Step | Interaction pattern | Student activity | Teacher activity |
Introduction （8 minutes） | 1. The whole
class work
2. The whole
class work
3. The whole
class work
4. Group 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. Students act the
role-play in their own
group.
4. The chosen groups
will perform in front
of the class, and each
one tries to be the best
performer.
5. Students exchange
their homework and
correct them.
6. Volunteers answer
like:
(1) My mother.
(2) My teacher.
(3) My friends.
7. Students listen and
understand.
| 1. Greet students ready for
learning.
2. Sing a song together.
(Clap your hands if you
are happy.) Teacher shows
the Chinese words on the
screen.
3. Ask the whole class to
act their role-play:
Michael fell down.
4. Teacher cast lots to find
two groups to act the
role-play 1a in Section C.
The best actor will be
awarded.
5. Teacher asks the best
performer to write their
role-play on the blackboard and corrects it as a model.
6. Teacher shows picture of “fruit” for the students to
read, asking “If you have
some fruit, who will you
give to? Why? ”
7. Teacher leads to 1, “I will
/shall give the fruit to
Michael. Let’s see him
together. ”
|
Presentation (12 minutes) | 1. The whole
class work
2. The whole
class work
3. Some students’
work
4. Some students’
work
| 1. Students read 1 and
look for the corresponding
sentences in the
exercises.
2. Students read the
correct sentences.
3. Volunteers put the
words and phrases
under the right
pictures.
4. Volunteers will say
“suggestion”.
| 1. Teacher asks the students
to read 1 and mark T or F.
2. Teacher asks the students
to correct the wrong parts.
3. Teacher lets the students
read 1 in pairs, and then
puts “worry, worry about”
under the corresponding
pictures. Three pictures
indicating “happy, angry,
worried” are shown on the
screen.
4. Teacher asks the students
to read 1 again and guess
the meaning of “advice”.
|
Consolidation
(10 minutes)
| 1. The whole
class work
2. Some students’
work
3. The whole class
work
4. Some students’
work
5. The whole
class work
| 1. Students read 1 and
finish 2 by copying
the advice in 1.
2. Three students from
different groups write
their answers on the
blackboard.
3. Students read the E-mail
after the teacher’s
correcting.
4. Three students read
Grammar, while another
three students write
their answers to
Functions on the
blackboard.
5. Students correct their
answers in their own
books.
| 1. Teacher asks the students
to finish 2.
2. Teacher calls three students
to write their answers on
the blackboard, and call
another student to correct
them.
3. Teacher corrects if necessary.
4. Teacher asks the students
to read the Grammar and
write the Functions on the
blackboard.
5. Teacher corrects the
answers.
|
Practice
(8 minutes) | 1.Group work
2. The whole
class work
| 1. Students make sentences
orally. Students try to
make as many sentences
as they can to prepare for
the sentence-making.
Each one will have to say
one sentence, but they
don’t know which verb
phrase they will use.
2. Students play the game
“Choosing Dr. Best”
according to the rules in
Project.
| 1. Teacher asks the students
to make sentences,
describing an illness and
giving some advice.
have a cold/ fever/ cough/
headache/toothache/ backache/stomachache, drink coffee or tea,
drink enough boiled water, lift heavy things,
stay in bed and have a
good sleep,
feel terrible/better,
have the flu,
take some medicine,
have a good rest,
lie down and rest,
see a dentist,
drink cold water,
work too long,
eat too much candy,
eat hot food,
hurt his leg,
fall down,
give some pills，
take two pills,
see a doctor,
call a taxi,
take sb to…,
rest at home,
look after sb.
Everyone in class has to
say one sentence. The
order is free. Teacher will
point any one to make any
sentence.
2. Play the game in Project.
|
Production (7 minutes) | 1. The whole
class work
2. Individual
work
| 1. Students do exercises
shown on the screen.
2. Students do the
following tasks:
(1) Memorize the
summary after
class.
(2) Students write
down “Dr. Best”
after class, preparing
for the performance
in the next class.
(3) Students preview
the vocabulary
and the dialogue in Section A in Topic 2.
| 1. Teacher shows the
summary to the students.
2. Teacher assigns homework:
(1) Review the summary
after class.
(2) Teacher asks the
students to write “Dr.
Best”, introducing at least
five kinds of illness and
giving the proper advice.
(3) Preview Section A in
Topic 2.
|
Teaching Reflection | Role-play is very interesting. Students are all interested in it. Teacher should design more role-play activities for the students later on.
|
发表于 2014-4-4 08:54:19
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