ODI 教师用书样张 Unit 1RTLM_TC_TeacherEdition_Level1Unit1_AmE

UnitOverviewObjectives•••••••••••••••••••••••••••••••••••••••••••••••••••••••Togivenameandage•ToidentifyandtalkaboutcolorsLanguage••••••••••••••••••••••••••••••••••••••••••••••••••••••Materials••••••••••••••••••••••••••••••••••••••••••••••••••••••••StudentBook1pages12–21•AudioCDtracksA:15–34•PictureCards:(16)pink,(17)purple,(18)orange,(19)brown,(20)black,(21)white,(22)gray,(23)eleven,(24)twelve,(25)thirteen,(26)fourteen,(27)fifteen•StoryCards•ActivitySheets1–2•Workbook1pages10–19•Unit1TestTargetVocabularyColors:pink,purple,orange,brown,black,white,grayNumbers:eleven,twelve,thirteen,fourteen,fifteenTargetStructuresWhat’syourname?MynameisMillie.Howoldareyou?I’mseven.Isitpurple?Yesitis./No,itisn’t.Whatcolorisit?It’spink.FeaturesValues:It’sgoodtoshare.Cross-curricular:Science:NaturePhonics:a,p,s,t(at,pat,sat,tap)29MybirthdayM01B_ODIA_TE_01GLB_3154_U1_06.indd2908/12/201112:22PMSAMPLEAssignWorkbookpage10.Fortheanswers,seepage162.WB3A:17Listenandnumber.•Askstudentstolookatthesceneagain.Playtheaudioandhavestudentslistenfirst.StudentBookpage12Objectives•Tolistentoaconversation•ToidentifycolorsTargetlanguagepink,purple,orange,brown,black,white,grayMaterialsPictureCards1–4;16–22Warm-up•Askstudentstolookatthesceneandtalkaboutwhattheythinkishappening.Pointtothechildrenandask,Aretheyoutside/intheyard?Promptstudentstoanswer,Yes,theyare.Ask,Howmanychildrenarethere?(Four.)•Pointtotheflagsandsay,Flags.Tellstudentsthatthechildrenareputtingflagsupbecausesomeonehasabirthday.Pre-teachbirthday.Say,Lookatthechildren.Whosebirthdayisit?Theycanchecktheirpredictionaftertheyheartheaudio.Usingthepage1A:15Listen.•HoldupthePictureCards(Colors)onebyone.Askstudentstorepeatafteryou:pink,purple,orange,etc.Thenpointtothecolorsoftheflagsinthesceneintheirbook.Askstudentstotellyouthenamesofthecolorsasyoupointtoeachone.•Askstudentstolookatthesceneandlistenasyouplaytheaudio.Rita:WelcometoFamilyIsland.Zak:Hello.I’mZak.It’smybirthday.Millie:Hello,mynameisMillie.Lookattheflags.Purple,orange,black,pink,white,brown,gray.Oscar:Hello,I’mOscar.What’syourname?Waldo:Huh?•Playtheaudioagainandhavestudentslisten.Askstudentstoidentifythecharacters.Say,Who’sRita?Who’sMillie?Who’sOscar?Who’sZak?Ask,IsitZak’sbirthday?Promptstudentstoanswer,Yes,itis.2A:16Listenandsay.•Focusonthecoloredflags.Playtheaudioandhavestudentsrepeataftereachwordtheyhear.•PutthecolorsPictureCards(16–22)ontheboardforstudentstoreferto.Pairstudentsandhavethemplayagame.Onestudentineachpairpointstosomeitemofclothingorsomethingonhis/herdesk.His/Herpartnerhastosaythecoloroftheobject.Studentstaketurnsandfindasmanydifferentcolorsaspossible.ExtensionColorCallDistributeallthecolorsPictureCards(1–4,16–22)todifferentstudents.Explainthatwhenyoucalloutthenameofacolor,thestudentholdingthepicturecardmuststandupandholdhis/hercardup.Ifthestudentstandsupcorrectlywhenhis/hercoloriscalled,he/shepassesittoanotherstudentofhis/herchoice.Continueuntilallstudentshavehadaturn.1.orange2.pink3.black4.white5.purple6.brown7.gray•Playtheaudioagain.Havestudentsnumbertheflagsintheboxesaccordingtothecolortheyhear.