Communicative language training

Period: The First Period

　　Propertied: Pictures, Overhead projector

　　Teaching Objectives:

　　To master the words about fruit and vegetables.

　　And about the different eating habits habits in the different countries.

　　Language Focus: there be, have/has, a few, a little, So do I./So does he.

　　Teaching Procedures:

　　a) Organizing the class

　　Teacher (T): Good morning, class.

　　Students(Ss):Good morning, teacher.

　　T: Sit down, please. Now let’s listen to a duty report.

　　b) Revision

　　1. Check the students’ homework in the winter holidays.

　　2. Encourage the students to talk more about the winter vacation.

　　c) Presentation

　　T: Give more details about the colour pictures on page i. Get them to know the words about the kitchen and ask them to know what’s in the cupboard. And then you can write some words on the black-board. Let them practice more with the following phrases and useful expressions.

　　d) Leading-in

　　Write countable nouns and uncountable nouns on the blackboard.

　　Nouns(countable) Nouns(uncountable)

　　Vegetable: carrots Meat: port

　　peas beef

　　potatoes lamb

　　tomatoes chicken

　　cabbages mutton

　　Fruit: apples others: salt

　　pears sugar

　　peaches pepper

　　bananas oil

　　cherries wine

　　e) Practise

　　When you are sure the students really understand the meanings of the words. Encourage them to practice.

　　For example:

　　A: What’s in the bowl?

　　B: It’s rice./There’s some rice in it.

　　Let the students do the exercises in pairs. If they have time, they can work on the other dialogues.

　　f) Practise Part 1

　　Get two better students to practice the following dialogues. Such as a bottle on the teacher’s table. You can pick it up and hold it in the air, and then ask the students.

　　1. A: What’s in the bottle?

　　B: There’s some milk in it?

　　You can pick up another object on the table and go on asking.

　　2. A: What’s in the box?

　　B: There’s some chalk in it.

　　Get a student who is good at drawing to come to the blackboard and to draw a man’s head on the blackboard.

　　3. A: What’s on the man’s head?

　　B: There is some hair on it.

　　Show a bag to the class.

　　4. A: What’s in the bag?

　　B: There are a few apples in it.

　　If you want the students to master more, you can draw a man’s head on the blackboard. It shows this man has a bad temper.

　　T: What’s wrong?

　　Student 1: He is angry.

　　T: Do you think you can like a person who is in a bad temper?

　　Student 2: No.

　　T: Right.(So the teacher writes a sentence on the blackboard.)

　　5. A: He has a bad temper.

　　B: Few people like him.

　　g) Learn Part 2

　　T: Ask the class what the Chinese eating and the American eating habits are and what the Japanese favourite is. Ask the students if they have the same habits.

　　Get them to work in pairs.

　　1. A: What do the Chinese eat?

　　B: They eat pork.

　　A: So do we.

　　2. A: What do the American eat?

　　B: Chicken.

　　A: So do the Chinese.

　　3. A: What do the Japanese eat

　　B: They eat fish.

　　A: So do we.

　　h) Practice

　　Pair work: The students ask and answer the questions about meat in daily/everyday life, One student asks: “What’s your favourite food?” The other one gives the response. “So is mine,” or “So do I.”

　　i) Learn Part 3

　　A: Puzzle dialogues.

　　At first let the students do it before they can answer it. And then get pairs to do them orally.

　　Keys:

　　1.D 2.C 3.A 4.B

　　B: There the class the main points.

　　(1) Would like to do: want to do /feel like doing

　　(2)Have dinner: have supper

　　(3)Help oneself to some food

　　(4)Thank you: thanks

　　(5)I’d love to: I’d like to

　　
　　l) Summary

　　1. Hurry up! We have time left.

　　2. There are apples there, aren’t there?

　　3. They are great. Because they made mistakes in their examination papers.

　　4. Would you like (go)with me?

　　5. Would you like (anything)to eat?

　　Keys:

　　1. little 2.a few 3.few 4.to go 5.something

　　m)

　　1. What can you see…?

　　I/We can see…

　　2. What’s in the cupboard/on the table/in the fridge…?

　　There is a little/some…in/on it.

　　There are a few/some/many/a lot of…in/on it.

　　3. A: What do people eat in England/America/Japan…?

　　B: They eat a lot of potatoes/beef/fish…

　　C: So do we.

Lesson 1 Discussion

Central topic of this module is a "friend", talking about topics related to the meaning of a good friend of a friend's description, and how friends and so on. Teaching unit is designed to enable students to learn to use the description of the vocabulary of friends and friendship on friends and friendship to express their point of view of this topic and can write on the topic of talking about e-mails comply with specifications.
1.1 WARMING UP by three questions to guide students to discuss their minds what kind of a good friend should have the quality, and to describe one of them. This section presents the central topic of this module, students can learn about the friend's vocabulary and sentence patterns.

       1.2 LISTENING is about a friend of the three sections of the dialogue between the conflicts. Require students to be able to understand after listening to recordings, "problems that occur," and find a solution. This section will help guide students to an objective understanding of friendship: good friends as well as friendship between the conflicts that may arise.

    1.3 SPEAKING part of a few friends talking about their own preferences. Require students to master the relevant interest, hobbies, expression, and can in the more realistic scenario in practice the use of these sentences. This section not only help students further enhance their "friends" of the understanding, but also train their verbal expression.

       1.4 PRE-READING some of the assumptions of a scenario, that is, "You are alone on an island." To enable students to discuss how environmental conditions in a particular survival problems and to foster imagination and creativity of the students, in order to read the part of the study and prepare .

       1.5 READING part is about the U.S. film "Cast Away" in a profile. In this section among the students in addition to learning new vocabulary, sentence patterns and training of reading skills, they also have the "how to deal with friends and others" have a more profound understanding.

       1.6 POST-READING designed the four questions. READING The first two of them is the understanding of the content of some articles, the latter two are open-ended questions, students can express their views.

       1.7 LANGUAGE STUDY sub-vocabulary and grammar in two parts. One, Word study is based on the context in the use of the master vocabulary. Grammar is about the direct quotations and indirect usage of language training, including a single sentence grammar practice exercises and scenarios.