2023年上海牛津版五年級英語上冊全冊教案

學(xué)科：Englｉｓh班級：五(１）姓名:陸曉英２0２３學(xué)年第一學(xué)期學(xué)科成績登記表五（1）班教師教學(xué)計(jì)劃（202３學(xué)年度第一學(xué)期)制定日期：9/7姓名陸曉英學(xué)科英語年級五班級五(1）班級情況分析班級基本情況分析本班共有42人。班級同學(xué)中除個(gè)別同學(xué)以外,許多同學(xué)英語基礎(chǔ)薄弱,特別是外地的插班生。同時(shí)，學(xué)習(xí)的習(xí)慣也比較差。相對而言,要提高整體的水平存在著一定的難度。本學(xué)期,我們又轉(zhuǎn)進(jìn)4位新同學(xué),一個(gè)星期觀測，發(fā)現(xiàn)他們由于教材不同樣,學(xué)習(xí)環(huán)境變化，所以心里導(dǎo)致差異,不太適應(yīng)這里的教學(xué)，學(xué)習(xí)情況也不太抱負(fù)。教學(xué)質(zhì)量目的盡量達(dá)成區(qū)成績措施１．抓好學(xué)生的學(xué)習(xí)習(xí)慣培養(yǎng)。2．充足運(yùn)用電教媒體進(jìn)行教學(xué)。模仿是基礎(chǔ),英語教學(xué)中的模仿離不開錄音、投影及圖片的運(yùn)用，媒體的運(yùn)用能調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性3.分層次布置作業(yè)。根據(jù)學(xué)生掌握知識的限度,布置不同的作業(yè)。4.及時(shí)進(jìn)行補(bǔ)差。對學(xué)習(xí)有困難的學(xué)生進(jìn)行無償補(bǔ)課。５.做好教師和家長之間的聯(lián)系.6．繼續(xù)做好后進(jìn)生的補(bǔ)缺補(bǔ)差工作,爭取不讓一個(gè)學(xué)生掉隊(duì)。教學(xué)研究課題研究完畢日期公開課開課日期單元測驗(yàn)安排周次內(nèi)容周次內(nèi)容4Mouｄule18Mｏudｕle212Moudｕle31４Ｍoudu1ｅ４教學(xué)進(jìn)度表(2023學(xué)年度第一學(xué)期)陸曉英WeeｋDatｅCｏntentsP.s．19/１-９/2Unｉt12９／5-９／９Ｕnit13９／１2-9/16Ｕnit１Unit2Tesｔ149／19-９/23Ｕnit259/26-9/3０Ｕnit2,Ｕnit3Test2６１0/3-10/7Nａt(yī)iｏnaｌＤayｈoliｄays７10／10-１０／14Unit3810/1７-１０/21Unit3Ｕnit4Test39１０/24-10/2８Unit4１0１0/3１-11／4Unit4RevｉsｉonTest４１111／7-１1/１1Ｕniｔ512１１/14-11/1８Ｕniｔ５Tｅst５１31１/２1-1１/25Uｎiｔ61411/28-12/2Ｕnit6Test615１2/5-12/９Unit71６１2/12-12/16Unit7Ｔest71712／19-１2/23Unｉｔ８１812/２6-１2/３０Unｉt8Tesｔ８19２0２3/1/2-１／6２０1/9－1/13Uniｔ92１1／１6-1/2３Reｖisiｏn,FinalExaｍMｏdule1.GｅtｔiｎｇtｏkｎowyouUnｉｔ1.ＣanＩdｏｔｈｉs?Ｔeachｉng-aims：P２Ｕsingtｈｅinｔｒｏduｃｔoｒｙ“ｔｈere”toexpresｓfactｓe.g．There’sｔheredman.Usｉnｇimperａt(yī)iｖesｔogiｖeinｓtruｃtｉoｎse.ｇ.Ｃrｏｓｓ!Ｇo！Usｉｎgiｍperatｉvesｔoｅxpresｓpｒohibitｉoｎse．g.Don’tcrosstherｏａｄ.Uｓinｇｎｏunstoiｄeｎｔifyobjeｃtsｅ．g.Thetraｆficelight’ｓred．Focusanddｉffｉculｔy:Useａｐpｒopriａeintonａt(yī)ioｎinquestｉoｎsandsｔaｔements.Toｅxｐresｓmoreimｐeｒａrivesabｏuttheｔraffic.Teachinｇproceｄures:Teacher’sActivitiｅsStudeｎｔ’sAｃtｉvitｉｅsMethoｄTimｅAidＰrｅ－tasｋｐreparａｔiｏｎ:Ａ.TalkfｒｅｅｌｙB.ＵsingimpｅraｔｉvestomaketｈesenteｎcesWｈile-taｓkｐｒocedure：Ａ.ｔrａfficeliｇhts１．Aｓｋ：Ｗhaｔcａnｙouseeoｎtheroａd？2．Tｏeliciｔ:trafｆｉclights３..Aｓkthｅsｔｕdeｎtｓtodrawtheｌightsａｎdcoloｕrthem．4．DoａctｉｏnｓB.stopｗaitｇoAsｋ:Yoｕseeｔｈerｅdtｒａfficｌight,whａt(yī)doｙｏudo？(ｐreseｎｔｔheotheｒtwｏworｄｓusinｇthｅsameｗay)2.Toelicit:sｔopwaitgo3.Quicｋrｅspoｎｓe4．Askthemtowｏrkｉnpairs.C.There’ｓthe（grｅe(cuò)n)ｍａｎ.Cｒｏsｓ！Dｏn’tｃrｏss.1.Ｉnｖiｔｅtwostuｄeｎtstｏｄrawｔｗｏｍeｎ.Oｎｅiｓred.Theｏｔhｅrｉsｇreｅｎ.A：Ａskandaｎsｗeraboutｔhedailｙlife.B:Mａkesｅntences.*Don’tcliｍbtｈetｒees．ｅtc．1.Diｓｃuｅssaｎdａｎswer.2.Leａｒnｔheｗｏｒds.３.Dｒawaｎdcoｌｏurthelights4.Lｏｏkandrｅsponse.*Ｔhetｒaｆfiｃliｇhｔiｓｒed.etｃ．１．sayandshowtｈebｏdylanｇuage.２.Learntｈewords3.Lｉｓtenａndresponse４．Workinpaｉｒs:Ｓ1:Jacｋ，ｗｅareonWanｄｅＲoad.Look,thetrafficlｉghtiｓyellｏw.S2:Waiｔ．1．Drawandcｏlｏur.Toelicit:thｅｒedmanandthｅgｒeenmaｎ.Youｓeethｅｒｅｄ／greeｎmａｎ,whａt(yī)doyｏudo？Ｔoeｌicit:Crosstｈｅroａｄ．Doｎ’tcrosｓtheroａd.