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Unit 3 In the park Content 3A M3U3 In the park Read a story (Period 2) Aims 1. Using imperatives to give simple instructions e.g., Look at the boat. 2. Using wh-questions to find out the colours of objects e.g., What colour is it? It’s yellow. 3. Using yes/no questions to find out specific information e.g., Is this your ball? Yes, it is./No, it isn’t. Language focus 1. Using imperatives to give simple instructions e.g., Look at the boat. 2. Using wh-questions to find out the colours of objects e.g., What colour is it? It’s yellow. 3. Using yes/no questions to find out specific information e.g., Is this your ball? Yes, it is. /No, it isn’t. Teaching aids Multi-media, pictures, word cards .etc. Procedures Step Teacher’s activities Students’ activities Purpose Pre-task preparation 1. Greetings. 2. Daily talk. 3. Have Ss say a rhyme. 4. Ask some questions according to the rhyme. 1. Greetings. 2. Daily talk. (S1-Ss) 3. Say a rhyme. I see green. I see yellow. I see blue. I see purple. I see the beautiful rainbow, Shining over there, Outside my window. 4. Look and say. e.g., T: (point to a colour) What colour is it? Ss: It’s red. 營造和諧的學(xué)習(xí)氛圍，在師生、生生互動中進(jìn)入學(xué)習(xí)狀態(tài)。 活躍學(xué)習(xí)氣氛，同時以舊引新。 While-task procedure 1. To teach: Look at the… (1) Show the rainbow and ask Ss to say something about it. (2) Have Ss talk about the rainbow. (3) Have Ss talk about the items of school supplies they have in pairs. 2. To teach: Is this your…? Yes, it is./No, it isn’t. (1) T: (Collect some students’ items of school supplies and put them in a bag. Take out one and ask Ss to answer questions.) (2) Have Ss to ask and answer in pairs 3. Have Ss listen to the recording for’ Read a story’ and ask some questions. e.g., What colour is the kite? What colour is the boy’s ball? What colour is the girl’s ball? 1. To learn: Look at the… (1) Try to say. e.g., Look at the rainbow. It’s beautiful. It’s red. It’s yellow. … (2) Talk about the rainbow in pairs. e.g., S1: Look at the rainbow. It’s beautiful. S2: What colour is it? S1: It’s red, yellow, green, blue and purple. S2: How nice! (3) Talk about the school supplies in pairs. e.g., S1: Look at my pencil. It’s yellow. S2: It’s nice. I have a new ruler. S1: What colour is it? S2: Look! It’s pink. 2. To learn: Is this your…? Yes, it is. /No, it isn’t. (1) Try to answer. e.g., T: Here’s a rubber. Is this your rubber? S1: No, it isn’t. My rubber is yellow. T: Is this your rubber? S2: Yes, it is. (2) Pair work 3. Listen and answer 通過先描述rainbow到同桌說一說rainbow，來學(xué)習(xí)句型。 通過學(xué)習(xí)用品的描述，鞏固句型，同時也貼切學(xué)生生活。 在師生、生生互動中習(xí)得知識。 讓學(xué)生帶著問題去聽、去看，便于理解故事。 Post-task activity 1. Have Ss listen to the story again and repeat it. 2. Ask Ss to act it out. 3. Ask Ss to read the story and complete the following sentences. Listen and repeat the story. Role-play. Read and fill in the blanks. e.g., Alice and Kitty are in the __. They can see a ____. It is ____. (colour) They can see a ____. It is ___ and ___. 讀讀、演演、練習(xí)等方式鞏固知識，達(dá)到學(xué)以致用的效果。 Assignment Listen to the recording for ‘Read a story’. Try to act out the story after class. 注意基礎(chǔ)型和能力型作業(yè)的兼顧。 板 書 設(shè) 計 Unit 3 In the park Look at the … It’s … A: Is this your…? B: Yes, it is./ No, it isn’t.