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Module1
Gettingtoknowyou
Unit1:HereIam!(3)
Unit2:Greetings(3)
Unit3:Intheclassroom(3)
Unit4:Sayinganddoing(4)
Unit1
HereIam!
Tasksandclustersoftasks
Greetings
•Learnerssingthe“Hello”song
•Learnerssingthe''Alphabetsong”
Languagelearningobjectives
Functions
•Greetingpeople
•Introducingoneself
Language/Vocabulary
•Capitalletters:A-Z
•Smallletters:a-z
Formulaicexpressions
•Hello/Hi,...
Skills
Speaking
•Usingmodelledphrasestocommunicatewithteachersand
learners
•Openinganinteraction
Resources
•Student'sBook3AP2-4
•WordandPictureCards3A
•Cassette3A
•Photocopiablepagel
•Workbook3APl
•GrammarPracticeBook3APl
•Student'sself-assessmentsheetP57
TheFirstPeriod
Dimensiontargets:
•Toestablishandmaintainrelationshipsincarryingoutclassroom
activities
•Developanawarenessandenjoymentofthebasicsoundpatterns
ofEnglishthroughasong
Languagefocus:
•Usingformulaicexpressionstogreetpeople(egHello.)
•Usingformulaicexpressionstointroduceoneself(e.g.I'mAlice.)
Languageskills:
Speaking:
•Usemodelledphrasestocommunicatewithteachersandother
learners.
•Openaninteractionbygreetingsomeonepolitely
•Openaninteractionbyintroducingoneself
Steps:
Pre-taskpreparation:
1.PutthelargepictureofDottyontheblackboardsothatallthe
studentscanseeit.IntroduceDotty.Say:Hello,Dotty.
EncouragetheclassTosay:Hello,Dotty.
2.Say:Hello.Thestudentsanswer:Hello.
Dividetheclassintopairs.ThestudentssayHellotoeachother.
SayHello.I'mMissDoristoindividualstudentstoelicit:Hello.
I'm(student'sname).
While-taskprocedure:
1.Ingroups,theindividualstudentsintroducethemselvestoone
another.Theysay:Hello.I'm...Therestofthegroupresponds:
Hello,...
2.Listentothesong:Hello.
3.Playthesongagain.Encouragethestudentstosingalongwith
thecassette.
4.Inviteindividualstosingthesong,substitutingDottywiththeir
ownname.
Post-taskactivities:
1.Playarelayrace:Hello.I'm...
2.Playagame:Tossasofttoytoonestudentwhosays:Hello.I'm...
3.Explainthecontraction:I'misthesameas:Iam.
4.Workbookpage1
a)Explaintherubric:Traceandmatch.
b)Introduceandexplain:Woof!
c)Tracethelineandmatchthespeechbubblewithcorrect
characteronthepagewiththeirpencils.
d)Explaintherubric:Stick,traceandwrite.
e)Sticktheirphotosordrawtheirpicturesintheframeandwrite
theirnames.
Consolidation:
AtthisstageGrammarPracticeBook3Apage1couldbeusedto
practiseandconsolidatetheoralandwrittenlanguageinthissection
further.
TheSecondPeriod
Dimensiontargets:
•Recognize...thesoundpatternsofEnglish.
Languagefocus:
•Learningthecapitalletters:A-Z
•Learningthesmallletters:a-z
Materials:
•Student'sBook3Apage3
•Cassette3Aandacassetteplayer
•AlphabetCards
Steps:
While-taskprocedure:
1.ShowthealphabetcardsA-Zonebyonewhileplayingthe
cassette.Studentslistentothenamesofthe26lettersand
learntorecognizethecapitalletters.
2.ShowthealphabetcardsA-Zrandomlyandaskstudentstosay
inchorus,groupsorindividually.
3.Recognizethealphabetcardsa-zinthesameway.
Post-taskactivities:
Listenagainsothatstudentscanreviseandmemorizethealphabet.
TheThirdPeriod
Dimensiontargets:
•Recognize...thesoundpatternsofEnglish.
