一 : News media（The Second Period）

the second period
teaching aims:
1. learn and master the following words and phrases :
headline, editor, informed, relate, talented, swith, for once, present, reflect, unique, spiritual, seldom, addict, be addicted to, social, ignore, even if, draw attention to, on all sides, tolerate; change one's mind, affair, current affairs
2. train the students' reading ability.
teaching important points:
1. words and phrases:
  more than, experienced, relate to, for once, be addicted to, even if, draw attention to, on all sides, change one's mind
2. understand the passage exactly.
teaching difficult point:
how to help the students learn more about reporters and newspapers.
teaching methods:
1. fast reading to get a general idea of the text.
2. careful reading to further understand the text.
3. individual, pair or group work to make every student take an active part in the activities in class.
teaching aids:
1. a recorder      2. a projector　　　　3. the blackboard
teaching procedures:
step i greetings
greet the whole class as usual.
stepⅱ revision and lead-in
t: yesterday, we talked a lot about news media. all the news media can help us learn about the world around us. can you tell me which kind of news media do you think is more convenient and    cheaper for us to read?
ss: newspaper.
t: yes. i agree with you. which kinds of newspapers do you often read?
ss: the people's daily, the chinese youth daily, the guangming daily, china daily…
t: tell me who write the new we read in these newspapers?
ss: reporters.
t: how is the news made and written?
ss: we're not quite clear about that.
t: it doesn't matter. today, we're going to read a passage about reporters and newspapers. two of china's many talented journalists were asked to help us know about their work and how the news we read is made and written. first, let's learn the new words in this period. look at the screen.
 
   (teacher first asks some students to read them out and corrects their mistakes in pronunciation. then explain them briefly. at the end, let the students read them for a while. )
step ⅲ reading
t: ok. now, please open your books at page 11. look at the title of the text and the pictures. try to guess which of the top questions the text will answer. i give you one minute to read each question and make a guess. if necessary, you can discuss with your partner.
 ( a minute later.)
t: are you ready?
ss: yes.
 t: who'd like to tell us your guess?
 ss:…
 (their guess may be right or wrong.)
 t: all right. if we want to know whose guess is right, please read the text quickly and find the right answer. ok?
  ss: ok.
t: begin now.
 ( a few minutes later.)
t: ok. stop! have you found the right answer?
ss: yes.
t: answer together.
ss: “how does a reporter decide what to write? ” and “how do newspapers help us understand the world?”
t: well done. now, please read it again carefully and find the answers to the questions on the creen.
1. do newspapers and other media simply record what happens?
2. who were asked to be interviewed to tell us more about news and newpapers?
3. whom does a reporter have to discuss with before he/she decides what to write?
4. what is the editor's job?
5. is interviewing someone difficult? what must a reporter know?
6. which article is chen ying's favourite one? is it news or an interesting story?
7. is the story zhu lin like best about famous people? if not, what is it about and why she likes it best?
8. if you were a reporter, what would you like to write about?
9. what is the basic task for a reporter?
10. what result can tv programmes and printed articles bring to us?
suggested answers:
1. no, they don't.
2. chen ying and zhu lin.
3. the editor.
4. to keep the newspaper balanced and interesting to the readers.
5. yes. a reporter must know how to ask the right question and how to get people to talk about the topic.
6. the one she wrote about the efforts to bring stolen cultural relics back to china.
7. no, it isn't. the story zhu lin like best is about an ordinary young woman who tries to adapt to her new life after studying abroad.
8. various answers are possible.
9. to report an event truthfully.
10. they bring us a better understanding of the world on all sides, leading to a future world where people from all countries are respected and different views and opinions are tolerated.
t: well, you've understood the text better. in order that you can understand it more exactly and use the language freely and correctly, please learn the words and  phrases on the screen.    (teacher shows the-screen.)

