lesson 2公开课教案（教学设计）

TKT Practical lesson plan template

Centre number: Candidate name: Period: Lesson length:

Date:

Carol 2 40 mins Level: Lesson type: Candidate number: Elementary Grammar & Speaking

April. 23rd, 2018

Information about the class: They are grade 1 students. They are 6 or 7 years old. Their first language is Chinese. They have been learning English for half a year. Most students are interested in the topic “toys”. Although they have lots of toys, but it’s difficult for them to control the desire / to share with others. The context should be needed. This is the 2nd period, the purpose is to use these 6 words we have learned in the 1st period to learn the new sentence structure. So, I designed what’s missing and catch the plane to review the words we have learned. And i designed role- play and pair work for them to practise the new sentence structure. It will be easier for them to use “Can I have a __?”

“Sure. Here you are. / Sorry, no.” form accurately.

Main aim: By the end of the lesson, Ss will be better able to use the grammar structure “Can I have a plane/ ball/ doll/ bear/ car/ train?” “Sure. Here you are. / Sorry, no.” accurately in spoken form in the context of buying toys.

Subsidiary aim: By the end of the lesson, Ss will be better able to speak for accuracy in the context of buying toys.

Emotional aim：

Sharing with others

Personal aim: Give Ss short and clear instructions.

Teaching method: Task- based teaching method pair-work

Materials (referenced): 1.

New Starting point of People’s Education Press Ltd. (start from grade 1), Unit3 Toys. Page 20 - 21 2.

Six pictures (train ; plane ; ball ; doll ; bear ; car) , six word cards ( train / plane / ball / doll / bear / car ), Let’s sing and story are chosen from the Teachers’ Resources bag. 21 sets of pictures and the head wear of Lily and Mum are made and recorded by Carol 3.

Oxford Advanced Learner’s English—Chinese Dictionary Edition 8 written by A S Hornby the Commercial Press 4.

The PPT is designed by the teacher. There are 31 slides. Slide one is the title, teacher’s name and date Slide two is game 1 what’s missing. Slide three is game 2 Catch the plane Slide four is the introduction of Pan Pan’s toy shop; greetings with Pan pan Slide five is the introduction of the main character Lily and her mum Slide six is the video of the main dialogue Slide seven is what lily wants from the toy shop Slide eight is the picture, sentences of “can I have a doll?”

“Sure. Here you are.”

Slide nine to eleven are what Lily wants

Slide twelve is the first two sentences; they may have a role play with fans Slide thirteen is the consolidation of the target language Slide fourteen is the presentation of “can I have a bear?”

“Sorry, no.”

Slide fifteen is the video of the main dialogue Slide sixteen is the main page in our book Slide seventeen is the demo of the dialogue to let them have a pair work with book Slides eighteen to twenty-one are four groups’ pictures of toys Slide twenty-two is the checking of be ready for the song Slide twenty-three is the song: Toy Box Slide twenty-four to twenty- six are other scenes that can use the target language: schoolbag shop, stationary and book shop Slide twenty-seven is the story of this unit: Pan Pan shares toys with other friends Slides twenty-eight to thirty- one are the moral education

Assumptions: Students have already known “car / ball / plane / train / doll / bear”. So now they will learn to use “Can I have a …” to talk about their needs/desire accurately.

Anticipated difficulties with materials, Solutions: 1.

By doing the action “put your cards in activities and tasks:

1.

Pair-work they may not put other 3 cards in your books” to check Ss’ understanding their book and add points for the best group .

2.

When practicing the sentence pattern “Can I 2. I will draw an arrow under these two words have a …?” students may not know the to emphasis linking of / kænaɪ/

3.

After listening to the toy box song 3. I will speak Chinese to let them know they I will take the cloth away. Look, I have should ask “ can I have a …?” to get the toy many toys. Do you want them? Maybe they he / she wants

don’t know the meaning of “do you want them?”

Declaration: This lesson plan is my own work …….…Carol…………….. (Candidate’s signature)

Language analysis

Form

Grammar :

Model verb “ can”

“Can + Subject + have a + object?”

Can I have a …

Can he have a …

Can she have a…

Can they have a …

“Sure. Here you are. “

“Sorry, no.”

Meaning

The model verb present tense is used: This sentence used to ask whether I have the possibility to get sth. Or we can say that whether I was allowed to buy sth. Model verb: can It means the possibility e.g. Can I have a car? Can he have a doll? Can she have a train? Can they have a bear?

