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Title Getting to know you Type of lesson Conversation Time 9,1
Teachingaims Knowledge and ability The ability to introduce people.Learn some greeting expressions.
Process and methods Make conversations and act out dialogues.
Emotion and attitude Greet people politely.
Main points Greeting expressions Difficult points Introduction of people
Approach Speaking, reading Teaching aids multimedia
Teaching process
The teacher’s activities Students’activities Design purposes
Step One Lead in: The teacher greets with students and makes a brief self introduction. Hello, everyone, I am …Step TwoConversations: The teacher shakes hands with students and makes conversations with the students by using the greeting expressions. Hello, I am Miss Yang, what is your name Nice to meet you. Goodbye.Step ThreeGroup work: 1.Teacher writes some basic expressions for greetings on the blackboard and then asks them to read after me and explain the expressions and give some examples.PracticeLet students practice the expressions and make dialogues in groups. Several minutes later, ask them to act it out in the front of the classroom. Now practice the expressions by yourselves and try to create a dialogue in groups by using the greeting expressions. Any volunteer Step FourIntroduction of third party: ask students how to introduce a third party by setting an example. And then let students make dialogues.I will ask 3 students to cooperate with me by acting different role to lead in the scene and the expressions.I will ask them to think about the following questions and answer me together Do you know how to introduce a third party 3. Set an example again and teach the expressions in detail. Let’s see together, suppose……4. Competition I will let them read the dialogue in the textbook fluently and loudly and design four scenes and let them choose one and act it out . Read after me and choose any scene as you like to do the dialogue. Any volunteer Step Five Conclusion and Homework: teacher does a brief conclusion and tells students do homework after class. Today we have learned the introduction and greeting expressions. …..So after class, do the exercises and practice the dialogue we learned today and remember the expressions. Goodbye. Greet with me by saying good morning ..Some students make conversations with me and others listen to usread the expressions after me and make dialogues with their partnersMake conversations with me and try to create a new dialogueTell me what we learned in this class To Draw students’ interestsTo let students get familiar with the expressionsTo master the greeting expressions and say it fluentlyTo know the introduction of a third party and let them be active in the competitionTo let students have a clear revision
Blackboarddesign Getting to know you Introduction greeting introduction of a third partyMy name is hello, hi this is Good morning she is she’s Good afternoon he is he’s Good evening they are they’reI am = I ‘m
Reflection
Title Getting to know you (numbers) Type of lesson Conversation Time 9,2
Teachingaims Knowledge and ability Know how to ask other’s age and answer it.Know how to write numbers 1---100.
Process and methods Make conversations and play games.
Emotion and attitude Don’t ask one’s age directly in western countries.
Main points number Difficult points Ask one’s age
Approach Speaking, Teaching aids multimedia
Teaching process
The teacher’s activities Students’activities Design purposes
Step One Lead in: teacher greets with students and checks the dialogues. T: which pair would like to share your dialogue with us … T: all of you have done a very good job. T: last time we learned how to greet each other, and I have known your names. Today, I want to know your age.Step TwoAsk questions and explain expressions: T: do you know how to ask one’s age S: … T: we say “how old are you ” and the answer is “I’m + number.” The teacher writes the expressions on the blackboard and some sentences for students to translate. And then makes conversations with students by using greeting expressions and the expressions for asking age.Step ThreeGroup work: let students practice the expressions and make dialogues in groups. Several minutes later, ask them to act it out. S: … T: you have done it very well. Now let’s see it together. We know actually it is not polite to ask one’s age directly in western countries. Try to remember that. Step FourNumber learning: ask students how many numbers they can write and host a competition of writing numbers. T: just now you know how to say 11,12, so do you know any other numbers Can you write them down S: … T: who’d like to come to the front and others take out a paper. Write what I say. S: … Then teacher checks what the students write and emphasizes some special numbers.Step Five Conclusion and Homework: teacher does a brief conclusion and tells students do homework after class. Students act out the dialoguesSome students make conversations with me then together tell me how to ask one’s agepractice the expressions and make dialoguesTell me the numbers they know and write what I say on the blackboard Write all the points on the notebooks and read them together for me To check whether they have mastered the contents learned last time and lead in the new lessonTo let students know how to ask one’s age and how to answer it.To master theExpressions know how to use them in daily life To know and remember numbersTo let students have a clear revision
Blackboarddesign Getting to know you (numbers) How old are you NumbersI am … 14: fourteen 40: fortyHow old is he 9: nine 19: nineteen 90: ninetyHe is … 100: one hundredHow old is she 1000: one thousandShe is … 10000 : one million
reflection
Title Meeting my family Type of lesson Conversation Time 9,3
Teachingaims Knowledge and ability The ability to introduce a third party.Check other’s name..