Ｐl(wèi)ａyagame:Heｌpablindｔocｒosｓtｈeｒoａd.Poｓｔ-ｔaskacｔivitｉesPｌａythecasｓeｔｔｅtwiｃe．Ａｓkthemtｏａctoutｔｈeｄｉalｏgue.Ｐｌaｙａgame:AtｒaiｎPCP1Doｙouknowiｆwewalkｏrcｒosstｈerｏad,whereｗeshoｕｌｄwalkandｃanyouｍａｋemorｅphraｓｅswith“crｏsｓ”？Saytherulesabouｔtheｒoａdsafty．2.Learnandsａy3.Trｙtｏsay．4.Ｌｅarnanｄｓay.5.Ｓ1:I’maｂlind.Canyouhelpｍe?Ss:Yeｓ.Ｓ2:Tｈere’stｈerｅdｍａn.Sｓ:Don’ｔｃｒossthｅroad.1.Ｌｉｓteｎanｄｒepｅａt(yī).2.Actoｕtthedｉａloｇuewithyoufｒiｅnd．3．Playagamｅ.4.Dotｈeexercisｅs５．Tryｔosaｙ:*ｐaｖeｍenｔzeｂracrｏssiｎｇCｒoss______Road.Ｃrossｔｈerｉｖeｒ／sｅa.6.Ｔhinkaｎdmakｅtｈｅmorｅseｎteｎces.BoａrdDesign:Feeｄｂａck這課是關(guān)于交通燈的,內(nèi)容應(yīng)當(dāng)還是比較簡樸的，但是學(xué)生的比較薄弱,反饋的效果不好,連ｔraffｉcliｇhｔ的讀音都有問題，讓我覺得有些沒底了。Modulｅ1.GｅｔtingｔoknｏｗｙouUnｉt１．ＣaｎI(lǐng)dotｈis?Ｔｅacｈｉnｇ-ａｉmｓ:P3Ｕsinｇｍodalsｔoaskｆorpermisｓioｎ.e．ｇ.CanIgｏout,Mum？Usinｇfｏrｍulaicｅｘｐresｓiontｏreplytorequｅsｔse.g.Hereyoｕａｒe．Focusａｎddiffｉcultｙ:Ｕｓｉngａppropriａt(yī)ｅiｎtonationinqｕestionsandstatemeｎｔｓ.Accoｒdiｎgtｏthepｉｃtuｒesortheinformaｔiｏn,expｒesｓthｅｓｅntencｅs,incluｄｉng_____＿cａn___＿_(dá)___＿_(dá).CanI_______?Ｙes/nｏ．Tｅaｃhｉngｐｒoｃedureｓ：Teaｃher’ｓＡctivitiｅsStudent’ｓAｃtivｉtiesMethodＴiｍｅAｉｄＰre-taｓkprｅparatiｏn:A.Ｓａysth．a(chǎn)bｏuttｈｅroaｄsａfeｔy.Makedｉalogueｓ.B.RevｉsioｎＭakｅsomｅpｈrａsｅｓ.Review:Ｃaｎ…Yeｓ/ｎｏ.Whilｅ-taskproｃedure:A.Hａvｅsome/a…1.T:Arｅyouhｕｎgry/ｔhirstｙ?Tｏｅlicｉt:havｅsｏmｅ/a…2.T:I’mhunｇry/thｉｒsty．3.．Practiseｂytｈemsｅｌｖes.B．It’ｓrainｉng.Draｗｔｈｅpicｔuｒｅtoeｌicｉttheｓentencｅ.Resｐonse:T:Lｏok,it’sｒａininｇ.C.It’sｄｉnｎeｒｔime.ＰｒeｓentａｔionT:Oh,it’stｗelvｅ.It’sdinnertime．（Doａcｔion)Ｕsiｎgmodalstｏmakeｔhｅsenteｎcｅs.WｏｒkinｐairsA.Ｓａyｔheｓeｎtencestｈey’veｌｅａｒnt.WoｒｋinpaｉrsｏnＰ21．Ｓ:goout，wａt(yī)ｃhTＶｅtc．2．．Expresstｈesenｔeｎces:Caｎyou／he/she/I…(parkrulｅｓ,trａfｆicrｕleｓ…)Sayａndlearn２.Ｍaｋephｒases“have…”3.Workinｐaｉrs.S1:Oｈ,iｔ’shot．S2：Ｐl(wèi)eaｓeｈaveｓoｍetｅａ.Ｌearntｈesenｔence.2.Ss：Takeanumｂｒella．Weｃａn’tgooｕｔ.Putthｅraｉncｏaｔ.1.Lｅarnanｄsａy.Ｓs:It’sseｖeｎo，ｃlｏck.It’ｓschoｏlｔimｅ.Askaｎｄanswer:S1:Whaｔ’syourdinneｒtiｍe?S2：At__＿_(dá)＿_(dá)___＿．D.Playｔheｃassette.Studentsｆolｌｏｗｉｎtｈeiｒbｏoks.E.PｒacticeReadａndpｌaｙtherｏlｅTalｋｂｙTaｎdＳs(P1)T:ＣａnBｅngooｕt？Ａsktheｓｔudentstogiｖeｔheｍoreansｗersaccoｒdingtothefｏurpicture.Poｓt-taskactｉvities1.Ａsksｏｍeqｕestioｎ．CaｎI(lǐng)croｓstheｒoad？CanIplaythedrｕm？CanIgoout？CanIｈａvesomeｃａkｅｓ?PＣP2WbP1D.Listｅnanｄrｅpeat.Rｅad“Ｌooｋaｎdｓａy”,tｈeｎactoutitinｐairs.Anｓwer:No,ｈｅｃan’ｔ．iｔ’srａiniｎg.（Studｅntsdothｅrest)Thinｋandtrytosaｙ:(P4)CanIwatcｈTV?－-－-－Yes，youcan．-－--－Nｏ,ｙoucａn’t.It’sbeｄtime.－-Ｎo,yｏucan’ｔ.Ｄｏyouｒhｏmewｏrk１.Giｖｅthedifficultanｓｗers.Yｅｓ，youcan.Nｏ,youcａn’t.(Why）２．ＤoｔheexerｃisesＢoarｄDesiｇn：Ｆｅｅdbａｃk看似簡樸的一課，其實(shí)是一種表達(dá)請求的用法,學(xué)生在ｓome和ａnｙ間出現(xiàn)了混淆，我在課上加強(qiáng)了指導(dǎo)，但收效不是很大,特別在練習(xí)的環(huán)節(jié)上,出現(xiàn)的問題更多，看來以后還是要加強(qiáng)指導(dǎo)。Ｍodulｅ1.GettingｔoknoｗyｏuUnit１．CａnＩdotｈis？Ｔeａching－aims:Ｐ41.Ｕsingimpeｒativestogivｅｉnstrucｔioｎsｅ.g．Goｏｕttｈisｗaｙ.2.Usｉngｉmperatｉｖｅｓtｏexprｅssprohiｂｉｔionse.g.Don’tsｍoke.3.Usinｇｔｈepｒesentcontinuｏusｔenｓｅtodescrｉbeanaｃtioｎe.g．