Introduction (5minutes) |
1.The whole class work. 2.Individual work. 3.Individual work. 4.Individual work. 5.Individual work. |
1.Students answer “Hi! Good morning. Nice to meet you, too.” 2.Some students describe the girl using the sentence like “She has …” 3.Some students answer the questions. 4.Students answer the teacher’s questions with, “Yes, I do. / No, I don’t”. 5.Students have chain questions. |
1.The teacher greets with students “Hello! Good morning. Nice to meet you.” 2.Draw a picture of a girl on the blackboard, then let some students describe the girl using “have/ has”. Give an example,“She has a small mouth.” 3.Point at some part of the girl and ask, “Does she have…?” Choose some students to answer the questions. 4.Walk to some students and ask the question, “Do you have…?” 5.Chain questions-Ask one student the question, “Do you have…?” Make an answer with“Yes…/ No…”Then ask the next student one question and go on, at least let five students do it. |
Presentation (13minutes) |
1.The whole class work. 2.Pair work. 3. Individual work. 4.Individual work and the whole class work. |
1.Do 3a. The students answer the question, “Yes, he does.” Then students answer the question, “No, we don’t.” 2.Students do it in pairs. One pair share their dialogue to the whole class. 3.Students do it by themselves; Students check the answers. 4.Do 1a. Some students guess them; Then all students read the passage and find out the new words; Some students read the sentence one by one; Students listen to the teacher carefully. |
1.Show the first picture of 3a to students and ask the whole class, “Does he have a knife?” （老师指着小刀反复读“knife”） Let students answer the question; Then the teacher asks, “Do you have a knife?” 2.Show the second picture in 3a, then let students make a question with the picture, they discuss it in pairs for 1 minute and try to make a short dialogue; The teacher chooses one pair to show their dialogue;(以同样的方式呈现剩余两幅图) 3.Give students 1 minute to match the pictures with the conversations by themselves; Check the answers of 3a. 4.Show the pictures of 1a, then let students guess who is the boy and who is his sister, Amy; Let students read the passage first and find out the new words in the passage; Write down the new words and important phrases, and then choose some students to read the passage one by one; Point out the important expressions: come from = be from, in the same school, but in different grades, then explain them to students. |
Consolidati on (10minutes) |
1.The whole class work. 2.Individual work. 3.The whole class work and individual work. |
1.Students read the passage by themselves. 2.Do 1b. Five students check the answers. 3.Do 1c. Students read the passage and circle the adjectives in the passage; Then fill in the table on the blackboard, the others do it by themselves; Finally, two students share their passage with the whole class. |
1.Give students 1 minute to read the passage again and pay attention to the important words and expressions. 2.Let students do 1b by themselves, then choose five students to check the answers. 3.Give students 1 minute to read the passage and find out the adjectives in the passage; Show a small blackboard and draw a table on it, and then choose one student to fill in the table and let the other students do it by themselves; Give students 2 minutes to make a passage about the table, and then choose two students to show their passages. |
Practice (12minutes) |
1.Group work. 2.The whole class work. 3.The whole class work and individual work. |
1.Do 2. Students describe their partners’ look orally; Three students describe their partners’ look in front of the whole class; All Students listen to the teacher carefully. 2.Do 4a. Students read the threes letters; Then read after the teacher; Students look at the picture and guess the meaning of red. 3.Do 4b. Students read the sentences; Some students read the sentences; Then all Students read after the tape carefully and pay attention to the rising tone and the falling tone. |
1.Give students 2 minutes to describe their partners’ look orally; Choose three students to describe their partners’ look in front of the whole class; Make a summary about the three students. 2.Show three cards with r, e, d to students and let them try to read the three letters; Put the three letters together and read it /red/ for three times; Show the first picture of 4a and say, “The meaning of /red/ is …” Let students guess the meaning of “red”.(老师可采用同样的方式学习以下单词) 3.Give students 1 minute to read the sentences in 4b first; Choose some students to read the sentences; Play the tape and let students read after the tape carefully. |
Production (5minutes) |
1. Group work. |
1.Students make up their passages in groups first and two groups show their short passages; All students listen to the teacher carefully. |
1.Show six nouns: head, face, nose, mouth, eye and hair, then let students make up short passages with them in groups, give students 2 minutes; Choose two groups to show their short passages to the whole class; Make a summary about the two groups: 2. Assign homework： Review the words and expressions; Write a passage about your partner; Preview Section D. |
