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Unit 2 Looking Different教案

Section A

The main activities are 1a, 2a and 3a.

Teaching aims and demands:

1. Learn the usage of“ have” and “has”.

2. Learn the adjectives: small, big, right, round, long, wide, short.

3. Learn to describe people’s appearances.

Teaching procedure:

Step 1 Review

1. Review the functional items in Unit 1 by using the following sentences to talk about personal information. Students can ask and answer freely by themselves.

What’s your name? Where are you from? How old are you?

What class are you in? What’s your telephone number?

2. The teacher uses his/ her own facial features as example, saying “I’m…I have …” Let students master the meaning of “have”. Write it down on the blackboard and teach it.

Step 2 Presentation

1. Use the teacher’s facial parts, pictures or multimedia and the sentence structure “What’s this?” to teach and let students master the new words“nose”,“eye”,“head”,“face”,“hair”,“ear”,“mouth”,“neck”,“small”,“big”,

“round”, “long”, “wide” and “short”.

2. Ask and answer by using the following sentences between the teacher and students:

T: I have a big head. Do you have …?

S: Yes, I do.

Ask different students the above question. Then invite some pairs to practice the dialog in front of the class.

3. Listen to 1a and answer the question “Who is the boy?” Learn and master the new word “boy.”

Step 3 Consolidation

1. Listen to 1a and follow it; imitate the pronunciation and intonation.

2. Teach and let students master “guess”, “has”, “know” and “right”.

Teach and let students master the sentences patterns of 1a:

(1) I have a small nose.

(2) ---Do you have big eyes?---Yes, I do.

(3) Oh, I know.

(4) Yes, you are right.

3. The teacher and students find out the key words together. Ask students to write them down on the blackboard, and the teacher retells 1a first, then encourages students to retell it. For example: guess, who, Michael, nose(small), big, eyes(big), know, right. Finish 1a.

4. Act out 1a in pairs. Finish1b.

Step 4 practice

1. Listen to2a and follow it. Finish 2a.

2. Work in pairs. Play the game “Touch your body.” Finish 2b.

3. Ask students to listen to 3a and follow it, summarize the usage of “have/has”. Then the teacher explains it.

4. Let students fill in the blanks in 3b, then the teacher checks the answers. Finish 3b.

5. Let students use the sentence patterns in 3a to describe the features of themselves and others. Then choose several to describe the features of themselves and others in front of the class. Finish 3a.

Step 5 Project

1. Let students read 4A, learn and master the word “girl” and draw the picture. Then look at the picture in 4B and fill in the blanks. Finish 4.

2. Let students say sentences as they can to describe the features of themselves and others.

Section B

The main activities are 1a, 3 and 4.

Teaching aims and demands:

1. Go on learning the usage of “have” and“ has”.

2. Go on learning how to describe people’s appearances.

3. Enable students to identify and use the intonation correctly.

Teaching procedure:

Step 1 Review

1.The teacher uses the features of himself/ herself and students by his/ her side as examples to review the names of the parts of the body. Teach new word “arm”, “hand”, “leg” and “foot”, and ask students to master them. For example:

T: I have…

He/ She has…

2.Play the game Bobby Says. Finish 5b.

3.Divide students into two groups. Let students write down the names of the parts of the body as quickly as they can to see which group finish it better and faster. Finish 5a.

5.Let students listen to 2 and match the phrases with the right numbers. Check the answers. Finish 2.

Step 2 Presentation

1.Show a picture of a star. Ask and answer between the teacher and students. For example”

T: Who’s he?

S: He is Yao Ming.

T: Look, he has a big nose, a wide mouth and big eyes. ( The teacher says the sentences slowly. Let students pay attention to different intonations.)

2.Listen to 4 and follow it. Imitate the intonation, and finish 4.

3.Show the picture of 1a. Teach the new words “favorite”, “movie”, “star”, “Chinese”,“ again” and “look”, and ask students to master them. Understand “does”, and its negative form “doesn’t ”.For example:

T: Look ! Who is he, guess?

S1: He is …

T: Yes, you are right./ No, you aren’t right. Guess again.

T: Does he have…?

S2: Yes, he does. ( The teacher helps students answer.)

T: You are right. He is Chinese. He is my favorite movie star.

