Would you like to go out for a picnic?

　　How about…?

　　Let's….

　　Don't forget…

　　2. Homework: Write down the conversation in Step 6 on your exercise book.

　　Unit 4 Having outside the School Let's have a picnic

　　The Second Period

　　Ⅰ.Teaching Aims and Demands

　　1. Knowledge Objects

　　Key vocabulary.

　　Target language.

　　Oral practice.

　　2. Ability Objects

　　Listening skill.

　　Communicative competence.

　　Making telephone calls.

　　Ⅱ. Teaching Key Points

　　Key vocabulary: wrong, be not in, give her a message, call me back, tell …about,

　　I'm sorry to bother you. This is Kangkang.

　　Ⅲ. Teaching Difficulties

　　Making telephone calls. Take a message.

　　Ⅳ. Teaching Procedures

　　Step 1 Revision

　　1. Greet the students as usual and check the homework.

　　2. Suppose your partner is Jim. You want to invite Jim to go shopping with you. Make a telephone call. Ask two pair of the students to make a telephone call to revise Section A.

　　Step 2 Section B 1 Listen, read and say

　　 1. Ask the students: "If Jim is not in and his father answers the telephone, what will you say to his father?"

　　 Collect the following phrases:

　　call me back, give …a message, tell him the number, speak to etc.

　　Ask the students to read the new phrases.

　　2. Say: Jane makes a telephone call, please listen to tape and answer the questions:

　　 Who does she want to speak to?

　　 Who answers the telephone call?

　　3. Play the tape and get the students to find out the answers to the questions. Play the tape and and let the students to repeat the conversation.

　　3. Ask the students to read the conversation in pairs.

　　Step 3 Section B 2a and 2b Work alone and Pair work

　　1. Tell the students: You are going to listen to a telephone call but there are some sentences are missing, please listen to the tape and choose the correct sentences to fill in the blanks. Then check the answers.

　　2. Pair work.

　　 Listen again and check your answers. Then practice with your partner.

　　Answers:

　　A: 2. Hello?

　　B: 3. May I speak to Li Ming, please?

　　A: Sorry, Li Ming is not here now. 4. Can I give him a message?

　　B: Thanks. This is A. 1. Could you ask him to give me a call?

　　A: Sure. 5. Does he have your number?

　　B: No, he doesn't. My phone number is 5563677.

　　A: 5563677. OK. 6. I'll give him the message.

　　B: Thank you.

　　Step 4 Section B 4 Listen read and say

　　1. Ask a student to make a dialogue with the teacher.

　　Sample:

　　S1: Hello. May I speak to Kate?

　　T: I beg your pardon?

　　S1: May I speak to Kate?

　　T: Kate? There's no Kate here.

　　Ask: "What's the matter?" Get the students to answer: S1 dials the wrong number.

　　2. Play the tape for the students to listen and repeat the conversation.

　　3. Ask the students to read the conversation in pairs and then act it out.

　　Step 5 Section B 5 Work alone

　　Show the following message on the screen and then ask the students to finish the telephone call.

　　First tell the students: Mary makes a telephone call to Lisa, but Lisa isn't in. Lucy answers the telephone call and she writes the message. Please finish the telephone call.

　　To: LisaTime: This morningMessage: Please call Mary at 58773677 Lucy

　　Sample:

　　Lucy: Hello.

　　Mary: Good morning! This is Mary. Is that Lisa?

　　Lucy: Sorry, she isn't in. Can I give a message to her.

　　Mary: Thanks. This is Mary. Could you ask her to give me a call?

　　Lucy: Sure. What's your phone call?

　　Mary: My phone number is 58773677.

　　Lucy: 58773677. OK. I'll give her the message.

　　Mary: Thank you.

　　Step 4 Section B 3 Listen and follow

　　Play the tape for the students to listen and imitate and ask them to pay attention to their pronunciation and intonation.

　　1. What's up? 2. Can I give him a message?

　　3. Thank you. 4. This is Kangkang.

　　4. I have to visit a friend.

　　Step 4 Consolidation

　　Revise the following sentences:

　　Sorry, she is not here now.

