【正文】 ese where questions such as: Where is Danny? Who does he talk to on the phone? Why does he run to his classroom? PRACTICE Play Variation 1 of “ Mother, May I ?”to review the new phrases and other phrases. For example: Please answer the phone. Please hang up the phone. Please wash your hands. Please dry the dishes. Please eat a sandwich. Please make a snowball. Please draw a picture. LESSON 2: Let’s Call a Friend! Class Opening and review SUGGESTIONS FOR REVIEW Review numbers up to ten thousand with the “Number Game” or “Write the Number.” Review how to say time with “ What time is it ?” Key Concepts zero, number call___ on the phone SUGGESTIONS FOR TEACHING KEY CONCEPTS INTRODUCE The students should know the word “number” because they have seen it often in the previous the numbers ( not the words) one to ten on the blackboard. Point to the numbers and say “ What are these? These are numbers!” Add a zero before the number one. Say “ This is a zero. Let?s count! Zero, one, two? ” USE THE STUDEN BOOK AND AUDIOTAPE Note the phrase” phone number” and “ phone book” in the student book. The students know all the words individually. What do they think the phrases describe? Note some of the English idioms in this lesson and translate them where necessary. Ask puestions such as: What do you say when you answer the phone? (Hello?) What do you say when you hang up the phone? (Goodbye.) Jenny wants to speak to Kim. What does she say? (Is Kim there?) What is the answer?( Just a moment, please.) PRACTICE Show the class how to act out being a phone. A student can pretend to be a phone by putting one arm over his or her head like a telephong receiver. To make the phone ring, the student makes a ringing noise. To answer the “ phone,” students pick up the “phone?s” arm and pretend to talk into it like a telephong receiver. To dial a number, students pretend to push buttons on the “ phone?s” forehead. To hang up the “ phone,” students replace the arm on the “ phone?s” head. Divide the class into groups of six. Ask each group to make up a dialogue about calling a friend. Why are they calling a friend? Brainstorm some ideas with the class. In each group, two students are “phones”； two students are calling the friend, but don?t know the phone number。two friends in China to plan a call。m so tired． I39。s Wrong?” to demonstrate the words．（ See “ Games．”） After you have written an incorrect sentence on the blackboard， say“ This sentence is wrong！ Wrong．” When a volunteer corrects the sentence， say“ Now the sentence is tight！” USE THE STUDENT BOOK AND AUDIOTAPE In the story， the tortoise and the hare race to a lake． From the pictures in the story， does anyone know what a lake is? When M〔． Wood tells the story， he says“ soon，” “ then and“ finally．” What do the students think these words mean in Chinese? PRACTICE Play Variation 1 of“Living Picture with the story in the student book．（ See“ Games．”） Divide the class into groups of three． One student in each group plays the tortoise， one plays the hare and one plays the tree where the hare goes to sleep． USE THE ACTIVITY BOOK Number 2 in the activity book is a listening exercise on the audiotape as follows： Listen． Is Danny right or wrong? Fill in the blanks． a． (Jenn)) Danny， do you know where Li Ming went yesterday? (Danny) Yes， he went to the library． (Mr. Wood) Is Danny right or wrong， class? b． (Jenny) Danny， do you know what Li Ming did yesterday? (Danny) Yes， he played the piano． (Mr. Wood) Is Danny right or wrong， class? c． (Jenny) Danny， do you know what Li Ming is wearing? (Danny) Yes， it39。clock， Danny． Do you know where Li Ming is? (Danny) Yes， he39。s (a student39。s desk． Where am I walking? Class： Around 39。 Roleplay to demonstrate“ carry．” For example‘ pick up a heavy book and lead a dialogue such? Teacher： (Pick up the book and walk arounc39。 The students should know “show” because they havesseen and heard it often in the previous levels. Demonstrate “show” by showing the class objects as you say phrases such as: I have a ____ Would you like to see it ? I can show you . Here it is. Now I ? m showing you my ____. USE THE STUDENT BOOK AND AUDIOTAPE .Note that Number 1 in the student book covers “me” “you” “us” “them”. Write two lists of words on the blackboard .as below .Ask the student where to write “me” “you” “us” “them” in a third list so that words match. You your I my they their we our Ask the students to answer ?s question at the end of the lesson. What next in Danny?s story？ Let several students volunteer answers. PRACTICE .play “show and tell” USE THE ACTIVITY BOOK .Number 3 in the activity book is a listening exercise on the audiotape as follow: Listen. Follow the directions . Is the sentence right ? Draw a triangle. Is the sentence wrong ? Draw a square. a . I want to show you my dog. b. please tell your friend a story. C .The boy is carrying the house . d . After I sleep ,I wake up. Class Closing FOR YOUR INFRMATION AUDIOTAPE SEQUENCE Student book ,lesson 13 。 Lesson 17 Summer is ing! Teaching objectives： 4. 使學(xué)生能聽、說(shuō)、讀和寫詞匯： leaves ,grass ,flowers ,sandals 5. 使學(xué)生能夠用英文描述每個(gè)季節(jié)的特征并說(shuō)出自己喜愛的季節(jié)。s your favourite season? 引導(dǎo)學(xué)生用 My favourite season is ... 或 I like ....。s favourite season? Why ? ，小組合作，找出答案。s Jenny doing?引導(dǎo)學(xué)生回答： She39。s go to the swimming pool? 引出 swimming pool. Do you know , where is the swimming pool? 引導(dǎo)學(xué)生回答哪些地方有游泳池。 分層選擇學(xué)習(xí)： A. 能流利朗讀課文 B. 能流利朗讀文中對(duì)話 C。教師把單詞卡片分成 “過(guò)去，現(xiàn)在，將來(lái) ”三種時(shí)態(tài)放在黑板前，首先讓學(xué)生記憶單詞一分鐘，然后