4.Listen to 1a, then answer the question: Is Michael’s favorite star Bruce Lee?

Step 3 Consolidation

1.Listen to 1a again and follow it. Imitate the pronunciation and intonation.

2.Talk with the tape.

3.Act out 1a in pairs. Finish 1a.

Step 4 practice

1.Let students read 1a and find out the important sentences . The teacher makes complements and explains them, then asks students to master them. For example:

(1) Who is your favorite movie star?

(2) -----Does he have long hair?-----No, he doesn’t.

(3) It’s Bruce Lee.

(4) Guess again.

2.Let students describe Jackie Chan by using the sentence pattern “He has …”. The teacher leads to different expressions of “have” and“ has”, and writes them down on the blackboard. For example:

S1: He has a big nose.

T: His nose is big.

S2: He has big eyes.

T: His eyes are big.

…

Emphasize the usage of “is” and “are”, “have”, and “has” during the practice.

3.Competition in groups. Let students look at the sentences on the blackboard. Make sure they understand how to change the sentences. Then let students have a competition in groups. One group says Sentence A and the other group changes it into Sentences B. For example:

A: My face is round.

B: I have a round face.

A: His eyes are big.

B: He has big eyes.

…

4.Let students write down the answers to 3 by themselves , then check the answers. Finish 3.

5.Work in pairs. Let students talk about their own favorite persons according to 1a. Then ask one group to act out their dialog. Finish 1b.

Step 5 Project

Ask students to collect the pictures of their own favorite stars. Then make files about their appearances and make a brief introduction.

Section C

The main activities are 1a and 2.

Teaching aims and demands:

1. Go on learning the usage of“ have” and “has”.

2. Enable students to understand simple passages that describe persons.

Teaching procedure:

Step 1 Review

Ask Ss to show the files they made about their favorite stars’ looks and read them to the others. Then imagine that they are those stars; make introductions again. For example:

I am Jackie Chan. I have a big nose and a wide mouth, but I don’t have long hair. Where am I from, do you know? If Ss can’ t say the last sentence, the teacher can imagine himself/ herself as that star, saying “Where am I from?”, and stars the new lesson.

Step 2 Presentation

1. The teacher points to a boy or a girl and teaches the new words and phrase “come”, “come from”, “student”, “sister” and “different” by creating the following context. Ask Ss to master these words and the phrase. For example:

T: He/ She is a boy/ girl. He / She comes from England. He/ She has a sister ,and she is a student, too. They are in the same school, but in different grades.

2. Listen to 1a and choose the right pictures in 1b. Play the tape one more time if the students have difficulties in finishing it, then check the answers. Finish 1b.

Step 3 Consolidation

1. Read 1a and do 1c. Check the answers. Finish 1c.

2. Read 1a again and find out the difficult points. Let Ss discuss them in groups. Then the teacher explains them to Ss if necessary.

3. Listen to 1a again. Mark the sentence stress and intonation. Read after it. Then imitate it and read it together. Pay attention to the stress and intonation.

4. Write down the key words on the blackboard. The teacher retells 1a according to the key words first then encourage Ss to retell it. Finish 1a.

Step 4 Practice

1. Show Picture3 and Picture 6 in 1b. Use the following sentence patterns to talk about their looks. Practice and master the general questions with “have/ has” and the responses. Understand “don’t =do not’’.

(1)----Does the boy have…?-----Yes, he does./ No, he doesn’t.

(2)----Does the girl have…?-----Yes, she does./ No, she doesn’t.

(3)----Do they have round faces?----Yes, they do.

(4)----Do they have small noses?-----No, they don’t.

2. Show a knife and ask students the question “Do you have a knife?” Learn and master the word “knife”. Pay attention to its plural form “knives”. At the same time, master the answers to that question: Yes, I do./ No, I don’t.

3. Do 2 and check the answers. Finish 2.

4. Work in groups. Let Ss imitate the examples in 3 to make up dialogs according to their real appearances, and choose a few groups to present their dialogs to the class. Finish 3.

Step 5 Project

1.A competition of adding words. The aim is to general questions with “have/has” and the responses.

(1) Prepare two sets of cards, one set of cards written with “do” or “does”, and the other set with the words of the parts of the body, such as “face”, “nose”, “eye”…

(2)Divide the class into groups. One group picks up two cards randomly from the two sets of cards, and the other group makes the general questions with “have/ has” and the responses according to these cards. For example:

does nose=> Does she have a big nose?