　　Can I give her a message?

　　I'll give her the message.

　　Could you ask him to give me a call?

　　Homework: Write down a telephone call and act it out with your partner.

　　Unit 4 Having fun outside the School Let's have a picnic

　　The Third Period

　　Ⅰ.Teaching Aims and Demands

　　1.Knowledge Objects

　　Key vocabulary.

　　Present continuous

　　Oral practice.

　　2. Ability Objects

　　Listening skill.

　　Communicative competence.

　　Ⅱ. Teaching Key Points

　　Key vocabulary: carry water, collect firewood, look at, wash the dishes, sing songs,

　　Target language: What are they doing? They are having a picnic.

　　Ⅲ. Teaching Difficulties

　　Present continuous

　　Target language: What are they doing? They are having a picnic.

　　Ⅳ. Teaching Procedures

　　Step 1 Revision

　　Check the homework. Ask two pairs to act out their telephone call.

　　Step 2 Section C 1a

　　1. Show the picture to the students and get the students to talk about the picture.

　　2. Play the recording for the students and tick the words they hear.

　　3. Check the answers.

　　Step 3 Section C 1b

　　1. Imitate the sound of the telephone ringing and show two pictures of Kangkang and Jane and present the following conversation:

　　A: What are they doing?

　　B: They are making a telephone call.

　　Ask the students to repeat the conversation and understand the meaning.

　　2. Ask the students to ask and answer according to the picture.

　　What is Maria doing? She is preparing food.

　　What is Jane doing? She is washing the dishes.

　　What is Michael doing? He is carrying water.

　　What is Maria's dog doing? It is looking at the food.

　　Step 4 Section C 2 Look, ask and answer

　　1. Show the pictures and ask one student to present the dialogue as an example with the teacher.

　　What is she doing?

　　She is eating an apple.

　　2. Ask the students to ask and answer according to the pictures in pairs first.

　　3. Ask the students to ask and answer about the pictures one by one.

　　Step 5 Section C 3

　　1. Let the students look at the picture and talk about it and encourage them to use some words and phrases they've learnt.

　　2. Play the recording for the students to repeat the sentences.

　　3. Give the students a few minutes to read the sentences and ask them to pay attention to the following words: playing, singing, flying, running, collecting.

　　Step 6 Section C 4

　　Tell the students that they are going to listen to some actions about Tom. Ask the students to listen and number the actions from 1-6.

　　Step 7 Summary

　　Revise some key words and target language:

　　1. carry water, collect firewood, look at, wash the dishes, sing songs,

　　2. What is Maria doing? She is preparing food.

　　What is Jane doing? She is washing the dishes.

　　What is Michael doing? He is carrying water.

　　What is Maria's dog doing? It is looking at the food.

　　4. playing, singing, flying, running, collecting.

　　Step 8 Section C 5

　　Let the students to chant.

　　Step 9 Homework

　　Read the sentences in Section C 3.

　　Unit 4 Having fun outside the School Let's have a picnic

　　The Fourth Period

　　Ⅰ.Teaching Aims and Demands

　　1. Knowledge Objects

　　Review some target language in Section A-D.

　　Oral practice.

　　Present continuous.

　　2. Ability Objects

　　Communicative competence.

　　Ⅱ. Teaching Key Points

　　Key vocabulary: lonely, next, basket, listen, have a meeting, at home

　　Review some target language in Section A-D

　　Hello? This is Maria. May I speak to Jane?

　　Can I give her a message?

　　All right. I'll give her the message.

　　Sorry, she is not here in at home.

　　Could you ask her to call me back this afternoon?

　　What are they doing? What is heshe doing?

　　They are having a picnic. Heshe is washing dishes.

　　Ⅲ. Teaching Difficulties

　　Present continuous

　　 Oral practice.

　　Ⅳ. Teaching procedures

　　Step 1 Revision

　　1. Show some pictures to the students and get them to ask and answer according to the pictures.

　　What is heshe doing?

　　HeShe is running.

