牛津英語五年級上冊全冊教案-已識別

《南樓小學(xué)》2013年度

OxfordEnglish

五年級第一學(xué)期

Teacher：荊菁

Module1Gettingtoknowyou

課題

Unit1Can1dothis?

知識與技能：Usingtheintroductory'there'toexpressfacts.

e.g.There'stheredman.

Usingimperativestogiveinstructions.

Usingimperativestoexpressprohibitions.

e.g.Don'tcrosstheroad.

Usingnounstoidentifyobjects.

教學(xué)目標(biāo)

e.g.Thetrafficlight'sred.

過程與方法：Useappropriateintonationinquestionsand

statements.

Predictthemeaningofunfamiliarwordsbyusing

context

orpicturecues.

情感、態(tài)度與價值觀：讓學(xué)生了解交通法規(guī)。

Usingimperativestogiveinstructions.

Usingimperativestoexpress

教學(xué)重點(diǎn)

和難點(diǎn)

prohibitions.

教學(xué)媒體Cassette5Aandacassetteplayer

課前學(xué)生

Collectmaterialsoftrafficrules

準(zhǔn)備

備注

教學(xué)過程

Pre-taskpreparation

1.Showapictureofthetraffic

lights.Invitestudentstocolourthe

lights.Introduce:trafficlight

2.Discuss:Howtocrosstheroad

safelyandwhatthetree'scolourson

trafficlightsmean.

While-taskprocedure

1.Addroadsontheboard.Pointto

thetrafficlights.Say:There'sthered

man/greenman.Canyoucrossthe

road?

2.Pointtothetrafficlightsfor

driversontheboard.Inviteindividual

studentstowrite:stop/wait/go

3.Playtherecording:Lookand

learn.Studentslistenandrepeat.

4.Playthecassette:Sayandact.

5.HavesomepairsactKittyandBen

andsomepairsactthedrivingtutorand

thedriver.

6.Distributeacopyofphotocopiable

page1toeachpairofstudents.

Studentsputthepicturesintheright

orderandfillintheblanks.

7.Saysomethingaboutthetrafficrules

ofHongkongandotherwestern

countries.

8.Learnthephrase:trafficjamtraffic

accident

9.Asksomepupilstoactthetraffic

policemen.

Post-taskactivity

Workbookpage1

1.Dividethestudentsintopairs.

Askthemtocompletethedialoguein

Readandwriteorally.

2.Studentswritethemissingwords.

6.Invitepairsofstudentstoread

andactthecompleteddialogue.

Consolidation

GrammarpracticeBook5Apage1

Module1Gettingtoknowyou

Unit1Can1dothis?

streetinthestreet

roadontheroad

板書設(shè)計(jì)

trafficlighttrafficjamtrafficaccident

crossDon'tcross!

theredmanthegreenman

1.Writedownthewords.

作業(yè)布置2.Recitethetext.

3.Listentothetape.

這堂課學(xué)生學(xué)得很開心，氣氛也很活躍，讓學(xué)生來當(dāng)警察來指揮交

通，在這個情景中學(xué)生知道了遵守交通規(guī)則要從自身做起，學(xué)生對

教學(xué)效果一些國家的左行交通規(guī)則很感興趣，音標(biāo)發(fā)/i:/和/Eu/的單詞

反饋

學(xué)生還是能說出很多，拓展的詞匯有點(diǎn)難度。

Module1Gettingtoknowyou

課題

Athome

知識與技能：Usingmodalstoaskforpermission.

教學(xué)目標(biāo)e.g.Can1goout,Mum?

Usingformulaicexpressionstoreplytorequests.

e.g.Hereyouare.

過程與方法：Recognizedifferencesintheuseofintonation

todifferentiatebetweenquestionsandstatements.

Predictstoryusingpicturecues.

Developwrittentextsbyaddinginformationto

writingwhenamodelorframeworkisprovided.

情感、態(tài)度與價值觀：對文明禮貌的教育。

Usingmodalstoaskforpermission.

