LESSON BOJECTIVES
After this lesson, students should be able to
1. understand the meaning of the song and sing it well
2. remember and use the mastery vocabulary
3. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINUTES)
For ideas and tips on beginning a class, see "Teaching Techniques" at the back of this teacher's guide.
STUDENT BOOK (5 MINI TTRS)
There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.
The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
Thanks a lot!
You're welcome.
Sure!
Certainly!
Oral Vocabulary
There is no new oral vocabulary in this lesson.
There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson.
Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the text. Encourage other students try to answer the questions.
Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. Select one or two sentences containing key phrases, expressions and sentence patterns. Ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meanings. Remember to give lots of praise for a good try, even if it's wrong.
Step 3: Divide the class into groups of four. Each group member will play one of the four roles (Jenny, Brian, Li Ming's mother and Li Ming).
The students can act out the reading in any way they choose. Have one group perform for the rest of the class.
Step 4: If time allows, discuss the reading with students. Use as much English as possible. Ask questions to make it easier for students to participate in the discussion. Ask questions such as:
What does Brian say that means the same thing as call on the telephone? (He says "ring up. ")
What could you say instead of "Thanks a lot"?
(Thanks, thank you, thanks very much, thank you very much.)
UNIT PROJECT: REGIONAL REPORT (CONTINUED) (15 MINUTES)
Continue unit project. Students continue to work in the same groups. Instruct the groups to begin writing their reports. Advise students that there will be time in the next lesson to finish their reports. Remind the groups to think about illustrations for their presentations. Can they draw a map of their region? Can they locate cities and other features on the map? Students may refer to the student book and reader for information.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Follow the directions,
a. Listen. Fill in the blanks. Write tile words you hear.
In the City, Part Two
There are numbers over the doors. The numbers change: 1, 2, 3, 4, 5. Then the numbers change again: 5, 4, 3, 2, 1. The doors open again. A good looking young man with black hair walks out! The woman is very surprised. She says, "My! That's very good! Tomorrow, I'm going to bring my husband!"
CLASS CLOSING (5 MINUTES)
There is no specific reading from the reader to assign as homework for this lesson. This is a chance for students to catch up if they are behind.
Suggested homework for this lesson includes:
the remaining exercises in the activity book
the next lesson in the student book diary writing and group verb-tense studies