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剑桥国际少儿英语第四册教师用书第三单元

发布时间:2014-01-20 11:03:41  

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revise illness using mime: headache, stomach-ache, cough, temperature, cold, backache, toothache. Pupils then come to the front in turn and mime an illness. say What’s the matter? The class says, e.g. she’s got a cough. review doctor’s, hospital, medicine.

PB26. activity 1. look, think and answer.

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Tell pupils to open their Pupil’s Books at page 26. elicit who they can see (simon) and that he’s ill. Tell pupils that this was last week. remind pupils to read the instruction. Pupils take turns to read the four questions aloud around the class. They discuss possible answers in pairs.

PB26. activity 2. listen and check.

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Play the Cd. Pupils check in pairs. elicit complete sentences as answers. Play the Cd again. Write the days of the week on the board as prompts. say, e.g. Tell me about simon on Monday. Pupils: He had a temperature. Write the sentence next to Monday. Continue for the other days. Check pupils remember this is the past. Focus pupils on the language bar.

Key: 1 He was at home. 2 His temperature was 39 degrees.

3 They were at the hospital so simon could have some tests. 4 simon was better on Friday.

Cd 1, 32

alex: You weren’t at school last week, simon. Where were you?simon: i was at home because i wasn’t well. alex: What was the matter?

simon: i was ill. last Monday i had a temperature. it was alex: Wow. What was the matter?

39 degrees.

simon: i don’t know. i drank lots of water, but on Tuesday i was alex: Were you better on Wednesday?

worse and i had a bad headache too.simon: no, i wasn’t. i had a terrible cough, so i saw the doctor. alex: Were you better after you took the medicine?He gave me some medicine.

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Kid’s Box Teacher’s Book 4

3 4 He had a temperature. 9 5

He had a terrible cough. They went to the hospital.

10 He had some tests.

He saw the doctor.extra activity 1 (if time)

aB26. activity 1. read stella’s diary.

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Tell pupils to open their activity Books at page 26 and to read the activity instruction. elicit/teach diary and who wrote it (stella). Pupils read the diary entry.

aB26. now look for the past of the verbs.

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Check pupils know what to do. They check in pairs. Check with the class.

Key: 2 had, 3 ate, 4 drank, 5 went, 6 saw, 7 took, 8 gave, 9 were

aB26. activity 2. Complete the diary. use the past verbs.

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Focus pupils on activity 2. Check they have read the activity instructions and know what to do. Pupils work individually. They check in pairs. Check by asking pupils to read full sentences aloud.

Key: 1 went, 2 were, 3 saw, 4 gave, 5 took, 6 was, 7 had, 8 had/ate, 9 had/drank, 10 went

extra activity 2 (if time)ending the lesson

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Call out the verbs, either past or present. Pupils say the present or past, e.g. Teacher: ate. Pupils: eat. Teacher: give. Pupils: gave.

extra activity 2 (if time)ending the lessonl start a chain, e.g. i went to the doctor because i was ill. Pupil a says i was ill because (e.g. i ate a lot of cakes). Pupil B says i ate a lot of cakes because (e.g. i was hungry).

l With books closed, review with pupils what they can remember about simon’s week. Join some of their responses with because to review use and meaning, e.g. He saw the doctor because he had a terrible cough.

PB27. activity 4. read and match.

l Tell pupils to open their Pupil’s Books at page 27. Check they have read the activity instruction and know what to do. They say the sentences quietly to their partner. remind them to look for pronouns when they match. Check with the class. Pupils write the complete sentences in their notebooks if they don’t do extra activity 1.