•Pairstudentsandhavethemcheckeachother’swork.Invitepairstogivetheiranswerstotheclass.30M01B_ODIA_TE_01GLB_3154_U1_06.indd3008/12/201112:23PMSAMPLEOscar,Rita,Millie,Zak.Name,name,name!Six,seven,eight,nine,ten.Age,age,age!What’syourname?What’syourname?Myname’sZak,Zak,Zak.Howoldareyou?Howoldareyou?I’msix,six,six.…I’mRita,Rita,Rita…I’meight,eight,eight.…I’mMillie,Millie,Millie…I’mseven,seven,seven.…I’mOscar,Oscar,Oscar…I’mfive,five,five.•Playthechantagainandhavestudentschantalong.Askstudentstoholdupthecorrectnumberoffingerswhentheysaytheages.•Usethechanttoaskstudentstheirnameandage.Say,What’syourname?What’syourname?Thestudentreplies,Myname’s(Eric,Eric,Eric).Youcontinue,Howoldareyou?Howoldareyou?Thestudentreplies,I’m(seven,seven,seven).StudentBookpage13Objectives•Tochantaboutnamesandages•ToaskforandgivenamesandagesTargetlanguageWhat’syourname?Mynameis(Millie).Howoldareyou?I’m(seven).MaterialsActivitySheet1,Queststicker(blanket)Warm-upPlaythechantfromtheWelcomeUnit(CDtrackA:11).Askstudentstodothechanttogetherfirst,thensplittheclassintotwogroups.Haveonegroupsaythechant,whiletheothergroupclaps.Usingthepage4A:18–19Listenandchant.•Havestudentslookatthescene.Reviewthenamesofthecharacters.•Playtheaudioandhavestudentslisten.A:20What’syourname?MynameisMillie.Howoldareyou?I’mseven.5Write.•Askstudentstofillinthesentenceswiththeirnamesandages.Thenaskthemtowalkaroundtheclassandexchangeinformationabouttheirnameandagewithatleastfiveotherstudents.•AskseveralstudentstolineupatthefrontoftheroomandpresentthemselvestotheirclassmatesusingMynameis(Anita).andI’m(eight).A:21Listenandsing.Thenstick.Comewithus,comeonaquestComeonaquesttodayComewithus,comeonaquestLookforablankettoday.Aneggand…ablanket!Lookforablankettoday.AssignWorkbookpage11.Fortheaudioscript,seepage158.Fortheanswers,seepage162.WBExtensionFindYourMatchCutoutenoughpicturesandsentencesfromActivitySheet1togiveeachstudenteitherasentenceorapicture.Checkthatyouhaveanevennumberofstudentssoeverystudentwillbeabletofindapartner.Explaintheactivitytostudents.Thestudentwithasentencemustfindthepicturewhichthesentencerelatesto.Havestudentswalkaroundclasstofindtheirmatch.Theycanreadouttheirsentencestoeachothertoseeiftheotherstudentisamatch.Askpairstosittogethersothatyoucanchecktheirmatch.31M01B_ODIA_TE_01GLB_3154_U1_06.indd3108/12/201112:23PMSAMPLEAssignWorkbookpage12.Fortheaudioscript,seepage158.Fortheanswers,seepage162.WBUsingthepage6A:22Listenandsay.•Introducethenewnumberseleven,twelve,thirteen,fourteenandfifteenwiththePictureCards(23–27).Holdthemuponebyoneandaskstudentstorepeatthenumberafteryou.•Playtheaudioandhavestudentslistenastheylookatthevocabularyintheirbooks.•Playtheaudioagainandhavestudentsrepeat.7A:23-24Listenandwrite.Thensingandact.•Askstudentsquestionsaboutthepicture.Ask,What’shappening?Promptstudentstoanswer,It’sabirthdayparty.Askstudentstolookatthecharactersandseeiftheycanspotthenumbersontheirclothing.Pointtothelittleboyandask,Howold?Dothesamewiththeothercharacters.