Chapter 4 Lesson one
By: 王小春I.Teaching content: I have a/one school bag/book/pencil case/pen/pencil/ruler.
II.Analysis of the lesson
1. Analysis of content
The Ss are quite familiar with the stationary; it’s related to their real life ,they may have great interests to talk about the things they bring to school.
2. Analysis of the leaner
The Ss can greet other people, ask and answer questions about other people’s ages and some classroom instructions. They can give and follow simple instructions and describe themselves and people in school. They have developed some simple skills in listening skills, speaking skills and cooperative learning. But some may be still lack of self-discipline. They need to practice more.
III.Objectives: Students will be able to name each stationery items they have.
Students will be able to use the sentence structure “I have...”to tell people things that they have.
IV.Key points and difficulties:
Key points: sentence structure: I have...
V ocabulary: a school bag, a book, a pencil case, a pen, a pencil, a ruler.
Difficulties: Students may have problems with the ending sounds [g] and [s].
Some students may find it hard to pronounce the sound [r].
Some students may omit the article “a”.
V.Teaching strategies
1.Apply situational learning teaching and set situation in order to stimulate Ss’s
interests and introduce the meaning of the target language.
2.Apply TPR games to have students fully participate in teaching activities.
3.Group work will make the Ss get more involved.
VI.Teaching procedures:
Warm-up & review: Play the song “How are you?” and ask students to try and
sing together.
Sing the classroom song together.
Then greet students chorally and individually.
Situation & experience: Lead-in: T: Look, who’s this?
Ss: This is Mike.
T: Yes, Mike. (Then the teacher wear the headband of Tinky). Now I’m Mike. This is my school. I go to school everyday. Look, this is my…(allow students to shout out the word)
Ss: school bag.
T: Very good. Yes, this is my school bag. What’s in my school bag? (Take out a book) Wow, look, this is…
Ss: a book.
T: Great. Yes, this is a book. What else? (take out a pen) what’s this?
Ss: a pen.
T: Yes, this is a pen.
(Then repeat with a pencil, a pencil case, and a ruler.)
(After introducing all the vocabulary)T: (Holding the flashcard of a school bag) Now, look, what’s this?
Strong students: a school bag.
T: Good, this is a school bag.
Ss: this is a school bag.
T: (stick the flashcard on board and hold a school bag in arms) This is a school bag. I have a school bag. Now, show me your school bag. Follow me. “This is a school bag. I have a school bag.”
Ss: (Holding their school bags)This is a school bag. I have a school bag.
(Repeat with a book, a pen, a pencil, a pencil case, a ruler)
T: (point to the school bag) Now, follow me, “This is a school bag. I have a school bag-one school bag. I have one school bag.”
Ss: This is a school bag. I have a school bag-one school bag. I have one school bag.
T: and what’s this?
Ss: This is a book.
T: (Grab a book and hold in arms) I have…
Ss: I have a book.
T: (show one finger) One…
Ss: one book. I have one book.
T: so, this is a book. I have a book-one book. I have one book. And what’s this? (point to a pen)
Ss: This is a pen.
T: Now, who can try? (Invite Ss to shout out sentences and be little teachers)
Practice & Consolidation: 1. Show me: T: (now can you) show me your book.
Ss: (Hold up books high)I have a book.
T: Show me your pen.
Ss: (Hold up pens high)I have a pen.
……
2. Match: Invite one student from each group to come to the stage. Give them flashcards of pictures. Tell them to match to the words as quickly as they can. And then say: “I have a …”
Presentation & Extension: Let’s sing: Play the song “How are you?” for them and tell them to replace words “a dog/ a cat/ a bird” with vocabulary learned today. Sing chorally first. Then invite teams to come to the stage and present.