Process and methods Present, explain and practice
Emotion and attitude Let students know how to express” sorry”.
Main points Introduction of a third party Difficult points Check other’s name
Approach Speaking Teaching aids multimedia
Teaching process
The teacher’s activities Students’activities Design purposes
Step One Revision: teacher review the expressions briefly which may appear in the new lesson. T: last time we learned how to greet each other and how to introduce a third party briefly. So now let’s see the sentence structure together. S:… Step TwoExpressions learning: teacher summarizes and explains the sentence structure and tells them how to use them. Set some examples and let students read after the teacher. You know we can use this is to introduce people, so how to say 这是马克，他是我的朋友 How about 这是基蒂， 她是我的朋友 How about 这是李丽， 这是杰克， 他们是我的朋友？ …ok, now discuss with your partner and answer me.Step ThreeConversation: teacher makes conversations with students to set an example and then let students practice in groups to create a new dialogue. T: suppose that li li and I are friends and lucy and I are friends too. But li li and lucy don’t know each other, then how to introduce them T: Make the dialogue by yourselves later I will ask you. ….Step FourReading and acting: ask students to read the dialogue carefully and answer questions. Then explain the knowledge in the dialogue and do the exercise. The difference between “excuse me “and “sorry”. . Comparison of “That’s all right” , “ all right” and “right”. Mr, Miss,Mrs Are you … Yes, I am. No, I’m not. I am…Step Five Conclusion and Homework: teacher does a brief conclusion and tells students recite the dialogue, remember the important points and do exercises after class. Students look at the ppt and read them togetherRead the sentence after me and ask students to give me an example then translate my sentencesPractice the expressions and make dialoguesRead the dialogue by themselves and then read it loudly in pairsListen to me carefully To let them feel easier for the new lessonTo let students get familiar with the expressions and know how to use themTo introduce people more naturally and fluentlyTo learn the important points To let students have a clear revision of the lesson
Blackboarddesign Meeting my family excuse me/ sorryThis is … ---- sorryThat is…They are… ----- it doesn’t matter Not at all That’s all right Never mind
reflection
Title Things in the classroom Type of lesson DiscussionConclusion Time 08.9.8
Teachingaims Knowledge and ability Learn some new words and master countable nouns, uncountable nouns
Process and methods Conclude uncountable nouns by talking about things in the classroom
Emotion and attitude Know different names of things in the classroom
Main points Plural forms of countable nouns and uncountable nouns Difficult points Irregular plural forms of countable nouns, ,some meanings of u—nouns
Approach communication Teaching aids multimedia
Teaching process
The teacher’s activities Students’activities Design purposes
Ⅰ.Greeting: good morningⅡ.lead-in: ask students some questions to lead in the words of things in the classroomQ:1.Do you think our classroom is very beautiful, very clean and very tidy 2.Now look around, what do we have in our classroom For example: windows two doors…. 3 what do we usually use in our daily life, especially school (write on the blackboard in two lines) Take out real things (school things) they don’t mention such as glue crayon glue stick …read for them.Ⅲ. grammarLet them look at the words on the blackboard.Q: What is the difference between them or what is the feature Let the students try to change countable nouns into plural forms.Use ppt to summary (a table )Ues ppt to show the irregular ways of changing nouns to plural forms. Good morningAnswer my questionsS :pen pencilRead after me. boys read, girls read. Together read.Answer my questionDiscuss in groups of four To get their attentionTo check their vocabulary and know the name of some things To remember the new wordsTo Lead in uncountable nouns and countable nouns
The teacher’s activities Students’activities Design purposes
Now let’s come to see the uncountable nouns. Uncountable nouns means we can not count them. so if we want to express them we should use the following forma+量词＋of+物质名词Eg: a glass of water a cup of tea a piece of papersome uncountable nouns can add “s” in the end ,but they will have a different meaning. Use ppt to show the words ,then let the students to guess the meaning .eg hope----hopes interest---interests fish-----fishes tea ----teas bread---breads food---foods wind---winds rain---rainsⅣ.practice Use ppt to show Ⅴ. Homework Do some exercise on exercise book Students try to think about other phrases like this ( what else)Guess the uncountable nouns’ meaning which add “s” in the end To enlarge their knowledgeTo train their imaginationTo practice the knowledge we have learned
