1、TitleUnit 4 In the parkStyleNew lessonTeaching AimsLanguage focus:Using the mode verb can to express abilities e.g. I can climb.Using verbs to indicate momentary actionse.g. I can skip.Asking Wh-questions to find out particular informationAbout a person e.g. What can you do ?Using imperatives to exp
2、ress prohibition e.g. Dont walk on the grass.Language skills:Listening: Locate specific in formation in response to questionsLocate specific in formation in response to simpleInstructionsSpeaking: Use modeled phrases to open and maintain an interactionBy providing information in response to factual
3、questionsOpen an interaction by eliciting a responseUse modeled phrases to communicate with other learnersMain& Difficult PointsMethodsDirect way CommunicationTimesOne weekAidsComputer, tape, picturesTeaching ProcessBlackboard design:Part OnePre-task preparation1. Hold up the pictures showing variou
4、s activities. Say the verbs for students to become familiar with.2. Act out an action and say I can(action). Students repeat.3. Select a student and ask What can you do? Prompt the student to respond by doing an action I can(action).The rest of the class repeat what the students says.4. Show picture
5、s of someone walking on the grass, someone riding a bicycle in the playground and someone climbing a tree. Ask what in happening in each picture.5. Stick the pictures on the blackboard. Draw a big cross through or next to each picture. Say Dont walk on the grass. Dont ride a bicycle here. And Dont c
6、limb the tree. Ask the students if they have ever seen these signs and if so, where.6. Point at the various pictures to elicit the verbs. Then point at the cross to elicit the prohibition.While-task procedure1. Put up the wallchart for page 17. Ask Do you like going to the playground? What do you li
7、ke to de at the playground? How often do you go to the playground?2. Tell a story something like this: Sam, May, Tom and Ann all like in a housing area that an adventure playground. It is really fun! They were playing in the playground one day. Sam said I can walk, He was walking across a high walkw
8、ay. May said I can skip. as she skipped very quickly . Ann said I can climb. as she climbed up the spiral ladder. Tom was swinging on a swing. He was watching Spotty Spotty can run. he said. What can you do when you are at the playground?3. Get students to open their Students Book to page 18. Play t
9、he cassette and let them listen to the correct pronunciation. Point to the relevant person or Spotty on the wallchart as the students listen. Let the students follow in their books. Play the tape again and let students repeat each sentence.4. In pairs, let the students to come to the front. Let some
10、 students give the commands and others do the actions.5. Invite some students to come to the front. Let some students give the commands and others do the actions. Repeat with several groups of students.Post-task activities1. Give each student a sheet of white drawing paper. Ask them to draw a pictur
11、e of themselves doing their favourite activity.2. If possible take the students to a nearby playground. Give them a chance to have fun playing on the equipment and say the sentences they have learned in the lesson.3. Have some students take turns to act out one of the action they have just learnt. L
12、et them choose which one to act . The rest of the class call out the correct prohibition.ConsolidationWorkbook page 11:Look, listen and repeat the correct.HomeworkTeaching notesPart2Pre-task preparation1. Put up the wallchart for page 18. Revise walk, run, skip and climb with students. Say walk and
13、invite a student to come to the front and point to the corresponding picture. Repeat with the other vocabulary items in this unit.2. Introduce swing, fly and ride to students. Hold up the picture card for swing and say swing slowly. Ask students to repeat. Do the same with fly and ride. While-task p
14、rocedure1. Stick the picture cards for the actions on the board and ask What activity do you like to do best? Do a survey and see which activity is the most popular.2. Place the word cards under the correct pictures. Then remove the pictures and read the words with the whole class.3. Open the Studen
15、ts Book to page19. Play the cassette tape for students to listen to the correct pronunciation. Ask students to point to the relevant pictures and repeat the words.4. Put up the picture and word cards on the board in random order. Ask individual students to come up and rearrange them by putting the w
16、ord cards below their corresponding picture cards .as shown in their Students Books.5. Show students the picture card for tree and say Tree begins with the sound t. Show the word card for tree and say ttree. Repeat. Show alphabet cards T and t. Have students compare the capital letter T with the sma
17、ll letter t. Do the same with U uumbrella. Play the tape for students to follow in their books.Post-task activitiesAsk a student to come up the front. Show him/her one of the word cards for this unit without letting the rest of the class see it. He/she does the action and the class guesses what it i
18、s. Then write the word on the board but leave out one letter. See if anyone can fill in the correct letter. Do the same for the other actions.ConsolidationWorkbook page12:a Circle the correct picture for each word.b Underline the small letters that match the capital letters T and U. Homework:Teacher
19、s note.Part3.Pre-task preparation1. Ask a few students What can you do ? Let them show you and say the words in English.2. Point to the floor as you say slowlyfloor , Students repeat. Say Floor sounds likeHold onto your ear to help the students understand sounds like and use hand gestures to indicat
20、e that it sounds like something in the room. See if any of the students can say door.3. Repeat step 2, but this time draw the sea on the blackboard. Elicit it and prompt the students to guess the rhyming word tree.4. Show pictures of the animals, i.e.a cat, a dog, a fish and a monkey. Elicit the voc
21、abulary. Stick the pictures on the blackboard. Ask Can fish walk?Can cats swim? Write on the board a list of the following verbs:walk, run , swing, climb, swim, jump. Point to each animal and have the class call out of the actions form the list that the animal can possibly do.5. Say Walk like a cat
22、Students listen and repeat. Ask How does a fish move in the water? Can you show me ? Then say Swim like a fish. Students repeat.While-task procedure1. Open the Students Book to page21. Let the students identify the animals in the pictures. Ask what each of the animals can do .2. Say We are going to
23、learn a rhyme about the animals. Slowly read the rhyme line by line. Students repeat.3. Play the tape. Students listen and repeat. Play the tape again. Ask the students to follow along with their books.4. Once the students are familiar with the words, get them to say the rhyme and do the actions.Pos
24、t-task activities1. Write walk, run, swim and swing on the board. Ask the students to match each animal in the rhyme with the correct word.2. Divide the class into a cat, a dog, a fish and a monkey group. Let each group practice their lines form the rhyme. They then lake turns to say their lines to the class. Encourage them to say the rhyme faster and faster. They can to actions on they spot as well.Homework:Teachers note.