　　2. Ask a few students to act and the others ask and answer according to his or her action.

　　Step 2 Section D 1a

　　1. Draw a picture and say: Look at the man. He is at home, but he is lonely and he would like to have a picnic with his friends and then have a meeting. Repeat the sentences and teach the new words and phrases:

　　at home, lonely, have a meeting

　　2. Section D 1a. Ask the students to look at the pictures and say: old Mcdonald is lonely too. He would like to have a picnic with his friends. What food can you find in the picture?

　　Answers: hamburgers and cakes, fish and chicken, French fries and bread

　　3. Play the tape and get the students to repeat. Ask the students to read the sentences.

　　4. Ask two group of students to act out the short story.

　　Step 3 Section D 1b

　　1. Collect some words of food and drinks that the students have learnt and ask the students to spell the words out.

　　fish, meat, chicken, hamburger, bread, French fries, rice, dumpling, noodle, porridge,

　　tea, coffee, Coke, milk, juice,

　　2. Divide the students into several groups and let the students discuss the questions:

　　 What's your favorite food?

　　 Do you want to have a picnic with your friends?

　　 If you do, what food do you want to bring?

　　 Step 4 Section D 2a, 3

　　1. Show the sentences to the students and explain something about Present continuous.

　　2. Have a competition. Ask the students to make a sentence with Present continuous.

　　3. Section D 2a, 3 Ask the students to fill in the blanks and get four students to write down their answer on the blackboard. Check the answers.

　　Answers:

　　He is reading.

　　She is listening.

　　She is running.

　　They are eating.

　　Ask the students to pay attention to the words with -ing.

　　Step 5 Section D 2b, 4

　　1. Review the sentences. Ask the students to read the sentences and then let the students practice the sentences with their partner.

　　2. Section D 4 Get the students to number the sentences to make a conversation.

　　Answers: 4 Yes, this is Lucy. Please ask him to go to school and have a meeting tomorrow morning.

　　2 Hello! May I speak to Mr Li?

　　3 I'm sorry. He is not at home. Can I give him a message?

　　6 Thank you!

　　1 Hello?

　　7 You are welcome.

　　5 Ok. I'll give him the message.

　　Step 6 Homework

　　Review some words and some target language in Section A-D.

　　Unit 7 Let's go to the zoo

　　Section A

　　Teaching aims:

　　 1 read and understand the dialogue as a whole

　　2 In this section, students learn to talk about preferences and show the reasons .

　　Important points in teaching

　　1 names of animals,

　　2 language points

　　3 improve students' ability of listening and speaking

　　Difficult points in teaching: what questions and answer.

　　Teaching aids: some animal cards , a tape recorder

　　Teaching methods: communicative method

　　Teaching procedures:

　　 Step 1 Greet and review what they learned last period.

　　 Step 2 Lead-in

　　Activity 1 Say to the students, " Today we will go to the zoo to pay a visit "and ask "what animals do you know , you should tell me in English.?" Then write the names of the animals on the right of the blackboard.

　　Step 3 Presentation

　　Activity 1 Hold up the lion card and ask:

　　 T: What's this?

　　 S : It's a lion.

　　T: Yes, it's a lion, I like lions. They are strong. And the lion is the king of the beasts.

　　Then show them some other animal cards to consolidate the names of the animals.

　　Activity 2 After that, ask students to read the words after you

　　Activity 3 Ask three students the question "What animal do you like best?" respectively : and then write the following on the left of the blackboard

　　T : " What animal do you like best?"

　　S1 I like .

　　T What animal do you like best?"

　　S2 I like .

　　T What is your favorite animal?

　　S3 My favorite animal is .

　　Step 4 Practice

　　Activity 1 Say to the students:

　　 "These are very useful structures. Now every one please find a partner and use them to make a simple dialogue " .At the same time , you can also make a dialogue with another student to check how well he masters.

　　Activity 2 ask several pairs to act their dialogue out. And you should remember to try your best to praise and encourage their performance

　　Purpose :improve students' courage and ability of speaking.

　　 Step 5 Ask students to read the dialogue on page 93 themselves. then read together. And do the exercise of page 93.

　　 Step 6 Explanation of the Language points.(write the following in the center of the blackboard)

　　1 be free :闲的，空闲的， 自由的。如：I'm free today.

