SectionA(1a-1d)&Pronunciation

TeachingObjectives

Inthisclass,studentswill：

1.learnmorewordsandexpressionsaboutchores.

2.graspthekeyinformationaboutwhatchoresJimandhisfamilymembersdobeforeandaftertheymovetothenewhouse.

3.talkaboutchoresusingthetargetsentencepatterns.

4.graspthepronunciationofthevowels/??/,/?/,/u?/,/?/,/ɑ?/and/?/,andcorrectlyreadwordscontainingtherelatedlettersorlettercombinations.

5.identifysensegroupsinasentenceandpausecorrectlyaccordingtosensegroups.

TeachingAdvice

Lead-in

LookandShare

HavestudentslookatthethemepictureontheopeningpageandthinkaboutthequestionsonPage11,andtheninvitesomestudentstosharetheiropinions.

FreeTalk

Havestudentstalkaboutthefollowingquestionsinpairs：

◆Doyoudochoresathome?

◆Whatchoresdoyouoftendo?

◆Doeseverybodyinyourfamilydochores?

◆Whodoesthemostchoresinyourfamily?

2．Invitesomepairstosharetheiranswerswiththewholeclass.

TeachingTip：Duringtheprocess,theteachergivesspecificandpositivefeedback.Praisestudentsfortheirgoodideas,correctlanguagemistakesgently,andencouragemorestudentstoparticipate.

Pre-listening

1a

1.Havestudentslookatthepicturesandelicittherelatedphrases.Thenpresentthetargetphrasestostudents.

TeachingTip：Duringtheprocess，studentsmayhavedifficultiesinsayingthephrasescorrectly.Theteachercanencouragethemtodescribethepicturesinanotherway.Forexample，thestudentscansay“putupthephotoonthewall”iftheydon'tknow“hangup”．

2.Askstudentsiftheydothesethingsandwhatotherchorestheydoathome.Invitesomeofthemtosharetheiranswersinclass.

1b

Askstudentstoreadtheinstructionandthephrasesin1b.Makesuretheygetthemeanings.

While-listening

1.HavestudentslistentothefirstconversationandtickthethingsthatJim'sdadaskshimtodo.Checktheanswers.

2.Askstudentstolistenagainandinferwhatthefamilyarepreparingfor.Theteachercanprovidetwooptionsforthemtochoose.Invitesomestudentstosharewhytheythinkso.

A．movingawaytoanewplace/houseB．goingonaholiday

3.Havestudentslistentothesecondconversationandchecktheirinferences.Guidestudentstodrawtheconclusion：Thefamilymovestoanewhouse.

4.Havestudentsreadtheactivitiesandgetthemeaningsin1c.

5.Askstudentstolistentothesecondconversationagainandmatchpeoplewiththeseactivities.

6.Showthelisteningscriptsandletstudentsread.Drawtheirattentiontothequestionsbeginningwithmodalverbscanorcould.Invitesomestudentstotranslatetheirmeaningsandexplainthefunction.

7.Theteachercanmakeabriefsummaryofthetwosentencestructurestoprepareforthenextactivity.

Post-listening

1d

1.Letstudentsworkinpairstomakeaconversationwiththechoresfrom1a.

2.Studentscanexchangetherolestoaskandanswer.

3.Invitesomepairstosharetheirconversationsinclass.

Pronunciation

Exercise1

1.Havestudentsreadthewordsineachcolumnandpayattentiontothepronunciationofthelettersorlettercombinationsinbold.

2.Askstudentstolistenandrepeataftertherecording.Thenexplainthekeypointsofpronouncingthesevowels.

TeachingTip：Ifpossible，theteachercanprovidesomerelatedteachingvideostohelpstudents.

3.Encouragesomestudentstoreadthesevowelsandwordsinclasssothattheteachercanfindsomepossibleproblemsormistakes.Theteachergivescorrectdemonstrationsandmakesthempractisethepronunciationmore.

4.Brainstormmorewordstoaddtoeachgroup.

Exercise2

1.Askstudentstoreadtheconversationandthinkabouthowtopausewhilereading.

2.Havethemlistentotherecordingandperceivethepause.Theteachercanusethefollowingquestionsasprompts：

◆Whatdothelinesinthesentencesmean?

◆What'sthedifferencebetweenonelineandtwolines?

3.Invitesomestudentstoshareanswers，andthenguidestudentstofindoutonelinemeansashortpauseandtwolinesmeanalongpause.

4.Explaintostudentsthatthepauseinasentenceisbasedonsensegroupsandtellthemwhatasensegroupis.

5.Providemoresentencesforstudentstofindthesensegroupsandaskthemtoreadthesentenceswithcorrectpausesaccordingtothesensegroups.

Summary

Askstudentstosummarizewhattheylearnedinthislesson.

Homework

FinishtherelatedexercisesinthebooksproducedbyYouyi.

BlackboardDesign

◆Expressionsaboutchores：

packupthings,sweepthefloor,cleanthebathroom,hangupphotos,feedthefish…

◆Sentencepatterns：

Can/CouldI…？

Can/Couldyou…？

TeachingReflection

Thislessonintroducedhouseholdchoresvocabularyandpractisedtargetsentencestructureseffectively.Listeningactivitiesimprovedcomprehension，butsomestudentshadtroublewith/?：/and/?/so