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Unit 1 My school (First Period)

Language focus:

1. Asking wh-questions to find out about a specific thing. e.g. What’s this?

2. Using nouns to identify things. e.g. a classroom, the school Language skills:

Speaking: Open an interaction by eliciting a response. Maintain an interaction

by providing information to factual questions. Listening: Identify key words by reconginizing stress. Materials:

SB P25, cassette, wall pictures, WB P17

Preparation: Bring your floor plan of our school. Procedures Pre-task Preparation Contents Learn the places Listen to the tape. Introduce:What’s this? It’s… Practise: What’s this? It’s… Methods Purpose A. Use the floor plan of our school to discuss the location 以学校地里平面of the rooms and 图引入新课，贴近facilities in 学生生活实际。 our school. Students at this stage will be becoming familiar with the layout and geography of their school. B.1. Play the cassette. Introduce:school,classroom,h all,toliet,office,playground,li brary. Using the wallpicture. The students listen and repeat. 2. Ask “What’s this?” to elicit: It’s the … 3. Play the cassette again. 4. In pairs, the students practise: Point, ask and answer on P25. Invite individuals to come out to the wallpicture to ask “What’s this? Is this a / the …?”to elicit “ It’s a / the …or No, it’s the …” White-tas k Procedure Label and read the vocabulary. Read the dialogues. 1. The students identify and label copies of my floor plan of more able students may drae and their own plan of their school. Display some of the sketch maps on a display board. 2. Workbook P17 a. Read the vocabulary in the information box. b. Ask the questions. c. The students read and write the words in the correct dialogues. At this stage “Grammar Practice Book P23 pracitises and consolidates the language learned on this page. Consolidation Grammar exercises. Assignment 教后感：在学习学校内各场所的单词后，根据图片进行了介绍，并让学生将绘制我校平面图为作业，效果很好。

Unit 1 My school (Second Period)

Language focus: 1. Asking yes / no questions to obtain simple responses.

e.g. Is this the hall?

2. Using determiners to refer to and make general statements and to refer to

a

specific thing.

e.g. a classroom, the toilet

3. Using nouns to refer to specific things. e.g. playground

4. Using imperatives to give instructions. e.g. Stand up. Clap your hands. Language skills:

Speaking: 1. Open an interaction by eliciting a response. 2. Maintain an interaction by providing information.

3. Maintain an interaction by using formulaic expressions to acknowledge, agree or disagree.

Listening: Identify key words by recognizing stress. Materials:

SB P26, cassette, WB P18,19 Photocopiable P17 Preparation:

Bring your floor plan of our school. Procedures Contents Methods 1. Review the names of rooms 。 and facilities in our school, using my floor plan. Ask “What’s this?” to elicit: “It’s the …” Ask “ Is this the …?” to elicit “Yes, it is. / No, it’s the…” 2.1) Play the cassette for: Listen and act. The students listen and repeat. 2)Play the cassette again. The students perform the actions. 3) Read the instructions again. The students perform the actions. Purpose Pre-task Preparation Review : What’s this? It’s… Introduce: Is this…? Yes, it is./ No, it is the… Listen and read While-task Procedure 1. In groups, students use Label and the photocopiable school 用给场所图片贴