The headmaster will divide the vocabulary as soon as possible

Save yourself fun, rush into the railway, make the railway lively and comfortable.

Insist on doing some scenery, provide magazines and practice moving.

Sympathy score owner

minimum

Sorry, he's not in right now.

Can I help you?

That's very kind of you.

Yes, that's fine/ok.

I will leave a message on his desk.

Grammatical object clause (1)

An object clause guided by a conjunction that is often omitted in spoken English.

She said she would leave a note on his desk.

Lin Tao thinks his own team is better.

He said that the fastest way to travel is by air.

Jim thinks the train is like a big moving party.

Stress, pause and intonation of phonetic sentences

Second, the teaching steps.

Lesson 65438

[Step 1] Review

If possible, bring a mobile phone (or a toy mobile phone) to class. If not, draw a picture of the telephone. What is this? What will you say when you answer the phone? Collecting an online conversation with the help of students may require instructing students in Chinese.

A: Hello. May I speak to (name), please?

B: Go ahead.

This is (name) and so on.

Precautions:

In English, some people say this is Joyce. China students often say that I am … because this is a direct translation of Chinese "I am …". From this point of view, literal translation from Chinese to English is unacceptable. Practice a simple phone call with some students. How are you today? What are you doing now? Do you want to go to the movies later? Then let the students practice the dialogue in pairs.

[Step 2] Listen, read and act.

Student's Book Page 16, Part 1, Listening Training Tape Lesson 13. Close the book! Tell the students that Mr. Green is calling Jim's school. Why does Mr. Green want to go to Jim's school? Listen and find out the answer. Play the tape to the students and let them find the answer. Because he wants to tell the school that Jim is going to Mount Emei on Friday-see if the students can guess the meaning of the mountain. Open the book and let the students read the dialogue silently. Then ask: Who does Mr. Green want to talk to? When does he want to talk to the headmaster? As soon as possible-see if the students can guess the meaning of this phrase. When is Mr. Green available? Every day except today. When can he come tomorrow? Teach students the word except (between 8:00 and 9:00). Play the tape to the students again. Listen and repeat. Pay attention to intonation and stress. Then practice the dialogue in pairs.

[Step 3] Introduce a new language item

Ask the students the following questions: How old are you? Where do you live? What's your favorite color? Wait, write down a student's answer on the blackboard:

Han Mei: I am fourteen years old.

I live in Jiefang Street.

My favorite color is red.

Introduce the following sentence structure

Han Mei said she was fourteen years old.

She said that she lived in Jiefang Street.

She said that her favorite color is red.

Listen and ask them to repeat. Then write these sentences on the blackboard. Compare the two groups of sentences and point out the differences: I'm becomes she's; I live her life; My favorite became her favorite. Tell the students that you can also change this sentence to she said.

[Step 4] Practice

Collect some answers from other students and ask the students to change the sentence pattern to he/she says …, and then practice it repeatedly with the sentence pattern I know …. Let the students in the class say something about the students they know, such as:

Han Mei: My favorite color is red.

Student: I know her favorite color is red.

[Step 5] Practice

Students use the second part of page 16 to read this part, then discuss this dialogue with a student and let the class practice in pairs.

[Step 6] Workbook

Do exercise book lesson 13, exercise 1 and 2, and finish the exercise 1 orally with the whole class.

For Ex.2, let two students make an example in class, such as: What did Polly say? What did Polly say? B: Polly said she wanted an apple. Polly says she wants an apple. Then let the class practice in pairs in the same way.

Homework:

Do exercise 2 in the workbook and write down dialogues 4, 6 and 8 in the workbook.

Lesson 65438

[Step 1] Review

1 Review and have a simple telephone conversation.

2 check the homework.

[Step 2] Pre-reading questions

Students use this book on page 17, part 1. Read the questions in class, let the students discuss these questions in pairs, and find some students to give their answers with the class.

