上海牛津英语4A：M1 unit2 How old are you第二课时
Teaching focus:
Writing:
Use appropriate format and conventions to write a birthday card
Listening:
A Identify main ideas (listening task)
B Locate specific information in response to simple
C Instructions or questions (listening task)
Teaching steps：
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Students activities |
Teaching activities |
Teaching strategy |
Media |
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I. Warming-up: Songs and rhymes II. Greeting: III. Revision A For less able students, use Word and Picture Cards: Happy birthday to review birthday. B Invite individual students to come to the board and draw the other things. I. New lesson: A For less able students, review the lexical items students have learned in primary one, e.g. fruit, sandwiches, biscuits, ice-cream. B Students listen and follow in their books. C Students listen and repeat. Then invite groups of students to act the story in front of the class. Students then vote for the best group. D Ask them to read the instructions and look at the pictures in Make a birthday card. E For more able students, write the date underneath as well. F J Ask students to write dowt1Cl name of the person to whom they are going to send the card- Students then draw and colour a picture in the next box. Finally, ask them to write a short message in the bottom box II. Tapescript: III. Homework: A Copy the words B Grammar book P3 |
Sing and say together T: Good morning, boys and girls. A Draw Alice's face on the board. Say: Today is Alice's birthday. She's nine. B Tell the class that Alice is having a birthday party. Write Alice's birthday party on the board. Ask students to think about what they can see at Alice's party. Draw a table and a birthday cake on the board first. C Use guided questions to prompt the students, e.g. Can you see Alice鈥檚 friends? Who are they? What do they eat? A Use the drawings on the board to introduce new lexical items. B Introduce: a birthday card only. C introduce a few new lexical items, e.g. chocolate cakes, cheesecakes, candles, a knife, juice, paper cups, forks, etc. Make full use of the students鈥� drawings on the board. D Play the cassette: Look and say. E Introduce: blow by lighting a candle and blowing it out. Write: blow on the board. Introduce: cut. Use a knife and cut a cake. F Play the cassette again. G Tell students that they are going to make a birthday card. H Use a big piece of card for demonstration. Tell students that you are making a birthday card for your friend. Say, for example, I am making this birthday card for my friend, Mary. Write: Dear Mary, Happy birthday! on the card. Say: I am making this card. I鈥檓 Miss Jin. I鈥檓 Crystal Jin. Write: From, Crystal. I Put my card in to an envelope. Write: To: Mary on it. Tell the class that they are going to make a birthday card. Ask them to think of a person that they would like to send the card to. Give each student a copy of Photocopiable page J Cut along the thick border and demonstrate how to fold it up. Students cut and fold their cards. Remind students to send the card out. Encourage students to exchange their cards and look at each other's work if they like. Put your students' work on the board if they agree. This listening task will give the students additional practice in using the language learned in this module. The task sheet for this listening activity is to be found on Photocopiable page |
Anchoring strategy Cognitive apprenticeship strategy Coaching strategy Modeling strategy Anchoring strategy |
Alice鈥檚 picture A picture of Birthday cake a few new lexical items Cassette Cassette A birthday card Cassette |
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