Ｔｈeyａregoiｎｇoｕt．Uｓｉng“Wh”ｑuestｉonstofindoｕtvariouskindsoｆｓpｅｃifｉciｍｆｏrmａt(yī)iｏｎaｂｏutthｅobjｅｃt.e.ｇ.whiｃhsignmeans…?Focusａnｄdiffiｃulty:BeaｂleｔoidentifｙthｅsignｓUsｉng“Ｗhichsignmeans…”tofindouttｈｅimfoｒmationTeachinｇprocedures：Tｅacher’sＡcｔivｉtｉesStuｄent’sAｃtivｉｔiesMethodTimeAidPre－tａsｋpｒｅｐaratioｎ:A.Ｓａyｓomｅrｈymes.Ｂ．Revision:Shｏｗsomesiｇｎs,ｕｓinｇimpｅrativｅstoeｘｐressprohibiｔioｎ.Ｗhile-ｔaskpｒocedure:A.undｅrgroungｓtaｔiｏnSｈowｔｈｅsiｇnｏfｔheundｅr-gｒoundstation.,toeｌiｃｉｔｉt．Tellsomｅundergrounｄstationｓtheykｎow.Shoｗtｈesｌideofpｉctuｒe1.Ask:*Wｈｅrearｅthｅyｇoiｎg?*Whicｈsｉgnｍeaｎs“ＺｈongｓhanParkundｅｒgｒound”?Toeliｃｉt:Tｈｉsoｎｅ.B.Thｅｙarewaitｉngforthetｒａiｎ.Showtheslidetoｅliciｔｉｔ.Asｋ:Whataｒetheydoiｎg?Pｌaｙａguessinggａme．C.Ｔｅach“Pictｕｒe３”1．Askｓtudentsｔoasｋtｈeｑueｓｔiｏnsacｃｏｒｄingｔothepiｃｔure.Tｏeｌｉｃｉt:sｍokｅA.ＰｏｐEnglish.B.Say“Don’t…”ａccｒｏdingtｏthesiｇns.Ｌearnandsaｙ.2.Sａytheundergrounｄｓｔatioｎs._＿_(dá)__＿ｕndergrｏundstａt(yī)iｏn３.Ａｎｓwｅrthequｅstioｎｓ．Leａrｎandimiｔaｔｅ.S1:Doaction.S2：（Gｕess)Aｒｅyouwaｉｔｉnｇｆｏrthｅ(bus).Mａkethequｅstions:*Whereaｒｅthｅｙ？*Wｈataｒetｈeｙdoing?*Ａretheyeａｔｉｎｇordriｎking?*Areｔheｙｓmokｉng？2.Ａｓk:＊Ｗｈiｃhsｉgnmｅａｎs“Ｄon’tｅａt(yī)orｄrinｋ/Don’tsｍokｅ”?*Wherecaｎｙouｓeｅthｅｓigns?D.ＰracｔiｃｅPlaｙtｈecａsｓetｔe.Aｓｋtheｍtoretｅlｌthetext.３.Stｉcｋｔheｓigｎsｏntheboarｄ.Askthemｗｏrkiｎpaiｒs.Poｓt－taskacｔivitｉesPCP3WＢP22.Ａnｓwertｈequestｉons.Listenａndｒｅpeat.Lookaｔtheslideaｎdｔaｌkａbｏuｔthem.3.ＷｏrkｉnpaiｒsS1：Whicｈsign…S2：(Pointａｎdｓaｙ)Thｉｓｏne.1．Ｄotｈeeｘeｒcises.BoarｄDｅsｉｇn:Feedback這是本Uｎit難度最大的一課,在教學(xué)過程中，發(fā)現(xiàn)學(xué)生的朗讀都存在很大的問題,這是與生活相關(guān)的一課。但是，有的東西與我們實(shí)際還存在著一定的差異,所以,我又加強(qiáng)了人文方面的熏陶。Modｕle1.GettingtoｋnowyouUnit1.ＣaｎI(lǐng)doｔｈis?Teａchiｎｇ-aｉｍs：P51.Usｉｎgimperativｅstoeｘpressprohｉbiｔｉonse.ｇ.Ｄoｎ’ｔｍakeanｏise.2.Usinｇformulaiceｘpreｓsioｎstｏexpｒｅssａpologiesｅ.g．I’ｍｓoｒry，ＭｉssFａng.Ｆocusanddiｆfｉculty：1.Ｕsｅａpｐｒopｒｉatｅintoｎａｔｉoninｓtatemｅnts2.ＬｅarnersｔalkaboutcommoｎｓchooｌprohibitionsTｅachingｐｒoceｄuｒes:Teacｈeｒ’sAｃtivitieｓStudent’sActivitiｅsMｅthodＴimｅAidPre-ｔasｋｐrepaｒation:A.Rｅvｉsiｏｎ：Ａsｋstｕｄentｓｔosaywhattｈeｙshoｕｌdnotdointhepaｒk／school/lｉｂrａry/plａygｒound/roaｄ.Whilｅ－tａｓkproｃeduｒe:A.Pｌaｙthecaｓsｅtte.Ｂ.Askｔhestuｄeｎtｓtolｏokaｔtｈesignsin“Readaｎｄwｒｉtｅ”.Ｍａt(yī)ｃhｔheｓignsｗiththepiｃｔｕｒe．Ｃ.Ｗo(hù)rkinｇroups.Refertotheｐｉctuｒeｉn“Readａｎdｗｒite”andｐraｃｔisｅactiｎgasｔoryｓimilarｔｏｔｈeoｎein“Sayandact”.Ｄ.Choｏseａsｉgntoactａstory.A．Ｕｓinｇ“Doｎ’t…”toexprｅssｐrohibiｔｉoｎsiｎｅachplaｃｅ.A.Lｉstenaｎｄrｅpｅat.B.Lookandmatcｈthesiｇnsａnｄpiｃtures.Ｃ．Discusｓandｐlaythｅrolｅs.D．Actｏutthｅstorytheｙmade.ＢoardDｅsign:FeedbackＭｏｄulｅ１.GeｔtingｔｏknowｙouUnit2．TｈiｓiswｈatIwａｎtＴeachiｎgaims：Ｐ6Ａskiｎｇ“Wh－“qｕeｓｔｉonstofiｎｄoutsｐｅcificinformaｔione.g.Whａt(yī)ｄoｙouwａｎt，Aliｃe?Usｉnｇthesimpleｐresenttensｅtomakｅrequeｓtse.g．Ｉwａntsomｅpaｐeｒ,pｌeａse.Uｓｉｎｇforｍuｌaｉcexpressionstoreplytorequｅｓｔse．g．Ｈeｒe’ssoｍeｐapeｒ.Foｃｕｓanｄdiffiｃultｙ：Leａrnerspraｃtisｅａsｋiｎgｆoritemsｉntｈeclaｓsroｏｍ．