyme. Have children listen and point to the words. •Play the tape again and have children join in, encouraging them to hum or clap with the rhyme. •Play the tape again. Encourage the children to add actions and act the rhyme out. 4.Let’s do Student Book page 23 •Tell the children to open their books at page 23. Say, “We are going to draw some pictures.” •Draw their attention to the picture Mocky is holding. Ask the children to tell you about the picture. •Read out the sentence under the picture pointing each word. Have children repeat after you. •Now read the first sentence on the right. Draw a simple tall figure on the board. •Repeat the procedure and have the children draw the pictures. 5.Set homework Student Book page 22Ask the children to color the pictures on page 22. Lesson 6 1.Uncle Booky’s storytime Student Book page 24 •Tell 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 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 doesn’t matter if they don’t know the words. The requirement for this part is to understand the story. 2.Snap! Snap is best played in pairs. Always be sure that one child in each pair is familiar with the vocabulary． •Have the children take out their cards for Unit 7 and Unit 8. •Put the children in pairs and have each pair mix their cards together and then spread them face down on a table. •The children in each pair take turns to flip over the cards, one by one, so that they are facing up. As soon as they see two cards with identical pictures on them, they must call out“Snap!” and say the correct English word for the picture, for example, “Snap! Kite.” when two cards with pictures of kites appear. •The first child to call out “Snap!”and the correct word keeps the two matching cards. The children continue playing until there are no cards left on the table. The winner is the child with the most cards at the end of the game. •If a child calls “Snap!” by mistake, for example when two cards do not match, or when he or she says an incorrect word, the game turns on to the next player.Note: In later Units this game can also be used for matching written words and pictures. 3.Flashcard games A. Divide the class into two teams. Put all the flashcards face down on a table between the teams. (Use the flashcards for Units ７through 8.) •Have a child in Team A pick up a card and show it to Team B. (The children should take turns picking up the cards.) The child should ask, “Are these (dolls)?/Is this a (train)?” or “What’s this?/What are these?” •Together, Team B must answer “They’re (dolls).” or “It’s a (train).” •Points are scored for every correct question and correct answer. B. Children will need their flashcards provided for earlier Units. •Spread all the flashcards face up on the table. •Have the children either sit or stand around the table, close enough to be able to reach and touch the flashcards. •Explain to the children that they are going to play a game where you will call out an English word. The first child to put their hand on the matching flashcard wins that card. The game finishes when there are no flashcards left on the table. The winner is the child who has collected the most cards. 4.Bingo Use this game to review the core vocabulary. •See Unit 7, page 24, for the rules and procedure. 5.Self-assessment Student Book page 25 •In the first activity, have the children work in pairs. Tell them to take turns asking and answering questions about the pictures. Before that the teacher should provide a model using the pictures or children in the class. •In the second activity, have the children talk about the pictures first. Then read out the sentences. Tell them to check the correct words to finish the sentence. 6.My notes and teacher’s notes Student Book page 25 •This activity is to help children have a look at what they have done in this Unit. Ask them to assess themselves according to the items in My Notes individually. Explain to them that the stars here only indicate how well they have done in their learning and the stars should not be changed to scores. •The teacher should evaluate the children positively in the part of Teacher’s Notes. The purpose is to have children realize that they are making progress and to help them build a sense of achievement and confidence. Stickers provided at the end of the Teacher’s Resource Book can be used here. 7.Set homework Student Book page 24 Tell the children that you want them to read the story in Uncle Booky’s Storytime with their parents at home. Unit 9 Hot soup! Teaching aims: Can read and write the words. Can understand the story. Can read the new sentences. Importance and difficulty: Use the dialogs. Lesson 1 Preparation You will also need: •children’s Opposites Master from Unit 8 •flashcards for soup, hamburger, rice, water, milk from this Unit. 1.Review •Have the children take out their Opposites Master. Use them in a quick class drill to review structures and vocabulary from Unit 8 (tall/short, big/small, young/old, good/bad, long/short). •Show your Opposites Master. Point to the first picture and elicit the correct sentence, “He is a tall boy.” •Point to the picture again and ask, “Is he a short boy?” Elicit, “No, he isn’t.” Ask, “Is he a tall boy?” Elicit, “Yes, he is.” 2.Set the scene •Ask the children about their favorite food. Then ask them about their favorite drink. Explain to the children that in English we use the word favorite. Write the word on the board. Read the word aloud and have the children repeat it after you. •Present the flashcards listed. Hold up the flashcard for hamburger. Say, “This is a hamburger.” Repeat the word hamburger. Have the children repeat the word after you. •Repeat the procedure for the other flashcards. •Draw a picture of a jug on the board. Say, “This is a jug.” Write the word next to the picture and read the word aloud. Have the children repeat the word after you. 3.Model the dialog •Ask the children to imagine that they want a drink on a very hot day. Ask, “How do you feel?” Explain to the children that in English we use the word thirsty. Say, “I am thirsty.” Write the sentence on the board. Point to the words as you say them. Have the children repeat them after you. •Now ask the children how they feel when they have missed lunch. Introduce the word hungry. Repeat the procedure used to present thirsty. •Hold up the soup flashcard. Ask the children in their own language, “Is this soup hot or cold?” Elicit the answer, “It’s hot.” Introduce the word hot. Repeat the procedure used to present thirsty. •Ask, “What is the opposite of hot?” Elicit cold. Present the English word cold as before. •Hold up the soup flashcard again. Ask,“Is this soup hot?”Elicit,“Yes, it is.” Now ask, “Is this soup cold?” Elicit, “No, it isn’t.” Repeat the procedure using the flashcards for ice cream, rice, and water. 4.Talk about the story Student Book pages 26 and 27Have the children open their books to pages 26 and 27. Ask these questions about the pictures: Picture 1: “What are Mocky and Bobby Bear doing?” Pictures 2/3: “What is Ann holding?” (Elicit jug.) “What do you think is inside?” (Elicit milk.) Pictures 4/5: “What is Ken holding?” (Elicit bowl.) “What do you think is inside the bowl?” (Elicit soup.) Pictures 6/7/8: “What is happening?” Picture 9: “What is Ann doing?” Picture 10: “What do you think Mocky is saying now?” 5.Story Student Book pages 26 and 27 •Say, “Now we will hear what the characters said.” Play the tape and have the children look at the pictures as they listen. •Play the tape again, pausing at each picture. Have the children repeat the words each time. 6.Set homework Ask the children to look in the fridge at home and tell their families the English words they know for the food and drink Lesson 2 Preparation You will need: •flashcards for this Unit. 1.Review •Use the flashcards for this Unit to review structures and vocabulary from Lesson 1. •Hold up the hamburger flashcard. Say, “What’s this?” Elicit, “It’ s a hamburger.” Now say, “Is this a hamburger?” Elicit, “Yes, it is.” Point to the flashcard again. Say, “Is this an orange?” Elicit, “No, it isn’t.” •Repeat the procedure using the other flashcards. (“Is this soup?”“Yes, it is./No, it isn’t.”) •Hold up the soup flashcard. Ask, “Is this soup hot?” Elicit, “Yes, it is.”Now ask, “Is this soup cold?”Elicit, “No, it isn’t.” •Repeat the procedure for ice cream, rice, hamburger, milk, and water. 