Unit 8 Are these tomatoes?

Lesson 1
⑴教学目标
② 知识目标：What are these/those? They’re/ They are ….
Are these…? Plural nouns (regular)
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 plural objects
⑶ 教学过程：
1. Review
Use this activity to review structures introduced in Unit 7, and the vocabulary introduced in Unit 2 and Unit 5.
What’s this? It’s a … Is it a …? Yes, it is. / No, it isn’t.
2. Model the dialog
Borrow three pens, pencils, and rulers from the children.
Hold up one pen and ask, “What’s this?” Elicit the answer, “It’s a pen.” Repeat the procedure for pencil and ruler.
Hold up a pen and repeat the question, “What is this?”
Now hold up two or three pens and say, “What are these?”
Repeat the procedure using the pencils and rulers.
Now have the children repeat each sentence as you hold up first one object, and then more than one. Explain that we use these when we are referring to more than one object.
Practice the structure “What are these/those? They’re …” with some objects.
3. Talk about the story
Have the children open their books at the story. Display your copy of the page and ask these questions about the pictures.
Where are Ann, Ken, and Mocky?
What is Mocky looking at?
What is Mocky holding?
What other vegetables does Mocky find?
Who chases Mocky?
4. Story
Play the tape, pausing at each new picture. Have the children repeat the words before you move on to the next picture.
Play the tape again, this time without stopping.
Divide the class into three groups. One group will be Mocky, the second group will be Ken, and the third group will be Ann. You read the vendor’s line.
Play one sentence at a time and point to the matching story picture. Have each group repeat its character’s sentence.
5. Set homework
Tell your families the English names for the vegetables.
6. 教学后记：
 

Lesson 2
⑴教学目标
② 知识目标：What are these/those? They are …. vegetables
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 plural objects.
⑶教学过程：
1. Warm-up
Choose two children to come to the front of the class. Have one child hold up a flashcard and ask, “What are these?” and the other child answer, “They’re …” After they have presented tree cards, choode two more children and repeat the procedure.
Pin up one of the six flashcards. Move away and point to the flashcard. Say, “What are those?” Elicit the correct answer.
2. Plurals
Hold up the beans flashcard. Ask, “What are these?” Make sure the children say the final /s/ in They’re beans.
Explain to the children that, when we talk about more than one thing, we usually add an s at the end of the word.
Draw one tomato and one mushroom on the board. Point to the tomato and have the children say tomato. Then hold up the flashcard and have them say tomatoes, emphasizing the final /s/ sound.
Repeat the procedure for mushroom/s/.
3. Words to learn
Display your copy of the page. Play the tape once. Point to the picture of each vegetable as it is named.
Play the tape again. Have the children touch the correct picture as they hear each vegetable’s name.
Without the tape , read the words together. Encourage the children to touch each word as they say it.
Read the names again, and this time have the children repeat the words.
4. Listen to this
Talk about the pictures first.
Play the tape, pausing after each pair of sentences. Have them repeat Ken’s question, then point to the correct vegetables.
5. Teach the song
Use the flashcards of the vocabulary being reviewed.
Practice the structures “Are these …? Yes, they are. / No, it isn’t.” with the flashcards.
These new structures will prepare the children for the song.
Tell the children they are going to learn another song. Read the words aloud to the children , pointing to each word as you do so.
Play the song. Encourage the children to sing along and to clap in time.
6. Set homework
Tell the children you want them to sing the song to their families.
7. 教学后记：
 

Lesson 3
⑴教学目标
② 知识目标：Are these/those…? Yes, they are. No, they aren’t.
（Phonics）/t/ /d/
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. Warm-up
Language drill
Are these …? Yes, they are. / No, they aren’t.
2. Talk together
Have the children open their books at page 18. draw their attention to the pictures at the top of the page. Say, “Now we can read what we said.”
Display your copy of the page and then read aloud the words in the speech bubbles, pointing to each word as you say it.
Read the words again, and have the children repeat them after you.
Encourage the children to touch the words in their books as they say them.
If time allows, the children could substitute other vegetable names for onions.
3. Listen and number
Talk about the pictures first.
Play the tape, have the children number the pictures in the correct order.
Check the answer.
4. Sounds and letters
Draw the children’s attention to the pictures on top of the page.
Play the tape for taxi and tomatoes. Ask, “Do these words have the sound /t/?”
Play the tape again and have the children say the words aloud.
Repeat the procedure for the /d/ words.
5. Match the sounds.
Read all the words in the circle and have the children touch the words that have all the same beginning sound with taxi.
Read the words again and have the children repeat. This time have the children match the words that have the same beginning sound with taxi to its picture by lines.
Repeat the procedure with the /d/ sound. Tell them that there might be pictures that do not match either sounds.
6. Set homework
Ask children to color the pictures on pages 18 and 19.
7. 教学后记：
 

