Unit 6 I’m watching TV.（Section A 1a-3c）

Unit 6 I’m watching TV.
The First period (Section A 1a—Grammar Focus)
Teaching Aims
1. Knowledge Objects
(1) Function: ① Know new words of several activities.
② Learn the usage of present continuous tense.
③ Learn how to make a telephone call.
(2) Key Vocabulary: newspaper, use, soup, wash, movie, just, house, drink, tea, tomorrow.
(3) Target Language: ① –What’s he doing?
--He’s using the computer.
② –Hello? This is Jenny.
--Hi, Jenny. It’s Laura here.
③ –Do you want to go tomorrow?
(4) Structure: ① Present progressive tense.
② “What” questions. Yes/No questions and short answers.
2. Ability Objects
To train students’ listening and speaking skills.
3. Moral Objects
(1) To be interested in join kinds of activities in an English class.
(2) To raise students’ interest of learning English.
Teaching Key Points
1. Key vocabulary in this period.
2. Target language in this period.
Teaching Difficult Points
1. How to improve students’ listening ability.
2. Make conversations using the key structures.
3. How to remember words well.
Teaching Methods
Make conversations freely using the target language.
Teaching Aids
1. A tape recorder.
2. A computer for multimedia use.
Teaching Procedures
Step 1 Lead in (about 3 minutes)
1. Leading in by asking questions about activities they do in their spare time.
2. Have students give some answers.
3. Write the structure on the board.
4. Start the class.
T: What do you usually do during your spare time?
S1: I usually play computer games.
S2: I usually read books.
T: Good! But what should we say when we want to describe what we are doing?
Let’s learn the patterns.
5. Write the patterns on the blackboard.
Object: Raise students’ interest.
Attention: Teacher can ask more than one student to answer the question. In order to create active classroom atmosphere.
Step 2 Presentation (about 9 minutes)
1. Have students look at the picture and read the words on the left.
2. Then ask a pair of students to read the dialogue in the picture.
T: OK, Let’s get started and see how to uses the patterns.
Subject+be+v-ing.
Please turn to Page 31 and look at the picture of 1a.
First I will read the words on the left hand.
Please read after me.
3. Teacher reads and students repeat.
T: Then, I want some of you to read the dialogue. Who wants to be the volunteer?
S1: What are you doing?
S2: I’m watching TV.
T: Good! Thank you. Can anyone make a dialogue like this?
S: What are you doing? I’m listening to a CD.
T: Pretty good!
Object: Get students familiar with the patterns and try to use the new patterns into their sentences.
Attention: If the students have trouble in making sentence. Teacher can give students some minutes to discuss with their classmates. After making a sentence, teacher can give some suggestions or give an example before their own sentences.
Step 3 1a (about 5 minutes)
1. Read each of the words and phrases.
2. Read the instructions.
T: After making sentences, let’s finish the activity 1a together. Please look at the picture of 1a and the word on the left. Match the words with the activities in the picture. I will give you several minutes to finish this activity.
3. After finishing the activity, ask someone to share the answer.
And then, check the answers.
Object: Make students be more familiar with the words by relating to pictures.
Attention: Control the time properly.
Step 4 1b (about 5 minutes)
1. Read the instructions.
2. Play the recording. Ask students to answer the questions.
3. Correct the answers.
T: Let’s do 1b together.
4. Please listen to the recording and write the numbers from 1a.
Play the recording twice.
…
5. After finishing the activity, ask someone to share the answers. And then, check the answers.
Objects: Training students’ listening skills.
Attention: If students have trouble in listening, the teacher can play it again.
Step 5 1c (about 5 minutes)
1. Let students make dialogues using the above words.
T: Let’s do the pairwork together.
2. First I want one of you to read the dialogue of 1c.
S1: What’s he doing?
S2: He’s using the computer.
S1: What are they doing?
S2: They’re listening to a CD.
T: Good! Please form into groups and make your own conversations like this.
3. Remember to use our new pattern.
(When they work, walk around the room checking the progress.)
T: OK, stop here. Who wants to share your conversations with all of us?
S1: What’s she doing?
S2: She is talking on the phone.
S1: What are they doing?
S2: They’re exercising.
T: Good job!
Object: Improving the oral skills of students.
Attention: If students have trouble in pronunciation, teacher should give some directions.
Step 6 2a and 2b (about 5 minutes)
1. T: OK, turn to Page 32. Let’s do the 2a and 2b together.
First I will give you several minutes to read the instruction and the sentences below.
2. Let students read.
T: Finished? Good! Now I’ll play the recorder. Listen and try to match the answers with the questions.
3. Play the recorder twice.
…
4. After finishing the activity, ask someone to share the answers. And then, check the answers.
T: OK, I’ll play the recorder again. Listen and try to finish the 2b activity.
Before I play the recorder, I will give your 1 minute to read the sentences in 2b.
…
5. After finishing the activity, ask someone to share the answers. And then, check the answers.
Objects: Training students’ listening skills.
Attention: If students have trouble in listening, the teacher can play it again.
Step 7 2c (about 3 minutes)
T: Since you guys have filled into the blanks in 2b, I’ll like two of you to role-play the conversation. Any volunteers?