2.Words to learn Student Book page 28 •Have the children look at the pictures at the top of the page. As you play the tape, have them touch the matching picture. •Play the tape again while showing your copy of the page. Stop the tape after each word or phrase and have the children repeat the words. •Play the tape again without stopping. Have the children say the words along with the tape. •Without the tape, point to the first picture and elicit the correct words from the children. Repeat for all the other 3.Listen to this Student Book page 28 •Have the children look at the pictures at the bottom of page 28. Show your copy of the page.Point to the first picture and ask, “What’s this?” Elicit，“It’s soup.” Now ask，“Is it hot?” The children should answer, “Yes，it is.” If necessary, have the children refer to the vocabulary at the top of the page for their answers.Repeat for the other pictures. •Explain to the children that they will hear descriptions of the foods that they can see in the pictures. •Play the first sentence，then stop the tape.Have the children point to the picture that matches the sentence they heard on the tape. Repeat for the other sentences. •Play the tape again，stopping after each sentence. Explain that this time you want the children to write the sentence number next to the matching picture. •Check the answers in a class drill (“One-The milk is cold.”“Two-The orange is sweet.”etc.). 4.Play the game Student Book page 29 •Have the children open their book at page 29. Show your copy of the page.Point to the picture of the butterfly. Ask one of the questions in the box，for example， “Is it red?” Repeat for all the pictures. •Explain to the children that in this game they all start at Go! The winner will be the first to reach Stop! •Each time a child throws the dice and lands on a square，he or she must ask and answer an appropriate question.For example，for the fifth square，a child should ask，“Is it red?” and answer， “Yes，it is.” or “Is it cold?” and answer “No，it isn’t.” •Put the children in groups of four. Put each child’s counter on Go! and then start the game. 5.Set homework Tell the children that you want them to play the game with their families or their friends after class. Lesson 3 Preparation You will need: •flashcards for this Unit. 1.Review •Divide the class into two teams. Put all the food and drink flashcards for this Unit face down on a table between the teams. •Have a child in Team A pick up a card and show it to Team B. (The children should take turns picking up the cards.) The child should ask, “What’ s this?” Together, Team B must answer, “A (hamburger).” or “Some (milk).” Then the child in Team A should ask, “Is this (hamburger) (hot)?” The children in Team B should answer, “Yes, it is.” or “No, it isn’t.”•Have the teams change roles after every child in Team A has had a turn asking questions. •Points are scored for every correct question and answer. 2.Talk together Student Book page 30 •Draw the children’s attention to the top of the page. Show your copy of the page. Have the children look at the second picture. Ask, “What is Peter doing?” Elicit, “He is eating.” Ask, “What is he eating?” Elicit, “A hamburger.” •Now say, “He is eating a hamburger.” Have the children repeat the sentence after you. •Repeat the procedure for a lemon, French fries, and an ice cream. •Point to the speech bubbles in both pictures and read the words aloud. Have the children repeat the sentences after you. •Divide the class into two groups. One group is Wang Ling and the other is Peter. Have each group repeat their character’s dialog. •Repeat the procedure substituting a lemon, French fries, and an ice cream for a hamburger. 3.Listen and number Student Book page 30 •Have the children open their books at page 30. Show your copy of the page. Point to the picture and ask the children to describe what they see. •Explain to the children that they will hear a sentence on the tape, and that they must match it to the correct picture. •Play the tape for the first sentence. Have the children point to the matching picture. Repeat for the other sentences. •Play the tape again, stopping after each sentence. This time the children need to write the correct sentence number next to the matching picture. •Have the children repeat the sentences in a class drill. 4.Trace, match, and copy Student Book page 31 •Have the children open their books at page 31. Show your copy of the page. Draw the children’s attention to the first picture. Ask them what Mocky is holding. Elicit, “A cup.” •Read the words in the speech bubble to the class. Have them repeat the words after you. Ask which word is missing. Elicit “Small.” •Have the children trace the word and then copy it to complete the sentence in the speech bubble.•Repeat the procedure for the other pictures and words. 5.Set homework Student Book page 31Tell the children to color the page of 31. Lesson 4 1.introduce /f/and /v/ Student Book page 74 (Uncle Booky’s ABC) •Write the letters f and v on the board. Explain that you are going to say one word with the letter f in it (fish) and one word with the letter v in it (video). Ask the children to listen and watch as you model the /f/ and /v/ sound. Have them repeat the sound after you. •Turn to Uncle Booky’s ABC at the back of the Student Book and point to the /f/ and /v/ words. Say each word in turn and model the sound. 2.Sounds and letters Student Book page 32 •Draw the children’s attention to the pictures at the top of the page. Play the tape for the words fish and family. Have the children say the words aloud. •Then play the tape for the /v/ words and have the children say the words aloud. •Ask, “Do /f/ and /v/ sound the same?” If the children are unsure, play the tape again. 3.Listen and write Student Book page 32 •Direct the children’s attention to the middle part the page. Show your copy of the page. Point to the first row of words and pictures. Tell the children that one letter is missing in each word, and you want them to write out the missing letter. •Play the tape for the word fish. Have the children say it aloud. Ask, “Is it a f or v?” Elicit the correct answer. •Play the tape again. This time have children write out the letter f to complete the word. •Repeat the procedure for other words and pictures. 4.Read with Uncle Booky Student Book page 32 •Direct children’s attention to the two rows of words at the bottom of the page. Show your copy of the page and point to the first row of words. •Play the tape for the first four words. Have the children point to each word that they hear in the tape. •Ask the children if they can find that the letter f in all the words has the same sound. •Tell the children to find out how to read the last two words. •Play the tape for the last two words and have children read with the tape. •Repeat the procedure for the second row of words. 5.Model the structures •Hold up the flashcard for hamburger. Say, “I am eating a hamburger.” Point to the hamburger flashcard. Ask, “Is it hot?” Elicit, “Yes, it is.”•Pin up the relevant drillcards on the board to form the structures, “I am eating a hamburger.”, “Is it hot?”, and “Yes, it is.” •Point to each word as you read the structures aloud to the class. Have the children repeat the words after you. •Now ask a boy to come to the front of the class. Have him hold up the orange flashcard. Gesture towards the child. Say, “He is eating an orange.” Have the children repeat the sentence.•Ask the child, “Is it sour?” Elicit, “No, it isn’t.” Now ask, “Is it sweet?” Elicit, “Yes, it is.” •Change the drillcards to form the new structures. Read the questions and answers aloud to the class as you point to each word. Have the children repeat the words after you. •Ask a girl to come to the front of the class. Have her hold up the soup flashcard. Say, “She is eating some soup.” Repeat the procedure used for hamburger, but this time ask, “Is it hot/cold?” Elicit, “Yes, it is./No, it isn’t.” 6.Uncle Booky’s blackboard Student Book page 33 •Have the children open their books at page 33. Model the structures on Uncle Booky’s Blackboard by reading them aloud to the class. •Have the children repeat the structures in a class drill. Use all possible combinations. 7.Touch, ask, and answer Student Book page 33 •Draw the children’s attention to the pictures at the bottom of page 33. Show your copy of the page. •Point to the picture of Mocky and Ken. Point to Ken’s speech bubble. Read the words aloud to the children. Repeat for Mocky’s answer. Have the children repeat the question and answer.•Now point to the picture of the glass of water. Say, “Is that water hot?” Elicit, “No, it isn’ t.” •Then ask, “Is that water cold?” Elicit, “Yes, it is.” •Have the children repeat both the questions and the answers. •Repeat the procedure for hamburger, lemon, milk, and rice. •Divide the class into two groups. One group is Mocky and the other group is Ken. Have the groups repeat the dialog in a class drill, using all the substitutions. Then have the groups change roles. Lesson 5 1.Review •Hold up the flashcards for this Unit in turn. Elicit from children the correct names． •Pick up one of the food flashcards. Ask the class, “Is this (soup)(hot)?” Elicit, “Yes, It is./No, it isn’t.” Repeat for other flashcards. 2.Read and check (??) Student Book page 34 •Have the children open their books at page 34. Show your copy of the page. Explain that you will read the sentences together. Tell the children that only one sentence is correct for each picture. •Point to the picture of soup.Say, “What is this?” Elicit, “Some soup.” Point to the vapor. Say, “Is is hot?” Have the children read along with you as they touch each word in their books.•Read the first answer. Have them repeat. Ask the children if the answer is correct. The children should say, “Yes.” Now read the second answer. Again, ask if the sentence is correct. The children should say, “No.” •Now ask the children to check (??) the box beside the correct sentence. •Repeat the procedure for the other pictures and sentences. •Hold up your copy of the page and read the questions and correct answers. Have the children check their own answers. 3.A guessing game •Tell the children that we are going to play a guessing game. Have a child come to the front. Tell him/her the phrase a big apple and have the child act it out through body language. •Ask, “What does he/she want?” Have the other children guess the phrase, using the structure He/She wants (a big apple). •Have the child who guessed correctly come to the front and the game continues. 4.Let’s chant Student Book page 35 •Have the children open their books at page 35. Draw their attention to the picture. Have them talk about the picture in Chinese. •Tell the children, “We are going to learn a chant about food and drink.” •Read the rhyme to the children, pointing to each word. •Play the tape for the whole rhyme. Have children listen and point to the words. •Play the tape again and have children join in, encouraging them to say 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 act the rhyme out. 5.Set homework Student Book pages 34 and 35Encourage the children to: •Color the pictures on page 34 in the book.•Say the rhyme to their families. Lesson 6 1.Uncle Booky’s storytime Student Book page 36 •Tell the children to open their books at page 36. Draw their attention to the pictures first. Ask them if they know the story. In Chinese have them talk about the story. •Say, “Now we are going to listen to the 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 look for familiar words in the story. •Have children read the story silently, encouraging them to guess the meaning of unfamiliar words. •It doesn’t matter if they don’t know the words. The requirement for this part is to understand the story. 2.Is it cold? Use this game to review some of this Unit’s core vocabulary (rice, hamburger, lemon, soup, ice cream, hot, cold, sweet, fresh, and sour) and the structures “Is it (cold)?”, “Yes, it is.”, and“No， it isn’ t.” The game is best played in pairs. •Ask the children to take out the following cards: rice, hamburger, lemon, soup, and ice cream. •Review the vocabulary and structures in a class drill before beginning the game. •Put the children in pairs and each pair prepare a set of the five cards. Have the children spread the cards face down on a table. •Explain to the children that in this game they will take turns picking up the cards, one at a time. Their partner must then try to guess which card they are holding. Tell them that there are only five possible answers. It is important that the child’s partner does not see his or her card. •Child A should say, “Is it (hot)?”each time he or she makes a guess. Child B should then answer either “Yes, it is.” or “No, it isn’t.” •Child A should continue to ask questions until he or she has guessed the correct word. “Is it (cold)? Is it (sweet)? ... (ice cream)!” Have the children change roles when Child A has guessed the correct answer. •The children should continue the game until there are no cards left. 3.Bingo Use this game to review the vocabulary introduced from Units 7 through 9. •Have the children take out their cards for this Unit, and get ready for the game. •See Unit 7, page 24, for the rules and procedure. 4.Snap! This game reviews the vocabulary introduced from Units 7 through 9. It is best played in pairs. •Ask the children to take out their small flashcards for Units 7～9. •See Unit 8, page 50, for the rules and procedure. 5.Self-assessment Student Book page 37 •Ask children if they know all the food in the first activity. Then point the picture of soup and ask, “Is it (hot)?” Elicit the correct answer from th children. Put children in pairs and use the same procedure with other pictures. •Tell children that it’s time for dinner. Ask them what do they want. Have children tell their partners in pairs. Then say, “Let’s write out what we said just now.” Have children finish the sentences below the pictures. Check in whole class. 6.I can Student Book page 37 •In the third part, explain to the children that they have covered 3 units so far and now it’s the time to assess themselves. Have the children evaluate themselves according to the items listed on the left column. Then complete the statements on the right column. Stick a sticker on the child’ s book after you have checked his/her self??assessment (Stickers are provided at the back of Teacher’s Resource Book). You can also set this part as homework Unit 10 Mockey’s store Teaching aims: Can read and write the words for this unit. Can understand and read the new sentences. Importance and difficulty: Can use the dialogs. Lesson 1 Preparation Prepare student cards for this Unit. You will also need: •flashcards for Unit 10, and the flashcard for camera. 1.Flashcard activity •Hold up the camera flashcard. Ask, “What’s this?” Elicit, “It’s a camera.” •Present the flashcards for this Unit. Hold up the clock flashcard. Say, “This is a clock.” Have the children repeat the sentence after you. Now say, “What’s this?” Elicit, “It’s a clock.” •Repeat the procedure for the other Unit 10 flashcards. 2.Set the scene •Talk to the children about shopping. Ask them what they usually say when they first walk into a store. After the children respond in their own language, try to elicit the English expressions, Good morning/afternoon. •Ask the children what the store clerk usually says to them. Present the English expression, Can I help you? Write the sentence on the board. Have the children repeat it as you point to the words. 3.Model the dialog •In the children’s own language, elicit an appropriate response to Can I help you? •Present the structure, I want a camera. Write the sentence on the board. Have the children repeat it as you point to each word. •Now use the flashcards in a substitution drill. •Divide the class into two groups. Hold up the flashcards one at a time. Have one group say, “Good morning. Can I help you?” The other group should answer, “I want a (camera).” •Have the groups change roles each time you hold up a different flashcard. •Present the structure, Do you have a (camera)? Explain that this is a more polite way to say, I want a camera. •Repeat the procedure above. This time as you hold up each flashcard, have one group ask, “Do you have a (camera)?” The other group should answer, “Yes, I do.” •Review the color vocabulary. •Have a child come to the front of the class. Give him or her several colored pencils to hold. Ask, “Do you have a (blue) pencil?” Elicit, “Yes, I do.” Now Ask, “Can I have the (blue) one, please?” Have the child hand you the (blue) pencil. Present the structure, Here you are. Have the class repeat the sentence. Now say, “Thank you.” •Write the dialog on the board. Read each sentence aloud as you point to the words, the children repeat the sentences after you. 4 Talk about the story Student Book pages 38 and 39Have the children open their books at pages 38 and 39. Ask these questions about the pictures: Picture 1: “What is Mocky doing/writing?” Picture 2: “What do you think Mocky is asking Lulu?” Picture 3: “What is Mocky giving to Lulu?” Pictures 4/5/6:“What is happening now?” Pictures 7/8: “What do you think Lulu and Mocky are saying?” Pictures 9/10/11:“What do you think is happening now?” 5.StoryStudent Book pages 38 and 39 •Say, “Now we will hear what the characters said.” Play the tape and have the children look at the pictures as they listen. •Play the tape again, pausing at each picture. Have the children repeat the words each time. 6.Set homework Ask the children to tell their families the new English expressions about shopping they have learned. Lesson 2 Preparation You will need: •flashcards for Unit 10 •flashcard for camera. 