滬教牛津版五年級上冊英語 Module 1 Getting to know you

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1、 滬教牛津版五年級上冊英語 Module 1 Getting to know you Unit 1 Can I do this？ Period one 一、主要新授內(nèi)容 1．Words and phrases: cross, traffic light, sign, smoke, station, underground，wait for, way, go out , exit 2．Structures: Do

2、n’t cross! There’s the red man. Which sign means…? This one. They are not eating or drinking. Go out this way. 3．Functions: Using nouns to identify objects Using imperatives to give instructions.

3、 Using the introductory 'there' to express facts. Using imperatives to express prohibitions. 二、學(xué)習(xí)目標 1．語音 能正確模仿標準的語音、語調(diào)，養(yǎng)成良好的發(fā)音和朗讀的習(xí)慣。 2．詞匯 （1）認識并說出交通工具及道路上交通指示牌的名稱，理解含義，會拼讀運用。 （2）新授基本單詞：cross, traffic light, smoke, station, underground， way, （3）掌握動詞詞組wait for

4、 , go out, eat or drink。 （4）掌握or 和 and的不同用法。 3．句型 （1）掌握用There be… 的句式來描述交通信號燈的變化。 （2）能夠用Which…句型來提問并回答。 4．對話 能夠用所學(xué)句型正確地詢問或表達圖片的內(nèi)容。 5．態(tài)度情感 （1）對英語學(xué)習(xí)有持續(xù)的興趣和愛好 （2）樂于參與、積極合作，能較好地完成學(xué)習(xí)任務(wù) （3）通過學(xué)習(xí)能自覺遵守規(guī)則并熟悉一些常見的規(guī)則，養(yǎng)成自覺遵守社會規(guī)范的良好習(xí)慣，培養(yǎng)學(xué)生知錯就改和高度自律的道德品質(zhì)。 二、 教學(xué)設(shè)計 （一）任務(wù)前期準備階段（Pre-task preparation sectio

5、n） 1．意圖（Purpose） Pre-task Preparation是指我們要求學(xué)生運用目的語（即所學(xué)的語言）之前，呈現(xiàn)給學(xué)生的新語言材料。也就是我們常說的：Input。 通過復(fù)習(xí)以前學(xué)過的標志，和Don‘t 句型，簡單而直接的開始一堂新課的教學(xué)。 2． 活動過程（Process） Steps Contents Methods Purpose 1 1.Review 2.Ask and answer T: What can you see in the school? Paste the signs on the board and say.

6、 Eg: Pa:Don’t walk on the grass. 通過簡單的問題,讓學(xué)生把課后制作的標志貼在黑板上并做簡單的介紹。復(fù)習(xí)鞏固Don‘t 句型。 2 1.Which sign means…? This one. 2．Learn the new word Mean 3. Ask and answer Teacher point to the signs and ask Pupils answer the questions. Read and spell Read the sentence pattern Pair work

7、 教師利用學(xué)生貼的標志引出新問題，并讓學(xué)生進行回答。為后面新授埋下伏筆。 學(xué)生進行機械操練單詞，讀準字音。 利用書P56的標志同桌操練句型。 （二）任務(wù)中期實施階段（While-task procedure section） 1．意圖（Purpose） While-task Procedure，這是指語言技能的習(xí)得過程。其中分為機械性操練和意義性操練兩部分。機械性操練可以讓學(xué)生準確地模仿、復(fù)述新授的語言，讓他們經(jīng)過從模仿到識記的過程，使新知識由感知、理解、模仿直到儲存。意義性操練是介于機械性操練和交際性操練之間，起著承上啟下的作用，把語言形式的操練轉(zhuǎn)向語言內(nèi)容

8、的操練，使學(xué)生的認知逐步從知識外部特征轉(zhuǎn)向知識內(nèi)在的聯(lián)系。 由于課本第二頁的教學(xué)場景與第四頁的場景都是在室外，一項涉及街上的交通，另一項涉及地鐵站，所以本教時把這2頁的內(nèi)容糅合在一起，創(chuàng)設(shè)情景，以一個自然的過渡合并進行教學(xué)。 2．活動過程（Process） Steps Contents Methods Purpose 1 1.Look and learn 2. Learn the new words traffic light 3. Read the Rhyme a

