Procedures

　　Contents

　　Methods

　　Purpose

　　Pre-task preparation

　　Warming-up

　　Rhyme: Snow

　　Say the rhyme in chorus.

　　通過(guò)兒歌創(chuàng)設(shè)良好的學(xué)習(xí)氛圍。

　　While task procedures

　　Task 1

　　Introduce the new words: calendar, October, September, August, July, December, November, first, second.

　　Task 2

　　Understand the time expression by using months.

　　Task 3

　　Finish Language Lab

　　Part 2

　　Have a look at a calendar.

　　Listen to the teacher’s introduction of the calendar.

　　3. Learn the new words about months and numbers.

　　Ask the students to learn the pronunciation of the new words.

　　Practicing make the students understand the order of the months in a year.

　　Making a mach: Simple forms and original forms.

　　Guessing game: Numbers

　　Show the pictures and ask: When is it?

　　Spell the new words.

　　教師通過(guò)臺(tái)歷引出新授內(nèi)容，激發(fā)了學(xué)生的求知欲，自然地引發(fā)了學(xué)生的學(xué)習(xí)動(dòng)機(jī)。

　　在教授新單詞的過(guò)程中注意顯示下半年六個(gè)月的英語(yǔ)單詞，幫助學(xué)生建立一些拼寫規(guī)律,讓學(xué)生在學(xué)會(huì)聽說(shuō)的基礎(chǔ)上掌握詞形。

　　通過(guò)詢問(wèn)圖片所展示的風(fēng)景的時(shí)間引出時(shí)間表達(dá)方式：in + 月份，以及日月表達(dá)方式：如October 1st。

　　Post-task activities

　　Say something about the months.

　　1. Take out festival pictures and ask the time of the festivals.

　　2. Introduce the birthday to a friend.

　　將所學(xué)知識(shí)聯(lián)系實(shí)際，讓學(xué)生在真實(shí)的語(yǔ)境中使用學(xué)到的內(nèi)容。

Procedures

　　Contents

　　Methods

　　Purpose

　　Pre-task preparation

　　Revision

　　Review the words about the months.

　　1. Spell the words.

　　2. Introduce one or two students’ birthdays.

　　通過(guò)復(fù)習(xí)檢查學(xué)生是否掌握上節(jié)課所學(xué)內(nèi)容，并為新課做準(zhǔn)備。

　　While task procedures

　　Task 1

　　Introduce the sentence pattern: This is…, That is…, Is this….?, Is that…?.

　　Task 2

　　Introduce the sentences: These are…., Those are….

　　Task 3

　　Introduce the sentence: Have a good time.

　　The teacher shows a photo of his/her childhood:

　　This is ….. His/Her birthday is in ….

　　Ask the students to introduce the deskmates.

　　The others can repeat the sentences and use: That is…

　　Read the sentences: This is…. That is….

　　Look at the pictures and ask: Is this…?, Is that…?.

　　1. Show some pictures and compare the single forms and the plural forms.

　　2. Discuss in groups by using “Who’s this/ that?” “Is he/she…?”

　　Explain the situation for using the sentence.

　　由教師孩童時(shí)期的照片引出新的教學(xué)內(nèi)容能激發(fā)學(xué)生的學(xué)習(xí)興趣。

　　通過(guò)單復(fù)數(shù)形式的對(duì)比來(lái)操練所學(xué)句型，也能讓學(xué)生更多地區(qū)分句型。

　　通過(guò)了解具體的運(yùn)用范圍使學(xué)生更好的掌握句型。

　　Post-task activities

　　1.Make a dialogue of talking about introduction.

　　2.Learn the dialogues on the course book.

　　Make a dialogue by using “This is ….That is…” to talk about the new students.

　　Listen to the tape and repeat the sentences.

　　Role play the two dialogues.

　　用所學(xué)的語(yǔ)言實(shí)踐現(xiàn)實(shí)中的情況，突出了語(yǔ)言的功能性。

　　通過(guò)學(xué)習(xí)表演課本上的對(duì)話感受所學(xué)句型的功能。