“Here you are.” (Informal) used when you are giving sth. to sb. e.g. here you are. This is what you were asking for

But in this lesson, this sentence used when you agree with the asking e.g. Can I have a car? Sure. Here you are.

1. sorry that feeling sad and sympathetic e.g. i am sorry that your husband lost his job. 1. Sorry about sth. Feeling sad and ashamed about sth. that has been done e.g. we’re very sorry about the damage to your car. 2. Sorry that Feeling disappointed about sth and wishing you had done sth different or had not done sth. e.g. She was sorry that she’d lost contact with Mary.

be / feel sorry for sb. 1. used when you are apologizing for sth. e.g. I’m sorry, I forgot.

2. in this lesson, it used for disagree with sb. or politely saying ‘no’

e.g. I’m sorry I don’t agree. Phonology

Anticipated problems

1.

When practicing the sentence pattern “Can I have a …?” students may not know the linking of / kænaɪ/

2. When present the sentence structure “sure. Here you are. / sorry, no” Ss may not know the meaning of them Solutions 1. I will draw an arrow under these two words to emphasis

2.

I will give a doll to the student who sit in front at the same time, nod my head and strech my arms to show them “sure. Here you are.” And also, I will wave my hands and push my arms to show them “ sorry, no.”

Students may already known the words:

1. car n.

2. bear n.

3. ball n.

4. doll n.

5. plane n.

6. train n.

Students may familiar with the word

7.sorry 8.no

Students may not familiar with the words like: 9. sure

1. a road vehicle with an engine and four wheels that can carry a small number of passengers p291 2. a heavy wild animal with thick fur and sharp claws (pointed parts on the end of its feet) p158 3. a round object used for throwing, hitting, kicking in games and sports p136

4. a child’s toy in the shape of a person, especially a baby or a child p605

5. a flying vehicle with wings and one or more engines p1559

6. a railway/ railroad engine pulling a number of coaches / cars or trucks, taking people and goods from one place to another p2219

7. used for disagreeing with sb or politely saying ‘ no’ p1986 8. used to give a negative reply or statement p1394

9. Confident that you know sth or that you are right p2100

1．[kɑː(r)]

2.

[beə(r)]

3.

[bɔːl]

4.

[dɒl]

5.

[pleɪn]

6. [treɪn]

7.['sɒrɪ]

8.[nəʊ]

9. [ʃʊər; ʃʊr]

Skill / subskill

Tasks for skills development Game 1: what’s missing (to check the pronunciation) Preparing learners for tasks

Anticipated problem 1. In game 2, Ss may not know he / she

speaking for accuracy

1.2.3. 4. 5. 6.

(Students say the missing word together)

Game 2: catch the plane (to check the spelling)

Game 3: let’s PK Choose a student in group 1 to stick 6 word cards under the proper pictures in 5 seconds. If he/ she cannot do it well, I will choose a student in the other group to have a PK. To see who can finish it in the shortest time

2. Task 1 role-play (slide 12) Play the video for the second time and let them followed the video to repeat and then I take out 2 fans with Lily and Mum’s face on. I am lily. Who wants to be mum? Ask a student to do a demo with me. And then they are supposed to open the books page 21 and practice this dialogue with their partner 3. Task 2 pair-work (slides 18-21) Totally 4 sets of cards the first set of cards B: Can I have a doll? A: (With a car in the hand) sure, here you are. Ask 2 pairs to come to the front and give us a report with the picture The second set of cards B: Can I have a plane? A: Sure. Here you are. Ask 2 pairs to come to the front and give us a report with the picture The third set of cards B: Can I have a ball? A: Sure. Here you are. Ask 2 pairs to come to the front and give us a report with the picture B: Can I have a doll? A: Sure. Here you are. B: Can I have a plane? A: Sure. Here you are. B: Can I have a bear? A: Sure. Here you are. (Switch the role)

1. Presentation of game 1 have to finish it in 5 second, Checking the pronunciation

2. In task2, Ss may not put other 3

cards in their book 2. Feedback for game 1

if you remember this word, and

say it as quickly as possible. Then

you can get a star from the teacher

3. Feedback for game 2

Students catch the plane and say

the words. They can get 3 stars

for each group if they are right.

4. Feedback of task 1

Ask 3 pairs of students to hold

the fan and give us a report like

the video. They can get 1-3 stars

for their groups if they have

finished.

Solutions

5. Feedback of task 2 1. We will countdown “five, four…

Each set ask 2 pairs to give us a together” report. Let’s see how they share

with each other. 2. By doing the action “put your cards in your books” to check Ss’

understanding and add points for the best group.

