【正文】 s position and function. points: (1).To help the Ss to municate with each other. (2).To enable the Ss to study in groups and cooperate skillfully. (3).To develop the Ss’ interest in English. points: (1) How to make dialogues and act them out. (2) How to write the right whole sentences. (五) TEACHING AIDS Multimedia puter, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson. 四三二Part Two The Teaching Methods 1. Communicative teaching method 2. Audiovisual teaching method 3. Taskbased” teaching method As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audiovisual” teaching method and “Taskbased” teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a petition. Teaching special features To use these methods are helpful to develop the Ss’ thought. Part Three STUDYING WAYS the Ss how to be successful language learners. the Ss pass \Observation—Imitation—Practice \ to study language. the Ss how to master dialogues and how to municate with others. Teaching special features: Let the Ss municate with each other and adopt petition methods to develop the Ss’ keen interest in English. Part Four Teaching Procedure I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a petition into the class. At last let’s see which group is the winner. Step1 Warmup 1. Free talk between T and Ss . Such as: Hi, I’m . . . . What’s your name? This is …. How do you do? Who is he/she? How are you? Who can count from 1to 5? What’s this in English? etc. game: Ask the Ss to give T some school things. For example: T: Give me your book.(ruler, box, pen, table, knife, etc.) T: This is your book. This is not my book. It’s your book. etc. In this course I’ll ask them to make a dialogue group by group without repetition. Find out which group will make the most dialogues. Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge. Step2. Presentation This course is very important. I’ll mainly talk about this step. I’ll use CAI to present the whole dialogue. Arrange some situations to help Ss understand Sample A. First scene: There is a bag on the floor. B is picking it up and get ready to leave. Now A is talking with B. A: Hi, B. How are you today? B: I’m fine, thank you. And you? A: I’m fine, too. Oh, this is my bag. B: No, this is not your bag. It’s my bag. A: (Look closely) Oh, I’m sorry. B: That’s all right. (At the same time, C is running up and hitting A.) C: Oh, I’m sorry. A: That’s OK. I’ll write the key points on the Bb while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well. Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better. First play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample .At last I’ll ask the Ss to think hard and act it out with a partner according to Sample A. Then find out which group will act it out well. I’ll give them red stars. Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken ability. In this step I’ll give the Ss a free space to show their abilities. Second scene: The Ss are having a piic. It’s hot and they take off their coats and put them together. They are singing and dancing, laughing and chatting. After the piic, they begin to look for their coats. D and E are talking. F and G are talking. etc. After watching, I’ll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues. Purpose of my designing: “Taskbased” teaching m