Usingformulaicexpressionstoreplyto

教學(xué)重點(diǎn)

和難點(diǎn)

requests

教學(xué)媒體Cassette5Aandacassetteplayer

課前學(xué)生

Workbook

準(zhǔn)備

備注

教學(xué)過程

Pre-taskpreparation

1.Askandanswer

2.RecitethetextP2.

3.Stickatrafficlightontheboard.Point

totheredmanandask:Canyoucross

theroad?Pointtothegreenmanand

ask:Canyoucrosstheroad?

7.Write:Can1?Canwe?

Yes,l/wecan.No,l/wecan't.

While-taskprocedure

1.Playthecassette:Lookandsay.

Studentsfollowintheirbooks.

2.thenewpattern:goout

can1goout?

3.Takeoutasweet.

Ask:What'sthis?

Doyoulikesweets?

Pleasehavesomesweets.

Thenewpattern:havesome

4.Say:1havemydinneratsix

o'clock.What'syourdinnertime?

Introduce:dinnertime

5.Playthecassetteagain.Students

listenandrepeat.

6.Studentspracticethedialoguein

groupsofthree.

7.Selectgroupstoreadandactthe

dialogue.

8.Asksomequestions:CanBengo

out?Why?

CanKittyandBenwatchtelevision?

CanBenhavesomesweets?Why?

9.Givethestudentstimetoprepare:

Askandanswer.Askthemtothinkwhat

elseMrsLiwouldsay.

10.Invitegroupsofstudentstoactin

frontoftheclass.

11.Showsomepicturesthenask

pupilstosaythreekindsof

sentences,.eg.Youcan'tplayonthe

grass,Don'tplayonthegrass,

please.Canhe/she/they?Yes/

No.

Post-taskactivity

Workbookpage1

Athomegooutwatchtelevisionhavesome...

Canl/we...?Yes,youcan.

板書設(shè)計(jì)

No,youcan't.

作業(yè)布置1.Recitethetext.

2.Listentothetape.

3.Dosomeexercises.

學(xué)生表演對話積極性很高，回答為什么時，because的發(fā)音不是

很準(zhǔn)，個別學(xué)生對have后面跟不可數(shù)名詞時不能加s還是會遺

教學(xué)效果

反饋

忘，television的發(fā)音不是很準(zhǔn)。

Module1Gettingtoknowyou

課題

Ontheunderground

知識與技能：Gatherandshareinformation,ideasand

languagebyusingstrategiessuchasobserving.

過程與方法：Usemodeledphrasesandsentencesto

communicatewithteachersandotherlearners.

教學(xué)目標(biāo)

Locatespecificinformationinashorttextin

responsetoquestions.

Identifymainideasfromatextwithteachersupport.

情感、態(tài)度與價值觀：要文明乘坐地鐵。

Catherandshareinformation,ideas

andlanguagebyusingstrategiessuch

教學(xué)重點(diǎn)

和難點(diǎn)

asobserving.

教學(xué)媒體Tapemultimedia

Collectdifferentkindsof

課前學(xué)生

準(zhǔn)備

vehiclesworkbook

備注

教學(xué)過程

Pre-taskpreparation

1.Dailytalk.

T:Whatareyoudoing?

T:Can1gooutnow?

T:Doyoulikecats?...

2.Recitethewordsofpage3

3.Stickthesignoftheunderground

inShanghaiontheboard.Introduce:

underground/undergroundstation.

While-taskprocedure

1.Review:Invitestudentstodraw

thesignstheyusuallyfindintheparkor

street.

2.Showthesignoftheunderground

andintroduceit.

3.T:Whichsignwecanseeinan

undergroundstation.Pleasedrawit.

4.Introduceitsmeaning.

5.Teachthenewwords:smoke,

way.

6.Match.

7.Askandanswer:Whichsign

means?Thisone.

8.Playthecassette:Lookandread.

9.Thestudentsread.