Blackboarddesign Things in the classroomChair glue how to express uncountable noun Book water a+量词＋of+物质名词 Pen bread eg: a glass of water Rubber paper a cup of tea Desk milk a piece of paper
reflection
Title Things in the classroom Type of lesson Conversation Discussion Time 08.9.9
Teachingaims Knowledge and ability Learn new words and can use “this, that ,those ,these” freely
Process and methods Summarize the usages of the demonstrative pronouns by discussing and know the general question
Emotion and attitude To use general question to ask others something that you are not sure in daily life
Main points Usages of demonstrative Difficult points Ways of answering the general question
Approach practice Teaching aids ome real things, multimedia
Teaching process
The teacher’s activities Students’activities Design purposes
Ⅰ.greetings: good morning!Ⅱ.lead-in Ask some questions to mention “this, that”Q:T: Hi﹡﹡﹡.Is this an apple (with a pen in hand) S: No, it isn’t. T: Is that a rubber S: Yes, it is. Think about what’s the difference when using “this” and “that”,“a”and“an” This 近指 that 远指 A book a pen … An orange an apple… A man an old man Ⅲ. Part1Look at the sentences on the blackboard, try to find the different usages of “this, that, these, those”. Give then 3 minutes to discussion.Eg：1.We are very happy these daysWe were very busy those days.2. I missed the bus .That’s why I didn’t come on time. What I want to say is this: You should believe yourself.This---theseThat---thoseThis is …That is…These are… Those are… Good morningAnswer my question Discuss in groups of fourDiscuss in groups of four To get their attentionTo find the usages of “this”, “that”, “a”, “an”To try to summarize the usages
The teacher’s activities Students’activities Design purposes
3.The computers in Class are better than those in Class 2…. Part2 Show ppt to students to see the Usages of “a, an”Ⅳ.Open you r book on page 6.Practise Part” ask and answer” pay attention to the answers.Single form：You must use it as subject.Plural form: You must use them as subject.Ⅴ.Practice Do some exercise on pptⅥ.Homework Review and prepare new lesson Make dialogue in groups of 2 To master the usages of” this, that, those, these,” and general question
Blackboarddesign Things in the classroomWe are very happy these daysThey were very busy those days.I missed the bus. That’s why I didn’t come on time.What I want to say is this：You should believe yourself…..3. extra question ：I don’t want that much.
reflection
Title Food and drink Type of lesson Conversation Time 08.9.12
Teachingaims Knowledge and ability Learn new words, know how to make suggestion and ask for price
Process and methods Teacher make two situation and students discuss and act
Emotion and attitude How to buy things Talk about price
Main points Talk about price Difficult points The different usages of “some and any”
Approach Communication and practise Teaching aids Multimedia and cards
Teaching process
The teacher’s activities Students’activities Design purposes
Ⅰ. Greeting :good morningⅡlead—in What kind of food and drink do you like？（write the answer on the blackboard）Eg: apple egg meat banana dumplings tea coffee water orange juice New words learning:Ask students to write the words of food and drink on the blackboard and then ask them to read after me. Do a game of words Do you often go to the supermarket with your mother or father What do you often buy （What have you got ） How much are they or How much is it Do you know“ how much”，yes we can use it to ask the price？ And we also can say: How much does it cost Or How much do they cost Ⅲ. Open your book please、 Let’s see what does kitty want to buy Language points: Do you want some flour We can also say； Shall we buy some flour？ Why don’t you buy some flour Why not buy some flour To make suggestion. Now I will give you 3 minutes to prepare the Good morningAnswer my questionAnswer my questionRead the text by themselves To get their attentionTo lead in different names of food and drinkTo lead in textTo find difficult sentences
The teacher’s activities Students’activities Design purposes
Dialogue. You can buy what you want to buy. Act it in different rolesⅣ. So much for this .Now let’s buy some fruit. Turn to Page 9. Read the text first. pay attention to “ones”， “some” ,compare the“some” with“any” on Page8.What’s the difference Then imitate it. After discussing, use ppt to summarizeⅤ.Say “read and act” to students. let them guess what is it？Using the cards to show the answersThen briefly introduce the imperative sentences and teach the important words smell feel taste sound look smooth rough Ⅵ.Homework Practice in group of 3DiscussionGuess what is it To practice how to buy thingsTo cultivate students’ study abilityTo get their interest
