Primary English for China Book 4
Unit 1 My school
Task objectives
Identify/point to pictures/objects by listening to simple words
Say simple words, phrases or sentences by looking at objects, pictures or actions
Recognize words learned by pointing to objects
Identify questions, statements, imperatives, etc. by recognizing intonation
Language focus
What’s in the school?
There’s a/an…
Is there a/an…?
Yes, there is. /No, there isn’t.
Topic vocabulary
classroom, computer room, library, hall, music room, art room, playground
Additional language
Come and have a look.
Cool!
Throw-away words
Sound words: out, around, shout, playground

The first period
Teach A. Point and say.
Presentation
1 Bring in a photo of our school and photos of the different rooms taught in this unit.
2 (Books closed.) Show the picture of our school, saying This is my school. Give individual pupils the picture and ask them to repeat the sentence.
3 Show the pictures of the different rooms in the school. Say their names and ask the pupils to repeat them after me. Then practise by showing a room and asking the pupils to tell me the name.
4 Choose a picture and point to something in the picture the pupils know, e.g. a tree, a car, a well known room and say There’s a/an… Show the picture to individual pupils and ask them to point to the object and repeat the sentence. Point to other known items in the picture and encourage them to make sentences about them.
5 Show Transparency. Play the Pupil’s Book Cassette and point to the speech bubble. Ask the pupils to repeat after the beeps.
Practice
1 (Books open.) Show Transparency. Point to the places in the school on the page, saying There’s a classroom, etc. Encourage the pupils to repeat the sentences after me.
2 Introduce the new character, Mike. Explain that Tim is showing Mike a picture of his school. Teach the pupils the name of the school (No. 1 Primary School).
3 Read Tim’s speech bubble. Get the pupils to point to the correct places. Make sentences about the other places using There’s a/an…
4 Encourage the pupils to make sentences while I point to the places in the picture.
5 Get the pupils to look at each of the rooms. Point at an object in a room and say There’s a… For example, point at a computer and a chair in the computer room and get the pupils to tell me There’s a computer. There’s a chair.
Draw and write
Teach the pupils the name of their school in English. Ask the pupils to draw a picture of their school and write its name in English. The more able pupils could draw and write captions for things they can see at their school, e.g. There’s a playground.
Homework
Recite the new words.
Write the copybook.
课后记
要给学生多对比和练习There is和There are句型的用法。
library的读音学生容易读错也容易写错。Playground容易写成playgrong。

The second period
Teach B. Say and act.
Presentation
1． Make a plan of my school with the places marked on it. The plan does not need to have the English names written on it.
2． (Books Closed.) Show the pupils a plan of my school with the places marked on it, revising the English names for the places.
3． Point to the plan and ask, for example, Is there a music room? Ask a pupil to come out and point to the place named and say Yes, there is. Ask about a place not in the school, e.g. Is there a swimming pool? Is there a zoo? Then teach No, there isn’t.
4． (Books open.) Show Transparency. Play the Pupil’s Book Cassette and ask the pupils to repeat the characters’ words after the beeps.
Practice
1． (Books open.) Show Transparency and play the Pupil’s Book Cassette. Explain that Tim and Pat are visiting Mike’s school. The pupils listen and follow in their books. Continue to play the cassette and ask the pupils to repeat the words after the beeps.
2． Show the words in Tim and Pat’s thought bubbles. Drill the question form with the pupils by giving them the six word cues one by one and getting the pupils to ask Is there a/an…? for each place in the school.
3． Show the words with ticks and crosses in Mike’s thought bubble. Explain that a tick means they should answer Yes, there is. A cross means that they should answer No, there isn’t.
4． Divide the class into three groups to role-play Tim, Pat and Mike. Get them to chorus the conversation following the order of the word cues in Tim and Pat’s thought bubbles.
5． Ask the pupils to work in groups of three to role-play the conversation between Tim, Pat and Mike.
More to do
1． Take the pupils on a walking tour round the school. Arrange the tour in advance by preparing slips of paper with the names of the places in the best order.
2． Tell the pupils to take turns to ask about places in the school, e.g. Is there a/an…? They may use the slips of paper from the previous activity to help them.
Homework
Recite Part B.
Write the copybook.
课后记
学生对于Is there和Are there 句型的肯定回答和否定回答还是掌握得比较好。
The third period
Revision
Is there …?
Are there …?
1. Teach C. Storytime
1) Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to point to the speech bubbles as I read them.
2) Play the Pupil’s Book Cassette for the pupils and ask them to say the sentences after the cassette.
3) Explain that the man in the story is the school principal.
4) Ask questions about what the boy can do, e.g. Can he sing? Encourage the pupils to answer Yes, he can. / No, he can’t.
5) Ask the pupils to role-play the story in groups of three and to read the characters’ speech bubbles. Some groups may like to come out to the front and act the story.
6) Use Storycards to revise sequence and language of the story.
2. Teach D Tick or cross.
Ask the pupils to read the story again. Read the words in the speech bubbles with the pupils. Demonstrate how to tick or cross the first sentence with the pupils as an example. Check answers using Transparency.
3．Dictation about the words and sentences in this unit.
Homework
Recite Part C.
课后记
学完C部分后，让学生分角色朗读和表演这个故事，学生很有兴趣，也有助于他们对这个故事的理解和掌握。