10.Lookatthepictureandask:

a.WhereareMrsWangandAlice

going?

b.Whichsignmeans

(ZhongshanParkundergroundstation?

c.Whataretheydoing?

d.Wherearethey?

e.Aretheyeatingordrinking?

f.Whichsignmeans'Gooutthis

way?

g.Whichsignmeans'Don'teator

drink?

11.Distributeacopyofphotocopiable

p3toeachstudent.Completethetaskin

pairs.

12.Learnthephrase:thebusstop

13.Pleasesaydifferentkindsof

vehicles

Post-taskactivity

Workbookpage2

Matchthesigns.Consolidation

Ontheundergroundundergroundwhichsignmean

——Whichsignmeans

——Thisone.

板書設(shè)計(jì)

stationwaitforsmoke(smoking)

oreatordrink

1.Writethetext.

作業(yè)布置2.Recitethesewords.

3.Recitethetext.

學(xué)生對meanstation的發(fā)音不是很準(zhǔn)，大部分學(xué)生能說出含

/ai/、/i:/、/ei/的單詞,whichsignmeans中的means的

教學(xué)效果s,很多學(xué)生漏讀，否定句中and要變成or,學(xué)生會忘記。

反饋

學(xué)生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，學(xué)

生知道文明乘坐要從自身做起。

Module1Gettingtoknowyou

課題

Atschool

知識與技能：Usingimperativestoexpressprohibitions.

e.g.Don'tmakeanoise.

Usingformulaicexpressionstoexpressapologies.

教學(xué)目標(biāo)

e.g.I'msorry,MissFang.

過程與方法：Useappropriateintonationinstatements

情感、態(tài)度與價值觀：學(xué)校要做到的各項(xiàng)行規(guī)。

Usingimperativestoexpress

prohibitions.Usingformulaic

教學(xué)重點(diǎn)

和難點(diǎn)

expressionstoexpressapologies.

教學(xué)媒體Tapesomepictures

Collecttherulesinour

課前學(xué)生

準(zhǔn)備

schoolGrammarPracticeBook

備注

教學(xué)過程

Pre-taskpreparation

1.Askandanswer.

2.Translatesomephrases.

3.Askthestudentswhatthey

shouldnotdoinschools.

4.Thinkofthesignsonwecanfind

inourschoollibraryorhall.

(Stickthesignsontheboard.)

While-taskprocedure

1.Lookatthesignsandsayits

meanings.

2.Teachthenews:Don'tmakea

noise.

3.Playthecassette:Sayandact.

4.Playthecassetteagain.

5.Readandwrite:matchthesigns

withthepictures.

6.Actoutthedialogue.

7.Askeachgrouptochooseaplace.

Discussanddrawthesigns.

8.Showthesigns.

9.Recitethetext.

10.Saytherulesinourschool:eg.Inthe

libraryInthehall

11.Saytherulesathome

12.Accordingtothepicturessay

somethingaboutitbyusingdifferent

sentences,eg.He'sclimbingthetrees,

Pleasedon'tclimbthetrees,Youcan't

climbthetrees.

Consolidation

GrammarPracticeBookpage3

Atschool

makeanoiseclimbthetree

leaverubbishopenthewindow

板書設(shè)計(jì)

—Don't

——I'msorry./Wearesorry.

1.Writethetext.

作業(yè)布置2.Thinkaboutsomesignsinthelibrary,thenmake

somedialogues.

這節(jié)課通過讓學(xué)生討論在校的一些規(guī)則，得出在校應(yīng)該遵守的規(guī)

則，還讓他們討論在家的規(guī)則，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，討論的氣氛很活躍；學(xué)生根據(jù)圖片用不

同句型來講時，個別人語法出現(xiàn)混亂。

教學(xué)效果

反饋

Module1Gettingtoknowyou

課題Unit2Thisiswhat1want

(Theartclass)

知識與技能：Asking*wh-'questionstofindoutspecific

information.

e.g.Whatdoyouwant,Alice?

Usingthesimplepresenttensetomakerequests.

e.g.1wantsomepaper,please.

