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. The whole
class work
5. The whole
class work
6. The whole
class work
| 1. Focus their attention
on the teacher.
2. Students sing together.
3. Students show their
papers to others.
4. Each student reads
his/her homework for
the others in their
group, while others correct
the mistakes.
5. Students exchange
their homework and
correct the mistakes.
6. Students listen carefully
and try to catch what
the teacher says.
| 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
show their interviews to
their partners.
4. Teacher asks the students
to read their interview in
groups, and each one reads
his/her homework.
5. Teacher asks two students to write their interviews on the blackboard and corrects as models.
6. Teacher asks the students “We give some suggestions to our friends when they are ill. How about an accident? Do you think it is enough to give your suggestions to others when they have an accident? What should we do?”
|
Presentation (12 minutes)
| 1. The whole class work
2. The whole class work
3. The whole class work
4. The whole class
work
5. The group work
and individual
work
6. The whole class
work
7. Some students’
work
| 1. Students try to guess
the meaning by looking
at the pictures.
2. Students guess the
order according to the
pictures.
3. Students read 1a
silently, and then they check their pre-reading work.
4. Students write down
the verb phrases. They
may ask the teacher
something they don’t
understand.
5. Each student describes one picture so that the whole group finishes describing all the
pictures.
6. Students read 1a
silently and finish 1b.
7. Volunteers read their
answers by reading the phrases.
| 1. Teacher shows some
pictures to explain “fall
down”, such as house’s
falling down, bridge’s
falling down, etc.
2. Teacher asks the students
to finish pre-reading work
of 1a .
3. Teacher lets the students
to read 1a silently and
checks if they have written
the correct order.
4. Teacher asks the students
to read 1a again and write
the proper verb phrases
under each picture. When
they are writing, teacher
explains “cry” and “serious”.
“Cry” means “shout
out with tears!”. “Serious”
means “too bad or too terrible”.
5. Teacher asks the students
to describe the pictures by
connecting the verb
phrases together in groups.
6. Teacher asks the students
to finish 1b.
7. Teacher checks the students’
answers.
|
Consolidation
(10 minutes)
| 1. The whole
class work
2. Some students’
work
3. Pair work
and individual
work
4. Group work
5. The whole
class work
6. Some students’
work
| 1. Students retell the story
according to 1c, and they
may connect the subject with the verb phrases.
2. Member A describes
the pictures one by one .
3. Students say the
sentences in pairs, and
then write their answers.
They understand “take
care of yourself” with
the help of the
synonymous phrase
“look after yourself”.
4. A group write their
answers to 1d on the blackboard, and each one writes one sentence.
5. Students fill in the
blanks in 3 and write a
note for leave.
6. Volunteers read the
note for leave for the
whole class.
| 1. Teacher asks the students
to finish 1c.
2. Teacher shows the pictures
in the pre-reading part one by one for the students to describe.
3. Teacher asks the students
to finish 1d. Teacher
explains “take care of” by
introducing the synonymous
phrase “look after”.
4. Teacher checks the answers.
5. Teacher asks the students to
finish 3 and learn to write a
note for leave.
6. Teacher checks the students’
answers while they are reading.
|
Practice (8 minutes) | 1. Group work
2. Group work
3. The whole
class work
and group
work
4. The whole class
work
| 1. Students design a
role-play to act 1a in a
group. Six roles are Michael, Maria, Kangkang, Jane, taxi driver and doctor.
2. Each group acts near
their seats.
3. Two volunteer groups
will show their
performance.
4. Students write down
their plays after class.
| 1. Teacher organizes the
students to finish 2 by
performing the story.
Teacher offers three or
four minutes for
students to prepare.
2. Teacher asks each group
to act the play completely.
3. Teacher asks two brave
groups to act in front of
the class.
4. Teacher asks the students
to write down their plays
after class.
|
Production (7 minutes) | 1. The whole class
work
2. Individual work
| 1. Students summarize
Section C with the
teacher by doing exercises
shown on the screen.
2. Students do the following
tasks:
(1) Memorize the
summary after
class.
(2) Students review
Sections A-C to
prepare for Section D.
(3) Students write the
passage after class.
They have to show
their homework to others in the next class.
(4) Students write a
note for leave by imitating 3 after class.
| 1. Teacher shows the summary
to the students.
(1) Vocabulary.
(2) the structure of future
tense.
2. Teacher assigns homework:
(1) Review the summary
after class.
(2)Read through Sections
A-C to prepare for
Section D.
(3) Teacher asks the students
to write down their
role-play of 1a after class and prepare for the performance in the next class.
(4) Teacher asks the students
to write a note for leave by imitating 3.
|
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 08:59:58
QQ好友和群
QQ空间
腾讯微博
腾讯朋友
收藏
分享
顶
踩
楼主