Language skills:
Listening:
Locate specific information in response to simple instructions
Reading:
Locate specific information in a short text in response to questions
Predict the meaning of unfamiliar words by using picture cues
Speaking:
Use modeled phrases and sentences to communicate with teachers or other
learners
Writing:
Revise and edit short written texts by making changes to incorrect
information
Difficult points:
Imperatives: feel\Put\Mix\Show\Collect…
Inverted order for question: Is it…?
Predicative adjectives: sharp, blunt
Possessive’s
‘Wh-‘ questions: what is it? Whose is this…?
Materials:
Word and picture cards, objects, cassette and a cassette player
Workbook 4B
Teaching times: Five periods
First period
Contents:
Words: donkey,
Imperatives: Feel, Put, Mix, Show
Language focus:
Using nouns to identify animals
e.g. donkey
Using imperatives to give instructions
e.g. Feel the donkey.
Difficult points: basket, hole, eating, chasing
Teaching breach: Using the pictures to put and say.
|
Procedure |
Contents |
Method |
Purpose |
|
Pre-task preparation |
1.Song 2.Daily talk 3.Revision |
Ps sing together T-P P-P | |
|
While-task procedure |
tail Donkey Look and say Feel… Put… Touch and feel Play a game |
T:(show pictures) This is a horse… This is its head. Is this its head? P: No. T: This is its tail. P read: tail : Is this a horse? P: No. T: It’s a donkey. Monkey-donkey P read. T tape P read after the tape P say and act P match and fill in the blanks: This is\ These are its-----.Feel the------. Put the ----on the-----. p-p p1: I’m a duck. I haven’t got a nose. P2: I can help you. Feel the duck. Put the nose on the duck. |
在单词的训练中注重加强和相近字的比较,找出不同点,便于学生记忆. 通过自画缺胳膊段腿的动物来操练句型,注重单复数的比较和操练. |
|
Post-task activities |
Workbook page6 |
p-p ask and answer ps practice ps do the exercises | |
|
Homework |
Copy the words and sentences | ||
|
Feedback： 在教与学的互相推动中，学生才是课堂的主体，老师只是起到了一个引导者的作用。我在课中每进行一个步骤都体现了这一点。在第一个讲授单词的环节中，就充分调动起学生的积极性，由自己表演，来让大家猜出新单词。在学习了词汇，集中与单独读过之后，为了加深大家的记忆，又让同学们来表演每个单词。在while-task procedure中，又对主要句型进行了对话训练。在最后的Role-play中，大家踊跃表演，充分练习，发挥了课堂主人翁的作用。 | |||