Usingformulaicexpressionstoexpressthanks.

教學(xué)目標(biāo)

e.g.Thankyouverymuch.

過程與方'法：Developwrittentextsbyputtingwordsina

logicalordertomakemeaningfulphrasesorsentences.

Usemodeledphrasesandsentencesto

communicatewithteachersandotherlearners.

情感、態(tài)度與價值觀：學(xué)會要有禮貌。

Asking*wh-'questionstofindout

specificinformation.

教學(xué)重點(diǎn)

Usingthesimplepresenttensetomake

和難點(diǎn)

requests.

教學(xué)媒體Tape

課前學(xué)生

GrammarPracticeBook

準(zhǔn)備

備注

教學(xué)過程

Pre-taskpreparation

1.Dailytalk.

2.Recitethetext.

3.userealiatoreviewstationery

items.

While-taskprocedure

1.Newwords:tape,apairof

scissors,knife

2.Thenewpattern:Whatdoyou

want?

a.Understanditsmeaningwiththe

stationeryitems.

b.Trytoanswerthequestion.

c.Trytoaskthequestion.

d.Workinpairs.

3.Playthecassette:Sayandact.

4.Ask:WhatdoesAlicewant?

WhatdoEddieandDannywant?

5.Practiseactingthedialoguein

groups.Trytoreplaytheitemsinthe

dialoguewithotherstationeryitems.

6.Actoutthedialogue.

7.Putavarietyofstationeryitems

onthedesk.Invitestudentstocomeout

andaskforanitem.

8.Learntheword:knife--knives

9.Askandanswer.

10.Playaguessinggame：(Putavariety

ofstationeryitemsonthedesk.Then

closepupils'eyes.Teacherwilltakeone

thing,)Whatismissing?

11.Practiseingroupslikethat:What

doyouwant?Whatdoeshe/shewant?

Whatdotheywant?Whatdoa&bwant?

Post-taskactivity

Workbookpage3

1.Workinpairstocompletethe

dialogueinReadandwriteorally.

2.Readandactthedialogue.

3.Writethemissingwords.

4.Askstudentstoactoutthe

dialoguesusingdifferentstationery

items.

Consolidation

GrammarPracticeBookpage4

Theartclass

want1want...

Hewants...

板書設(shè)計(jì)

anartclass:feltpenspapercrayonsgluetape

apairofscissorswaterpaintsknife--knives

1.Writedownthewords.

作業(yè)布置

2.Listentothetape.3.Dosomeexercises.

學(xué)生做猜謎游戲很開心，叫人小組練習(xí)時有點(diǎn)人稱搞混，比如說成

教學(xué)效果

HewantShewant；scissors的發(fā)音有點(diǎn)不準(zhǔn)，一般現(xiàn)在時的

反饋

第三人稱單數(shù)要加強(qiáng)訓(xùn)練。

Module1Gettingtoknowyou

課題

AtMcDonald's

知識與技能:Asking*wh-'questionstofindoutspecific

information.

e.g.Whatdoyouwant?

Usingthesimplepresenttensetomakerequests.

Usingattributiveadjectivestodescribeobjects.

e.g.alargeCoke

教學(xué)目標(biāo)

過程與方法：Locatespecificinformationinresponseto

simpleinstructionsorquestions.

Openaninteractionbyelicitingaresponse.

Maintainaninteractionbyprovidinginformationto

questions.

情感、態(tài)度與價值觀：在公共場合也要講禮貌。

Usingthesimplepresenttensetomake

requests.

教學(xué)重點(diǎn)

Usingattributiveadjectivestodescribe

和難點(diǎn)

objects.

教學(xué)媒體Tape

課前學(xué)生

ManykindsoffoodWorkbook

準(zhǔn)備

備注

教學(xué)過程

Pre-taskpreparation

1.Dailytalk.

2.Translations.

3.DrawMcDonald'strademarkonthe

board.

Ask:DoyouliketogotoMcDonald's?

