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【導(dǎo)讀】c.Freetalk.adjectives.Cat:Goodmorning.Howareyou?Dog:I’mfine,thanks.morning.Howareyou?’。pairs.Wendy.2.Guess:WhoisWendy?toelicit:She’sEddie’ssister.classmates.Ask:What’shis/hername?Promptthe. His/Hername’s___.this?toelicit:It’sKittyandBen’sdog.name’sSam.readtheword.name’s___.Who’sEddie’sclassmate?Who’sWendy?Whosecatisthis?What’sthecat’sname?thecassetteagain.thewordcard.numbers.His/Hername’s…
【正文】 to the pictures and ask: Can you … ? And prompt them to use: Yes, I can. /No, I can’t. to answer your questions. Whiletask procedure 1. Introduce: paint : read 3. Listen and say 1. Introduce: paint by miming a painting action, and then stick the Word and Picture Cards on the board. 2. Read the word with action. 3. Ask individual students: Can you paint? to elicit: Yes, I can./No, I can’t, 4. Ask and answer in pairs. 1. Draw a picture on the board. Ask: What can she do? to elicit: She can read. 2. Read the word in different voices. 3. Ask individual students: Can you read? What can you read? to elicit: I can read English/a story. 1. Play the cassette: Look and say. Students listen. 2. Play the cassette again. The students follow in their books and, in groups of four, practice the dialogue. 3. Invite individuals to read the dialogue to the class. Posttask activities 1. Production 1. Show a photo album. Tell students that it is your album. Encourage them to ask about your photograph using ‘Can you … ?’ 2. Students work in pairs using the pictures in Ask and answer to find out what their partner can and cannot do. 3. Do a survey: Ask students to walk around the class and interview three to five classmates. Students are to find their classmates who can or cannot do a certain thing. Invite individual students to report back to the class. 1. Complete Workbook page two. 2. Write about your ability using ‘I can…’ 課 后 隨 筆 成功與經(jīng)驗(yàn) 板 書 設(shè) 計(jì) 思考與對策
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