9、nd review the words . cross wait go Show the picture of the street T:Today Mrs Wang and Alice are going out. They are on the street. What signs can you see on the street? T:If the drivers or the people want to cross the road. What can they do? Pupils read and spell the word Show the

10、rhyme Read and clap. 教師出示川流不息的馬路圖片引出主題。 學(xué)生通過回答問題引出新單詞, 機械操練，正音。 由于P2的單詞都是學(xué)生學(xué)過的，所以利用二年級學(xué)過的交通兒歌快速復(fù)習(xí)單詞。。。 2 1.Listen and repeat 2.Play a game 3.Say and act T: Mrs Wang and Alice are crossing the road. What are they saying? Repeat Picture 2 Teach

11、er shows the picture Ps say and act line by line. 聽錄音跟讀，熟悉對話內(nèi)容。 通過看圖表演的小游戲幫助學(xué)生操練There be句型。并活躍課堂氣氛。 3 1.Listen and think 2.Ask and answer 3.Read and learn 4.Do exercise Show the sign T: What are Mrs Wang and Alice doing? Listen and think of the question

12、s. Eg: Where are they going? What are they waiting for? Ps Ps：Read the phrases together Eg: wait for the train eat or drink go out exit Ps：Fill in the blanks 教師出示地鐵站標志引入地鐵站主題，并學(xué)習(xí)單詞。 第一遍聽錄音并在聽的過程中思考相關(guān)問題，幫助學(xué)生記憶課文內(nèi)容。 以不同的形式讓學(xué)生進行操練，并養(yǎng)成學(xué)生認真聽的習(xí)慣。 朗讀重點詞組，使學(xué)生對新授內(nèi)容得到鞏固。

13、 通過一些填空小練習(xí)幫助學(xué)生正確運用重點詞組及or和and的區(qū)分。 4 1.Look at P4 and read after the tape 2.Read and say Ps Ps：Group work 跟讀課文，正音，記憶課文內(nèi)容。 小組活動，組內(nèi)分角色練習(xí)課文。 （三）任務(wù)后期完成階段（Post-task activity section） 1．意圖（Purpose） Post-task Activity，這是指經(jīng)過機械性操練和意義性操練，引導(dǎo)學(xué)生運用他們所獲得的知識與技能來完成一個交際性的任務(wù)“task”，也就是語言的輸出

14、：output。學(xué)生通過前兩個階段的學(xué)習(xí)，在知識和能力上已具備綜合新舊知識進行交際的能力，教師可以根據(jù)學(xué)生的實際水平設(shè)計或選用提供的活動，使學(xué)生在相應(yīng)的盡可能貼近生活的語境中，正確有效使用習(xí)得語言，完成交際性的任務(wù)。 在本階段設(shè)置表格，讓學(xué)生進行調(diào)查，活躍課堂氣氛，在情景操練中鞏固句型并養(yǎng)成遵規(guī)的好習(xí)慣。 2．活動過程（Process） Steps Contents Methods Purpose 1 Finish the table T: What signs can you see in other public place? Ps 小組討論完成表格，拓展學(xué)習(xí)內(nèi)容，并

15、讓學(xué)生在完成表格的同時明確應(yīng)做到的規(guī)則。 2 Role play Choose one place on the table and make a new story Ps：Group work 仿照課文內(nèi)容選擇一個公共場所進行對話，在情景操練中鞏固句型并養(yǎng)成遵規(guī)的好習(xí)慣。 附錄：表格 The public place The sign you can see Period two 一、主要新授內(nèi)容（New contents） Words and phrases: g

16、o out, dinner time. Structure: Can I/we……? Yes, you can. / No, you can’t. Here you are. Function: 1. Asking for permission. 2. Replying to requests. 二、學(xué)習(xí)目標（Learning objectives） 1． 語音 能正確模仿標準的語音、語調(diào)，養(yǎng)成良好的發(fā)音和朗讀的習(xí)慣。 2． 詞匯 （1）掌握動詞詞組go out （2）掌握情態(tài)動詞can（表示許可） 在句中的含義，并能運用。 （3）復(fù)習(xí)以前學(xué)過的動詞詞組：watc