1.Flashcard review •Use the flashcards to review vocabulary for this Unit.•Hold up a flashcard. Say,“What’s this?” Elicit, “It’s a (comic).” •Repeat for all the flashcards. 2.Words to learnStudent Book page 40 •Have the children look at the pictures at the top of the page. As you play the tape, have them touch the matching picture. •Replay the tape while showing your copy of the page. Stop the tape after each word and have the children repeat the word. •Play the tape again without stopping. Have the children say the words along with the tape. •Without the tape, point to one of the pictures and elicit the correct word from the children. Lesson 3 1.Review Use the following game to review vocabulary for this Unit. •Divide the class into two teams. Have them stand in two rows facing the board. •Explain that you will call out a word. The first child in each team must rush to the board and draw a matching picture. The child who finishes drawing the correct picture first wins a point for his or her team. The team with the most points wins the game. •At the end of the game, point to each drawing in turn and have the class say its English name. 2.Talk together Student Book page 42 •Have the children turn to page 42. Draw their attention to the top of the page. Show your copy of the page. Point to the picture. Explain that Mocky has set up his own store and that Bobby is his first customer in the morning. Ask the children what Bobby and Mocky are saying to each other. Try to elicit, “Good morning.” •Now ask the children what Mocky is holding. Elicit, “A pencil.” Then ask the children what they think Bobby might want to buy.•Tell the children that you are going to read what Mocky and Bobby are saying. Point to the first line. Explain that Mocky is speaking. Read the sentences and have the children repeat the words after you. •Repeat the procedure for the rest of the dialog. Review the meaning of the word selling. •Now point to the picture of the cap. Ask, “What’s this?” Elicit, “It’ s a cap.” •Repeat for the other pictures (ball, bag, magazine, watch, purse, and umbrella). 3.Listen and number Student Book page 42 •Have the children open their books at page 42. Show your copy of the page. Point to the first picture and ask what it is. For example, “What’ s this?” Elicit, “A new watch.” Repeat for the other pictures. •Explain to the children that they will hear a phrase on the tape, and they must match it to the correct picture. •Play the tape. Have the children point to the matching picture. •Play the tape again, stopping after each phrase. This time the children need to write the correct phrase number in the box next to the matching picture. •Have the children repeat the phrases in a class drill. 4.Trace, match, and copy Student Book page 43 •Have the children open their books at page 43. Show your copy of the page. Draw the children’s attention to the watch in the first picture. Ask, “What’s this?” Elicit, “It’s a watch.” •Read the words in the speech bubble. Have the children repeat the words after you. Ask which word is missing. Elicit, “Watch.” •Have the children find the word, trace it, and then copy the word to complete the sentence in the speech bubble. •Repeat the procedure for the other pictures and words. 5.Set homework Student Book page 43 Tell the children that you want them to color the pictures for homework. Lesson 4 1.Introduce /j/ and /q/ Student Book page 74 (Uncle Booky’s ABC) •Write the letter j on the board. Explain that you are going to say a word with the letter j in it (jeep). Ask the children to listen and watch as you model /j/ and then have them repeat the sound after you. •Turn to Uncle Booky’s ABC at the back of the Student Book and point to the word with the letter j in it (jacket). Say the word and model the sound. •Repeat for the /q/ sound words. 2.Sounds and letters Student Book page 44 •Draw the children’s attention to the pictures at the top of the page. •Play the tape and have the children say the words aloud. •Check that the children’s pronunciation is correct by asking individual children to repeat the words after you or after the tape. 3.Listen and circle Student Book page 44 •Have the children open their books at page 44. Show your copy of the page. Have the children look at the pictures at the middle part of the page. Point to the picture of jeep. Ask,“What’s this?” Elicit the correct word from the children. •Play the tape for jeep, pointing to the word under the picture. Have the children repeat after the tape. •Tell the children that they are going to hear another 3 words, and only one of them has the same beginning sound with jeep. •Play the tape for jump. Ask,“Does this have the same beginning sound with jeep?” Elicit the answer from the children. Repeat for the other words. •Play the tape again and this time tell the children to circle the picture that has the same beginning sound with jeep. •Repeat the procedure for other pictures and words. 4.Read with Uncle Booky Student Book page 44 •Direct children’s attention to the two rows of words at the bottom of the page. Show your copy of the page and point to the first row of words. •Play the tape for the first 4 words. Have the children point to each word that they hear in the tape. •Ask the children if they can find that the letter j in all the words has the same sound. •Tell the children to find out how to read the last two words. •Play the tape for the last two words and have children read with the tape. •Repeat the procedure for the second row of words. 5.Model the structures •Hold up the I want a drillcard. Read the words aloud as you point to each one. Have the children repeat them after you. •Now hold up the book drillcard. Pin the two drillcards on the board to make the sentence, I want a book. Have the children repeat the structure after you. •Repeat the procedure for pen, cap, T??shirt, and camera. •Have one child come to the front and hold up the Do you have a drillcard. Point to each word as you read it aloud. •Have five more children come to the front. Give each child a drillcard (book? pen? cap? T?shirt? and camera?). •Hold up a book. Give the book to the child holding the book? Drill card. Now have the child hold the drill card next to the Do you have a drill card, to form a question. Have the class read the question aloud. •Repeat for pen? hat? T? shirt?and camera? •Now have another child come to the front. Give the child the book to hold, and the drill card Yes, I do. •Read the sentence aloud and have the children repeat the words. •Now take away the book and repeat the procedure, substituting the No, I don’t. drill card. 6.Uncle Booky’s blackboard Student Book page 45 •Have the children open their books at page 45. Model the structures on Uncle Booky’s Blackboard by reading them aloud to the class. •Have the children repeat the structures in a class drill. Use all possible combinations. 7.Ask,find, and answer Student Book page 45 •Draw the children’s attention to the bottom of page 45. Show your copy of the page. Point to each object in turn and ask, “What’s this?” Elicit the correct answers. •Point to Bobby. Tell the children that Bobby wants to buy a camera. Say, “What do you think Bobby is asking Mocky?” Try to elicit, “Do you have a camera?” •Ask the children what they think Mocky’s answer is. (Tell them to look carefully at the picture.) Elicit, “Yes, I do.” •Point to the question and answer at the bottom of the page and read them to the children. •Now point to the other objects in Mocky’s store. Elicit their English names. •Repeat the procedure used for camera, substituting the other objects. •Now hold up the radio flashcard. Say, “Bobby wants a radio. What do you think he says to Mocky?” Then ask them what Mocky’s answer is. Elicit, “No, I don’t.” •Repeat the procedure, using the robot, kite, and doll flashcards. •Put the children into pairs and have them practice the dialog. Lesson 5 1.Review •Review the flashcards for this Unit. Hold up one flashcard and ask, “Can I help you?” Elicit, “I want a (cap).” •Repeat the procedure with other flashcards. 2.Read and complete Student Book page 46 •Have the children open their books at page 46. Show your copy of the page. Explain that Mocky is selling things in his store. Point to the first picture. Point to Lulu’s speech bubble and read the sentences to the children. Say Lulu is speaking. Have the children read the sentence while touching each word on their books.