Whatdoyouliketoeat?

Doyoulike——?

While-taskprocedure

1.Askandanswer

Whatdoyouwant?

2.newwords:Frenchfries,BigMac,

McChicken

3.Playthecassette.

4.Dividetheclassintogroups.Ask

thestudentstopractiseactingthe

dialogue.

5.Actoutthedialogueinfrontof

theclass.

Asktheotherstudents:Whatdoes——

want?

6.ListMcDonald'sfooditems.Ask

studentstoaddpricesaswell.

7.Photocopiablepage4

8.Workinpairs.Askthestudentsto

findouttheamountofeachfooditem

theywantintheirgroup.

9.Drawatableontheblackboard.

Askthegroupleaderstotellyouwhat

theirgroupswant.Inviteastudenttodo

therecording.

10.Theclassworktogethertofindout

theamountofeachfooditemthatthey

aregoingtoorderfortheschoolpicnic.

11.Askthepupilstosaythedifference

betweenChinesefoodandthewestern

food,

12.Makeashortdialogue:inKFCin

restaurant

Post-taskactivity

WorkbookP4

Consolidation

GrammarPracticeBookP5

AtMcDonald's

hamburgerBigMacMcChicken

applepieFrenchfries

ice-creamCokemilkorangejuice

Areyouhungry?

Whatdoyouwant?

1want...

板書設(shè)計(jì)

WhatdoesDannywant?

Hewants...

作業(yè)布置1.Listentothetape.

2.Writethetext.

BigMac,McChicken這兩個單詞抄寫出錯很多，讓學(xué)生一起通過

討論得出東西方人的飲食習(xí)慣與文化，讓學(xué)生在學(xué)英語的同時能了

解西方的文化，學(xué)生在討論中非常興奮；讓他們編在飯店或快餐店

教學(xué)效果

的對話，盡管有語法錯誤可他們很享受。AlargeCoke/asmall

反饋

Coke關(guān)于Coke是可數(shù)名詞的用法學(xué)生有點(diǎn)混淆。

Module1Gettingtoknowyou

課題

Apicnic

知識與技能：Usingthesimplepresenttensetoexpress

simpletruths.

e.g.I'mhungry./l'vegotsome——

Asking*wh-'questionstofindoutspecificinformation.

e.g.Whathavewegot?

教學(xué)目標(biāo)

過程與方法：Openaninteractionbyelicitingaresponse.

Maintainaninteractionbyprovidinginformationin

responsetoquestions.Reading

Recognizefamiliarwordsinunfamiliarcontexts.

情感、態(tài)度與價值觀：/

Usingthesimplepresenttenseto

expresssimpletruths.Asking'wh-'

教學(xué)重點(diǎn)

questionstofindoutspecific

和難點(diǎn)

information.

教學(xué)媒體Tape

SomefoodforpicnicGrammar

課前學(xué)生

準(zhǔn)備

PracticeBook

備注

教學(xué)過程

Pre-taskpreparation

1.Dailytalk.

2.Recitethewordsofpage7

3.Dividestudentsintogroups.Ask

themtoputtheirfoodonthegroup's

desk.Ask:Whathaveyougot?

While-taskprocedure

1.Putsomefoodonthetableand

workinpairs.

2.Askandanswer:

A:Whathavewegot?

B:I've/We'vegot

3.Playthecassette.Studentslisten

andfollowintheirbooks.

4.Studentslistenandrepeat.

5.Givethestudentstwominutesto

rememberwhateachcharacterhasgot.

6.Askthestudentstoclosetheir

books.Ask:Whathas——got?

7.Encouragethemoreablestudents

totrytorecallwhatallthecharacters

havegot.Ask:Whathavetheygot?

8.Playagame:Apicnic.

Whathaveyougot?

9.Askandansweronpage8

Whathavetheygot?

10.Disscusswhatwilltheypreparefor

Liuheon25thofSeptember.

Post-taskactivity

Makesomedialogues.