Languagefocus:
•Learningthecapitalletters:A-Z
•Learningthesmallletters:a-z
Materials:
•Student'sBook3Apage4
•Cassette3Aandacassetteplayer
•AlphabetCards
Steps:
Pre-taskpreparation:
1.ShowthealphabetcardsA-Zanda-zrandomlytorevisethe
letters.
2.Askindividualstudentstopickoutpairsofcapitalandsmall
lettercardsandsaytheletters.
3.Readoutthelettersinconsecutiveorderandaskstudentsto
repeatinchorus.
While-taskprocedure:
1.PlayThecassettefor''Thealphabetsong”.Listentothesong.
2.Playthesongagainandencouragestudentstosingalong.
3.Studentssing"Thealphabetsong"inchorusandgroups.
Studentsself-assessment:
Ingroups,referthestudentstotheself-assessmentsheetonpage
57andhavethemdiscusstheiropinionabouteachtaskinthisunit
andwhattheythinktheyhavelearned.Haveeachstudentfillinthe
sheetaccordinglywithTheappropriateamountofsupportfromme,
dependingonindividualstudents'ability.
Unit2
Greetings
Tasksandclustersoftasks
Greetings
•Learnersidentifyanduseawiderrangeofgreetings
•l,e.arne.rsenactarole-play:Howareyou?
Languagelearningobjectives
Functions
•Greetingpeople
•Introducingoneself
•Takingleave
Formulaicexpressions
•Howareyou?Fine,thanks.
•Goodmorning,...
•Goodbye,...
Skills
Listening
•Recognizingdifferencesintheuseofintonation
•Closinganinteraction
Speaking
•Usingmodelledphrasestocommunicatewithteachersand
learners
•Openinganinteraction
•Closinganinteraction
Resources
•Student'sBook3AP5-7
•WordandPictureCards3A
•Cassette3A
•Photocopiablepages2-7
•Workbook3AP2-3,P33-34
•GrammarPracticeBook3AP2-4
•Student'sself-assessmentsheetP57
TheFirstPeriod
Dimensiontargets:
•Toestablishandmaintainrelationshipsincarryingoutclassroom
activities
•Recognize...thesoundpatternsofEnglish
Languagefocus:
•Usingformulaicexpressionstogreetpeople(egGoodmorning,
MissFang.)
Languageskills:
Listening:
Discriminatebetweenwordswithdifferentinitialsoundsa-,b-,c-,
d-.
Speaking:
•Usemodelledphrasestocommunicatewithteachersandother
learners
e.g.Goodmorning,MissFang.
•Pronouncecorrectlywordsinisolationwithinitialsoundsa-,b-,
c-zd-.
Materials:
•Student'sBook3Apage5
•Cassette3Aandacassetteplayer
•AlphabetCards:Aa,Bb,Cc,Dd
•WordandPictureCards3A
•Workbook3Apages33and34
Preparation:
Bringanysofttoy.
Steps:
While-taskprocedure:
1.Useasofttoytodemonstrate:Goodmorning,(nameoftoy).
Askindividualstudentstogreetthetoyinthesameway.
2.SayGoodmorningtothestudents.Theyrespond:Goodmorning.
3.Practiceinpairs:Goodmorning.
4.Listentothecassetteandrepeat.
Learntheletters:
1.PlayThecassette:Learntheletters;A'a'apple
2.Thestudentslistenandpoint.
3.Listen,pointandrepeattheletterAandthesound"a".
4.RepeattheprocesswithB'b'bag,C'c'catandD'd'dog.
5.Workbookpages33and34.
TheSecondPeriod
Dimensiontargets:
•Toestablishandmaintainrelationshipsincarryingoutclassroom
activities
Languagefocus:
•Usingformulaicexpressionstogreetpeopleandbidfarewell
•e.g.Hi!Goodmorning.Goodbye.
Languageskills:
Speaking:
•Usemodelledphrasestocommunicatewithteacherandother
learners
•Openaninteractionbygreetingsomeonepolitelye.g.Hello.