-----Yes, she does./ No, she doesn’t. She has a small one.

(3) Exchange the roles and practice it again.

2. Do the chant in 4. Finish 4.

Section D

The main activities are 1 and 5.

Teaching aims and demands:

1. Learn consonants:/p/, /b/, /t/, /d/, /k/, /g/.

2. Review the usage of “have’’ and “has”.

Teaching procedure:

Step 1 Review

1. Learn to sing the song. Let Ss touch the parts of their own body while singing. Finish 4.

2. Ask and answer between the teacher and Ss. Review the sentences patterns “Do you have …?” and “Does he/ she have…?” For example:

T: Do you have long hair?

S: Yes, I do. / No, I don’t.

T: Does Wang Dong have big eyes?

S: Yes, he does./ No, he doesn’t.

Practice in pairs, then choose several pairs to act it out. Remind Ss to pat attention to the pronunciation and intonation.

Step 2 Presentation

1. (1) Listen to 2. Let Ss number the four players in the pictures. Check the answers.

(2)Let Ss look at the picture in 2. Use the sentence patterns with “have/ has” that they have learned to describe the four players above. Finish 2.

2.(1) The teacher and Ss review the grammar and sentence patterns of this topic. Read 3a and 3b for comparison.

(2) Listen to 3a and 3b, then read after the tape. Pay attention to the pronunciation and intonation. Finish 3a and 3b.

3.Ask Ss to look at the target letters of 1 in groups. Discuss the pronunciation of these letters.

Step 3 Consolidation

1. Listen to 1. Let Ss pay attention to the pronunciation of the target letters. Then teach the consonants one by one:“/p/, “/b/”, “/t/”, “/d/’’, “/k/”and “/g/’’.Finish 1.

2. Review the consonants with the phonetic cards.

Step 4 Practice

Brainstorming. The teacher summarizes the pronunciation rules of these consonants and the consonant combination “p”, “ b”, “ t”, “ d”, “k”, “ck”, “c” and“ g” with Ss. Then ask Ss to list more words with the same consonants and the consonant combination. For example:

/p/---p pink purple

/k/---k book c can ck blackboard

Step 5 Project

1. Ask and answer in pairs, using the following sentence patterns. Then exchange roles. Fill in the table in 5.

A: Does your teacher/ father/ mother/ friend have a small(big) nose?

B: Yes, he (she) does./ No, he (she ) doesn’t.

2. According to the table, imitate 1a in Section C and describe your parents, teachers or friends. Finish 5. For example:

My teacher has a round face. He/ She doesn’t have long hair. His/ Her hair is short.…

Topic 2 What does she look like?

Section A

The main activities are 1a and2a .

Teaching aims and demands:

1. Learn some words about colors.

2. Learn the negative form of “have”.

3. Learn special question with “what”.

Teaching procedure:

Step1 Review

1.Sing the song The Song of Color with the melody of The London Bridge and words of different colors. Let Ss know about colors with this happy song.

Who is wearing yellow today? Yellow today, yellow today. Who is wearing yellow today? Yellow today. (orange, black, blue, red, purple, brown, white, gray, green)

2.Present one color pencil and ask Ss “ Do you have color pencils?” Teach and ask Ss to master the new word “color”.

Pick up one of the color pencils and ask “What color is it?”

Learn and master the new words and phrase “what color”, “black”, “blue’’,“pink”, “red”, “purple”, “brown”, “white”, “green” and “yellow”. Understand the new word “gray”. Know about the new word “blond”.

3.Present color cards, then ask and answer between the teacher and Ss. For example:

T: What color is it? Ss: It’s black.

Repeat these sentences patterns. Finish 2a.

Step 2 Presentation

1. Listen to 1a and answer the questions:

(1) What color is Yukio’s hair?

(2) What color are Yukio’s eyes?

2. Read 1a, teach and ask Ss to master the new word “both”. Then explain and expressions “ look the same”, “both” and “don’t have the same looks”.

Step3 Consolidation

1 .Listen to 1a again. Read after the tape and pay attention to the pronunciation and intonation.