Heｒeis/are…(Paｙａt(yī)ｔenｔiｏｎtoｔhｅuncoｕnｔablenoun)Tｅaｃhingprocedｕres:Teacher’ｓＡctivitｉeｓSｔudｅnt’sＡcｔiviｔiesMetｈodTimeAiｄPｒe-tａsｋprｅparation:A.DailyTａｌkB.Revieｗstationeryitｅｍs．Ｄon’trepeａｔ.Ｗhiｌｅ－tａskpｒoceｄｕre:A.Ｗhａt(yī)doｙouｗant?Ｉ/Wewant…Maketheｓiｔuaｔioｎstoｅlicitthesｅntｅnceｓ．E.g．T：Ifyｏuarｅhｕngｒy/ｔhｉrsty,wｈaｔdoyｏｕwanｔ?２.Usｉngthｅsentencestｏｐｒaｃtｉｓe.Workinpａirs．B.Heｒe’s/ａrｅ…Thankｙouｖeｒyｍuch.1.Ｍaketｈeconversaｔiontoｅlｉｃitthesentences.PractisebｙTaｎdSs--－-SsC．Tｅach:glueｔａｐesｃissorｓ1.Sｈｏwtheｏbjeｃtｓtoelicittｈem.2．Toｕchaｎdｇuｅss:Whatｉsｉt？Uｓｉngthesentencesthey’vｅjｕstleaｒttopｒaｃtiｓetｈｅwords．A:Ａｓkandanswerbｙtｈestｕdenｔs．B:Ｓaｙtheclａssrooｍｏｂｊｅcts.Ｌearnandsay.Aｎｓwer:Iwant…Wewaｎt…ＡsｋandａnswerｆｒeelyS1:Ihaveanappleandanorange,whatｄoyoｕwａnｔ?S２:Iwant…ｌｅarｎanｄｓaｙ.2.S1:Ｉｗantsｏmepaｐer．S2:Hereissomｅｐａpｅr.S1:Thankｙouverymｕcｈ.lｅaｒｎ,spellａndsaｙ.Tｏuｃhｔheobｊeｃｔsanｄguｅss．S1:Wｈaｔdoyoｕｗanｔ，abｏttlｅofｇlueoratａpe？Ｓ2:…4.Ａskthestudｅntstobeｔeachｅrstotellustｈｅclasｓroｏｍoｂjｅctsｔheｙknow.Post-taskactｉvitieｓWorkｉngrｏｕps:in“Aｓkandａnsｗer”ＷBＰ34.Tobｅtheteaｃｈeｒａnｄｔeｌlｔheclasｓthｅclassrｏoｍobjectｓtｈeｙkｎow.ｅ.g．wａpｐingpaｐerrｉｂbonｅnvelopｅｓtａｍpetc.1.Askａnｄanｓweriｎｇｒoupｓ,eａchgrouｐｃｏｎtainｓthreestｕdｅnｔs.2.Dｏｅxｅｒｃiｓｅｓ.師生BｏardDｅsign：Fｅｅｄｂacｋwaｎt的句型是本學(xué)期的重點(diǎn),雖然與以前學(xué)的likｅ的很相近,但學(xué)生還是不能理解,在今天的課中我還與后面的ｎeｅd句型想結(jié)合進(jìn)行了擴(kuò)展，以方便于后面的學(xué)習(xí)。Ｍodulｅ1.GeｔtinｇｔoknｏwyoｕUnit２.ThisiswhatIwaｎtＴｅacｈingａｉms:P71.Aｓk“Wh-”qｕestioｎｓtoｆindoutｓｐeciｆicimfoｒmationｅ.ｇ.Whａt(yī)doyouwanｔ?2.Ｕｓiｎgtｈeｓimplｅpreｓentｔenseｔomakｅreqｕestse.ｇ.IwaｎtａＭccｈicｋenandsomeoranｇｅ．3.Uｓingaｔtrｉbuｔiｖeadｊ.Ｔodｅsｃribeｏbｊｅｃtse.ｇ．a(chǎn)largeＣokeFｏcusａｎddｉffiｃulty:Ｕseａpprｏｐriａt(yī)eintoｎａt(yī)ioｎinwords.Ｐayatｔeｎtｉontoｔhesｅnｔeｎｃe:＿＿_(dá)___＿wants_＿_(dá)__＿_(dá)___.Teacｈinｇproｃedureｓ:Teacher’sActｉvｉｔieｓSｔｕdｅｎt’sＡcｔivｉtiesMethodTｉｍｅＡiｄPre-taｓkpreｐａrａt(yī)iｏn：A.Taｌkｆreely.B.Reviｓiｏn:AsktheｓｔudｅntstｏdrawMｃDonａld’straｄｅｍarkC．Aｓｋ：ＤoｙouliｋeｔｏgｏtoMcDonald’s?Wｈａt(yī)ｄoｙoulｉkeｔｏeat？ＡskthemtodrａｗthepictｕreｓｏftｈｅMcDonalｄ’food.Whｉle-tａskprocedure:A.Teach:applｅpiｅBigMac,ＭcChicｋeｎA(yù)sｋｔｈesｔuｄｅntstｏbetheteacｈｅrsｔotelltｈeｃｌassthｅｗｏｒdｓａndprｏnunｃｉationofthefood.Ｐractｉsethｅworｄsｕsingtｈekindsoftheseｎtenceｓ.Ｂ.Teaｃh“LｏokandSaｙ”Ｐl(wèi)aytｈecasseｔte．2．LoｏkatｔheｆoodｏntｈeboａｒdandPracｔise．Ｃ．Ｗhａｔdoｅs_＿_(dá)＿_(dá)__waｎt?He／sｈｅwａｎtｓ…Ａ:Tａlkaｂouttｈeｈｏbｂit，fｏｏｄ,sｔationeｒy,etc.B：Ｄrａwtｈｅtraｄemａｒk.C.Ａnswerthequesｔionｓaｎddraｗtheｐiｃturesｏnｔheｂoard.Tobetｈeｔeacheｒｔotelltｈｅclass.Saysth.abouttheｎewworｄs.Ｌiｓtenａndrepｅat．2.１)Sｓ:Iamｈuｎｇrｙandthirsｔy.Iwanｔ___anｄ_＿．2）S1:Wｈatdｏｙｏuwaｎt?S2:Iwａnt…Aｓｋｏｎｅstudenｔ“Ｗhatdoyouwanｔ？Theｎaｓkｔｈeotherstudeｎtｗhaｔhe/ｓhewanｔs?Toelicit:Ｈe/Shｅwanｔs…AｍeｍorygaｍeＩｎｖiｔｅｔｗosｔudeｎtstothｅfrｏnt,ａndtelｌtｈeotheｒsｔudentswｈattheywａnt.Thereｓtoｆtｈｅcｌasｓlｉstｅnandtrytoremembｅr.3.Doasuｒvｅy:WalkａrouｎdtheｃlassrooｍanｄaskｔheclａssmatｅsｉfｔｈeｙgotｏMｃDonａld’s，whaｔｄotheywａnｔ?Post-ｔaskａｃtiｖitｉespｌaytｈｅcaｓsettｅagainanddotｈｅｌisｔeｎｉngｅxerciｓｅs.2.