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my friends

发布时间:2013-09-18 22:04:46  

My friends

Tasks and clusters of tasks

Greetings

l Learners identify their classmates in terms of size l Learners play a recognition game

l Learners perform an action rhyme featuring adjectives of size Language learning objectives

Functions

l Introducing oneself

l Identifying people

l Mentioning something for the first time

l Describing people

l Finding out a person’s identity

Language/Vocabulary

l Predicative adjectives: fat, thin, big, small, tall, short l Wh-question: Who are you/is he/is she?

l Who is your friend?

l Pronoun: he, she, I’m/You’re … He’s/She’s …

l Nouns: boys, girls, mothers, teachers, babies, friend l Definite article: a girl

Formulaic expressions

l Hello/Hi, …

Skills

Speaking

l Using modelled phrases to open and maintain an interaction by providing information in response to factual questions

Listening

l Identifying key words in an utterance by recognizing stress

l Locate specific information in response to simple questions

Writing

l Add personal ideas and information to writing when a framework is provided Resources

l Student’s Book 3A P15-17

l Wallpictures 3A

l Word and Picture Cards 3A

l Cassette 3A

l Photocopiable page14

l Workbook 3A P10-12, P39-41

l Grammar Practice Book 3A P12-14

l Student’s self-assessment sheet P59

The First Period

Dimension targets:

l Establish and maintain relationships in carrying out classroom routines l Provide and present simple information on a familiar topic

l Obtain information through an interactive game

Language focus:

l Asking Wh-questions to find out a person’s identity (e.g. Who are you?) l Using indefinite articles to mention something or someone for the first time (e.g. I’m a girl.)

l Using adjectives to describe people (e.g. I’m tall.)

Language skills:

Speaking:

l Use modelled phrases to open and maintain an interaction by providing information in response to factual questions

(e.g. Who are you? I’m a girl. I’m tall.)

Listening:

l Locate specific information in response to simple questions

Writing:

l Add personal ideas and information to writing when a framework is provided Materials:

l Student’s Book 3A page 15

l Cassette 3A and a cassette player

l Word and Picture Cards 3A

l Wallpictures 3A

l Workbook 3A page 10

l Magazines and scissors

Steps:

Pre-task preparation:

1. Select pairs of students to illustrate: tall/short, big/small, thin/fat

2. Introduce: tall/short, big/small, thin/fat

3. Play the cassette for Look and Say.

4. Practise the adjectives using the flashcards.

5. Introduce: Who are you?

6. Ask Who are you? to elicit: I’m (name). I’m a boy/girl.

While-task procedure:

1. Encourage the students to talk about themselves in terms of size and sex, using the About you model.

2. Play a guessing game.

Post-task activities:

Workbook page 10

1. Read 1 and 2 on page 10. Explain: Tick.

2. The students complete 3 and 4.

3. Select students to read the completed statements in 2, 3 and 4.

4. Explain the task. Students draw their picture in the panel and complete their own description.

5. Ask individuals to read out the description of themselves

Consolidation:

At this stage Grammar Practice Book 3A page 12 could be used to practise and consolidate the language in this section further.

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