Key: 2 e, 3 a, 4 c, 5 f, 6 b

extra activity 1 (if time)

PB27. activity 5. read and say the letter.

l Focus pupils on activity 5 and check they have read and understand then check in pairs. Check with the class.the activity instruction. They work individually and Key: 2 d, 3 a, 4 a, 5 d, 6 b, 7 d, 8 c

PB27. activity 6. Close your books. Play a memory game with your friend.

l Check pupils have read and understand the activity 6 instructions. demonstrate the activity for the class. Pupils close their books. say a sentence and the pupils try to remember which picture in activity 5 you are talking about. Pupils take turns to play the game in pairs.

aB27. activity 3. Choose your weekend.

l Tell pupils to open their activity Books at page 27. elicit what they can see (a diary) and what they have to do. Pupils do the activity individually. Make groups of four. Pupils take turns to read a sentence aloud. When they say their choice, e.g. great, the other pupils say same or different.

aB27. activity 4. now write about your weekend.l Talk with pupils about what they did last weekend, using ideas from activity 3 as prompts. Pupils write about last weekend using the activity 3 text as a model. They write a first draft in their notebooks. Monitor and check. Pupils check each other’s work in pairs. Pupils write their final copy in their activity Books.

unit 3 Health matters 37

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review the infinitive and past simple of the irregular verbs. set up a fast clapping rhythm. say, e.g. (Clap, clap) give. Pupils respond (Clap, clap) gave.

PB28. activity 7. look, think and answer.

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Tell pupils to open their Pupil’s Books at page 28. elicit who pupils can see (stella) and teach/elicit dream. Pupils read the questions aloud around the class. They discuss their predicted answers in pairs, using the information in the pictures to help.

PB28. activity 8. listen and check.

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When pupils are ready, play the Cd. Check answers with the class. Check general understanding. Play the Cd again, pausing and focusing on Meera’s questions. Write the four questions on the board in two columns:Were you awake all night? What was your dream about? How How did you take it off?many people did you see?l elicit from pupils what they notice about how the questions are made: a) using was/were, and b) using the past simple. use colours to highlight/underline the structure.

l repeat with the uses of the negative: i didn’t have time to stop. He didn’t have a temperature.

Key: 1 she is tired because she had a terrible dream. 2 she was in a big hospital. 3 she was a doctor. 4 The woman had a bad headache.

Cd 1, 34

stella: i’m really tired this morning.

meera: really? Why? Were you awake all night?stella: no, i had a terrible dream.

meera: Oooh, what was your dream about?

stella: i was a doctor in a big hospital. i had a long white coat … meera: Oh? How many people did you see?

and i had lots of doctor’s things, but i didn’t have time to stop!stella: i saw lots. i saw a man who had a cough, but he didn’t have a temperature so i gave him some medicine … and there was a woman with a bad headache. and then, there was a girl meera: a bowl on her head! How did you take it off?who had a bowl on her head!

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Kid’s Box Teacher’s Book 4

you know who was under the bowl?Focus pupils on activity 9 and on the look box. do the activity in open pairs first to check procedure and to review content. Then pupils take turns to ask and answer in closed pairs. after the oral practice, pupils write the answers in their notebooks. she saw a man who had a cough. 4 no, she didn’t. she gave the man some medicine. 5 no, she didn’t. she saw a woman with a bad headache. 6 no, she didn’t. she took a bowl off the girl’s head.

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Tell pupils to open their activity Books at page 28. Focus them on the wheel and the information. Check they have read and understand the activity instruction. They read the text and complete the information about the children. They check in pairs. Check with the class.

Key: Clockwise from top: susan: gave her mum some flowers / didn’t have lunch at school; John: did his homework / didn’t see his friends in the afternoon; daisy: went to a party / didn’t go to the cinema; sally: saw a film at the cinema in the afternoon / didn’t drink any milk at breakfast; Jack: had a stomach-ache / didn’t eat any food all day.

aB28. activity 6. Write sentences about the children.

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Focus pupils on activity 6 and on the example. They write sentences about the children in activity 5 using the model. Monitor and check. remind pupils they can work with a partner if they want.

Key: 2 daisy went to a party in the afternoon. she didn’t go to the cinema. 3 sally saw a film at the cinema. she didn’t drink any milk at breakfast. 4 Jack had a stomach-ache. He didn’t eat any food all day. 5 susan gave her mum some flowers. she didn’t have lunch at school.

extra activity 2 (if time)ending the lesson

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review stella’s dream with the class, using prompt questions. elicit if any pupils remember what they dreamt the previous night.

l Write the words jobs, food, drinks, places, each in its own circle on the board. Pupils copy them onto paper and, in pairs, have three minutes to add as many words to the mind maps as they can. elicit the words onto the board. add key words from Pupil’s Book activity 10 and activity Book activity 7 if they are not included.