1. more than－not only
 e. g. hibernation is more than sleep. being a good listener means much more than just "listening with ears".
2. relate (…) to
e. g. this paragraph relates to the international situation.
    to what events did your remarks relate?
3. for once=just for once; just this once
e. g. he beat me for once.
   just for once he arrived on time.
4. people to be interviewed
    = people who will be interviewed
    people interviewed = people who
    were /have been interviewed
people being interviewed = people who are being interviewed   
e. g. the building to be built next year the building built last year the building being built now         5. be/get/become addicted to－unable to stop taking or using sth.  as a habit
e. g. soon he became addicted to cigarettes, he was often late for work after he got addicted to alcohol.
6. even if= even though 
e. g. even if i have to walk all the way, i’ll get there.                  i
   even if we achieve great success in our work, we should not be proud.
7. draw attention to
   e. g. i’m embarrassed about my mistake; please don't draw attention to it. he drew my attention to an error in the report.
8. on all sides= on every side
e. g.  soldiers attacking on all sides.
there were mountains on all sides.
(bb: more than, relate to, for once, people to be interviewed, be addicted to, even if, draw attention to, on all sides)
step iv reading aloud
t: ok. now, i'll play the tape of the text. first, listen and follow. then listen and repeat. pay attention to the stress and intonation. at the end, read the whole text aloud for a few minutes. at        the same time, further understand the use of the words and phrases we've learnt in it. if you still have any question, you can ask me. are you clear?
ss: yes.
(teacher plays the tape first. then goes around the class, answering any questions that the students may ask a few minutes later, teacher asks the students to do the next task.)
step v discussion
t: ok. stop reading. now you must have known about reporters and newspapers better. so let's have a discussion. look at the questions 3 and 4 on page 12 and work in groups of four to talk       about them. a few minutes later, i'll ask some of you to report to the rest of the class.       (teacher should encourage the students to give different opinion and the reasons for their opinions.)
step vi summary and homework
t: now, let's look at what we've learnt in this period. by reading the passage “behind the headlines”, we've learnt more about reporters and newspapers, the reporters' life and work as well as the important part that newspapers play in our daily life. they help us deal with problems and understand the world better. moreover, we've learned some useful words and phrases, such as more than…. after class, read the passage again and again until you can use the words and phrases we've learnt in it freely. besides, remember to preview the contents we will learn in the       next period.
step ⅶ the design of the writing on the blackboard
unit 2  news media
the second period
useful expressions:
more than
relate to
for once
people to be interviewed
be addicted to
even if
draw attention to
on all sides
step ⅷ record after teaching

二 : 1B U8 Dinner period 2

教学内容：1bp37,39(2)
1.词汇：chicken, soup, juice
2.词组:
3.句型：drink some juice.
教学目标：
1.using nouns to identify food items
eg: chicken, soup
教学重点、难点：
1.  using nouns to identify food items
教学过程：
pre-task preparation
1. ●★say a rhyme
   i like meat.(fish, rice, noodles)
yummy, yummy, yummy.
(nice, nice, nice.) / (wonderful, wonderful, wonderful)
2. ●★make a dialogue:
a:  eat some meat.
b:  thank you.
yummy, yummy, yummy.
(nice, nice, nice.) / (wonderful, wonderful, wonderful)
3. ●★fill in the blanks:
  i am a cat.  i like _________.
  i am a tiger.  i like _________.
  i am a _______.  i like ________.
while-task procedure
1.(lead in):chicken 
●★t: i am a fox.  i don’t like fish.  i like chicken.
1) ●★（show the picture of chicken）read the word 
    chair, touch, catch, teacher
2)  t: do you like kfc? do you like chicken?( use your voice to show us your “like” or “dislike” )
●★p: chicken, chicken
     i like chicken.
3) ●★make a rhyme:
  t:  i think you have had kfc before.  whom do you eat some chicken with?  please make a rhyme.  e.g.  mother and me,  eat some chicken.
_______ and _______
   eat some  chicken.  
   yummy, yummy, yummy.  ( nice, wonderful, delicious )
4) a suggestion:  children like chicken very much, especially, kfc.  but eat too much chicken is not good for our health.  so do not eat too much chicken!
2.(lead in): soup
1)  t: i am hungry.  i can eat some rice and noodles.  i am thirsty.  what can i do?  i can drink some soup.
a)●★read the word: soup
blue, ruler
b)●★how is the soup?
it is hot / cold / delicious / nice / wonderful.
2)  ●★read a rhyme:
soup, soup, soup
i like soup.
soup, soup, soup
drink some soup
3)  what soup do you like? ( i like tomato soup. / egg soup. )
3. (lead in) drink some juice.
   t: you like to drink tomato soup.  so, drink some soup.
  1)  ●★read the sentence: drink some soup. 
  2)  t: look, (show a bottle of juice ) is this soup?  what is it?  it is juice.
 drink some juice. ( ask one of the students to come to the front and drink )
drink some apple juice.
drink some orange juice.
drink some lemon juice
  3)  ●★pair work:
a: i like apple juice.
b: drink some apple juice.
 4)  ●★make sentences:
     drink some water / juice / milk / coffee / tea / soup.
  post-task activities:
1.  make some sentences.
eat some meat.(chicken…)
drink some juice.(milk coke…)
2.  ●★make a dialogue and act:
a:  drink some juice. ( milk, soup )
b:  ok.  yummy, yummy. ( nice, nice. / wonderful, wonderful )
eat some meat. ( fish, chicken )
a:  ok.  yummy, yummy. ( nice, nice. / wonderful, wonderful )
assignment:
1.listen to the tape and repeat.
2.try to make a dialogue.