2. Talk with the tape.

3. The teacher and Ss find out the key words together. Ask Ss to write them down on the blackboard. The teacher retells 1a according to the key words first, and then encourages Ss to retell it. For example:

M(Michael) K(Kangkang)

M: Who?

K: Yukio.

M: Where?

K: Japan.

M: look the same

K: both, hair (black), eye(black)

M: hair( blond), eye(blue)

K: don’t have the same looks, friends

4. Work in pairs, then act 1a out . Finish 1a.

5. Fill in the blanks in 1b according to 1a. Finish 1b.

Step 4 Practice

1. Describe the appearances of Yukio, Kangkang and Michael according to the information in 1b. Then read their passages to the class. Finish 1c.

2. Game: It’s here. Learn and master the new word “here”.

Stick the color cards on the blackboard and ask two Ss to come to the front. One of them says a word of color, and the other Ss spells it first, point to the right card that is on the blackboard, and says “It’s here.”

3. Write down the colors in the picture of 2b. Finish 2b.

Step 5 Project

According to the color theory, let Ss do 3 by themselves, then check the answers by asking and answering in pairs. Finish 3. For example:

A: What’s red and blue? B: It’s purple.

A: What’s red and yellow? B: It’s orange.

A: What’s yellow and blue? B: It’s green.

Section B

The main activity is 1a.

Teaching aims and demands:

1. Learn to talk about people’s appearances.

2. Go on learning the negative form of “have/has”.

3. Go on learning special questions with “what”.

Teaching procedure:

Step 1 Review

1. Brainstorming. Review the colors “black”, “blue”, “red”, “white”, “green”…

2. Show the pictures of the national flags in 3. Let Ss say their colors as quickly as they can.

3. According to the information in 3, practice in pairs. Ask Ss to use skillfully the sentence patterns with “what color”. Finish 3. For example:

S1: Where is he from?

S2: He is from Cuba.

S1: What color is the national flag of Cuba?

S2: It’s red, white and blue.

S1:What color is his hair?

S2: It’s brown.

S1: What color are his eyes?

S2: They are black.

Step 2 Presentation

1.(1) Look at the pictures in 2. Ask and answer between the teacher and Ss. Learn and master the new words and phrase “look like”, “man” and “woman”. Ask Ss to pay attention to “men”, “women” and their pronunciations / men/”, “/’wimin/. Learn the negative form of “has”. For example:

T: What does the woman/ man/ boy/ girl look like?

S: She/ He …But she/ he doesn’t have …(Help the Ss answer)

(2)Let Ss talk about the features of people’s appearances in the pictures in 2 in pairs. Finish 2.

(3) Play a game. Divide Ss into two groups. Play the game like this: the Ss from Group A say the positive / negative sentences, and the students from Group B say the negative / positive sentences accordingly. Finish 5.

2.Use a letter and a photo of Michael Jordan to learn and master the new words and phrase “give”, “give …to …”, “letter”, “sorry”, “like”, “tall”, “will” and “young”. For example:

T: This is a letter, and it’s from Michael Jordon. Do you know Michael Jordon?

S: Sorry , I don’t know. (Help the Ss answer)

T: (Take out Michael Jordan’s photo from the envelope.) Look at the young man. He is Michael Jordan. What does he look like?If you know, I will give it to you.

S: I know. He is tall, and he has short hair,…(Help the Ss say “tall”)

3. Listen to 1a and answer the question. Then check the answer.

What does Maria look like?

4. Read 1a. Master “I’ll= I will”. Find out the important language points. Let Ss talk about them in groups. If necessary, the teacher explains them. Master these sentence patterns:

(1) Please give this letter to like?

(2) -----What does she look like?

---------She is tall like you,…

(3) Oh, I see. I’ll give it to her.

Step 3 Consolidation

1. Listen to 1a again and follow the tape. Imitate the pronunciation and intonation. Finish 1a.

2. Talk with the tape.

3. Work in pairs and practice the dialog in 1a. And make a similar conversation according to 1a. Then act it out in front of the class. Finish 1b.

Step 4 Practice

1. First read the questions in 4, then listen to 4 again and answer the questions. Check the answers.

2. Listen to 4 and color the eyes, nose, arms and cap of the snowman. Understand “snowman” and its plural form “snowmen”. Finish 4.

