Step | Interaction pattern | Student activity | Teacher activity |
Introduction （10 minutes） | 1. The whole class work
2. The whole class work
3. The whole class
work
4. Individual
work and the whole class
work
5. The whole class work
6. The whole class
work
7. The whole
class work
| 1. Focus their attention
on the teacher.
2. Students sing with the
flash.
3. The whole class read
the interview “What
will you do in the
coming school sports meet?” in pairs.
4. Three volunteers
write their answers on
the blackboard. Others
read the correct
passage.
5. All the students should
be aware of the
importance of taking
part in the school
sports meet.
6. Students try to understand
what the teacher says.
7. Students look at the
pictures and guess:
What are they talking
about?
| 1. Greet students ready for
learning.
2. Looking flash “Song of
Health”. sung by
Fan Xiaoxuan.
3. Ask the whole class to
report their interview in
pairs.
4. Check the homework.
Teacher asks three students to write their homework
on the blackboard. Teacher checks quickly.
5. Lead to1a. Teacher
praises the three students for the fact that they will take part in the school
sports meet, encouraging more students to take part in the activity.
6. The teacher shows her/ his own regret “It’s a pity I can’t take part in the
school sports meet, but I am going to cheer you on. I shall come to the school sports meet. ”
7. Teacher asks the students to
look at picture in1aand guess what Kangkang and Michael are talking about.
|
Presentation (6 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
| 1. Students listen generally
and check the prediction.
2. Students listen carefully and finish 1b.
3. Students write down
the missing words,
paying more attention
to the causes.
4. Students fill in the
blanks that they
haven’t finished yet.
5. Four volunteers write
their answers on the
blackboard, while two write 1b and the other two write1c.
6. The whole class
checks the answers
with the teacher.
| 1. Play1afor the students to check if they have guessed correctly.
2. Teacher lets the students
look through 1b, then
plays the recording again.
3. Teacher plays the recording
for the third time and asks students to finish1c, stop- ping when necessary.
4. Teacher asks students to
scan1ato check 1b and1c.
5. Check 1b and1c.Teacher
asks four students to write
their answers on the
blackboard.
6. Teacher checks the
answers when necessary.
|
Consolidation
(10 minutes)
| 1. The whole class
work
2. The whole class
work
3. The whole
class work
4. The whole class
work
5. The whole class
work
6. Pair work
7. The whole class
work
8. Pair work
9. Pair work
| 1. Students underline each
“shall” and read aloud
the sentences.
2. Students read1aand
answer each question.
3. Students read all the
sentences with “shall” aloud to guess the
function of “shall”.
4. Students read after the
recording sentence
by sentence, paying
attention to the
pronunciation
and intonation.
5. Students read to
follow the speed.
6. Students read in pairs.
7. Students look through 1d
and make sure they
know how to make a
new conversation.
8. Six members in a group
assign the message, and
each pair finishes one
conversation. Then
they write down
their conversation.
9. The pairs read their own
conversation, and then
read others’.
| 1. Teacher asks the students
to underline “shall” in
their books and find out
the subject.
2. Teacher writes some questions
on the blackboard:
What shall we take?
When shall we meet?
Where shall we meet?
Then teacher lets the
students find answers in1a.
3. Teacher lets students read
all the sentences with
“shall” aloud.
4. Teacher plays the recording
sentence by sentence.
5. Teacher plays the recording
without stopping.
6. Teacher organizes the students
to read1ain pairs.
7. Teacher asks the students
to look through 1d and
make up new conversations.
8. Teacher organizes students to work in pairs. Each
group makes three different
dialogues. Each pair writes
down their dialogue.
9. Teacher requires each pair
to read their conversations.
Then they exchange the papers
with another pair and read.
|
Practice (12 minutes)
| 1. The whole class
work
2. The whole class
work
3. The whole class
work
4. The whole class
work
5. The whole class
work
6. Group work
7. Group work
8. Some students’
work
9. The whole class
work
10. The whole
class work
11. Pair work
12. The whole
class work
| 1. Students make sure what
they should do.
2. Students listen and finish
A in 2.
3. Students listen and finish
B in 2.
4. Students check their
answers. Two volunteers
write their answers on
the blackboard.
5. Students read, noticing
that /p/ is read as /b/, /t/ is
read as /d/ and /k/ is read
as /g/.
6. Students read one by one.
7. One group read /gr/ /fr/
/dr/ /tr/, the other group
read the corresponding
words.
8. Volunteers will read the phonemes and the words.
9. Students read after the
recording, correcting
their pronunciation.
10. Students only listen,
noticing the weak form
of the underlined
letters is pronounced
as / 9 /.
11. Member 1 reads then
member 2 checks, vice
versa.
12. Students try to imitate
the pronunciation and
intonation in 3b.
| 1. Teacher asks the students
to look through the pictures
and statements in 2.
2. Teacher plays the recording
for the first time.
3. Teacher plays the recording
for the second time.
4. Teacher plays the recording
for the third time, then
checks the students’
answers.
5. Teacher shows phonetic
cards to the students: /sp/
/st/ /sk/.
6. Teacher asks a group to
read the words containing
/sp/ /st/ /sk/.
7. Teacher shows /gr/ /fr/ /dr/
/tr/ for two groups.
8. Teacher asks the students
to read the left words in
the same way.
9. Teacher plays the
recording of3a.
10. Teacher plays the
recording of 3b, asking
the students to pay attention
to the pronunciation of
the underlined letters.
11. Teacher asks the students
to read in pairs.
12. Teacher plays the recording
again.
|
Production (7 minutes) | 1. Pair work
2. The whole
class work
3. Individual
work
| 1. Three volunteer pairs
do the performance.
2. Students summarize
Section B with the
teacher by doing
exercises shown on
the screen.
3. Students do the following
tasks:
(1) Memorize the
summary after class.
(2) Students finish
searching and writing
after class, and
prepare for the
reporting tomorrow.
(3) Students learn to
read vocabulary
with the help of
recording and the
phonetic symbols,
and read the
dialog after the
recording.
| 1. Teacher asks the students
to show the interview in 1d.
2. Teacher shows the summary
to the students.
(1) Vocabulary.
(2) the structure: I/ We shall do…
3. Teacher assigns homework:
(1) Review the summary
after class.
(2) Search something
about Olympics and
write them down, then
report to the whole
class tomorrow.
(3) Prepare Section C after
class.
|
Teaching Reflection | It’s hard for the students to read3aand 3b correctly. Teacher should provide more opportunities for the students to imitate.
|
发表于 2013-9-23 10:24:21
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