PB29. activity 10. read and say the word.

l Tell pupils to open their Pupil’s Books at page 29. elicit who is speaking (mum, girl, nurse). Check pupils have read the activity instruction and know what to do. in pairs, they read the text and match the pictures with the words in the box. PB29. activity 11. listen and check. sing the song.l Play the Cd for pupils to check. Play the Cd again in sections for pupils to repeat. When they are confident, they perform the whole song. divide the class into girl, nurse, mum. They sing their parts. swap roles. Make sure they use correct intonation (questions / telling off).

Key: party, burgers, sausages, lemonade, ice cream, chocolate, three, fruit, water

as in Pupil’s Book and Key

now sing the song again. (Karaoke version)

PB29. activity 12. ask and answer questions about the song.

l demonstrate the activity for the class. Pupils read the two questions aloud for others to answer. elicit other questions. Focus on the short answers: Yes, she did / no, she didn’t. give pupils five minutes to think of and write some questions about the song. They write the answer in brackets. They take turns to ask and answer in pairs.

extra activity 1 (if time)

aB29. activity 7. Put the words in groups.

l Tell pupils to open their activity Books at page 29. remind them of the word families in the warmer. Check pupils have read and understand the activity instruction. They do the activity in pairs. Check with the class.

Key: Places: school, hospital, cinema, park; People: cousin, teacher, mum, nurse; Food: burger, banana, apple; drink: milk, lemonade, juice, wateraB29. activity 8. use the words from above to complete Meera’s day.l demonstrate the activity for pupils. individually, they choose and write appropriate words in the boxes. They keep their ideas secret.aB29. activity 9. ask and answer. Complete the table.l elicit the question words for each category (where, who, what) and review how to form past simple questions with the class. demonstrate with four or five questions and answers, using open pairs. Make new pairs. Pupils ask and answer and write the key words of their partner’s answers in the second grid.extra activity 2 (if time)ending the lessonl sing the song again with pupils in three groups.

unit 3 Health matters 39

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Point to your head and your knees to elicit the words. Write the sounds and write the phonemes /e/ and /i:/. elicit other words from pupils which have these sounds. remind them to focus on the sound, not the spelling.

PB30. activity 13. say it with stella.

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Tell pupils to open their Pupil’s Books at page 30. elicit the title of the activity and focus them on the pictures and the rhyme. Play the Cd. Pupils follow the rhymes and look at the pictures. Play the Cd again. Pupils say the rhymes along with the Cd. divide the class into four groups: elicit one line from each group. repeat so all groups say all four rhymes. in pairs, pupils take turns to practise saying the rhymes.

as in Pupil’s Book

PB30. activity 14. listen and repeat. say the sound.

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demonstrate the activity for pupils. When they hear an /e/ sound, they can touch their head. When it’s an /i:/ sound, they can touch their knees. Play the Cd. Play the Cd again and elicit the word after pupils have done the action. Write the words on the board and underline the relevant section. Check which phoneme it is by pointing to the symbol on the board. Help pupils to notice the different spellings of the two sounds. 1 sea, 2 when, 3 weather, 4 cheese, 5 friend, 6 easy, 7 beach, 8 meat, 9 sweater, 10 jeans, 11 clever, 12 need, 13 went, 14 bread, 15 then, 16 never

PB30. activity 15. ask and answer.

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Tell a pupil reads out the first question and elicits answers from pupils today’s communication activity is about their health. pupils around the class. Pupils work in pairs and complete each question. Check with the class before they ask and answer. Pupils take turns to ask and answer in pairs and to record their answers. Check with the class, using open pairs.

PB30. activity 16. now write your questions.

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Focus pupils on activity 16 and on the activity instruction. Check understanding. Brainstorm ideas for other questions with pupils, e.g. did you watch TV yesterday? did you play in the park last weekend? did you clean your teeth this morning?

