Lesson Plan

Designed by: Maggie

Teaching Content: Unit2 Little Book: Malcolm’s Saturday Morning (Book4)

Teaching aims:

To learn the story, get the main idea of this story

To act out the story page by page

To retell it page by page

Key point:

New words: mess kitchen study surprise hug sandwich

Difficult point:

Retell the story with Ss’ own words page by page

Teaching process:

Step 1 Warm up

1. Greet with the Ss.

2. Play a guessing game: Ask 8 Ss to come to the front, T shows the card. Have the

Ss mime the actions, the other Ss guess out the words.

Step2 Review

A. Focus on the phrases:

Have the Ss look at the word-card, read the words together.

B. Focus on the present tense

Have the Ss look at the card, and say the past tense of those words.

C. Focus on the sentence pattern: What did you do last weekend?

Step3 Presentation & Consolidation

1. T introduces her new friend---Malcolm to the class. Then, invite Malcolm to make a

self-introduction to the Ss.

2. Present the title of the story: Malcolm’s Saturday Morning.

3. Learn the story:

A. Get the main idea of this story.

a. Describe the 4 pictures.

b. Listen to the whole story, and circle the new words.

c. T explains the new words.

d. Listen again, thinking: How many characters? (Malcolm, mother, father, Red)

B. Learn the story page by page:

a. Listen to the story on page one, thinking the questions are given.

b. Read the story.

Step 4 Performance

1. Act out the story. T gives model first, then invite volunteers to act it out.

2. Retell the story with the clues.

Blackboard Design:

Unit 2 Malcolm’s Saturday Morning

Page 1 take out the garbage

wash the dishes

Malcolm Mother Father

(got up early) (went shopping) (working in the study)

Red

Reflection:

This is a new lesson. I couldn’t finish the whole story in one lesson, so I planned to finish it page by page, the Ss would understand the story well in this way. As I was

so nervous, I disordered it. I planed to ask the Ss to describe each picture first, then

listen to the tape, check their comprehension by answering the questions I gave, finally,

act out the story on each page, and retell the story. In Step 3, at the very beginning, I

spent too much time in explaining the new words, but there were only 2 or 3 Ss wrote

their new words on the Bb. I thought they might have some more. If I asked them to

find out the new words before the class, it could be much better, I thought.