17、h TV，have some sweets,have some juice,其中可以補充說明have可以表示吃(eat)和喝(drink)。 3．句型 掌握情態(tài)動詞can（表示許可）句型結(jié)構(gòu)，理解句子所表達的含義，并能靈活運用。強調(diào)can 的句型和它以前結(jié)構(gòu)相同，但表達的場合和語意不同，在這里它表示“允許和不允許”， 并能夠用Yes, you can/No, you can’t的句型來回答別人的征求。 4．態(tài)度情感 （1）對英語學(xué)習(xí)有持續(xù)的興趣和愛好 （2）樂于參與、積極合作，能較好地完成學(xué)習(xí)任務(wù) （3）養(yǎng)成自覺遵守社會規(guī)范的良好習(xí)慣，培養(yǎng)學(xué)生知錯就改和高度自律的道德品質(zhì)。

18、三、教學(xué)設(shè)計（TEACHING DESIGN） （一）任務(wù)前期準備階段（Pre-task preparation section） 1．意圖（Purpose） Pre-task Preparation是指我們要求學(xué)生運用目的語（即所學(xué)的語言）之前，呈現(xiàn)給學(xué)生的新語言材料。也就是我們常說的：Input。 這節(jié)課的這個環(huán)節(jié)主要讓學(xué)生獲得對新語言材料的第一次感知，形成對語言意義的第一次理解。。通過創(chuàng)設(shè)情境下的Daily Talk的形式，教師能輕松、自然地引出新內(nèi)容，并在問題條件的轉(zhuǎn)換下讓學(xué)生主動地投入到對新知識摸索中。 2．活動過程（Process） Steps Contents

19、Methods Purpose 1 Creative a surrounding Ask and answer Show a nice picture with grass and the sun T：What a nice day ! What can you do on the grass? It’s a sunny day . So we can play many games outside. Change the sun to cloud and rain. T：The weather changed. Is it still sunny? Can we

20、play outside ？ 這節(jié)課的學(xué)習(xí)目標的達成和學(xué)生的日常生活經(jīng)驗相關(guān)。因此，在熱身階段，教師用創(chuàng)設(shè)情景問答形式將話題引入學(xué)習(xí)目標，自然、流暢。 （二）任務(wù)中期實施階段（While-task procedure section） 1．意圖（Purpose） While-task Procedure，這是指語言技能的習(xí)得過程。其中分為機械性操練和意義性操練兩部分。機械性操練可以讓學(xué)生準確地模仿、復(fù)述新授的語言，讓他們經(jīng)過從模仿到識記的過程，使新知識由感知、理解、模仿直到儲存。意義性操練是介于機械性操練和交際性操練之間，起著承上啟下的作用，把語言形式的操練轉(zhuǎn)向語言內(nèi)容的操練，使學(xué)生

21、的認知逐步從知識外部特征轉(zhuǎn)向知識內(nèi)在的聯(lián)系。 由于本教時新授內(nèi)容主要是句型是對話形式的，因此情景的創(chuàng)設(shè)尤為顯得重要。在大量的生活條件情境下，學(xué)生才能喚起平時的生活經(jīng)驗，來理解學(xué)會并掌握使用語言的技能技巧。 2．活動過程（Process） Steps Contents Methods Purpose 1 1. Listen to the tape of “Look and say”(P1,3) once. Can I/we …? Yes,you can./No, you can’t. 2．Listen to the tape (p2, 4) and answer.

22、 3. Look at the book and read the text. T：Why Ben can’t do ？ Which situation has mentioned in the tape ? （Situation: It’s raining. It’s dinner time.） Read the situation and tell us at these situations what can you do?What can’t you do？ T: What does Ben/Kitty want to do? Ca

23、n they do? Is it dinner time? Do “ Ask and Answer Eg: T: It’s raining. Can I/we go out? Pa: No, you can’t. etc. (說明：we和you教師在問的時候用手勢把學(xué)生包括進去加以區(qū)分。) 先讓學(xué)生聽圖1圖3的錄音找出不能做的條件限制。并展開討論。由學(xué)生自己得出結(jié)論，為后面的句型操練作語言鋪墊。 通過兩種不同結(jié)果的比較學(xué)習(xí)后學(xué)生逐漸領(lǐng)會不可以做的事并不是一成不變的,需要分清場合條件。并且通過機械操練和意義操練相結(jié)合達到對句型的熟練度。 （三）任務(wù)后期完成階段（Po