Consolidation

GrammarPracticeBookpage6

Apicnic

food（復(fù)數(shù)）/haveapicnic

Whathaveyougot?I'vegot...

板書設(shè)計(jì)

We'vegot...

Whathashegot?He'sgot...

1.Readthetext.

作業(yè)布置

2.Dosomeexercises.3.Listentothetape.

教學(xué)效果

Whathaveyougot?I'vegot...We'vegot...

反饋

Whathashe/shegot?He's/She'sgot...這兩種句型學(xué)生操練

的很熟練，讓他們討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

個別學(xué)生會混淆。

Module1Gettingtoknowyou

課題

Sayandact

知識與技能:Using'wh-'questionstofindoutspecific

information.

e.g.Whatdoyouwant?

Usingmodalstomakerequests.

e.g.Can1havesomefish,please?

教學(xué)目標(biāo)

Usingformulaicexpressionstoreplytorequests.

e.g.Thereyouare.

Usingnounstoidentifyobjects.

e.g.noodles,vegetables

過程與方法：Identifymainideas.

Producesimplephrasesandsentencesinvolving

repetition.

Predictstory,charactersusingpicturecues.

情感、態(tài)度與價值觀：學(xué)會買東西時的禮貌用語。

Usingmodalstomakerequests.Using

formulaicexpressionstoreplyto

教學(xué)重點(diǎn)

和難點(diǎn)

requests.

教學(xué)媒體Tapemultimedia

ShoppinglistWorkbookGrammar

課前學(xué)生

準(zhǔn)備

PracticeBook

備注

教學(xué)過程

Pre-taskpreparation

1.Askandanswer.

2.Makesomedialogues.

3.Askthestudentstothinkwhat

theywouldliketohavefordinnertoday.

4.Introduce:rice,noodles,

vegetables.

5.Askstudentstomaketheirown

shoppinglist.

While-taskprocedure

1.Playthecassette.Listenand

follow.

2.Closethebooksandask:What

doesEricwantforhisdinner?

3.Practicethedialogueinpairs.

4.Actoutthedialogues.Encourage

themoreablestudentstoreplacethe

fooditemswiththethingstheywant.

5.Playshopswiththefoodpackets.

6.Invitepairsofstudentstoactout

thedialogueinfrontoftheclass.

7.Makeashortdialogueinthe

supermarketorinthedepartment

store.:eg,Whatcan1doforyou?Can

1helpyou?Can1havesome...,

please?

Nowlisten.

Post-taskactivity

Workbookpage5

Consolidation

GrammarPracticeBookpage7andpage

9

rice,（復(fù)數(shù)）_/_

noodles,vegetables

板書設(shè)計(jì)

.Can1havesome____,please?Thereyouare.Whatcan1

doforyou?Can1helpyou?

作業(yè)布置1.Makesomeshortdialogues.

2.Listentothetape.3.Recitethetext.

學(xué)生編在超市或百貨商店里的對話，會用Whatcan1doforyou?

Can1helpyou?來問，Can1havesomeplease?對在這里

用some學(xué)生有點(diǎn)模糊，會和其他的一-般問句搞混，在變成一般問

教學(xué)效果

反饋

句時會不把some變any。

Module1Gettingtoknowyou

課題

Unit3Thisiswhat1need.

知識與技能:Usingnounstoidentifyobjects.

e.g.socks

Asking'wh-'questionstofindoutvariouskindsofspecific

informationaboutaperson.

Usingindefinitedeterminerstorefertoanunspecified

numberofthings.

教學(xué)目標(biāo)

usingattributiveadjectivestodescribeobjects.

e.g.anewbag

過程與方法：Locatespecificinformationinresponseto

question.

Usemodeledphrasesandsentencesto

communicatewithteachersandotherlearners.

情感、態(tài)度與價值觀：/

Asking'wh-'questionstofindout

variouskindsofspecificinformation

aboutaperson.

教學(xué)重點(diǎn)

和難點(diǎn)

Usingindefinitedeterminerstoreferto

anunspecifiednumberofthings.