[Step 3] Introduce a new language item

Ask students questions about the telephone conversation in lesson 13, for example, what does Mr. Green want to say into the earphone? Introduce some new words by telling the story of Jim taking the train. The way is as follows: Jim will go to Sichuan Province by train. He had a good time. His trip was not in a hurry. The train is very busy because some people. We are playing cards. Some people are reading magazines, others are chatting. The train is very comfortable because it is easy to walk inside. On the train, Jim can also see the beautiful scenery outside. While telling a story, write down new words: province, happiness, haste, liveliness, magazine, comfort and scene. Help students guess the meaning of these words.

[Step 4] Reading

Student Book Page 17 Part 2. Play the recording of lesson 14, let the students browse the article, find the answer according to the following questions, and ask the students what Jim thinks the train is like. Check the answer. (He thinks it's like a big mobile party. Then ask the students to read the article carefully and ask some related questions. You can use the questions in lesson 14 of the workbook as a guide, but don't let the students see these questions yet. Teach students the following words and phrases, railway track, railway, all kinds, keep doing something, offering, practicing, moving and clicking.

You can explain these words in simple English: continuing to do something means doing something again and again, offering means giving an opportunity, and clicking means the sound that the train makes when it crosses the tracks.

Play the tape and let the students listen and read after it.

[Step 5] Workbook

Exercise Book Lesson 65438 +04 Exercise 2 and 3, both of which can be done in class.

Homework:

Complete the exercises in the workbook.

Lesson 65438

[Step 1] Review

1 check the job.

Review the questions in lesson 14 as a guide.

[Step 2] Read aloud and perform.

Students' Book Page 18, Part 1, Oral Audio Tape Lesson 15. Write the following questions on the blackboard: Why do Jim and Lin Tao have to stop talking? Check the answer (the bell rings. ) Open the book and teach the students the new word "Pity, score, have". Let the students practice the dialogue in pairs, and choose several groups of students to perform their dialogues for the whole class to ensure that the students use their postures and facial expressions.

Do the exercises in Lesson 15 in the workbook with the whole class.

[Step 3] Practice

Page 18, Part 2, for students. Look at the example sentences with the students, and then ask two students to make the first sentence first. The answer is: Lin Tao told Jim that they had a football match yesterday afternoon. Ask and answer the questions in pairs. Check the answers in class. Discuss the problems raised.

[Step 4] Workbook

Do Exercise Book Lesson 65438 +05, Example 2 Let the students do this exercise by themselves first, and then do it in groups of three. First, dictate the following sentences:

This is the best season for outing.

Tomorrow is1Sunday, October 20th.

We're going to the western hills for a picnic.

We will stay there until 5 pm tomorrow.

You should bring food and drinks for lunch.

Everyone should wear sneakers.

They will make climbing easy and comfortable.

The scenery in the mountains is beautiful, so you can take a camera.

You can also bring some books or magazines to read during the break.

We'll meet at the school gate at seven tomorrow morning, and then go there by bus as soon as possible.

Please don't be late.

After the demonstration, form a group of three students. Student A reads the above sentence, and student B asks student C. What did she/he say? Student C replied that he/she said tomorrow,1February 22nd. Then let student B read the next sentence, student C asks questions and student A answers. And so on.

Example 3 is an optional exercise, which can be completed by students themselves or as a supplementary exercise for students who finish the exercise before other students.

Homework:

Finish the exercise in the exercise.

Review the contents of this unit.

Lesson 65438

[Step 1] Review

1. Review the dialogue in lesson 15 and ask several groups of students to act out the dialogue for the whole class.

2. Review the object clauses and ask the students to state anything they can think of, such as: It's cold today, and I like playing volleyball after school. My favorite place in China is Guilin, and so on. Then ask the class what he/she said. The student should answer, he/she says …

[Step 2] Listen

Students' Book Page 19 Part 1, Listening Training Tape Lesson 16. First, let the students look at the table Ex. 1 in lesson 16 of the workbook, then play the recording, give the students a few minutes to complete the table, and then play the recording again so that the students can check their answers. If necessary, you can play it a third time.

Listening test

Today is Thursday 1 1 month 10. The time is three in the afternoon.

Hello, I'm Ms. Kim. I am the mother of one of Jim's classmates. Is Mr. or Mrs. Green there?

B: Sorry, neither of them is at home now. This is Mrs. Green, the cleaner. Can I take a message?

