Step | Interaction pattern | Student activity | Teacher activity |
Introduction （7 minutes） | 1. The whole
class work
2. The whole
class work
3. Pair work and
individual work
4. Some students’
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 together.
3. Two pairs assigned
before class give the
report.
4. Volunteers answer:
He / She has a …
5. Students follow what
the teacher says, and
answer together “She
has a cold.”
6. Students read and feel
the function of “terrible”.
Then they guess the
meaning of the flu.
7. Students look through the statements in 1b, making sure they
know what to do.
| 1. Greet students ready for
learning.
2. Sing a song together.
(Clap your hands if you
are happy. ) Teacher show
the Chinese words on the
screen.
3. Daily report. Teacher calls two pairs to report their interview “What’s wrong with you?”.
4. Teacher asks a question
“What’s wrong with …? ” to check if others listen carefully and understand the reporter.
5. The teacher introduces the
new words by showing a
picture with “terrible, a
bad cold, a terrible cold”
on it. Teacher asks while
students answer together:
“ What’s wrong with her? ”
6. Teacher goes on, “She has
a bad cold, she has a
terrible cold. Maybe she
has the flu.” While showing the picture “flu”, which
means “a bad cold, a
terrible cold”.
7. Teacher leads to 1a: “Steve
and Bruce are talking
about illness. Let’s listen
and finish 1b.”
|
Presentation (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. The whole
class work
7. The whole
class work
| 1. Students understand
“suggestion” by
understanding what
the teacher says.
2. Students listen and
finish 1b.
3. Students look through
1c and make sure what the statements mean.
4. Students listen carefully, and then discuss their answers after listening.
5. Students read individually, and then correct their answers to 1b and 1c while reading.
6. Students read after the recording one by one.
7. Students read at the same speed as the recording, trying to imitate the recording.
| 1. Teacher explains that
“suggestion” is the noun
form of “suggest”.
2. Teacher plays the recording
of 1a.
3. Teacher asks the students
to look through 1c and
makes sure they understand
the statements.
4. Teacher plays 1a.
5. Teacher lets students read
1a individually, checking
1b and 1c.
6. Teacher plays the
recording sentence by
sentence.
7. Teacher plays the
recording without stopping.
|
Consolidation
(10 minutes)
| 1. The whole
class work
2. The whole
class work and pair work
3. Pair work
4. The whole
class work
5. Group work
6. Group work
| 1. Students underline the
points in their books,
making sure they
understand the meanings.
2. Students read in pairs.
3. Each group chooses
out a pair to read, and
they make the scores
as usual: A-5; B-6;
C-7.
4. Students read 2
silently, and then
number the statements.
5. Each group writes
their answers on the
blackboard.
6. Each student reads
one sentence to finish
the whole dialogue,
but no one knows
who is the next to read.
| 1. Teacher explains some
language points for the
students.
(1) How long have you
been like this?
(2) You’d better take some
medicine.
(3) feel terrible ←→ feel
well, be well
(4) have the flu
(5) take some medicine
(6) take you to the hospital
(7) have a rest
(8) go to see a doctor
2. Teacher asks the students
to read 1a in pairs.
3. Teacher asks three pairs
to read the dialogue for
the whole class.
4. Teacher asks the students
to finish 2.
5. Teacher checks the students’
answers.
6. Teacher asks the students to
read the dialogue in chains, and the first one who finishes
reading can point anyone in
their group, so as the
following one.
|
Practice (10 minutes) | 1. The whole
class work
2. The whole
class work
3. Group work
and individual work
4. The whole
class work
5. Pair work
6. Group work
7. Pair work
8. The whole
class work
| 1. Students try to
understand “candy” by looking at the picture and understanding what the teacher says.
2. Students try to
understand “brush” by
looking at the picture and
understanding what the
teacher says.
3. Every student makes his/ her own dialogue, with verb phrase being assigned first.
4. Students use “lie down”
in their own conversations.
5. Six pairs from different
groups show their
performance. The best
two pairs will read 4a
and 4b.
6. The first group read
4a, if they are wrong,
the second group
correct, and vice verse.
7. The losers read 4a and
4b, if they don’t read
correctly, the winners
will tap the losers, hands.
8. Students read after the
recording, trying to
imitate the pronunciation
and intonation.
| 1. Teacher shows a picture of
“candy”, saying “Candy is
sweet, and children like
eating candy. Old people
don’t like candy, because
eating too much candy
isn’t healthy and it’s bad
for our teeth.”
2. Teacher shows a picture of
“brush”, saying “Brush
your teeth after you eat candy.”
3. Teacher asks the students
to make new conversations,
and each group has to make up five different conversations.
4. Teacher explains “lie
down” by showing two
pictures to compare
“stand” and “lie down”
while students make the
dialogue.
5. Teacher asks six pairs to
read their conversations,
and the best two pairs will
read 4a and 4b.
6. Teacher checks the two
groups.
7. Teacher asks the students
to play finger-guessing
games in pairs, and the winners will check the losers to read 4a and 4b.
8. The teacher plays the
recording of 4a and 4b.
|
Production (8 minutes) | 1. The whole
class work and individual work
2. The whole
class work
3. The whole
class work
4. Individual work
| 1. Each student
interviews five
students.
2. Students write their
interview after class,
preparing for the
report in the next class.
3. Students summarize
Section A with the
teacher by doing
exercises shown on the
screen.
4. Students do the
following jobs:
(1) Memorize the
summary after class.
(2) Students write the
interview “What’s
wrong with you?”
after class, and
prepare for the
report in the next class.
(3) Students learn to
read vocabulary in
Section C with the
help of recording and the phonetic symbols, and read the dialog after the recording.
| 1. Teacher organizes an
interview according to 3, and students will
interview at least five
students.
2. Teacher asks the students
to write down their
interview after class.
3. Teacher shows the
summary to the students.
(1) Vocabulary
(2) the structure: will do
4.Teacher assigns homework:
(1) Review the summary
after class.
(2) Report their interview
to the whole class in the
next class.
(3) Prepare Section C after
class.
|
Teaching Reflection | Students are interested in interviewing others and giving some advice.
But there are too many verb phrases, students need to memorize the English verb phrases after class.
|
发表于 2014-4-4 09:02:37
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