2、 Teaching aids: tape recorder
3、 Teaching period: 1
[1]
Teacher’s activity
Ss’ activity
remarks
Pre-task
1. Revise the classroom instruction language students have learnt, eg,stand up,please. Give me…Show me a…Raise your hand. Put it down.ect.Ask Ss to listen and act.
2. Say’Touch your toes so that Ss understand the meaning of the instruction. Repeat several times.
3.Repeat step 2 with the other two commands ‘Touch your arms’ and ‘wave your hand.’
4.Say we can do many things because our bodies have many parts that work together. Today we will learn some of our body parts.
While-task
1.Have the class listen and act according to your commands “touch your toes. Touch your arms. Wave your hand.’ Repeat several times until they can act freely.
2. Say the commands in random order and ask individuals to act accordingly.
3. Open the Ss’ book to page 17. play the cassette tape for ‘touch your toes.’ Ask some Ss to act it and the rest of the class to judge right or wrong.
4.Repeat the process with ‘touch your arms’and wave your hand.’
5.Have students stand in a circle. Teach the game ‘Simon says.’ Explain to student that they do the correct action as you tell them only when they hear ‘Simon says’.Take time to practice. Anyone who makes a mistake has to sit down. The last one left is the winner.
Post-task
1 Divide the class into groups of three. Have each student give a command and the other two do the action:
S1:touch your toes.(S2 and S3 do the action.)
S2:touch your arms.(S1 and S3 do the action.)
S3:Wave your hand.(S1 and S2 do the action.)…..
2.Practise until everyone has given all the actions.
Students listen and act.
Ss act.
Students repeat and follow.
Students repeat the word and act.
Student listen.
Ss carry out the commands.
Ss repeat the commands and act.
Individual Ss carry out the commands.
Ss listen to the tape.
Ss act.
The other students judge right or wrong.
Ss repeat.
Ss do pair work.
Ss change their roles.
Ss play a match.
Student work in pairs and act.
Individe student act.
通過口令復(fù)習，引入新課，激發(fā)學生興趣，消除學生的緊張。
從聽，看入手，逐步過度到跟讀，說，做，循序漸進。符合認知規(guī)律。
讓學生邊聽，邊做，使得他們更容易掌握句型。
個別操練和整體操練相結(jié)合。
通過集體，個別操練，使每個學生都有簡單交際，練習對話的機會。
通過比賽，激起學生的競爭欲望，訓(xùn)練反應(yīng)能力。
以表演的形式，幫助學生更好的掌握所學的內(nèi)容。