牛津5A五年級(jí)上教案備課

課題Module1GettingtoknowyouUnit1CanIdothis？教學(xué)目標(biāo)學(xué)問與技能：Usingtheintroductory‘there’toexpressfacts.e.g.There’stheredman.Usingimperativestogiveinstructions.Usingimperativestoexpressprohibitions.e.g.Don’tcrosstheroad.Usingnounstoidentifyobjects.e.g.Thetrafficlight’sred.過程與方法：Useappropriateintonationinquestionsandstatements.Predictthemeaningofunfamiliarwordsbyusingcontextorpicturecues.情感、態(tài)度與價(jià)值觀：讓同學(xué)了解交通法規(guī)。教學(xué)重點(diǎn)和難點(diǎn)Usingimperativestogiveinstructions.Usingimperativestoexpressprohibitions.教學(xué)媒體Cassette5Aandacassetteplayer課前同學(xué)預(yù)備Collectmaterialsoftrafficrules教學(xué)過程備注PretaskpreparationShowapictureofthetrafficlights.Invitestudentstocolourthelights.Introduce:trafficlightDiscuss:Howtocrosstheroadsafelyandwhatthetree’scoloursontrafficlightsmean.WhiletaskprocedureAddroadsontheboard.Pointtothetrafficlights.Say:There’stheredman/greenman.Canyoucrosstheroad?Pointtothetrafficlightsfordriversontheboard.Inviteindividualstudentstowrite:stop/wait/goPlaytherecording:Lookandlearn.Studentslistenandrepeat.Playthecassette:Sayandact.HavesomepairsactKittyandBenandsomepairsactthedrivingtutorandthedriver.6.Distributeacopyofphotocopiablepage1toeachpairofstudents.Studentsputthepicturesintherightorderandfillintheblanks.7.SaysomethingaboutthetrafficrulesofHongkongandotherwesterncountries.8.Learnthephrase:trafficjamtrafficaccident9.Asksomepupilstoactthetrafficpolicemen.PosttaskactivityWorkbookpage1Dividethestudentsintopairs.AskthemtopletethedialogueinReadandwriteorally.Studentswritethemissingwords.Invitepairsofstudentstoreadandactthepleteddialogue.ConsolidationGrammarpracticeBook5Apage1板書設(shè)計(jì)Module1GettingtoknowyouUnit1CanIdothis？streetinthestreetroadontheroadtrafficlighttrafficjamtrafficaccidentcrossDon’tcross!theredmanthegreenman作業(yè)布置Writedownthewords.Recitethetext.Listentothetape.教學(xué)效果反應(yīng)這堂課同學(xué)學(xué)得很快樂，氣氛也很活潑，讓同學(xué)來當(dāng)警察來指揮交通，在這個(gè)情景中同學(xué)知道了遵守交通規(guī)那么要從自身做起，同學(xué)對一些國家的左行交通規(guī)那么很感愛好，音標(biāo)發(fā)/i:/和//的單詞同學(xué)還是能說出許多，拓展的詞匯有點(diǎn)難度。課題Module1GettingtoknowyouAthome教學(xué)目標(biāo)學(xué)問與技能：Usingmodalstoaskforpermission.e.g.CanIgoout,Mum?Usingformulaicexpressionstoreplytorequests.e.g.Hereyouare.過程與方法：Recognizedifferencesintheuseofintonationtodifferentiatebetweenquestionsandstatements.Predictstoryusingpicturecues.Developwrittentextsbyaddinginformationtowritingwhenamodelorframeworkisprovided.情感、態(tài)度與價(jià)值觀：對文明禮貌的教育。教學(xué)重點(diǎn)和難點(diǎn)Usingmodalstoaskforpermission.Usingformulaicexpressionstoreplytorequests教學(xué)媒體Cassette5Aandacassetteplayer課前同學(xué)預(yù)備Workbook教學(xué)過程備注PretaskpreparationAskandanswerRecitethetextP2.3.Stickatrafficlightontheboard.Pointtotheredmanandask:Canyoucrosstheroad?Pointtothegreenmanandask:Canyoucrosstheroad?Write:CanI?Canwe?Yes,I/wecan.No,I/wecan’t.WhiletaskprocedurePlaythecassette:Lookandsay.Studentsfollowintheirbooks.thenewpattern:gooutcanIgoout?Takeoutasweet.Ask:What’sthis?Doyoulikesweets?Pleasehavesomesweets.Thenewpattern:havesomeSay:Ihavemydinneratsixo’clock.What’syourdinnertime?Introduce:dinnertimePlaythecassetteagain.Studentslistenandrepeat.Studentspracticethedialogueingroupsofthree.Selectgroupstoreadandactthedialogue.Asksomequestions:CanBengoout?Why?CanKittyandBenwatchtelevision?CanBenhavesomesweets?Why?Givethestudentstimetoprepare:Askandanswer.AskthemtothinkwhatelseMrsLiwouldsay.Invitegroupsofstudentstoactinfrontoftheclass.Showsomepicturesthenaskpupilstosaythreekindsofsentences..eg.Youcan’tplayonthegrass,Don’tplayonthegrass,please.Canhe/she/they……?Yes/No.PosttaskactivityWorkbookpage1板書設(shè)計(jì)Athomegooutwatchtelevisionhavesome…CanI/we…?Yes,youcan.No,youcan’t.作業(yè)布置Recitethetext.Listentothetape.Dosomeexercises.教學(xué)效果反應(yīng)同學(xué)表演對話樂觀性很高，答復(fù)為什么時(shí)，because的發(fā)音不是很準(zhǔn)，個(gè)別同學(xué)對have后面跟不行數(shù)名詞時(shí)不能加s還是會(huì)遺忘，television的發(fā)音不是很準(zhǔn)。課題Module1GettingtoknowyouOntheunderground教學(xué)目標(biāo)學(xué)問與技能：Gatherandshareinformation,ideasandlanguagebyusingstrategiessuchasobserving.過程與方法：Usemodeledphrasesandsentencestomunicatewithteachersandotherlearners.Locatespecificinformationinashorttextinresponsetoquestions.Identifymainideasfromatextwithteachersupport.情感、態(tài)度與價(jià)值觀：要文明乘坐地鐵。教學(xué)重點(diǎn)和難點(diǎn)Gatherandshareinformation,ideasandlanguagebyusingstrategiessuchasobserving.教學(xué)媒體Tapemultimedia課前同學(xué)預(yù)備Collectdifferentkindsofvehiclesworkbook教學(xué)過程備注PretaskpreparationDailytalk.T:Whatareyoudoing?T:CanIgooutnow?T:Doyoulikecats?...Recitethewordsofpage33.StickthesignoftheundergroundinShanghaiontheboard.Introduce:underground/undergroundstation.WhiletaskprocedureReview:Invitestudentstodrawthesignstheyusuallyfindintheparkorstreet.Showthesignoftheundergroundandintroduceit.T:Whichsignwecanseeinanundergroundstation.Pleasedrawit.Introduceitsmeaning.Teachthenewwords:smoke,way.Match.Askandanswer:Whichsignmeans?Thisone.Playthecassette:Lookandread.Thestudentsread.Lookatthepictureandask:WhereareMrsWangandAlicegoing?Whichsignmeans‘ZhongshanWhataretheydoing?Wherearethey?Aretheyeatingordrinking?Whichsignmeans‘Gooutthisway’?Whichsignmeans‘Don’teatordrink’?Distributeacopyofphotocopiablep3toeachstudent.pletethetaskinpairs.Learnthephrase:thebusstopPleasesaydifferentkindsofvehiclesPosttaskactivityWorkbookpage2Matchthesigns.Consolidation板書設(shè)計(jì)OntheundergroundundergroundwhichsignmeanWhichsignmeans“…〞?Thisone.stationwaitforsmoke(smoking)oreatordrink作業(yè)布置Writethetext.Recitethesewords.Recitethetext.教學(xué)效果反應(yīng)同學(xué)對meanstation的發(fā)音不是很準(zhǔn)，大局部同學(xué)能說出含、、的單詞whichsignmeans中的的許多同學(xué)漏讀，否認(rèn)句中要變成，同學(xué)會(huì)遺忘。同學(xué)通過課外搜集知道現(xiàn)代的先進(jìn)科學(xué)技術(shù)使我們有了地鐵、隧道、磁懸浮、輕軌等，上海的交通已經(jīng)發(fā)生了日新月異的變化，同學(xué)知道文明乘坐要從自身做起。課題Module1GettingtoknowyouAtschool教學(xué)目標(biāo)學(xué)問與技能：Usingimperativestoexpressprohibitions.e.g.Don’tmakeanoise.Usingformulaicexpressionstoexpressapologies.e.g.I’msorry,MissFang.過程與方法：Useappropriateintonationinstatements情感、態(tài)度與價(jià)值觀：學(xué)校要做到的各項(xiàng)行規(guī)。教學(xué)重點(diǎn)和難點(diǎn)Usingimperativestoexpressprohibitions.Usingformulaicexpressionstoexpressapologies.教學(xué)媒體Tapesomepictures課前同學(xué)預(yù)備CollecttherulesinourschoolGrammarPracticeBook教學(xué)過程備注PretaskpreparationAskandanswer.Translatesomephrases.Askthestudentswhattheyshouldnotdoinschools.Thinkofthesignsonwecanfindinourschoollibraryorhall.(Stickthesignsontheboard.)WhiletaskprocedureLookatthesignsandsayitsmeanings.Teachthenews:Don’tmakeanoise.Playthecassette:Sayandact.Playthecassetteagain.Readandwrite:matchthesignswiththepictures.Actoutthedialogue.Askeachgrouptochooseaplace.Discussanddrawthesigns.Showthesigns.9.Recitethetext.10.Saytherulesinourschool:eg.InthelibraryInthehall11.Saytherulesathome12.Accordingtothepicturessaysomethingaboutitbyusingdifferentsentences.eg.He’sclimbingthetrees,Pleasedon’tclimbthetrees,Youcan’tclimbthetrees.ConsolidationGrammarPracticeBookpage3板書設(shè)計(jì)AtschoolmakeanoiseclimbthetreeleaverubbishopenthewindowDon’t….I’msorry./Wearesorry.作業(yè)布置Writethetext.Thinkaboutsomesignsinthelibrary,thenmakesomedialogues.教學(xué)效果反應(yīng)這節(jié)課通過讓同學(xué)爭論在校的一些規(guī)那么，得出在校應(yīng)當(dāng)遵守的規(guī)那么，還讓他們爭論在家的規(guī)那么，由此教育他們在校要做遵守行規(guī)的好少年，在家要做好孩子，爭論的氣氛很活潑；同學(xué)依據(jù)圖片用不同句型來講時(shí)，個(gè)別人語法消失混亂。課題Module1GettingtoknowyouUnit2ThisiswhatIwant(Theartclass)教學(xué)目標(biāo)學(xué)問與技能：Asking‘wh’questionstofindoutspecificinformation.e.g.Whatdoyouwant,Alice?Usingthesimplepresenttensetomakerequests.e.g.Iwantsomepaper,please.Usingformulaicexpressionstoexpressthanks.e.g.Thankyouverymuch.過程與方法：Developwrittentextsbyputtingwordsinalogicalordertomakemeaningfulphrasesorsentences.Usemodeledphrasesandsentencestomunicatewithteachersandotherlearners.情感、態(tài)度與價(jià)值觀：學(xué)會(huì)要有禮貌。教學(xué)重點(diǎn)和難點(diǎn)Asking‘wh’questionstofindoutspecificinformation.Usingthesimplepresenttensetomakerequests.教學(xué)媒體Tape課前同學(xué)預(yù)備GrammarPracticeBook教學(xué)過程備注PretaskpreparationDailytalk.Recitethetext.userealiatoreviewstationeryitems.WhiletaskprocedureNewwords:tape,apairofscissors,knifeThenewpattern:Whatdoyouwant?Understanditsmeaningwiththestationeryitems.Trytoanswerthequestion.Trytoaskthequestion.Workinpairs.Playthecassette:Sayandact.Ask:WhatdoesAlicewant?WhatdoEddieandDannywant?Practiseactingthedialogueingroups.Trytoreplaytheitemsinthedialoguewithotherstationeryitems.Actoutthedialogue.Putavarietyofstationeryitemsonthedesk.Invitestudentstoeoutandaskforanitem.Learntheword:knifeknivesAskandanswer.Playaguessinggame：(Putavarietyofstationeryitemsonthedesk.Thenclosepupils’eyes.Teacherwilltakeonething,)Whatismissing?Practiseingroupslikethat:Whatdoyouwant?Whatdoeshe/shewant？Whatdotheywant?Whatdoa&bwant?PosttaskactivityWorkbookpage3WorkinpairstopletethedialogueinReadandwriteorally.Readandactthedialogue.Writethemissingwords.Askstudentstoactoutthedialoguesusingdifferentstationeryitems.ConsolidationGrammarPracticeBookpage4板書設(shè)計(jì)TheartclasswantIwant…Hewants…anartclass:feltpenspapercrayonsgluetapeapairofscissorswaterpaintsknifeknives作業(yè)布置Writedownthewords.Listentothetape.Dosomeexercises.教學(xué)效果反應(yīng)同學(xué)做猜謎嬉戲很快樂，四人小組練習(xí)時(shí)有點(diǎn)人稱搞混，比方說成HewantShewant；scissors的發(fā)音有點(diǎn)不準(zhǔn)，一般現(xiàn)在時(shí)的第三人稱單數(shù)要加強(qiáng)訓(xùn)練。