•Reviewclap,stampandjump.Say,clap,clap,clapasyouclap.Say,stamp,stamp,stampasyoustamp.Say,jump,jump,jumpasyoujump.Thenaskstudentstodotheappropriateactionsasyousaythemandhavethemrepeatanddotheactionswithyou.•Playthesongandhavestudentslisten.•Playtheaudioagainandaskstudentstowritethenumberwordsinthespaces.•Invitestudentstosingthesong.Playtheaudioagainandaskstudentstodotheactionsastheysingthesong.StudentBookpage14Objectives•Topracticecolors•TopracticeageswithasongTargetlanguageeleven,twelve,thirteen,fourteen,fifteenMaterialsPictureCards(6–15;23–27),slipsofpaperWarm-up•Reviewnumbers0–10usingthePictureCards(6–15).Stickthemupontheboardandthendividestudentsintotwoteams.Askastudentfromeachteamtocometotheboardandexplainthatwhentheyhearyoucalloutanumber,theyshouldtouchthatcardasquicklyastheycan.Thestudentwhotouchesthecardfirst,scoresapointforhis/herteam.•Askastudenttodrilltheclassonnumbersbyholdingupthecards,onebyone,atthefrontoftheclass,andhavestudentscalloutthenumber.Reversetheprocedureandallowindividualstudentstocalloutanumberandthestudentatthefronttofindandholdupthematchingcard.ExtensionNumberMatchDividestudentsintotwoteams.Writethenumbersbetweenzeroandfifteenonslipsofpaper.Thenwritethenumbersasnumeralsonslipsofpaper.Distributethenumeralstostudentsinoneteam,thengivethewordstostudentsintheotherteam.Eachstudentshouldhaveawordoranumeral.Studentsmingletofindtheirmatchingwordandnumeral.Afterward,shuffletheitemsandrepeattheactivity.43%32M01B_ODIA_TE_01GLB_3154_U1_06.indd3208/12/201112:23PMSAMPLE8A:26Listenandstick.Thenlookandcircle.•Tellstudentsthatthechildreninthepicturesaremissingtheirpartyhats.Havestudentslistentotheaudioandfindtherightcoloredhatforeachcharacter.Pausetheaudiotoallowsufficienttimeforstudentstofindthecorrectstickerandstickitoneachpicture.1.Isitorange?No,itisn’t.Whatcolorisit?It’sgreen.2.Isitpink?Yes,itis.3.Isityellow?No,itisn’t.Whatcolorisit?It’sorange.4.Isityellow?Yes,itis.•Whenstudentshavestuckthehatson,playthequestionsontheaudioagain,andhavestudentssaytheanswersalongwiththeaudio.AskthemtocirclethecorrectanswerforNumber4.•Pairstudentsandhavethemaskeachotheraboutthehatsusingthetargetlanguage.ModelthelanguagebypointingtoNumber3andsaying,Isitorange?Helpstudentsanswer,Yes,itis.Partnersplayuntiltheyhavepracticedallthetargetitems.9Lookandplay.•Askstudentstolookatthepictures.Ask,Whatarethey?Helpstudentsanswer,Birthdaycakes.Askstudentstotellyouthecolorofthecakes.Usetheexampletomodelthelanguagestudentsshouldusetoaskandansweraboutthecakes.•Afterstudentshavepracticedaskingaboutcolors,pointtonumber1andsay,It’smybirthday.HowoldamItoday?Studentscountthecandlesandreply,Eight.Writetheexchangeontheboardandhavestudentspracticeinpairs.StudentBookpage15ObjectiveToaskandansweraboutcolorsTargetlanguageIsit(purple)?Yes,itis./No,itisn’t.Whatcolorisit?It’s(pink).MaterialsPictureCards1–27,stickers(hats)Warm-upAskstudentstositinacircleonchairsandhaveonestudentstandinthecenterofthecircle.Explainthatwhenyoucalloutacolor,anystudentswearingthatcolormustchangeseats.Meanwhile,thestudentinthemiddlewilltryandgrabachairtositon.Theaimofthegameistogetaseat.UsingthepageA:25Isitpurple?Yes,itis.Isitpurple?No,itisn’t.Whatcolorisit?It’spink.AssignWorkbookpage13.Fortheaudioscript,seepage158.Fortheanswers,seepage162.WBExtensionCardSearchHideseveralcolorsandnumbersPictureCardsaroundtheclass.Thendividestudentsintotwoteamsandhavethemfindthecards.Besuretotellstudentsbeforehandwhattolookfor.Afterward,eachteamshowsitscardstotheclassandnameseachcolorornumber.Theteamsget2pointsforeachcardtheyfind.Theyget5pointsforeachcolortheynamecorrectly.ColorCardsToprepareforthisactivity,putthecolorsPictureCards(1–4,16–22)ontheboardandcallstudentsuponebyonetotakeoffthecoloryoucallout.Whenallthecolorshavelefttheboard,askstudentswiththePictureCardstogivethemtoanotherstudent.Thencallforthemback,onebyone.Thestudentwiththatcolorshouldbringitbacktotheboardandre-attachit.Whenallthecolorsarebackontheboard,writethenameofeachcolorunderneathitscard.33M01B_ODIA_TE_01GLB_3154_U1_06.indd3308/12/201112:24PMSAMPLEAssignWorkbookpage14.Fortheaudioscript,seepage158.Fortheanswers,seepage162.WBExtensionPictureTic-Tac-ToePrepareninecards,eachwiththenameofacolororanumberononeside.PlacethecardsfacedownonatableintheformofaTic-Tac-Toeboard(a3x3grid).Putstudentsintotwoteams.Theteamstaketurnsturningoveracardandnamingthecard.Ifstudentsarecorrect,thecardremainsfaceup.Ifnot,thecardisturnedfacedownagain.Thefirstteamtoidentifythreecardsinarowwins.HideandFindDividestudentsintogroupsoffour(intwopairs)anddistributeonecopyofActivitySheet2tothegroup.Askstudentstocutoutthethreenumbercardsatthebottomofthesheet.Explainhowtoplaythegame.Thefirstpairhasaminutetotryandmemorizethepositionofthepicturesonthesheet.Thispairthenturnstheirbacks,whilethesecondpairputsthethreenumbercardsoverthreepicturesonthesheet.Thefirstpairturnsaroundandtriestorememberwhichthreepicturesarehiddenunderthecards.Theycallouttheitemsinorder,e.g.One,Rita.Two,blanket.etc.Whentheyfinish,askstudentstochangerolesandplayagain.writetheirnameunderthecakeorcakestheywant.Thensay,TwopinkcakesforSusie,onebrowncakeforMax,etc.asyoumimegivingthecakestothestudents.Encouragestudentsto“eat”themandmakeappreciativenoises.Usingthepage10A:27Listentothestory.•Directstudents’attentiontothestoryandaskquestionsaboutthecharactersandthescenes:Whocanyouseeinthepictures?(Zak,Oscar,Millie,Rita,andWaldo.)Howmanycakes?(Eight.)Askstudents,Howmanypinkcakes?(Two.)Howmanyorangecakes?(Two.)•Playtheaudioandhavestudentslistentothestoryandfollowalongintheirbooks.•Checkstudents’understandingofthestorybyaskingquestionsandpointingtothepictures.Ask,Whoarethepurplecakesfor?(Millie.)Whoarethegreencakesfor?(Oscar.)Whoarethepinkcakesfor?(Rita.)Whoeatsallthecakes?(Waldo.)•Playtheaudioagain.EncouragestudentstoreadaloudtotheaudioandmimecountingandWaldoeatingthecakes.StudentBookpage16ObjectiveToconsolidatetargetlanguageinastoryAdditionallanguageTwo(purple)cakes(forMillie).Nicecakes.Thankyou.Materialsphotographsorpicturesofcolorfulcakes,cards,ActivitySheet2Warm-up•Writetwosetsofnumbers(zerototen)ontheboardwithalettermissingfromeachword.Dividetheclassintotwoteams.Explainthattheobjectofthegameistocompletethewordsasquicklyaspossibleandthatadifferentstudentfromeachteammustdoeachword.Assoonasastudentcompletesaword,he/shecallsoutthewordandthenhandstheturntothenextstudentinhis/herteam.Studentscanchoosetocompleteanywordremainingontheboard.Callastudentfromeachteamtotheboardtostart.