三 : Unit 6 Farmer and fisherman period 2

教学内容：1bp28, 30
1. 词汇：
2. 词组:
3. 句型：1) you are a fisherman.  no. / yes.
   2) are you a teacher? yes, i am.
   no, i am not.
教学目标：
1.using formulaic expressions to identify people
eg: you are a farmer.
2.asking yes/no questions to identify people.
eg: are you a teacher?
教学重点、难点：
1.  using formulaic expressions to identify people
2.asking yes/no questions to identify people.
教学过程：
pre-task preparation
1. ●★choose one job and say something about it.
i am a _______. ( farmer, fisherman, driver …)
i am ______. ( tall / short )
i am ______. ( young / old )
i am ______. ( fat / thin )
i have got a ________.
2. play a game: who am i? ( ask several pupils to come to the front.  and describe themselves one by one. let others guess : you are ______.
p1: i am tall.  i am fat.  i am young.
p2: you are ______.
while-task procedure
1. (lead in): you are a fisherman.
t: i am tall.  i am fat.  i am old.  i have got a boat and a net.  what am i?
p: you are a _______.
  1) read the sentence.
★2) practice 1: look at the pictures and make a sentence. (change the pictures)
 you are a __________.
  ★●3) practice 2: father, father, father
 you are a policeman.
  (show some words) father, grandfather, uncle, mother, sister, aunt, grandmother
make a new one in a group.
  4) make a rhyme.  p1:  what am i?  what am i?  ( do the action )
ps:  you are a ________.
  5) play a guessing game ( ask a pupil pick out a picture and let others guess )
p1: you are a _________.
p2: yes. / no.
2.  (lead in): are you a teacher? 
    t: you are a _______.  are you a ________?
p: yes./ no.
(on board) are you a teacher?
1)★read the sentence
2)★practice 1: are you a _________? (t: change the pictures)  t: yes, i am.
3.  (lead in) yes, i am.
  no, i am not.  (on board)
t: what am i? can you guess?
p: are you a ______?
t: yes, i am.  /  no, i am not.
★practice 1: play a guessing game.( pick one job—hide—let others guess )
p1: are you a _______ ?
   p2: yes. i am. / no. i am a ______.
  ●★practice 2:  read a chant:
are you a teacher? are you a teacher?
no, no, no, i am a farmer.
are you a fisherman? are you a fisherman?
yes, yes, yes, i am a fisherman.
  ★practice 3: practice in pairs.
p1: are you a ______?
p2: yes, i am. / no, i am not.
post-task activities:
1. listen to the tape and read after it.
●★2. make a dialogue
  a: hello,_______. what am i? ( do an action )
  b: are you a ________ ?
  a: yes, i am. / no, i am not.

assignment:
1. listen to the tape and repeat.
2. try to make a new dialogue.