課題Module1GettingtoknowyouAtMcDonald’s教學(xué)目標(biāo)學(xué)問與技能：Asking‘wh’questionstofindoutspecificinformation.e.g.Whatdoyouwant?Usingthesimplepresenttensetomakerequests.Usingattributiveadjectivestodescribeobjects.e.g.alargeCoke過程與方法：Locatespecificinformationinresponsetosimpleinstructionsorquestions.Openaninteractionbyelicitingaresponse.Maintainaninteractionbyprovidinginformationtoquestions.情感、態(tài)度與價(jià)值觀：在公共場合也要講禮貌。教學(xué)重點(diǎn)和難點(diǎn)Usingthesimplepresenttensetomakerequests.Usingattributiveadjectivestodescribeobjects.教學(xué)媒體Tape課前同學(xué)預(yù)備ManykindsoffoodWorkbook教學(xué)過程備注PretaskpreparationDailytalk.Translations.3.DrawMcDonald’strademarkontheboard.Ask:DoyouliketogotoMcDonald’s?Whatdoyouliketoeat?Doyoulike?WhiletaskprocedureAskandanswerWhatdoyouwant?newwords:Frenchfries,BigMac,McChickenPlaythecassette.Dividetheclassintogroups.Askthestudentstopractiseactingthedialogue.Actoutthedialogueinfrontoftheclass.Asktheotherstudents:Whatdoeswant?ListMcDonald’sfooditems.Askstudentstoaddpricesaswell.Photocopiablepage4Workinpairs.Askthestudentstofindouttheamountofeachfooditemtheywantintheirgroup.Drawatableontheblackboard.Askthegroupleaderstotellyouwhattheirgroupswant.Inviteastudenttodotherecording.Theclassworktogethertofindouttheamountofeachfooditemthattheyaregoingtoorderfortheschoolpicnic.AskthepupilstosaythedifferencebetweenChinesefoodandthewesternfood,Makeashortdialogue:inKFCinrestaurantPosttaskactivityWorkbookP4ConsolidationGrammarPracticeBookP5板書設(shè)計(jì)AtMcDonald’shamburgerBigMacMcChickenapplepieFrenchfrieshamburgerBigMacMcChickenapplepieFrenchfriesicecreamCokemilkorangejuiceWhatdoyouwant?Iwant…WhatdoesDannywant?Hewants…作業(yè)布置Listentothetape.Writethetext.教學(xué)效果反應(yīng)BigMac,McChicken這兩個(gè)單詞抄寫出錯(cuò)許多，讓同學(xué)一起通過爭論得出東西方人的飲食習(xí)慣與文化，讓同學(xué)在學(xué)英語的同時(shí)能了解西方的文化，同學(xué)在爭論中特別興奮；讓他們編在飯店或快餐店的對話，盡管有語法錯(cuò)誤可他們很享受。AlargeCoke/asmallCoke關(guān)于Coke是可數(shù)名詞的用法同學(xué)有點(diǎn)混淆。課題Module1GettingtoknowyouApicnic教學(xué)目標(biāo)學(xué)問與技能：Usingthesimplepresenttensetoexpresssimpletruths.e.g.I’mhungry./I’vegotsomeAsking‘wh’questionstofindoutspecificinformation.e.g.Whathavewegot?過程與方法：Openaninteractionbyelicitingaresponse.Maintainaninteractionbyprovidinginformationinresponsetoquestions.ReadingRecognizefamiliarwordsinunfamiliarcontexts.情感、態(tài)度與價(jià)值觀：/教學(xué)重點(diǎn)和難點(diǎn)Usingthesimplepresenttensetoexpresssimpletruths.Asking‘wh’questionstofindoutspecificinformation.教學(xué)媒體Tape課前同學(xué)預(yù)備SomefoodforpicnicGrammarPracticeBook教學(xué)過程備注PretaskpreparationDailytalk.Recitethewordsofpage73.Dividestudentsintogroups.Askthemtoputtheirfoodonthegroup’sdesk.Ask:Whathaveyougot?WhiletaskprocedurePutsomefoodonthetableandworkinpairs.Askandanswer:A:Whathavewegot?B:I’ve/We’vegotPlaythecassette.Studentslistenandfollowintheirbooks.Studentslistenandrepeat.Givethestudentstwominutestorememberwhateachcharacterhasgot.Askthestudentstoclosetheirbooks.Ask:Whathasgot?Encouragethemoreablestudentstotrytorecallwhatallthecharactershavegot.Ask:Whathavetheygot?Playagame:Apicnic.Whathaveyougot?Askandansweronpage8Whathavetheygot?10.DisscusswhatwilltheyprepareforLiuheon25thofSeptember.PosttaskactivityMakesomedialogues.ConsolidationGrammarPracticeBookpage6板書設(shè)計(jì)Apicnicfood(復(fù)數(shù))/haveapicnicWhathaveyougot?I’vegot…We’vegot…Whathashegot?He’sgot…作業(yè)布置Readthetext.Dosomeexercises.Listentothetape.