2. Revision “What’s your name?”
I ask students to read Unit 3 with recorder. I press the start button, when recorder read one or two words I immediately stopped, let the students said completely words quickly.
Scores: Praise students and give all of them points to arise students’ mood. Step2: New words & Sentences (20 minutes)
1. Express the meanings of new words with photos and “Baba, Mama” rhythmic
song.
a) First I take out a photo from a box I prepared before, then point to the photo
and ask students: “Who is she?”
“She is my Mama-----mother.” “Who is he?”
“He is my Baba------father.” ……
b) Students sing and do the rhythmic song with teacher. “Baba Baba -----father” “Mama Mama------mother” “Gege Didi -------brother” “Jiejie Meimei------sister”
Let us say and do it faster and faster, so the class atmosphere will be happier
which is called “warm-up exercises”.
2. Game “guess guess guess” to consolidate the new words and sentences Children in this age are curious. They like guess “what/who/why”. I ask them to put their family photos into the box I have prepared before, then I take one casually out from the box and put its back to students, I ask “who is she/he?”, students can guess “he/she is ××’s mother/father/brother/sister/…”.
Each one can get one point just they stand up and guess, it is enough that students can attend in the class. Last students take their family photos and introduce their families to everybody one by one-----“he/she is my…” Step3: Set a situation and make role play (20 minutes)
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The children are always like to try new things, for example let themselves “become” another person. It attracts them forever.
As same as I planed, I divide students into 8 groups and give them 5 or 6 minutes to set different situations and make role play. I tell them they can enjoy imagination, let themselves try more different role plays, and in the end we will review the best individual performance and the most tight-knit group award. (5 minutes later) I ask them to act it out in front of the classroom, I encourage them to use new contents they have learnt and also use all knowledge they know. Each group can get 3 points whatever they do it best or just so-so.
Step4: appraisement and homework (3 minutes) 1. Summarize the final score situation, giving everyone sure. 2. Homework: a) remember new words b) Preview the next text.
Week3 (March 28—April 3)
Content: Unit 9 This is a nose, Book 3, Primary School English Purpose:
In
this
unit,
students
will
learn
the
new
words:
\“This is nose/…”
Teaching Aids: facial features pictures, recorder, Procedure:
Step1: Greetings & Revision (2 minutes)
Before class, I will draw the scoring windows and blackboard writing. 1. Greetings
T: Good morning, Nice to meet you Ss: Nice to meet you too. 2. Revision “who is he/she?”
T: “who is she/he?”
Ss: “She/He is my mother/Li Ming....” Step2: New words & Sentences (20 minutes)
1. Listen a song “Happy face”. Students sing it after the recorder as possible. “Happy face, happy face is nice, there is a nose, and there is a mouth”
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“Happy face, happy face is nice, there are eyes, and there are ears.” 2. New words
a) Understand meanings of words: Show the facial features pictures for students, read these words after me for 5 times. Then I just show pictures, students say it out, who is the fastest who can get one point.
b) practice words: Children in this age are actively, they like all things has interesting, so I set the game “blind man” to learn new words. First, I draw a big circle on the blackboard, and then I ask each group to select representatives to take part in the competitive game. During the game, I draw four circles on a line, the little representatives must be covered their eyes and stand in front of the circle on blackboard. Next, the little representatives begin to taste the corresponding picture into the circle when I read a word about facial features, but at the same time other students must repeat the word as encouragement for their representative. The 8 groups play the game in two times so that students should remember new words in a easy method. 3. Sentence
Listen and ask students to read it after the recorder time to time, until they can nearly read out with the recorder synchronously. Step3: Set a situation and make role play (20 minutes)
I divide students into 8 groups and give them 5 or 6 minutes to set different situations and make role play. I tell them they can enjoy imagination, let themselves try more different role plays, and in the end we will reward the best individual performance and the most tight-knit group award. (5 minutes later) I ask them to act it out in front of the classroom, I encourage them to use new contents they have learnt and also use any knowledge they know. Each group can get 3 points whatever they do it best or just so-so.
Step4: appraisement and homework (3 minutes) 1. Summarize the final score situation, giving everyone sure. 2. Homework:
a) Draw a face they imagined and make out the name of each part in English. b) Preview the next text.
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Week4 (April 4—April 10)
Content: Unit10 Touch your head, Book 3, Primary School English Purpose:
In
this
unit,
students
will
learn
the
new
words:
\
Teaching Aids: recorder, word cards Procedure:
Step1: Greetings & Revision (2 minutes)
Before class, I will draw the scoring windows and blackboard writing. 3. Greetings
T: Good morning, Nice to meet you Ss: Nice to meet you too. 4. Revision “This is a nose/mouth/…”
I point at my facial features and students say it quickly, then sing the song “happy face” together.
Step2: New words & Sentences (20 minutes) 1. Listen and sing the “Body song”:
“Head, shoulders, knees and toes,” “Head, shoulders, knees and toes.”
At the same time, I ask students to do the Yunlv Cao; I will do it faster and faster as the students follow me, until they can not do the action neatly. 2. New words
a) Understand meanings of the new words according to my gestures. For example: I touch a student’s head and say “touch your head”.
b) practice words: First I ask all students to stand up and I say they do the Yunlv Cao, like this 4 or 5 times, then exchange with me, I do they say, who is the fastest who can get one point. Second, I show the word cards, everybody read these words with me; next I will give them 30 seconds to remember words they have looked and read. Let’s begin the game “magic eyes” when we make the whole ready. The game like this: I put all cards onto the blackboard and ask students to close their eyes, and then they must repeat a word I told them. As the same time I take out a word card. Suddenly, I order them to open eyes and
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find which card is lost. Who is the fastest to find out who can get points? 3. Sentence
Listen and ask students read it after the recorder time to time, and do the gestures, until they can nearly read out with the recorder synchronously. Step3: Set a situation and make role play (20 minutes)
I divide students into 8 groups and give them 5 or 6 minutes to set different situations and make role play. I tell them they can enjoy imagination, let themselves try more different role plays, and in the end we will reward the best individual performance and the most tight-knit group award. (5 minutes later) I ask them to act it out in front of the classroom, I encourage them to use new contents they have learnt and also use all knowledge they know. Each group can get 3 points whatever they do it best or just so-so.
Step4: appraisement and homework (3 minutes) 1. Summarize the final score situation, giving everyone sure. 2. Homework:
a) Remember the new words b) Preview the next text
7. Data Analysis
This part of my study was conducted during 11th April, 2011-17th April, 2011 After four weeks’ implementation, I designed a Questionnaire again which is based as the questionnaire survey to problem analysis. The results are listed as follows:
Table2: Post-trial questionnaire
Question items 1. Do you like English now? 2. Do you have confidence to learn English well now? 3. Do you think the teaching methods of your English teacher are interesting or
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A Yes Yes B A little A little C Not at all Not at all Yes A little Not at all
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