•Now point the speech bubble of Mocky. Ask the children, “What do you think Mocky is saying?” Elicit the sentence “Can I help you?” or “What do you want?” •Write the sentence on the board. Say that Mocky’s speaking. Point to the sentence and read it. Have the children repeat after you. •Repeat the procedure with the other pictures.•Put the children into groups of three and role??play the conversation. 3.Play a Game Student Book page 46 •Ask a child come to the front. Give him/her the flashcards of magazine and cap. •Ask the child, “Can I have a magazine?” Have the child say, “Here you are.”while giving you the magazine flashcard. •Repeat with the other flashcard. •Put the children into pairs. Each pair prepares a set of the small cards for this Unit. Put them facing down on the table. Then each child takes half of the cards. Tell them not let the other see their cards. •One child then asks, “Can I have a cap?” The other child must hand out the card if she/he has it, saying the correct sentence. •The game continues until one child has all the cards. 4.Let’s chant Student Book page 47 •Tell the children that they are going to learn a rhyme about Mocky. He is selling things •Have children open their books at page 47, pointing to each item. Elicit the names from the children in the picture Read the rhyme to the children, pointing to each word. •Play the tape for the whole rhyme. 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 to act the rhyme out. 5.Set homework Student Book page 46Tell the children that you want them to sing the new chant to their families. Lesson 6 1.Uncle Booky’s storytime Student Book page 48 •Tell the children to open their books at page 48. Draw their attention to the pictures. Explain that these pictures tell a story about a golden fish. •Ask questions about the pictures. Have the children talk about the story and what they think each character is saying. •Say, “Now we are going to listen to what the characters say.” Play the tape. Tell the children to listen to the story, pointing to the matching picture. •Tell the children to look at each speech bubble. Ask them to find out the word they know. Encourage them to guess the meaning of unfamiliar words. •Play the tape of the whole story again. This time have the children touch the speaking character. 2.Animals game Use this game to review the animals vocabulary introduced before (bear,deer, duck, frog, monkey, and snake) and in this book (bird, turtle, cow,sheep, and crocodile). •Have children prepare the animal card. •Using the cards review the vocabulary in a class drill before playing the game. (“What’s this?” “It’s a (cow).”) •Divide the class into groups of four or five children. Each group should be given one set of cards. The cards should be placed face down on a table so that the children cannot see the pictures. •The children should each choose one picture and then look at it. Tell the children they should not let anyone else see their picture.•Explain to the children that they are going to play a game where they will pretend to be the animal on the card. They should act out the appropriate animal movements or animal noises. The other children in their group must try to guess which animal they are. The first child to guess correctly scores one point. •Have the children ask, “A (duck)?”each time they make a guess. They must use the English name for each animal. The other children must continue to ask questions until they guess the correct animal. •Continue the game until all the pictures have been used and the children have all had a couple of turns pretending to be an animal. 3.Bingo Use this game to review the vocabulary introduced in Units 7 through 10. •See Unit 7, page 24, for the rules and procedure. 4.Snap! This game reviews new vocabulary introduced in Units 7 through 10. It is best played in pairs. •Have the children take out their cards for Units 7～10. •See Unit 8, page 50, for the rules and procedure. 5.Self-assessment Student Book page 49 •In the first activity, have the children look at the picture on the left. Tell them that Bobby wants to buy something in Mocky’s store. They are talking. Point to the speech bubbles and read the sentences to the children. Tell the children that Bobby wants to buy those things on the right side of the picture. Ask the children what they think Mocky and Bobby will say. Put the children into pairs to role??play the dialog. •Tell the children that we are going to write down what we said just now. Point to the pictures and tell them to write out the sentences if they want to buy these things. 6.My notes and teacher’s notes Student Book page 49 •This activity helps children have a look at what they have done in this Unit. Ask them to assess themselves according to the items in My Notes individually. Explain to them that the stars here only indicate how well they have done in their learning and the stars should not be changed to scores. •The teacher should evaluate the children positively in the part of Teacher’s Notes. The purpose is to have children realize that they are making progress and to help them build up a sense of achievement and confidence. Stickers provided at the end of the Teacher’s Resource Book can be used here. Unit 11 Green berries Teaching aims: Can read and write the words. Can understand the story. Can read the new sentences. Importance and difficulty: Use the dialogs. Lesson 1 Preparation Prepare student cards. 1.Set the scene •Ask the children about the last time they were sick. Ask them if they went to see a doctor. Say, “What did the doctor ask you to do?” Try to elicit the equivalent expression for Open your mouth in their own language. •Introduce the word mouth. Draw a picture of a face on the board with an arrow pointing to the mouth. Write the word mouth next to the picture. •Read the word aloud and have the children repeat it after you. •Now present the expression, Open your mouth. Write the sentence on the board and have the children repeat it after you. •Ask the children what is inside their mouths (teeth, tongue). Introduce the word tongue. Draw a tongue sticking out of the mouth in your picture on the board. Write the word tongue next to the picture. Read the word aloud and have the children repeat it after you. •Ask the children how they feel if they have eaten too much fruit. In their own language, elicit the words for stomachache. •Introduce the word stomach. Point to your own stomach and say the word again. Write the word on the board. Read it aloud and have the children repeat it after you. 2.Model the dialog •Ask the children what they usually ask when they meet a friend. Try to elicit an equivalent expression for How are you? •Say, “In English we use the expression, How are you?” .•Write the question on the board. Have the children repeat it after you. •Now present the sentence, I’m not well. Explain its meaning to the children. •Write the sentence on the board and then have the children repeat the words after you. •Repeat the procedure for My stomach hurts. •Now explain that when someone who has been sick has recovered,in English they often say, I’m better. Model the structure, write it on the board, and have the children repeat it after you. 3.Talk about the story Student Book pages 50 and 51Have the children open their books at pages 50 and 51. Ask these questions about the pictures: Picture 1: “What is Ken doing?” Pictures 2/3:“What do you think Mocky/Ken is saying?” Pictures 4/5: “What is happening now?” Pictures 6/7: “What do you think Uncle Booky/Ken is saying?” Picture 8: “What do you think Uncle Booky is giving Ken?” Picture 9: “Does Ken like the taste?” Picture 10:“How is Ken feeling now?” 4.StoryStudent Book pages 50 and 51 •Say, “Now we will hear what the characters said.” Play the tape and have the children look at the pictures as they listen •Play the tape again, pausing after each picture. Have the children repeat the words each time. •Explain the meaning of the expressions Come with me (Picture 4), Say aaaah (Picture 7), and Drink this (Picture 8). Also explain the meaning of the words help and today. Write the words on the board and have the children repeat them after you. 5.Set homework Encourage the children to tell the story to their families. Lesson 2 1.Review •Ask the children what they remember about the story. You may have to help by giving them clues. For example, “Was (Ken) happy?”, “What was wrong with him?” •Review the word stomach and the structure, His stomach hurts.•Ask the children, “What do you say in English when you ask about how someone is feeling?” Elicit, “How are you?” •Ask the children what you say if you are feeling ill. Try to elicit, “I’ m not well.” •Now ask the children what you say when you are feeling better. Try to elicit, “I’m better.” 