…
(Students role-play)
T: That’s pretty good! I appreciate very much.
Attention: If students have trouble in pronunciation, teacher are expected to give some directions.
Step 8 2d (about 3 minutes)
1. Have students role-play the conversation.
T: Let’s do the pairwork together.
2. First form into pairs and I will give you several minutes to prepare for the performance.
3. Give students a few minutes to work in pairs. When they work, walk around the room checking the progress.
4. At the end, ask several pairs of students to role-play the conversation.
Object: Improving the oral skill of students.
Attention: If students have trouble in pronunciation, teacher should give some directions.
Step 9 Grammar Focus (about 3 minutes)
1. Read the grammar box first. Divide the class into two groups. One group read the statements and the other read the responses.
2. Help students understand the usage of present continuous tense.
Attention: This process may be a little tiring. Please be patient.
Step 10 Practice (about 2 minutes)
Do some exercises.
T: Now you have learned so many examples. Try to make your own dialogues again.
I’ll give you several minutes. If you have any question, you can ask me at any time.
Attention: Teacher can walk around in order to help the students who have grammatical and pronunciation trouble.
Step 11 Summary and Homework (about 2 minutes)
T: This is the first period of this unit. Is that easy to understand?
S:…
T: OK, you will make progress after practices. I believe you make it. As for the homework, make conversations with your partner. Write a short conversation.
The Second Period (Section A 3a—3c)
Teaching Aims
1. Knowledge Objects
(1) Function: ① Let students get familiar with the question types in order to do better in the examination.
② Improving student’s reading and comprehension abilities.
(2) Key Vocabulary: house, drink, tea, tomorrow
(3) Target Language: --Are you making soup?
--No, I’m not.
(4) Structure: ① Present progressive tense.
② “What” questions.
③ Yes/No questions and short answers.
2. Ability Objects
To train students’ oral ability and integrated skills by task-based activities.
3. Moral Objects
To enable students to explain activities that others are doing.
Teaching Key Points
1. Key vocabulary in this period.
2. Target language in this period.
3. Speaking skills.
Teaching Difficult Points
1. Key vocabulary in this period.
2. Make conversations freely.
Teaching Methods
1. Listening method.
2. Speaking methods.
3. Communicative approach.
Teaching Aids
1. A computer for multimedia use.
2. A picture.
Teaching Procedures
Step 1 Greeting and Revision. (about 5 minutes)
1. Greeting Students.
2. Check the homework.
T: Do you still remember the patterns we learned last class?
S: We learned the patterns “—What + be动词 +主语 +v-ing?—主语 + be动词 + v-ing” to explain the activities a man is doing.
T: Pretty Good! Let’s get started.
Object: To remind students of the grammar and patterns learned last class and start the new class.
Attention: If there are some students who didn’t finish the homework, ask them to finish it before next class.
Step 2 Dictation (about 5 minutes)
T: Let’s get started. Before the new class, let’s have a diction. Put out a piece of paper and write your name on it.
1. Do the dictation of the last class.
2. Collect the papers and check it after class.
Object: Let students remember the words.
Attention: Please check the dictation carefully.
Step 3 3a (about 13 minutes)
1. Write sentences following the examples.
T: OK, now, turn to Page 33. Let’s do 3a together. Now you can see the two examples below.
First I want one of you to read the two examples to us. Any volunteer?
…
T: Great! Then form into groups and discuss the questions. Write you own answer and then I will ask some of you to share your answers. I will give you several minutes to finish it.
2. After finishing the activity, ask someone to share the answers.
And then, check the answers.
Object: Improve the ability of forming sentences and comprehension.
Attention: If students have trouble in making sentences and grammar, teacher should give some directions.
Step 4 3b (about 7 minutes)
1. T: Role-play time! First please form into groups and I will give you minutes to discuss the questions. You are expected to number the sentences in order to make a conversation.
2. After that I will ask one or two students to share your opinions.
After finishing the activity, ask someone to share the answers.
And then, check the answers.
T: OK, you can do role playing now. Any volunteer?
3. Students do the role-play.
Teacher give some directions.
Object: Improve the ability of reading and comprehension.
Attention: If students have trouble in pronouncing, teacher should give some directions.
Step 5 3c (about 5 minutes)
1. Let a student read the conversation on the right.
2. Give students some directions of the game.
3. Ask students to play the game after class.
T: Look at the game together. There should be two groups to play the game.
For one, miming different activities in your group.
For another, guess what the activities are.
OK, you know the instruction now?
S: Yes, we do.
T: Good! Now read the conversation on the right.
Any volunteer?
…
T: Pretty good. Now that your know the instructions we will do it after class.
Object: Raise students’ interests.
Attention: If there is enough time. Teacher can let students play the game in class.
Step 6 Practice (about 8 minutes)
Do some exercises.
T: Now you have learned so many examples. Try to make your own dialogues again.
I’ll give you several minutes. If you have any question, you can ask me at any times.
Object: Get more familiar with the patterns.
Attention: Teacher can walk around in order to help the students who have grammatical and pronunciation trouble.
Step 7 Summary and Homework (about 2 minutes)
1. Finish the activity 3c in Page 33 after class.
2. Sum up what they have learned.