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.
|
发表于 2013-9-16 17:36:22
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