Stage Warmer

Stage aim

Greetings To check Ss’ preparation

Procedure

Inter-action T----Ss Time 1 min

Checking

To make sure Ss can speak out 6 words correctly

To check the spelling of 6 basic words Class begins, stand up. Hello, students. Hello, Carol! Point to the pictures on the Bb. Divide the class into two parts: One part is G1. The other part is G2. Give a star to each group (slide 1) 课前三分钟 (在新疆上课，每节课课前要有一个关于十九大精神的教学内容,不过我会用几句话带过）

Game 1: what’s missing slide 2 (T holds stars in the hand and give the winner group stars ) If you remember this word, and say it as quickly as possible. Then you can get a star from the teacher

T--- Ss T-----S Ss ---T

T-----Ss S-----S 1 min

Checking

Game 2: catch the plane T shows slide 3 Students catch the plane and say the words. Before the lesson, T puts six pictures on the left of the Bb at random Let’s PK Ask a student to come to the front and stick 6 word cards under the proper pictures Show slide 4-7 T: now, look this is Pan pan’s toyshop. Ss say hello to Pan Pan (Pan Pan says, hello boys and girls welcome to my toyshop) T writes “at the toyshop” on the Bb. T: Today, Lily and her mum come to the toyshop, too. Let’s listen “what does lily want from the toy shop?” play the video. Choose a student to answer the question Slide 8 now they are buying toys. What can lily say? Play it , Ss listen and play it for the second time and students say it together. Play it for the third time, Ss see the spelling of “can I have a doll?”

T stick the facial of Lily beside the lines and write “can I have a doll?”Teach them the linking / kænaɪ/ and have /v/ individual drilling for 3 students.

Slide 9-11 T: now, boys and girls. Lily asks “ can I have a doll?” what can mum say? Let say it together. Ss: Sure. Here you are. (T presses the pointer, the doll comes to Lily’s hand) What else does lily want? Let’s listen T: (press the button) Can I have a car? (slide 10) Ss: Sure. Here you are. (The car comes to Lily’s hand) T says what else? ( press the button) Ss: Sure. Here you are. (the train comes to Lily’s hand) T ： (do the gesture) you are good 1 min Lead in

Presentation of the new structure “Sure. Here you are.”

To lead in the topic

To convey meaning and practise the new sentence structure T-----Ss S ---T

2 mins T----Ss S----S 4 mins

Role -play To practice the new sentence structure “can I have a doll?”

“Sure. Here you are.”

Checking consolidation presenting Listen and repeat Pair-work

Slide 12 Now let’s listen it again. Who wants to be mum? (give the fan to a student) T: can I have a doll? S1: Sure. Here you are. T: Now, boys and girls. One is lily and one is mum “can I have a doll?...”

To check if the students Give the fans to two students. can use the structure One is Lily. And the other is mum. accurately Ask 2 pairs To consolidate what we Slide 13 have learnt T asks the students what do they say？

S: Can I have a doll? S: Sure. Here you are. To present the new Slide 14 sentence structure “can I T shows the main picture let Ss say and then T asks what do they say now have a bear?”

“Sorry, no.”

At the same time, circle the picture “ bear” Ss listen and repeat what they say T write “ can I have a bear?” individual drilling for 3 times and “ sorry, no.”(do the action) on the lines To speak out the new Slide 15-17 dialogue sentence by Play the video for the second time Ss listen and repeat and then they will sentence open their books to page 21. Play the voice, Ss speak the dialogue out. T says I want to be Lily, who wants to be Mum? T: Mum, can I have a doll? S: sure. Here you are. (the student holds his / her book) T: can I have a bear? S: sorry, no.

Ss work in pairs and T will ask 2 pairs to give us a show To give students an Slide 18-21 opportunity to practise Now, boys and girls. Close your books. Ok, we know that we can buy bear using “can I have a …”

and doll in the toy shop. What else can we buy? Now, carol has some “Sure. Here you are.”

cards. Let’s play! “Sorry, no.” accurately in S: (hold the card-doll) spoken form. T: can I have a doll? S: sure. Here you are. Ss according to the demo to ask and answer in their pairs There are totally 4 sets of cards Play the first set of cards (slide 19) B: Can I have a doll? A: (With a doll picture in the hand) sure, here you are. T---S

