Unit5DescribingPeople

1、The Design of Book Unit 5 Describing PeopleLesson 1 Dialogs/VocabularyTT.The Thoughts of my Design1. Introducing language contextually using circumstances teaching and in categories. 2. Introducing language receptively before having students produce the language, i.e listen, and then speak. 3. Model

2、ing of all language items before expecting students to speak or complete a task. Thus children will feel less threatened and more successful when working with new language or completing tasks. 4. Making learning enjoyable through games and task-based activities.Analysis of the teaching material1. Te

3、aching content:This lesson is the Unit 5 Lesson 1 of Foreign Language Teaching and Research Press. The subject of the unit is Describing People.The main of teaching content is to help students understand and say dialogs to describe a persons appearance and home country.2. Teaching Key Points:a. Help

4、 students to ask and answer ones appearance.b. Enable students to study in co-operation skillfully.c. Enable students to use the dialogs to talk with your friends.3. Teaching Difficulties: a. Train students listening and speaking skills.b. Train students communicative competence.Analysis of the stud

5、entsThis lesson belonged to Book 7. The students have studied English about three years. They are learning to read English words and have had a little exposure to English. I had the ability to develop the students interested in studying English.T.Teaching Aims and DemandsKnowledge Objects:1.Understa

6、nd and say different hair styles and different cities2.Understand and say dialogs to describe a persons appearance and home country 3.Understand and say dialogs to introduce a personAbility Objects:1. To develop students four skills of listening, speaking, reading and writing.2. To cooperate and com

7、municate with others in groups.Moral Objects:1. Foster students consciousness of good co-operation2. Enable students to know how to introduce a person.3. Enable students to be confident and can communicate with others actively with others.Teaching MethodsCooperative learning; Situational Language Te

8、aching; Task-based Approach; Communicative Approach; Total Physical Response; Multi-media Approach;.Teaching AidsA tape recorder; CAI. Teaching Procedures:StepTeachers & Students ActivitiesDesigning IntentionStep 1：Warm-up&Lead-in1. Greeting and Warm-up: Greeting: Hello! Boys and girls! Do you like

9、traveling? Where ever did you travel?In this step its important to from a better and relaxing English learning atmosphere by listening a popular song at the same time it provides situations to review learned knowledge for the next step.2. Warm-up: Brainstorming: Can you remember? Which countries in

10、next pictures?Have students look at the screen. Show some pictures of countries quickly accompany with a song “Hey Jude” and then ask students to say the names of the countries.Step 2Presentation&Practice1. Show a picture with some national flags. Click a flag and then we can watch some pictures, vi

11、deo or listen voice about a representative city. Introduce ChinaShanghai, watch a video about London, FranceParis, AustraliaSydney. Listen a song “Beat It”, then lead The USA -New YorkIn this step from the guessing game teacher can arouse the students interests easily. Because as students of Grade 6

12、 they are active and have scope of knowledge. Further more in second part, my purpose is to strengthen the learning effect. 2.Practice：Look at the pictures and say using the sentences Hes/Shes from _.Step 3Presentation&Practice1. Show a photo of Michael Jackson, then lead students to study curly hai

13、r.Next teach straight hair, long hair and blond hair. In this step from the listen and guessing game teacher can arouse the students interests easily.Task-based Learning Approach is also used here to develop Ss ability of communication and the proper competition can also arouse the Ss interests.2. a

14、. Write words on page 63 b. Say: I have _.I am from _.Look at pictures and say using She/He has _. Shes/Hes from_.Step 4Presentation&Practice1. Listen to the dialogs and check the right answers. In this step through the Communicative Approach my purpose is to present the key structures one by one. T

15、heres an English saying: Interest is the best teacher of studying. It is the most real and active part in studying motivation. Next CAI can provide a real situation for Ss to understand the dialogue and relationships.2. Listen to the dialogs and repeat.Ask students to act the dialogs. I can act!Step

16、 5Extension1. Show some pictures of stars. Then have students to describe them.2. Next have students to describe themselves.From the task-based learning approach teacher show some photos of stars and ask students to describe them. Then teacher can lead students to describe themselves. This is a real

17、 language surrounding students can master them well.Step 6Homework1. Listen and read the dialogs.2. Describe some people in English to your friends.Revision is so important that Ss should speak English as much as possible. It is necessary for Ss to do some extensive exercises after class to consolidate the knowledge they learned.Blackboard design:Unit 6 Describing PeopleLesson 1 Dialogs/Vocabulary She/He has _. Shes/Hes from_.:Reconsiders I think I must help students to play more attentio