•Openaninteractionbygreetingpeersusingappropriate
formulaicphrases
e.g.Hi!
•Closeaninteractionbyusingappropriateformulaicphrases
e.g.Goodbye.
Materials:
•Student'sBook3Apage6
•Cassette3Aandacassetteplayer
•WordandPictureCards3A
•Workbook3Apage2
Preparation:
Bringanysofttoy.
Steps:
Pre-taskpreparation:(forrole-playonpage7)
1.Useasofttoytodemonstrate:Hi,(nameoftoy).
AskindividualstudentsTogreetthetoyinthesameway.
Say:Goodbye,(nameoftoy),andputthetoyaway.Makethetoy
wave
goodbye.
Bringoutthetoyagain.Askthestudentstosay:Hi,then:
Goodbye,and
putthetoyaway.
Repeattheactivityuntilthestudentsarerespondingfreely.
2.ExplainthatHiisinformalandforusebetweenstudents.They
mustsayHellowhentheygreetmeandotheradults.
3.Playthecassetteforthefirsttwopictures.
4.Readthefirsttwodialogues.
5.Dividetheclassintogroupsofthree.Thegroupschoose
charactersandpractisetheconversation.
6.Actoutthefirsttwodialogues
7.Learnthenexttwopicturesinthesameway.
8.Groupsoffourcanpractisetherole-play.
9.Actthedialoguesusingtheirownnames.
10.Workbookpage2
Consolidation:
AtthisstageGrammarPracticeBook3Apages2and3couldbeused
topractiseandconsolidatetheoralandwrittenlanguageinthis
sectionfurther.
TheThirdPeriod
Dimensiontargets:
•Toestablishandmaintainrelationshipsincarryingoutclassroom
activities
•Obtainandprovideinformationinsimpleclassroomsituations
throughrole-play
Languagefocus:
•Usingformulaicexpressionstogreetpeopleandtakeleave
egGoodbye.
•Usingformulaicexpressionstoaskhowsomeoneis,and
responding
e.g.Howareyou?Fine,thinks.
Languageskills:
Speaking:
•Openaninteractionbygreetingsomeonepolitely
•Openaninteractionbyelicitingaresponse
e.g.Howareyou?
•Closeaninteractionbyusingappropriateformulaicexpressions
e.g.Goodbye.
Materials:
•Student'sBook3Apage7
•Cassette3Aandacassetteplayer
•WordandPictureCards3A
•Workbook3Apage3
•Photocopiablepages2-7
Steps:
Pre-taskpreparation:
•Greetings
•Introduce:Howareyou?Fine,thanks.(Usetwosofttoysto
modelthedialogue)
•Repeatthedialogueseveraltimes.
•Chaindrillaroundtheclass.
•PlayThecassetteforthewholeofpage7.Listenandrepeat.
While-taskprocedure:
•Practisethedialogueingroupsofsix.
•Selectgroupstoactoutthedialogue.
•Beforeperformingtherole-play,eachstudentmayintroduce
his/herowncharacter,(e.g.Hello.I'mMrLi.)
Post-taskactivities:
•Selectgroupstoactthemodifieddialogues.
•Workbookpage3
Consolidation:
AtthisstageGrammarPracticeBook3Apages4couldbeusedto
practiseandconsolidatetheoralandwrittenlanguageinthissection
further.
Studenfsself-assessment:
Ingroups,referthestudentstotheself-assessmentsheetonpage
57andhavethemdiscusstheiropinionabouteachtaskinthisunit
andwhattheythinktheyhavelearned.Haveeachstudentfillinthe
sheetaccordinglywiththeappropriateamountofsupportfromme,
dependingonindividualstudents'ability.
Unit3
Intheclassroom
Tasksandclustersoftasks
Peopleandthings
•Learnersusename-cardsforintroductions
•Learnersplayrecognitiongames(peopleandobjects)
Languagelearningobjectives
Functions
•Greetingpeople
•Askingaperson'sname
•Introducingoneself
•Describingconditions
•Confirm/deny
•Identifyingpeopleandthings
Language/Vocabulary
•Pronoun:You
•Countablenouns:book,pencil,bag,desk,rubber,ruler
•Verbtobe:are(You're...)
