Unit-7牛津英語1A教案

Unit-7牛津英語1A教學設計Unit7MyfamilyPeriod1Let’sactLanguagefocus:Usingimperativestogivesimpleinstructionse.g.PointtoyourmotherUsingpossessiveadjectivestoexpresspossisione.g.yourLanguageskills:ListeningLocatespecificinformationinresponsetosimpleinstructionSpeakingUsingmodelledphrasestocommunicatewithotherlearnersMaitnainaninteractionbyprovidingiformationPre-taskpreparation1Showaphoteofyourownfamily.Pointandsay‘Myfather,mymother,mybrother,mysisterandme’.2Askstudentstotakeouttheirfamilyphotesyoutoldthemtobringtoclassthepreviousday.SayPointtoyourfatherandpromptthestudentstopointtotheirfathersinthephotoes.Letstudentsrepeatafteryou‘Myfather’.3Repeatstep2withtheotherfamilymember‘mymother’,‘mybrother,’‘mysister’.While-taskprocedure1DrawSam’sheadontheboard.PretendthatyouareSamandsay“Hello,I’mSam.It’sme.Me,Sam’.2Askstudentstodrawtheirownheadsandholdupthepicturetosay‘Look.IamMe,’3PutupanenlargedphotocopyofStudent’sBookpage32.Playthecassettetapefor‘Pointtoyourfather’.AskastudenttoactasSam.Havehim/hercomeuptopointtotherightpersoninthepictureandsay‘Myfather’.4Repeatstep3with‘Pointtoyourbrother’and‘Pointtoyourbrother’and‘Pointtoyoursister’.5Dividetheclassintopairswithonestudentgivingcommandsandtheotherpointtotherelevantpersoninhis/herfamilyphoto.Thenletthemchangeroles.6Selectpairstoacttotheclass.Post-taskactivityExtendthetaskbyhavingthesamepairspractisepractisegivingandactingthecommands.Substitutingfamilymemberswithbodyparts,e.g.S1:Pointtoyournose.S2:Pointtoyourmouth.Period2Let’stalkLanguagefocus:Usingformulaicexpressionstointroducepeoplee.g.Thisismybrother.Askingyes\noquestiontoobtainasimpleresponsee.g.Haveyougotabrother?Usingformulaictoconfirmordenye.g.Yes./No.Languageskills:Listening:LocatespecificinformationinresponsetoquestionsSpeaking:UsemodelledphrasestocommunicatewithotherlearnersOpenaninteractionbyelicitingaresponsePre-taskpreparation1Showphotosofsomeofthestudents’families.Encouragethesestudentstointroducetheirownfamilymemberstotheclassbyusingthephrase‘My’2SayLasttimewelearntthenamesofourfamilymembersinEnglish.Todaywewilllearntotalkmoreaboutthem.While-taskprocedure1Reviseand