2.Words to learn Student Book page 52 •Have the children look at the picture at the top of the page. Show your copy of the page. Point to Peter’s head and then to the word head. Say the word aloud and have the children repeat it after you. •Repeat the procedure for the other body parts. •Now play the tape. As you play the tape, have the children touch the matching body parts. •Replay the tape while showing your copy of the page. Stop the tape after each word and have the children repeat the word. •Play the tape again, this time without stopping. Have the children say the words along with the tape. •Without the tape, point to one of the body parts and elicit its English name from the children. •Repeat for all the other labeled body parts. 3.Listen to this Student Book page 52 •Have the children look at the picture at the bottom of page 52. Show your copy of the page. Point to one of the body parts that has a box next to it and ask, “What’s this?” If necessary, have the children refer to the, vocabulary at the top of the page for their answers. Repeat for the other body parts. •Explain to the children that when they listen to the tape they will hear the name of a part of the body. •Play the first word, then stop the tape. Have the children point to the part of the body that matches the word they heard on the tape. Repeat for the other words. •Play the tape again, stopping after each word. Explain that this time you want the children to write the word number next to the matching body part. •Check that the children have numbered the body parts correctly. 4.Let’s sing Student Book page 53 •Tell the children that they are going to learn a new song. Have children prepare the Head and Shoulders Master. Show your copy. Explain to the children that the pictures on this page represent the words of the song. •Point to the top line of pictures. Explain that the “+” sign means and. Say, “This is the first line of the song. Can you tell me the words?” Try to elicit, “Head and shoulders, knees and toes.” •Repeat the procedure for the remaining lines of the song. •Play the song straight through. Have the children sing along with the words. They can use their Head and Shoulders Masters to guide them. •Play the song again. Have the children sing along. Encourage them to touch the pictures on their Masters as they sing each line. •Have the children open their books at page 53. Say, “Now we can read the words to the song.”•Play the song again. This time encourage the children to touch the words in their books as they sing along. 5 Set homework Head and Shoulders Master; Student Book page 79Explain to the children that you want them to: •Color the pictures on the Head and Shoulders Master, and then sing the new song to their families. Lesson 3 1.Review Student Book page 52 •Have the children return to the top of page 52. Show your copy of the page. Point to each label in turn. Ask, “What’s this?” Elicit, “It’ s Peter’s (arm).” •Repeat for all the labels in the picture. •Put the children into pairs. Have one child point to a label and ask, “What’s this?” The other child should answer, “It’s Peter’s (foot).” •When all the body parts have been covered, the children change roles. •Have the children in each pair take turns asking and answering the questions. 2.Talk together Student Book page 54 •Have the children turn to page 54. Draw their attention to the top of the page. Show your copy of the page. Point to the picture. Ask the children what they think Bobby is asking Mocky. Try to elicit, “How are you today?” •Ask the children what they think Mocky’s answer is. Elicit, “I’m not well.” •Now present the question, What’s the matter? Explain the meaning of the question and write it on the board. Have the children repeat the question after you. •Point to Mocky and ask, “What’s the matter?” Try to elicit, “Mocky’ s head hurts.” •Tell the children that you are going to read what Mocky and Bobby are saying. Point to the first line. Explain that Bobby is speaking. Read the words and have the children repeat the sentence after you. •Repeat the procedure for the rest of the dialog. •Now point to the list of names of body parts. Point to each word in turn and read it aloud. Have the children repeat each word after you. •Have the children repeat the dialog, substituting the different body parts. •Divide the class into two groups, and have the children repeat the dialog in a role??play (one group is Mocky, the other Bobby), using all substitutions. Then have the groups change roles. 3.Listen and number Student Book page 54 •Have the children open their books at page 54. Show your copy of the page. Point to the first picture and ask the children the following questions: “Who’s this?” (elicit, “It’s Ken.”); “How is he today?” (elicit, “He’s not well. His leg hurts.”) •Repeat for the other pictures. •Explain to the children that they will hear a sentence on the tape, and they must match it to the correct picture. Play the tape. Have the children point to the matching picture. •Play the tape again, stopping after each sentence. This time the children need to write the correct sentence number next to the matching picture. •Have the children repeat the sentences in a class drill. “How is (Ann)?” “Ann’s not well. Her (head) hurts.” 4.Read, trace, and match Student Book page 55 •Have the children turn to page 55. Show your copy of the page. Explain that you want them to match the name of each body part to the correct place (and corresponding number) on the picture of Wang Ling’s body. •Point to the word head. Read the word aloud. Have the children point to the correct part of Wang Ling’s body. Then have them read out the corresponding number (head, one). •Have the children draw a line from the label head to the correct number, one. Check that the children do this correctly. •Repeat the procedure for the remaining body parts. •At the end of the activity, review the answers in a class drill (head, one; hair, two; and so on). Lesson 4 1.Introduce /w/ and /i/ Student Book page 74 (Uncle Booky’s ABC) •Write the letter w on the board. Explain that you are going to say a word with the letter w in it (watch). Ask the children to listen and watch as you model /w/ and then have them repeat the sound after you. •Turn to Uncle Booky’s ABC at the back of the Student Book and point to the /w/ word. Say the word and model the sound. •Repeat the procedure for the y. 2.Sounds and letters •Have the children open their books at page 56. Draw the children’s attention to the pictures at the top of the page. Play the tape and have the children say the words aloud. •Check that the children’s pronunciation is correct by asking individual children to repeat the words after you or after the tape. •Repeat the procedure for the second row of pictures. 3.Match the sounds Student Book page 56•Have the children open their books at page 56. Draw their attention to the pictures at the middle part of the page. Show your copy of the page. Point to the picture of waterfall. Ask, “What’s this?” Elicit the word from the children. •Repeat the procedure for the other pictures. •Now point to the words waterfall and watch. Read the words and have the children repeat after you. Tell the children that there is a line joining the two words together because they have the same beginning sound /w/. •Read all the words in the circle and have the children touch the words that begin with the sound /w/. •Read the words again and have the children repeat. This time have the children match the words that have the same beginning sound with waterfall to its picture by lines. •Repeat the procedure with the /i/ sound words. 4.Read with Uncle Booky Student Book page 56 •Direct children’s attention to the two rows of words at the bottom of the page. Show your copy of the page and point to the first row of words. •Play the tape for the first 5 words. Have the children point to each word that they hear in the tape. •Ask the children if they can find that the letter w in all the words has the same sound. •Tell the children to find out how to read the last two words. •Play the tape for the last two words and have children read with the tape. •Repeat the procedure for the second row of words. 