24、st-task activity section） 1．意圖（Purpose） Post-task Activity，這是指經(jīng)過機械性操練和意義性操練，引導(dǎo)學(xué)生運用他們所獲得的知識與技能來完成一個交際性的任務(wù)“task”，也就是語言的輸出：output。 通過前兩個階段的學(xué)習(xí)，本階段通過練習(xí)和學(xué)生雙人操練來鞏固知識，使學(xué)生在一定語境中，正確有效使用習(xí)得語言，完成交際性的任務(wù)。 2．活動過程： Steps Contents Methods Purpose 1 1. Do workbook Page 1 2.Practice Practi

25、ce pairs work Pa: Can I go out? Pb: Yes, you can. It’s a sunny day. Pa: Can I play chess? Pb: No. you can’t. It’s bed time. etc. 以意義性操練進行學(xué)識的鞏固。 Period three 一、主要新授內(nèi)容（New contents） Words and phrases: make a noise, leave rubbish Structure: Don’t ….. No fishing. Functio

26、n: 1．Expressing prohibitions. 2．Expressing apologies. 二、學(xué)習(xí)目標（Learning objectives） 1． 語音 能正確模仿標準的語音、語調(diào)，養(yǎng)成良好的發(fā)音和朗讀的習(xí)慣。 2．詞匯 （1）新授動詞詞組，引導(dǎo)并鞏固學(xué)過的動詞詞組。 （2）適當拓展動名詞。 3．句型 （1）掌握用Don’t句型來禁止別人做某事。 （2）學(xué)會并習(xí)慣用I’m sorry.來表示歉意。 4．對話 在任何場所能大方自信且有禮貌的表達自己的想法并能勸阻別人遵守公共場所禮儀。 5．態(tài)度情感 （1）對英語學(xué)習(xí)有持續(xù)的興趣和愛好 （2）樂

27、于參與、積極合作，能較好地完成學(xué)習(xí)任務(wù) （3）養(yǎng)成自覺遵守社會規(guī)范的良好習(xí)慣，培養(yǎng)學(xué)生知錯就改和高度自律的道德品質(zhì)。 三、教學(xué)設(shè)計（TEACHING DESIGN） （一）任務(wù)前期準備階段（Pre-task preparation section） 1．意圖（Purpose） Pre-task Preparation是指我們要求學(xué)生運用目的語（即所學(xué)的語言）之前，呈現(xiàn)給學(xué)生的新語言材料。也就是我們常說的：Input。 2．活動過程（Process） Steps Contents Methods Purpose 1 Review Show some signs lik

28、e P5 T：These are signs we often can see in the public places. Do you know what can’t you do when you see it ? Elicit according to students’ answers: You can’t = Don’t 直接出示生活中的標記，通過公共場所的標記引入，和What can’t句型的引入，再次喚起學(xué)生對生活中日常事務(wù)的記憶，并回顧四年級第二學(xué)期的拓展內(nèi)容You can’t = Don’t這個句式，從而自然進入下一環(huán)節(jié)的學(xué)習(xí)。 （二）任務(wù)中期實施階段（

29、While-task procedure section） 1．意圖（Purpose） While-task Procedure，這是指語言技能的習(xí)得過程。其中分為機械性操練和意義性操練兩部分。機械性操練可以讓學(xué)生準確地模仿、復(fù)述新授的語言，讓他們經(jīng)過從模仿到識記的過程，使新知識由感知、理解、模仿直到儲存。意義性操練是介于機械性操練和交際性操練之間，起著承上啟下的作用，把語言形式的操練轉(zhuǎn)向語言內(nèi)容的操練，使學(xué)生的認知逐步從知識外部特征轉(zhuǎn)向知識內(nèi)在的聯(lián)系。 2．活動過程（Process） Steps Contents Methods Purpose 1 1. Listen t

30、o the tape and follow. (Don’t… I’m sorry. leave rubbish make a noise) 2.Add ‘don’t’ before above phrases Show the verb phrases: （say aloud/ leave rubbish/ make a noise/ open the window/ smoke / walk on the grass/ climb the tree/ pick the flower） Explain: make a noise means talk withou

31、t allowed. Let students to read out and act . Give the new phrases if you know. Let the pupils classify the sign in the proper place. (Besides P5 Read and write add some new situations.) Read the sign and remember them. 引入到Don’t的學(xué)習(xí)，介入動詞短語的學(xué)習(xí)。 2 NO+v-ing No+nouns