教學(xué)效果反應(yīng)Whathaveyougot?I’vegot…We’vegot…Whathashe/shegot?He’s/She’sgot…這兩種句型同學(xué)操練的很嫻熟，讓他們爭論去瀏河營地帶一些什么食物也是很興奮。Myfather’scar’sred,Myfather’sgotacar.這里的’s的意思個(gè)別同學(xué)會(huì)混淆。課題Module1GettingtoknowyouSayandact教學(xué)目標(biāo)學(xué)問與技能：Using‘wh’questionstofindoutspecificinformation.e.g.Whatdoyouwant?Usingmodalstomakerequests.e.g.CanIhavesomefish,please?Usingformulaicexpressionstoreplytorequests.e.g.Thereyouare.Usingnounstoidentifyobjects.e.g.noodles,vegetables過程與方法：Identifymainideas.Producesimplephrasesandsentencesinvolvingrepetition.Predictstory,charactersusingpicturecues.情感、態(tài)度與價(jià)值觀：學(xué)會(huì)買東西時(shí)的禮貌用語。教學(xué)重點(diǎn)和難點(diǎn)Usingmodalstomakerequests.Usingformulaicexpressionstoreplytorequests.教學(xué)媒體Tapemultimedia課前同學(xué)預(yù)備ShoppinglistWorkbookGrammarPracticeBook教學(xué)過程備注PretaskpreparationAskandanswer.Makesomedialogues.Askthestudentstothinkwhattheywouldliketohavefordinnertoday.Introduce:rice,noodles,vegetables.Askstudentstomaketheirownshoppinglist.WhiletaskprocedurePlaythecassette.Listenandfollow.Closethebooksandask:WhatdoesEricwantforhisdinner?Practicethedialogueinpairs.Actoutthedialogues.Encouragethemoreablestudentstoreplacethefooditemswiththethingstheywant.Playshopswiththefoodpackets.Invitepairsofstudentstoactoutthedialogueinfrontoftheclass.Makeashortdialogueinthesupermarketorinthedepartmentstore.:eg,WhatcanIdoforyou？CanIhelpyou？CanIhavesome…，please？Nowlisten.PosttaskactivityWorkbookpage5ConsolidationGrammarPracticeBookpage7andpage9板書設(shè)計(jì)rice,(復(fù)數(shù))_/__noodles,vegetables.CanIhavesome_____,please?Thereyouare.WhatcanIdoforyou？CanIhelpyou？作業(yè)布置Makesomeshortdialogues.Listentothetape.Recitethetext.教學(xué)效果反應(yīng)同學(xué)編在超市或百貨商店里的對話，會(huì)用WhatcanIdoforyou？CanIhelpyou？來問，CanIhavesome…,please?對在這里用some同學(xué)有點(diǎn)模糊，會(huì)和其他的一般問句搞混，在變成一般問句時(shí)會(huì)不把some變any。課題Module1GettingtoknowyouUnit3ThisiswhatIneed.教學(xué)目標(biāo)學(xué)問與技能：Usingnounstoidentifyobjects.e.g.socksAsking‘wh’questionstofindoutvariouskindsofspecificinformationaboutaperson.Usingindefinitedeterminerstorefertoanunspecifiednumberofthings.usingattributiveadjectivestodescribeobjects.e.g.anewbag過程與方法：Locatespecificinformationinresponsetoquestion.Usemodeledphrasesandsentencestomunicatewithteachersandotherlearners.情感、態(tài)度與價(jià)值觀：/教學(xué)重點(diǎn)和難點(diǎn)Asking‘wh’questionstofindoutvariouskindsofspecificinformationaboutaperson.Usingindefinitedeterminerstorefertoanunspecifiednumberofthings.教學(xué)媒體Tapemultimedia課前同學(xué)預(yù)備AlistthingsforschoolGrammarPracticeBook教學(xué)過程備注PretaskpreparationAskandanswer.Recitesomewords.Ask:Whatdoyouwantforschool?Introduce:uniforms,shoesandsocksusingwordandpicturecards.5.Makesomephrases:anorangeauniformanolduniformanorangeuniformapairofsocksapairofshoesapairofglassesWhiletaskprocedureMakethestudentstounderstand:Whatdoyouneedforschool?Sayaftertheteacherandtrytoanswer.AskthestudentstofindoutwhatKittyneedsforschool.Playthecassette.Listenandfollow.Playthecassetteagain.Listenandrepeat.Closethebooks.Ask:WhatdoesKittyneedforschool?Practisethedialogueinpairs.WhatdoyouneedforP.E.lesson?Read:Thinkandwrite.Studentswritetheirlists.Askandanswer.PosttaskactivityWorkinpairs.Practisethepatterns:WhatdoesAneedfor…?WhatdoA&Bneedfor…？