5.Model the structures •Point to your head and say, “My head hurts.” Have the children touch their own heads and repeat the sentence as they do so. •Pin the corresponding drillcards on the board. Read the sentence aloud, pointing to each word as you do so. •Now have a boy come to the front of the class. Ask him to stand on one leg. Say to the children, “His leg hurts.” Have the children repeat the sentence after you. •Substitute the necessary drillcards (His and leg) in the sentence on the board. Read the new sentence aloud and have the children repeat it after you. •Now have a girl come to the front of the class. Ask her to put her hand against her ear as if it hurt. Say to the children, “Her ear hurts.” Have the children repeat the sentence after you. Repeat the procedure used for leg, substituting the appropriate drillcards. •Repeat the procedure, using different children in the class, for the following body parts: head, tongue, stomach, chest, and mouth. •Now put the children into pairs to practice asking and answering the questions, How are you today? I’m not well. My (ear) hurts. Encourage the children to act out their roles, for example, by holding their ears as if in pain for the sentence My ear hurts. 6.Uncle Booky’s blackboard Student Book page 57 •Have the children open their books at page 57. Model the structures on Uncle Booky’s Blackboard by reading them aloud to the class. •Have the children repeat the structures in a class drill. Use all possible combinations. 7.Touch, ask, and answer Student Book page 57 •Draw the children’s attention to the picture at the bottom of the page. Show your copy of the page. Tell the children that the woman with black hair is Ken’s mother, and the other woman is his doctor. •Point to Ken. Ask, “How is Ken today?” Elicit, “He’s not well.” •Now point to the doctor’s speech bubble. Read the words aloud to the children. Repeat for the mother’s speech bubble. Have the children repeat the question and answer. •Now point to the names of the body parts listed to the right of the picture. Point to each word in turn and read it aloud. Have the children repeat each word after you. •Now have the children repeat the dialog in a class drill, using all possible substitutions. Lesson 5 Preparation Prepare the Head and Shoulders Master. 1.Review •Play Simon says to review the names of the body parts introduced in this Unit. Use the command, “Simon says, touch your (nose).” 2.Read and check (√) Student Book page 58 •Have the children open their books at page 58. Show your copy of the page. Point to the three sentences beside each picture. Tell the children that only one sentence is correct for each picture.•Point to the first picture. Say, “Who’s this?” Elicit, “It’s Ken.” •Read the first sentence aloud to the class as you point to each word. Have the children repeat the sentence as they touch each word in their books. Ask if the sentence is correct. The children should say, “Yes.” •Now read the second sentence. Again, ask if the sentence is correct. The children should say, “No.” •Repeat for the third sentence. •Read the sentences again, and this time have the children check (??) the box beside the correct sentence. •Repeat the procedure for the other pictures and sentences. 3.Let’s chant Student Book page 59 •Have the children open their books at page 59. Draw their attention to the picture at the top of the page. Ask them to talk about the picture in Chinese. •Tell the children,“We are going to learn a chant.” •Read the chant to the children, pointing to each word as you do so. •Play the tape straight through, have children listen to the chant carefully. •Play the the tape again, and this time have the children sing along with the tape. •Tell the children that they can role? Play the chant. 4.Let’s do Student Book page 59•Hold up the flashcard for robot. Ask, “What’s this?” Elicit, “It’s a robot.” •Now point to the arm of the robot. Ask the children, “What’s this?” Elicit the word arm from the children. •Pin up the flashcard and write down the word “arm” beside the card on the board. Draw a line pointing to the robot’s arm from the word. •Put the children in pairs and tell them to draw their own robots. •Write out the words for the body parts that students have learned for the children’s reference.•Now have them label the body parts of the robot. 5.Set homework Ask the children to say the new chant to their families. Lesson 6 1.Uncle Booky’s storytime Student Book page 60 •Tell the children to open their books at page 60. Tell them to look at the pictures and then talk about the story in Chinese. •Ask the children what they think the charactors are saying. Say, “Now we are going to listen to what the characters say.” •Play the tape, ask the children to listen to the story with their books closed. •Have the children open their books, and look for familiar words in the story. •Have children look at the story, encouraging them to guess the meaning of unfamiliar words. •Ask the children, “Does the boy behave good or bad? Why?” •Have the children discuss in Chinese. 2.Bingo Use this game to review the parts of the body. Before beginning the game revise the vocabulary by giving the children instructions in a class drill. For example, say, “Touch your (nose).” All the children should then touch their noses. 3.Snap! This game reviews new vocabulary introduced in Unit 11. It is best played in pairs. •Have the children prepare their student cards. •See Unit 8, page 34, for the rules and procedure. 4.Simon says This game is a very good activity for reviewing the parts of the body. •Use the command, “Simon says, touch your (ear).” to review this Unit’ s vocabulary (stomach, tongue, head, eye, ear, nose, mouth, chest, arm， hand, finger, leg, foot, and toe). •See Unit 7, page 22, for the rules and procedure. 5.Draw and fold game Draw and Fold MasterThis is a tracing and drawing activity which reviews body parts. •Photocopy the page for each child. •Show your copy of the page and point to the word head. Ask, “Can you read this word?” The children may need some help. (The beginning sound is huh. It’s a part of the body. ) Once the children have guessed the word, have them trace over the letters. •Repeat the procedure for the other body parts. •Tell the children that they are going to play a game where they will draw the main body parts. They should begin by drawing the feet, then fold back that section of their pages, and pass it on to another child. The next child will draw the legs, then fold back that section and pass it on to a third child. Repeat this procedure for each body part. It is important that the children fold back each section as they finish it, so that the others cannot see what has been drawn. •At the end of the game the children can unfold their pages to reveal the full drawings. 6.Self-assessment Student Book page 61 •In the first activity point to the first picture. Ask “What is the matter?” Elicit from the children, “His finger hurts.” Put them into pairs andfinish the other pictures. •Tell the children that this is a word puzzle. Pictures on the left are the horizontal words in the puzzle and pictures on the right are vertical words on the puzzle. Point to the letter c in the puzzle and ask the children to find out which word it is. Elicit the word chest. Ask them spell out the word while write it down into the boxes. Have the children work in groups of 4 and finish the puzzle 7.My notes and teacher’s notes Student Book page 61 •This activity helps children have a look at what they have done in this Unit. Ask them to assess themselves according to the items in My Notes individually. Explain to them that the stars here only indicate how well they have done in their learning and the stars should not be changed to scores. •The teacher should evaluate the children positively in the part of Teacher’s Notes. The purpose is to have children realize that they are making progress and to help them build up a sense of achievement and confidence. Stickers provided at the end of the Teacher’s Resource Book can be used here. Unit 12 Review Lesson 1 Preparation You will need: •flashcards for the vocabulary being reviewed in Units 7 through 11. 1.Structure review: it’s o (red) train; his, her, my •Hold up the flashcard for train. Ask, “What’s this?” Elicit, “It’ s a train.” Ask,“Is it a big train?”The children should answer, “Yes, it is.” •Ask what other words they can use to describe it. Elicit words like old, new, small, long, red, and yellow, in a sentence, for example, “It’s an (old) train.” •Collect some classroom objects from the children (books, erasers, pencils, pens, rulers). Hold up one object and have the children make a sentence to describe it. For example, “It’s a (new) (book).” Repeat the procedure with the other items. •When returning the items to the children, ask,“Whose pen is it?”Elicit, “It’s (her) pen.” Repeat the procedure with other items., asking children by name to ensure the use of their. For example, “They’re (their) books.” 