Unit 6 Our fashion show
(The first period)
Teaching aims:
Speak with clear pronunciation, correct stress and meaningful intonation
Participate in simple interactions in classroom situations
Use simple expressions to describe pictures
Main points:
The new words: socks, jeans, shoes, shorts, trousers
Difficult points:
How to read “jeans, trousers” correctly and clearly.
The plural form of the words.
Teaching tools:
1. word cards   2. some clothes     3. tape recorder   4. transparency
Teaching steps:
warm-up
1. Greetings
2. Free talk
Presentation
Explain the unit heading . Get into groups of four. Cut out some pictures from clothes magazines. Stick the pictures on a piece of paper. Draw the model. Write about the model. Present my model to the class.
Bring in the clothes of the new words what we’ll learn in this period.
(Books closed.) Introduce the clothing by showing it or drawing it on the board.
Ask the pupils to work in pairs to tell each other what clothes they like, saying I like …
Show Transparency. Play the Pupil’s Book Cassette and point to the speech bubbles. Ask the pupils to repeat after the beeps.
c)  Practice
1. Take the clothes and show them to the class. Then ask What’s this? And get the class to answer It’s a …
Get the pupils into pairs and say I like … each other.
Play the tape recorder and get the pupils to listen and repeat after it.
 Homework:
Listen to the tape of the new words five times.
Tell your friends about the clothes.
On the board:
Unit 6 Our fashion show
          socks     jeans    shoes   
trousers    shorts
          I like …
 Teaching postscript:
It’s effective that get the pupils cut out some clothes from magazines.
some pupils always say a trousers, a jeans. It’s need to emphasize the plural form of the words.
Unit 6 Our fashion show
(The second period)
Teaching aims:
1. Communicate with others on familiar topics by using simple learned expressions and structures.
2. Understand a series of instructions and act accordingly.
3. Write simple greetings.
4. Speak with clear pronunciation, correct stress and meaningful intonation.
Main points:
1. New words: a jacket,   a sweater
2. The sentence: Here’s / Here are …
Difficult points:
The pronunciation of the word “jacket”
How to use the sentence Here’s … and Here are … correctly
Teaching tools:
1. tape-recorder  2. Transparency  3. word cards  4. some clothes
Teaching steps:
a)warm-up
1. Greetings
2. Free talk
b)Revision
Revise the new words.
Ask and answer each other: What’s this? It’s a … I like …
c)Presentation
Do the same with the new words “a jacket, a sweater” as yesterday.
Show Transparency. Play the Pupil’s Book Cassette and point to the speech bubbles. Ask the pupils to repeat after the beeps. Then point to the clothes on the page, and read Pat and Tim’s speech bubbles Ask the pupils to repeat the words.
Ask the pupils to work in pairs to tell each other which of the clothes on the page they like, saying I like the … Explain that if the pupils are looking at the clothes when speaking about them, or referring to a specific pair of trousers they must say I like the trousers. This means the trousers they can see. It doesn’t mean that they like all trousers.
Ask the pupils to draw themselves wearing their favourite clothes. Tell them to show their drawings to a friend saying I like …
5. Take out the clothes and show one of them, then say Here’s a jacket. 
6. Show another one of the clothes and say Here are trousers.
7. Explain the difference between them.
 Practice
Show Transparency and get the class to repeat Part A again.
Do exercise in Workbook (p. 29)
Tell the pupils to look at the picture and read the words. Then ask the pupils to write the correct words. Then check the answers.
Answers:
1. a jacket 2. a sweater 3. jeans 4. trousers 5. shorts 6. socks 7. shoes
d)Homework:
1.Listen to the tape of Unit 6 A twice.
2.Tell your friends about the clothes.
Ask and answer about the clothes with your classmates.
                  On the board
         









Teaching postscript:
It’s difficult for the pupils to grasp the plural form of the words.
The pupils can’t pronounce the word “trousers” well.



