Daming is having a birthday party.
My topic is ‘Daming is having a birthday party’.This lesson is Module 5 Unit 1 in Book 8 of New Stand English.
1. New words: Let the students grasp the new words: trumpet\ring\doorbell\loudly.
2. Function: let the students talk about interrupted actions.
Have the students use present continuous tense to describe interrupted actions. Emotion aims:
Tell the students that it?s impolite to interrupt others.
The main points: Daming is having a birthday party.
Daming is playing the trumpet, but the phone is ringing.
The difficulty point: Use the word “but” to connect two sentences.
Teaching materials: I make a CAI for this lesson.
As we know, while teaching pupils, leaning in doing is a principle idea, Pupils like games. And an appropriate game yields twice the result with half the effort for your teaching.
Pupils should experience the language in real situations, and be happy.
So I design my procedures as following.
I design 5 sections for the whole class. For each section there are different activities.
Firstly, let the students sing a song that they have learnt. <<I?m listening to music>>. Then, I show a chant. In this chant, there are some words that we will use in this lesson. The teacher says: play, play. The students say: playing.
2. New structure leaning.
Firstly, I show the CAI, and ask the students to describe the picture. Maybe the students can say: Daming is having a birthday party. I write down the sentence on the blackboard. Then have the students sing “happy birthday” to Daming. And I give a present to Daming. Have the students guess what present it is. Some students may say:小号. I show the present, the present is a trumpet. And then I teach the word ?trumpet? with a card.
I play the CAI. Have the students describe the picture: Daming is playing the trumpet. I write down the sentence. Then I show another picture. Let them talk about: what is happening for the phone? The students may say: The phone is ____. The students haven?t learnt the word “ringing”. So I complete the sentence at once. I write down
the sentence and teach them. At last, have the students connect the two sentences with the word “but”.
The students like playing. So have two students act out the situation, and the other students have to describe the situation as they play. Do lots of exercises.
I play the CAI. Have the students describe the picture: Daming is playing the trumpet again. I write down the sentence on the blackboard. I show another picture. Have the students look at the object near the door in the picture. Ask them: what?s this? Maybe they say: 门铃. Then teach the new word: doorbell. They can say: the doorbell is ringing. Write down the sentence. At last have the students connect the two sentence with the word? but?.
In order to make the students be interested in this class. I design such an interesting game: Firstly, I say: Daming is playing the trumpet again. The students say: but the doorbell is ringing. And we say more and more loudly. Then, I divide the students into two groups. One group says: Daming is playing the trumpet again, the other group says: but the doorbell is ringing and they say more and more quickly.
I play the CAI. Have the students describe the picture: Daming is playing the trumpet again. Write down the sentence. And I show another picture. Let them talk about: what is happening for the dog. Maybe they can say: but the dog is singing. Then the teacher complete the sentence: but the dog is singing very loudly. Write down the sentence. Teach the new word? loudly?.
After this, I design a chant to consolidate the new structure. And they will be very excited when they hear the melody.
3. Listening and reading.
Firstly, I play the tape. Have the students listen, point and find word ending in ?-ing?. Then, have the students read the text. And answer the questions:
Who is having a birthday party?
What is Daming playing?
What is the day like for Daming?
do exercises. Have the students describe the pictures.
4. Consolidation 创意剧场.
Firstly, have the students act the situations in the book, and describe them.
Then, have the students talk about their interrupted experiences in pairs. Let some pairs act them out. The other students have to guess: What is happening to them.
5. Home work.
Let them talk about their interrupted experiences.