2.Set the scene •Say, “What do we say to someone if we don’t want them to do something?” Elicit the term in English, Don’t! •Present the flashcard for ticket. Model the word and write it on the board. Have the children repeat the word after you. •Ask the children what they say when they are at the train station and want to buy some tickets. Try to elicit, “I want some tickets, please.” or “How much are the tickets?/How much is the fare?” All of these are correct. 3.Talk about the story Student Book pages 62 and 63Have the children open their books at pages 62 and 63. Ask these questionsabout the pictures: Picture 1: “What do you think Danny is asking Bobby?” Picture 2: “What are the friends waiting for?” “What color is the train?” Picture 3: “What color is this train?” “Is this the train the friend are waiting for?” Pictures 4/5: “What is Mocky looking at?” Pictures 6/7/8: “What is happening now?” Picture 9: “What is Mocky doing?” Picture 10: “Is Mocky better now?” 4.Story Student Book pages 62 and 63 •Say, “Now we will hear what the characters said.” Play the tape and have the children look at the pictures as they listen. •Play the tape again, pausing at each picture. Have the children repeat the words each time. •Explain that in English people say Ouch! when they are hurt. 5.Flashcard game This game reviews the core vocabulary introduced in Units 7 through 12. You will need the flashcards for the vocabulary being reviewed. Do not use the flashcards for numbers or action verbs. •Divide the class into two teams. Put all the flashcards face down on a table between the teams. •Have a child in Team A pick up a card and show it to Team B.(The children should take turns picking up the cards.) The child should ask, “Are these (dolls)?/Is this a (train)?”or “What’s this?/What are these?” •Together, Team B must answer, “They’re (doffs).” or “It’s a (train).” •Points are scored for every correct question and correct answer. Lesson 2 Preparation You will need: •Opposites Master 1.Review Ensure that each child has his/her copy of the Opposites Master. •Show your own copy and point to the picture of the young turtle. Ask, “Is this a young turtle?” The children should answer, “Yes, it is.” Now ask, “Is this an old turtle?” Elicit, “No, it isn’t.” •Continue for the pictures of the birds (big/small) and boy/girl (tall/short). If necessary, repeat the procedure until all the children answer each question correctly. 2.Listen for words Student Book page 64 •Have the children open their books and look at the picture of Ken and Mocky at the top of the page. Ask, “Where are Ken and Mocky?” Elicit the answer, “They are in a store.” Then ask, “Who is the storekeeper?” The answer is Mocky. •Have the children look at the speech bubbles in the picture, and read the words to them. Explain that Ken is asking if Mocky has the things listed on the right hand side. •Play the first dialog and stop the tape. Ask, “Does Mocky have a small train?” The answer is Yes. 3.Listen for sounds Student Book page 64 •Direct the children’s attention to the bottom of the page. Show your copy of the page and point to the first picture. Say the word goat and have the children repeat it after you. Continue for the other five pictures. •Play the first word on the tape and have the children point to the matching picture. Repeat for the other words. •Play the tape again. This time have the children write the number of the word in the box next to the matching picture. 4.Read, trace and match Student Book page 65 •Show your copy of the page. Point to the picture of the hamburger and ask, “What’s this?” The children should answer, “It’s a hamburger.” Then have the children find the matching phrase. •Repeat the procedure for all the items on the table. •Read each phrase once more. This time have the children draw a 1ine connecting each phrase to its correct picture. 5.Set homework Student Book page 65Explain that you want the children to color the pictures. Lesson3 Preparation You will need: •children's cards for Unit 7 through 12. 1.Talk together Student Book page 66 •Have the children turn to page 66. Draw their attention to the top of the page. Show your copy of the page. Point to the first picture and ask, “Who bought the tickets in the story?”Elicit,“Danny.”Then ask,“Who sold the tickets?”Elicit,“Bobby.” •Model the sentences in the first dialog and have the children repeat the sentences after you. •Divide the class into two groups and have the children repeat the dial a roleplay. (One group is Danny and the other group is Bobby.) •Put the children in pairs and have them practice the dialog. Encourage them to substitute different numbers of tickets. •For the second dialog, point to the picture and ask, “What animials did Mocky see from the train?” Then repeat the procedure used for the first dialog. (Three groups are needed this time.) Encourage the children to substitute different animals and animal noises. For example, substitute small cats for big cows, and meow, meow for mooooo, mooooo •For the third dialog, point to the picture and ask, “What happened to Mocky?” Then repeat the procedure used for the second dialog. (Divide the class into three groups.) Have the children substitute differert body parts. The child who plays Mocky should point to the part of the body that is hurt. For example, have the child point to an ear when he or she says, “My ear hurts.” 2.Review words •Have a child come to the front of the class. Point to his or her ear and ask, “What’s this?” The class should answer,“It’s (her) ear.” •Repeat the procedure for the other parts of the body listed in the margin of this page. 3.Write words Student Book page 66 •Direct the children’s attention to the bottom of page 66. Show your copy of the page and point to the eye. Say, “What’s this?” Try to elicit, “It’s her eye.” Write the word on the board. Have the children copy the word on the correct line in their books. •Repeat the procedure for the remaining words. 4.Listen and circle Sudent Book page 67 •Have the children open their books at page 67. Show your copy of the page and point to the first row of pictures. Tell them that only one word has a different/c/sound in the first three words. •Play the tape for the first three words. Have the children repeat. Say, “Which word has the different/c/sound?”Have them touch the word on their books. •Play the tape again this time have the children circle out the word that has the dierent /c/ sound. 5.Snap! Use this game to review the vocabulary introduced in this book. It is best played in pairs. •Have the children take out their cards for Units 7～12. •See Unit 8, page 50, for the rules and procedure. Lesson 4 1.Structure review:a/some •Divide the class into two teams. Put all the food and drink flashcards for Unit 9 face down on a table between the teams. •Have a child in Team A pick up a card and show it to Team B. The child should ask,“What’s this?”Together, Team B must answer,“A (hamburger).” or “Some (rice).” Then the child in Team A asks, “Is this (hamburger) hot?” The children in Team B should answer, “Yes, it is.” or“No, it isn’t.” •Have the teams take turns at asking and answering the questions until most children have asked a question. Points are scored for each correct question and answer. 2.Structure review: Is he/she (eating) (some soup)? •Keep the class in the two teams. Explain that this time, Team A will choose an eating and drinking activity, for example, eating hot soup. One child in the team mimes eating hot soup, and the other members in the team answer questions from Team B. •The members of Team B must try to guess the activity. They could ask, “Is (she) drinking milk?”Team A should answer, “No, (she) isn’t.” •When Team B has guessed the activity, they must find out if the food is hot or cold. They should ask,“Is the soup hot?”Team A should answer, “Yes, it is.” •Have the teams change roles after an activity has been correctly guessed. •Remind the children of other food words they have learned. •Points are scored for each correct question and answer, and for correctly guessing the activity. 4.Let’s sing Student Book page 68 •Have the chddren open their books at page 68. Draw their attention to the picture. Ask them to talk about the picture. You can ask quiestions like “What are the children doing?”, “Are they happy?”, etc. •Repeat the words, aloud to the children. Have them repeat after you. •Play the tape straight through. Have the children clap their hands with the tape. •Play the tape again. This time encourage them to join in the song. •Play the tape. Have the children stand in a circle and walk up and down in the circle with the music. 5. Set homework Student Book page 68 Tell the children to sing the new song to their families.