Blackboarddesign Food and drink Sweet apple grape durian Do you want some flour cake banana lemon peach Shall we buy some flour juice orange melon lychee/litchi Why not buy some flour jam pineapple pear strawberry Why don’t you buy some flour ice-cream cherry mango water melon plum apricot smooth ---adj rough---adj taste feel sound feel smell + adj
reflection
Title clothes Type of lesson Conversation Time 08.9.11
Teachingaims Knowledge and ability Learn some new words and master the usages of special question and “in, under, on”
Process and methods By asking students some question to lead in language points then acting to remember
Emotion and attitude To know how to ask thing’s position and answer it
Main points Special question Difficult points How to answer special question
Approach Communication and practice Teaching aids cards
Teaching process
The teacher’s activities Students’activities Design purposes
Ⅰ.Greeting good morningⅡ.lead-in Ask students some questionsEg: Do you think I am beautiful today I wear … And as a student you must wear your uniforms, all right Take out the cards I have prepared for this lesson. The cards includes many new words of this lesson.(name of different clothes) Q: Girls, who likes wearing a skirt /dress…, What about boys What do you like wearing Extra vocabulary: sports shoes gym shoes hiking shoes travel shoes shirt uniform shorts a pair of shoes a pair of trousers a pair of glovesⅢ.Open your book at page 7 .look at the text, PartⅠ“look and say” let’s see what has happened Q: When we can’t find something, what should we say to ask other people Where is … Or where are… It’s … they are… Language points： Cold: it used to describe the weather, what else Write on the blackboard: wind---windy cold---hot cloud---cloudy warm—cool Good morningWrite shoes dress…on the blackboard.Answer my question and rend new wordsRead the text and answer my questionDiscuss different weather To get their attentionTo lead in different kinds of clothesTo remember the new wordsTo know how much they understand the textTo find the rules of changing n----adj
The teacher’s activities Students’activities Design purposes
rain---rainysnow---snowy fog---foggypay attention to the “it”“it “can refer to weather, distance, time Eg: It’s cold today.It’s 8 o’clock.It’s 3 miles far away. Ⅳ.PracticeNow I will give you 3 minutes to prepare a new dialogue according to the text. Of course you can imagine. For example change red gloves into grey dress and so on. Then act. After students’ acting. Then ask；what about other colors do you know and what about other sentences to say “ thanks”, “that’s all right” Summary：write on the blackboard.Ⅴ.homework Make a new dialogue Prepare dialogue and actStudents discuss in groups Try to recite the text and remember the language pointsTo enlarge their knowledge
Blackboarddesign Clothessports shoes cloud---cloudy “it “refer to weather Thank you.travel shoes rain---rainy “it” refer to distance Thanks.skirt snow---snowy “it” refer to time Thanks a lot.shorts fog---foggy Thank you very muchThanks a million That’s ok.. That’s all right. You’re welcome.Not at all. It is nothing. My pleasure.
reflection
Title Starter U3 My family Type of lesson Reading Time
Teaching aims Knowledge and ability Learn to introduce your family.
Process and methods Read the text ;learn language points; retell; recite
Emotion and attitude Love your family members.
Main points Words and phrases Difficult points Retelling
Approach Reading Teaching aids Multimedia
Teaching process
The teacher’s activities Students’activities Design purposes
Step one: Lead in. Ask the students to discuss the questions.How many people are there in your family who are they Who is the oldest member in your family How old are your parents Step Two: Ask the students to read the paragraph and answer the following questions.How old is Ben Who’s Kitty What does Ben’s mother do Who is the elder woman Do they live in different flats Ask the students to read after the teacher.Help the students to understand the language points in the paragraph.The girl in the photo is my sister.eg, the boy in the car the car in the streetThe animals in the forest are dangerous.They are both 42 years old.Tom---a model Tim---a modelA and B (are) both…= Both Tom and Tim are models. Both A and B (are)…= Both of them are models. Both of …Translation of some sentences by using both Answer the questions.Read and answer the questions.Read after the teacher.Read the text again.Translate the sentences To think about the topic.To grasp the general idea.To grasp the details of the text.To use both properly.
