1、TitleUnit 3 My roomStyleNew lessonTeaching AimsLanguage focus:Using imperatives to give simple instructionse.g. Close the window, please.Using the simple present tense to indicate factsUsing possessive adjectives to express possessionUsing introductory Thereto express factsLanguage skills:Listening:
2、 Locate specific information in response to simpleinstructions Speaking: Use modeled phrases to communicate with other learnersMain& Difficult PointsMethodsDirect way CommunicationTimesOne weekAidsComputer, tape, picturesTeaching ProcessBlackboard design:Part OnePre-task preparation1. Point to or us
3、e hand gestures to illustrate door, window and room, Say the words.2. Point to an open window and say the command Close the window, please. Ask a student to close the window. following your instruction.3. Point to a closed door and say Open the door, please. Again, get a student to follow your instr
4、uction.4. Show a picture of an untidy room. Point to the picture and say Clean the room, please. Ask individual students if they still remember the meaning of clean.5. Draw an outline of a room on the blackboard, with a door, a window and a bed.6. Point to the room and say This is my room. There is
5、a door in my room. There is a window in my room. There is a bed in my room. Repeat for students to get familiar with the expression There isWhile-task procedure1. Open Students Book to page 12. Look at the picture with the students and explain the scene for each picture. Make sure students understan
6、d the possessive adjective your.2. Play the cassette tape. Let the students listen to the instructions Close the window, please. Open the door, please. and Clean your room, please. Ask students to repeat and mine the actions.3. Invite pairs of students to act out the scenes.4. Put up the wallchart f
7、or page13.Tell a story something like this:May is in her room with Ann. Hello, May. What are you doing?(Use Mays voice to answer.)Hello. I am playing with Ann. Ann is my good friend and we like to play and study together. We are in my room. We are reading one of our favourite stories. It is very fun
8、ny and is has good pictures. Look, there is a bed, a window and a door. My cat Kitty is in my room, too. She is waving at a picture of a cat in one of my books. She thinks it is rea! Hmm What else can you see in my room?5. Open the Students Book to page 13. Play the cassette tape to let students hea
9、r the correct pronunciation of the expressions. Then ask individual students to say This is my room. There is/arein my room.Post-task activities1. Divide students into pairs. Have one students give the commands and the other mine the actions. Then let them change roles.2. Invite pairs of students to
10、 act out the dialogue to the class. Students vote for the best pairs.3. Let the students draw a picture of their bedroom at home. Display the best drawings.4. Ask students what they have in their room.5. Give each students a sheet of white paper. Ask the students to draw and colour the things they c
11、an find in their room.6. Ask students to say something about their pictures by using the expressions This is/ arein my room.ConsolidationWordbook page8:a Listen and drawb Listen and tick the correct answer HomeworkTeaching notesPart2Pre-task preparation1. Put up the wallchart for page 13.Revise wind
12、ow, door, bed. room with students. Say window and invite a student to come to the front and point to the corresponding picture. Repeat with the other vocabulary items.2. Introduce sofa, table, and lamp to students. Hole up the picture card for sofa and say sofa slowly. Ask students to repeat. Do the
13、 same with table and lamp.While-task procedure1. Stick the picture cards for window, door, bed, room, sofa, table and lamp on the board and ask What do you have in your room? Do a survey and see which items are the most common.2. Place the word cards under the correct pictures. Then remove the pictu
14、res and read the words the whole class.3. Open the Students Book to page14. 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 individua
15、l students to come up and rearrange them by putting the word cards below their corresponding picture cards, as shown in their Students Books.5. Show students the picture card for rubber and say Rubber begins with the sound r. Show alphabet cards R and r. Have students compare the capital letter R wi
16、th the small letter r. Do the same with S ssweet. Play the tape for students to follow in their books.Post-task activitiesA give half the class a picture of one of the vocabulary items. Give the other half a card with the vocabulary item on it. Students walk around saying their vocabulary items unti
17、l all the students with the pictures have met those with the corresponding words.b Ask each pair to call out their word and hold up their picture.ConsolidationWordbook page9: Say the word for each picture. Trace the letter each word begins with. Homework:Teachers note.Part3.Pre-task preparation1. Re
18、view the names of the vocabulary items taught in the previous lesson. Stick the word cards on the board. Hold up a picture card and ask What is this? Encourage individual students to say It isand put the picture card next to its corresponding word card on the board.2. Read the words on the board tog
19、ether.3. Revise prepositions in, on and under with the students. Place a pencil on the desk and ask Where is the pencil?Repeat with the pencil under the desk and in a bag to elicit in and under. 4. Say In my room there is and point at a student to say something that is in their own room. Write on th
20、e board what each student says until there is a list of things found in a bedroom on the board.5. Point to some of the words on the board and ask students to tell the class some things about the item .e.g. colour, size, etc.6. Tell the students they are going to learn a rhyme.While-task procedure1.
21、Put up the wallchart for page 15. Say We are going to tell a story.2. Show pictures 1 to 3 but cover 4 to 6. Say the sentence for the first three pictures. Ask students to guess what is going to happen.3. Uncover pictures 4to 6 one by one and tell the students what is happening in each picture.4. Pl
22、ay the cassette tape for students to listen to native speakers saying the lines while they look at the picture in their own books.5. Play the cassette tape again and ask students to repeat the story after each line. See if they can follow the lines as the read.6. Get the students to read the story a
23、loud together.7. Play the cassette for the rhyme. Students follow and read the rhyme.Post-task activities1. Divide students into groups of six. Ask them to tell the story together, each member of the group reading one line. Have groups tell the story to the rest of the class.2. Say the rhyme again, with boys saying one verse and girls the next.Homework:Teachers note.
