Moduel2Unit2.doc

Period 2 Integrating skill (I)Language goals 语言目标1. Key vocabulary 重点词汇和短语welcome, international, welcometo, be from2. Key structures 重点句式 Please welcometo This isThey are fromI can, but I cant Can you?No, I cant.Ability goals 能力目标Enable students to learn how to introduce themselves and others, and also how to talk about ability.Teaching methods 教学方法Reading, talking, group working, listening, and role-playTeaching aids 教具准备A tape recorder, a projector and some slides.Teaching procedures and ways 教学过程与方式 Step I Revision and homework checking Show pictures and ask them to describe the words learned in last period. Then check the answers to exercises 6&7 in the workbook.Step II Reading Get students to read the dialogue. Help them learn how to introduce themselves and others, and also how to talk about ability.T: Do you still remember Lingling?S: Yes!T: And today, two new students are coming to her school. Do you want to know them?S: Yes!T: Good! Tell me what do you want to know about them?S: Their names.S: How old are they?S: Where are they from?S: What can they do?T: Good! Now, quickly look at the dialogue in 3, and tell me what their names are?Ask the students glance at part 3 and find out the names they will deal with in next steps.After a while.S: They are Betty and Tony!T: Great! Now read after the tape. Are you ready?S: Yes!Play the tape recorder for the students, pause if the sentence is too long, some words are difficult for students to pronounce, and also intonations are special. After this, ask students to read again to gain useful information of introduction. T: OK. Next, read the dialogue again. Then work in groups of four, and act it out.Give students several minutes to read and prepare for their performance. Several minutes later.T: Are you ready? Who wants to have a try? Hands up!Ask several groups to act the dialogue out. Encourage them perform that without books.T: Well done! Now, look at this chart:Show students the following chart:Name介绍他人介绍自己Nationality (国籍)Age (年龄)CanCan notT: Next, read the dialogue again. Complete the chart with your partners. Clear? S: Yes! Give students enough time to do this, which helps them find the way to introduce oneself, the othersT: Are you ready?S: Yes!T: Who wants to have a try?Ask some students to complete the chart separately. Then check the answers together.NameBettyTony介绍/询问他人介绍自己This is Im Nationality(国籍)AmericaEnglandThey are fromIm fromAge (年龄)1311Im(years old).CanPlay football, basketball, speak English,Speak English,play football, table tennis, and ride a bike.Can you?No, I cant. / Yes, I can.I canCan notSpeak ChineseSwim and speak Chinese.I cant T: Great! Step III ListeningGet students to listen to the tape and finish Part 4First ask the students to glance at Part 4, and then play the tape recorder and ask them to choose Yes or No. After that, check the answers together.Step IV Pronunciation Get students to correctly pronounce three pairs of consonants. When do this part, show the words listed in Part 5 to students and then divided them into 6 groups and find out the same pronunciations after talking.T: Well, everybody, would you like to play a game?S: Yes!T: OK! Now, look at this:Show students the following words:1. play piano2. bike Betty basketball3. table Tony tennis4. old friend ride students5. can cant6. English legT: Listen carefully! I only say that once! Work in groups, read and find out the same pronunciation in each group. Lets say which group finishes that quickly and correctly. Clear? S: Yes! Then divide the class into 6 groups. Give them enough time and do that.Several minutes later.T: Finished?S: Yes! T: OK. G1, what about the first group of words?While asking students to read the pronunciations they have found, try to correct the improper pronunciations and encourage the right ones. G1: Its /p/.T: G2G2: Its /b/.T: G3G3: Its /t/.T: G4G4: Its /d/.T: G5G5: Its /k/. T: G6G6: Its /g/. T: Well down! Now, listen to the tape, and read after it.Play the tape recorder; pause where necessary to help students pronounce properly. If time permits, ask students to take out a piece of paper, hand the paper in front of their mouth, and then pronounce /p/./b/./t/./d/./k/./g/.respectively, they will find that when they pronounce /p/. /t/. /k/清辅音the paper will move, while pronounce. /b/ /d/ /g/浊辅音, the paper will not. And this will help arouse students interests in learning pronunciation. Also, the teacher can ask some students to stand in front of the class and pronounce these consonants silently; let others guess which one it is according to the shape of the mouth.Step V Listening and speaking Get students to practice how to state, ask and answer about ability.Showing examples:First ask some students to stand up, and ask them questions like the following one, ask the other students to listen carefully:T：Hello! (Whats up? / How is it going ) A.A：Hello! (Whats up? / Good) Mr. / Miss T：Can you speak Japanese (Explain it in English if students dont understand that.)?A：No, I cant.Ask the other students: T：Can A speak Japanese?S：No, she / he cant.T：Great! Thank you, sit down, please.Then ask another studentB:T：Excuse me! Can you swim?B：Yes, I can.Ask the other students:T：Can B swim?S：Yes, she / he can.T：Very good! SpeakingT：Now, look at Activity 7. And make dialogues with your partner. Clear?S：Yes!Give students enough time to look at the information and make their own dialogues. Several minutes later, ask some pair to stand in front of the class and show themselves.Sample dialogue:A: Can Betty play basketball?B: Yes, she ca