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1、Review of units 1-6. Programmes for the Review of Units 1-61. Teaching Goals(1)Review all the key vocabularies in units 1-6. (2)Review all the target languages in units 1-6. (3)Review all grammar items in units 1-6. 2. Target LanguageAll the target languages in units 1-6. . Brief Statements Based on
2、 the Review of Units 1-6. This is a revision unit, so it covers all the key words and the target languages learned from units 1-6. (1)In the first period students will review the key vocabulary in units 1-6. All the activities are designed to train students ability to classify words, put or guess wo
3、rds in context. (2)All the activities in the second period provide students with listening practice. Students practice recognizing the pronunciation of key words and listening for specific information. (3)In the third period students practice using the target languages from units 1-6 orally. All the
4、 activities are designed to train students speaking skill. (4)In the fourth period students will practise making sentences and conversations, and writing passages using the target languages from units 1-6. . Teaching TimeFour periods. The First PeriodTeaching Aims and Demands1. Knowledge and Ability
5、 Objects(1)Review the key words in units 1-6. (2)Make sentences using the words in units 1-6. (3)Train students ability to classify words. (4)Train students ability to put or guess words in context. 2. Method Objects in Teaching(1)Practicing method. (2)Pairwork. (3)A game. 3. Moral ObjectMaking sent
6、ences with words is a basic ability for writing. Its a little difficult. The more you practice, the more progress you will make. Teaching Key Points1. Review the key words in units 1-6. 2. Make sentences using the words in units 1-6. Teaching Difficulties1. Train students ability to classify words.
7、2. Train students ability to put or guess words in context. Teaching AidA computer for multimedia use. Teaching ProceduresCStep . Greetings and RevisionGreet the whole class as usual. Check homework. Ask different students to say their answers to the exercises of the workbook. Tell students that the
8、 answers to exercise 7 will vary. CStep . 1aCall students attention to the words in the box. T:These are some of the key words in units 1-6. Read and check the words you know. And try to find the meanings of the words you dont know by turning to the page numbers in the brackets. Get students to fini
9、sh the activity on their own. Give students one or two minutes to read the words aloud. (This activity provides a comprehensive review of the key words from units 1-6, including what students will use in the following three exercises. )CStep . 1bFocus attention on the box. Read the headlines Places,
10、 Jobs, Weather and Animals to the class. T:Now please classify the words in 1a into the four categories. For example, “supermarket” belongs to “places” and “reporter” belongs to “jobs”. Do you understand?Ss:Yes. Get students to complete the activity individually or in pairs. Move around the classroo
11、m offering help if needed. Check the answers. Answers:Places:supermarket, garden, Canada, restaurant, bank, hotel, Africa, Australia, park, pool, mall, Singa-poreJobs:reporter, doctor, bank clerk, actor, waiterWeather:cloudy, humid, cold, snowing, warm, windy, sunnyAnimals:panda, koala, tiger, dolph
12、in(This activity gives students a chance to put the words in 1a into different categories. )Optional activityGuessing show. Play the game as in Lucky 52. Put a team of students into a group. Each group chooses two students to play the game. One person stands in the front of the classroom facing the
13、whole class. The teacher writes ten words for them on the blackboard. The other looks at the words and explains them one by one by gesture or by other words, but not the words themselves. Set a time of three minutes for each group. See which group can guess more words within limited time. CStep . 1c
14、T:Now lets read the words in the box in 1a once again. Then teacher asks students to focus attention on the numbered sentences. T:Now fill in the blanks with the words from 1a. For example, I _ to be a doctor. We can fill the word “want” in the blank to complete the sentence. Youd better work on you
15、r own. Is that clear?Ss:Yes. As students work, walk around the classroom offering any support they may need. Check the answers by asking different students to read their completed sentences to the class. Answers:1. want2. behind3. Africa4. cute5. behind6. cold7. Australia8. restaurant(This activity
16、gives students practice putting words in context. )CStep . 1dAsk students to choose five words from 1a and make sentences as in 1c. Point to the conversation in the speech bubbles. Ask two students to read it. T:You are to work in pairs. One person says the sentences you wrote just now. But dont say
17、 the words. Say BLANK instead. The other person guesses the words. If necessary, ask a student to say one of his or her sentences and the rest guess the word. S:My uncle works in that restaurant as a BLANK. Ss:Waiter. Get students to work in pairs. Move around to make sure all the students know what
18、 to do. A few minutes later, change them round. See who can guess more words. When all the students have a chance to say their sentences and guess the words, stop the activity. Invite different students to take turns saying a sentence and the rest guess. Sample answers:1. A:Ive got a headache, I hav