Step 5 Project

Draw a picture of a person, for example, the basketball player Yao Ming. Then color it. And ask Ss to introduce their drawing by using the similar sentences of 2 and negative form of “has”. For example:

This is …He/ She…

His / Her hair is …

His /Her eyes are …

He/She doesn’t have…

Section C

The main activities are 1a and 2.

Teaching aims and demands:

1. Learn some words about clothes: T-shirt, shoe, cap, coat, pants, dress.

2. Learn how to describe a person’s clothing.

3. Review the words about colors.

4. Review special questions with “ what”.

5. Lead Ss to observe people’s appearances, clothes and colors in everyday life to express and communicate, using the sentences they have learnt.

Teaching procedure:

Step 1 Review

1. Show some picture of sports stars at home and abroad. Let Ss use adjectives to describe their appearances. For example:

T: What does Yao Ming look like?

S: He has short black hair and black eyes. He is tall.

2. Show Liu Xiang’s photo. Teach and ask Ss to master these new words and the phrase “at”, “look at”, “photo”, “strong” and “T-shirt”. Know about the word “pants”. Lead to the new lesson. For example:

T: Look at the photo. He is my favorite sports star, Liu Xiang. He is strong. He is in a red T-shirt and blue pants.

Step 2 Presentation

1. Show pictures or real objects of clothes, shoes and caps in different colors. Ask and answer between the teacher and Ss. For example:

T: What is this? / What are these?

Ss: It is …/ They are…

Teach and ask Ss to master the new words “shoe”, “cap”, “coat”, “skirt” and “dress”.

2. Point to the clothes, shoes and caps one by one, then ask and answer between the teacher and Ss. For example:

T: What color is this skirt?

Ss: It’s …

T: What color are these shoes?

Ss: They’re…

3. Listen to 1a and match the clothes with the colors.

T-shirt green

shoes yellow

cap red

Step 3 Consolidation

1. Listen to 1a again and read after it, imitating the pronunciation and intonation.

2. Talk with the tape and finish 1a.

3. Pair work. Ask Ss to talk about their clothes, using the sentence pattern “What color is/ are…?” until they can this sentence pattern skillfully. Then encourage one or two pairs to act out their dialogs. Finish 1b.

4. Look at the pictures in 1c and complete the dialog. Check the answers. Then practice the dialog in pairs. Finish 1 c.

Step 4 Practice

1. Show the picture in 2. First, let Ss talk about the four children, using the sentence patterns“Who is he/ she?”, “What does he/ she look like?”, “What color is /are…?”, then let Ss read 2 to underline the words about clothes and circle the words about colors. Let Ss discuss and learn the usage of “in” further and ask them to master it. The teacher explains if necessary.

2. Listen to 2 and mark the pronunciation and intonation, then imitate it. Pay attention to the pronunciation and intonation.

3. Show the picture in 2. Write down the key words of the passage on the blackboard. First, the teacher retells the passage according to the key words, then encourage Ss to retell it. Finish 2.

Maria ----yellow----tall----hair( short, brown)

Michael -----strong---cap(black)----shoes(blue)---hair(blond)

Jane----T-shirt(purple)---skirt(pink)---hair -different good friend

Kangkang----T-shirt(white)---pants

4. Listen to3 and match the children with the right letters. Complete the sentences and check the answers. Finish 3.

Step 5 Project

1. Let Ss make masks of their favorite cartoon characters:

(1) Design their favorite clothes and color them. The clothes must be fashionable and colorful.

(2) Describe the cartoon characters with different sentence patterns as possible as they can, with no less than five sentences.

2. Listen and learn the chants in 4. Perform the actions accordingly while chanting. Finish4.

Section D

The main activities are 1 and 5.

Teaching aims and demands:

1. Learn consonants: /f/, /v/, /s/, /z/, /θ/,/ð /

2. Review how to describe people’s appearances and clothes.

Teaching procedure:

Step 1 Review

1. Review the chant in Section C. Create English-speaking environment.

2. Have a competition. Ss compete to list as many words as they can about colors and clothes.

3. Work in pairs. Ask and answer the questions about the appearances, colors and clothes to review the learnt sentence patterns. For example:

(1) What does he/she look like? He/ She has…

(2) What color is his/her eyes? What color are his/her eyes?