　　2 What animal do you like best?=What's your favorite animal? 这是用来询问别人喜好的句型，还可将animal 换成food, sport 等类型的词。如：

　　---What's your favorite sport?

　　---My favorite sport is basketball.

　　Step 7 Ask students to look at the two pictures of page 94.and ask students to guess "where are the students now?" "Who is the lady?" then let them listen to the passage ,following the questions

　　1 "When do they go to the zoo?"

　　2 "How long do elephants live, fifty or sixty years?"

　　After the listening comprehension, ask students to read the passage by themselves and then make following sentences to lead to the language points of this passage.

　　1 我们谈论了许多关于大象的事。

　　2 一会儿之后，我们就到达了学校。

　　3 你每天睡多少小时？

　　 Language points.(write the following after above language points)

　　1 talk about :谈论关于……如：we talk about the people we see .

　　2 after a while 片刻之后，一会儿之后。如：After a while, we see the panda.

　　3 arrive at 到达，抵达。相当于get to 如：I arrive at my home at six o'clock.

　　4 how many +可数名词复数：多少…如：…How many apples does he eat?

　　 Then ask students to read the passage loudly by themselves .and try their best to recite it.

　　Step 8 Consolidation

　　1 Ask some students to do some actions imitating a monkey , a horse ,a lion a tiger and a panda respectively and let others to guess what this animal is. If the student can't act out, he can also say some characteristics of this animal ,then let others to guess. In this way we review the names of the animals.

　　2 practice the structures in the dialogue by themselves.

　　Step 9 Sum up and blackboard design

　　---What animal do you like best? Be free: 闲的，自由的，空 king zoo---I like ... …如： I'm free today.. elephant animal--- What's your favorite animal? What animal do you like best ? beast lion---My favorite animal is … ==what's your favorite animal favorite tiger

　　Section B

　　Teaching aims:

　　1 read and understand the dialogue as a whole.

　　2.improve students' ability of reading comprehension

　　3 improve students' ability of communication

　　Important points in teaching :

　　1 To get the students to have a good understanding of the dialogue.

　　2 To get the students to learn to use some useful patterns.

　　Difficult points in teaching:

　　To get the students learn hoe to use the useful patterns in real situation.

　　Teaching aids: a tape-recorder, some pictures.

　　Teaching procedures:

　　 Step 1 Greeting and Revision

　　Use the projector to go over the names of animals. In this activity, students compete to see who can remember the most and who can speak out the names most quickly.

　　Step 2 Lead-in

　　T: If one day, a baby monkey is lost, what will you do ? will you help him?

　　S : ……

　　T: How do you help him.?

　　S …

　　T: Very good, all of us are good students. And we are all very clever. Yes, we should help each other. Today, we will read s story t. we will see , how does Kangkang , a little boy, do ?

　　Purpose: lead in the topic " Let me help you".

　　Step 3 Presentation

　　Activity 1 :Ask students to open the book on page95. and read the story in the zoo. by themselves

　　Activity 2 : Discuss the exercise on page96 in pairs.

　　Purpose: improve students' ability of reading

　　Activity 3 : Check the answer together

　　Step 4 Analyze the dialogue

　　 Give explanation to the following structures and expressions

　　.1. What's wrong with…? …… 怎么啦？…… 出了什么毛病？

　　如：What's wrong with your head?

　　What's wrong with her pen?

　　 2. over there: 在那儿。

　　 如：---Where is my bag?

　　 .---It's over there.

　　3 . Here we are : 我们到了。

　　4. It's very kind of sb. to do sth: 某人做 ……事真是太好了。

　　 It's very kind of him to buy me a dog.

　　Step 5 Practice

　　Activity 1 Ask students to make sentences using above patterns by themselves.

　　Activity 2 Ask students to read the story as fluently as possible.

　　Purpose: to improve students' ability of speaking.

　　Activity 3 Ask students to act out the story with his partner. Then choose one or two to act out in the front of the class. Try your best to encourage and praise your students.

