1、The topic Im going to talk about is the first period of unit 7 Where ? In fun with English book 3B. The teaching contents for the first period lesson include : the dialogue in part A, some new words, phrases and sentence patterns related to the dialogue, including :a kitchen, a study, in the kitchen

2、/fridge/study, Wheres?Hes/Shes/Its in/onI cant find Sorry, I dont know. By study of this lesson, Ss will be able to use the communicative sentences to interact with each other, so it will help Ss with daily conversation.Next , Ill prepare to talk about the teaching aims.Teaching aims.Aims on knowled

3、ge:To enable Ss to master some new words, phrases and sentence patterns in the reading text.To enable Ss to understand the dialogue and read it correctly and fluently.Aims on abilities:To develop Ss basic abilities of listening, reading and speaking.Make sure Ss can use the communicative sentences i

4、n real situations to express themselves or get information form others.Aims on emotionMake Ss get fun from English learning, develop their keen interests in it and set up self-confidence during the study.Teaching importance and difficulties.To help Ss learn in a real situation.To develop Ss abilitie

5、s of communication by applying the new structures. Make sure they can use the structures correctly.Teaching methods:Activity-based teaching method: play games , say chants, group works and so on.Task-based teaching method.Teaching aids:Pictures, word cards, tape recorder ,multimedia and read objects

6、 will be needed in this lesson.Teaching process Now, Ill relate my teaching process in detail. I divide my teaching process into 5 steps.Step 1 . Warming up and preview . Theres firstly a preparation section, this will include a review of previous lesson, but most importantly it aims to set the scen

7、e.The brief greetings between T and Ss.Have a free talk with Ss, such as the following: Whats this in the pencil box? Whats that on the desk? Whats 2 plus 6? Whats 4 plus 3?Have a game : brain-storming In this activity, Ss are encouraged to think of and say out as many words as possible belong to wh

8、at the T says. For example: T says “desk”, Ss should respond the names of things in a room : bed , chair, clock and etc .Purpose: 1 Make Ss study in a relaxed and enjoyable atmosphere. 2 The game also do some preparations for the further study.Step 2 Presentation I show Ss the PPT. Then ask Ss to sa

9、y the rhyme: Green tea .that theyve learned before. Now, Id like to say the rhyme for you : Green tea , green tea. It is for me .In the cupboard, I see.But wheres the key ? To elicit this lesson: Unit 7 Where? Present the new words: a kitchen, a study.Elicit the new word “kitchen” by showing them th

10、e picture card and say “Its eleven oclock .Time to have lunch .Lets go to the kitchen to prepare lunch. (Get Ss to listen to the teacher and imitate, try to grasp the correct pronunciation of the word. Then practice reading it one by one or group by group.)Present the new patterns: Wheres ? Hes/Shes

11、 /Its in/on? I cant find Sorry, I dont know.Firstly, I take out a watch and ask one student to close his eyes to look for the watch. Then put it in the pencil box and instruct other Ss to say the chant: Find , find, I can find .After that , let the student put the watch in other place .And I say: I

12、cant find the watch ,wheres the watch? Then let a student ask me: wheres the watch? I answer him: Sorry, I dont know. Elicit the new patterns on the Bb. (Let Ss understand the meaning by gestures, pictures or translation when necessary.)Secondly, let Ss practise reading the patterns in groups or by

13、turns. Make sure they can read them correctly.Purpose: In this section ,I try to set up situations for Ss to enable Ss to learn the new words, phrases and patterns more easy.Step 3 Practice.In this section, Ill provide the Ss with the following meaningful activities: Activity 1. A guessing game: Wha

14、ts missing?Flash the new words and some words of things in a room to Ss, then take one or several of them away. Let Ss respond quickly what have been moved away. For example: I show some pictures about this lesson. Then I hide two pictures of them, and ask them: Whats missing? Activity 2. Having a c

15、hant made up with the new patterns.Id like to say the chant for you: Where? Where? Wheres the key? Kitchen, kitchen. Its in the kitchen.Show the chant by PPT, I say the chant with actions and encourage Ss to follow.Let Ss practise reading the chant in groups.Let Ss make up new chants by changing the

16、 underlined words with the new words. Select Ss to say their modified chants to the class. Activity 3 . Make simple dialogues about the pictures in part C.Firstly, discuss about the pictures in pairs. Make questions and answers with the patterns given “Wheres? Its in/on”Secondly, I make a model dial

17、ogue with one student about the picture one. “Wheres your tape? Its in the pencil box.” “Wheres your pencil box? Its on the desk.” Let Ss pay attention to the difference between “in” and “on .Thirdly, select pairs to make up dialogues about the pictures to the class.Purpose: In this section, I arran

18、ge some activities to reinforce the target language by having Ss complete activities such as saying chants, playing games, communicating and cooperating with each other .Only in this way they can apply the target language fluently, vividly and also make our English learning efficient.Step 4 Present

19、the dialoguePlay the cassette tape for the whole dialogue with Ss books closed. While listening, Ss think about the questions: 1.Wheres Mum? 2. Wheres the cake? 3. Wheres Dad? 4. Wheres the camera?Let Ss listen to the tape as they look at the dialogue and repeat.Read the dialogue. (Ss read the dialogue after T or listen to the tape and follow it.)