•Sticksomephotographsorpicturesofcolorfulcakesontheboardandasktheclass,Whowantscake?Askseveralstudentstocometothefrontand34M01B_ODIA_TE_01GLB_3154_U1_06.indd3408/12/201112:24PMSAMPLEUsingthepage11Lookandmatch.•Tellstudentstolookatthecharactersandthecakesbelowthem.Puttheminpairsorsmallgroups.Askthemtomatchthecakestothecharacterbydrawingaline.•Checkstudents’answers.Ask,Twogreencakes?andpointtothepicture.Promptstudentstoanswer,Oscar.12Role-playthestory.•Dividestudentsintogroups,makingsuretherearethesamenumberofstudentsineachgroupastherearecharactersinthestory.GiveeachgroupasetofStoryCardsandhavestudentsplacetheminorder.Thenaskeachgrouptoactoutthestory.•Dividestudentsintofivegroupsandgiveeachgroupacharacter,eitherRita,Zak,Oscar,Millie,orWaldo.Eachgroupshouldpracticetheirlinesinclass.Encouragestudentstosaythelinesfrommemoryusingprompts.Theninviteamemberfromeachgrouptocomeandrole-playthestory.Repeatwithnewsetsofstudentsand,ifpossible,giveeverystudenttheopportunitytoparticipate.13Showhowtoshare.Lookandstick.•Readthevalue,It’sgoodtoshare.Directstudents’attentiontothepicturesofthechildrenplaying.Pointandaskstudents,Whatarethey?(They’recars.)Explainsharing,andpointtotheboywithallthecarsinthepicture.Ask,Sharing?(No.)Say,It’sgoodtoshare.•Askstudentstonamethecolorsofthecarsinthepictureontheleft.Ask,Howmanycarsarethere?(Six.)Thenhavestudentsfindthecarstickersandstickthemonthepictureontherightinawaythatshowsthechildrensharing.(Evenlydistributedinfrontofthem)StudentBookpage17Objectives•Toprovidestorycomprehension•Torole-playastory•TotalkaboutsharingAdditionallanguageIt’sgoodtoshare.MaterialsStoryCards,stickers(cars),buildingblocksWarm-up•Doadrawingdictationontheboard.Say,e.g.,Drawnumberthirteen.Invitestudentsindividuallyorinpairstocometotheboardanddrawthenumbersaccordingtoyourinstructions.•Playthestoryaudioagain(CDtrackA:27)andreviewthestorywithstudents.Reviewthecharacters’namesandthecakecolors.Askquestionsaboutthestory:Whoisthis?(It’sWaldo.)Who’sthat?(It’sZak.)AssignWorkbookpage15.Fortheanswers,seepage162.WBExtensionBuildaTowerGetasetofbuildingblocksandgiveeachteamanequalnumberofblocks.Askaquestionfromthestorysofar.Askaboutcolors,numbers,andcharacters’namesandtheirages.Thefirstteamtoanswercorrectlygetstostartbuildingatowerwithitsblocks,oneblockatatime.Theaimistohavethehighesttowerattheendofthegame.Ifthetowerfallsoverduringthegame,theteamhastobuilditagain.Home-Schoollink:Readthedirectivewiththeclass:Drawapictureofsharing.Showyourfamily.Askstudentstodothisathome.35M01B_ODIA_TE_01GLB_3154_U1_06.indd3508/12/201112:24PMSAMPLEUsingthepage14A:28Listenandpoint.Thensay.•Pre-teachbird.Ask,Isthebirdblack?(No,itisn’t.It’sbrown.)Ask,Isthefishorange?(Yes,itis.It’sorange.)Dothesamewithleafandbutterfly.