Ｐｌaytherolｅandａctｏｕtｔhｅdｉａloｇue．１.Trytosａｙ:He／ｓhewaｎt…Ｌistenandrememｂeｒ，theｎrespoｎsｅ:_＿_(dá)＿＿wanｔs…Walkarouｎdtｈeｃlassroomａndａｓｋthecｌaｓsmａt(yī)es:Wｈaｔdoyｏuｗaｎｔ?Thentｅlltheteacher:_____ｗants…Lｉstｅnａndtryｔofilltheblanｋs.(ontｈeｐaｐeｒ）2.Workiｎｇrｏups:AtMcDonald’sBoaｒdDesign:Feｅdｂack上麥當(dāng)勞的一課是同學(xué)們最感愛好的，畢竟與生活實(shí)踐非常貼近，可以說,這是開學(xué)至今大家上課最積極的一課?？上驳氖?在發(fā)音上也很標(biāo)準(zhǔn),也許真的是這課的內(nèi)容比較吸引學(xué)生的注意吧。但畢竟不是每篇課文都如此的。Mｏduｌe1.GettinｇtoknｏｗｙouＵｎit2．ThisiｓwhaｔIwantTeaｃhingaiｍs：P81．Usingthesimplepｒesenttensetoexprｅsssiｍplｅtrｕｔhse.g.Iａmhｕngry，Ｉ’vegｏtsomｅ…2．Aｓk“Ｗh-”ｑｕｅｓｔｉonｔｏｆiｎdoｕtspecｉficｉnｆormatiｏne.g.Whａt(yī)ｈavewegoｔ?Fｏcｕｓaｎddifficｕltｙ:Bｅａbletｏｅxｐｒｅｓsｔhｅｓｅnｔｅnce:I’vegoｔ_________＿_(dá)_／He/She’sgｏt＿_(dá)____＿_(dá)__＿．Usingthｅfooｄiｔｅmsｔomakethｅdialogues．Teachｉngｐrocｅduｒｅs:Teachｅr’sAｃtiｖitieｓStudｅnt’sＡctiviｔiesMeｔｈodTimｅＡidPre－tａｓkpreｐaｒaｔｉon:A.ＳpeakEｎglisｈMakedｉaｌoｇｕesB.Revision:ｔｈefｏoditems“tohaｖe”Ｗhｉlｅ-taskprocedure:A.haｖｅaｐicnｉcＡsｋ:IｆitiｓfineonSunｄay,whatarｅyoｕgoingtodo?Toelicｉｔ:haveａpicnｉcB．Teａch:LooｋandSayＳｈｏwthｅwａllｐictureAsk：Ｗhataretheｙdｏing?Ask:Whaｔｈａｖｅｔheygoｔ?Givethestudentstｗoｍｉnutestｏｒemeｍbｅrwhattheyｈavｅgoｔ.Ｐｌａythecaｓsettｅ.Ask:Whaｔhａs____＿got?Aｓkthestｕdentｓtｏdrａwsｏmefooditemsonｔhepapeｒｔhｅｙlikｅ,askeａchgrｏup:wｈathａveyoｕｇot？Posｔ－tａsｋactivitｉｅｓTａlｋabouｔｙourrooｍPｒactiseｉn“Askanｄanｓwer”3.GBP6A:AsｋａnｄanswerB.Ｓaytｈeｗordｓｑuickｌy.Maｋｅthｅｓentencｅs.Aｎswｅrfｒｅｅly.LearnaｎdsayＳs:Theyaｒehavingapicｎｉｃ.(oｎｂoard）Reaｄandｒememｂeｒwhaｔtheyhavｅｇoｔ.3.Ｌisｔenａndｒeｐｅaｔ.Ｓs：Ｈe／Shehａsｇｏt…Ｗｏｒkingrｏupｓ:Drawｔhefoｏdiｔemsontｈｅｐａperandsaｙｔoｇｅther：Wehavegoｔ…Tｈinkａndintroｄucｅyｏｕrｒoom.*Inmybｅdｒｏｏm,Ihavｅgｏt…Ａsｋandａnｓwer3.Doexerciｓｅｓ．Moｄｕle１．GｅttingtokｎowyｏuUnｉt2.ThisiｓwhatIwantＴeachingaiｍs:Ｐ9Ｕsing“Ｗｈ-”quｅstｉonstｏfinｄoｕtspｅｃificｉnfｏrmatiｏne．g．Whatｄoyｏuwａnt？Uｓingmodaｌｓtomaｋerequestse．ｇ.CanIhavesomefisｈ,pｌｅase?Usｉnｇformuｌaicexｐresｓioｎstorｅplytoｒｅquesｔse．g.Thereyｏuare．Usｉnｇｎounstｏiｄenｔifｙobｊecｔse.ｇ.noodlesvegetaｂleFoｃusａnddiffiｃulty:1.Ｂeableｔosetupmａrketｓstａllsandplaｙshopassistaｎtsandcuｓtｏmｅrｓusinｇshoｐｐｉnｇlisｔs.2．”Tｈereｙoｕａｒe．”isasｔheｓａｍeｍeanｉngaｓ“Hereyouarｅ．”Teａchｉnｇｐroｃedureｓ:Teacher’sＡcｔivitiｅsStｕdent’ｓＡctiｖｉtieｓＭｅtｈodＴiｍeAiｄＰre-tａｓkｐrｅparatiｏｎ:A.Sayｔherｈymeｓ.B.Ｒeｖision:Cａｎ…?Ｗhilｅ-ｔaｓkpｒocｅｄure：A．ｒicenoｏdlesvegｅtａblesShowtｈｅpｉctuｒeｓoroｂｊectsｔoelｉcｉtthｅｍ．Maketheseｎtenceｓwithtｈｅwoｒds.B.Ｔeａch“Sayａnｄact”Ｄｉstribｕteapieceｐapertoeａcｈsｔｕｄeｎt.Ｐｌaythecassｅｔｔe.Listeｎandremｅmbeｒwhａt(yī)Ericwａnt,writeSｔh.ontheｐａper．Ａｓk:WhatdoesEriｃwanｔforhｉsdｉnner?Toelicit：Erｉcwａnts…Ｐl(wèi)ayｔhｅcassetｔｅonceｍore.Inviｔepａｉrsofstudentstoｒeaｄｔhｅdｉaluges.Ｔeｌlthｅｓtudents：Wｈatdoyouwaｎt?Excｅｐｔanｓwering“I/Ｗewant…”，wｅｃanaｌｓosay：CａｎI(lǐng)have…?Post-tａｓkactiｖｉtiｅｓ１.Asksｔudeｎtsmakeａshoppｉngliｓｔ,askthｅmtoｒeｆertothｅpｉcｔurｅｓiｎ“Ｓａyａｎdaｃt.”A:ＰｏｐEnｇlｉshB.Makｅconversatioｎｓｂｙ“Ｃan…?”1．Look,lｅａrnanｄsaｙ.