Unit7 Is it a pear?

Lesson 1
⑴教学目标
① 知识目标：What’s this / that? It’s a / an ….
Is it a / an …? Yes, it is. / No, it isn’t.
② 能力目标：Listen and talk.
③ 情感目标：鼓励学生大胆开口说英语，培养学生的自信心。
⑵ 教学重难点：Asking and answering question about single objects
⑶ 教学过程：
1.Review and learn.
Review some of the English expressions in Units 2 and 3.
A: What do we say when we want someone to come with us?
B: What do we say when we are surprised or frightened or worried?
C: What is Ken feeling when Mocky falls down in the story of Page 27 of Book One?
Elicit similar expressions in Chinese for the Questions A-C and have Ss say
“Come on!” “Oh no!” “Oh! Poor Mocky.” with appropriate gestures or expressions as you do so.
2. Model and learn the dialog.
Ask Ss what they say when they see something exciting or amazing.
Tell them, “In English, we can say Wow!”
Have Ss repeat the word a few times with expression their faces.
Ask Ss what they say when they taste something very really delicious.
Tell them, “In English, we can say Oooh, yum!”
Have Ss repeat the words a few times with expression their faces.
Ask Ss what they say when they taste something very unpleasant.
Tell them, “In English, we can say Yuk!”
Allow Ss repeat the word a few times with expression their faces.
Practice the expressions Oooh, yum! Yuk! Wow! By asking some questions.
3. Talk about the story.
Have Ss open their books at pages 2 and 3. Ask these questions about the pictures:
Picture 1: Where are Mocky and Lulu?
Picture 2: Who has a stall there? What does she sell?
Picture 3: What does Lulu taste first? Does she like it?
Picture 4: What does she taste next?
Picture 5: What is the little fruit?
Picture 6/7: What does Lulu try now?
Picture 8: Does she like it?
4. Listen and repeat the story.
Play the tape once without stopping.
Play the again, pausing after each picture. Have Ss repeat each sentence after hearing it on the page.
Divide the class into two groups. One group will be Mocky, the other group will be Lulu.
Play the tape again. Stop the tape after each sentence. Have each group repeat the dialog for their character. Then the groups change roles.
5. Set homework.
Remind the Ss to practice the new English expressions at home.
“ Oooh, yum! Yuk! Wow!”
6. 教学后记：
 

Lesson 2
⑴教学目标
① 知识目标：What’s this/that? It’s a …. Is it a …?
② 能力目标：Listen, say and sing.
③ 情感目标：在歌曲中激发学生学习的兴趣，寓学于乐。
⑵ 教学重难点：Asking and answering question about single objects
⑶ 教学过程:
1.Warm-up
Guessing game.
Choose any six or more flashcards from previous Units. Hold up the first card so that the children cannot see the picture. Give one or two clues about the object on the card. Then have Ss try to guess what it is.
Model the question “Is it a / an …?” Have them repeat the question with different English words. Answer, “Yes, it is.” or “No, it isn’t.”
Make the clues less clear for each card. Ss then have to ask more “Is it a / an …?” questions.
2. Learn these words.
Have Ss open their books at page 4. Draw their attention to the “Words to learn” exercise at the top of the page.
Play the tape. Stop the tape after each new vocabulary word. Ask Ss to repeat it. Do this a second time.
Play the tape straight through. While it is playing, hold up your copy of the page and point to each fruit as it is named.
Hold up your copy of the page. Point to each fruit in turn.
Ask “What is it?” If Ss cannot answer, ask, “Is it a / an …?”
Ss should answer, “Yes, it is.” or “No, it isn’t.”
Then repeat, “What is it?” Elicit, “It’s a / an …”
Play the guessing game outlined in the first part of the period.
This time, use only the words for fruit in “Words to learn”.
2. Listen to this.
Display your copy of the page and point to the bottom half.
Tell Ss, “Mocky says, What is it?”
Point to the picture of a banana. Elicit the answer, “It’s a banana.”
Repeat for the other two pictures.
Point to each answer and read the words as you point to each one.
Have Ss repeat the sentences and touch each word.
Play the tape. Have Ss put checks (√) beside the answer in their books that matches the answer on the page.
Play the tape again. Check that Ss have chosen the correct sentences.
3. Play the game.
Have the class open their books at “Play the game”.
When the teacher says the number of an object in Chinese, Ss say its name together in English. If Ss are uncertain of the English name for some objects, the teacher could say the word and have Ss repeat.
Put Ss into pairs to play the game by using the question “What’s this?” and its answer “It’s a / an ….”
4. Set homework.
Ask Ss to practice structures:
What’s this / that? It’s a / an ….
Is it a / an …? Yes, it is. / No, it isn’t.
5. 教学后记：
 