Unit 6 Our fashion show
(the third period)
Teaching aims:
1.Communicate with others on familiar topics by using simple learned expressions and structures.
2.Understand a series of instructions and act accordingly.
3.Write simple greetings.
4.Speak with clear pronunciation, correct stress and meaningful intonation.
Main points:
The new word : wear
Sentence patterns: Who’s wearing … ?   Pat’s wearing …
Difficult points:
The pronunciation of the word “wear”
The sentence patterns
Teaching tools:
1.a slide of Part B 2.word cards 3.recorder 4.Transparency 5. pictures
Teaching steps:
warm-up
1. Greetings.
2. Free talk.
Presentation
1. Bring in pictures from catalogues and magazines of people wearing colourful clothes.
2. (Books closed.) Point to a pupil who is wearing certain clothes or show the pictures of people wearing clothes and introduce the verb wear saying He / She is wearing … Write the words on the board.
Ask a male and a female pupil to stand up and describe what each other is wearing.
Then ask the rest of the pupils about one of the items of clothing the children are wearing, e.g. Who’s wearing the white shirt? ( Explain the ’s here.) Get the pupils to answer. Write the question on the board.
Ask about other items of clothing. Then encourage the pupils to make questions about the items of clothing the two standing pupils are wearing.
c)Consolidation and practice
Read and spell the new words in Unit 6.
(Books open.) Show Transparency and play the Pupil’s Book Cassette. The pupils listen and follow in their books. Continue to play the cassette and ask the pupils to repeat the words after the beeps.
First ask the pupils to act the teacher and make sentences about the other children on the stage and what they are wearing. Show the pupils that each child has a number on his or her arm. Exsure that the pupils say the number of the pupil in the picture as well as the colours of the items of clothing when they speak.
Point to the list of children and their numbers. In order to be able to identify the children they need to look at the number and the name on the list. Demonstrate by pointing to one of the children and asking Who’s this?
Ask the pupils about different items of clothing the children on the page are wearing, e.g. Who’s wearing the green trousers?
d)Homework:
Listen to the tape of Part A and B twice.
2. Say the sentence patterns with your friends.
On the board



Teaching postscript:
It’s difficult for pupils to grasp “be wearing…”
If time admit, holding a fashion show will be better.

Unit 6 Our fashion show
(The fourth period)
Teaching aims:
1.Communicate with others on familiar topics by using simple learned  expressions and structures.
2.Understand a series of instructions and act accordingly.
3.Write simple greetings.
4.Speak with clear pronunciation, correct stress and meaningful intonation.
Main points:
The drill with the sentence patterns.
Pay more attention to “Pat’s a pupil.” and “Pat’s wearing a pink dress.”
Teaching tools:
1.pictures 2.tape recorder 3.some clothes 4. Transparency 
Teaching steps:
a)  warm-up
Greetings.
Free talk
b)  Revision
Dictate the new words.
Ask about the clothes.
3. Ask and answer: “Who’s wearing …?”  “…’s wearing ...”
c)  Presentation
Show the slide of Part B and get the class to repeat after the tape.
Ask the pupils to work in pairs to role-play the conversation. Ask the pupils to ask and answer about each of the children using their names and describing what he / she is wearing.
Play a card game.
Cut up similar-sized pictures of people wearing various clothes.
Cut them along horizontal lines at the neck and waistline so that each person has three pieces: a head, an upper body and a lower body.
Put the cut up pictures in different piles, e.g. heads together, upper bodies together etc.
Let the pupils choose one picture from each pile to make funny pictures.
Get them to stick the pieces on another piece of paper and write sentences describing what they are wearing.
d) Consolidation and practice
Do the exercise in the Workbook (p. 30)
Ask the pupils to look at the pictures and listen to the Workbook Cassette.
Tell the pupils to put ticks in the correct boxes according to what they hear on the tape.
Check the answers:
       1. jeans  2. a jacket  3. a jacket, shoes  4. a sweater, jeans, socks   5. shoes, a sweater, trousers
Homework
Listen to the tape of Part A and B twice.
Ask your friends about the clothes, using the sentence patterns.
On the board




Teaching postscript:
Most of pupils can communicate by using simple learned expressions.
Some of them didn’t know the difference between wear and wearing
Unit 6 Our fashion show
(The 5th period)
Teaching aims:
1.Communicate with others on familiar topics by using simple learned expressions and structures.
2.Understand a series of instructions and act accordingly.
3.Write simple greetings.
4.Speak with clear pronunciation, correct stress and meaningful intonation.
Main points:
The new words
The sentence patterns
Teaching tools:
1. pictures  2. word cards  3. some clothes  4. recorder  5. storycards
Teaching steps:
a)  warm-up
1.Greetings
2.Free talk
b)  Revision
Listen to the tape of Part A, B and repeat after it.
Revise the words.
Play the game as Part B.
  c)   Presentation
Point to the characters in the pictures and read their speech bubbles aloud. Ask the pupils to point to the speech bubbles as I read them.
Play the Pupil’s Book Cassette for the pupils and ask them to say the sentences after the cassette.
Ask the pupils to role-play the story in groups of five and to read the characters’ speech bubbles. Some groups may like to draw the characters to use as puppets in order to act the story.
Use Storycards to revise the sequence and language of the story.
d)  Practice
Listen to the tape of Part C and repeat after it. Then act it out in the front in groups.
Do the exercises in Workbook (p. 31)
Ask the pupils to look at the pictures and listen to the Workbook Cassette.
Ask the pupils to put ticks in the boxes for the correct pictures.
Check the answers: 
1. b   2. a   3. a   4. a   5. a