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Kid’s Box Teacher’s Book 4

Pupils write at least six questions in their notebooks. Make new pairs. Pupils take turns to ask and answer.

Tell pupils to open their activity Books at page 30. remind them of the two phonemes for this lesson. Check they have read the activity instruction and know what to do. remind them they need to say the words. They work in pairs and complete the lists. Check with the class.

aB30. activity 11. Make sentences.

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Focus pupils on activity 11 and tell them to read the

instruction. elicit what they have to do (make sentences using the grid). elicit a few examples. in pairs, they take turns to make sentences. Monitor and check/help where necessary.Key: 2 Jim didn’t go to the doctor. 3 John saw the dentist last week. 4 did sally take her medicine? 5 There were a lot of people at the hospital.

Joke box

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Focus pupils on the Joke box. ask a pupil to read the joke to the class. They guess/find the answer. if pupils don’t get the joke the first time, tell it again. explain the joke if necessary by saying the words bad and then baaaad and asking pupils what each word is (adjective / sound a sheep makes).

extra activity 2 (if time)ending the lesson

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do the rhymes from the beginning of the lesson with pupils again.

l review the lock and Key story with pupils. ask what happened in the last episode, e.g. Where did lock and Key go? What day was it? Pupils reply, using the past.

story

PB31. lock and key.

l Tell pupils to open their Pupil’s Books at page 31. Focus pupils on the first frame and elicit who they can see (lock and Key) and tell them who is on the screen (nick Motors). Tell pupils that he’s a car thief. set the gist questions: Why did Key go to the hospital? Who did he see there? did they catch him? What did nick Motors do? Play the Cd. Pupils listen and read for what happened. They check in pairs. Check with the class (to see his aunt; nick Motors / a doctor; no; he took their motorbike). Focus pupils on frame 5 and elicit who this is (a doctor) and that Key made a mistake. Play the Cd again. stop after each frame for pupils to repeat. Check general comprehension by asking, e.g. Where did Key see ‘nick Motors’? What did lock and Key decide to do? What did the doctor look like? did he have black hair and a big nose? as in Pupil’s Book

extra activity 1 (if time)

aB31. do you remember?

l Write The past in the centre of the board. Brainstorm the words and phrases from the unit and write them as a mind map, e.g. did, took.

l Tell pupils to open their activity Books at page 31. Check pupils have read the activity instructions and know what to do. They study the words on the right in silence. Then they fold the page down the middle so that they can see only the words on the left and the lines to write the words. Without looking, they write the words in pencil. They check in pairs, asking, e.g. What’s this one? How do you spell ‘drank’? They don’t look at the words on the right. When pupils have finished, they can either correct their own work or swap books with their friend and check their partner’s.aB31. can do.l Focus pupils on the Can do section of the page. say let’s read the sentences together. read the first sentence. elicit what this means with examples and elicit / remind them of the activities they did in this unit when they talked about health matters. review what the three faces mean (not very well / OK / very well). remind pupils they circle the one they think is true for them. repeat for the second sentence, reminding them of activities they did when they talked about the past. repeat for the third sentence, eliciting / reminding them about the communication activity as well as other activities when they asked questions about the past. Pupils circle the appropriate face. lsay now show and tell your friends. Pupils work in groups of three and take turns to show their work for / talk about each one. extra activity 2 (if time)ending the lessonl ask pupils which chant/song they’d like to do again from the unit. do it together to end the lesson.l in l1, ask pupils to find out from their parents for the next lesson what their blood group is.

unit 3 Health matters 41

l draw a simple figure on the board and elicit the parts of the body pupils remember, e.g. head, hands, feet, legs, arms. label each one. Tell pupils that today’s topic is The human body.PB32. do you know that … ?

l Tell pupils to open their Pupil’s Books at page 32. Focus them on the top of the page and say do you know that … ? ask a pupil to read the fact to the class. demonstrate what layer means, using the paper or cloth. elicit/tell pupils the size of a tennis court (3.6 m x 18 m) and how amazing this fact is. ask pupils to point to their lungs to help check understanding. PB32. activity 1. look at the pictures. read and answer the questions.

l Focus pupils on the pictures. Tell them they’re going to find out some facts about the human body and about their bodies too. Provide the word each time for pupils to repeat. They work in pairs and discuss where each one is, pointing to their bodies. Check by saying the word for pupils to repeat and then checking where it is in the body.

l Focus pupils on the text. Check pupils have read the second part of the activity instructions and know what to do. They read the text and discuss the questions that appear at the end of each section.

