TOPIC        Unit 8 Dinner time         DATE        Dec.17th
PERIOD        The third period
AIMS        1.        WORDS:
bread, rice, milk, juice.
        2.        STRUCTURES:
Learn the structure “A pie/ a cake / a hamburger / a hot dog, please.? Here you are. Thank you.”

        3.        FUNCTION:
Student can say the rhyme <I like rice.>
To Develop students’ ability of listening.
LANGUAGE FOCUS        Learn the structure “Here you are. Thank you.”
AIDS        Tape-recorder

PROCEDURES        CONTENTS        METHODS        PURPOSE
1. Pre-task Preparation       
1.Free talk



2.Review the words
         
1. T: Good morning.
    How do you do!
  Ss have a free talk.

2.        Review the words
T: Who’s missing?
Read the cards
        通过自由对话，复习所学的单词和句型。
PROCEDURES        CONTENTS        METHODS        PURPOSE
2. While-task Procedure        1. Learn the structure
  




2. Review the rhyme
  < I like rice >






3. Listen and show



        1. Learn the structure.
  T: Look at this photo.
A pie, please.
Here you are. Thank you.
Let Ss learn the structure.

2.        Review the rhyme.
T plays the tape.
Ss listen to the rhyme.
T teaches the rhyme one sentence by one sentence.
Ss learn the rhyme.
Ss can say the rhyme in different ways.
a.        Boys say and girls say.
b.        Groups have a match.

3.        Listen and show
T: Now, take out your pictures, please. Listen carefully and show us the correct picture.
Have a group competition
        用不同的方式让学生朗读诗歌，集中学生的注意力，增加他们的学习兴趣。
PROCEDURES        CONTENTS        METHODS        PURPOSE
3.Post-task Activities       

1. Do the exercise on page 32.

        1. Do the exercise
T explains how to do the work.
Ss listen to the tape and do the work.
        通过做练习，巩固学生所学的知识。
Assignment        1. Say the rhyme to their parents.
2. Continue to recite the words and the text.
Board Writing        Unit 8 Dinner time
I like rice
Rice, rice. Rice is nice.
                                       Rice, rice, I like rice.
Teacher’s Reflection            利用情景，让学生活学活用。将其他单词带入到课文的对话中，进行表演操练。学生对本课的知识能较好的把握并有个别学生能将其背出。效果较好。

TOPIC        Unit 8 Dinner time         DATE        Dec.17th
PERIOD        The third period
AIMS        1.        WORDS:
bread, rice, milk, juice.
        2.        STRUCTURES:
Learn the structure “A pie/ a cake / a hamburger / a hot dog, please.? Here you are. Thank you.”

        3.        FUNCTION:
Student can say the rhyme <I like rice.>
To Develop students’ ability of listening.
LANGUAGE FOCUS        Learn the structure “Here you are. Thank you.”
AIDS        Tape-recorder

PROCEDURES        CONTENTS        METHODS        PURPOSE
1. Pre-task Preparation       
1.Free talk



2.Review the words
         
1. T: Good morning.
    How do you do!
  Ss have a free talk.

2.        Review the words
T: Who’s missing?
Read the cards
        通过自由对话，复习所学的单词和句型。
PROCEDURES        CONTENTS        METHODS        PURPOSE
2. While-task Procedure        1. Learn the structure
  




2. Review the rhyme
  < I like rice >






3. Listen and show



        1. Learn the structure.
  T: Look at this photo.
A pie, please.
Here you are. Thank you.
Let Ss learn the structure.

2.        Review the rhyme.
T plays the tape.
Ss listen to the rhyme.
T teaches the rhyme one sentence by one sentence.
Ss learn the rhyme.
Ss can say the rhyme in different ways.
a.        Boys say and girls say.
b.        Groups have a match.

3.        Listen and show
T: Now, take out your pictures, please. Listen carefully and show us the correct picture.
Have a group competition
        用不同的方式让学生朗读诗歌，集中学生的注意力，增加他们的学习兴趣。
PROCEDURES        CONTENTS        METHODS        PURPOSE
3.Post-task Activities       

1. Do the exercise on page 32.

        1. Do the exercise
T explains how to do the work.
Ss listen to the tape and do the work.
        通过做练习，巩固学生所学的知识。
Assignment        1. Say the rhyme to their parents.
2. Continue to recite the words and the text.
Board Writing        Unit 8 Dinner time
I like rice
Rice, rice. Rice is nice.
                                       Rice, rice, I like rice.
Teacher’s Reflection            利用情景，让学生活学活用。将其他单词带入到课文的对话中，进行表演操练。学生对本课的知识能较好的把握并有个别学生能将其背出。效果较好。