•Indefinitearticle"a"
•Wh-question:What'syourname?
Formulaicexpressions
•Hello,...
•One,two,three,Isee...?(passive)
•Yes/No,I'm...
Skills
Listening
•Locatingspecificinformationgiven
Speaking
•Usingmodelledphrasestocommunicateandelicitresponses
•Openinganinteractionbyelicitingaresponse
Resources
•Student'sBook3AP8-10
•WordandPictureCards3A
•Cassette3A
•Photocopiablepages2-8
•Workbook3AP4-6,P35-37
•GrammarPracticeBook3A,P5-6
•Student'sself-assessmentsheetP58
TheFirstPeriod
Dimensiontargets:
•Interpretandusesimplegiveninformationthroughfollowing
simpleinstructions
•Establishandmaintainrelationshipsincarryingoutclassroom
activity
Languagefocus:
•Usingformulaicexpressionstogreetpeople(e.g.Hello.)
•AskingWh-questionstofindoutaperson'sidentity(What'syour
name?)
•Usingverbstointroduceoneself(I'mDanny.)
Languageskills:
Listening:
•Understandingsimpleinstructionse.g.Colouryournamecard.
•Discriminatebetweenwordswithdifferentinitialsoundse-,f-,
g-,h-andi-.
Speaking:
•Usemodelledphrasestocommunicateandelicitresponses.
(What'syourname?)
•Openaninteractionbyelicitingaresponse
•Pronouncecorrectlywordsinisolationwithinitialsoundse-,f-,
g-,h-andi-.
Materials:
•Student'sBook3Apage8
•Cassette3Aandacassetteplayer
•Workbook3Apages4;35,36and37
Steps:
Pre-taskpreparation:
•Introduce:What'syourname?toelicit:I'm...Thestudentshold
uptheirnamecardsastheyanswer.
•Practiceinpairs.
•PlayThecassetteforpage8.Listenandrepeat.
•Readthedialogue.
•Explainthecontraction:What'sisthesameasWhatis.
While-taskprocedure:
Havearelayrace.
Dividetheclassintogroupsandplaythegameasillustratedonpage
8.
Post-taskactivities:
Workbookpage4
1.Readthedialogue.Askthestudentstosupplythemissingwords
orally.
2.Askindividualstowritethemissingwordsontheblackboard.
3.Traceandwritethemissingwordsinthebook.
Learntheletters:
1.Playthecassette.Listenandpointintheirbooks.
2.Listen,pointandrepeatthesound.
3.Havethestudentsenterthevocabularyintherelevantpageof
theirpersonalvocabularybook.
4.Workbookpages35,36and37
Consolidation:
AtthisstageGrammarPracticeBook3Apages5couldbeusedto
practiseandconsolidatetheoralandwrittenlanguageinthissection
further.
TheSecondPeriod
Dimensiontargets:
•Obtaininformationthroughinteractivegames
•Establishandmaintainrelationships
Languagefocus:
•Usingverbstodescribeconditions(egYou're_.)
•Usingformulaicexpressionstoconfirm/denyidentity(Yes,I'm
—/No,I'm_.)
Languageskills:
Usemodelledphrasestocommunicateandelicitaresponse
Materials:
•Student'sBook3Apage9
•Cassette3Aandacassetteplayer
•WordandPictureCards3A
•Workbook3Apage5
•Photocopiablepages2-6and8
Steps:
Pre-taskpreparation:
•Introduce:You'reYes;No.
•Playthecassetteforpage9.
•Listenandrepeat.
•Readthedialogue.
While-taskprocedure:
Playthegameinsmallgroupsatthefrontoftheclassroom.
Post-taskactivities:
Workbookpage5
1.Reviewthelettersatof.Writethelettersontheblackboard.
2.Readthestatementsonpage5.
3.Writethecorrectlettersinthetable.
Consolidation:
AtthisstageGrammarPracticeBook3Apages5couldbeusedto
practiseandconsolidatetheoralandwrittenlanguageinthissection
further.
