Period Three
教学设计
Step One: Present the English numbers.
1. Sing the song “Ten Little Indian Boys”.
Teacher: During the first two classes, we’ve known something about new friends’ names. But if we want to contact them. What shall we do? S1: A telephone call.
T: But you don’t have their telephone numbers. S1: Ask for their telephone numbers.
T: If we want to know about their telephone numbers, we must learn how to say these numbers in English. Let’s learn to sing “Ten Little Indian Boys”. Words
One little, two little, three little Indisns, Four little, five little, six little Indians, Seven little, eight little, nine little Indians, Ten little Indian boys.
(After singing the song, tell the students not to forget “zero”.) T: Count the number together from zero to nine. S2: Zero…
2. Listen to the conversation and write the telephone number.
Teacher: This is my friend’s telephone number. But I can’t hear it clearly. Could you please help me write it down?
(Students listen to the recording of 1b in Section B and give the answer.) Step Two: Drills.
1. Make a survey about your partners’ telephone numbers. Name Telephone numbers Li Lei Liu Yu Lin Fang Yin Kailin S1: Hello, Liu Yu. What’s your telephone number? S2: My telephone number is …
S1: Oh, thank you. What about yours, Lin Fang? S3: It’s…
S1: … And may I know your phone number, Yin Kailin? S4: …
S1: Thank you very much. Oh, I nearly forgot. My telephone number is… 2. Report it to the class.
(After the survey, every group can choose a student to report the survey result to the class.) Example:
My telephone number is… Liu Yu’s phone number is… Lin Fang’s telephone number is… Yin Kailin’ s phone number is…
3. Listen and match the names and telephone numbers.
4. Teacher: I will play the recording twice. The first time just listen. The second time, write
the letter of the person’s telephone number in the space after that person’s name. (Students listen to the tape .)
T: Next, I’ll play the recording again. This time, fill in the missing numbers. (Students listen to the tape again .)
T: Can you find out whose telephone numbers they are ? S:…
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5. Make an address book.
Teacher: The new term begins. Our class needs an address book to contact each other. Now we can put all the information together and then we can have our own address book. Pay attention to the address book headings “Names” and “Phone numbers”. Now work in groups of six and ask your group members “What’s his /her name? And What’s his/her phone number?” Step Three: Make an ID card.
1. Show some different ID cards to the class and try to enjoy them.
2. Teacher: Now our class has a very useful address book. We can use it to talk with others
on the phone. But for most adults, ID cards are more important because they are easy to take along. What’s more, they are very enjoyable. Sometimes they can show the owners’ special personalities. Look at the ID cards below and try to enjoy them. Teacher: From the cards above, what can you find out? S1: It must have a person’s name… S2: Sometimes it has a motto. T: Yes, It must have a person’s name, postcode, telephone number, home address and e-mail address. So if you have a chance to make an ID card, you must think about all the above. But before you make your card, first let’s learn how to get information from the card. It’s very important. 3. Read the ID card and answer the questions.
Teacher: Look! Here’s an ID card of my friend’s. Please look at it and find out some useful information about her. FIRST NAME: Jenny LAST NAME: Brown TELEPHONE NUMBER: 535-2375 1. What’s her telephone number? 2. What’s her family name? 3. What’s her first name? Homework
1. Students are asked to make ID Cards of their own. Demands: A. Useful information must be included.
B. It can be designed as beautifully as possible.
C. Students may show their own personalities if possible. 2. Find out the information about the famous person.
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Period Four
教学设计
Step One: Make an ID card show.
1. Show the ID cards to the students.
Teacher: Yesterday all of you made some beautiful ID cards.Today we’ll make a show here. Let’s enjoy it together and try to choose the best ones. 2. Find the owner of the card.
Teacher: The ID card show is over. All the cards are mixed together. I can’t find the owners. Who can help me?
S1: I can (Show one of the cards to another students.) S1: Excuse me, are you in...? S2: YesI am.
S1: What’s your telephone number? S2: It’s... S1: Are you...? S2: Yes, I am.
S1: Here’s your ID card. S2: Thank you.
(Teacher asks more students to find the owners of ID cards). Step Two: “Face to Face”. 1. Play a guessing game.
Teacher: ID cards are useful. But some persons’names are known to all the people.They are very famous. Now look at the pictures and guess their names.
(The teacher shows some famous person’s pictures and students guess their names and give their answers.)
