PEP 五上Unit 5.doc

PEP Primary School
Book Five/2005/11
By Xiao Jianping
Unit 5 My New Room
The first period:
Aims of the lesson:
1. Enable the students to be familiar with the new words of furniture.
2. Get the students to master the sentence patterns:
What can you see? I can see…
3. Enable the students to be familiar with the chat.
Main and difficult point:
1. New words: curtain, closet, mirror, air-conditioner, end table and trash bin
2. Say something about the room: In my room, I have…
Teaching aids:
1. The recorder together with its tape.
2. Pictures.
Teaching process:
Step 1 Warm-up and revision
Free talk:
How many rooms are their in your family? What are they?
Step 2 Presentation
1. Show out some pictures and say: Look, this is a bathroom, this is a living room…What can you see in the living room/bedroom…? Help the students answer I can see…
2. T: What’s in your bedroom? Help the students answer I have…
T: Look, this is my bedroom. I have…
3. Present the new words: curtain, closet, air-conditioner, end table, mirror and end table.
4. Listen and read.
Step 3 Practice
1. Read the words quickly.
2. Play a memory game.
3. Show out Zoom’s room, then talk about it.
T: What can you see in Zoom’s room?
S1: I can see a closet.
S2: I can see…
Step 4 Consolidation
Remember the words.

Teacher’s note:

The second period:
1. Get the students to be talk with the sentence patterns:
There is/are…
2. Get the students to master the four-skill words.
Main and difficult point:
1. Use the sentence patterns in the suitable scene.
2. The four-skill words.
Teaching aids:
1. The recorder together with its tape.
2. Pictures.
Teaching process:
Step 1 Warm –up and revision
1. Play a chain drill:
S1: In my room, I have a mirror.
S2: In my room, I have a mirror and closet.
S3: In my room, I have a mirror, a closet and a…
2. Free talk: What’s in your room?
Step 2 Presentation
1. Let’s try.
Play the tape and get the students to listen and circle the correct picture.
M: I have a new room.
J: What’s it like?…
2. T: Do you have your own room? What’s it like?
Help the students describe their own room.
3. T: You have your own room, Mike is also has a nice room. Let’s listen to a dialogue and then say something about Mike’s room.
4. Listen and repeat. Help the students say something about Mike’s room.
Step 3 Practice
1. Play the tape and help the students say the dialogue.
2. Practise the dialogue in pairs.
3. Ask some pairs to act it out.
Step 4 Group work
Help the students talk about their room to their classmates.
Step 5 Consolidation
Write the words and sentences.

Teacher’s note:

The third period:
Aims of the lesson:
1. Get the students to master the dialogue in this lesson.
2. Get the students to master the four-skill sentences in the dialogue.
Main and difficult point:
1. The four-skill sentences:
There is… There are…
2. The description of a room.
Teaching aids:
The recorder together with its tape.
Teaching process:
Step 1 Warm-up and revision
1. Do a chant.
2. A chain game:
S1: In my room, there is a mirror.
S2: In my room, there is a mirror and an end table.
S3: In my room, there is a mirror, an end table and a…
Step 2 Presentation
1. Present the passage.
Get the students to ask some questions after the prevision.
Who is the writer?
Is he young or old?
What is he talking about?
How many rooms are their in the flat?
Who are they?
The baby rabbit has his own room. Is it big or small?
What’s his room like?
Get the students to read the passage sentence by sentence and check the answers.
Step 3 Practice
1. Play the tape and let the student to listen and repeat.
2. Get the students to practise the passage by themselves.
3. Get the students to finish the sentences under the passage.
Step 4 Consolidation
1. Read the passage and try to recite it.
2. Describe their room.

Teacher’s note:

The fourth period:
Aims of the lesson:
1. Get the students to master the prepositions about position: in, on. Under, over, behind, in front of, near, beside and between
2. Enable the students to tell the position of something using the correct position.
3. Enable the students to master the sentence patterns: Where ‘s the…? It’s…
Main and difficult point:
1. The pronunciation and spelling of the new words.
2. The usage of the preposition.
Teaching aids:
1. The recorder together with its tape.
2. Pictures.
Teaching process:
Step 1 Warm-up and revision
1. Listen to song.
2. Free talk.
Show out a picture. T: Look! This is a small bedroom. What in the bedroom? Get the students to say everything they like in the picture.
For example: There is a bed in my small room.
There are green curtains in my small room…
Step 2 Presentation
1. Talk about the further and present the preposition.
T: Where is the bed?
S: It’s near the desk.
T: The bed is near the desk.
Help the students say: The….is near/on/in…the…
For example: The book is on the end table.
The shelf is near the bed…
Step 3 Practice
1. Get the students to talk about the picture in pairs like this:
S1: There is an air-conditioner in the room.
S2: Where is the air-conditioner?
S1: It’s over the desk.
S2: The….is ….the…
2. Get the students to talk about the position of the thing in the classroom using what they have learned in this class.
Step 4 Consolidation
Write something about their room.

Teacher’s note:

The fifth period:
Aims of the lesson:
1. Get the students to master the drill: There is a …near/in…the… The …is near/in…the…
2. Enable the students to describe their room using what they have learned.
Main and difficult point:
Get the students to use the sentence patterns freely and frequently.
Teaching aids:
1. The recorder together with its tape.
2. Pictures.
Teaching process:
Step 1 Warm-up and revision
1. Sing a song: My small bedroom.
2. Revise the preposition of position.
Get the students to tell the position of the things in the classroom.
Step 2 Presentation
1. Let’s try. Play the tape and get the students to listen and put the things in the correct position.
The mirror is over the end table. The toys are in the closet. The trash bin is in front of the shelf. The sofa is under the picture.
2. Listen and answer:
What’s in Zhang Peng’s room
What’s near the bed?
What’s on the desk?
Where are the books?
Where is the trash bin?
What can you see over the bed?
Step 3 Practice
1. Play the tape and get the students to listen and repeat.
2. Get the students to read the passage by themselves and try to remember it.
3. Ask some students to describe Zhang Peng’s room.
Step 4 Consolidation
Write some sentence patterns.

Teacher’s note:

The sixth period:
Aims of the lesson:
1.Get the students to master the four-skill sentences:
The closet is near the…
The end table is near the…
The books are on the…
2. Get the students to be able to finish the passage and remember as a model.
Main and difficult point:
How to describe a room.
Teaching aids:
1.The recorder together with its tape.
2. Pictures.
Teaching process:
Step 1 Warm-up and revision
1.Do a chant.
2. Show out two pictures of rooms, get the students to watch and tell the difference between them.
For example: In Picture 1, the closet is brown.
In Picture 2, the closet is red…
Step 2 Presentation
1.Show out the picture of Robert’s room and get the students to say something about it.
2.Show the uncompleted passage and get the students to fill in the blanks according to the picture.
Step 3 Practice
1. Play the tape and get the students to listen and repeat.
2. Divide the class into four groups and get them to introduce their rooms to their friends.
3. Ask some students to introduce their rooms to the whole class.
3. Sing a song: My small bedroom.
Step 4 Consolidation
Get the students to draw a room and describe it.

Teacher’s note: