小学英语新版-牛津上海版一年级下册Module 4 Things we enjoyUnit 10 Activities一等奖ppt课件

Tasks in this unit

1. Begin an interaction and maintain it by providing information in response to factual questions
2. Begin an interaction by introducing one’s abilities briefly

Language focus

1. Using verbs to identify momentary actions 

e.g. ride, play, skip, fly

2. Using verb phrases to indicate actions  

e.g. play football, skip a rope, fly a kite, ride a bicycle

3. Using the modal verb can to talk about ability

e.g. She can sing.

4. Ask wh-questions to find out particular information about a person

e.g. What can he do?

Language skills:

Listening

1. Identify specific information in response to questions

e.g. I/ He/ She can …

2. Recognize action verbs and be able to respond with the corresponding actions

e.g. ride, play, skip, fly

3. Understand the key pattern

e.g. What can he do?

Speaking

1. Pronounce the words, phrases and sentences correctly

e.g. ride, ride a bicycle

2. Use I / He/ She can … to talk about ability

e.g. He can draw.

3. Use modeled phrases to begin and maintain an interaction involving factual questions

e.g. What can he do?

4. Use modeled phrases to communicate with other students

e.g. This is Danny. He is fat. He can dance.

Scheme of work

period

Core contents

Extension

Materials

Grammar and expressions

Vocabulary

1

ride play skip fly

football rope kite

You can … 

SB : pp. 39

and 41

WB: pp. 38   and

Parts A

2

What can he/ she do?

He / She can ….

What can … do? 

SB: pp. 38 and 40

WB: pp. 39, 40 and 41, parts B, C, D and Task

Content

Oxford English 1A Module4Unit 1 Activities

Period

1

Teacher

Language focus:

Using verbs and verb phrases to indicate actions

e.g. ride, ride a bicycle

Using the modal verb can to express ability

e.g. I can sing.

Language skills

Listening

Recognize actions

e.g. skip a rope

Identify the key words in an utterance by hearing the pronunciation

e.g. fly

Speaking

Pronounce the words and phrases correctly

e.g. skip, fly, play, ride

Use modeled phrases to communicate with other students

e.g. I can play football.

Materials:

Student’s Book 1B, pp.39 and 41

 Workbook 1B, pp. 38 Parts A

Cassette 1B

Flashcards 1B (ride, play, skip, fly)

Teaching Procedure

Procedure

Teacher’s activity

Learner’s activity

Purpose

Pre-task preparation

Activity 1

Have the students listen to the rhyme on students ‘s Book page 39 while you do the corresponding actions.

Activity 2

Show the students four cartoon characters, such as Donald Duck and Mickey Mouse. Then imitate their voices and introduce their abilities.

e.g. T: (imitate Donald Duck) I can sing. I can dance. I can skip. I can skip a rope.

Listen to the rhyme on students ‘s Book page 39

Listen and imitate.

While-task procedure

Activity 1

Have the students repeat the rhyme on Student’s Book page 39. While they listen, do the corresponding actions and have them imitate you.

e.g. T: (Skips) Skip, skip, skip a rope.

Activity 2

Have the students practice the rhyme in groups until they are familiar with it. Then ask them to do a quick response in groups. One student should give the orders while the others respond as quickly as they can.

Activity 3

Have the students do Part A” Listen and tick” on Workbook page 38. Help them check the answers. Then have them make a short dialogue according to the pictures.

Activity 4

Have the students listen to the song “ Skip my rope” on Student’s Book page 41. Have them act out the song as they listen to the recording. Then have them try to sing along with the recording.

Repeat and imitate.

Ss: (skip) Skip, skip, skip a rope.

Practice the rhyme in groups

Quick response.

S1: Skip a rope.

Ss: Skip, skip, skip a rope. I can skip a rope.

S1: What can you do?

S2: I can ride/ ride a bicycle.

Listen to the recording. Sing with the recording.

Post-task activities

Activity 1

Have the students play a guessing game. One student should do an action and the others guess the words for that action in English, using the sentence You can ….

Activity 2

Have the students look for friends who have the same abilities.

