英语 - Unit 1 My friends (Oxford English Book 3A)_一年级英
teaching time: oct ,18 , 2001
teaching class: class 3 ,grade 4
teacher: chen ruyi
teaching topic: unit 1 my friends (oxford english book 3a)
unit 1 my friend
Ⅰ. language focus：
1.asking wh-questions to find out a person's identify.
e.g. who are you?
2.using indefinite articles to mention something or someone for th first time.
e.g. i'm a girl
3.using adjective to describe people.
e.g. i'm tall./he's short.
Ⅱ. language skills
1. speaking
using modelled phrases to open and maintain an interaction by providing in formation in response to
factual question
e.g.who are you? i'm a girl .i'm short.
2.listening
locate specific information in response to simple questions
3.writing
add personal ideas and information to writing when a framework is provided
Ⅲ.materials:
1.student's book 3a page 15
2.cassette 3a and a cassette player
3.picture cards of fat , thin , big ,small , tall, short .
Ⅳ. teaching procedure
step 1 warm up
1.sing an english song: :the alphabet song
2.greetings
hello!/ hi!/good morning!/how are you? etc.
3.ask some pairs to make dialogue
e.g. s1: hello, i'm x x, what's your name?
s2: hello, i'm x x
s1:how are you?
s2.i'm fine, thanks. how are you ?
s1.i'm fine too, thanks.
s2: good bye!
s1: good bye!
step 2 pr-task preparation
1.review:boy ,girl .
2.introduce tall,short
a. show a photo and point to the photo. ask: who's she?
to elicit: she's miss chen.
t: yes, it's me. who's she?(point to my friend)
to elicit: she's my friend. i have some friends
(write down on bb)
b. t: now look at the photo . i'm tall. she's short.
(write down 'tall' 'short' on bb)
students repeat tall .
draw a stick on bb
t: is he tall?
ss: yes
t:who can draw a short man here?
(ask a student to draw it on bb)
t: is he short?
ss: yes.
students repeat short
3.introduce fat, thin
a. draw a fat people and a thin people on bb to illustrate fat , thin
b. students repeat fat , thin
4.introduce small , big
a. t: he is fat and he is big too
(point to a fat and big boy)
students repeat big
b.show a big apple
t: is it big?
ss: yes
t draws a big apple on bb.then draw a small apple on bb
t: is it big?
to elicit: no, it's small.
students repeat small.
step 3 while-task procedure
1.show some pictures on bb
e.g.. t: who is fat? please pick it out .
let individual student pick out.
2.show some pictures
t:would you say something about the picture . for example , he is young . he is tall . etc
invite individual students to say out.
3.pla the cassette for look and say .
4.students listen and repeat.
5.encourage students to talk about themselves in terms of size and sex, using the about me model.
e.g., i'm a girl . i'm tall .i'm big etc.
invite some students to talk
step 4 post- task activity
1.play a guessing game . one. student is blind folded.
the rest of class chooses a member which will describe himself / herself.
the blindfolded student make guesses . the rest of the class confirms or denies the guess with yes /no .
2.finish off workbook page 1.
a.explain : tick
b.read 1 and 2 on page 10.
c.the students complete 3 and 4.
d. the students trace and write in the missing words and tick the cornet boxes.
e.students draw their pictures in the panel and complete th description .
step 5 consolidation
1.at this stage grammar practice book 3a page 12
could be used to practice and consolidate the
language in this section further .
2.homework
a.copy nw words for three times
b.read the text on page 15 for twice
Ⅴ . writing
unit 1 my friends
tall short big small fat thin
teaching class: class 3 ,grade 4
teacher: chen ruyi
teaching topic: unit 1 my friends (oxford english book 3a)
unit 1 my friend
Ⅰ. language focus：
1.asking wh-questions to find out a person's identify.
e.g. who are you?
2.using indefinite articles to mention something or someone for th first time.
e.g. i'm a girl
3.using adjective to describe people.
e.g. i'm tall./he's short.
Ⅱ. language skills
1. speaking
using modelled phrases to open and maintain an interaction by providing in formation in response to
factual question
e.g.who are you? i'm a girl .i'm short.
2.listening
locate specific information in response to simple questions
3.writing
add personal ideas and information to writing when a framework is provided
Ⅲ.materials:
1.student's book 3a page 15
2.cassette 3a and a cassette player
3.picture cards of fat , thin , big ,small , tall, short .
Ⅳ. teaching procedure
step 1 warm up
1.sing an english song: :the alphabet song
2.greetings
hello!/ hi!/good morning!/how are you? etc.
3.ask some pairs to make dialogue
e.g. s1: hello, i'm x x, what's your name?
s2: hello, i'm x x
s1:how are you?
s2.i'm fine, thanks. how are you ?
s1.i'm fine too, thanks.
s2: good bye!
s1: good bye!
step 2 pr-task preparation
1.review:boy ,girl .
2.introduce tall,short
a. show a photo and point to the photo. ask: who's she?
to elicit: she's miss chen.
t: yes, it's me. who's she?(point to my friend)
to elicit: she's my friend. i have some friends
(write down on bb)
b. t: now look at the photo . i'm tall. she's short.
(write down 'tall' 'short' on bb)
students repeat tall .
draw a stick on bb
t: is he tall?
ss: yes
t:who can draw a short man here?
(ask a student to draw it on bb)
t: is he short?
ss: yes.
students repeat short
3.introduce fat, thin
a. draw a fat people and a thin people on bb to illustrate fat , thin
b. students repeat fat , thin
4.introduce small , big
a. t: he is fat and he is big too
(point to a fat and big boy)
students repeat big
b.show a big apple
t: is it big?
ss: yes
t draws a big apple on bb.then draw a small apple on bb
t: is it big?
to elicit: no, it's small.
students repeat small.
step 3 while-task procedure
1.show some pictures on bb
e.g.. t: who is fat? please pick it out .
let individual student pick out.
2.show some pictures
t:would you say something about the picture . for example , he is young . he is tall . etc
invite individual students to say out.
3.pla the cassette for look and say .
4.students listen and repeat.
5.encourage students to talk about themselves in terms of size and sex, using the about me model.
e.g., i'm a girl . i'm tall .i'm big etc.
invite some students to talk
step 4 post- task activity
1.play a guessing game . one. student is blind folded.
the rest of class chooses a member which will describe himself / herself.
the blindfolded student make guesses . the rest of the class confirms or denies the guess with yes /no .
2.finish off workbook page 1.
a.explain : tick
b.read 1 and 2 on page 10.
c.the students complete 3 and 4.
d. the students trace and write in the missing words and tick the cornet boxes.
e.students draw their pictures in the panel and complete th description .
step 5 consolidation
1.at this stage grammar practice book 3a page 12
could be used to practice and consolidate the
language in this section further .
2.homework
a.copy nw words for three times
b.read the text on page 15 for twice
Ⅴ . writing
unit 1 my friends
tall short big small fat thin