六年级英语下册教.doc

UNIT 1Phoning HomeGeneral Goals for Unit 1In this unit,Li Ming and your students learn vocabulary and common English phrases for using the telephone.Specific Goals for Unit 1Mastery VocabularyStudents can read, write, say and aurally understand the following vocabulary:Combining adjectivesNouns ( context of using telephone ) :number telephone ( phone ), zeroStandard phrases:answer the phonecall_on the phonehang up the phonemake a calltalk on the phonetalk to_Verbs:hear ,listen, ringOral VocabularyStudents can say and aurally understand the following vocabulary:Standard telephone phrases:Is_ there? Yes/No, he / she is ( not ) here.Just a moment, please.Its_( name ) calling.May I take a message?Thanks for calling.Each unit exposes students to more words and phrases than they need to master or use orally. We have included these extra words because they form part of typical English conversation, which, we believe, students shoule hera.These extra words and phrases also allow the natural curiosity of children to guide some of their language learning. As you encourage and respond to questions about these estra words, you may decide to demonstrate, translate or use examples to make their meaning clear.Resources Teachers Need for Unit1A real telephone.Lesson 1 The TelephoneClass Opening and ReviewSUGGESTIONS FOR REVIEWPlay “Draw and Guess” to review objects the students mastered in the previous levels such as “computer,” “stove,” “refrigerator” and “TV.” (See “Games.)Key ConceptsTelephone ( phone )Answer the phoneHang up the phoneTalk on the phoneSUGGESTIONS FOR TEACHING KEY CONCEPTSINTRODUCERole-play with a telephone to demonstrate the new vocabulary. Ask for a volunteer to make the sound of the ringing phone when you signal. Then act out answering and hanging up the phone as you say phrases such as:This is a phone.The phone is ringing!Im answering the phone.Hello?Okey! Thank you!Now, Im hanging up the phone.Ask for two volunteers to be “ phones. ”One “ phone ” stays with you.One phone picks a student for you to “call.” Lead a dialogue such as follows.Teacher: I am talking. What am I doing? I am talking.( Pick up the “receiver” on your “phone” and “call” the student the other “phone” has chosen. When that student “answers,” continue.) Now Im talking on the phone. What am I doing? I amClass: talking on the phone.Teacher: I am talking on the phone. I am talking to_. Who am I talking to? I amClass:talking to_USE THE STUDENT BOOK AND AUDIOTAPEAsk some questions to make sure the students understand the main idea of the story in the student book. Use as much English as possible,but allow the discussion to take place in Chinese where necessary.Use questions such as:Where is Danny?Who does he talk to on the phone?Why does he run to his classroom?PRACTICEPlay 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: Lets Call a Friend!Class Opening and reviewSUGGESTIONS FOR REVIEWReview numbers up to ten thousand with the “Number Game” or “Write the Number.”Review how to say time with “ What time is it ?”Key Conceptszero, numbercall_ on the phoneSUGGESTIONS FOR TEACHING KEY CONCEPTSINTRODUCEThe students should know the word “number” because they have seen it often in the previous levels.Write 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. Lets count! Zero, one, two”USE THE STUDEN BOOK AND AUDIOTAPENote 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?(Good-bye.)Jenny wants to speak to Kim. What does she say?(Is Kim there?)What is the answer?( Just a moment, please.)PRACTICEShow 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 “phones” arm and pretend to talk into it like a telephong receiver. To dial a number, students pretend to push buttons on the “ phones” forehead. To hang up the “ phone,” students replace the arm on the “ phones” 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 dont know the phone number; and two students are “at home” and will answer the phone when it rings. Encourage the students to use as many Englis idioms as possible. Please read about making up dialogues in “Teaching Techniques.”LESSON3: Is Steven There?Class Opening and ReviewSUGGESTIONS FOR REVIEWPlay “Mother,May I ?” to review the phrases “answer/hang up the phone” and other phrases.Play a game to review “ zero” and “number”. Write out four or five phone numbers, that include the number zero, on separate pieces of paper in large numbers. Ask for some boys and some girls to the front of the class. Give each of there students a number to hold up. Drill the numbers with the question “ Whats his/ her number?”Key ConceptsReview “call_ on the phone”SUGGESTIONS FOR TEACHING KEY CONCEPTSINTRODUCERole-play “calling” students on the phone. Ask for two volunteers to be “phones.” One “ phone” stays with you. The other “ phone ” picks students for you to “ call.” When the other “ phone ” picks a student, he or she kneels beside the student with one arm over his or her head and “rings ” When you give a signal. Use phrases such as:I want to call_Whats his/ her number? HmmmI know! Its_( make up a number).Im calling_now. Im calling_on the phone.