2. have a clear idea of what has been covered in this unit, including the theme(s), experiments, vocabulary, phrases and expressions, grammar, listening and phonetics
1. understand and remember what is reviewed in this lesson
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
The Boy and the Braises, Part One
It is summer. A little boy is at the beach with his mother and father. He is four years old.
The boy is playing in the water. He walks into the water. His mother and father aren't watching him.
The water is suddenly over the boy's head! A woman sees the boy. The woman's name is Mrs. Braise. Mrs. Braise picks the boy up. She takes him to his mother and father. "Thank you!”the boy's mother says.
CLASS CLOSING (5 MINUTES)
There is no specific reading from the reader to assign as homework for this lesson. This is a chance for students to catch up if they are behind.
Suggested homework for this lesson includes:
the remaining activity book exercises
Lesson 48 教学设计
LESSON OBJECTIVES
Since this is a lesson of review, by the end of the class, students should be able to
4. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINUTES)
For ideas and tips on beginning a class, see "Teaching Techniques" at the back of this teacher's guide. You may wish to have the class sing "Hurry!"
STUDENT BOOK (1 fi MINI ITES)
There is one reading for this lesson. It reviews the vocabulary for this unit. There is no new vocabulary in this lesson.
There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson. Also see "Teaching Techniques" at the back of this teacher's guide for more general information about teaching readings.
Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. Does any student have any fishing experience? Ask him or her to share the experience with the rest of the class.
Step 2: Play the audiotape. Have the class follow the audiotape while reading the text. AS there is no new vocabulary for this lesson, you may wish to review words and phrases that are useful for describing outdoor activities. Ask students for suggestions and make a list on the blackboard.
Step 3: If time allows, divide the class into small groups. Have each group discuss and retell what has happened in the text.
GRAMMAR AND VERBS (20 MINUTES)
Grammar
The grammar for this lesson is adjectives and adverbs. Adjectives describe things and people. They answer questions such as: Which? What kind of? How many? Whose? Adverbs describe their actions. They answer questions such as: How? When? Where? How much?
Here are some examples of adjectives. Write these sentences on the blackboard. Ask students to identify the adjectives.
I have a red apple.
The apple is red.
I like loud music.
The music is loud.
I like hot soup.
The soup is hot.
I built a tall house.
The house was tall.
What pattern do the students see in the sentence structure? Note that the adjective usually comes before the noun, except in the "subject + to be + predicate" structure.
In this structure, the last word is always an adjective. Remember, your objective is to teach the structure, not specific parts of speech.
TEACHING TIP
Games are good learning tools.
If there is time, play "Cold Green Noodle" to review adjectives. Play "Whisper" to review adverbs ( see below). Use phrases such as:
walk quickly
read slowly
talk loudly
sing quietly
See "Games" at the back of this teacher's guide for an alphabetical list of games with instructions on how to play.
Here are some examples of adverbs. Write these sentences on the blackboard. Ask students to identify the adverbs.
He walks quickly to the office.
She rides slowly on her bike. I sing loudly.
Can students see a pattern in these sentence structures? Note that these adverbs end in "ly” and they come after the verb. Most adverbs end in "ly."
Now look at these examples of adverbs:
I drive fast.
You work hard.
These adverbs don't end in "ly, "but they still come after the verb: Adverbs usually come after a verb.
Verbs
Review the verbs for this unit: fish, miss, stay, travel, leave. Note that "leave" is irregular (see the table below). See "Teaching Techniques" at the back of this teacher's guide for recommended methods of teaching verbs.
Present Tense Past Tense
fish fished
miss missed
stay stayed
travel travelled
leave left
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
3. memorize what is reviewed in this lesson
2. enjoy the fun of a fishing trip
The Gift
A rich woman is thinking about her mother. It's her mother's birthday. She wants to send her mother a birthday gift.
The woman goes to a store that has pets. She sees a colorful bird. The bird can talk. It can speak seven languages. The woman buys the bird. She posts it to her mother.
The next day, the woman calls her mother on the phone. "Mum, "says the woman, "do you like the bird?"
"I'm eating it right now. It's good!"
Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.
the fifth reading in the reader
the next lesson in the student book
Lesson 47 教学设计
After this lesson, students should be able to
STUDENT BOOK (15 MINUTES)
There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.
The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
brush (n. ), pillow
Oral Vocabulary
There is no new oral vocabulary in this lesson.
There are many ways to teach immersion reading.
Here are some step-by-step instructions for one way to teach the reading in this lesson.
Step 1: Check to see if the students have previewed the reading as required. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. You may ask if they have any camping experiences. If any of them do, ask them to share the experiences with the class.
Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text.
Step 3: Divide the class into groups of four. Each group member will take on one of the four roles (Jenny, Brian, Danny and Mr. Smith). Have the groups act out the reading in any way they choose.
Tell the students that their performance should include most of the events in the reading.
Step 4: if time allows, ask one or two groups to perform for the rest of the class. You may want to comment on their performance. Remember to give lots of praise for good effort!
CLASS ACTIVITY: ADVERTISEMENT FOR A TRIP (15 MINUTES)
In this activity, students create an advertisement for a trip. Instruct students to write the ad about the trip they described in unit project 1. A advice students to refer to the students book and reader for ideas.
2. remember and use the mastery vocabulary and know some important words for describing camping experiences
It's Mr. White!
Mr. Smith was walking down the street. He saw another man. "Mr. White!”said Mr. Smith. "You've changed! You were fat, and now you are thin. You had black hair, and now you have white hair. You wore glasses, and now you don't."
"I'm not Mr. White, "said the man. “ I'm Mr. Jones." "Oh, my! "said Mr. Smith. "You've changed your name, too!"
Below is the suggested homework for this lesson.
Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.
the fourth reading in the reader
the next lesson in the students book
Lesson 46 教学设计