Unit 1 In the children’s garden教学设计及说课稿

PART 1: lesson plan Please complete all sections of the plan before teaching the lesson and give it to your colleague(s) /tutor

Name (English): Sally Course book (name/unit/page): Oxford English

(Shanghai Edition) 2A Module 3 Unit 1

Page 26 Name (Pinyin) Liu Yan 刘燕

Number of students: 30 Date:

Lesson

Length: 35 minutes

School: Zhu Yuan Primary School Level: Primary 2 (8-9 years old)

Lesson Aims: By the end of the lesson, the sts. will …

Personal Aims:

1.Have been introduced to & practised the spelling of 4 items of lexis 1.Cover all vocabulary / grammar presented in the course-book during the available related to

Module3 Unit1“In the children’s garden” (i.e. slide, swing, time, but adapting it to ensure sts. are enjoyable, motivated and genuinely seesaw, jungle gym).( pre-teaching lexis for speaking, listening & communicative

reading skills development) 2. Have practised the Wh-question of the modal verb (can) to find out 1.

2. Develop a rapport with my class to spark sts’ interests

specific information about something through using PPT and other

materials. 3. Have abilities to understand and imitate the model dialogue in this 3. Use visual aids and good instructions to manage the activities (such as lesson and communicate with their classmates. pairwork, mingles and games)

Assumptions / Timetable fit:

1.

The sts. have understood the simple imperatives while doing activities 2.

The sts. already have some awareness of CLT

3.

The class has not pre-read Unit 1, but some of them might have known a few words in this unit. I hope to activate all the students

Class profile (100 - 200 words) This is a group of 30 primary students. They are approximately 8-9 years old and have been learning English for only one year. Most students generally work well together and are enthusiastic about learning English. They know some English vocabulary and simple sentences already. Generally, for their age and level, they still need the specific information, like pictures or realia to help to think and express their ideas. Pronunciation is also an area where they need more practice. The students in this class are interested in learning English and they are becoming more and more communicative and confident. They like to do role-plays and play different games in class.

This lesson focuses on the introduction of playing equipments (nouns, i.e. slide…), activities ( verbal phrase, i.e. slide down the slide…), expressing basic opinions and several new functional expressions which should provide speaking opportunities to encourage the students to create and communicate in a possible ‘real life’ situation. A new lexis ( jungle gym ) and some verbal phrases are the part of the extensional teaching contents.

Anticipated problems and solutions

Problem 1.

Sts might not read long sentences Let’s slide down the slide, etc. 2.

Sts may have problems following instructions Solution 1) Separate the sentences into small parts according to the meaning. 2) Make a dialogue to reduce the difficulty.

1)

Follow a clear and logical progression.

2)

Demonstrate; don’t explain

3)

Monitor closely before asking to ‘act’.

4)

Use instruction checking questions (ICQs) when possible.

5)

Use / Create familiar routines

3.

4.

Sts may be confused with the meaning and form of the new lexis Sts may not remember enough vocabulary for the dialogue. 5.

The lesson time available is very short (35 minutes) 1)

Use visual aids 2)

Use gestures and mime the language 1)

Remind students if necessary, but briefly.

2)

Demonstrate what sts have to do so that they have a model to copy.

3)

Use visual prompts (PPT / realia etc) 1)

Pre-prepare materials as much as possible

2)

Divide the overall task into small sections(see plan above)

Language Analysis

Vocabulary 1.

garden

(noun)

2. 

slide

(noun)

3. 

swing

(noun)

4. 

seesaw

(noun)

5. 



Form? (spelling / pronunciation) /ga:dn/ Meaning? Meaning clear through a visual aid /slaid/ Show a visual aid

/swiN/ Show a visual aid /si:so:/ Show a visual aid /jvngl, jim/ Show a visual aid

jungle gym

(noun)

6. slide down the slide

swing on the swing

sit on the seesaw

climb the jungle gym Grammar / function

Review and clarify Let’s …

Ok./All right.

New functional language What can you see?