19、e to see a BLANK. B:Doctor. 2. A:My uncle is planting flowers in the BLANK. B:Garden. 3. A:BLANK lives only in China. B:Panda. 4. A:A BLANK likes to sleep in the tree. B:Koala. 5. A:I BLANK my grandparents yesterday. B:Visited. (This activity provides students with a chance to be creative with the w
20、ords and put them in context. )CStep . SummaryT:In this class weve mainly reviewed the key vocabulary learned in units 1-6. CStep . HomeworkChoose another five words from units 1-6 and make sentences with them. CStep . Blackboard DesignReview of units 1-61. Words for Group 1:Canada, hotel, restauran
21、t, bank, supermarket, park2. Words for Group 2:shop assistant, doctor. . . The Second PeriodTeaching Aims and Demands1. Knowledge and Ability Objects(1)Listen and recognize the pronunciation of key words. (2)Listen for specific information. (3)Train students listening skill. 2. Method Object in Teac
22、hingListening method. 3. Moral ObjectListening is an important ability in learning English. Practice listening to something every day, and youre sure to make great progress. Teaching Key Points1. Listen and recognize the pronunciation of key words. 2. Listen for specific information. Teaching Diffic
23、ultyTrain students listening skill. Teaching Aids1. A tape recorder. 2. A computer for multimedia use. Teaching ProceduresCStep . Greetings and RevisionGreet the whole class as usual. Invite different students to say their sentences to the class. Correct any errors they made. Collect their homework
24、and check the answers. CStep . 2aCall students attention to the words for the three conversations. Ask three students to read them to the class separately. Correct any pronunciation errors to make sure they provide a good example to the rest of students. T:Ill play a recording for three conversation
25、s. Listen and circle the words you hear in these conversations. Point out the sample answer. Play the recording twice at least. Students listen and circle the words. Check the answers. Answers:Conversation 1:penguin, big, betweenConversation 2:France, homework, weather, pen palConversation 3:sing, p
26、eople, whenTapescript:Conversation 1A:Did you see all the animals?B:I didnt see any pandas. Did you see any?A:Yeah, theres a panda between the lion and the penguin. Hes cool!B:And did you see the elephant?Hes really big!A:Yeah, I did. The elephant is across from the lion. What about the tiger?Did yo
27、u see the tiger?B:Yeah, the tiger is across from the penguin. Conversation 2A:Hi, Gina!B:Hi, Sandra!Hows it going?A:Im in France. Im calling to see how you are. B:Oh, thanks!A:Hows it going?B:Pretty good!Im just doing my homework. How are you?A:Great!Im with my pen pal. Shes from Paris. We are havin
28、g lunch. B:Cool!Hows the weather there?A:Great!Hot and sunny. Hows the weather in Shanghai?B:Also hot. And really humid. Conversation 3A:So Li Fang, tell me, what do you want to be when youre older?B:I think I want to be a reporter. . . A:A reporter?Why do you want to do that?B:Because I like talkin
29、g to people. What about you, Kelly?What do you want to be?A:I want to be an actor. B:Why do you want to be an actor?A:Because I like to sing and dance. B:And you, Nick?What do you want to be when youre older?C:I want to be a teacher. A:A teacher?Are you sure?C:Yes, I am. I want to be a teacher becau
30、se I love school!(This activity provides practice in recognizing the pronunciation of words in spoken conversation. )CStep . 2bDraw students attention to the pictures. Ask students to name each animal. T:Ill play the recording for Conversation 1 again. Some animals in the chart are in the wrong plac
31、es. Youre to listen and draw lines from the animals to their correct places. Play the recording again. Students listen and draw lines. If many students arent able to finish the activity, play the tape once more. Check the answers. Answers:The elephant and the tiger need to change places. (This activ
32、ity provides practice in listening for specific information. )CStep . 2cDraw students attention to the chart and the headlines. Point out the sample answers. T:Ill play the recording for Conversation 2 again. Youre to listen and complete the chart. Play the recording again. Students listen and compl
33、ete the chart. If many students arent able to finish the activity, play the tape once more. Check the answers. Answers:Sandra:France;having lunch with pen pal;hot and sunnyGina:Shanghai;doing homework;hot and humid(This activity provides practice listening for specific information. )CStep . 2dT:Plea
34、se look at the chart in 2d. Ill play the recording for Conversation 3 again. Youre to listen and write down what Li Fang, Kelly and Nick want to be when theyre older and why. Play the recording again. Students listen and complete the chart. If many students arent able to finish the activity, play th
35、e tape once more. Check the answers. Answers:Li Fang:a reporter, she likes talking to peopleKelly:an actor, she likes to sing and danceNick:a teacher, he loves school(This activity provides practice in listening for specific information. )CStep . 2eHave students look at the pictures in 2b and name t
36、he animals again. Point out the sample conversation in the speech bubbles. Invite a pair of students to read it to the class. Write the conversation on the blackboard:A:Where is the elephant?B:The elephant is across from the lion. T:Now you can work in pairs. Take turns to ask and answer questions.