(3) What color is/ are…? It’s/ They’re …

(4) The boy/ girl in …is…

Get Ss to write down the key words of their answers.

For example: Jane , England, tall, hair(brown), skirt(red), shoes(black). First, the teacher makes a short passage with these key words, then encourages Ss to say and write down a short passage. They can finish it in groups. For example:

S1: …is my friend.

S2: She is from…

S3:…

…

Read the whole passage. Encourage them to write as many sentences as they can.

Step 2 Presentation

1.Listen to 2. Fill in the blanks and check the answers. Then color Michael’s clothes in the picture according to the tape. Teach and ask Ss to master the new word “cool”. Finish 2.

2.The teacher draws a picture of a tree with 12 apples on it. The words “fine”, “from”, “have”, “seven”, “nice”, “bus”, “zero”, “nose”, “thank”, “three”, “this” and “they” are written on the apples. Let Ss first read these words twice, then find the rules and put them into the six baskets: /f/, /v/, /s/, /z/, /θ/,/ð /

3.Let Ss listen to 1 and read after the tape several times, and find the rules of these consonants: /f/---f, ph, ff; /v/----v; /s/---s, c, ss ; /z/--z, s , /θ/,/ð /----th

Step 3 Consolidation

1. Have a brainstorm. Let Ss list words that have these consonants within the limited time, emphasizing ph--/f/--phone, phrase;

th— (1) /θ/ thin, thick (2) /ð /---the, there. Finish 1.

2. Ask some Ss to read the consonants to check if they have mastered them.

Step 4 Practice

Listen to 3a and 3b, then repeat and imitate the pronunciation and intonation. Let Ss list more grammar focus and sentence patterns in this unit. Finish 3a and 3b.

Step 5 Project

1. Let Ss describe one of their friends with the information in the table of 4. Then write them down. It can begin like this: …is my friend. He/ She is tall. He/ She has a round face…Finish 4.

2. Finish 5.

Topic 3 Whose bike is this?

Section A

The main activities are 1a and 2a.

Teaching aims and demands:

1. Learn possessive pronouns and know about the possessive form of nouns.

2. Learn to talk about possessions.

3. Review plurals of nouns.

Teaching procedure:

Step 1 Review

1. Review the functional items in Topic 2. Ask and answer between the teacher and Ss. For example:

T: What does he/ she look like?

Ss: He/ She is …He/ She has…

T: What color is his/her T-shirt?

Ss: It’s…

T: What color are his/ her shoes?

Ss: They are…

2. The teacher shows one or more of his/ her own objects, such as a cap and two pens to ask Ss. For example:

(1) T: What’s this?

Ss: It’s a cap.

T: Yes, it’s my cap. I can also say, it’s mine.

Teach and ask Ss to master the new word “mine”. Write down “mine=my +cap/pens/…” on the blackboard; use color chalks to write “mine” and “my”.

(2) T: What are these?

Ss: They are pens.

T: You are right. They’re my pen. They are mine.

(3) Pair work. Let Ss take out one or more of their own objects and practice until they master “mine”. For example:

S1: Is this your knife?

S2: Yes. It’s mine. It’s my knife.

(4) Teach new words “your”, “hers”, “our”, “ours”, “their’’, “theirs” in the similar way. Master “our” and “their”. Understand “hers”, “ours”, “theirs”and “yours”. Let Ss observe the features of the sentences, conclude the usage of possessive pronouns of adjective and nouns and write them down on the blackboard. For example:

yours=your+ n. , hers= her +n. his= his + n. ours=our+ n. theirs= their + n.

Step 2 Presentation

1. Listen to 1a and answer the question:

Whose cap is it?

Teach and ask Ss to master the new word “whose”. Introduce the possessive form of nouns. Write down “Whose cap is it? It’s Sally’s. It’s hers.” On the blackboard.

2. Listen to 1a again and follow the tape, paying attention to the pronunciation and intonation. Finish 1a.

3. Pair work. Make a similar dialog according to 1a. Finish 1b.

4. The teacher puts up the pictures of a bike, a cat, some bananas, a baby, a bag and a shirt on the blackboard. Write down the owners of the objects below. Use the sentence patterns above to teach and ask Ss to master new words “bike”, “cat”, “banana”, “baby”, “bag” and “shirt”. The teacher shows plural objects and says:

These are A and B’s …They’re their … They’re theirs.