32、 Show a sign ‘No smoking’ which in the classroom building. T: Can you smoke when you see the sign? No smoking = Don’t smoke here. T: Can you give other examples? (No fishing. No bicycles. No littering. etc.) Exercises: Don’t ride here----No _______. -------You ______ ride

33、here. etc. 在知識基本教完之后，對于學(xué)習(xí)能力較強的同學(xué)可以適當拓展內(nèi)容，普通學(xué)生也可以適當了解。以學(xué)校大樓里的標記No smoking.來教授NO+動名詞的形式。解決學(xué)生在日常生活中看到的和課堂學(xué)習(xí)不一致的困惑。 （三）任務(wù)后期完成階段（Post-task activity section） 1．意圖（Purpose） Post-task Activity，這是指經(jīng)過機械性操練和意義性操練，引導(dǎo)學(xué)生運用他們所獲得的知識與技能來完成一個交際性的任務(wù)“task”，也就是語言的輸出：output。學(xué)生通過前兩個階段的學(xué)習(xí)，在知識和能力上已具備綜合新舊知識進行交際的能力，教師可以根

34、據(jù)學(xué)生的實際水平設(shè)計或選用提供的活動，使學(xué)生在相應(yīng)的盡可能貼近生活的語境中，正確有效使用習(xí)得語言，完成交際性的任務(wù)。 由于本教時新授內(nèi)容有詞匯也有句子而且都在兩個以上，在這種情況下，建議每項Activity形式盡可能不同，時間不要長，一個活動緊接著一個活動，容易抓住學(xué)生的注意力，維持學(xué)習(xí)興趣。 2．活動過程： Steps Contents Methods Purpose 1 Quick Response and Short Play Show some sl

35、ips of the cards with places , actions and some other words Divide students into several groups. Choose one of the places and one of the actions. Teacher give another words. e.g. Pa: in the park Pb: pick the flowers. T: beautiful, like. Sorry. Sunny The story would be: It’s a sunny day . I

36、go to the park and play on the grass. There are many beautiful flowers in the park. I like them and want to keep them very much. “Don’t pick the flowers.” Says the stuff. “I’m sorry.” I see I can’t pick the flowers in the park . …etc Students make the story and performance it by themselves. 學(xué)生至此已

37、學(xué)會了新知識的機械運用，交際性的操練還需要教師設(shè)計一個快速反應(yīng)的游戲，在游戲中讓學(xué)生根據(jù)所抽到的不同情況隨時變換自己的語言表達。 把課堂知識與生活實際經(jīng)驗結(jié)合起來，使學(xué)生更樂于參與教學(xué)活動。 2 Make the signs for our school. Group discussion. T: What we can’t do in our school? Ask Ps to make the sign for the school. Show the work . 引導(dǎo)學(xué)生用所學(xué)過的知識為學(xué)校制作標志，教育學(xué)生要保護學(xué)校

38、環(huán)境和遵守制度。 Module 1 Getting to know you Unit 2 This is what I want Period one Teaching contents : Say and act Teaching Aims : 1 . 知識目標: 能正確朗讀生詞,并注意不可數(shù)名詞的用法. 2. 能力目標: 能用Here’s /Here are造句. 3. 情感目標: 培養(yǎng)學(xué)生以禮待人的習(xí)慣. Difficult and key points : Asking ‘wh-‘ questions and answering. Teaching a

39、ids : recorder ,some paper, crayons, brushes and so on. Teaching procedure: 教學(xué)步驟 方法與手段 補充與修改 Warming-up 1. Sing a song 2. Daily talk Revision 1. Show a paper ship. T: Look, I can make a paper ship. Who can make it ? T: What do you want ? S: I want some paper. T: Here’s some paper .

40、 S: Thank you. (very much ) Write: What do you want ? I want / We want … Presentation 1.Show a picture T: Colour the picture. S1 and S2. T: What do you want ? Ss: We want some crayons. Learn : Here’s / Here are… 2. Point the brushes. T: What are these ? They are brushes. Learn: brush—

41、brushes T: Do you want brushes ? Ss: … Consolidation 1. Listen and repeat the sentences. 2. Read the sentences. 3. Answer some questions. e,g, What does Alice want ? She wants … 4. Do the exercises :Ask and answer. Learn : glue , tape, a pair of scissors 5. Act out :”Ask and answer

