5. Repeat the above with more students.
Step IV Homework
T: After class, please review the new words you have learned in this period, and find out which are used with “an” and which are used with “a”.
Section C
Target language
a. Words and expressions
year, now, high, school, high school, same, but, friend, these, egg, those, bus
b. Key sentences
They are not in the same class, but they are good friends.
Are these/those …?
Yes, they are. / No, they aren’t.
What are these/those in English?
Ability goals
Read a passage and pick out the key information.
Learn the plural forms of some nouns.
Teaching aids
Tape recorder and projector.
Teaching procedures and ways
Step I Reading (1)
First help review the structures they have learned in last period. The teacher can bring some small things (as prize) to the class. Then let students have a competition by answering the questions:
What this in English?
How do you spell?
The ones who first give the correct answers will get the things as a prize.
For example, hold a pencil in hand and ask,
T: What’s this in English? And how do you spell it?
S: It’s pencil. P-E-N-C-I-L, pencil.
T: Correct! Now the pencil is yours.
Then let students read the passage on page 21.
T: Next, we’ll get to know two friends. Look at activity 1 on page 21. Read the passage and then complete the chart below.
After students have finished, check the answers.
Step II Single and plural (3)
Help students learn the single and plural forms of some nouns.
T: In English, there are countable nouns and uncountable nouns. A countable noun has both the single form and the plural form. For example, a pen, two pens. Pen is the single form and pens is the plural form. Usually we add an “s” to the single form to get its plural form. For some words, we add an “es”. Now turn to page 22, look at activity 3.
Let students read the words under each picture. Then let them have a summary:
We add an “s” to words: pencil, apple, cake, book
We add an “es” to words: box, bus
Then show the following rules on the screen.
The plural form of most nouns is created simply by adding the letter s.
more than one student = students
more than one car = cars
Words that end in -ch, x, s or s-like sounds, however, will require an -es for the plural:
more than one box = boxes
more than one gas = gases
more than one bus = buses
more than one kiss = kisses
There are several nouns that have irregular plural forms.
more than one child = children
more than one woman = women
more than one man = men
more than one person = people
more than one goose = geese
more than one mouse = mice
more than one deer = deer
Step III Function practice (2, 4)
This procedure provides practice with these and those.
Put a pencil and a book on the desk.
T: We learned about the use of this and that. Look, this is a pencil, and that is a book.
Take out more pencils and books.
T: Look, these are pencils, and those are books.
Write these and those on the Bb.
Then introduce the structures:
These/those are …
Are these/those …?
Yes, they are. No, they aren’t.
What are these/those in English?
Then let students read and practice the conversations in activity 2.
T: Now, look at the conversations in activity 4. Complete them according to the pictures.
After students have finished, check the answers.
Then let them practice them with their partners.
Step V Summary and homework
T: Today, we learned the use of these and those. You should always remember that the demonstrative pronouns this and that go with is, while these and those go with are. Homework:
Write down the plural forms of the following words:
class, teacher, name, number, grade, English, pencil-box, eraser, desk, year, school, friend
Section D
Target language
a. Grammar focus
Demonstrative pronouns: this/that/these/those
b. Useful expressions
What class/grade are you in?
I’m in Class …, Grade …
How old are you?
I’m … (years old).
How do you spell it?
Ability goals
Enable students to complete a passage according to the form given.
Review the grammar and useful expressions in this topic.
Teaching aids
Tape recorder.
Teaching procedures and ways
Step I Revision
Check the homework. Let two students write the plural forms of the words on the Bb. Correct the mistakes, and help them review the rules they have learned in the last period.
Answer:
class→classes, teacher→teachers, name→names, number→numbers, grade→grades,
English→Englishes, pencil-box→pencil-boxes, eraser→erasers, desk→desks, year→years,
school→schools, friend→friends
Step II Listening and writing (1, 2)
This procedure provides listening and writing practice with the target language of this topic.
T: Look at the form in activity 1. You will hear about a person’s information. Listen and fill in it with name, age and phone number.
Play the tape twice. Then check the answers.
Then let students work in pairs, asking and answering about them. For example,
S1: What his/her name?
S2: …
S1: How old is he/she?
S2: …
S1: What’s his/her phone number?
S2: …
Then deal with activity 2.
T: Now read the form about Bai Lili in activity 2 and then complete the passage on the right.
After students have finished, check the answer.
For this activity, teacher can also show the form on the screen and let students retell the passage orally according to it.
Step III Grammar and expressions review (3a, 3b)
We use “this” for one object (singular) which is here (near to us).
We use “that” for one object (singular) which is there.
We use “these” for more than one object (plural) which are here (near to us).
We use “those” for more than one object (plural) which are there.
|
singular |
this |
that |
|
plural |
these |
those |
|
|
close to
the speaker |
more
distant to the speaker (in space or time) |
Step IV Project (4)
In this step, students will play a game by using some expressions they have learned in this topic.
First write the three questions on the Bb.
Then let each student interview nice classmates using these questions and fill in the form.
Then say some students’ names (For example, Who has Wang Jun?). Students listen and cross out the names they hear.
The student who finishes any three names in a line should say “BINGO finished!” at once.
If time allow, the teacher can tell students something about Bingo game such as its history and how to play Bingo.
Note:
More information about Bingo game could be found in the following website:
bingo.html
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