SWBAT orally ask and answer the question of 某人穿的是什么(what is sb. wearing), and write down at least two correct phrases by specifying the color and clothes by choosing the right words from the word bank in information gap task in pair work.
Three Group Competition: the group who gets the most stickers win.
The students who are following the class rules will get the stickers. (listen carefully to class and volunteer to answer questions)
11:07
RWLS
Review vocabulary / Activity 1 Review (7m)
Vocabulary: colors of 红色red, 蓝色blue, 绿色green, 黄色yellow, 黑色black
-I stick the five colors onto the whiteboard and ask students how to pronounce.
-I randomly point, Ss pronounce
-I present the five characters and ask one S to match them on the whiteboard. If needed, ask other Ss to correct.
-I lead Ss to read the characters for three times.
Activity 1-1 (Raise up cards) T-WC (leave the words at the board as scaffolding)
I raise up the word cards, Sspronounce and raise up the color cards.
-I ask WC to pronounce when I randomly point to the characters.
-I ask 2 low-level Ss to pronounce when I randomly point to the characters.
11:17
RSL
Teaching new vocabulary and combining previous vocabulary with new one. / Vocabulary (associate previously learned vocabulary with new ones)
上衣(tops) 帽子(caps) 裤子（trousers）鞋子（shoes）围巾（scarf）
Teaching T-WC (5m)
-I stick the picture of a cap in red, and ask what is this? To elicit the answer of cap. I ask what is the color of it? (red) So what’s this? (red cap) I orally model the phrase, 红色的帽子（red cap）and stick the phrases onto the whiteboard.
-I stick the picture of tops in green and ask Ss what is this? To elicit the answer of 绿色的上衣（green tops）. I then stick the phrases to the whiteboard.
-I stick the trousers in color. Elicit answer. Stick phrases.
-I stick the shoes in color. Elicit answer. Stick phrases.
-I stick the scarf in color. Elicit answer. Stick phrases.
!!! I deconstruct the five words of clothes for Ss.
I lead Ss to read the words for three times.
Activity TPR (5m)
Instruction: I present the word cards, Sspronounce and touch the corresponding parts in the body.
Demo: cap-head, scarf-neck, tops- upper body, trousers – lower body, shoes- feet
Round 1: I give pictures, Ss do PR with pronouncing words.
Round 2: I give characters, Ss do PR with pronouncing words.
11:25
SR
Combining previous vocabulary with new one. / Teaching T-WC(3m)
-I lead Ss to read the five phrases 3 times
- I invite two volunteers to pronounce. I invite 1 low-level Ss to pronounce to make sure Ss have known how to read.
Activity (matching) (5m)
Instruction: 2 Ss a group, match pictures with phrases together.
Demo: I match words and pics on the whiteboard with a S.
11:35
RS
PPP-present
Sentence Structures:
1. ___穿的是什么？what is ___（the name of the cartoon）wearing?
2. ___ 的___ (colorclothes) / Language focused instruction T-WC/S(10m)
Presentation
-I present the picture of a cartoon wearing clothes, with the name above it. I ask Ss ___穿的是什么？what is ___（the name of the cartoon）wearing? (stress that Ss need to specify the color and the clothes)
-after Ss answer, I orally model the sentence and then present the sentence stem on the whiteboard___穿的是什么(what is name wearing？); ___ 的___ (colortypes of clothes). I ask Ss whether they know what 穿means（invite individual S to answer）
-I present the picture of other four combinations of colors and clothes. And ask Ss what the person is wearing.
Call low-level Ss to make sure most Ss have acquired the structures.
Practice:Invite several student pairs to the front to demonstrate asking and answering the question by using the target sentence structures
11:43
PPP-practice
Sentence Structures / Activity (worksheet) Individual (8m)
practice
Instruction: fill out the blank
Demo: I demonstrate in whiteboard how to fill out the blank
ICQ: Call problem Ss to ask whether they understand
Performing TASK (give CF)
Peer check
Whole class feedback: Ss who are right raise hands. Address problems in this worksheet.
Note: I present word bank on the whiteboard.
11:51
WSL
PPP-production / Activity (Information Gap) S-S (8m)
practice
Instruction: Student A knows three people’s clothes including colors (info is also provided in words), and needs to ask what the other two people are wearing and fill out the captionsaround the personin the worksheet; Student B knows two people’s clothes including colors (info is provided in words), and needs to ask what the other three people are wearing and fill out the color on the person in the worksheet.
Student A ask first, then student B asks.
*Two students are not allowed to see each other’s worksheet.
ICQ: can you see each other’s worksheet?
12:00
WS
Freer practice
(optional, if there is time left) / Activity (drawing) S individually (8m)
Production
Instruction: draw their best friend with colorful tops, and write captions beside the pics.
Demo: I present a picture I draw with captions beside it.
Instruction: you need to least write three captions for your pics. Like caps, tops, and shoes.
ICQ for low-level Ss: if you only write two captions, can it work?
Performing TASK: (1) drawing-2m. (2) caption-2m
Pair check: tell each other who your best friend is and what he/she is wearing when showing your pictures. (2m)
Notes:
1. actively monitor
(1) interfere and require Ss to do the work when Ss off task or not listening.
(2) ICQ: target Specific Ss
2. CF
(1) Peer check.
(2) Teacher CF. monitor when Ss doing tasks. (circle something that they wrote wrong or point to mistakes).
3. Pair-up Ss.
Prearrange. low level-high level.
4. Call low-level Ss to make sure most Ss have acquired the structures.