5. Listen to 2a and follow the tape, paying attention to the pronunciation and intonation. Let Ss observe the structures of the answering sentences, and consolidate the usage of pronounces of adjectives and nouns.

Step 3 Consolidation

1. Work in pairs. Imitate the conversation in 2a with some other clothes or school things. Act them out in front of the class. The teacher gives them praise. Finish 2a.

2. Write down new sentences according to the examples in 2b. Check the answers. Pay attention to the plurals of “baby” and “knife”. Finish 2b.

Step 4 Practice

1. Work 3 alone. Fill in the blanks with the words in the box. Check the answer and practice the conversation in pairs. Finish 3.

2. Summarize language points:

(1) possessive pronouns of nouns= possessive pronouns of adjectives + nouns

(2) the possessive form of nouns. For example:

Tom---Tom’s, Kate----Kate’s student----student’s teachers---teachers’ boys----boys’

Step 5 Project

Play a game in two groups. Divide the whole class into two groups. Then begin to play the game like this:

SA1: This is her bags.

SB1: It’s hers. / The bag is hers.

SA2: Those are their books.

SB2: They are theirs. / The books are theirs.

Exchange the role, then continue the game.

Section B

The main activity is 1a.

Teaching aims and demands:

Go on talking about possessions.

Teaching procedure:

Step1 Review

1. Pair work. Talk about possessions. Let Ss show their own objects or others’ to ask and answer. For example:

(1) S1: Whose pen is this?

S2: It’s my…/ your…/… It’s his. It’s LiPing’s./…

(2) S1: Whose knives are these?

S2: They are ours/ theirs. They are our…/ their…

2. Listen to 2. Find out the right order of the pictures, then check the answers. Finish 2.

Step 2 Presentation

1. Listen to 1a and answer the question: Whose jacket is this? Let Ss learn and master the new word “jacket’.

2. Listen to 1a again. Read after the tape and imitate the pronunciation and intonation. Write down “I think it’s LiMing’s.” on the blackboard, and ask them to master it. Let Ss learn and master the new word “think”.

3. Role –play the dialog in 1a in groups of three. Finish 1a.

4. Fill in the blanks according to 1a. Checks the answers. Finish 1b.

Step 3 Consolidation

1. The teacher and Ss find out the key words together. Ask one student to write them down on the blackboard. The teacher retells 1a according to the key words, then encourages Ss to retell it.

For example: B(Ben) M(Michael) K(Kangkang)

B: Whose jacket…? Yours?

M: (not) mine, think , Kangkang’s.

B: Kangkang, yours?

K: blue and white, blue, LiMing’s.

2. Let Ss act 4 out in front of the class. Finish 4.

Step 4 Practice

1. Work in pairs. Let Ss discuss with their classmates and finish 3. Then the teacher checks the answers and lets Ss practice in pairs.

2. Let Ss finish 5 alone. Then check the answers and practice the conversation in pairs. Finish 5.

Step 5 Project

Group activity “Find the owner”. Give every student a chance to speak English in front of the class. Useful sentence patterns are as follows:

1. Is this / that…yours?( Is this / that your…?)

2. Are these …yours? ( Are these your …?)

3. Whose …is this /that? Whose …are these/ those?

4. I think it’s/ they’re…

Section C

The main activities are 1a and 4.

Teaching aims and demands:

1. Go on learning the usage of possessive pronounces.

2. Review the sentence patterns that describe a person’s native place, appearance and clothes.

3. Know about the incomplete plosive.

Teaching procedure:

Step 1 Review

1. Learn to sing song Apple Round, Apple Red. Let Ss begin the English class in a relaxed atmosphere. Finish 6.

2. Use the dialog to review the sentence patterns learned to talk about possessions. The objects can be Ss’ clothes or school things.

(1) A: Whose … is this?

B: I think it’s C’s.

A: Excuse me, C, is this your…?

C: Yes, it’s mine. No, it’s not mine. I think it’s Ds.

(2) A: Whose …are these?

B: I think they are C’s.

A: Excuse me, C, are these …yours?

C: Yes, they’re mine. / No, they’re not mine. I think they’re D’s.