( Signal the other “phone”to “ ring ” and lead the student who “ answers ” througg a conversation on the phone.)USE THE STUDENT BOOK AND AUDIOTAPENote, and translate where necessary, some of the new English idioms in the student book:Who is calling?_s not here.May I take a message?Thanks for calling!PRACTICEDivide the class into small groups. Each group has two “phones” and makes up a dialogue about calling a friend or friends. They must make up a different situation than last in the last lesson and use as many English phrases for the telephone as they can, including:Lets call_Lets call_ on the phone.I want to call_.Whats his/ her number?Is _ there?Its_calling.Just a moment,please._ is not here. May I take a message?Thanks for calling!USE THE ACTIVITY BOOKNumber 2 in the activity book is a listening exercise on the audiotape as follows:Listen. Each phone number makes a word. Write the phone numbers and guess the words.a. 648-8364b. 364-5484c. 244-2536d. 541-7170e. 273-8837f. 142-0253Class ClosingLesson 4 HelloClass opening and reviewingSuggestions for review.play “Never Never”to review adverbs of frequency.play“opposites”toreviewthefollowingvocabulary:quick/slow,fast/slow,loud /quiet,big/litter,cold/hot Key conceptsCombining adjectivesHear,listen,ring,talk toSuggestion for teaching key conceptsIntroduceRole-play to demonstrate “hear”,”listen”and “ring”.Ask for a volunteer to be a “phone”,ask the phone to ring .say phrase such as:Listen !I hear the phone.Do you hear it?Listen Its ringing!Lets answer the phone.Hello?Listen!I hear a man talking!Its Mr Wood!Shhhh!I am listening to Mr .Wood now.Ok,well work hard!Thanks for calling!Good-bey!Use the student book and audiotape.Ask questions to reinforce vocabulary in the story in the student book .Use as much English as possible,but allow the discussion to take place in Chinese where necessary.Practice.Use the story to work on combining adjectives.Then write some other words and blanks and ask the students to fill in appropriate words.Play Variation 1of “living picture”to practice the new vocabulary and review other vocabulary from this unit .list some names the players in each group must use.Use the activity book Number 2in the activity book is a listening exersise on the audiotape as follows:Listen .Answer the questions:a. Why is LiMing happy?b. Why is LiMing wearing his jackets ,mitts and scarfs?Check for questions.Class closing Lesson 5 I need to call my motherClass opening and reviewSuggestion for review.Play” mother ,may I”?to review the structure for asking permission.Play “why Because “to review the why-because structure.Key conceptsThis lesson reviews the words they have learned in the previous lessons.Use the student book and audiotapePractice.Play “Dial-a-Word”Play “Simon Says “or give commands to practice telephone vocabulary.Divide the class into pairs .Tell the students that in each pair,one student is a parent and one is a child .The child calls the parent to ask permission to do something.Encourage the students to use as much English as possible,especially telephone idioms .Brainstorm some of these phrases before you begin.Please read about making up dialogues in “Teaching techniques.”Use the activity book.Number 1in the activity book is a listening exercise on the audiotape as followCheck for understandingClass closingLesson 6 LiMing calls China Class opening and reviewSuggestions for review.Play “Dial-a-Word.”Key ConceptsMake a callSuggestions for teaching key conceptsIntroduceRole-play “making a call”with a volunteer “phone”.Use the student book and audiotapePractice.Divide the class into small group.Ask each group to make up a dialogue about phoning a friend in Canada.Please read about making up dialogues in “Teaching Techniques”.Remember:China is about fifteen hours ahead of Canada ,so the student can have fun phoning the friend at an unusual time!Each group need at least six students;two phones;two friends in China to plan a call;a friend in Canada;and a narrator.the narrator must watch the action closely and describe it at the correct points with the sentences below.Write the sentences on the blackboard first: -is making a call? -is answering the phone? -and_are talking on the phone?