Whatdotheyneedfor…?ConsolidationGrammarPracticeBookP10板書設(shè)計(jì)Unit3ThisiswhatIneed.needIneed…Idon’tneed…Whatdoyouneedforschool?Ineed…(shoessocksuniform)作業(yè)布置Readthetext.Dosomeexercises.Listentothetape.教學(xué)效果反應(yīng)同學(xué)對need的第三人稱單數(shù)的用法不嫻熟，必需要多加練習(xí);auniform這個(gè)詞組個(gè)別同學(xué)一下子不能接受,還是寵愛用an;發(fā)/i:/和/u:/的單詞同學(xué)還是能說出一些，發(fā)的單詞同學(xué)簡潔和發(fā)的單詞混淆。課題Module1GettingtoknowyouLet’smakeacake.教學(xué)目標(biāo)學(xué)問與技能：Asking‘wh’questionstofindoutvariouskindsofspecificinformationaboutanevent.e.g.Whatdoweneed?Usingindefinitedeterminertorefertoanunspecifiedamount/numberofthing.e.g.Weneedsome—usingthesimplepresenttensetoexpressopinions.Usingmodalstomakerequests.e.g.CanIhaveabowl,please?Usingimperativestogiveinstructions.過程與方法：Identifykeywordsinanutterancebyrecognizingthestress.Usemodeledphrasesandsentencestomunicatewithteachersandotherlearners.情感、態(tài)度與價(jià)值觀：做媽媽的小幫手教學(xué)重點(diǎn)和難點(diǎn)Asking‘wh’questionstofindoutvariouskindsofspecificinformationaboutanevent.Usingindefinitedeterminertorefertoanunspecifiedamount/numberofthing.教學(xué)媒體Tapemultimedia課前同學(xué)預(yù)備ThingsweneedformakingacakeWorkbook教學(xué)過程備注PretaskpreparationDailytalk.Playthegame.Takeoutacake.Ask:Doesyourmummakecakes?Whatdoweneedtomakeacake?Newwordssugar,saltMakephrases:howmuchsalt,muchsugar,somebutter,howmanybottlesofjuice,aspoonofsalt,twobowlsofmilkSaythecharacteristicofuncountablenounsFlour(同音)flowerT:Thecakeissweet.Soweneedsomesugar.Doyouknowsalt?Isthecakesalty?fridge,ovenT:Nowlet’smakeacake.whatelsedoweneed?deliciousT:Look,thecakeisfished.Thatsmellsgood.It’sdelicious.WhiletaskprocedurePlaythecassette.Ask:WhatdoesEric’smotherandBenneedtomaketheircake?Practicethedialogueinpairs.Invitepairsofstudentstoactthedialogueinfrontoftheclass.Read:Askandanswer.Givepairsofstudentsafewminutestopracticethedialogue.Lookattheslidesandsay:eg.Thattastesnice.Thecakesmellsgood.Thisbeelooksbeautiful.Theseshoeslookstoobig.PosttaskactivityTrytomakefruitjellyS1;Whatdoweneed?S2:Weneed2.Makeashortdialogue：Howtomakesandwichesandhamburges？3.Workbookpage6Reviewthevocabulary.Readandfindoutwhattheyneed.Writethemissingwords.Dotheroleplay.Therestoftheclasscheckanswers.板書設(shè)計(jì)Let’smakeacake.Whatdoweneedforacake?Weneed…sugarsaltmilkeggsspoonsugarsaltmilkeggsspoonbowlflourbutterThatsmellsgood./nice.作業(yè)布置Readthetext.Writedownthesewords.教學(xué)效果反應(yīng)同學(xué)對不行數(shù)名詞的組詞還是有點(diǎn)小問題，要多加練習(xí)；同學(xué)對編對話如何做三明治和漢堡，很有興致，比擬貼近同學(xué)的生活實(shí)際；一局部同學(xué)對第三人稱單數(shù)的用法不嫻熟，比方看投影說句子時(shí)總是漏加s或多加s。課題Module1GettingtoknowyouLookandsay教學(xué)目標(biāo)學(xué)問與技能：Usingthesimplepresenttensetoexpresssimpletruths.e.g.We’vegotsomewater.Usingthesimplepresenttensetomakerequests.e.g.Weneedsomescissors.Usingconjunctionstolinkcontrastingideas.e.g.butweneedsomepaints.