Starter:
Lesson
4
You
look
cool
(Period
2)
I.
Teaching
objectsKnowledge:
Students
will
be
able
to:
master
useful
expressions:
Can
I
use
your
bike
Sorry,
it’s
not
my
bike.
What’s
your
mum
like
She
is….She
is
wearing….
What
about
your
dad master
the
new
words:
use,
bike,
wrong,
stop,
help…Possessive
adjectives.Ability:
Students
will
be
able
to
learn
to
introduce
one’s
dressing.
Emotion:
Students
will
learn
to
make
friends
with
others.II.
Key
points
of
teaching:Students
will
be
able
to
master
the
new
words
and
the
useful
expressions.III.
Teaching
difficulties:Students
will
be
able
to
learn
to
introduce
one’s
dressing.IV.
Teaching
and
learning
methods:Watching,
imitating,
describing.Pair
work,
group
work,
debate.V.
Teaching
aids:
PPT,
blackboard
Teaching
procedures:
Teaching
steps
Teacher’s
activities
Students’
activities
Intention
of
the
design
Reflection
and
the
second
design
Step
I
Greetings
Greetings
Greetings
Familiar
with
each
other
导入的对话设计比较成功，效果比较明显，学生参与面广。这节课主要是任务部分，为了使学生能很好的完成任务，前面做了比较多的铺垫，效果还是很明显的，但是课堂的容量就大了很多。时间很难把握。
Step
IIRevision
1.
Have
students
translate
Chinese
into
English.What’
this
It’s
a
…/
What
are
these/they
They
are
…What
color
is
it
It’s
…/
What
color
are
they
They
are
…What
color
is
your
coat
It’s…/
What
color
are
your
shoes
They
are…Is
this
your
orange
coat
Yes,
it
is./
Are
these/those
your
new
shoes
Yes,
they
are./
No,
they
aren’t.What’s
in
the
box/bag/pencil
case
There
is
a
/are
…Whose
book
is
it
It
is
my
book.
Whose
books
are
they
They
are
my
books 2.
Have
two
students
act
out
the
dialogue
in
Part
A.3.
Have
students
say
out
Possessive
adjectives.
1.
Translate.2.
Act
out
the
dialogues
in
Part
A.
Revision.
Step
IIIPart
B3
1.
PresentationT
talks
with
a
student:T:
Can
I
use
your
ruler
Help
him/her
answer:
‘Yes,
of
course.’T
talks
with
another
student:T:
Can
I
use
your
ruler
Help
him/her
answer:
‘Sorry,
it’s
not
my
ruler.’T
goes
on
asking
‘Whose
ruler
is
this ’
Help
him/her
answer:
‘It’s
sb.’s
ruler.
His/Her
ruler
is
blue.’2.
Have
two
students
act
out
the
dialogue
between
Jack
and
Lily,
then
ask
students
to
make
new
dialogues.3.
Have
students
read
the
dialogue
between
Mr.
Lin
and
Lily.
Explain
‘put
away’.
1.
Read
the
dialogue.
Improve
the
students’
speaking
ability.
Step
IVPart
C
1.
T:
Who
has
a
dog/cat
at
home
What
is
it
like
Have
students
guess
what
the
sentence
means.
Go
on
asking:
What
is
your
Dad/Mum
like
What
is
sb.
like
What
about
… 2.
Have
students
read
the
dialogue
and
answer:
What
is
the
girl’s
mum
like
What
is
her
dad
like /What
about
her
mum.3.
Role
play
reading.4.
Finish
Part
C,
Workbook.Read
the
dialogue
by
themselves.
1.Read
and
answer.2.Finish
Part
C,
Workbook.
Improve
the
students’
reading
ability.
Step
VPart
D
1.
Show
a
photo
to
the
students,
ask
some
questions:Here
is
a
photo
of
…Who
is…
What
colour
is
his/her… He/
She
looks
cool.2.
Have
one
student
read
the
passage.3.
Read
it
together.4.
Have
students
write
about
their
own
photos.5.
Finish
Part
D,
Workbook.
1.
Read
the
passage.2.
Write
about
their
own
photos.3.
Finish
Part
D,
Workbook.
Improve
the
students’
writing
ability.
Step
VIConclusion
Make
a
summary.
Step
VIIHomework
1.
Recite
the
new
words
and
useful
expressions.2.
Have
students
prepare
an
article
of
a
classmate
for
the
next
class.
Finish
homework.
Blackboard
plan:
Starter
Lesson
4
You
look
cool
Can
I
use
your
ruler
Yes,
of
course./
Sorry,
it’s
not
my
ruler.
put
away
What
is
your
Dad/Mum
like
What
is
sb.
like
What
about
…
Here
is
a
photo
of
…
He/
She
looks
cool.Starter:
Lesson
4
You
look
cool
(Period
1)
I.
Teaching
objectsKnowledge:
Students
will
be
able
to:
master
useful
expressions:
What’s
this./What
are
they./Is
this…/
What
color…/Whose
…is
it master
the
new
words:
box,
shirt
,
colour,
blue,
orange,
coat…know
names
of
colors
and
clothes.Ability:
Students
will
be
able
to
learn
to
use
Possessive
Nouns.