- -is talking to - - ? -is hanging up the phone?Use the activity book.Number 2 in the activity book is a listening exercise on the audiotape.Check for understandingClass closing 本单元教学反思：_Key Concepts wake right，wrongSUGGESTIONS FOR TEACHING KEYCONCEPTSINTRODUCE Role-play to demonstrate“wake as the opposite of“sleep”Note that English speakers generally say“wake up”Act out phrases such as： Im tiredIm so tiredIm going to sleep Im sleeping now Time to wake up！Now Im waking upThe students should be familiar with“right”and “wrong because they have seen and heard these words often in the previous levelsPlay a game of “Whats 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 ANDAUDIOTAPE In the story，the tortoise and the hare race to a lakeFrom the pictures in the story，does anyone know what a lake is? When MWood 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 threeOne student in each group plays the tortoise，one plays the hare and one plays the tree where the hare goes to sleepUSE THE ACTIVITY BOOK Number 2 in the activity book is a listening exercise on the audiotape as follows： ListenIs 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，its hot outsideHes wearing shorts！ (Mr. Wood) Is Danny right or wrong，class? d(Jenny) Its twelve oclock，DannyDo you know where Li Ming is? (Danny) Yes，hes eating lunch (Mr Wood) Is Danny right or wrong，class?CHECK FOR UNDERSTANDINGClass ClosingFOR YOUR INFORMATION：AUDIOTAPESEQUENCE Student Book，Lesson -10（all） Activity Book，Lesson 10：Number 2Class Opening and ReviewSUGGESTIONS FOR REVIEW Play“Whisper to review prepositions of position the stildents mastered in the previous levels：in，on， under，beside，above and below（See Games”）Key Concepts around，at，to，towardsSUGGESTIONS FOR TEACHING KEY，CONCEPTSINTRODUCE Role-play to demonstrate the new prepositions For example，write the word“library on the blackboardAsk for a volunteer to go to the “library，and“read a book，thereYou go to the back of the class with a bookAsk any student to block your path to the front of the class with his or her deskThen lead a dialogue such as： Teacher：Where is(volunteer)？At the libraryAt the libraryWhere is， class? Class：At the library Teacher：Right！I am going to walk to the libraryNow I am walking to the libraryWhere am I walking? Class：To the library Teacher：Right！Im going to walk this wayIm going to walk towardss (a students) deskNow I am walking towardss deskWhere am I walking? Class：Towards s desk Teacher：Right！Now I am walking arounds (a students) deskAround s desk Where am I walking? Class：Around s desk Teacher：Now I am at the libraryWhere am I? Class：At the library Teach。：； Hello，(volunteers name)！Nice to see you！Is that a good book?USE THE STUDENT BOOK ANDAUDIOTAPE The lesson一n the student book mentions“lake” Does：，nyone remember what it means?（The class guessed in the last lesson）PRACTICE Play“Around and Around”（See“Games”） Play“The Story Game with the words MrWood suggests at the end of the lesson in the student book：dog，bone and lake（See“Games”）Also include the new prepositions and the verb “carry”Assemble groups of other vocabulary you would like to review，and play the game more than once with different words and different students in the classAlways，however，include the key vocabulary from this lessonCompare the stories at the end of the gameUSE THE ACTIVITY BOOK Number 3 in the activity book is a listening exercise on the audiotape as follows： ListenAnswer the questions a Where is Li Ming walking? b Where is Li Ming sitting? c Where is Li Ming going? d Where is Danny walking? e Where is the book? f Where is the ball?CHECK FOR UNDERSTANDINGClass ClosingFOR YOUR INFORMATION：AUDIOTAPESEQUENCE Student Book，Lesson 1J：Number 1，Number 2 Activity Book，Lesson 11：Number 3Class Opening and ReviewSUGGESTIONS FOR REVIEW P一：y“Around and Around”（See“Games”）Key Concepts lake carrySUGGESTIONS FOR TEACHING KEYCONCEPTSINTRODUCE Use your poster to demonstrate“lake”（See “Resources Teachers Need for Unit，”above） Ask the students to name any lakes they know Role-play to demonstrate“carry”For example pick up a heavy book and lead