            ȷӢ£unit-9-period-3- 
              
                        Unit-9  Day and nightʱ83
                        ̲ķ1.     Key points  4-skilled words: always  usually  
                        often  sometimes  never  breakfast  lunch  dinner  
                        morning  afternoon  night  get up  go to bed  eat  sleep 
                         OK  (in) class  oclock  when  school  park
                        New structures:  1. When do you get up.   I always get 
                        up at seven. 
                        When does he get up?    He often gets up at seven.
                                     2. Pronunciation:   Sounds and letters: or, 
                        o
                        ѧĿ1.The students can read the words and recognize the 
                        words preliminary.
                        2. The students can describe the time and activities in 
                        English.
                        3. The students can grasp how to pronounce or and o
                        4. Developing the pupils ability of co-operation by 
                        group work.
                        ǰ׼Courseware, audiocassette recorder, new words cards
                         
                        Unit 9    Day and night
                        When do you get up.   I always get up at seven. 
                        When does he get up?    He often gets up at seven.
                          ѧ           ͼ
                        Step1.  Warm up:
                        T: Class begins!
                        Morning!  Boys and girls!
                        S: Morning ,teacher!
                        T: What day is it today?
                        S: Its / Today is
                        T: What do you do on weekend?
                        S: I do my homework.
                        Step 2. Review
                        1.     Review the flashcards for this Unit. Hold up the 
                        flashcard for morning and elicit the correct word.
                        2.     Repeat the procedure for afternoon, night, 
                        breakfast, lunch, and dinner.
                        Step 3. Listen to this
                        1.     Direct the childrens attention to the pictures 
                        and watches at the bottom of the page. Point to the 
                        clock in the first picture and ask, What time is it? 
                        Elicit, Its seven oclock. Then ask, What does Ann 
                        do at ( seven ) oclock? Elicit, She gets up.
                        2.     Repeat this procedure for the other pictures with 
                        clocks.
                        3.     Point to the second picture. Ask, What is Ann 
                        doing? Elicit, She is eating. Now ask, When does An 
                        eat breakfast? Elicit, In the morning.
                        4.     Repeat the procedure for the last picture.
                        5.     Explain to the children that they will hear a 
                        sentence on the tape and they must match it to the 
                        correct picture.
                        6.     Play the tape, stopping after each sentence. Have 
                        the children touch the corresponding picture. Make sure 
                        that they are all touching the correct picture before 
                        you continue.
                        7.     Play the tape again, stopping after each 
                        sentence. Explain that this time you want the children 
                        to number the pictures according to their order on the 
                        tape.
                        8.     Review the sentences in a class drill.
                        Step 4. Sing a song
                        1.     This song can be used as a selection procedure to 
                        decide which child has first turn in a game, or to form 
                        pairs. (The first two children chosen form a pair. 
                        Continue until all the children are in pairs.)
                        2.     Play the tape once without stopping and have the 
                        children listen. Encourage them to clap in time to the 
                        music.
                        3.     Play the tape again and have the children 
                        practice singing the song a few words at a time. Make 
                        sure they use the correct stress pattern.
                        4.     Have the children all sing the song without 
                        stopping.
                        5.     If time allows, use the song as a selection 
                        procedure for the Clock game (see page 73 for the rules 
                        and procedure).
                        6.     Divide the class into two teams. Have each team 
                        stand in a circle. Each child should hold out a fist. 
                        Choose one child to stand in the middle of each circle. 
                        The child in the middle is the teller.
                        7.     Have the children sing the song again, but this 
                        time have the teller in each circle go around the 
                        circle touching the childrens fists in time to the 
                        beat. The child who is touched on the word more is the 
                        chosen one, or the child who will go first in the game. 
                        That child should then leave the circle and the teller 
                        should start again. The next child who is touched on the 
                        word more will go second, and so on. 
                        8.     Continue until all the children have been 
                        selected.
                        Step 5. Talk together
                        1.     Have the children turn to page 30. Draw their 
                        attention to the top of the page. 
                        2.     Show your copy of the page. Point to the first 
                        picture. Say, What is Wang Ling saying? See if the 
                        children can read the question without your help. Now 
                        read the words together.
                        3.     Repeat the procedure for Cathys answer.
                        4.     Repeat the procedure for the other pictures.
                        5.     Divide the class into two groups. One group is 
                        Wang Ling, and the other group is Cathy. Have the 
                        children repeat the dialog in a class drill.
                        6. Put the children into pairs to practice the questions 
                        and answers. Encourage them to substitute different 
                        words for always and never (usually, often, and 
                        sometimes).
                        Step 6. Listen and draw
                        1.     Have the children open their books at page 30. 
                        Show your copy of the page. Point to the clock in the 
                        first picture and explain that they need to draw the 
                        time.
                        2.     Have the children talk about each picture.
                        3.     Play the first sentence, then stop the tape. Have 
                        the children point to the matching picture.
                        4.     Repeat this procedure for the other sentences.
                        5.     Play the tape again, stopping after each 
                        sentence. Explain that this time the children need to 
                        draw the correct time on each clock.
                        6.     Have the children say the time on each clock.
                        Step 7. extend
                        Make a new dialog.
                        Step 8. Sum up: 
                         
                         
                        Practise the students listening 
                        And speaking 
                         
                         
                         
                         
                         
                        Ask the children to know the new languages of this unit.
                         
                         
                         
                        Elicit the new words
                         
                         
                         
                         
                         
                         
                         
                        Practise the new sentences.
                         
                         
                         
                         
                         
                         
                         
                         
                        Raise the students using the sentences ability
                         
                         
                         
                         
                         
                         
                         
                         
                         
                         
                         
                         
                         
                         
                         
                         
                         
                         
                        Consolidate the new words and the new sentences.
                         
                         ҵ
                         Must do: 
                        1. Make a new dialogue with the new sentences in part 
                        Talk together
                        2.    Recite the new dialogue.
                        3.    Preview page 31.
                        Choosing do:
                         Dry run the new dialogue.
                         ѧ
                         ˼ 


                   
                   
                   
                   
                   