2. Collect useful information.
Teacher: These persons are very famous. But it’s better for us to know something else about them. Before class you’ve been asked to collect some information. Now let’s exchange it together.
3. Report it to class.
Each group can choose a student to give a report about their favourite person. The other students can ask him some questions in class. Example:
S1: This is Michael Jordan. He’s years old. He’s... He speaks...His birth place is ... He is a famous ...player. He’s a member of six Chicago Bulls championship teams. People like to call him “Air Jordan”.
S2: Do you like Michael Jordan? Why or Why not? S1: Yes, I like him very much because he’s so ... S2: Do you want to be a basketball player like him? S1: Of course I do. That’s my dream.
Step Three: Make a poster about yourself.
Teacher: Do you want to be famous all over the world?
First you must learn to show yourself. Now you have a chance to do that. Please try to make a poster about yourself. In your poster you should try to introduce yourself.
(Students can write a passage about themselves. They can give some personal information. They can alse design the poster as well as they can.) Homework
Students are asked to sun up this unit, especially about how to talk with others politely.
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Unit 2 This is my sister.
Period One
Step One: New words. ①Present the new words.
T: Hello , everyone ! Look ! What’s this ? Ss: It’s a picture .
T: Right . Who is the man in the picture ? Ss: It’s you.
T: Yes, it’s me . You know me . Please look at this . Do you know them ? Ss: No , we don’t .
T: They are my family members . Today I want to introduce my family members to you . Would you like to meet them ? Ss: Yes .
T: OK . Please look at this man ? Is he old ? Ss: Yes .
T: He is my “grandfather”. Please read after me , GRANDFATHER G-R-A-N-D-F-A-T-H-E-R ,grandfather . Ss: G-R-A-N-D-F-A-T-H-E-R , grandfather . T: This is my grandfather .
(Teach the word “grandmother” in the same way .)
T: He is my “grandfather”. He is my “grandmother”. These are my grandparents. Read after me , grandparents. Ss: Grandparents.
(Stick the word “grandparents” on the blackboard. Then teach theses words mother, father, brother, sister and friend in the same way.)
T: I have two brothers, two sisters, I have many friends. (Teach brothers, sisters, and friends.) T: Read these new words together. Ss: …
②Practice the new words.
T: Who can match the words with the pictures on the blackboard? Ss: I can. (Textbook P13 1a)
(Ask one student to the front to do it. The other students write down letters on the books. In this way finish 1a.) T: Check the answers. Ss: …
T: Is he right? Ss: Yes.
(One more student gives the answers.) Step Two: Drill ①Listen and circle.
T: A boy is talking about his family. Who is he talking about? Now listen and circle the people the boy talks about. Ss: OK.
(Play the recording of 1b twice. Students work.) T: What’s the answer? S: Two brothers and sister.
②Pairwork. Talk about Dave’s family.
T: This is a picture of Dave’s family. Let’s talk about Dave’s family in pairs. You must use “ This is …” and “ These are …” to do it.
(Students practice. Teacher walks around the room to help them.) T: Now check your peactice. S1: Who is this? S2: This is his … S1: Who are these? S2: These are his …
(Ask a few pairs to practice.) Step Three: Task
①Talk about the family tree. T: Look at the family tree.
(Stick a family tree on the blackboard.)
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T: Let’s talk about the family tree, You can do it in groups of four or three. You can do it in pairs or you can do it yourself. Then report it to the class.
(Students work. Teach moves around the classroom to help the students.) T: Check your task.
S3: Hello. My name is …Look at this. This is my family tree. This is my…and this is my…They are old. These are my … This is my… This is my … My mother is … This is my … His name is … I love my family.
T: Very good. Next make a dialogue in pairs about your family. First, you must greet each other, then introduce your family.
(Two students come to the front.)
SA: Hello. SB: Hello. How are you ? SA: Fine, thank you. And you? SB: I’m fine, too.
SA: Excuse me! What’s this? SB: It’s my family tree. SA: Who’s this? SB: This is my grandfather. SA: Who’s this? SB: This is my grandmother. SA: Is this your father? SB: Yes, he is. SA: The women is your mother? SB: Yes, she is.
SA: Who’s the boy? SB: He is my brother. (A few pairs do this.) T: You did well. ②Make a survey.
T: Please take out the family photos you bring to school. Work in groups of four. Fill in the form. Then report it to the class. Family Family members (Students work. Teacher moves around the classroom to help the students.)(Students report to the class.) Step Four: Homework
Write a passage about your family.
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