院 别 外国语学院 班 级 2009级英语教育 1 班
姓 名 学 号 承担任务
姓 名 学 号 承担任务
姓 名 学 号 承担任务
姓 名 学 号 承担任务
姓 名 学 号 承担任务
姓 名 学 号 承担任务
课 题
Contents: Numbers 1-10; Words about colors; Sentence Patterns: “What color is it? It’s… How many are there? There is/ are …”
Task: Suppose you’re going to teach the above contents in TBLT Method. How would you do it? Design a lesson of 45 minutes for Primary Grade Six students using the items given below.
| Teaching purposes | Knowledge aim：Students can use the sentence patterns(what color is it?/it’s…/how many are there? /there is/are…”) to describe things. Emotional aim：Students can get better understanding of their classmates and communicate with each other. Ability aim: Students can apply the sentences into their daily life.
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| Teaching Key points and difficulties | Sentence patterns (what color is it?/it’s…/how many are there? /there is/are…”) | ||
| Teaching Procedures | 教师的教学行为（讲授、提问等内容） | 活动内容(任务设计) | 设计意图 |
Lead-in （4 mins） | Sing the song” ten red apples” in the tone of “ten Indian boys” and do actions with fingers.
| One apple, two apples, three red apples. Four pears, five pears, six yellow pears. Seven plums, eight plums, nine green plums. Ten little green plums.(自编) | (1)To review the numbers and colors and attract students’ interests. (2)To lead in the following contents naturally. |
| Presentation 20mins | 1、T: Charismas day is coming! Now I am the Santa. Guess what’s in my bag! (The teacher walks around the classroom and asks students to touch the bag and guess.) Ss: apple, Ping-Pong, pear… T: Yes, It’s an apple. Follow me, it’s, it’s an apple. S: It’s, it’s an apple. (Change another one in the bag and ask students to guess it again.) T: What color is it? (The teacher holds an apple.) Is it red? Ss: Yes. T: Follow me. It’s a red apple. (Change another pear and ask them what color it is.) 2、 T: Look, what’s this? S: It’s a red apple. T: Great, there is one red apple. Follow me there is, there is one red apple. S: There is, there is one red apple. T: How many apples are there on the desk? There is… (Wait for the students to answer.) S: There is one apple.(The teacher holds another thing guide students to practice this sentence pattern.) T: Wonderful! (Then the teacher adds two apples on the desk.) How many apples are there on the desk? S: (Students may answer there is 3 apples.) T: There are 3 apples. Follow me, There are, there are 3 red apples. S: There are 3 red apples. (Teacher chooses some other things which the students have to practice it.)
| 1、The teacher acts as the Santa and shows the students a large bag which has some kinds of fruits in it. Then asks students to touch and guess what’s in the bag. 2、The teacher puts an apple on he desk and guides them to count. | 1、Use the real context to teach the sentence patterns (what color is it? / It’s…) so that students can learn it efficiently. 2、Use real objects to teach the sentence structures (how any are there?/ There is/are…). Make full use of the stationeries every students have. 材料取之于学生，用之于学生，既激起了学生的兴趣，又让每一个学生都参与其中。 贴近生活，赋予了本次设计的真实性及生活性。 |
| Practice (15mins) | T: How many pens are there in your pencil box? (teacher asks one student) S: There are… T: What is the color? S: It’s… T: Please ask your partner. … T: Well done. Now let’s do a survey then do a report. | Do a survey and a report Divide the students into several groups and ask them to interview their group members about the relevant questions in the form (调查表格的形式附在最后一页)which teacher gives them. | 运用TBLT不仅贯穿了本课所学内容，完成了句子的操练，有效地让学生进行了输出，而且还培养了学生的团队合作精神，增进了同学间的友谊。 |
Summary （5mins） | Help students recall the sentence structures that they have learned in the lesson. What color is it? It’s… How many are there? There is/ are …” | 再现及巩固以达到加深学生记忆的目的。 | |
| Assignment （1min） | Write down how many shoes you have, and what are their colors. | 把所学知识运用到生活中 | |
| Blackboard Design | How many are there? There is/ are …” What color is it? It’s… e.g.: How many apples are there on the desk? e.g.: It’s red. There is one red apple. There are two red apples. | ||
| Reflection and self-assessment | We can see from the whole class that the design has accomplished the teaching aims. 1.The “lead in“ is creative. It can not only attract Ss’ interests but also closely relate to the contents. 2.The survey is based on Ss’ real life, and they can understand and use the sentence structures efficiently. However, there are not enough activities. | ||
| Name | Thing | Number | Color |
| Tom | pen | five | green |
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