 Homework
Say with your friends about the clothes.
Listen to the tape of Part C three times.
On the board




Unit 6 Our fashion show
(The 6th period)
Teaching aims:
1.Communicate with others on familiar topics by using simple learned expressions and structures.
2.Understand a series of instructions and act accordingly.
3.Write simple greetings.
4.Speak with clear pronunciation, correct stress and meaningful intonation.
Teaching tools:
1. pictures   2. tape recorder  3. transparency
Teaching steps:
a) warm-up
1.Greeting
2.Free talk
3.Revision: Have a dictation.
Presentation
Part D  Read and tick
Ask the pupils to read the story of Part C.
Demonstrate that the pupils should back at the story and read it again to find the answers.
The pupils tick one of the three pictures.
Do the first one with the pupils as an example.
Use Transparency to check the answers.
   2. Part E   Say the sound and the words
Play the Pupil’s Book Cassette and ask the pupils to listen to the sound and the words. Point out the spelling of this sound.
Say the words slowly and clearly. Check that the pupils are saying the sounds correctly.
Point to the pictures and check that the pupils can say the words without my model.
Play the Pupil’s Book Cassette again. Ask the pupils to listen to the rhyme and to circle Dean. Get the pupils to say the rhyme.
d)  Practice
Do the exercises in Workbook (p. 32)
Ask the pupils to look at the first part of the page and listen to the Workbook Cassette. They need to draw lines to the correct pictures according to what they hear on the tape.
Tapescript and answers:   s (shoes, sweaters, jeans)
Ask the pupils to look at the second part of the page. Tell them to look at the pictures and fill in the blanks in the sentences.
Answers:
Who’s wearing the shoes?  Bobby’s wearing the shoes.
Who’s wearing the sweater?  Betty’s wearing the sweater.
Homework:
Recite the text.
Do the exercises in the workbook.
On the board







Unit 6 Our fashion show
(The 7th period)

Teaching aims:
1.Communicate with others on familiar topics by using simple learned expressions and structures.
2.Understand a series of instructions and act accordingly.
3.Write simple greetings.
4.Speak with clear pronunciation, correct stress and meaningful intonation.
Teaching tools:
1. some clothes   2. pictures   3. recorder
Teaching steps:
a) Warm-up
1.Greetings.
2.Free talk
b) Revision
1. Have a dictation and check the answers.
Have a dialogue among the pupils.
Listen to the tape of Unit 6 and repeat after it.
New lessons
1. Part F  Look and do.
1)Show the pupils pictures of people wearing colourful clothes from clothes magazines. Ask the pupils to choose their favourite clothes from pictures and cut them out.
2)Tell the pupils to work in groups of four. They choose their favourite clothes and stick them together to form an outfit for a model. Each member of the group should contribute to the final picture by adding an item of clothing.
3)They should fill in the notes at the bottom of the page and present their model to the class. Each member of the group should say one sentence about the model as indicated by the labels next to the sentences.
Part G  Listen, colour, write and sing.
1)Play the Pupil’s Book Cassette for the pupils to listen to the song.
2)The pupils listen again and colour Tim’s clothes. Then they write the colours of the clothes.
3)Play the cassette again and encourage the pupils to join in with the words.
d)   Practice
The pupils bring in their own favourite clothes and model them for the class. In groups they work out what the group leader will say about each outfit.
Do the exercises in Workbook (p. 33)
Ask the pupils to look at the pictures, read the speech bubbles and then match the correct sentences with the pictures by writing the correct letters in the boxes.
Answers: 
1. c   2. d   3. a   4. b
f) Homework
Review Unit 6.
Prepare Unit 7.
Teaching postscript:
学生在学新单词的同时。还要复习以前学过的有关衣服的单词。
学生能够积极的配合老师的教学，如从服装杂志上剪一些衣物图片，学生积极性很高。
Be+wearing 是这个单元的重点也是本单元的难点，要反复多练。
一些学生老犯a trousers, a jeans, a shorts 的错误，要经常提醒。
如果能真正让学生来一次时装表演更能提高学生的积极性和兴趣