TheThirdPeriod
Dimensiontargets:
Obtaininformationthroughinteractivegames
Languagefocus:
•Usingaformulaicrhymingexpressiontostartaguessinggame
•Usingnounstoidentifycommonclassroomobjects
•Usingtheindefinitearticletorefertosomethingforthefirst
time
e.g.Iseeabook.
•Usingformulaicexpressionstoaffirmanddeny(e.g.Yes/No)
Languageskills:
Speaking:
Openaninteractionbyelicitingaresponse
Listening:
Recognizedifferencesintheuseofintonation
Materials:
•Student'sBook3Apage10
•Cassette3Aandacassetteplayer
•WordandPictureCards3A
•Workbook3Apage6
Steps:
Pre-taskpreparation:
•Introducethenewvocabulary,usingclassroomrealiaandthe
picturecards.
•Practisethenounsbyusingflashcardsandpointingtotheitems.
•Encourageindividualstudentstodothesame.
While-taskprocedure:
Playtheguessinggameinpair.
Post-taskactivities:
Workbookpage6
1.Readthenounsonpage6.
2.Tracethewords,jointheobjectsandthewordsandcolourthe
objects.
Consolidation:
AtthisstageGrammarPracticeBook3Apages6couldbeusedto
practiseandconsolidatetheoralandwrittenlanguageinthissection
further.
Studentsself-assessment:
Ingroups,referthestudentstotheself-assessmentsheetonpage
58andhavethemdiscusstheiropinionabouteachtaskinthisunit
andwhattheythinktheyhavelearned.Haveeachstudentfillinthe
sheetaccordinglywiththeappropriateamountofsupportfromme,
dependingonindividualstudents'ability.
Unit4
Sayinganddoing
Tasksandclustersoftasks
Intheclassroom
•Learnerssayanumberrhyme
•Learnersmakenumbercards
•Learnersusetheirnumbercardsinanumberrecognitiongame
•Learnersfollowtheroutineoftidyingtheclassroombefore
leaving
Languagelearningobjectives
Functions
•Usingsimpleimperatives
•Expressingthanks
•Identifyingthings
•Identifyingnumbers
Language/Vocabulary
•Imperative:Close/Openthedoor/box.Comein.Cleanthe
blackboard.
•Definitearticle:'the'
•Nouns:blackboard,door,window,box,table
Formulaicexpressions
•(Imperative),please.
•Thankyou.
Skills
Listening
Locatingspecificinformation
Speaking
Usingmodelledphrasestocommunicatewithteachersandlearners
Resources
•Student'sBook3APll-14
•WordandPictureCards3A
•Cassette3A
•Photocopiablepages9-13
•Workbook3AP7-9,P37-39
•GrammarPracticeBook3AP8-U
•Student'sself-assessmentsheetP58
TheFirstPeriod
Dimensiontargets:
•Developanawarenessandenjoymentofthebasicsoundpatterns
ofEnglishthroughparticipatinginsayingandenactingarhyme
•Establishandmaintainrelationshipsincarryingoutclassroom
activity
•Obtainandprovideobjectsinsimpleclassroomsituations
throughplayinganinteractivegame
•Interpretanduseinformationthroughmatching
Languagefocus:
•Usingsimpleimperativestogiveinstructions(egComein,
please.)
•Usingsimpleimperativestoexpressprohibitions(e.g.Don'tbe
late.)
Languageskills:
Listening:
•Identifykeywordsinanutterancebyrecognizingstress
•Recognizealliterativeandrhymingwords
•Discriminatebetweenwordswithdifferentinitialsoundsj-,k-,
I-,andm-.
Speaking:
•Usemodelledphrasestocommunicatewithotherlearners
•Pronouncecorrectlywordsinisolationwithinitialsoundsj-,k-zI-,
andm-.
Materials:
•Student'sBook3Apage11
•Cassette3Aandacassetteplayer
•Workbook3Apages7;37,38and39
•Photocopiablepage9
Steps:
Pre-taskpreparation:
•Introducenumbers1-10.Alargetoyclockwithmoveablehands
isanidealprop.Showasetofnumbercards.