過程與方法：Usemodeledphrasesandsentencestomunicatewithteachersandotherlearners.情感、態(tài)度與價(jià)值觀：學(xué)會(huì)有禮貌。教學(xué)重點(diǎn)和難點(diǎn)Usingthesimplepresenttensetomakerequests.Usingconjunctionstolinkcontrastingideas.教學(xué)媒體Tape課前同學(xué)預(yù)備Thinkover:Whatdoyouneedforartclass?WorkbookGrammarpracticeBook教學(xué)過程備注PretaskpreparationDailytalk.Recitesomewords.T:Iamgoingtodrawapicture.(Takeoutsomepaper)WhathaveIgot?T:Pleasethink:WhatelsedoIneedtodrawapicture?WhiletaskprocedureT:Whatdoyouneedforartclass?Thenlet’shavealookatthem…….TelltheclassthatKitty,Alice,EddieandDannyaredoingaproject.T:Whathavetheygot?Whatdotheyneedtopletethetask?Playthecassette.Studentslisten.AsK:WhathaveAliceandKittygot?Whatdotheyneed?WhathaveEddieandDannygot?Whatdotheyneed?Workingroups.Practiseactingthedialogue.Invitestudentstoactoutthedialogue.Workinpairs.DoAskandanswer.StudentsusethedialogueinAskandanswertofindouttheitemstheyneedandmakeashoppinglist.Studentsparetheirshoppinglistwiththeirpartnerandmakenecessaryamendments.Invitepairsofstudentstotelltheclasswhattheyhavegotandwhattheyneed.Ask:Whathaveyougot?Whatdoyouneed?Remindstudentstousetheword‘a(chǎn)nd’tolinkupthelasttwoitems.Askandanswerinpairs：WhatdoyouneedforanEnglish/Chinese/math/PEclass?Whatdoeshe/sheneedforanEnglish/Chinese/math/PEclass?PosttaskactivityWorkbookpage7Askthestudentstolookattheitemsthatthecharactershaveandthelistsofwhattheyneed.Studentsworkinpairstopletewhatthecharactersaresaying.Studentspletethetask.ConsolidationGrammarpracticeBookpage11板書設(shè)計(jì)We’vegot…butweneed…作業(yè)布置Recitethetext.Listentothetape.Dosomeexercises.教學(xué)效果反應(yīng)同學(xué)對上課需要的東西特別清晰，也很愿意來編對話，就是第三人稱單數(shù)的用法還是要加強(qiáng)練習(xí)，個(gè)別人會(huì)說Heneed..Sheneed…..。特殊是人稱變換時(shí)，Whatdoyouneed?接下來指著這個(gè)同學(xué)問其他同學(xué)Whatdoeshe/sheneed?同學(xué)的答復(fù)特簡潔答錯(cuò)。課題Module1GettingtoknowyouAnewuniformforKitty教學(xué)目標(biāo)學(xué)問與技能：Usingconjunctionstolinkcontrastingideas.e.g.Kittyhasauniformbutitissmall.Usingthepresentcontinuoustensetodescribeanactiontakingplaceatthetimeofspeaking.e.g.Theyarelookingatsomeuniforms.Usingpredicativeadjectivestodescribeobjects.e.g.Itischeapbutitisnice.過程與方法：Locatespecificinformationinashorttext.Understandtheconnectionbetweenideasbyidentifyingsimplelinkingwords.情感、態(tài)度與價(jià)值觀：如何選擇自己寵愛的東西教學(xué)重點(diǎn)和難點(diǎn)UsingpredicativeadjectivestodescribeobjectsUsingconjunctionstolinkcontrastingideas.Usingthepresentcontinuoustensetodescribeanactiontakingplaceatthetimeofspeaking.教學(xué)媒體Tapemultimedia課前同學(xué)預(yù)備GrammarPracticeBook教學(xué)過程備注PretaskpreparationAskandanswer.Makesomedialogues.Holdupanoldstorybook.Ask:isthisbooknew?(No,it’sold.)Ilikethisoldstorybook.It’snice.Itisoldbutitisnice.holdupabigbag.Ask:Isitbig?