Step | Interaction pattern | Student activity | Teacher activity |
Introduction （5 minutes） | 1. The whole class work 2. The whole class work 3. Two students’ work 4. The whole class work 5. Some students’ work 6. Group work | 1. Focus their attention on the teacher. 2. Read the saying aloud. 3. A girl and a boy report, introducing their weekend plan. 4. Students watch the video. 5. Students give some examples: (1) Discuss in groups. (2) Play football. 6. Students discuss in groups and try to answer the teacher’s questions: (1) S1: He is ill. S2: He is sleeping. (2) S3: Maybe they are talking about a football game. (3) S4: Maybe he is Kangkang’s friend or Michael’s friend. | 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 give the everyday report: My weekend plan. 4. Teacher plays the video of playing table tennis to introduce the topic “We should learn teamwork”. 5. Teacher asks students when and where we need teamwork. 6. Teacher shows the pictures of1aon the screen, letting the students guess: (1) What’s wrong with the boy in bed? (2) What is Kangkang talking to Michael? (3) Who is the sleeping boy? |
Presentation (10 minutes) | 1. The whole class work 2. The whole class work 3. The whole class work 4. The whole class work 5. Some 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 that they understand what the statements mean. 2. Students try to catch the general idea of the dialogue and fill in the blanks. 3. Students write down the keys, paying attention to the causes. 4. Students complete the blanks they haven’t finished. 5. Volunteers write answers to 1b on the blackboard. 6. Students answer the three questions together: (1) He fell ill/was ill. (2) They are talking about the football game on Saturday. (3) He is one of Kangkang’s teammates. 7. Students say together: Would you mind rowing/cycling/skating /playing tennis/ swimming with me? 8. Students read the dialogue after the recording sentence by sentence. 9. Students try to follow the speed, paying attention to the pronunciation and the intonation. | 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 plays1afor the second time, and stops when necessary. 4. Teacher lets students scan 1aand complete 1b. 5. Teacher asks two students to write answers to 1b, and then helps to correct the wrong parts. 6. Teacher checks the pre-reading questions to see if students have guessed correctly: (1) What’s wrong with the boy in bed? (2) What is Kangkang talking to Michael? (3) Who is the sleeping boy? 7. Focus on practicing “Would you mind doing…with me?” Teacher shows some verb phrases on the screen for the students so that they can practice replacing with those phrases: rowing, cycling, skating, playing tennis, swimming. 8. Teacher plays the recording sentence by sentence. 9. Teacher plays the recording for the last time without stopping. |
| Consolidation (10 minutes) | 1. The whole class work 2. The whole class work 3. Group work 4. The whole class work 5. The whole class work 6. Some students’ work 7. The whole class work | 1. Students try to understand the explanation of the phrases. 2. Students read1c, understanding what they should do, and then finish1c. 3. Students can discuss in groups and volunteers write the answers on the blackboard. 4. Students know direct object and indirect object after listening. 5. Students underline the sentences and rewrite them. 6. Volunteers read the answers. 7. Students underline in their books and make some notes. | 1. Teacher explains the phrases in box by using synonymous phrases. 2. Teacher gives two or three minutes for the students to finish1c. 3. Teacher asks two or three students to write their answers on the blackboard. 4. Teacher explains the structure of “the subject + vt + indrect object + direct object” in Chinese, showing a few examples. 5. Teacher asks the students to finish 1d. 6. Teacher checks the answers. 7. Teacher explains some key points and difficult points to the students: (1) The structure of “ the subject +vt+indrect object + direct object” (2) The synonymous phrases: fall ill / be ill (3) one of +plural nouns (4) mind doing sth (5) keep doing sth (6) have a try |
Practice (10 minutes) | 1. The whole class work 2. The whole class work 3. The whole class work 4. Group work and individual work 5. Group work | 1. Students look at the pictures and say some phrases: the high jump, play basketball, play football, litter things. 2. Students listen and finish A in 2 first. 3. Students write down the answers in their books . 4. Students check their answers to B in 2. They may discuss in groups. 5. Four students from the same group write the answers on the blackboard. Each student writes one answer. | 1. Teacher encourages the students to look at the pictures in 2 and guess what’s happening. 2. Teacher plays the recording. 3. Teacher plays the recording and pauses after each dialogue. 4. Teacher plays the recording for the third time. 5. Teacher checks the students’ answers, asking a group to show their answers on the blackboard. Teacher corrects the wrong parts. |
Production (8 minutes) | 1. The whole class work and pair work 2. The whole class work and pair work 3. The whole class work 4. The whole class work 5. Individual work | 1. Students practice the dialogue by replacing the following phrases and ask and answer in pairs: kicking the ball to me; kicking me the ball. showing the book to me; showing me the book. giving the book to me; giving me the book. 2. Students practice in pairs in the same way: shouting aloud; coming home too late; coloring the wall; drinking too much; crossing the street when the traffic lights are red. 3. Students practice2 in pairs to make sure that they can read the dialogue fluently. 4. Students summarize Section A with the teacher by doing exercises shown on the screen. 5. Students do homework after class: (1) Memorize the summary after class. (2) Students write down the retelling after class and prepare for the reporting tomorrow. (3) Students learn Section B after class by themselves. | 1. Teacher organizes the students to practice the dialogue in2 inpairs， helping students to learn the ways to express permission and giving advice. —Would you mind passing me the ball? —Of course not. I’ll do it right away. 2. Teacher shows the dialogue Four on the blackboard, letting students do pair work. —Would you mind not throwing bottles around? —I’m sorry about that. I won’t do it again. 3. Teacher asks the students to practice2 inpairs in their own groups to prepare for a speed competition. 4. Teacher shows the summary to the students. 5. Teacher assigns homework: (1) Review the summary after class. (2) Retell1aand report it to the whole class tomorrow. (3) Prepare Section B after class. |
Teaching Reflection | It’s hard for the students to use the structure of “subject + vt + indirect object + direct object” freely. It’s also hard for the students to paraphrase the synonymous sentences. Teacher should design more relevant exercises for the students. | ||
Unit1 Playing Sports Topic2 We should learn teamwork. Section A Would you mind (not) doing sth? fall ill/be illDo you mind (not) doing sth? be good at/do well in kick the ball to me= kick me the ball Would you mind …? give me a hand Could you… please? |
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