The teacher’s activities Students’activities Design purposes
3.elder & olderHe is the oldest student in the class.His eldest son got married last year.My elder sister is two years older than I.4.the same & differentWe live in the same flat. = We don’t live in different flats.Step Three:Ask the students to retell the paragraph with the help of the key words. ____ Ben Li. I’m thirteen ___ . This is my ___ . The girl ___ is my sister, Kitty. She’s eleven. The ___ is my father. He’s a teacher. ___ my mother. ___ a doctor . They’re ___ forty-two years old. The ___ woman my grandmother. ___ seventy-five. We live ___ . Step Four : Ask the students to recite the paragraph.Step Five: Invite some students to introduce their families. Make some other pare them.Retell the text with the key words.Recite the text. To make clear their differences.To prepare for the next step.To Improve their ability.
Blackboarddesign My familyboth elder & olderA and B (are) both…He is the oldest student in the class.both A and B (are)…His eldest son got married last year.
reflection
Title Starter U3 Relatives Type of lesson Speaking Time
Teaching aims Knowledge and ability Learn to talk about your family.
Process and methods Introduce; show the example; use
Emotion and attitude Care for your family
Main points possessives Difficult points Comparatives of adjectives
Approach Talking Teaching aids Multimedia
Teaching process
The teacher’s activities Students’activities Design purposes
Step One: Lead in: Ask the students to answer the questions.1.How many family members are there in your family 2.Who are they Family tree grandparents grandmother grandfather grandfather grandmother parents uncle(an) aunt mother father aunt sister-in-lawcousin cousinniece nephew brother I sister grandson granddaughter grandchildrenWho is your mother’s mother What about your father’s father Game Ask three students to come to the front of the classroom and order the family members and the other students will guess what they say. The student can ask any one they want.Step Two: Ask the students to ask and answer. S1: How many aunts have you got S2: I have got two aunts. How many aunts have you got S1: I have(only) got only one aunt. Lead the students to listen to a dialogue. Discuss the plete the family tree.Ask and answer. To lead the topic.To widen their vocabulary.To practice the new words.
The teacher’s activities Students’activities Design purposes
Invite some pairs to read the dialogue. Help the students to understand the language points. 1. Comparatives of adjectives + er taller, younger, shorter + r nicer y---ier busier, heavier, easier double bigger, hotter better, worse2.I you he she it we you theymy your his her its our your theirmine yours his hers its ours yours theirsPractice for point 1 and point 2I am taller than you.It is larger than that.He gets up earlier than you.My dog is fatter than yours.(your dog)Our classroom is cleaner than theirs.(their classroom.) 3. alsoI am also 12.I also like pop music.4. there beThere is a book on the desk.There are two pens on the desk.There is a book and two pens on the desk.There are two pens and a book on the desk.Step Three: Ask the students to retell the dialogue.Step Four: Ask the students to make a dialogue. Listen to the dialogue.Read the dialogue.Summarize the comparatives of adjectives.Translate the sentences into English.Pay attention to the positions of “also”.Retell and make a dialogue. To grasp the general idea.To grasp the details. To learn to how to learn.To practice what we learnt. To pay attention to the details.To exam their learning.
Blackboarddesign Relatives+ er taller, younger, shorter I you he she it we you they+ r nicer my your his her its our your theiry---ier busier, heavier, easier mine yours his hers its ours yours theirs double bigger, hotterbetter, worse
reflection
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Title Meeting my family Type of lesson Conversation Time 9,3
Teachingaims Knowledge and ability The ability to introduce a third party.Check other’s name..
Process and methods Present, explain and practice
Emotion and attitude Let students know how to express” sorry”.