•Playtheaudio.Askstudentstolistenastheylookatthephotosandpointtotheonetheyhear.1.It’sabird.It’sbrown.Abrownbird.2.It’safish.It’sorange.Anorangefish.3.It’saflower.It’spink.Apinkflower.4.It’saleaf.It’sgreen.Agreenleaf.5.It’sabutterfly.It’sblue.Abluebutterfly.•Playtheaudioagain.Askstudentstolistenandrepeat.Onlinetask:Directstudents’attentiontoWaldo.TellstudentstogoonlinetoFamilyIslandandfindtheitemthatheisholding.Oncestudentsclickonit,theyaretakentoasupplementarylanguagetask.15Completethepictures.Thensay.•Havestudentscompletethepictureswiththeircoloredpencils.Thenaskthemtoidentifythepictures.Ask,What’sthis?(It’sayellowflower.)Havestudentspracticeaskingandansweringinpairs.StudentBookpage18ObjectiveTointegratecross-curricularcontent(science)intoEnglishclassAdditionallanguageIt’sa(bird).It’s(brown).A(brownbird).Materialspaper,crayonsorcoloredpencilsWarm-up•Reviewcolors.Askstudentstolookthroughtheunit.Havethemfindsomethinggreen,somethingbrown,somethingpink,somethingblue,etc.Thenaskthemtotellyouaboutwhattheyfound,e.g.,twogreencakes.•Showstudentsafewpicturesofindividualcolorfulflowersandask,What’sthis?Promptstudentstoanswer,e.g.,It’sapinkflower.Showanotherpictureandask,What’sthis?(It’sablueflower.)AssignWorkbookpage16.Fortheanswers,seepage162.WBExtensionLet’sGoFishingDividestudentsintotwoteams.Haveallstudentsdrawandcutoutapaperfish,bird,butterfly,flower,orleafshape.Havestudentsattachapapercliptotheirpapercut-outswithtape.Scatterthecut-outsonthefloororputtheminabox.Giveeachteamafishinglinewithamagnet,andhavestudentscatchwhateveryoucallout(eitherfish,butterfly,leaf,bird,orflower).Giveteamsatimelimittofishoutasmanyofthetargetsaspossible.Theteamwiththemostcut-outswins.Mini-project:Havestudentsmakeapostershowinganimalsandplants,includingthosefeaturedintheunitandothersoftheirownchoosing.Theycanworkinpairsorinsmallgroups.Askstudentstolabeltheirdrawings.36M01B_ODIA_TE_01GLB_3154_U1_06.indd3608/12/201112:24PMSAMPLEUsingthepage16A:29Listen.•Havestudentsopentheirbooks.Playtheaudioacoupleoftimes.a/a//a//a/p/p//p//p/s/s//s//s/t/t//t//t/17A:30Listen,point,andsay.•Playtheaudio,pausingaftereachletter-soundtoallowstudentstodotheactivity.Repeatseveraltimes.StudentBookpage19Objectives•Tolearnsoundsandlettersa,p,s,t•Topracticereadingandspellingsamplewords(at,pat,sat,tap)Materialslettercards:a,p,s,tWarm-upDrawsimplepicturesontheboardofthingsbeginningwitha:ant,apple.Say,aaaaaant,aaaaaapple.Lookaroundtheroomforanythingelsebeginningwitha,orastudentwhosenamebeginswitha.Allthetimesay,aaaa.Encouragethegrouptojoininsaying,aaaa.Writetheletteraontheboardandsay,a.Havestudentsrepeata.Pointtotheantandsay,ant.Pointtotheletteraandsay,a.Nowelicitantorafromthestudentsdependingonwhatyoupointat.Followthesameapproachtointroducetheotherletter-sounds.Takecaretoprovideagoodmodelwhenpronouncingthephonemes,e.g.,sisahissingsound,sss,notsuh.Ifyouareunsure,listentotheCDandpracticethephonemesbeforeclass./p/,/p//a/,/a//s/,/s//t/,/t//a/,/a//p/,/p//t/,/t//s/,/s/18A:31Listenandblendthesounds.•Withbooksclosed,introducetheconceptofblen