1 min S---S T---S

2 mins 1 min T---Ss 3 mins T--- Ss S--- S 4 mins T---Ss S---S 4 mins

A: can I have a doll? B: Sure. Here you are. ( give the card- doll back to A) Ask 2 pairs to come to the front and give us a report with the picture The second set of cards (slide 20) B: Can I have a plane? A: Sure. Here you are. ( give the card - plane to B) A: Can I have a plane? B: Sure. Here you are. (give the card – plane back to A) Ask 2 pairs to come to the front and give us a report with the picture

The third set of cards (slide 21) B: Can I have a ball? A: Sure. Here you are. ( give the card - ball to B) A: Can I have a ball? B: Sure. Here you are. (give the card – ball back to A) Ask 2 pairs to come to the front and give us a report with the picture

The fourth set of cards (slide 22) B: Can I have a train? A: Sure. Here you are. ( give the card - train to B) A: Can I have a train? B: Sure. Here you are. (give the card – train back to A) Ask 2 pairs to come to the front and give us a report with the picture Feedback To give Ss an opportunity to show us that they can now use the new language structure accurately in spoken form Toy box To give students an opportunity to practise using “Can I have a …”

“Sure. Here you are.”

“Sorry, no.” accurately in our real life. Ask 2 pairs in each set to give us a report. Other Ss check whether he/she uses “Can I have a …” accurately. Help them correct the pronunciation of “train / ball / plane/ doll. ” (Ss can come to the front and hold the picture to say “can I have a….” if they make some mistakes, ask the rest students to correct. Add stars to the good listening group Teacher asks “Can I have a car?” Students say, sorry, no. and then Teacher asks “Can I have a bear?” Students say, sorry, no. Slide 22 All right, car and bear are in the Toy Box, let’s see. First, put your cards in your books and close the books

Slide 23 Play the video to listen to the song . After they watch the video, I will put the cloth away. T: look, I have so many toys. Do you want them? Ss: sure. S--S 4 mins T --- Ss S --- T

2 mins

Consolidation To give Ss an opportunity to show us that they can now use the new language structure accurately in their real life Usage Story Moral education prizing

T: (do the gesture-raise the right hand) who wants? S1: come to the front and ask “can I have a car?”

T: sure. Here you are. ( I will give 2 stars to him/ her) Maybe he/ she will ask again “can I have a plane?” I will say “sorry, no.”

Let S1 stay and call S2 they will make the dialogue We will listen and correct when needed and I will add stars for them In this way to ask 5 students to give us a report. Other Ss check whether he/she uses “Can I have a …” accurately. Help them to correct the mistakes Add stars to the good listening group Other places that we can slide 24-26 T does the gesture and says “you are good!” now let’s see use “can I have a …?”

Slide 24: Mum, can I have a schoolbag? Sure. Here you are. Thank you! “Sure. Here you are.”

That’s ok! “Sorry, no.”

Pair-work ask 2 pairs to give us a report Slide 25：Can I have a pencil, please? Sure. Here you are. Thank you, mum! That’s ok! Slide 26: Can I have a book? Sure. Here you are. To consolidate what we Slide 27 （以唱歌的形式来简单互动一下

曲调就是if you are happy and you have learned in this know it , clap you hand... 改编的，一年级上学期每次听故事之前，我都会这样period; To bring out the 问。我觉得应该没问题）

theme - sharing T: If you are ready for the story clap your hand. Ss: clap their hands T: if you are ready for the story say “ready”

Ss: ready Play the video To achieve the emotional Slide 28 - 31 aims Don’t grab the toy Don’t always asking a new toy Don’t buy the unsafe toys Sharing with others To count the stars in each To count the numbers of the stars in each group. group and prize the best To add one point to the students in winner group one Say goodbye to Ss T --- S S --- S

4 mins T --- Ss S --- T 3 mins T --- Ss 1 min Ss--- T

T---Ss 1 min T --- Ss 1 min Ss --- T

Board plan

Toys

the 2nd period

Can I have a doll? Sure. Here you are. Can I have a bear? Sorry, no.

Seating plan

sit in pairs sit in lines divide Ss into 2 parts one are As give all my As a set of cards the other are Bs

√

1 2 3 4 5 Checklist

Y Y Y N Y I have completed the lesson plan template. I have attached copies of the handouts and materials used in the lesson. I have included details of copyright photocopies of published material. I have completed and I attach the Cambridge ESOL questionnaire for candidates. I have signed the declaration to confirm that this lesson plan is my own work.

建议：看、听、理解、模仿、训练、指导、在游戏中巩固、在任务中运用，不要太多内

容、太多课件。学情要分析到位，结合学情设计学习目标、环节和活动。

现在仅看教案也难提出什么具体建议，你准备吧，看了可再说。你辛苦了！

刘老师