Emotion:
Students
will
learn
to
make
friends
with
others.II.
Key
points
of
teaching:Students
will
be
able
to
master
the
new
words
and
the
useful
expressions.III.
Teaching
difficulties:Students
will
be
able
to
learn
to
use
Possessive
Nouns.IV.
Teaching
and
learning
methods:Watching,
imitating,
describing.Pair
work,
group
work,
debate.V.
Teaching
aids:
PPT,
blackboard
Teaching
procedures:
Teaching
steps
Teacher’s
activities
Students’
activities
Intention
of
the
design
Reflection
and
the
second
design
Step
I
Greetings
Greetings
Greetings
Familiar
with
each
other
导入的对话设计比较成功，效果比较明显，学生参与面广。使得课堂效果较好。这节课主要是教授和衣服以及颜色有关的词汇，以及运用它们去说，通过反复的操练，让学生掌握这些词汇及句型，设计了很多的Pair
work来提高学生的学习兴趣，从而达到理想的效果。
Step
IIRevision
Have
students
say
something
about
the
school
with
‘there
is/are’
and
‘How
many’.
Say
something
about
the
school
with
‘there
is/are’
and
‘How
many’.
Revision.
Step
IIIWarm-up
Sample
conversation
between
the
T
and
Ss.T:
What’s
this
S:
It’s
a
coat.T:
What
colour
is
it
S:
It’s
orange.
Free
talk.
Improve
the
students’
speaking
ability.
Step
IVPresentation
1.Have
Ss
make
a
list
of
names
of
different
clothes:
coat,
shirt,
T-shirt,
blouse,
sweater,
dress,
socks,
skirt,
shorts,
trousers,
shoes.2.Have
Ss
make
a
list
of
names
of
different
colors:
red,
blue,
orange,
black,
white,
green,
yellow,
brown,
pink,
purple.3.Read
those
words
after
teacher,
then
read
them
together.
Learn
the
new
words
about
the
clothes
and
the
coulors.
Have
the
students
to
master
the
new
words.
Step
VDrill
Practice
dialogues
with:What’
this
It’s
a
…/
What
are
these/they
They
are
…What
color
is
it
It’s
…/
What
color
are
they
They
are
…What
color
is
your
coat
It’s…/
What
color
are
your
shoes
They
are…Is
this
your
orange
coat
Yes,
it
is./
Are
these/those
your
new
shoes
Yes,
they
are./
No,
they
aren’t.
Pair
work.
Improve
the
students’
speaking
ability.
Step
VIPart
A1
1.
Read
the
dialogue
by
themselves
first.2.
Ask
two
students
to
act
out
the
dialogue.3.
Read
it
after
T4.
Explain
&
ask
and
answerWhat’s
in
the
box/bag/pencil
case
There
is
a
/are
…5.
Role
play
reading.
Read
the
dialogue
and
act
out
it.
Improve
the
students’
speaking
ability.
Step
VIIPart
A2
1.
Ask:
What’s
this
It’s
a
…
What
color
is
it
It’s
…
Then
we
know
‘It
is
a
……..’
2.
Finish
Part
A2,
then
check
answers
together.
Finish
Part
A2.
Improve
the
students’
speaking
ability.
Step
VIIIPart
B
1.
T:
Whose
book
is
it
It
is
my
book.
Whose
books
are
they
They
are
my
books 2.
T
goes
on
asking
‘Whose
shirt
is
it
Whose
shoes
are
they ’
‘It
is
sb’s
/his
shirt.
They
are
sb’s/
her
shoes
’.3.
Have
students
make
more
dialogues
with
‘whose’.4.
Ask
a
pair
of
students
to
read
the
dialogue
in
Part
B1.5.
Role
play
reading.6.
Introduce
‘adjective
nouns’
and
finish
Part
B2.
1.
Read
the
dialogue
in
Part
B1.2.
Finish
Part
B1
and
B2.
Improve
the
students’
speaking
ability.
Step
IXConclusion
Make
a
summary.
Step
XHomework
1.
Recite
the
new
words
and
useful
expressions.2.
Reciting
dialogues
inPart
A1.
Finish
homework.
Blackboard
plan:
Starter
Lesson
4
You
look
cool
Clothes:
coat,
shirt,
T-shirt,
blouse,
sweater,
dress,
socks,
skirt,
shorts,
trousers,
shoes.
Colors:
red,
blue,
orange,
black,
white,
green,
yellow,
brown,
pink,
purple.
What’
this
It’s
a
…/
What
are
these/they
They
are
…
What
color
is
it
It’s
…/
What
color
are
they
They
are
…
What
color
is
your
coat
It’s…/
What
color
are
your
shoes
They
are…
Is
this
your
orange
coat
Yes,
it
is./
Are
these/those
your
new
shoes
Yes,
they
are./
No,
they
aren’t.
What’s
in
the
box/bag/pencil
case
There
is
a
/are
…
Whose
book
is
it
It
is
my
book.
Whose
books
are
they
They
are
my
books
