Unit 8 At the zoon—presentation (book 2)

Elaine

18/03/08

Teaching plan

※ Teaching objects:

1. To use words of animals.

2. To tell actions animals can and cannot do.

3. To use can and can’t.

※ Key vocabulary:

·camel, hippopotamus, kangaroo…

·can, can’t

·climb, fly, jump, swim, walk…

※ Teaching difficulties:

1. Keywords’ pronunciation such as: hippopotamus.

2. To distinguish can & can’t.

Teaching procedures:

I. Warm up

Have the students follow up the song so that they can sing together and review some key words they have learned.

II. Step 1--- action words reviewing & teaching

1. Review the action words as “fly, swim, walk, run” etc.

Have students read loudly of the rhyme to review the action words, after several times have the volunteers read the whole rhyme in front of the class.

2. New key words teaching

By showing pictures to have students learn more animals vocabulary, as some key words’ pronunciation are kind of difficult and too long to have them memorize in a short time, mainly do the words’ drills and focus on those pronunciations at the same time.

3. “Can” and “Can’t” lead in.

During the last step for teaching new words in animals, introduce what they “can” do, and what they “can’t” do each by each. For example: “ What can a hippopotamus do?” “ Itcanswim.” …use the same method for “can’t” as well.

III. Step 2----performance & practice

1. By modeling, teacher shows what her favorite animal is and describe what it can do and what it can’t do. After practice describing several animals, have the students work in pairs and act out a conversation.

2. Point to the corresponding pictures and have them read the samples of animals “can” and “can’t” to get more impression, pay attention to some particular words’ pronunciation.

3. Have the students do more exercises to keep practicing the use of“ can & can’t”

Blackboard design:

Reflection:

This is a presentation lesson that mainly focuses on the action words “can & can’t” of animals. During this forty minutes lesson, most students have done the essential parts in new animals’ vocabulary expanding and are able to identify what those animals can do and what they can’t do. After the class, I found out the design of first step in new words expanding was the hardest part for them, not only for the difficult pronunciation but also to accept the bunch of new words at the same time. Hence, the last step in lesson teaching was running out of time. Although the part of reasons could be the new students still feel kind of hard to catch up the lesson as the others which caused me doing a lot of drills, I shall design the lesson according to an average level of the whole class.