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Kid’s Box Teacher’s Book 4

Tell pupils to open their activity Books at page 32. Check they have read the activity instruction and know what to do. They find the words for the pictures in the wordsearch first (horizontally, vertically or diagonally) and then they write each word under its picture. They can work in pairs / small groups. remind them to look back at the Pupil’s Book for spellings.9 body, 10 ear, 11 shoulder, 12 neckFocus pupils on activity 2 and on the activity instruction. Check understanding, using the example. Pupils match the words with the pictures and then check in pairs. Check with the class, eliciting the spelling of the word each time.ending the lessonl review with pupils what they have done and what they learnt about in today’s lesson.

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draw an outline human body on the board. review some key facts and vocabulary with the class.

PB33. activity 2. do you remember? listen and answer.

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Tell pupils to open their Pupil’s Books at page 33. Check they have read and understand the activity instructions. Play the Cd. They whisper the answer first to their partner. Play the Cd again and elicit answers from pairs. Key: 2 muscles, 3 heart, 4 bones, 5 lungs

1 2 This carries oxygen to our muscles. 3 These move our body.

4 This is a muscle which moves blood.5

We have 206 of them in our body.

These pass oxygen from the air to our blood.

PB33. activity 3. Correct the sentences.

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Focus pupils on the sentences. Check they have read and understand the activity instruction. They cover the text on page 32 with paper and try to correct the sentences orally in pairs. They then look at page 32 to check. elicit possible correct versions for each one with the class. Pupils write a correct version of each sentence in their notebooks.Key: 1 More than half our bones are in our hands and feet. 2 There are four different blood groups. 3 There are 600

muscles in the body. 4 When we exercise our heart beats more quickly. 5 We need to breathe more quickly when we run.

PB33. project. Test your lungs.

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Focus pupils on the project. elicit what they can see in the pictures and what the child is doing. Pupils take turns to read the project instructions aloud. as they do so, demonstrate each stage with your balloon. Check understanding and

pronunciation of key vocabulary. Tell pupils to put their pencils, rulers and a large piece of paper on their desks. Hand out the balloons. Pupils follow the instructions and complete the experiment. Compare and discuss results with the class.

extra activity 1 (if time)

aB33. activity 3. listen and write. [Yle]

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Tell pupils to open their activity Books at page 33. Check that they have read and understand the instruction. They only need to write the key words. They don’t need to write sentences. Tell pupils to read the form before they listen. Play the Cd. They listen and write. Play the Cd again. They check in pairs. Check with the class.

Key: 2 Paul’s sister, 3 stomach-ache, 4 hospital, 5 temperature, 6 in bed at home

Where were you yesterday, Paul?i was at the doctor’s.

really? What was the matter with you?

nothing. i’m fine. i was with my sister. she had a stomach-ache.Oh, dear. i’m sorry about that. is she OK now?

Yes, but she can’t eat any cake or biscuits this week.Oh, dear.

My aunt louise was in hospital on Friday.Why?

she was there because she had a temperature.Oh. is she OK now?

Yes, but she has to stay in bed this week. The doctor says she needs to sleep a lot.

aB33. activity 4. do the questionnaire in groups. Tick or cross the boxes.

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Focus pupils on the questionnaire. Pupils take turns to read the questions groups of six. Pupils answer the questions for themselves first aloud. Check understanding of key vocabulary. Make (Me). Then they ask and answer with the other members of their group. elicit and collate the information onto the board to show how healthy the class is. include yourself in the data.

extra activity 2 (if time)ending the lesson

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review with pupils what they talked about in today’s lesson and which activities they liked best from this and the previous lesson and why.

unit 3 Health matters 43

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