　　Purpose : improve students' ability of acting and courage

　　Step 6 Listening comprehension

　　Activity 1 Let students listen to part2 and part3 on page96. then finish the exercise . if necessary, play the cassettes one or two more times until they can get a good marks.

　　Activity 2 Don't forget to check the answer.

　　If they didn't do well, try to encourage them not to lose heart.

　　T: how many do you

　　Step 7 Consolidation

　　Use the expressions and patterns in real situation.

　　 Situation : One day , Mary sees her friend, LiMing is crying in the class. so she asks him why, and he tells her the reason, according to this situation, ask your students to make a simple dialogue between Mary and her friend, LiMing .

　　 Sample

　　Mary: Hello, LiMing.

　　LiMing: Hello, Mary.

　　M : What's wrong with you, LiMing?

　　L: My pen is lost.

　　M: Don't cry . Let me help you.

　　(after a while)

　　M: Is this your pen, LiMing?

　　L: No, it isn't. My pen is yellow.

　　M: Here it is. This is your pen.

　　L: Oh, yes, thank you . It is very kind of you to help me.

　　You can use other situations. for example, one's bag, one's book, or other things is lost. Then ask them to make dialogue

　　 Step 8 Class activity

　　Chant with the students together first. then let the students chant themselves.

　　Section c

　　Teaching aims:

　　1) students learn to ask about and say times.

　　2)some useful structures and expressions :thank you all the same ; excuse me , could you tell me ... go to bed have sports have lunch

　　Important points in teaching:

　　Ability of speaking and listening

　　Ways of saying times

　　Difficult points in teaching: To get the students to learn hoe to say times

　　Teaching aids: a tape recorder , a projector, some cards which are drawn clocks ,a teaching clock with movable hands

　　Teaching procedures:

　　Step 1 Greeting and revision

　　(1)Using projector to review what they learned by asking questions.

　　i )What's your favorite color?

　　ii)I like blue, how about you?

　　(2)Translate following English into Chinese, and Chinese into English .

　　i. How many books do you have ?

　　ii. How long do you watch TV every day ?

　　iii. 一个星期六的上午，我们去了动物园。

　　iv. 这个主意听起来很好。

　　Step2 lead-in

　　Use a projector to show the pictures one by one . These pictures are copied from the students' book on page97and ask "What is the time ?" after that , teach them the new words and the ways of saying times.(write the following on the right of the blackboard)

　　1.采用顺读法，如：

　　1:45 : one forty -five

　　3:18 : three eighteen

　　2 采用逆读法， 如：

　　 1) 当分钟<30时，先读分钟+past+时钟

　　1:25 twenty five past one

　　8:19 nineteen past eight

　　2),当分钟=30时，

　　2:30 half past two

　　3).当分钟>30 时，先读分钟距整点差得分钟数+to+（时钟+1）如：

　　1:49 eleven to two

　　1:58 two to two

　　Optional activity

　　If students need extra practice with clock time, make a teaching clock with large, movable hands. Display the clock, placing the hands at various times from 1:00 to 12:00 and calling for students to say the clock time shown .

　　Purpose : consolidate the ways of saying times and make sure students can say the time as quickly as possible

　　 Step 3 Dialogue presentation:

　　Activity 1 Listen with the question: What's the time?(six o'clock)

　　Activity 2 Ask students to read the dialogue in pairs.

　　Activity 3 Ask students to find out the sentence: 是该回家的时候了。（It's time to go home.）

　　It's time to do sth

　　It's time for sth .

　　如：It's time to go to bed.

　　Step 4 Dialogue practice

　　1 ask students to practice the dialogue

　　2 do part 3 pair work (imitating the model)

　　Step 5, Come to part 4

　　Activity1 Ask students to read the dialogue by themselves first .and guess the meaning of followings.

　　a. Excuse me, what's the time ,please?

　　Excuse me, could you tell me the time, please?(有礼貌的询问别人的时间的用语)

　　b. Thank you all the same (当别人无法帮上你忙时,你的回答用语)

　　Activity 2 Ask them to read the dialogue in pairs

　　Activity 3 Ask them to read the dialogue in groups or between boys and girls.