42、 “ with some place. 6. Ask each group to discuss and write down the things they need for wrapping a present /writing a letter, 課 后 隨 筆 成功與經(jīng)驗 板 書 設(shè) 計 Say and act What do you want ? I / We want … What does he / she want ? She /He want … 思考與對策 Unit 2

43、 This is what I want Period two Teaching contents : Look and say Teaching Aims : 1 .知識目標: 能正確朗讀生詞McChicken, BigMac, French fries,并注意這些詞的書寫. 2. 能力目標: 能用What do you want ?提問及回答 Difficult and key points : To make requests. Teaching aids : recorder ,pictures, tape Teaching procedure: 教學(xué)步驟

44、 方法與手段 補充與修改 Warming-up 1.Sing a song 2.Daily talk Revision T; What do you want ? S1: I want some paper. S2: I want some tape. T: Here’s some paper and tape. S1 and S2 : Thank you. Work in pairs. (with glue, a pair of scissors, some brushes) Presentation 1. Show a picture. T: What

45、 do you want ? S: I want a hamburger. 2. Look at the pictures and work in pairs. ( an apple pie, an ice cream, a Coke, a large Coke) 3. T: Now I’m hungry. I want a McChicken . Learn : McChicken 4. T: What do you want , S3 ? (point the McChicken ) S3: I want a McChicken . T: Here ‘s a McChick

46、en. S3: Thank you very much. 5. Learn : a BigMac. (Like that) 6. T: I’m thirty. I want some milk and I’m hungry , too. I want some French fries. Learn : French fries—some French fries. Consolidation 1. Listen to the tape and point the things. 2. Listen to the tape and repeat. 3. Learn: I

47、 want a hamburger and some milk.(學(xué)習(xí)表達兩樣?xùn)|西以上的句子) 4. Work in pairs. 5. Read the text. Learn the word “At McDonald’s” 6. Play a game. 課 后 隨 筆 成功與經(jīng)驗 板 書 設(shè) 計 Look and say At McDonald’s McChicken BigMac French fries 思考與對策 Unit 2 This is what I wan

48、t Period 3 Teaching contents : Look and say Teaching Aims : 1 .知識目標: 學(xué)習(xí)句型”What have you got ?” 以及詞組”have a picnic”. 2. 能力目標: 能用What have you got ?提問及回答, 并引伸其他人稱. Difficult and key points : Different answering. Teaching aids : recorder ,pictures, tape, slide. Teaching procedure: 教學(xué)步驟 方法與

49、手段 補充與修改 Warming-up Sing a song Revision T: What’s the weather like ? Are you hungry ? What do you want ? Can you go out now ? … Presentation 1. Show a pencil. T: I’ve got a pencil. Have you got a pencil ? S1: Yes, I’ve got a pencil. T: S2, what have you got ? S2: … Learn: What

50、 have you got ? I’ve got … 2. Work in pairs. 3. Show a big picture. T: (Point the grapes). There are some grapes. They’re for you. What have you got , S1 and S2 ? S1 and S2 : We’ve got some grapes. Learn: We’ve got … 4. Work in pairs. (with sandwiches, orange juice, some Cokes) 5. T: Look, t

51、here are many desks and chairs in our classroom. They are for us. We’ve got many desks and chairs. And what have we got in the classroom ? Ss: We’ve got some lights and windows. 6. Ask some questions of the things in the classroom. 6. Look at the slide. T: What are they doing ? They are having

52、a picnic. Learn: have a picnic. Consolidation 1. Listen to the tape and repeat. 2. Introduce the picture. a. Answer these questions. b. Introduce this picture. 3. Read the text and act out the text. 課 后 隨 筆 成功與經(jīng)驗 板 書 設(shè) 計 Look and say What have we got ? We’ve… What ha

53、ve you got ? I’ve got… Have a picnic 思考與對策 Unit 2 This is what I want Period four Teaching contents : Say and act Teaching Aims : 1. 知識目標: 繼續(xù)學(xué)習(xí)句型”What do you want?” 的提問以及回答. 2. 能力目標: 能用What have you got ?提問及不同的回答. 3. 情感目標: 培養(yǎng)學(xué)生買東西的一些方法與禮節(jié). Difficult and key points :Different

54、 answering. Teaching aids :recorder ,pictures, tape, slide. Teaching procedure: 教學(xué)步驟 方法與手段 補充與修改 Warming-up Sing a song Revision 1. Daily talk. e.g. What have you got ? What have we got ? What has she got ? What do you want ?… 2. Act out the text :Look and say. Presentation 1. Lo