reinforce

the

students

‘This

ismy’by

pointing

todifferentbodypartsandsaying,forexample,‘Thisismyarm.’2InviteindividualstudentstopretendtobeSam.Showthepicturecardsofhisfamilymembers.PointtoeachoneandaskWhoisthis?Thestudentshouldanswer‘Thisismy’3ThenletthesamestudentskeeppretendingtobeSamandask,‘Haveyougotabrother?’toelicit‘No,Ihavegotasister.’Studentsmayonlyanswer‘No’.Saythemodelanwerandaskthemtorepeatafteryou.4OpentheStudent’sBooktopage33.Explaintheideaofafamilytreeifnecessary.Playthecassettetape.Studentslistenandrepeat.5Dividetheclassintopairsandpractisethedialogue.Selectpairstoactoutthedialogue.Post-taskactivityExtendthetaskbyhavingthesamegroupspractisethedialogue,usingtheirownsituations.Selectpairstoactthemodifieddialogues.Checkstudents’pronunciation,andcorrectifnecessary.Period3Languagefocus:Usingpronounstoidentifypeoplee.g.meUsingnounstoidentifyfamilymemberse.g.motherLanguageskills:Listening:IdentifykeywordsinanutterancebyrecognizingstressSpeakingPronouncewordsproperlyPre-taskpreparation1Goaroundtheclassroom.Showpicturecardsfor‘father’,‘mother’,‘brother’,and‘sister’.Tellstudentstosaytheworduponseeingthepicture.2Askindividualstudents‘Haveyougotasister/brother?’Letthemansweraccordingtorealsituations.3Putuptheabovefourpicturecardsoffamilymembersontheboardinacircle.4Pointtothepicturecardfor‘mother’and‘Mymother’.Askthestudentstorepeat.5Repeatstep4withtheotherwordsforfamilymembers.While-taskprocedure1Putthepicturecardfor‘me’inthecentreofthecircleofpicturesontheboard.ImitateSam’sgesturebyputtingyourhandonyourchest.Say‘me’slowly.Repeat.2DrawontheboardasimpleoutlineofahousesimilartotheoneshownontheStudents’bookpage34.Movepicturecardsofthefamilymembersintothehouse.3Writethewordsbelowthepictures.Readthewordsslowly.Letthestudentscopyyou.4OpentheStudentsbooktopage34.Playthecassettetapeandallowstudentstofolloworallyuntiltheyarefamiliarwiththewords.Askthestudentstopointtoeachpictureasitisbeingreadout.5Putupthepictureandwordcardsontheboardinrandomorder.Askindividualstudentstocomeupandre-arrangethembyputtingthewordcardsbelowtheircorrespondingpicturecards,asshownintheirexcisebook.6Takeawaythepicturecardsbutleavethewordcards.Askindividualstudentstodrawthecorrespondingfamilymembersabovethewords.Post-taskactivityPeriod4Period4Languagefocus:Usingformulaicexpressionstosimplepeoplee.g.Thisismymother.Usingpossessiveadjectivestoexpresspossessione.g.myUsingpronounstoidentifypeoplee.g.meUsingnounstoidentifyfamilymemberse.g.motherLanguageskills:ListeningIdentifykeywordsinanutterancebyrecognizingstressSpeakingUsemodelledphrasetocommunicatewithotherlearnersPre-taskprocedure1Putupfourwordcardsinarowontheboard.Threeshouldbeofthesametypewhileonedoesnotbelong.Forexample,‘a(chǎn)pple’with‘father’,‘mother’,‘brother’.Askastudenttocomeup,readallthewords,andtakeawaytheonethatisdifferent.2Prepareseveralsetsinadvanceandkeepeachsetseparatewithrubberbands.3Giveonefingerpuppettoastudentandaskhim/hertocomeupandintroducethefamilymembertotheclass,e.g.‘ThisisJohn.Thisismybrother.Heissixyearsold.’Askthestudentstorepeat.4Continuethegameuntillmostofthestudentshaveachancetoplay.Makeafewsetsofthefingerpuppetsifpossiblesothatstudentscanpractiseingroups.Post-taskactivityIngroupsstudentsdrawtheirownfamilymembersandintroducethemtotheirfriends.Period5Let’senjoyRhymeLanguagenounstoidentifyfamilymembers.e.g.fatherUsingpossessiveadjectivestoexpresspossessionLanguageskills:ListeningIdentifykeywordsinanutterancebyrecognizingstressSpeakingPronouncecorrectlywordsinconnectedspeechbylinkingwordstogetherandusingappropriatestress.Pre-taskpreparation1PretendthatyouareSam.Asktwoboysandtwogirlstocomeuptothefront.Giveeachthewordcardsfor‘father’,‘mother’,‘sister’and‘brother’.Letanothergroupoffourstudentsgiveeachofthemthecorrespondingpicturecard.2SayTodaywewilllearnarhymeaboutourfamilymembersandhowwelovethem.While-taskprocedure1Discusswithstude