The fourth period
1 Teach E. Say the sound and the words.
1）Play the Pupil’s Book Cassette and ask the pupils to listen to the sound and the words. Point out the spelling of this sound. It is important that the pupils realize the vowel sound is spelt with two letters. Demonstrate how to make the sound and get the pupils to look at my face while doing so. Check that the pupils are opening their mouths sufficiently and making the sound correctly.
2）Say the words slowly and clearly. Check that the pupils are saying the sound correctly.
3）Point to the pictures and check that the pupils can say the words without my model.
4）Play the Pupil’s Book Cassette again. Ask the pupils to listen to the rhyme and to tick the correct picture. Get the pupils to say the rhyme.
2 Teach F. Look and do.
1) Tell the pupils to work in pairs. One should be Student A and the other one Student B. ask all the pupils who are Student A to put up their hands. Repeat with the pupils who are Student B.
2) Read the instructions on the page with the pupils. Ask them to turn to pages 60 and 61. Point out the different plans Student A and Student B should look at. Explain that the places on the plans are the same, but the objects are in different places.
3) Tell the pupils to put ticks in the correct places in the grid on page 60 or page 61.
4) Tell them to take turns to ask and answer questions and to put ticks in their grid according to their partner’s answers.
3 Teach G. Listen, tick and sing.
1) Play the Pupil’s Book Cassette for the pupils to listen to the song.
2) Play the cassette again and tell the pupils to tick the correct pictures for the rooms in the first two verses of the song.
3) Play the cassette again and encourage the pupils to join in with the words. Then point to one of the rooms shown at the bottom of the page and ask the pupils to sing the next three verses substituting the name of the room I point to.
Homework
Do Workbook exercises

The fifth period
Do workbook exercises
Workbook (p.1)
Tell the pupils to look at the pictures on the top and read the words at the bottom. Then ask the pupils to match them by writing the letters in the boxes.
Workbook (p.2)
Ask the pupils to look at the pictures and listen to the Workbook Cassette. Then tell the pupils to put a tick or a cross in the boxes.
Workbook (p.3)
Ask the pupils to look at the pictures and listen to the Workbook Cassette. Then ask the pupils to put ticks in the circles for the correct pictures.
Workbook (p.4)
Ask the pupils to look at the first part of the page and listen to the Workbook Cassette. They need to draw a line to the correct words according to what they hear on the tape.
Ask the pupils to look at the second part of the page. Tell them to look at the pictures and fill in the blanks in the sentences.
Workbook (p.5)
Ask the pupils to read the speech bubbles in the pictures on the left and then match them to the pictures on the right by writing the correct letter in the circle.