GetReadyBYourFriendsPartⅡ（第二課時(shí)）

LessonFocus

?Subjects,greetings,givingthanks,andaskingforandgivingdirections

Revisionofsubjectpronounsandpossessiveadjectives

?Revisionofnumbers120

?Revisionofvowelsa,e,i,oandu

Exercise3

Purpose:tohelpstudentslistenforthecorrectorderofadialogue

Directstudentstothesentencesinthebox.Readthesentencesaloudorhaveamoreproficientstudentreadthem.Ask“Whatisthefirstsentenceofthedialogue?”Elicitc.Formoreproficientstudents,askthemhowtheycameupwiththeanswer.(possibleanswer:ThereisthegreetingHi.)Say“Nowputthesentencesinthecorrectorder”.Monitorstudentsastheydotheexercise,makingsuretheyunderstand.

Say“Nowlistentothedialogueandcheckyouranswer”.Playthedialoguesostudentscanchecktheiranswers.Pauseaftereachlineifstudentshavetrouble.

Say“Nowlistenagainandrepeat”.Playthedialogueagain,pausingaftereachlineforstudentstorepeat.

Ifthisexerciseistoochallengingforyourstudents,playtherecordingbeforestudentspletethedialogue.Thenplayitagainforthemtochecktheiranswers.

Havethestudentssaythedialogueinpairs.Checkstudents'pronunciationoftheKeyExpressions.

Answers

1.c;2.b;3.d;4.a

Tapescript

Steve:Hi,Tina.Where'sthelibrary?

Tina:Gostraightandturnleft.

Steve:Thankyouverymuch.

Tina:You'rewele.

Exercise4

Purpose:tohelpstudentsshowunderstandingofdirections

Gooverthedialogueagain,havingtwostudentsreaditaloud.Ask“Whereisthelibrary?”Letstudentspointtoitonthemap.Thensay“Tickthecorrectcircle”.

Goovertheanswer.Ifstudentshavetrouble,playthedialogueagain.

Answer

c

LettersandSounds

Exercise5

Purpose:tohelpstudentsdifferentiatebetweenshortandlongvowelsounds

Writethealphabetupontheboardorpointtoitifyouhavethealphabetpostedinyourclass.Say“Let'ssingthealphabetsong!”Singalongwithyourstudents.

Askyourstudentsiftheyknowwhatlettersarevowels.Ifyourstudentscannotanswer,providetheanswerforthem.Writea,e,i,oanduontheboard.Havestudentssaythenamesofthevowels.

Say“Listentothewords”.Playtherecordingandthefirsttime,havingstudentsjustlisten.Playtherecordingagain,pausingafterthefirstpairofwords.Ask"Whichwordhasthelongasoundandwhichhastheshortasound?"Elicitmathshastheshorta;namehasthelonga.Continuewiththeotherpairs.(shorte:seven/longe:he;shorti:history/longi:five;shorto:geography/longo:old;shortu:bus/longu:student)

Playtherecording.athirdtime.Say“Nowsaythewords.Payattentiontotheredletters”Formoreproficientstudents,playtherecordinginitsentirety,andthenaskstudentstodifferentiatebetweenlongandshortvowelsounds.

Expansion:ShowWhatYouKnow!

Note:Usethisactivitywithmoreproficientstudents.HavestudentsthinkofmorewordswiththesameshortandlongvowelsoundsinExercise5.Makeitintoapetition.Giveanextrapointifstudentseupwithawordwiththesamesound,butadifferentspelling,forexample,sonhasashortusoundbutisspelledwithano.

Exercise6

Purpose:tohelpstudentsidentifyshortandlongvowelsoundsandtheirspellings

Writesevenontheboard.Pointtotheeandask"Whatsounddoestheehave?"Elicitashorteor/e/.Pointtotheoandask"Whatsounddoestheohave?"Elicitalongoor/o/.Ifyoufeelyourstudentsarereadytodotheexercise,youmayskipthisstep.

Readthelistofwordsunderthenotealoud,askingstudentstoidentifythevowelsoundinblue.Thensay“Readthenote.Findawordwiththesamesound”.Monitorstudentsastheydotheactivity,makingsuretheyunderstand.Ifstudentsneedsupport,youmayhavethemworkinpairs.

Goovertheanswers,havingindividualstudentswritethemontheboard.

Answers

1.favourite;2.maths:3.We:4.Greg;5.His;6.nine;7.old;8.music

Exercise7

Purpose:tohelpstudentsdifferentiatebetweenshortandlongvowelsounds

Writemaths,nameandcatontheboard.Ask“Whichonehasadifferentsound?”Elicitname.

Directstudentstotheexercise.Say“Circlethewordswiththedifferentsound”.Doitem11asaclass.Say“Nowlistenandcheckyouranswers.”Playtherecording,pausingaftereachse