Jim told my daughter that they had just gone to Mount Emei. Our family is going there, and I want to ask them some questions about the trip.

I believe they will be happy to help you. I know they have food time. Do you have a phone number? They can call you when they get home.

A: Yes. My home phone number is 67669080, and my mobile phone number is 13642009873. They can call me until tonight 10:00. After that, it's too late.

B: OK. I will definitely tell them.

I really appreciate it． Goodbye.

B: Good-bye.

The answer is: from: Mrs. Kim; To Mr. or Mrs. Green; Date: 1 1 Thursday, June 65438+00; Time: 3 pm; Message: Please: Call Mrs. Kim. She wants to talk to you about your trip to Emei Mountain. Her home phone number is 67669080 and her mobile phone number is 13642009873. Please call before 10:00 in the evening. (The information may be slightly different, but as long as students master the basic information, there is no problem. )

[Step 3] Writing

Students use the second part of page 19 to watch the chart with the students, then let five students read the examples below the chart, and then let the rest of the students ask and answer questions in groups of five or six according to the examples. Teachers patrol the classroom to make sure that every student can understand what to do and finish it in English.

[Step 4] Speaking and Writing

Students use the book on page 19, part 3. First, let three students do exercises according to the examples, then let the whole class continue to practice questions and answers according to the examples in groups of three, and let each group give their own answers.

[Step 5] Writing

Students use the fourth part of page 20 of the book to say that I like traveling, but sometimes traveling has its disadvantages. Look at this form. Take a few minutes to fill in all the advantages and disadvantages of the trip. See if I can add some more. Give the students a few minutes to complete the form, and then ask several students to tell you what they wrote and write their answers on the blackboard. Then ask the students to write a short passage about travel. The following is a model essay: I haven't been to many places, but I think I will go. My friend said that in China, you can travel cheaply. If I travel, I want to go to Xishuangbanna, Tibet, Qinghai and Fujian. These places are very different from my hometown. I think I can learn a lot by traveling to these places. I can learn about different people and their lifestyles. I can learn about many different kinds of things, such as food, songs and dances. I think it's interesting to see different scenery, such as the mountains and Qinghai Lake. Not only tourism, but also education.

[Step 6] Game

Students use page 20, part 5 of this book. This game can be completed in groups of three or as a competition. Close the book, divide into 3 or 4 groups according to the class size, then whisper to the second student in each group, and so on. Everyone must speak in a low voice so as not to be heard. When each group finishes the game, let the last student in each group say this sentence. It is interesting to see how this sentence often changes in the process of communication. The team that can accurately convey this passage gets one point.

[Step 7] Review point 4

Go over the grammar and turn the sentence into a direct speech, for example, he said, "I want to see the headmaster." Ask the students to turn this sentence into an indirect speech, so that you have a sentence with an object clause as the first example of review point 4. Do the same for the other four sentences, and discuss them when there are problems. Practice "useful expressions" to ensure that students can understand and use them.

[Step 8] Testing

Say the following sentences out loud, and ask the students to write the following sentences according to the structure that he/she says … or they say ….

For example:

T: Li Lei said, "I live in Dongjie."

Student: (writing) Li Lei said that he lives in Dongjie Street.

1. Kate said, "I like apples very much."

Han Mei said, "My favorite color is blue."

Lily and Lucy said, "We go to school on foot."

4. Jim said, "Mr. Hu is my Chinese teacher."

Teacher Gao said, "I'm not very good at basketball."

[Step 9] Workbook

Do Exercise Book Lesson 16 Exercise 2-6. Workbook lesson 16, exercise 2, oral tape lesson 16. Example 2 can be done by the whole class. Play the tape to the students and ask them to repeat after it. Pay attention to pause, stress and intonation.

Exodus 3-5 can be done in pairs.

Exodus 3, let's see how students can quickly make as many as possible.

Exodus 6 can be completed by the whole class. Read the questions with the students first, and let the students browse the full text to find the answers. If there is enough time, let the students act in groups of three.

Exodus 7 is a multiple-choice question and can be completed by students in groups.

Homework:

Complete the exercises in the workbook.

Write the sentences of Ex. 3 in the exercise book.

Write the object clause of Ex. 7 in the exercise book.