•Writenumbers1-10onTheblackboardandpractisecounting.
•Countinachainroundtheclass.
•Displaythenumbercards(l-lO)indisorderontheboardledge.
Askstudentstocomeoutandputthenumbersinorderas
quicklyastheycan.Then,countfrom1to10.
While-taskprocedure:
1.Practise:Lookattheclock/board.Close/Openthedoor.
2.Listentotherhymeandrepeatit.
3.Readtherhyme.Then,trytorecite.
Post-taskactivities:
Workbookpage7
4.Reviewnumbers1-10usingthenumbercards.
5.Traceandcolourthenumbersonpage7.
Listeningtask:
Listenandwritedownthemissingnumbers.
Learntheletters:
5.Playthecassette.Listenandpointintheirbooks.
6.Listen,pointandrepeatthesound.
7.Workbookpages37,38and39
Consolidation:
GrammarPracticeBook3Apages8and9givefurtherpracticein
identifyingnumbers1-10.
TheSecondPeriod
Dimensiontargets:
•Establishandmaintainrelationshipsincarryingoutclassroom
activities
•Interpretanduseinformationtofollowsimpleinstructions
Languagefocus:
•Usingimperativestogivesimpleinstructions(e.g.Cleanthe
table,please.)
•Usingformulaicexpressionstoexpressthanks(e.g.Thankyou.)
•Usingdefinitearticletorefertospecificclassroomobjects
•Usingnounstoidentifythings
Languageskills:
Listening:
Locatespecificinformationinresponsetosimpleinstructions
Speaking:
Usemodelledphrasestocommunicatewithotherlearners
Materials:
•Student'sBook3Apage12
•Cassette3Aandacassetteplayer
•WordandPictureCards3A
•Acardboardboxwithlid
•Cardandscissors
•Workbook3Apages8and9
•Photocopiablepage10
Steps:
Pre-taskpreparation:
1.Introduce:Thedoor/table/window/blackboard/box.
2.Say:Lookattheblackboard/door/table/window/box.The
studentsperformtheactions.
3.Introduce:Cleantheblackboard/table.Open/Closethe
door/box.
4.Practicetheinstructions,withthestudentsperformingthe
actions.
Post-taskactivities:
•PlayasimplifiedversionofSimonSaysasaclassactivity.
•Workbookpage8
Reviewthevocabulary.
Traceandwritethewords.
•Workbookpage9
1.Readthedialoguesanddecideontheanswers.
2.Selectpairstoreadthedialogue.
3.Circlethecorrectverbsandtracethefaintwords.
4.Thepairspracticethedialogue.
5.Actoutthedialogue.
Consolidation:
AtthisstageGrammarPracticeBook3Apages10and11couldbe
usedtopracticeandconsolidatetheoralandwrittenlanguageinthis
sectionfurther.
TheThirdPeriod
Dimensiontargets:
•Establishandmaintainrelationshipsincarryingoutclassroom
activities
•Obtainandprovideinformationinsimpleclassroomsituations
throughrole-play
Languagefocus:
•Usingformulaicexpressionstogreetpeopleandtakeleave(e.g.
Goodbye.)
•Usingformulaicexpressionstoaskhowsomeoneis,and
responding
•e.g.Howareyou?Fine,thanks.
Languageskills:
1.Openaninteractionbygreetingsomeonepolitely
2.Openaninteractionbyelicitingaresponse(Howareyou?)
3.Closeaninteractionbyusingappropriateformulaicexpressions
Materials:
•Student'sBook3Apage14
•Cassette3Aandacassetteplayer
•Paperorcardtomakenumberandwordcards1-10
•Stringsforthenumbersgameand10clothes-pegs
•Photocopiablepage13
Steps:
Pre-taskpreparation:(1)
1.Usetwosofttoystomodelthedialogue.
2.Theclassshouldrepeatthedialogueseveraltimes
3.Listentothecassetteandrepeatit.