3. Listen to 2. Match the pictures, then check the answers. Finish 2.

4. Pair work. Look at the pictures in 2, and describe the colors of the children’s clothes, using the following sentences. For example:

S1: What color is /are Maria’s …?

S2: It’s/ They’re…/ Maria is in…/ Her …is/ are …

Step 2 Presentation

1. Let Ss skim 1a quickly, and guess the meaning of “classmate”. Teach and ask Ss to master the new words “new”, “classmate” and “clothes”. Then let Ss try to answer these questions:

(1) What does Kangkang’s new classmate look like?

(2) What color are his classmate’s clothes?

(3) Who is he? (Yukio)

2. Listen to 1a, then read after the tape and imitate the pronunciation and intonation.

3. Let Ss read 1a and find out the difficult points. For example, “We look the same, but we are in different clothes.” The teacher writes it down on the blackboard and let Ss read it until they can master it well. Finish 1a.

Step 3 Consolidation

1. Fill out table in 1b according to 1a. Color the pictures. Finish 1b.

2. Group work. Get Ss to draw a picture of a classmate. Write on the picture the key words of personal information---native place, appearance, clothes and so on. Finish it in the way of group co-operation. Then choose one student to read the composition in front of the class. Let other guess “Who is he/she?” Praise the better groups.

Step 4 Practice

1. Listen to 4 and read after the tape, paying attention to the pronunciations of the underlined letters. Finish 4. Explain the incomplete plosive, and write down examples on the blackboard. For example:

(1) sit down (2) look like (3) I have a good friend.

2. Work in groups. Ask Ss to read the instruction in 3 and make sure every Ss can understand it, then begin the game. Finish 3.

Step 5 Project

Write a composition. Imitate 1a to introduce yourself and one of your best friends. Finish 5.

Section D

The main activities are 1, 2 and 5.

Teaching aims and demands:

1. Learn the pronunciations of the consonants: /ʃ/ /ʒ/ /tʃ/ /dʒ/

2. Review the sentence patterns of describing personal information.

3. Review possessive pronounce.

4. Review the special questions with “whose”.

Teaching procedure:

1. Group work. Collect some objects of your group, put them together, and then ask and answer to find their owners. Review possessive pronouns and the possessive case of nouns. For example:

(1) Is this / Are these …? Yes. It’s (They’re) … / No. It’s (They’re) …

(2)Whose …is this /are these?

I think it’s/ they’re …

2. Listen to 3 and match the persons with the things, then check the answers. Finish 3.

3. Guess who is your best friend. Let a student describe his or her best classmate, including the age, native place, appearance and clothes, and the other guess “Who is he/ she?”

Step 2 Presentation

1. Let Ss look at the picture in 2 , and describe the wanted man‘s appearance and clothes by themselves. For example:

He has small eyes, a big nose and a wide mouth.

He is in black clothes.

2. Let Ss read 2 , and guess the meaning of the new words “help”, “find”, “us” and “him” according to the context. Teach and let Ss master them.

3. Listen to 2, imitate the pronunciation and intonation, and follow it. Let Ss find out the difficult sentences like “Please help us find him.” Write it down on the blackboard, and let them read it until they can master it well.

4. Read 2 again and fill in the blanks according to the passage, then the teacher checks the answers. Finish 2.

5. Use word cards to review the words “she”, “English”, “shoes”, “shirt” and so on. And lead Ss to sum up the pronunciation rules of /ʃ/. Use the same way to learn /ʒ/, /tʃ/and /dʒ/, and then teach the pronunciation of the four consonants. For example:

/ʃ/----she, English, shoes, shirt

Step 3 Consolidation

1. Listen to 1 and follow the tape. Master the pronunciation of the consonants/ʃ/.

/ʒ/, /tʃ/and /dʒ/. Sum up the rules: /ʃ/--sh, /ʒ/-s, /tʃ/ -ch, /dʒ/-j, g. Finish 1.

2.Let Ss master the pronunciation of the consonants and read by themselves.

3.The teacher checks some Ss’ pronunciation of the consonants. Correct them if necessary.

Step 4 Practice

1. Ask Ss to sum up the grammar and the useful expressions in this unit by themselves. The teacher praises those Ss who summarize well. Compare their summaries with 4a and 4b.

2. Listen to 4a and 4b and follow the tape. Finish 4a and 4b.

Step 5 Project

Finish 5.

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