Ｉmitａt(yī)eandspelltheｗords2.Makeｔhｅsｅｎtｅｎceswiｔｈtｈenｅwwｏrds.1.Eａcｈｏｎecａｎｇｅtｔhｅｐaper2.Ｌistenａnｄｗrｉtetheｗｏrｄsyouhear.３.Say:Erｉｃwants________.4.Listｅnandｆollow.5．Readthｅdiaoguｅiｎpairｓ.Writｅashoppinglisｔ.WorkinｇroupsａｎｄpreｐaretoacｔIｎvitethemtoｐeｒform3.Ｄolisteningexｅrcｉses．(PCP6）４.ＰＣP52．Aｃtoutthediａloguetheymaｄe.Liｓtenandcoｍpｌetetｈeeｘeｒciseｓ．Dotｈeexeｒciseｓ．BoardDeｓigｎ:Feedback今天的課中有學(xué)生這樣問:“老師，什么樣的名詞是不可數(shù)名詞?！薄拔镔|(zhì)名詞都是不可數(shù)名詞?！蔽翼樋诰痛鸬?。“那什么樣的是物質(zhì)名詞?”我頓時(shí)語塞。這要和學(xué)生怎么解釋那，畢竟純語法的東西,還是學(xué)生很難理解的。課后不禁在想，這牛津教材，又要口語,又兼顧語法還真是難啊。Modｕle1.GettingtoｋnoｗyouＵnit3.ThiｓｉswｈatInｅe(cuò)dTeachiｎｇaimｓ：P101.Usinｇnoｕnstｏiｄeｎｔifyｏbjecｔsｅ.g.socks2.Asｋing“Wｈ-”ｑuestionsｔofindoｕｔvariｏusｋiｎdｓｏｆspeｃificimｆormationａboutapersｏnｅ.g.Kitty,ｗｈatdoyouｎeedｆorｓchoｏl?3.Usinｇattribuｔiveadｊ.Todｅscriｂeｏbjectse.ｇ．a(chǎn)nｅｗbagＦoｃuｓanddifficｕｌty:１．Uｓeapｐropｒｉateintonationinwｏrds.2.Askingaboｕtaｎｄeｘｐressingneedｓ.3.Thedifｆerenceｂetween“Iwaｎt…”ａnｄ“Ｉnｅe(cuò)d…”Tｅachingpｒoceｄures:Ｔｅacher’sActiｖiｔiesStudenｔ’sAｃｔｉvｉtiｅsMeｔhoｄTimeAidPre-tasｋpreparatioｎ：Singasｏｎg.ＭakeshｏrtdｉalogueｓSａｙtｈerhymeｓ.Reｖision:１.Abｏuｔstａt(yī)ionerｙitems２.Aｂoutｃlｏthesiｔems.Whiｌe-taskproceｄuｒe:shｏｅs1．Aｓk：Ｈowmaｎｙpairｓoｆshoeshaveyougot?Toelicit:shoeｓ2.Maｋｅsentｅｎceｓ3.Showanyotherｓｈｏes.Tｏeｌicit:sportshoesｌeathersｈoeｓ4．ＡsktｈeｍｔoｓａyＳｔh．a(chǎn)bouttｈeshoｅs.5.Asｋ:Ｄoyouknowthebrandoｆspｏrtshoｅs？Ｂ．Soｃks１.Showｓomesocksｔoeliciｔ:ｓocks2．Ｇuess:Wｈａｔｃolｏuｒareｙourclａssmａｔe’ssocks?3.Talｋaboｕｔthesocｋs．Ifyou’rｅｔhｅshopassisｔant,pleａseｉnｔrod－ucｅｙourgｏodsｆortｈepeopｌｅ．C.uｎiform1.Sａy：Todayyouarepretty,youlookorｄｅｒly．ＤoyouknowWHY?Toeliｃiｔ：uniforｍ２．Ａsk:Whoalsohasuniｆorm?D.Ｉｎｅe(cuò)d…1.Saｙsomeｓｅnｔenｃestoｅliciｔｔhesenteｎce:Ｉneed…*Ifyouwaｎttoｄriveacａr,youneedａｌｉcenｃe.＊Ｉfyouwantｔofly，younｅｅdapaiｒofwinｇｓ.＊I’mthｉrsｔｙ,Ｉnｅｅdｓｏmｅwater.*Iｗaｎttogｏｏuｔ,butit’sｒａiniｎg，Iｎｅe(cuò)dａｎuｍbrella.2.Letｔhestudentｕnderｓｔandｔhemeaningaｎｄｒeｓponse.*Benisapｕpil．*TｏdayｙouhavｅａP．E.Cｌass.*Ｓumｍｅrｉscoｍiｎg．*Yｏuｗanttｏfly．＊It’scold．*It’sraining.＊Ａlice’sshｏesａreolｄ.＊Ｉt’sdｉnnerｔｉme.*Eddiewantｓtowｒite．＊Ｙｏuｗaｎttoｄｒaｗ．Ｐost-ｔaｓｋactｉvitieｓ1.Plａytｈeｃasｓｅtte．2.Ask:Wｈatdｏeｓkittyneeｄｆorschoｏl?3.Ask：Wｈaｔｄoyｏuｎeeｄｆorschooｌ?（oralｐｒatice)，thenwrｉtethethingsoｎthepaper.4.Inｖitesｔudenｔstosａｙ.5．Grｏｕpwork:WhatdoyouｎeedforP.E.class,aｒtｃlass,diｎｎerｏrｐicnic.(Eaｃｈgrｏupchooseonetopictｏｄisｃusｓ,aｎdwｒiteｔhethinｇs,tｈeycanrefertotheｗordsonｔhｅｂｏaｒd.)ThingsforschoolIneed____________ThingsforschoolIneed________________________________________________________.Siｎg＜Ifｙｏｕareｈappy,…＞＊CaｎI(lǐng)ｇｏout,Ｍum？…*HｏwdoyｏugotoZhoｎgｓｈａn*Whatｃan’twedointhe…*…，ｗhatdoyｏuｗａnｔ?1．Sａytｈeｗｏrｄsqｕicｋly.Answｅraｎdｌearnthenewworｄs．2.Makethｅsentｅnce.3.Looｋandleａrｎ.4.Introｄuceyｏurｓhoｅｓ．5.Ss：Liniｎgspoｒｔshｏｅs,ｅｔc.Loｏkａndlｅarｎ．Ｓ１：×××，Arｅyousocksyｅｌloｗ?S2:No,ｔheyarｅwhitｅ.S：Ｈi,loｏｋａt(yī)ouｒsocks，thｅyarenicｅandｃheａｐ.etc.Ｌearnandｉmitate.２.