　　Activity 4 Competition in reciting the dialogue

　　 Activity 5 Recite the dialogue together.

　　Step 6 Consolidation

　　Use the useful expressions and structures to make dialogues. Teachers had better give some situations.

　　Step 7 Sum up and blackboard design

　　1．采用顺读法，如：1：45 one forty five next time

　　2．采用逆读法，如：1）当分钟<30时， o'clock

　　2）当分钟=30时， past

　　Section D

　　Teaching aims:

　　1). improve students' ability of listening.

　　2). improve students' ability of other skills such as acting.

　　3). go over what they learned in this unit

　　Important points in teaching:

　　1). To get students to have a better listening comprehension

　　2). Go over the ways of saying times.

　　Teaching aids: some pictures, a tape-recorder, a projector

　　Teaching procedures:

　　Step 1 Greet with each other

　　Step 2 Revision

　　Activity 1.Review the ways of saying times

　　Activity 2 Do the exercise of page100 part 4

　　Activity.3 Some exercises are shown on the projector for students to check how well they have grasped in this unit .

　　A) 1). Are you free Saturday?

　　A at B in C on D of

　　2).--- My favorite animal is tiger, about you?

　　 ---I like monkey best.

　　A where B how many C how long D how

　　3) How can we say "2:52"in English ?

　　A eight to two B eight to three

　　C. eight past two D eight past three

　　4). Elephants sleep only four hours night.

　　 A at B in C on D with

　　5) What's wrong your pen ?

　　A with B on C at D in

　　6) is very kind you to help me?

　　A It, for B It, of C This, of D That, of

　　B) Translate following sentence into English

　　 1) --- 现在什么时候了?

　　 --- 现在八点半了.

　　2) 是该上床睡觉的时候了.

　　3) ---对不起, 请告诉我时间好吗?

　　---对不起, 我没表, 我不知道.

　　---同样谢谢你.

　　 Step 3 Lead- in

　　Activity 1 Ask students :

　　T: Do you want to be a teacher or an actor?

　　S:

　　(If students say they want to be an actor, you can continue your topic )

　　T:" OK, I'll see how you can act. First, listen to me, then please act out what I say. "(Use a projector to show following , and then ask students to act out )

　　1 He is acting like a monkey

　　2 He is running like a horse

　　3 He is climbing a tree like a cat

　　4 He is walking like a duck

　　You can ask several students to do that. After this you can review the present continuous tense(write the rules on the blackboard you can also write on the projector in advance)

　　Activity 2 Ask students to do the exercise on page99 1a.

　　Activity 3 You make some other actions ,and let students to guess what you are doing .

　　Step 4

　　 Ask students to read part 2 after you

　　Step 5 Grammar focus

　　Activity 1 Review the grammar box. Ask students to say the questions and answers.

　　Activity 2 Ask students to make sentences using the grammar focus by themselves.

　　Step 6 Useful expressions

　　Activity 1 Review the useful expressions box . Pay attention to the structures "How long do you …?"and "How many +名词复数+do (does) + 主语…?"

　　Activity 2 Use the expressions to make dialogue

　　Step 7. Sing the song

　　Activity 1 First ask students to sing the song after you several times.

　　Activity 2 Try to ask one to sing this song.

　　According to different situations, you can use different ways to practise this song .

　　 Step 8 Consolidation and blackboard design

　　Ask students to review what they learned in this unit again

　　Purpose : Consolidate what they learned in this unit

　　1 现在进行时的构成：be (is ,am ,are)+v-ing next time2 v-ing 的构成形式 of course1）一般在动词原形末尾加-ing go home2) 以不发音字母e结尾的，先去掉e，再加-ing have sports3) 以重读闭音节结尾的动词，如果末尾只有一 go to bed个辅音字母，应先双写这一字母，再加-ing be free 3 What time is it ?= What's the time? 这是就时间 talk about 提问的句型，回答用：It's +时刻 hat's wrong with…? 4 It's time to do sth. …(It's time for sth ) 是该干。。。的时候了. Here we are. 5 Excuse me, could you tell me the time? It's very kind of you to do sth