While-taskprocedure:(i)
Practisethedialogueingroupsoffour.
Selectgroupstoactthedialoguefortheclass.
Post-taskactivities:(i)
1.Extendthetaskbyhavingthesamegroupspracticethedialogue,
substitutingtheirownnames.
2.Selectgroupstoactthemodifieddialogues.Checkstudents'
pronunciation,andcorrectifnecessary.
3.Photocopiablepage13:Actastory.
4.Makenumbercardsandputthenumbersinorder.
Student'sself-assessment:
Ingroups,referthestudentstotheself-assessmentsheetonpage
58andhavethemdiscusstheiropinionabouteachtaskinthisunit
andwhattheythinktheyhavelearned.Haveeachstudentfillinthe
sheetaccordinglywiththeappropriateamountofsupportfromme,
dependingonindividualstudents'ability.
Assessment:
Module1:GettingtoknowyouUnits1-4
Module2
Me,myfamilyandfriends
Unit1:Myfriends(3)
Unit2:Feelings(3)
Unit3:Families(6)
Unit1
Myfriends
Tasksandclustersoftasks
Greetings
•Learnersidentifytheirclassmatesintermsofsize
•l,e.arne.rsplayarecognitiongame
•Learnersperformanactionrhymefeaturingadjectivesofsize
Languagelearningobjectives
Functions
•Introducingoneself
•Identifyingpeople
•Mentioningsomethingforthefirsttime
•Describingpeople
•Findingoutaperson'sidentity
Language/Vocabulary
•Predicativeadjectives:fat,thin,big,small,tall,short
•Wh-question:Whoareyou/ishe/isshe?
•Whoisyourfriend?
•Pronoun:he,she,I'm/You're...He's/She's...
•Nouns:boys,girls,mothers,teachers,babies,friend
•Definitearticle:agirl
Formulaicexpressions
•Hello/Hi,...
Skills
Speaking
•Usingmodelledphrasestoopenandmaintainaninteractionby
providinginformationinresponsetofactualquestions
Listening
•Identifyingkeywordsinanutterancebyrecognizingstress
•Locatespecificinformationinresponsetosimplequestions
Writing
•Addpersonalideasandinformationtowritingwhenaframework
isprovided
Resources
•Student'sBook3AP15-17
•Wallpictures3A
•WordandPictureCards3A
•Cassette3A
•Photocopiablepagel4
•Workbook3APIO-12,P39-41
•GrammarPracticeBook3AP12-14
•Student'sself-assessmentsheetP59
TheFirstPeriod
Dimensiontargets:
•Establishandmaintainrelationshipsincarryingoutclassroom
routines
•Provideandpresentsimpleinformationonafamiliartopic
•Obtaininformationthroughaninteractivegame
Languagefocus:
•AskingWh-questionstofindoutaperson'sidentity(egWho
areyou?)
•Usingindefinitearticlestomentionsomethingorsomeonefor
thefirsttime
(e.g.I'magirl.)
•Usingadjectivestodescribepeople(egI'mtall.)
Languageskills:
Speaking:
•Usemodelledphrasestoopenandmaintainaninteractionby
providinginformationinresponsetofactualquestions
(e.g.Whoareyou?I'magirl,I'mtall.)
Listening:
•Locatespecificinformationinresponsetosimplequestions
Writing:
•Addpersonalideasandinformationtowritingwhenaframework
isprovided
Materials:
•Student'sBook3Apage15
•Cassette3Aandacassetteplayer
•WordandPictureCards3A
•Wallpictures3A
•Workbook3Apage10
•Magazinesandscissors
Steps:
Pre-taskpreparation:
1.Selectpairsofstudentstoillustrate:tall/short,big/small,
thin/fat
2.Introduce:tall/short,big/small,thin/fat
3.PlaythecassetteforLookandSay.
4.Practisetheadjectivesusingtheflashcards.
5.Introduce:Whoareyou?
6.AskWhoareyou?toelicit:I'm(name).I'maboy/girL
While-taskprocedure:
1.Encouragethestudents
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