教學(xué)媒體Tapemultimedia

Alist--thingsforschoolGrammar

課前學(xué)生

準(zhǔn)備

PracticeBook

備注

教學(xué)過程

Pre-taskpreparation

1.Askandanswer.

2.Recitesomewords.

3.Ask:Whatdoyouwantforschool?

4.Introduce:uniforms,shoesand

socksusingwordandpicturecards.

5.Makesomephrases:anorangea

uniformanolduniformanorange

uniformapairofsocksapairof

shoesapairofglasses

While-taskprocedure

1.Makethestudentstounderstand:

Whatdoyouneedforschool?Sayafter

theteacherandtrytoanswer.

2.Askthestudentstofindoutwhat

Kittyneedsforschool.

3.Playthecassette.Listenand

follow.

4.Playthecassetteagain.Listenand

repeat.

5.Closethebooks.Ask:Whatdoes

Kittyneedforschool?

6.Practisethedialogueinpairs.

7.WhatdoyouneedforP.E.lesson?

8.Read:Thinkandwrite.Students

writetheirlists.

9.Askandanswer.

Post-taskactivity

Workinpairs.Practisethepatterns:

WhatdoesAneedfor...?WhatdoA&B

needfor...?Whatdotheyneedfor...?

Consolidation

GrammarPracticeBookP10

Unit3Thisiswhat1need.

need1need...

1don'tneed...

板書設(shè)計(jì)——Whatdoyouneedforschool?

——1need...(shoessocksuniform)

作業(yè)布置1.Readthetext.

2.Dosomeexercises.3.Listentothetape.

學(xué)生對need的第三人稱單數(shù)的用法不熟練，必須要多加練習(xí)；a

uniform這個詞組個別學(xué)生一下子不能接受，還是喜歡用an;發(fā)

教學(xué)效果

/i:/和/u:/的單詞學(xué)生還是能說出一些，發(fā)/C/的單詞學(xué)生容

反饋

易和發(fā)/C:/的單詞混淆。

Module1Gettingtoknowyou

課題

Let'smakeacake.

知識與技能:Asking*wh-'questionstofindoutvariouskinds

ofspecificinformationaboutanevent.

e.g.Whatdoweneed?

Usingindefinitedeterminertorefertoanunspecified

amount/numberofthing.

e.g.Weneedsome-

usingthesimplepresenttensetoexpressopinions.

教學(xué)目標(biāo)

Usingmodalstomakerequests.

e.g.Can1haveabowl,please?

Usingimperativestogiveinstructions.

過程與方法：Identifykeywordsinanutteranceby

recognizingthestress.

Usemodeledphrasesandsentencestocommunicatewith

teachersandotherlearners.

情感、態(tài)度與價值觀：做媽媽的小幫手

Asking,wh-'questionstofindout

variouskindsofspecificinformation

aboutanevent.

教學(xué)重點(diǎn)

Usingindefinitedeterminertoreferto

和難點(diǎn)

anunspecifiedamount/numberof

thing.

教學(xué)媒體Tapemultimedia

Thingsweneedformakinga

課前學(xué)生

準(zhǔn)備

cakeWorkbook

備注

教學(xué)過程

Pre-taskpreparation

1.Dailytalk.

2.Playthegame.

3.Takeoutacake.

Ask:Doesyourmummakecakes?

Whatdoweneedtomakeacake?

4.Newwords

a)sugar,salt

b)Makephrases:howmuchsalt,

muchsugar,somebutter,howmany

bottlesofjuice,aspoonofsalt,two

bowlsofmilk

c)Saythecharacteristicof

uncountablenouns

d)Flour(IRJ#)flower

T:Thecakeissweet.Soweneedsome

sugar.Doyouknowsalt?Isthecake

salty?

e)fridge,oven

T:Nowlet'smakeacake.whatelsedo

weneed?

f)delicious

T:Look,thecakeisfished.Thatsmells

good.It'sdeliciou