Step | Interaction pattern | Student activity | Teacher activity |
Introduction （8 minutes） | 1. The whole class work 2. The whole class work 3. Two students’ work 4. Individual work 5. The whole class work | 1. Focus their attention on the teacher. 2. Read the saying aloud. If There’s no “I” in teamwork 3. The girl and the boy should try to be the better one. A sample: Kangkang’s team is going to have a soccer game against Class Five on Saturday, but one of his teammates falls ill. So he asks Michael to join them. Michael isn’t good at playing soccer. So Kangkang and Michael are practicing on the playground, and they keep trying it. 4. Students discuss in groups, and try to answer the teacher’s questions. (1) S1: They look unhappy. (2) S2: Maybe they didn’t win the game. 5. Students listen carefully, catching the meanings of “angry” and “fight” with the help of the picture. | 1. Greet students ready for learning. 2. Show everyday saying for the students. (one saying a week ) 3. Ask a girl and a boy to retell1ain Section A. 4. Teacher goes on with the topic: Kangkang and Michael’s soccer game is over. Can you guess: Did they win the game? Teacher shows the pictures of1aon the screen, letting the students guess: (1) What’s wrong with Kangkang and Michael? (2) Why do Kangkang and Michael look unhappy? 5. Learn new words “fight” and “angry”. Teacher shows Kangkang and Michael’s picture, indicating “They are unhappy,” because “They are angry.” and “ They are fighting.” |
Presentation (10 minutes) | 1. The whole class work 2. The whole class work 3. The whole class work 4. The whole class work 5. Two students’ work 6. The whole class work 7. The whole class work 8. The whole class work 9. The whole class work | 1. Students make sure they understand what the statements mean. 2. Students try to catch the general idea of the dialogue . 3. Students listen and mark “T” or “F”. 4. Students correct their answers while reading. 5. Volunteers write their answers on the blackboard. 6. Students finish1c, and they may discuss it after finishing writing the answers in their books. Three volunteers show their answers on the blackboard. 7. Students underline the important language points, and they should know their meanings. 8. Students read the dialogue after the recording sentence by sentence. 9. Students try to follow the speed. | 1. Finish 1b.Teacher asks the students to read the statements in 1b. 2. Teacher plays the recording for the first time without stopping. 3. Teacher plays the recording for the second time. 4. Teacher lets students read 1acarefully and check 1b. 5. Check 1b. Teacher asks two students to write their answers, and then helps to correct the wrong parts. 6. Teacher asks the students to finish1c, and then check their answers. 7. Explanation of the language points in1a: lose- lost wouldn’t pass the ball shout at did his best learn teamwork make a team be angry with sb what about doing sth say sorry to sb It’s nothing. 8. Teacher plays the recording sentence by sentence. 9. Teacher plays the recording without stopping. |
| Consolidation (10 minutes) | 1. The whole class work 2. The whole class work 3. Group work 4. The whole class work | 1. Students observe the example first, and then they write the answers in their books: (1) You can also pass the ball to a teammate. (2) Please throw the ball to me. (3) My dad bought my brother a basketball. (4) Bring a present to Peter. (5) I made my grandfather a big cake. 2. Five students write their answers on the blackboard. The sixth one checks and reads the answers. 3. Six groups read at the same time to see which group read more quickly. C1: Bring Peter a present. C2: Bring a present to Peter. B1: …pass a teammate the ball. B1: …pass the ball to a teammate. A1: …bought a basketball for my brother. A2: …bought my brother a basketball. 4. Students make the conclusion: subject + vt + indirect object +vt+direct object== subject + direct object + to indirect object. | 1. Finish 3. Teacher lets the students observe the structure of the example and paraphrase the sentences in 3. 2. Teacher checks their answers, and six students from different group finish checking. Teacher gives help when necessary. 3. Teacher organizes a competition to read 3. Six groups will be in the competition, and the first three groups will be the winners. 4. Conclusion: Teacher instructs the way of changing the structure of “subject +vt+ indirect object + direct object” (direct object: things; indirect object: person.) |
Practice (10 minutes) | 1. The whole class work 2. Pair work 3. The whole class work 4. Group work and individual work 5. The whole class work 6. Group work and individual work 7. Some students’ work 8. The whole class work 9. The whole class work 10. The whole class work 11. The whole class work 12. Pair work 13. The whole class work | 1. Students read1ain pairs. 2. Students C1, C2, B1 and B2 from different groups show the performance in front of the class. The best group will get 5 points. 3. Students match the verbs. 4. Students discuss their answers in groups, and choose one to read their answers. 5. Students write down the answers in their books by themselves. 6. Students discuss in groups, and three volunteers write the answers on the blackboard. 7. Volunteers read the vowel. 8. Students correct their pronunciation as the teacher reads. 9. Students read the cards and say the rules for spelling. 10. Students read after the recording and try to imitate. 11. Students read after 4b, imitating the incomplete plosion. 12. Students check in pairs. A reads, while B listens and corrects. 13. Students read together. | 1. Teacher organizes the students to practice1ain pairs. 2. Teacher asks the students to perform1a. 3. Teacher lets the students look at 2 and match the verbs. 4. Teacher checks the students’ answers. 5. Teacher asks the students to complete the sentences by themselves. 6. Teacher asks three students to write their answers on the blackboard, correcting them if necessary. 7. Teacher shows phonetic cards / e / and / aI/. 8. Teacher pronounces / e / and / aI/. 9. Teacher shows the cards. 10. Teacher plays the recording of4a. 11. Teacher plays the recording of 4b. 12. Teacher lets students check their reading. 13. Read with the recording. |
Production (8 minutes) | 1. The whole class work and pair work 2. The whole class work and pair work | 1. Students do the exercises on the screen. 2. Students finish their homework after class. (1) Memorize the summary after class. (2) Students rewrite the essay like this: I…, my… (3) Students search the information about basketball and preview the new words and text to prepare Section C after class. A writing example: Wang Wei and I are in the same team. We lost a soccer game and we had a fight. I was angry with Wang Wei and shouted at him because he wouldn’t pass the ball to me. With the help of Ling Ling and Mei Mei, I said sorry to Wang Wei. We learned teamwork is very important. We will practice more. My classmates were sure our team will do better next time. | 1. Teacher shows the summary to the students. 2. Teacher assigns homework: (1) Review the summary after class. (2) Rewrite1con P11, with the subject being “I”. (3) Search the Internet for some special information about basketball. Learn to read the words and text of1cto prepare Section C after class. |
Teaching Reflection | Students are interested in performing1a, because four students are involved. Teacher may design more similar activities, asking more than two students to take part in an action. | ||
Unit 1 Playing Sports Topic 2 We should learn teamwork. Section B Don’t shout at me like that. lose---lostPlease don’t fight. fight with sb You should learn teamwork. do one’s best What about saying sorry to…? be angry with sb I’m sorry for what I said. talk about It’s nothing. say sorry/hello to sb |
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