Lesson 3
⑴教学目标
① 知识目标：Is it a …? Yes, it is. / No, it isn’t.
（Phonics）/b/ /p/
②能力目标：Listen, talk and read.
③情感目标：乐于模仿，敢于开口，积极参与，主动请教。
⑵教学重难点：Have the children practice the sounds and letters.
⑶教学过程：
1. Review the vocabulary of this unit.
Hold up each of the flash cards in turn. Ask Ss, “What’s this?” or
“Is it a / an …?”
Have Ss answer these questions, “It’s a / an ….” Or “Yes, it is. / No, it isn’t.”
2. Talk together.
Display your copy of the page. Direct Ss’ attention to the top off page.
T: Now we can read what we said.
Read the words in the speech bubbles aloud, pointing to words as you do so. Have
Ss repeat the words after you.
3. Listen and number.
Have Ss open their books at page 6.
Play the tape two sentences at a time. Stop after each pair.
Ask, “Which picture matches those sentences?”
Have Ss touch the matching picture.
Play the tape again. This time have the children number the pictures in the order they hear on the page.
4. Sound the letters.
Draw Ss attention to the top of the page.
Play the tape for baby and ball. Ask, “Do these words have the sound /b/?”
Play the tape again and have Ss say the words aloud.
Repeat the procedure for the /p/ words.
5. Listen and write.
Have Ss look at the two rows of pictures at the bottom of the page. Point to the
first picture and ask, “What’s this?” The Ss should answer, “It’s a peach.” Write the letter p in the blank.
Play the tape for peach. Draw Ss’ attention to the word under the picture.
Say, “Which letter is missing?” Elicit from Ss p.
Play the tape again and this time have Ss write the letter p on the line to complete the word.
Repeat the procedure for the other words. Have Ss write the letter in the blanks.
6. Set homework.
Tell Ss to color the picture on page 6 and 7.
7. 教学后记：
 

Lesson 4
⑴教学目标
①知识目标：What’s this? It’s a …? Is it a …?
banana, nut, peach, orange
②能力目标：Listen, read and write.
③情感目标：乐于模仿，敢于开口，积极参与，主动请教。
⑵教学重难点：the correct writing of each words
⑶教学过程：
1. Trace the words.
Hold up the flashcard for banana. Ask, “What is it?” Elicit from Ss
“It’s a banana.”
Have Ss open their books at page 8. Show your copy of the page. Draw their attention to the first sentence. Say, “We are going to write what we said just now.” Have Ss trace the phrase a banana.
The second box, have Ss copy the phrase a banana by themselves.
Repeat the procedure for the other sentence.
2. Find and circle.
Draw Ss’ attention to the bottom of the page. Show your copy of the page. Point to the picture of the lemon and ask, “What’s this?” Elicit “It’s a lemon.” Point to the word lemon and have Ss circle the word.
Repeat the procedure for the other pictures of fruit.
Explain to Ss that they can find all the fruit names in the puzzle.
Put Ss into pairs. Tell them that together they must find the other fruit names
in the puzzle and circle them out.
Check that Ss find all the words and circle them correctly.
3. Uncle Booky’s Blackboard.
Hold up the What’s and this? Drill cards. Read the sentence aloud.
Have Ss repeat the words after you.
Repeat the procedure, substituting that? for this?
Have two Ss stand in front of the class. Have one student hold up the It is
a drillcard, and the other student a flashcard for this unit. Together they make
a sentence, It is a …
Point to each in turn and say the words as you point.
Repeat the two procedures. Have Ss say the words.
Do the same with the “Is it a … ? Yes, it is. No, it isn’t.” drillcards.
Have Ss open their books at page 9 and read these words together. Encourage Ss to touch the words as they read them. Use all possible combinations.

