【4a广告公司】4A unit 4 My room

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lesson plan

name:susan          date:       21/10/2008

level:       primary 4       number of sts: 45   lesson length: 40 minutes

coursebook:: shandong province english book for primary school. book 4a unit 4 my moom     

a- lesson aims:  

-to present and practise words of furniture and some direction preposition. (bed,sofa,lamp,telephone,in on,under,beside)

-to learn the basic sentence structure and the expanded sentences.

-to practise language used for asking the places of something.

b- assumptions

1.students will know one or two of the new words but not all

2.        students will like the activities.

c- personal aims:

to encourage genuine communication and personalization.

to encourage students try to create their own language.

to use more class management language and praise words for the students.

brief class profile
this is a group of 45 primary students. they’re approximately 10-11 years old. they began to study english three years ago. the students generally work well together. they are enthusiastic and creative. generally for their level they have a good passive knowledge of vocabulary, but they don’t use this language enough. they need to develop their confidence in speaking using the language they already know. in this lesson, they will be interested in asking the other’s real neighbourhood.

d- language analysis

review and clarify:            

what’s in…?

new functional language:                            

there’s … in ….     where’s…?   it’s in/on/under/beside…

language analysis of target vocabulary

bed   (noun)

a piece of furniture on or in which to lie and sleep 。

lamp   (noun)

any of various devices for producing light or sometimes heat

telephone (noun)

an instrument for reproducing sounds at a distance

sofa   (noun)

a long upholstered seat usually with arms and a back and often convertible into a bed

in (prep.)

used as a function word to indicate inclusion, location, or position within limits

 

on(prep.)

used as a function word to indicate position in contact with and supported by the top surface of

under   (prep.)

in or into a position below or beneath something 123

beside   (prep.)

by the side of

 

 

e- anticipated problems and solutions

 

problem

solution

1

some students may lose interest in words practice.

practise the words with different methods. e.g. read the words one by one, read the words with high tone and low tone, read the words in pairs, etc

2

students may not remember some strange words.

review the words with interesting games: say the words quickly & read and guess.

3

students may can not  pronounce   “lamp” and “telephone” well.

remind students if necessary but briefly. demonstrate what students have to do so that they have a model to copy.

4

students don’t know how to make a new dialogue.

teacher and one student demonstrate for the other students.

5

sts may be reluctant to speak at first

warm them up with evaluation on the blackboard.

 

teaching procedure

f                    g                                                          h

stage, time

procedure

aim

i- warmer

(1min.)

say hello to each other.

to attract the students’ interest

lead-in

(2 mins.)

 

 

t: today,i will take you to my room.

t:look,this is my room.

guess, what’s in my room?

s1,s2,s3…..

let students feel “my room”, and understand the meaning.

present new words(bed lamp telephone sofa) and new structure (there’s …in my room. ),then practise them.  

(8 mins.)

elicit students uhderstanding “bed , lamp , telephone , sofa” by different cards .

a . let the students say the words first, if they know.

b. practice  the new words:

bed （ read it together.girls readboys read. ）

lamp （ pay attention to the pronounciation of ”a”.read one by one ）

telephone （ pay attention to the pronunciation of “ph”, read it in pairs. ）

c. say the words quickly

d. guess: what’s in my hand.

present the new structure by a question.

t: there are many things in my room.what’s in your room?

ss:there’s a ... in my room.

let students learn some words of furniture.

 

practise the words with different methods and consolidate them with interesting games.  

learn the new structure and use it.

present new words(in on under beside)and newstructure.(where’s…? 123

it’s in/on/under/beside….)

then practice them.

(14mins.)

 

t:what’s in the box? s:there’s a…. in the box?.

t: where’s the rabbit now.   s:it’s in/on/under/beside the box.

a.practice the words “in, on,under,beside” with sentences.(it’s in/on/under/beside the desk/pencil-box/schoolbag)

b.teachers ask ss answer.

c.s ask ss answer.

d. game:i say you do.who is the quickest?

e. demonstrate how to make a new dialogue.

f.make the dialogues according to the pictures.

g.make the dialoges by themselves.

learn the direction prepositions in the sentences. and learn to use it.

 

listen and answer

(3 mins.)

 

lisen the dialouge and answer two questions.

 

pracitiselistening skill.pracitise the students’ oral english.

listen and write

(5 mins.)

 

do it.              

(5mins.)

 

listen the dialogue again,then choose the right answer and write them down.

 

 

listen what the teacher say about the room and put the pictures on the blackboard.

develop their skills: listening and writing.

 

pracitise reading listening and thinking skills.

read together

(2mins.)

 

ss read the text after the tape.

ss know what they have learned.develop their reading skill.

                                                               weihai shiyan primary school

                                                                            cong xiaohong

4a unit 4 my room 来自。 123

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