37、As the pairs are working, move around the classroom listening to their conversations and offering help as necessary. Some time later, ask some pairs to share their conversations with the class. Sample dialogues:A:Where is the tiger?B:The tiger is across from the elephant. A:Where is the panda?B:The
38、panda is between the lion and the penguin. . . . (This activity provides oral practice using the target language. )CStep . SummaryT:In this class weve mainly done much listening practice. All the activities provide practice with recognizing the pronunciation of words and listening for specific infor
39、mation. CStep . HomeworkWrite a passage about what Li Fang, Kelly and Nick want to be when theyre older and why. CStep . Blackboard DesignReview of units 1-6Target language:A:Where is the elephant?B:The elephant is across from the lion. The Third PeriodTeaching Aims and Demands1. Knowledge and Abili
40、ty Objects(1)Review the target languages from units 1-6. (2)Train students speaking skill. 2. Method Objects in Teaching(1)Practicing method. (2)Pairwork. 3. Moral ObjectWe are asked to work in pairs to finish the activities in this period. So teamwork is very important. Teaching Key PointThe target
41、 languages from units 1-6. Teaching DifficultyTrain students speaking skill. Teaching Aids1. The blackboard. 2. Cards. Teaching ProceduresCStep . Greetings and RevisionGreet the whole class as usual. Ask three students to read his or her passage about Li Fang, Kelly and Nick. Sample versions:1. Li F
42、ang is a girl. She is 12 years old. She wants to be a reporter when she is older because she likes talking to people. 2. Kelly is a girl in England. She is 13 years old. She likes to be an actor when she is older because she likes to sing and dance. 3. Nick is a boy in America. He is 12 years old. H
43、e wants to be a teacher when he is older because he loves school. CStep . Pairwork aAsk a student to read the words in the box aloud to the class. Call attention to the street and the conversation. Invite a pair of students to read it to the class. Write it on the blackboard. T:Please work in pairs.
44、 Write the places in the boxes on the street by asking your partner questions. Have students ask and answer questions and draw their partners street. As the pairs work, move around the classroom giving help as needed. After several minutes, let students compare their streets to see whether they drew
45、 them correctly. A sample conversation:A:Where is the bank?B:The bank is next to the school. A:Where is the school?B:The school is between the bank and the library. A:Where is the library?B:The library is on the right of the school. A:Where is the hotel?B:The hotel is across the street from the bank
46、. A:Where is the park?B:The park is across the street from the library. A:Where is the mall?B:The mall is between the hotel and the park. Sample answers:hotelmallparkSTREETbankschoollibrary(This activity reviews the language from Unit 1. )CStep . Pairwork bCall attention to the picture of the police
47、 officer and the sample answer left to it. T:How many other jobs can you think of?Now Ill give you three minutes to make a list. Teacher lets students do the activity individually. Walk around the room offering spelling help as needed. Point out the sample conversation. Invite a pair to read it to the class. Write it on the blackboard. T:Now please work in pairs. Each student chooses a job. But dont tell your partner what it is. Your partner asks questions to find out what it is. Remind students they can only ask yes or no questions.