4. Guess and say.
Ask Ss to take out their small fruit flashcards of this unit.
1) Put children in pairs. Have each pair mix their cards together and then spread them face down on the desk.
2) Student A puts his/her hand on one card and asks student B to guess. Student B says, “Is it a (lemon)?” Student A flips over the card and answers, “No, it isn’t. It’s a (pear).” or “Yes, it is.”
3) Continue the game until all the cards are flipped over. Then the two students change their roles.
5. Set homework.
Ask the children to finish tracing words on page 8.
6. 教学后记：
 

Lesson 5
⑴教学目标
①知识目标：Is this a …? Is that a …?
②能力目标：Listen, read and write.
③情感目标：有学习英语的愿望，乐于参与各种英语实践活动。
⑵教学重难点：use the structures in communication
⑶教学过程：
1. Warm-up
Review the flashcards for this unit. Hold up one of the flashcards and ask,
“What’s this?” Elicit, “It’s a / an …”
2. Read and check.
1) Have Ss turn to page 10. Display your copy of the page. Point to the first picture. Then point to the question, Is this a lemon? Read the words aloud as you point to each one. Elicit the answer, “Yes, it is.”
2) Ask SS to point to the answer in their books. Have them read the words with the teacher.
3) Repeat the procedure for the other pictures. Check each answer.
4) Put Ss into pairs to ask and answer the questions.
3. Let’s chant.
1) Use picture or read objects to review the following words: orange, pear, apple, lemon, nut, strawberry, kite, bird. Make sure the children can say these things when given a picture or a real object.
2) Read the rhyme to the children, pointing to each word.
3) Play the tape for the whole rhyme. Have children listen and point to the words and the matching pictures on the page.
4) Play the tape again and have children join in, encouraging them to hum or clap with the rhyme.
5) Have children point to the picture in their books as they listen to the tape again. They can also add some actions and act the rhyme out.
4. An additional activity: Match the names.
1) Photocopy the page and give each child a copy.
2) Ask the students to say the words and color the pictures.
3) Have the children use their fingers to follow the trail between the pictures and the words.
5. Set homework.
1) Ask their families about the fruit, using the structure Is this a (pear)? and the correct English names.
2) Color the pictures on page 10.
6. 教学后记：
 

Lesson 6
⑴教学目标
①知识目标：Come on, guess!
②能力目标：Listen, read and write.
③情感目标：体会英语学习中的乐趣，乐于接触英语读物。
⑵教学重难点：consolidate the structures and vocabulary learned in this unit
⑶教学过程：
1. Uncle Booky’s storytime.
1) Tell the children that they are going to listen to a story.
2) Play the tape, ask the children to listen to the story with their books closed.
3) Have the children open their books, and look at the pictures.
4) Ask them to look for familiar words in the story.
5) Have children read the story silently, encourage them to try to guess the meaning of unfamiliar words.
6) It doesn’t matter if they don’t know the words. The requirement for this part is to understand the story.
2. I spy
This game reviews the beginning sounds of some of the vocabulary introduced in Units 1 through 7. It also reviews the structures Is it a (desk)? No, it isn’t. and Yes, it is.
3. Self – assessment.
Have Ss do this part by themselves.
1) Ss could work in pairs to do the first activity. On student points to a picture, the other says the name. The first student checks his / her answer in the box below each picture. Then they change their roles.
2) Have Ss do the second part individually. Encourage them to compare their results with his / her classmates.
4. My notes and teacher’s notes.
This activity is to help Ss 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 starts here only indicate how well they have done in their learning and they should not be changed to scores.
The teacher should evaluate the Ss positively in the part of Teacher’s Notes. The purpose is to have Ss 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.
5. Set homework
Finish the exercises in workbook.
6. 教学后记：