Book: Oxford English 1B / Unit2 Small Animals
Teacher: Zhou Li (Huishi Primary School)
Aims: 1. Structures: What do you see? I see ….
2. Words: butterfly, dragonfly, wings
Language Focus: 1. Using formulaic expressions to indicate what people see.
2. Using nouns to identify small animals.
3. Using modeled phrases to communicate with other learners.
Aids: Pictures, computer and cards
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Procedures |
Contents |
Methods |
Purpose |
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1. Pre-task |
1. Warming up An Alphabet Rhyme 2. Review names of small animals (a rhyme) What’s this? It’s …. |
Say together with knocking on the desk. [Media: A Picture of Spring] 1. T: Say something about spring. 2. Ask and answer (T-Ss) 3. Spelling |
Attracting students’ attention Reviewing the vocabulary and the spelling |
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2. While-task |
I see …. What do you see? Butterfly Rhyme------ Butterfly, butterfly, I see you. Butterfly, butterfly, I love you. What do you see? I see …. What colour is it? It’s …. Dragonfly Song------ Dragonfly, a little dragonfly, Flying here, and flying there. Dragonfly, a little dragonfly, Flying high in the sky. Descriptions of big animals a. horse Wings (dinosaur) Consolidation (Pictures) |
1. Elicit “I see a….” 2. Practice:
Ss follow.
S boys S girls 3. Questions and answers T: (Ask) Sa: (Answer) Ss (follow) 3. Practice in pairs 1. Elicit “What do you see?” Ss follow
2. Practice by changing the rhythm. 3. A guessing game 4. Sl: Ask and answer 1. Elicit “butterfly”. T-Sg follow
2. Say the rhyme 3. [Different butterflies fly over one by one.] T: (Ask) Sn: (Answer) T: So, I see a red butterfly. [A dragonfly appears in the picture.] T: Is it a butterfly? No, it’s a dragonfly. 1. T-S 2.Sing a song
1. T: Description 2. S: Imitation 3. Pair work 1. Elicit “wings” 2. T-Ss 3. An adding game 1. Group work 2. Discussion 3. Description |
Eliciting the expression by students’ question and using the stationery to practice more. Eliciting the “Wh-” question directly. Practicing the word by a rhyme to make it much easier to remember. Making students more enthusiastic. Using the adjectives and other vocabularies they have learnt to describe the animal. Eliciting the new word “wings” by a dinosaur to make it more expressive. Consolidating the contents by a completing game. |
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3. Post-task |
A Guessing Game |
Ss: Pair work |
Giving a much opening situation to communicate more with others. |