S1: (Skip a rope)

S2: You can ride a bicycle. / Ride a bicycle.

S1: No.

S3: You can skip a rope. / Skip a rope.

S1: Yes, I can skip a rope.

S1: I can fly a kite. I can ride a bicycle. What can  you do?

S2: I can fly a kite. I can ride a bicycle, too.

S1 and S2: We are friends.

Board

Ride  play  skip  fly

Skip a rope  ride a bicycle

I can ….

Content

Oxford English 1A Module 4 Unit 1   Activities

Period

2

Teacher

Language focus:

Using verbs and verb phrases to indicate actions

e.g. ride, fly a kite

Asking wh-questions to find out particular information about a person

e.g. What can she do?

Using the modal verb can to talk about ability

e.g. He can sing.

Language skills

Listening

Recognize action verbs and be able to respond with the corresponding actions

e.g. ride, play, skip, fly

Understand the key pattern

e.g. What can he do?

Understand specific information in response to questions

e.g. He/ She can ….

Speaking

Pronounce the words, phrases and sentences correctly

e.g. ride, play football

Use modeled phrases to open and maintain an interaction involving factual questions

e.g. What can she do? She can sing.

Use I / He/ She can … to introduce abilities

e.g. He can draw.

Materials:

Student’s Book 1B pp.38 and 40

Workbook 1B, pp. 39,40and 41, Parts B,C,D and Task

Cassette 1B

Wall picture 1B

Flashcards 1B(ride, play, skip, fly)

Multimedia

A picture of a sports field

Teaching Procedure

Procedure

Teacher’s activity

Learner’s activity

Purpose

Pre-task preparation

Activity 1

Show the flashcards to the students and ask them to respond quickly.

e.g. T: (Shows a card of a boy playing football)

T: He can play football.

Activity 2

Show the students the wall picture for “Listen and say” on Student’s Book page 38. Have them listen to the recording. Then ask them questions about it.

T: Who can sing?

T: Yes, she can sing. Who can draw?

T: Yes, he can draw.

Ss: Play, play, play football.

S1: Alice can sing.

S2: Danny can draw.

While-task procedure

Activity 1

Have the students listen to and repeat after the dialogue on Student’s Book page 38.

Activity 2

Put the flashcards on the blackboard and teach the students the following rhyme.

e.g. Play, play, play football.

I can play football.

Skip, skip, skip a rope.

You can skip a rope.

Fly, fly, fly a kite.

She can fly a kite.

Ride, ride, ride a bicycle.

He can ride a bicycle.

Activity 3

Divide the class into groups of six. Have them ask and answer questions in turns.

Then have the students play a memory game.

T: What can S2 do?

T: Yes, he can fly a kite. What can S3 do?

T: No, she can ride a bicycle.

Activity 4

Have the students do Part C ‘Look, listen and answer’ and Part D ‘Listen, ask and answer’ on Workbook page 40.

Activity 5

Have the students work in pairs and make short dialogues according to pictures on Student’s Book page 40.

Listen to the recording.

Follow the rhyme.

S1: What can you do?

S2: I can fly a kite. What can you do?

S3: I can ride a bicycle.

S1: He can fly a kite.

S2: She can ski a rope.

S1: What can Danny do?

S2: He can ride a bicycle.

S1: What an he/ she do?

S2” He/She can ….

Post-task activities

Activity 1

Have the students do Part B ‘ Listen and match’ on Workbook page 39 and help them check the answers. Then have the students tell what these characters can do.

Activity 2

Have the students do Task ‘Listen, draw and introduce’ on Workbook page 41. Check the answers with them.

Activity 3

Have the students do a survey of their family members to find out their abilities. Then have them bring the results to class. Have the students introduce their family members to each other.

S: This is Ben. He can fly a kite.

S1: This is Danny. He is fat. He can dance.

S2: This is Lucy. She is thing and tall. She can fly a kite. She can ride a bicycle, too.

S1: This is my mum. She is thin and tall.

S2: what can she do?

S1: She can skip a rope. She can ride a bicycle. She can fly a kite, too.

Board

What can he do? He can ….

What can she do? She can ….