四 : 1B U7 period 2

教学内容：1bp34
1. 词汇：jelly, ice-cream，chocolate
2. 词组:
3.句型：are you a _______ ?
教学目标：
1）教学jelly, ice-cream和chocolate这三个单词，并让学生会用i like…, i like to eat/drink…来表达自己喜欢的食品。
2）让学生了解哪些食品是孩子们喜欢吃的，哪些食品虽然好吃但不宜多吃的。
教学重点、难点：
1）教学jelly, ice-cream和chocolate这三个单词，并让学生会用i like…, i like to eat/drink…来表达自己喜欢的食品。
1.教学过程：
pre-task preparation:
1.show gog t: who is he?
              t: what do you think of him? p: he is fat and short./ he is red and green./he can fly./he can draw./he is a big eater./he can speak english.
t: gogo can speak english very well. listen, what does he say?
t: gogo invites us to the amusement park. do you want to go there? let’s go there by bus. sing a song <the wheels on the bus>
t: look, there are many new friends in the amusement park. now they are greeting with gogo.
  say “hello” to gogo.
  (学生和老师的greeting)
t: now gogo is playing with his new friends. look, he is playing mary-go-round. he is playing roller coaster. how does he feel? p: he is happy.
t: look, he feels tired now. he falls asleep. he is dreaming. what is he dreaming?
while-task procedure:
1.show: jelly
1) read the word   2) make some phrases ( apple jelly, orange jelly…)  3) t: i like apple jelly, and you?    4)t: we all like jelly now let’s sing a song
2. t: you like jelly. gogo likes jelly, too. he wants to eat it, but the jelly flies away. he is very angry. but suddenly he smells sth nice. what is it?
show: ice-cream
     1) read the word   2) t: look, i have a lot of ice-cream here. which ice-cream do you like?  p: i like the red ice-cream. …..   3) share the ice-cream (事先准备好每人一个，请一些同学和你一起发，但下面的同学必须说出i like the _______.) 4) t: now we all have an ice-cream. let’s eat them. say a chant. 5) use your own ice-cream and make a new one.
3  t: do you like ice-cream? do you like jelly?
  to elicit: jelly and ice-cream, children all like them.
  t: you all like them. but we can’t eat more. because they are bad for our health.
4 t: children all like jelly and ice-cream. gogo likes them, too. look, he is eating an ice-cream in the dream. look at the ice-cream. it is brown. what kind of ice-cream?
  to elicit: chocolate
  1) read the word   2) which letter is for chocolate? p: c/ h… is for chocolate.  3) t: look at this chocolate. it is white. we call it white chocolate. read: white chocolate  t: look at this chocolate. it is brown. we call it dark chocolate. read: dark chocolate  4) a rhyme: 5) what do you like to eat, white chocolate or dark chocolate? p: i like to eat….
       6) gogo likes to eat chocolate, too. you all have chocolate. could you share with him?
          p: the white/ dark  chocolate for you. t: thank you.
 5. t: gogo has a lot of chocolate. how nice. suddenly he feels sth. wrong with his teeth. he has a toothache. what would you say to gogo?
   p: don’t eat more chocolate.
   t: we can’t eat more chocolate. we can’t eat more sweets, too. they are bad for our teeth and health.
   to elicit: sweets and chocolates. we can’t eat more.
6. t: gogo knows he can’t eat more sweets and chocolates. he doesn’t eat them. he goes to relax. where is he going? look, a movie theatre.
   t: do you like movies?
post-task activities:
1. see a movie: sweets and chocolates,
             we can’t eat more.
             cake and milk.
             i eat and drink.
             jelly and ice-cream.
             children all like them
   do the exercise: fill in the blanks.
（说明：低年级的学生没有一定的语言基础，他们的词汇量少得可怜，这就要求老师去寻找合适的阅读材料。要让学生想看，那必须是学生感兴趣的，而且要与学生已有知识水平相仿的素材）
2. t: gogo learns a lot from the movie. would you please tell him what you like, what you like to eat or drink?
i’m______.
i like apples.
i like to eat red apples.
i like milk.
i like to drink mengniu milk.
assignment：
1．say sth what you like, what you like to eat/drink. 本文标题：period键-News&nbsp;media（The&nbsp;Second&nbsp;Period）
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