21/09/07

Designed by : Elaine

※ Teaching content:

Unit Two On the playground—presentation (book 2)

※ Teaching objects:

1. To use words for playground objects

2. To identify location

3. To pronounce /sw/, /fr/

※ Key vocabulary:

· bench, slide, swing, tree

· climbing, jumping, swinging, sliding

· in front of, on, under

※ Teaching difficulties:

1. The pronunciation b/w ‘under’ & ‘on’, ‘swinging’ &’swimming’

2. Identify the location words meaning

Teaching procedures:

I. Warm up

Have the students say aloud of the story in “Mary has a little lamb” by together or individually that they have learnt in the last lesson.

II. Step 1----words/phrases reviewing & teaching

1. Review the words

Display the words pictures and have the students read it together by asking question “ What’s this?”, lead them to answer by a complete sentence as “This is a____”. Ask them to pay attention about the difference b/w “bench & chair”.

2. Words to sentences expanding

Lead them to expand those words to phrases by showing pictures as “ swinging on the swing”, “sliding down the slide”, “climbing a tree” etc. Focus on the pronunciation in “ swinging & swimming”. Then have the students read together or individually.

3. Identify the location words

By saying and modeling first then have the students identify the location words in “ under”, “on”, “ in front of”, “behind” via question comes together as: Where’s the book? The book is______ the chair…etc.

III. Step 2----performance & practice

1. As a follow-up of last step, get the students to repeat to answer the question in “ Where’s______” by different objects and locations. Have them get deep impression by working together/individually.

2. While the pictures are being showed, have the students repeat the whole sentences after teacher leads, get students TO answer in a completed way. Use the rhyme to combine the sentences together so that the students might easily memorize all.

3. Point the corresponding pictures to have the volunteers answer the questions like “ what is she/he doing?”, focus on their pronunciation and then have other students get involved in reading and speaking.

4. Play the audio and have the students sing together, at the meaning time pointing the corresponding pictures for them to impress the meaning more. At this last part, a repeating and a whole reviewing practice are essential.

Blackboard design:

Reflection:

This is a beginning lesson for Unit 2. I focus on the parts in teaching new words and phrases, words pronunciations and also help the students to identify location. Most students could pronounce the new words and phrases well and had a good understanding in those parts. Although there is a difficult point for them to identify location which they haven’t really gone smoothly, they have already reached the essential teaching points. I wish I could design more vivid teaching methods combined together so that the students may catch up quickly and get more interested in this new lesson.