Ｓay:Ｄｏｃtorｓaｎdnurｓeshaveuｎifｏrms.(policemｅn,fiｒｅmｅn,ｗaiｔeｒｓ,pilots…）１.Learｎanduｎｄersｔａｎｄ．Tｈｉnkandsａyｏutｔheｄifferｅncｅsbｅtwｅe(cuò)mtheｔwoｗords,ｗantandneed)Liｓｔenandresponｓe，ｔhｅｙcangiｖetｈeｍoreanｓｗeｒｓ.Aｎdｔheyalsocａｎtｒytｏｓaylｉkｅtｈeteacher.Lｉsten,fｏlｌowandread.Saｙ:Kｉtｔｙｎｅｅds＿＿_(dá)_＿_(dá).3.Fiｒｓtsａyｏｕｔtheｔhingsｙoｕneeｄ，thenwriｔｅoｎtｈepaｐer．4．Tｅｌltotｈeclass.Ｇrｏupleaderｃhoosｅatoｐｉcanddiｓcuｓswｉtｈtｈeｍｅmbers,tｈｅnwriteoｎthepaperthｅｔhｉngsyｏunｅe(cuò)d.Theｙcａnrefertothewordsontｈｅboarｄ.Thingsfor__________Thingsfor__________Weneed___________________________________________________.(Ａctivity5)(P.E．ｃlaｓｓＡrｔｃlasｓdinnｅrpicnic)words:jaｍsｐoonforkhoopscofｆｅe(cuò)fruitvegeｔablｅsglｕeｒicefishsｃｉssｏrｓbrushessteａkhａmburgｅrsuniformsbreaｄbａlｌsCｏkeｋnifemｅatMaｃchickｅnspoｒtｓｈoesmｏodｌｅｓmilkFreｎｃhfriｅsｊuiｃｅrｏｐeseｔc.BoaｒdDｅｓigｎFｅｅｄｂａckNeeｄ是和waｎt幾乎完全同樣的句型，在做題時(shí)也完全是如此的,但是學(xué)生的反饋卻完全像新知識同樣,讓我原本好的心情有些沮喪。特別在句型的轉(zhuǎn)換和適當(dāng)形式兩個(gè)板塊，真不知道該如何進(jìn)行語法滲透。Ｍｏduｌe1.GettingtoknｏwyouＵnｉｔ3.ＴhｉsiswhatIneedTｅachingaimｓ：P１1Ａsking“Ｗh-”qｕesｔｉonstｏfiｎdouｔvaｒiouskｉnｄsoｆspｅciｆicinfｏrmａt(yī)iｏnaboｕｔanevente.ｇ.Whａｔｄｏwｅｎｅe(cuò)d?Usinｇｉｎｄefiniｔedeｔerｍinerstoreｆeｒtｏａｎunｓpeｃifideaｎouｎt/numbｅrofthinｇｅ．g.Weneedsoｍｅ…3.Uｓinｇthｅsiｍplepresenｔｔensetｏexpressopinｉonse.g.Thａt(yī)ｓmeｌlｓgood.Foｃｕｓａnddifｆiｃｕltｙ:1．Thｅfooｄiｔeｍsｆormakingacakeaｎdoｔｈｅrｆoｏd.２.Uｎcｏuntａbｌenｏuｎs:sａｌtsｕgarbuｔterｍilkｆlourjaｍＴeachinｇprｏcedures：Ｔeacheｒ’sActｉvitiｅsStudenｔ’ｓAcｔｉviｔiｅsMethoｄTｉmeAidＰrｅ－taskpreparation:Ａ.DailｙTalkB.ReｖiｓｉoｎＡskandａnswｅrｂy“Ｗhａt(yī)dｏyouneｅdfｏr…”Ｓaythefoodｆｏryouｒｂreakｆastorｓｎaｃk.Ｓaythewordaｂｏuttheｔaｂｌeset,ｔoeliciｔ:bowl4．Caｎyｏufindoｕｔｔｈeｗｏrdswｉththｅｓamepronuncｉatioｎs.Whｉｌe-taskpｒocedure:A.ｓugarｓalt1．Lettｈestuｄentstasｔeｔhetwothingｓ,ｔｏelｉcit:salｔsugar2．Ｔastｅａnｄguｅss,whatｉsiｔ？3.Saystｈ.ａboutthem．4．Ask：Whatdｏｙouｎeedｆorcｏokｉng?B．Tｅaｃhing“Ｒeaｄandsａy”1．Shｏwaｃakeａndaｓk:Whatｉｓit?Hｏwdoｅsｉｔｓmeｌl？Toelicit:caｋe.Thaｔｓmellsgoｏd.２.Aｓk:Howtｏmakeａｃaｋe?Whａt(yī)dｏweneed？（writeｔhｅkｅｙwｏrdｓonthｅboaｒd.）3．Plａｙthecａsｓｅtｔe.4.Asｋ:WhatdoEriｃ’sｍoｔherneedtomakｅtheiｒcaｋe?(ｗritetherｅstwordsontｈeｂoard.)５．Ｙoｕｔhinｋwhatｔheydoａfｔermakinｇｔｈecake.Tｏeliciｔ:maｋecakｅ－bakethecakePｏst-ｔaｓkａcｔivｉｔieｓＰractiｓｅthedialogue.Rｅａd：Haｖeafewpairsreaｄthedialogｕein“Askａnｄanｓｗeｒ．”Gｒｏupwork.Ａskｔhemｏｒｅａblestｕｄenｔｓ／theｍorelｅssｓtudenｔstofｉndoutthｅfoｏdiｔemsｔｈeyｎeedtomakefruitｊellｙ/icedleｍontea,rｅｍｉnｄｔhemtoinclｕdebｏwｌs,cuｐs,ｅtc..４.WBＰ6Ａ.Dａilyｃｏnｖｅrsatｉｏn.Ｕsｉｎgtheｓｅntenｃetoaskandaｎswer．S:ｃake，brｅad，ｅtc.S：sｐｏon,knｉfe,eｔc．Ｓ：floweｒ－--flouｒ,ｅtｃ．Taste,learnanｄsaｙ.2.Tａsteａnｄguｅss.3.S:Theyｌｏokliｋｅ.Tｈeyarｅｗｈiｔe.Tａstethem，sｕｇarissweet.Sａｌｔissalｔy4.Sayａｎdlearntｈewｏrds:ｅdiｂleoiｌ,ｖinｅgａｒ,ｐot1.Ｌｏok,smellandｌearn.2．Thinkanｄtｒyｔｏaｎｓwer．３.Liｓtenandfollow.4.S：Tｈeｙnｅe(cuò)ｄ__________.5．Tｈinkandlearｎ.1.Actｏuｔthｅｄialogue.Rｅaｄthedialoguein“Ａ＆A”３.Ｔhｉnkandｄiｓcussifyoumａｋeｔheｆruｉtjeｌlyｏricedｌｅmontea，whaｔdｏｙouneed？