Lesson 4
⑴教学目标
①知识目标：Are these …? Yes, they are. / No, they aren’t.
（Phonics and writing）tomatoes, onions, potatoes and beans.
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 word
⑶教学过程：
1. Trace the words
Hold up the flashcard for tomatoes. Ask “What are these?” Elicit from the children “They are tomatoes.”
Have the children open their books at page 20. 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 the children trace the word tomatoes.
Repeat the procedure for the other sentences.
2. Read and match
Draw the children’s attention to the pictures and words at the bottom of the page.
Point to the first word eggplants. Say, “Eggplants.” Have the children repeat after you as they touch the word in their books.
Now point to the picture of eggplants. Ask, “What are these?” Elicit from the children, “They’re / They are eggplants.”
Have the children draw a line from the word to the picture and repeat the word eggplants.
Repeat the procedure for the other words and pictures.
3. Uncle Booky’s Blackboard
Attach a flashcard to the wall at the other end of the room. Stand away from the card and point to it. Ask, “What are those?” Elicit, “They’re…” Repeat the procedure, using the other flashcards.
Read the question aloud, pointing to each word as you do so. Have the children repeat the question.
Attach the beans flashcard to the board and help children to model the different structures using the drillcards, for example, Are these beans? Yes, they are. Are these tomatoes? No, it isn’t.
Model the structures on Uncle Booky’s Blackboard by reading them aloud to the children.
Have the children repeat the questions and answers after you in a class drill, using all possible combinations.
4. Guess and say
Ask the children to take out their small vegetable flashcards of this unit:
Put the children in pairs. The two children mix their cards with the picture facing down.
Student A puts his/her hand on one card and asks student B to guess.
Student B says, “Are they…?” Student A flips over the card and says Yes or No. Then he/she puts his/her hand on another card and asks, “Are these …?” Student B answers, “Yes, they are.” Or “No, they aren’t.”
Continue until all the cards are flipped over. Then the two students change their roles.
5. Set homework.
Remind the class of the work they began earlier tracing and writing the words. For homework they can finish the tracing and copying tasks.
6. 教学后记：
 

Lesson 5
⑴教学目标
①知识目标：Be able to chant and check the correct answer.
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
This activity reviews the stucture Is this a …? Introduced in Unit 7.
Hold up the flashcard for lemon. Ask, “Is this a lemon?” Elicit “Yes, it is.” Now ask, “Is this a …?” Have the children say, “No, it isn’t.”
Choose four children to come to the front of the class and repeat the questions and answers.
Repeat the procedure with other children and different fruit.
2. Check (√) the correct answer
Talk about the pictures.
Who is this? Are these …?
Have the children repeat the words the speech bubbles.
Now ask the children to check the correct answer. Make sure they have done this.
Repeat all the procedures for the other two pictures.
3. Let’s chant
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 picture in their books as they listen to the tape again. They can also add some actions and act the rhyme out.
4. Game: Find the vegetables out in the classroom
5. Set homework
Ask the children to color the pictures on page 22.
6. 教学后记：
 

Lesson 6
⑴教学目标
①知识目标：Let’s make …. What are these? They are ….
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
Tell the children they are going to listen to the story.
Play the tape. Have the children open their books at page 24 and look at the pictures.
Ask them to look for familiar words in the story.
Have the children read the story silently, encourage them to try to fuess 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. Flashcard game
This fame reviews core vocabulary. You will need the flashcards provided for earlier units.
Have the children work in groups of 4or 5.
Have them 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 his/her hand on the matching flashcard wins that card. The fame finishes when there are no flashcards left on the table. The winner is the child who has collected the most cards. (The children can count their cards in Chinese.)
3. Self-assessment
In the first activity, point to the picture of beans. Ask, “What are these?” Elicit “These are beans.” from the children. Put them into pairs. Have one child ask questions and the other provide the answer, pointing each picture.
In the second activity, point to the first picture and read the question. Tell the children that you are going to read out two answers and only one answer is correct. Read the first answer and ask the children if it is correct. Repeat with the second answer. Tell the children to check the correct answer in its box. Tell the children to finish other pictures by themselves.
4. Do the practice in the activity book.
5. 教学后记：