Main points Introduction of a third party Difficult points Check other’s name
Approach Speaking Teaching aids multimedia
Teaching process
The teacher’s activities Students’activities Design purposes
Step One Revision: teacher review the expressions briefly which may appear in the new lesson. T: last time we learned how to greet each other and how to introduce a third party briefly. So now let’s see the sentence structure together. S:… Step TwoExpressions learning: teacher summarizes and explains the sentence structure and tells them how to use them. Set some examples and let students read after the teacher. You know we can use this is to introduce people, so how to say 这是马克，他是我的朋友 How about 这是基蒂， 她是我的朋友 How about 这是李丽， 这是杰克， 他们是我的朋友？ …ok, now discuss with your partner and answer me.Step ThreeConversation: teacher makes conversations with students to set an example and then let students practice in groups to create a new dialogue. T: suppose that li li and I are friends and lucy and I are friends too. But li li and lucy don’t know each other, then how to introduce them T: Make the dialogue by yourselves later I will ask you. ….Step FourReading and acting: ask students to read the dialogue carefully and answer questions. Then explain the knowledge in the dialogue and do the exercise. The difference between “excuse me “and “sorry”. . Comparison of “That’s all right” , “ all right” and “right”. Mr, Miss,Mrs Are you … Yes, I am. No, I’m not. I am…Step Five Conclusion and Homework: teacher does a brief conclusion and tells students recite the dialogue, remember the important points and do exercises after class. Students look at the ppt and read them togetherRead the sentence after me and ask students to give me an example then translate my sentencesPractice the expressions and make dialoguesRead the dialogue by themselves and then read it loudly in pairsListen to me carefully To let them feel easier for the new lessonTo let students get familiar with the expressions and know how to use themTo introduce people more naturally and fluentlyTo learn the important points To let students have a clear revision of the lesson
Blackboarddesign Meeting my family excuse me/ sorryThis is … ---- sorryThat is…They are… ----- it doesn’t matter Not at all That’s all right Never mind
reflection
21世纪教育网 -- 中国最大型、最专业的中小学教育资源门户网站。 版权所有@21世纪教育网本资料来自于资源最齐全的２１世纪教育网www.21cnjy.com
Title Getting to know you (numbers) Type of lesson Conversation Time 9,2
Teachingaims Knowledge and ability Know how to ask other’s age and answer it.Know how to write numbers 1---100.
Process and methods Make conversations and play games.
Emotion and attitude Don’t ask one’s age directly in western countries.
Main points number Difficult points Ask one’s age
Approach Speaking, Teaching aids multimedia
Teaching process
The teacher’s activities Students’activities Design purposes
Step One Lead in: teacher greets with students and checks the dialogues. T: which pair would like to share your dialogue with us … T: all of you have done a very good job. T: last time we learned how to greet each other, and I have known your names. Today, I want to know your age.Step TwoAsk questions and explain expressions: T: do you know how to ask one’s age S: … T: we say “how old are you ” and the answer is “I’m + number.” The teacher writes the expressions on the blackboard and some sentences for students to translate. And then makes conversations with students by using greeting expressions and the expressions for asking age.Step ThreeGroup work: let students practice the expressions and make dialogues in groups. Several minutes later, ask them to act it out. S: … T: you have done it very well. Now let’s see it together. We know actually it is not polite to ask one’s age directly in western countries. Try to remember that. Step FourNumber learning: ask students how many numbers they can write and host a competition of writing numbers. T: just now you know how to say 11,12, so do you know any other numbers Can you write them down S: … T: who’d like to come to the front and others take out a paper. Write what I say. S: … Then teacher checks what the students write and emphasizes some special numbers.Step Five Conclusion and Homework: teacher does a brief conclusion and tells students do homework after class. Students act out the dialoguesSome students make conversations with me then together tell me how to ask one’s agepractice the expressions and make dialoguesTell me the numbers they know and write what I say on the blackboard Write all the points on the notebooks and read them together for me To check whether they have mastered the contents learned last time and lead in the new lessonto let students know how to ask one’s age and how to answer it.To master theExpressions know how to use them in daily life To know and remember numbersTo let students have a clear revision
Blackboarddesign Getting to know you (numbers) How old are you NumbersI am … 14: fourteen 40: fortyHow old is he 9: nine 19: nineteen 90: ninetyHe is … 100: one hundredHow old is she 1000: one thousandShe is … 10000 : one million
reflection
21世纪教育网 -- 中国最大型、最专业的中小学教育资源门户网站。 版权所有@21世纪教育网