55、ok at the slide . This is Danny’s shopping list. Learn: rice, noodles, vegetables. Pay attention the letter: ‘s’. 2. T: Danny say ‘ I want some rice, some noodles, some vegetables, some fish , some fruit, some water and some juice. 3. Ask the students to repeat the sentence. 4. Look at the slid

56、e. T: Danny comes to the first shop. Please listen to the tape ,then answer the questions. Questions: What does the man say ? What does Danny answer ? 5. The students repeat the sentences. Then work in pairs. 6. T: Danny comes to the second shop. Listen to the tape and repeat, please.

57、 7. The students repeat and act out the dialogue. 8. T: Danny comes to the third shop. Guess: What does the man say and what does Danny answer ? e.g. S1: Hello, Danny. What do you want ? S2: Can I have some fish , please ? Consolidation 1. Look at the books. Listen and read after the tape

58、2. Learn : There you are. (給你) 3. Act out the text. 4. Make a dialogue. (Use these words: BigMac, McChicken, flowers , pencils and so on. 5. listen and choose : “×” or “√” ( ) a.May has two packets of noodles, some flowers and three small packets of biscuits. ( ) b. Peter has two large bottle

59、s of water, one small bottle of juice. ( ) c. The aeroplane is falling. ( ) d. May is Peter’s sister. ( ) e. Winkin can have some fruit. ( ) f. Winkin likes orange juice. ( ) g. The spaceship has no water. 課 后 隨 筆 成功與經(jīng)驗 板 書 設(shè) 計 Say and act rice noodles vegetables 思考與對策

60、 Module I Unit 3 This is what I need Objective: 1. Vocabulary: But, new, old, dear, cheap, sock, bowl, spoon, shoe, salt, sugar, butter, milk, flour, jam. 2. Structure: What do you/We need? I/we need… Can I have…，please? 3. Function: Comprehending a simple narrative Asking about and e

61、xpressing needs Making simple comparisons between objects Requesting things needed to complete a task. Period one Language Focus: Using indefinite determiners to refer to and unspecified number of things Using attributive adjectives to describe objects Teaching Aids: Pictures, stationery,

62、 a calendar, word cards. PROCEDURE CONTENT METHOD PURPOSE I. Pre-task preparation Revision (Show a calendar) talk about the months, days, festivals in a year. 利用日歷來復(fù)習(xí)和引入本課新授內(nèi)容，學(xué)生易理解而不顯枯燥。 II. While-task procedure 1. New words: shoe, sock, uniforms 1) Questions: When does the new term be

63、gin? What do you need for school? 2) Ps discuss in groups. 3) 學(xué)生討論、匯報，自然引入新單詞。 2. Sentence: What do you need for school? 1) T: If today is a new term, what do you need for school? Ask pupils to work in pairs and make a list. 2) Ask pupils to listen to the tape and answer the question: What d

64、oes Kitty need for school? 3) Read after the tape. 互相交流信息，將生活與語言學(xué)習(xí)融合在一起。 將簡單的課文內(nèi)容作為聽力材料，培養(yǎng)學(xué)生聽的能力。 III. Post-task Activity Topics: 1) Mother’s Day 2) A Picnic 3) Children’s Day 4) A music Lesson Decorating a new house 1. Choose one of the topics and discuss in groups according to th

65、e situation given. e.g. T: what do you need for…? P: I need… Because… 2. Make a report. 設(shè)計幾幅圖畫，如Mother’s Day, A picnic, Children’s Day等，讓學(xué)生在合作中根據(jù)主題材來選擇并運用語言，做到活學(xué)活用，同時，提供給學(xué)生自主學(xué)習(xí)的空間。 IV. Assignment Think and write. What do you need for your birthday party? 鞏固課堂教學(xué)內(nèi)容，并進行寫作訓(xùn)練。 Unit 3 This

66、 is what I need Period two Contents: A: Words: bake, salt, Let’s B: Structures: What do we need? We need some … That smells good. Can I have a bowl, please? Bake the cake. C: Functions: Asking about and expressing needs Learning tagets: A: Basic aims: 1. Listening: I dentify key words in an utterance by recognizing the stress. Locate specific information in response to simple questions. 2. Speakin