Knowledge aims: students can master the pronunciation of words nose, note, coke, and so on.
Students can master the syllable //.
Ability aims: student can read words with this syllable correctly in their daily life.
students can develop their ability of cooperation through group works.
Emotional aim: students can show great interest in syllables and learning the pronunciation of each word
Teaching Key and difficult Points:
Students can master the pronunciation of words nose, note, coke, and read them correctly in their daily life.
Teaching Methods: task-based same or different, display order, odd one out
Teaching Aids: multi-media, pictures
Step 1 Warming-up
Greeting with the students and show them a picture about Mr Jones. Describe the content of the picture. Mr Jones is a handsome man. He has a big nose. His favorite drink is coke. He takes a note. Let students guess the meaning of these words. Students may know coke, but don’t know the meanings of other words.
Step 2 Presentation
Draw 2 pictures on the blackboard. One is head of the bear, the other one is about a note. (write them on the blackboard)After students get the meaning of these words, teacher should read these words for the students and ask them to find the similarities between these words and their pronunciation.
Each word contains a “o”.
The last three words are vowel+ consonant+ vowel
Each word utters a syllable of //.
Step 3 Practice
Use ppt to present 4 groups of words. Ask students to tick out the words which utter the syllable // when they listen to the tape.
1 not note lot 2 hot hope home
3 box dog nose 3 nose rose lost
Listen, circle and write. Ask students listen to the tape, then finish this task.
o o-e o o-e o o-e o o-e
dog nose Jones note
listen to the radio and number each word.
go no cold nobody home hope town
Step 4 Production
1 Each student choose only 1 word to make a sentence, then share with the whole class.
2 divide the whole class into 10 groups. Each group has a group leader. Each group should think out a word with the utterance//. The next group can’t say the word which has been said by the former group. Or this group fails and is supposed to do interesting actions for the whole class.
Step 5 Summary and homework
Invite one student as an assistant teacher and summarize what we learn today.
Find more words with the syllable//
New words: zoo, bird, monkey, panda, tiger, elephant
A: What’s that?
B: It’s a tiger!
Act like a bird.
Act like a tiger.
Act like an elephant.
Act like a monkey.
Act like a panda.
(1) Students can read and recognize some words related to animals.
(2) Students can act like animals according to the commands.
(3)Through cooperation and role play, students can get the ability of introducing their familiar animals.
(4)Students can get more interests in learning English and in fostering the consciousness of protecting animals.
Teaching Key Points:
Words: bird, panda, tiger, elephant, monkey, zoo
Teaching Difficult Point:
How to pronounce the new words correctly?
Teaching Aids: multi-media, a tape recorder, toy animals
Step 1 Warming up and lead-in
1. Play a song “Teddy Bear” and ask students to sing the song after the tape.
2. Review: Get students to put their toy animals on the desk. Say the sentence like “Show me your dog”. The students who bring the toy dog will stand up and say “Look, I have a dog” and demonstrate dog’s sound at the same time.
Step 2: Presentation and practice
1. Show a picture with a lot of animals and get students to guess the place “zoo”. Ask students to read the word one by one.
2. Get students to review the learnt words beginning with letter “b”. Ask students to look at the picture again and spy the animal word beginning word letter “b”. Lead out the new word “bird” and get students to read it after the tape.
3. Draw a stick figure of panda and get students to guess the animal. Ask students to read the word one by one.
4. Get students to guess the word “elephant” by riddles. For example: I am big. I have a long nose which can bend to get food. My ears look like fans. Who am I? Stress the pronunciation and get students to read the word after the tape.
5. Do actions like a monkey and get students to guess the animal. Present the word and ask students to read it after the tape three times.
6. Play an animated cartoon about tigers and get students to guess the animal. Present the word and ask students to read it one by one.
7. Ask students to take out their toy animals and use the learned knowledge to make sentences.
Step 3: Production
1. Play a “whisper” game: Divide the students into two groups and whisper one command like “act like a monkey” to the first student of each group. The student should whisper to the next student in each group the command. The last student should run to the front of the classroom and do the action according to the command. The one who acts quickly and correctly will get a star for his group.
2. Play a song “Old MacDonald”. Ask students to sing after the tape and then substitute the underlined words and onomatopoeia. Sing the new song to the whole class.
Old MacDonald had a farm, E-I-E-I-O.
And on that farm he had some ducks, E-I-E-I-O.
With a quack quack here and a quack quack there.
Here a quack, there a quack, everywhere a quack quack.
Old MacDonald had a farm, E-I-E-I-O.
Step 4: Summary and Homework:
Summary: Ask students to summarize the words learned in this lesson.
1. Ask students to listen to the tape and imitate the pronunciation of the new words.
2. Ask students to introduce their favorite animals to their parents or friends in English.
l Teaching objectives
l Teaching contents
l Key and difficult points
l Major steps and time allocation
l Activities and justification
Frank: Hi, Bob. How is your day?
Bob: It’s OK. I like Monday because I have P.E. and history. They’re my favorite subjects.
Frank: Who’s your P.E. teacher?
Bob: Mr. Hu. He always plays games with us.
Frank: That’s great! But do you like history? It’s boring.
Bob: Oh. I think history is interesting. What’s your favorite day?
Frank: Because the next day is Saturday.
Bob: Haha! That’s for sure. I like Fridays too.
Class Contents: A dialogue about one’s favorite subjects, favorite teacher and favorite day.
(1) Knowledge objectives:
Students could master the names of subjects and the usage of “favorite”.
(2) Ability objectives:
Students could know how to say different subjects, and develop the ability of describing them.
(3) Emotional objectives:
Students could have a better understanding of their classmates through the discussion, and cultivate their love for every day and every class.
Teaching Key Points:
Name words of subjects; description of words, usage of “favorite”
Teaching Difficult Points:
Usage of “favorite”, how to start a discussion.
Teaching Aids:multi-media, a calendar, flash cards
Step 1 Warming up (5minutes)
The teacher will show a picture of English class, math class and Chinese class on the multimedia screen to ask “What classes are these?”
Students will answer the questions.
(Justification:This step will warm up the class..)
Step 2: Presentation & Practice(25 minutes)
(1) New words
① Students will be divided into 4 groups, and they have 5 minutes to think about the names of subjects. The teacher will reward the group that think out the most words correctly.
All the correct names of subjects will be listed on the blackboard.
② The teacher guides students to master these subject words by offering some learning strategies like word-formation, for example, “What’s the same part of the words ‘biology’ and ‘geology’? Can you guess the meaning of the suffix ‘-ology’?”
(Justification:These activities can enhance students’ memory of new words and help them master the study strategy of vocabulary learning.)
The teacher will ask “So which class do you like best?”
After students’ answers, teacher needs to write “… is my favorite subject” on the blackboard and say, “We can also use this sentence to say I like something best. English is my favorite subject. What’s your favorite subject?”
One student will be requested to answer the question and ask another one, and all of them need do the same action.
(Justification:This step will help students practice the grammar pattern of “… is my favorite subject”.)
Step 3: Production (10 minutes)
Teacher will ask questions:
(1) What is your favorite fruit?
(2) What is your favorite season?
(3) What is your favorite sport?
(4) What is your favorite drink?
All the students are possible to be pointed to answer.
(Justification: This step will use the words students have learned to make sentences, and they will review and master the grammar.)
Step 4: Summary and Homework (5minutes)
The teacher will show the flash cards of words and sentences to lead students to read and review.
The homework is to write 10 sentences at least to introduce 3 to 5 subjects.
(Justification:This step will help students to use the words to describe their academic life, and strengthen their interests and confidence in learning English.)