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Lesson Plan for Part A, Chapter 1, Level 1B, LWTE
Kitty Zhang
2010-05-12
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Background Knowledge
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Chapter 3, 1A
Nouns (Countable, Plurals): robots, buses, teddy bears, dolls, cars
I have a ball.
I have two robots.
She has a doll and ten robots.
Chapter 4, 1A
Colors
Nouns (Countable, Plurals): pencils, pens, erasers, rulers
Mary has two rulers. They are pink.
I have an eraser. It is yellow.
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"i + 1" theory: before you teach your students new language points, it's always important to decide what you would use for "i".
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Warm-up and Lead-in (ask students about their schoolbags)
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T to S1: What do you have? I have a ….
T to Ss: What does she / he have?
T to S2: What do you have? I have 2 / 3 ….
T to Ss: What does she / he have?
T to S3: What do you have? I have a … and 2 / 3
Ss to T: What do you have?
T: I have a … I have 2 …. I have a and 2 / 3 ….
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Design activities to use "i" and lead your students into new language
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Vocabulary / Structure presentation (pets vocabulary; What's this?)
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T: I have a …. (words of pets)
T: What's this? It's a …. (Ss listen only)
Whole-Class work
T: What's this?
Ss: It's a …
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When presenting dialogues, teachers usually ask and answer by themselves at the beginning.
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Structure presentation / practice (What's that?)
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T: What's this? It's a …. What's that? It's a …. (Ss listen only)
Group work
Divide the whole class into 2 groups, Group 1 and Group 2.
5 cards facing down for students to turn over; 5 cards facing down for teacher to turn over
A student from Group 1 opens a card, teacher opens a card too.
A student from Group 2 asks, student from Group 1 answers.
What's this? It's a …. What's that? It's a …
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Using TPR to show students the difference between 'this' and 'that'.
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Structure presentation / practice (What are these? What are those?)
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What's this? It's a …. (2 times) 2 …. What are these? They are ….
What's this? It's a …. (3 times) 3 …. What are these? They are ….
Whole-Class work
What are those? They are ….
Pair-Work(PPT to show pictures)
What are these? They are …. I have ….
What are those? They are …. I have ….
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Pay attention to different types of activities: whole-class work, group work, small group work, pair work, individual work
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Dialogue Presentation
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Open Your Book (Page 1 and 2) (PPT to show the page)
Ask students to describe the picture.
What's this / that? What are these / those?
Beeno and Ting Ting are with Tom and Mary in a pet store. They see a lot of pets, a lot of small animals. But they don't know the names of the pet. But don't worry. Tom and Mary are there. They know the names. So Beeno and Ting Ting can learn about the pets.
Beeno sees an animal. It is eating bones. How strange! Beeno doesn't like bones. He doesn't know the name of the animal, so he asks … (wait for students saying out the question)
What does Tom say? (students answer)
Beeno sees a very very small animal. It can run in a wheel. Beeno can't run in a wheel. Beeno doesn't know the name of the animal, so he asks ….
What does Tom say? (students answer)
Meow. What's that?
Ting Ting sees some lovely animals. They are small and furry. One of them is eating carrots. Ting Ting doesn't like carrots.
Ting Ting sees some green animals in the water. They are moving very slowly.
Tweet tweet. What are those?
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It's important to leave the dialogue part for students to say out because all the related vocabulary and sentences have been presented and practiced. Now, in the opening spread, in a context, students should spontaneously say out the dialogues. This dialogue presentation stage can be also considered as a students' production stage.
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Dialogue Practice
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Listen to the CD
Role Play the dialogue
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