Unit 1 Look and see教学实录

Module 1

Using my five senses Unit 1 Look and see Tasks in this unit 1. Use modelled phrases to communicate with other students 2. Use modelled phrases to begin and maintain an interaction by providing information in respone to factual questions Language focus 1. Using the new words in the context e.g., frog, rabbit, bee, bird 2. Asking wh-questions to find out what people see e.g., What do you see? 3. Using formulaic expressions to indicate what people see e.g., I see…

Learning skills: Listening 1. Identify the key words in an utterance by hearing the pronunciation e.g., frog, rabbit, bee, bird 2. Understand the meaning of wh-questions e.g., What do you see? 3. Understand the key pattern e.g., I am a …

Speaking 1. Ask wh-questions to find out what people see e.g., What do you see? 2. Use formulaic expression to indicate what people see e.g., I see…

3. Use the key pattern to introduce oneself e.g., I am a …

Scheme of work Core contents period Grammar and expressions I am a …

What do you see? Vocabulary frog, rabbit, bee, bird

Extension Materials SB:p2.

1 2

WB:pp.2 and 3 Parts A and

B SB: pp. 3,4 and 5

I see…

WB: pp.4 and 5 , PartsC,D and Task

Oxford English 1B Content Module 1 Unit 1

Look and see Period 1 Teacher

Language focus: Using nouns to identify small animals e.g., frog, rabbit, bee, bird Using numbers to count e.g., one, two, three…

Using the key pattern to introduce oneself e.g., I am a …

Language skills Listening

Identify the key words in an utterance by hearing the pronunciation e.g., frog, rabbit, bee, bird Understand the key pattern e.g., I am a …

Speaking Pronounce the key words correctly e.g., frog, rabbit, bee, bird Using the key pattern to introduce oneself e.g., I am a …

Materials: Student’s Book 1B, p2

Cassette 1B Flashcards 1B (frog, rabbit, bee, bird) Teaching Procedure Procedure Teacher’s activity

Activity 1

Learner’s activity

Purpose Show the students a picture Look and say of a park. Ask them what

they see. Pre-task preparation you see?

Ss: I can see…

Activity 2

E.g., T: Look! What can

Mime the small animals Listen and guess

and let the students

guess what the animals

are. e.g., rabbit.

Activity 1 Mime the animals and

Ask the students say and say “I am a …”

mime the actions of the

animals.

Activity 2 Teach e.g.,

One two three I am a bee. Four five I am a bird. Six seven eight I am a rabbit. Nine ten I am a frog.

While-task procedure Activity 3 the rhyme Students Book page 2

on Learn the rhyme. Say it when the picture flies. Read it. Read again. Read actions. Recite it if someone can.

it with some T: What I ?(mines) Yes, I’m a

am

Divide the class into Ask and answer in pairs. Ask them to act as pairs. an animal and let the

partern e.g., s1: Are you a rabbit? I’m not a rabbit.

Activity 4 guess what

animal it is. S2: Yes, I’m a rabbit./No,

Use the flash cards to show

the students some parts of

the animals and ash them Ask and answer in groups to guess what the animals are. The students can play this guessing game in groups. e.g.,

what is it? It’s a bee.

Activity 1

Ask each student to make a Act out the animal and

mask of an animal. Ask make a short dialogue. them to put on theis masks

Post-task activities and make a dialogue with

their partern. e.g., small. I can fly. green. I can jump.

Board frog

rabbit

bee

bird

s1: Hello. I am a bee, I am

S2: Hi. I am a frog. I am

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