I can see …

Verbal phrases

Form? (structure)

Imperative and brief answers Let’s + verbal phrases

Confirmative agreements

Wh- questions of modal verb Similar with the structure ‘What can you do?’

TPR (total physical response) & gestures

expressions

Meaning?

Meaning of inviting somebody to do activities together through role-play/context.

Create a simple chant to practise the Wh-question and answers. Provide information in response to factual questions.

Stage Time Inter-action Procedure 

Sts. sing a song ‘Head, shoulders, knees and toes’



Sts do some TPR activities according to the teacher’s instructions



T asks sts. a CCQ to elicit the basic sentence pattern

T: What can you do with your eyes? Aim Engage sts. to involve the warming up activities, including songs, chants, and TPRs, which give the class more energy. 1 Warmer / 3 Lead-in Sts>T

P: I can see with my eyes.

2 Pre-task preparation/ Presentation/Practice 3 While-task procedure 5 T>sts Sts 

T demonstrates the Wh-question and answer which is related to the Use various of drills including modal verb can e.g. T: What can you see? I can see …

choral drill, individual drill and substitution drill to ensure sts. to practise the TL guided 

Sts practise the target language with the rhythmic chant through and involve showing different realia

repetition. e.g. What, what, what can you see? Pen, pen, I can see a pen. Sts. work in pairs to use the 

T sets several situations and substitute pen with other words to items of classroom supplies or fruits and animals to organize sts to work in pairs

e.g. What can you see in the classroom/in the food shop/ in the zoo?

Slide: 

Use PPT to elicit the new word slide



Highlight the missing letters in the word and focus on the pronunciation of the new word 

Sts mime to convey the meaning and form (verb) of the word slide

create a dialogue. 12 Sts>T Engage sts. to know the new lexis and get more familiar with their verbal phrases through the gestures or miming the simple conversation.

/ Presentation/Practice



T demonstrates the difficult sentence and separate it into four parts to

reduce speaking difficulty e.g. slide ---- slide down the slide ----Let’s slide down the slide.

Verbal phrases are the basic The pre-teaching of them can help sts. get ready to make a whole dialogue.

Jungle gym is the selected new lexis which does not include in the textbook. Hope sts. will accept and this vocabulary increase 

Sts. make a controlled dialogue to practise speaking correctly and of the imperative sentences. naturally P: Let’s slide down the slide. P: Ok. / All right.

Swing: the same stage as slide 

Elicit; pronunciation and spelling; mime; controlled dialogue Seesaw: the same stage as slide 

Elicit; pronunciation and spelling; mime; controlled dialogue Jungle gym: the same stage as slide Seesaw: the same stage as slide 

Elicit; pronunciation and spelling; mime; controlled dialogue 

n’s garden.

their extension knowledge.

Activate sts. to involve in the games and develop the team-work spirit. Create a lively learning 4 Post-task 5 activities/Games Sts 

Sts. play a board game to label or match the lexis and pictures 

Sts. complete ‘ Listen, judge and match ’ on Workbook page 26, 27 

Sts. play a crossword puzzle game

Feedback 

Sts. work in pairs and peer check/ correct each others’ work 

T gives a feedback to check sts’ answers environment to arouse sts’

interest and curiosity.

The children’s garden:



Elicit the new lexis garden by asking Where can you see slides, swings, Brainstorm will ensure that seesaws and jungle gyms?

Sts. brainstorm and work individually to produce what activities they can do in the children’s garden

all sts. to think creatively and consolidate the grammatical sentence. Develop reading and 5 Reading/

6 Feedback/Production

Assignment

10 s-s

T>sts Jigsaw reading 

Sts. play a jigsaw reading game to predict the content of the dialogue in groups speaking skills.

sts. to read their 

T checks the correct order and sts. have a mingle activity to play roles in Encourage a given situation Feedback Sts. give feedback on their peer’s language (peer assessment, using simple sentences like … are the best

details and check comprehension.

sts. ability / to take 

Sts. finish the reading task to consolidate the target language and Develop understand the meaning of the passage



Sts. make a dialogue with their classmates self-correct their own work.

responsibility for accuracy of