S１:ＣaｎI(lǐng)havesome..,pｌｅase?S2:Hｅreyouare.Ｓ!:Thankyou．4．Dotheexeｒcisｅs．BoardDｅｓiｇｎFeedbacｋ“Leｔ’s是哪兩個(gè)單詞的組合?”“l(fā)ｅtｉs”下面的異口同聲讓我都不知道說什么了。“l(fā)et’s是ｌetus，ｌet后面加的是賓格?！笨粗麄兊狞c(diǎn)頭,覺得孩子們真是天真，但學(xué)習(xí)的重?fù)?dān)又讓他們的臉上嚴(yán)厲了很多。Moｄule1．GetｔingｔoｋnoｗｙoｕUnit3.ＴhisiｓｗhatInｅe(cuò)ｄTｅachｉngaiｍs:P１2１.Usｉngthesimｐleｐｒeｓｅnｔtensｅｔoexpresssimｐletrutｈｓe.g.We’ｖegotｓoｍewater.2.Usｉngthesｉmpｌepresｅnｔteｎsetoｍakeｒeｑuesｔｓｅ.g.Weneeｄsoｍescｉssｏｒs.３．Usｉngconj.Tolinkcｏntｒasｔingiｄeａse.g.……bｕｔwenｅｅｄsomepaｉｎts.Focｕｓanｄdｉffｉｃuｌty:1．TheusａgeｏfCｏnｊ.”but”2．Ｉmitaｔethｅmodａltoaskandansweｒby“＿_(dá)＿＿＿＿_(dá)bｕt＿_(dá)__＿_(dá)_＿.”Ｔeａｃhｉnｇproceｄｕrｅｓ:Tｅacher’sActivitiesStudent’sActｉvｉtiesMeｔhodＴｉmeＡｉdＰｒｅ-ｔａskprepａration:A.Taｌkｆｒeelｙ.B．Revisｉoｎ：Icaｎ__＿_(dá)_____,butIcan’ｔ_＿_(dá)_＿_(dá)_.I／Weｈavegot＿_(dá)＿_(dá),buｔＩ/Ｗehaｖｅｎ’tgｏt____＿_(dá)_＿＿＿_(dá).While-ｔaskproｃedure:A．Ｗe’ｖegotsomｅｗatｅrbuｔｗeneedsｏmｅｐａints.１．Say:Iｗanttodrａｗapicｔｕre.ＮowIhavesｏmewatｅｒ,CanIdraw.Whａt(yī)dｏIneeｄ?2.Leadthｅmtopractise.Poｓt－taskaｃｔivｉtieｓPlaｙｔhecaｓｓeｔte.Ｌeadｔhemtoasktｈeqｕestｉoｎｓaｂｏｕttｈetwopictures.Asｋtｈemｔorefertoｔhe“Lｏoｋandsａy”anｄactoutthem．Ａskｔhemtｏlookatthｅｐｉcturesiｎ“AskaｎdAnswer”andprａcｔiｓeiｎpairｓ.PCＰ7Trytｏｓａy:Ｙoｕhaｖe___＿_(dá)_____,buｔyouｎeed__＿_(dá)__＿_(dá)_____.Ｓ1:Iwanttodrａｗａpｉcture,nｏwIhａvesomecｏlourpenｃils.S2:Youhavｅｓomepencils,butyｏuｎeeｄsｏmepａper.Listｅｎaｎdfolｌow.Ｓ1：WhatｈaveAliceandKiｔtygot？Whathavethｅygot?S2:Theyｈaveｇot__＿＿_(dá),ｂｕｔthｅｙneeｄ_＿_(dá)＿＿_(dá).Wｏrｋiｎｇroups，aｃtouttｈedｉaloｇuｅsWorkｉnpａirin“A&A”5.Doeｘｅrciｓes.Module1．GetｔingtoｋnoｗyoｕＵnit3.ＴhisｉswhatIneedTeａchinｇａims：P131．Usiｎgconj.ｔｏlinkcｏntrastｉngideasｅ．ｇ.Kitｔyhａsaunifｏｒｍbutｉtｉｓsmａlｌ.２.Ｕsingpreｄicatｉvｅadｊ．todescribeobjectse.g.Ｉtｉscheaｐbｕtitisnｉce.Focusａｎddifficulｔy：1.Lookａt(yī)tｈｅpicturｅandreｔｅllｔhetｅxt．2.Aｔｔributive/predicaｔｉveａdｊ.：neｗolddearcｈeaｐTeａcｈｉnｇｐrocedｕｒes:Teacher’sAｃtivｉｔiesStuｄent’sActiｖｉtｉesMeｔhｏdTimeＡidPｒｅ-ｔaｓkｐｒepaｒation:A.Ｒeviewconj．tｏｌｉnkcｏｎtrａｓtiｎgIｄeas._____＿_(dá)__buｔ_＿_(dá)＿_(dá)＿．While－taskpｒocedｕre：A．dｅaｒcheap１.Maｋeasituatｉoｎ:ｇｏshｏｐｐｉngａｎdｗａnttobｕｙａbaｇ.(Showtwobagｓwｉthtｈｅthepriceｔａg,100Yuａnand20Yuａｎ)Toelicｉt：ｃheaｐdeａr２.AsｋｔhｅmtomakｅsentenｃesＩtisadｊ．Butitisadｊ.1.Sｈoｗanoldstorｙboｏk．Ask:Isthisstoryboｏｋneｗ？ＢｕtＩlikeｔhisbook.ＩcanRｅadsomefamouｓfａirytales.(leｔｔhestｕdenｔsusiｎｇ“but”tolｉｎkｃontrastingideas.)2．Asｋthesｔｕdｅｎtｓｈoｌdupｏneｏfyｏuｒthinｇａndsaybythesentence．Ｃ.Teａｃhing“Looｋandreａd”1.Playｔhecａsｓeｔｔｅ.2.Asｋafewstｕdentstoreadtheｔext.Lｅadtｈestudentsｔoａsksoｍequestｉoｎstotheclａｓsmａt(yī)es．Aｓkthemｏreableｓtuｄenｔsｔoretelltｈｅｔeｘt.Post-taskactivitiｅs1.Ａsktheｓtuｄeｎtｓtｏwｏrkoutｔｈｅsentｅｎｃｅｓ.in“Ｒeaｄａnｄwrｉte”(oｒaｌprａcｔiｃe）２.Wrｉteｔheｓenｔenｃesinthebook.3.PCP84.WBＰ8Ａ.Ｍaｋｅsenｔenｃesby“ｂut”1．Maketheｃoｎveｒsaｔionintｈeshop.2.Mａketｈesentences:S１:Ｍyｗａt(yī)chis200yuａｎ,itisdeａr.S２:Loｏkatthisbaｌlｐen,itiｓcｈeap.Itisｏｎｌｙ０.5yuan.1.Aｎswｅraｎdｌearnthesimpｌeｓｅnｔence.Trｙtosay:Ｔhestorybookiｓ