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The Second Period (Section B)
1.Language Ability
(1)Master the new words and expressions:thing, need, you're welcome.
(2)Read for the key information about colours and places of the things you can't find them.
(3)Know how to describe things from their colours and places.
(4)Use the target language to ask and answer informnation about colours and places of the objects.
2.Cultural Awareness
Develop good living habits. Learn to tidy the room and keep things in order. Be ready to help others and cooperate with others.
3.Thinking Quality
(1)Learn to imitate dialogues and think independently to improve communication skills.
(2)Based on different tasks, learn to grasp the key information ofa conversation by reading.
(3)Summarize the key information and use sentence structures to write about their own things.
4.Learning Ability
(1)Read carefully and think positively to find out the key information.
(2)Form the ability of individual thinking.
(3)Learn to work out the puzzles by asking the teacher for help or cooperating with others.
1.Master the key information of the two conversations.
2.Learn how to read for the key information.
3.Know how to write about your things.
4. Learn to use the target language to ask and answer about colours and locations of the things.
Learn to use the locative prepositions "in, on,under" to introduce locations correctly.
1.Cooperative learning method.
2.Audio-lingual method.
3.Task-based lcarning (TBL).
1.Intcractive whiteboard.
2.Educational software.
3.Blackboard.
Step 1 Review and lead-in (5 minutes)
Check students' required homework. Ask some students to share photos of their rooms and describe things they have and the colours.
Step 2 Pre-reading(10 minutes)
1. Show the picture of the room in la. Ask students what they can see in the picture and what colours they are. Answer like this; a yellow cap,blue schoolbag···
Encourage students to say as many things as possible.
2. Discuss: Is the room tidy or not Why
3.Lead students to focus on the locative prepositions:in, on, under. Explain briefly the meaning and usage of each preposition with some examples.
Enjoy a Where Song. Encourage students to sing the song, and master the locative prepositions.
Where is my hat
It's on the table. On the table.
Where is my shirt
It's under the chair. Under the chair.
Where is my dress
It's next to the bed. Next to thebed.
Where are my glasses
They are in the backpack. In the backpack.
Where are my socks
They are under the bed. Under the bed.
Where are my shoes
They are behind the chair. Behind the chair.
4. Have students observe the picture in la to find out where the schoolbag, the cat and the shoes are. Then ask them to fill in the blanks below the picture.
Check their answers.
Step 3 While-reading (10 minutes)
1.Fast reading.
Give students the reading task: Find the cap and glasses in the pictures by reading fast.
Lead them to discuss: How can we find the locations as fast as we can
Help them to conclude the reading skill: Pay more attention to the locative prepositions to find the key sentences.
Have students circle the locative prepositions and read out the key sentences, then circle the cap and glasses in the pictures.
2.Careful reading.
Finish the task of 2a.
Have students read and analyze the four questions. They will find out that the questions focus on colours and locations of the things.
Ask students to choose the correct answers and complete the table below.
who what what colour where
Encourage students to discuss their opinions in groups.
Check if students get the right answers.
Step 4 Post-reading (7 minutes)
1.Oral practise.
Ask students to work in pairs to ask and answer the following questions according to the table on the blackboard.
What is Ella/Emma's dad looking for
What colour is it/are they
Where is it/are they
Have students pay attention to the subject-predicate concord.
2.Further thinking.
Discuss in groups: What can we learn from the first conversation What about the second conversation
Students have a discussion about the questions and give their opinions.
Help students to conclude:
Conversation 1: We need to keep our rooms tidy.
Conversation 2: Be ready to help people in need.(Give an explanation to the word “need”.)
Step 5 Writing practise (6 minutes)
Have students write their own things, according to their room photos. Students can follow the example sentences in 2b by using the appropriate structures.
While students write their sentences,the teacher walks around to see if the students need help.
Have some students share their sentences about things in their rooms.
Lead students to think if their roomns are tidy or not. If yes, keep it. If not, tidy the room after school.
Step 6 Project:Guess what it is (5 minutes)
Ask one student to choose something in the classroom and write the name on a piece of paper without telling the other students what it is.
Then the student goes to the front of the classroom. Let the other students guess what it is.They can ask about the colour and the location of the thing to help them guess.
Then students can ask "Is it a/an ... ” or “Are they... ”
Take turns to play the guessing game.
Step 7 Summary (1 minute)
Guide students to summarize what they have learned in this class.
Step 8 Homework (1 minute)
Required:
Tidy your living room and observe things around you. Write some sentences about their colours and locations.
Optional:
Draw a mind map of what you have learned.
隨堂練習
1．單項選擇。
( )1.I can see the cat. It's floor.
A.on a B.on the
C.in the D.at the
( )2.Where my pen and pencil
A.is B.are C.am D.be
( )3.- under the tree
-No,they aren't.
A.Where are B.What's
C. Are those bikes D.Is this bike
( )4,Can you see the apple the tree
A.on B.in C.down D.for
( )5.-Oh! With your help, I find my book!
Thanks a lot!
A.Wait a minute. B.You're welcome.
C.Sorry. D.Come on!
II.句型轉(zhuǎn)換。
1．The book is on the desk．（改為一般疑問句） book on the desk
2．I see many birds in the tree．（改為一般疑問句）
see many birds in the tree
3．The bag is on the floor．（對畫線部分提問）
the bag
4．I know about it．（改為否定句）
I know about it.
5．They are some alarm clocks．（改為單數(shù)形式） alarm clock.
III.補全對話。
A.Hi!
B. The keys They're on the table.
C.No, they aren't.
D.How about（······怎么樣）my books？
E. It's under the sofa.
A:Hello,Susan!
B: 1
A:Is my computer game on the table
B:No, it isn't. It's on the bookcase.
A:Oh, OK. 2 Are they on the bookcase, too
B: 3 They're on the chair.
A:Oh. So where is my pencil case
B: 4
A:And where's my backpack
B:It's under the table. And your baseball is under the chair.
A:Oh, OK. And where are Mum's keys
B: 5
1.2. 3. 4. 5.
IV.閱讀理解。
This is a small nice room. There's a bed, a desk and some chairs in it. The desk is near the window.On the desk, there is a book, a glass and some cakes. The bed is near the desk. There are trousers and a coat on the bed. The trousers are green. They are new. The coat is yellow. It is new, too. Under the bed, there are some shoes and two balls. This is Susan's room. She's a good student.
( )1.The desk is_,the cakes are ,and the balls are
A. near the window; on the bed; on the desk
B. near the window; on the desk; under the bed
C. near the desk; on the bed; under the bed
D.near the window; near the bed; on the desk
( )2. The trousers are and the coat is
A.yellow;green
B.green;green
C.green;yellow
D.green;yellow and green
( )3. are new.
A. The desk and the trousers
B. The trousers and the shoes
C. The trousers and the coat
D. The room and the bed
( )4.Susan is .
A.a teacher B.a man
C.a boy D.a girl
( )5.This room is not
A.nice B.big C.small D.good
參考答案
J.1-5 BBCAB
Il.1.Is the 2.Do you 3.Where is 4.don't
5.It is an
II.1-5 ADCEB
IV.1-5 BCCDB

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