(Yes.)It’sthirtyyuan.It’scheap.Write:Thisbagisbigbutitischeap.Holdupapen.Say:It’sthreehundredyuan.Write:Thispenissmallbutitisdear.Introduce:dear,expensiveandcheap.dear(同音)deerbuy(同音)byebyLookattheslides:Benandhisdadareinasportsshop,pleasemakeashortdialogue.WhiletaskprocedureTelltheclassthatMrsLiisgoingtobuyKittyanewuniform.Playthecassette:Lookandread.Ask:HasKittygotauniform?WhydoesKittyneedanewuniform?Wheredotheygo?WhichuniformdoesKittywant?Howmuchisit?Isitdear?DoesMrsLibuythatuniform?WhichuniformdoesmrsLibuy?Isitnice?Isitshort?Isitdear?Readandwrite:Workinpairstoworkoutthesentencesorallyandthenwritedownthesentences.Readoutthesentences.PosttaskactivityWorkbookpage8Studentslookatthepicturesandthewords.Studentspletethesentences.Checktheanswers.ConsolidationGrammarPracticeBookpage12板書設(shè)計(jì)dear(同音)deerbuy(同音)byebycheapexpensive作業(yè)布置Readthetext.Dosomeexercises.Listentothetape.教學(xué)效果反應(yīng)同學(xué)對買東西比擬感愛好，特殊是自己寵愛的東西，尤其在買運(yùn)動(dòng)用品，我設(shè)置這個(gè)貼近同學(xué)生活實(shí)際的情境讓他們來操練運(yùn)用英語，同時(shí)也培育了他們的生活閱歷。課題Module2Me,myfamilyandfriendsUnit1Me(singandact)教學(xué)目標(biāo)學(xué)問與技能：UsingthesimplepresenttensetodescribehabitualactionsUsingprepositionstoindicatetime過程與方法：LocatespecificinformationinashorttextinresponsetoquestionsIdentifymainideasfromatextwithteachersupportDevelopwrittentextsbyaddingpersonalideasandinformationtowritingwhenamodelorframeworkisprovided情感、態(tài)度與價(jià)值觀：讓同學(xué)把握正確的作息時(shí)間。教學(xué)重點(diǎn)和難點(diǎn)UsingthesimplepresenttensetodescribehabitualactionsUsingprepositionstoindicatetime教學(xué)媒體Tape課前同學(xué)預(yù)備Bringaclockorawatch.教學(xué)過程備注PretaskpreparationAskandanswerUseabigclockfacetoreviewtime.Drawatimetableontheboard.Write:washmyface,cleanmyteeth,gotoschool,eatmylunch,ridemybicycleandreadmybookinonecolumn.InvitethestudentstolookatthepicturesinSingandact.Theythenfillinthetimethecharactersdotheaboveactivities.SaythetimeinEnglish:6:05/8:10/12:20WhiletaskprocedurePlaytherecording:Singandact.Studentslistenandfollowintheirbooks.Asktheclasstocircleallthe“I〞inthetwoparagraphs.Askthestudentstounderlineallthe“washmyface〞and“eatmylunch〞inthetwoparagraphs.Askthestudentstoputthelastlineofeachparagraphintobrackets.Putthewallpictureforpage16ontheboard.Playtherecordingagain.Studentslistenandrepeat.Splittheclassintotwogroups.AllthestudentsinGroupAwritetwoparagraphsfortheothertwoactivitiesthecharactersdointhemorning.GroupBwritestwoparagraphsabouttheactivitiesthecharactersdointheafternoon.Thetwogroupstaketurnsandsing.Asktheclasstosingandactthewholesongtogether.Write:Iwash/clean/go/eat/ride/read…He/Shewashes/cleans/goes/eats/rides/reads…ontheboard.Underlinethe‘s’or‘es’attheendofeachactionverb.AsktheclasstoreadthetwoparagraphsinPoint,singandact.Theclasslookattheclockfaceandsingthelastline.GuessthetimeinEnglishbyusingyourclockorwatch.PosttaskactivityAnewsongConsolidationGrammarPracticeBook5Apage13板書設(shè)計(jì)Module2Me,myfamilyandfriendsUnit1MeThisisthewayI…wash…facedoone’shomeworkclean…teethehomeeatbreakfasthavelunch(eatlunch)gotoschoolinthemorning/afternoon/evening作業(yè)布置1.Singthissong.2.Dosomeexercises.教學(xué)效果反應(yīng)同學(xué)對學(xué)習(xí)英語歌曲很快樂，個(gè)別同學(xué)跟不上調(diào)；做猜時(shí)間的嬉戲能激發(fā)他們的學(xué)習(xí)愛好；一局部同學(xué)對intheafternoon/evening詞組中the的發(fā)音有點(diǎn)遺忘；breakfast的發(fā)音不是很準(zhǔn)。課題Module2Me,myfamilyandfriendsBen’sday教學(xué)目標(biāo)學(xué)問與技能：UsingthesimplepresenttensetodescribehabitualactionsAsking‘wh’questionstofindoutthetimeUsingprepositionsto