Lesson6Teachingkeypoints:1.Mynameis….2.Thisis…3.Thisisn,t…4.ReviewsnewvocabularyandlettersintroducedinUnits1.Teachingdifficultpoints:UncleBooky’sstorytime.Teachingaids:flashcardsforthisUnit.TeachingProcedure1.Review.ReviewthevocabularyforthisUnitbyholdinguptheflashcardsonebyoneandelicitingthecorrectwords.Andtheformthatcontestproceedswiththegroup,stirupthestudenttheinterestofthestudy.Thispreparesthechildrenforthegamelaterinthelesson.2.UncleBooky,sstorytimeStudentBookpage24·Tellthechildrenthattheyaregoingtolistentostory.·Playthetape,askthechildrentothestorywiththeirbookscloed.·Havethechildrenopentheirbooks,andlookatthepictures.·Askthemtolookforfamiliarwordsinthestory.·havechildrenreadthestorysilently,encouragethemtotrytoguessthemeaningofunfamiliarwords.·Itdoesn’tmatteriftheydon’tknowthewords.Therequirementforthispartistounderstandthestory.3.IntroductionsThisgamereviewsthestructuresHells!Myname,s(Angela).andThisis(Tommy)Havethechildreneithersitorstandinacircle.Explaintothechildrenthattheyaregoingtoplayagamewheretheyintroducethemselvesandtheirfriends.ModelthestructuresHello!Myname,s(yourownname).AndThisis(theEnglishnameofthechildonyourright).Nowhavethechildonyourrightsay,“Hello!Myname,s(Diana)”substitutinghisorhername.Thespeechchainiscontinuedasthechildintroducesthenextchildinthecircle,“Thisis(Bobby).”Continueuntilallthechildrenhavehadaturn.Youcanmakethisgamemorechallengingbyhavingthechildrenusethefollowingstructuresinaspeechchain,Hello!Myname,s(Angela).ThisisTommy.Thisis(Bobby).Andsoon.4.Bingo·UsethisgametoreviewtheBingo!Characternames,vocabulary,andlettersintroducedinUnits1and2.·PhotocopytheBingoGameboard2foreachchild(page169).·PhotocopyaBingoGameboard1foreachchild(page168)·Theteachercallsoutthedifferentcharacternames/wordeandthechildrenfindthecorrectpictureintheirgameboard.(Makesurethatyoucalloutthenames/wordsinarandomorder.)·Thechildrencirclethewordorletter(inpencil)whentheyheartheteachercallitout.·Thechildrencallout“Bingo!”eachtimetheyhavecircledafullcolumndowntheirBingoboards.·Attheendofthegame,reviewallthevocabularyinaclassdrill.5.Snap!ThisgamereviewsnewvocabularyandlettersintroducedinUnits1and2.Itisbestplayedinpairs.AskthechildrentotakeouttheirsmallflashcardsforUnit1and2(redandgreencards).Putchildreninpairs.haveeachpairmixtheircardstogetherandthenspreadthemfacedownonthetable.Thechildrenineachpairtaketurnstoflipoverthecards,onebyone,sothattheyarefacingup.Assoonastheyseetwocardswiththesamepicturesonthem,theymustcallout“Snap”andsaythecorrectEnglishwordforthepicture.Thefirstchildwhocallsout“Snap”andthecorrectwordorletter,keepsthetwomatchingcards.thechildrencontinueplayinguntiltherearenocardsleftonthetable.Thewinneristhechildwiththemostcardsattheendofthegame.Ifthechildcalls‘Snap!’bymistake,forexamplewhentwocardsdonotmatch,orwhenheorshesaysanincorrectword,theotherplayertakesthepairofcardsandaddsthemtohisorherpile.6.Self—assessmentStudentBookpage25Havethechildrendothispartinpairsoringroupsbythemselves.Theyshouldassessthemselvesaccordingtotheirownsituation.Theyshouldbeencouragedtocomparetheirresultswithandlearnfromeachother.Studentsworkinpairsinthefirstactivity,practicingintroducingthecharacters.Forthesecondactivity,inpairsonechildpointstoapicture,theothersaysthenameandthencheckstheboxthatbelow.Thentheyswitchtheirroles.Childrencanalsodothispartindividually.Forthethirdactivity,thechildrenworkinpairsandcircletheletterstheyhavelearnedinthisunit.7.Mynotesandteacher,snotesStudentBookpage25Thisactivityistohelpchildrentohavealookatwhattheyhavelearnedinthisunit.AskthemtoassessthemselvesaccordingtotheitemsinMyNotesindividuallyorinpairs.Explaintothemthatthestarshereonlyindicatehowwelltheyhavedonetheirworkandtheyshouldnotbechangedintoscores.TheteachershouldevaluatethechildrenpositivelyinthepartofTeacher,sNotes.Thepurposeofthisistohavechildrenrealizethattheyaremakingprogressandthereforebuildupasenseofachievementandconfidence.StickersprovidedattheendoftheTeacher,sResourceBookcanbeusedhere.Blackboardwriting:Thisisaworm.Thisisn,taneagle.Thisisasparrow.教学后记
