Teaching class: Class 3 ,Grade 4

Teaching time: Sept ,15 , 2003
Teaching Unit: Unit 1 My friends (Oxford English Book 3A)

Teaching contents: fat , thin , big ,small , tall, short .

Unit 1 My friend

Ⅰ. Language focus：
1. Asking Who-questions to find out a person's identify.
  e.g. Who are you?
2. Using indefinite articles to mention something or someone for the first time.
  e.g. I'm a girl.
3. Using adjective to describe people.
  e.g. I'm tall./He's short.

Ⅱ. Language skills
1. Speaking
  Using modelled phrases to open and maintain an interaction by providing in formation in response to factual question.
  e.g. Who are you? I'm a girl .I'm short.
2. Listening
  Locate specific information in response to simple questions.
3.Writing
  Add personal ideas and information to writing when a framework is provided

Ⅲ.Materials:
1.Student's Book 3A page 15
2.Cassette 3A and a cassette player
3.Picture Cards of  fat , thin , big ,small , tall, short .

Ⅳ. Teaching Procedure
Step 1 Warm Up
1.Sing an English song: The alphabet song
2.Greetings
  Hello! / Hi! /Good morning! /How are you?  etc.
3. Ask some pairs to make dialogue
  e.g. S1: Hello, I'm x x, What's your name?
     S2: Hello, I'm x x
     S1: How are you?
     S2: I'm fine, thanks. How are you?
     S1: I'm fine too, thanks.
     S2: Good bye!
     S1: Good bye!

Step 2 Pr-task Preparation
1.Review: boy, girl .
2.Introduce tall, short
a. Show a photo and point to the photo.

Ask: Who's she?

to elicit: She's Miss Chen.
T: Yes, it's me. Who's she? (point to my friend)
to elicit: She's my friend. I have some friends.
(Write down on Bb)

b. T: Now look at the photo . I'm tall. She's short.
  (Write down 'tall' 'short' on Bb)
  Students repeat tall .
  Draw a stick on Bb
  T: Is he tall?
  Ss: Yes
  T: Who can draw a short man here?
   (Ask a student to draw it on Bb)

T: Is he short?
  Ss: Yes.
  Students repeat short

3.Introduce fat, thin
a. Draw a fat people and a thin people on Bb to illustrate fat , thin
b. Students repeat fat , thin

4.Introduce small , big
a. T: He is fat and he is big too
  (point to a fat and big boy)
  Students repeat big
b. Show a big apple
  T: Is it big?
  Ss: Yes
  T draws a big apple on Bb. Then draw a small apple on Bb
  T: Is it big?
  to elicit: No, it's small.
Students repeat small.

Step 3 While-task Procedure
1.Show some pictures on Bb
  e.g.. T: Who is fat? Please pick it out .
  Let individual student pick out.
2. Show some pictures
  T:Would you say something about the picture . For example , He is young . He is tall . etc
  Invite individual students to say out.
3. Pla the cassette for look and say .
4. Students listen and repeat.
5. Encourage students to talk about themselves in terms of size and sex, using the About me model.
  e.g. I'm a girl . I'm tall .I'm big etc.
  Invite some students to talk

Step 4 Post- task Activity
1.Play a guessing game . One. student is blind folded.
  The rest of class chooses a member which will describe himself / herself.
  The blindfolded student make guesses . The rest of the class confirms or denies the guess with yes /no .
2.Finish off workbook page 1.
a. Explain : Tick
b. Read 1 and 2 on page 10.
c. The students complete 3 and 4.
d. The students trace and write in the missing words and tick the cornet boxes.
e. Students draw their pictures in the panel and complete th description .

Step 5 Consolidation
1.At this stage Grammar practice Book 3A page 12
  could be used to practice and consolidate the
  language in this section further .
2. Homework
a.Copy nw words for three times
b.Read the text on page 15 for twice

Ⅴ . Writing
Unit 1 My friends
tall  short  big  small fat  thin