上海版牛津英語(yǔ)5A教案

Module1GettingtoknowyouUnit1Canldothis?PeriodOneTeachingcontents:LookandLearn&SayandactTeachingAims:Basicaims:KnowthetrafficlightanditsmeaningGivingandrespondingtosimpleinstructions,warningsandprohibitionDevelopingaims:LearnersmakeaposteraboutroadsafetyEducationaims:ToobeytherulesinthestreetDifficultandkeypoints:KnowthetrafficlightforbothpedestriansanddriversTeachingaids:trafficlightforbothpedestriansanddrivers,PhotocopiablePage1,drawingpaperTeachingprocedure:procedureContents&MethodOthersWarming-upSingasong:RainbowDailytalkII.Pre-taskpreparationRevisionColorsT:Lookattherainbowinthesky.Whatcolorisit?PresentationGroupworks:DiscusswhatcanyouseeOntheroad?III,While-taskprocedureIntroduce:trafficlightTshowsthetrafficlightsforbothdriversandpedestrians.PsfollowT.2.Introduce:Stop!Wait!Go!Tshowsthetrafficlightsfordriversandsays:'Nowwe'redrivers.Look,thetrafficlightisred.Canwego?'Thesametoteach'wait''go'3.Introduce:Cross!Don'tcross!TshowsthetrafficlightsforpedestriansT:Nowwearepedestrians.Look,thereistheredmanCanlcrosstheroad?4.Playtherecording:Lookandlearn.Studentslistenandrepeat.5..Pointstothetrafficlightsfordriversontheboard.Inviteindividualstudentstowrite:Stop!/Wait!/Go!Underneath.6.Playtherecording:Sayandact.Studentslistenandrepeat.7.Studentsworkinpairstoprepare:Sayandact.HavesomepairsactKittyandBenandsomepairsactthedrivingtutorandthedriver.IV.Post-taskactivity1.DistributeacopyPhotocopiablepage1toeachpairofstudents.Askthestudenttolookatthepictures.StudentsputthepicturesintherightorderandfillintheblanksStudentscutoutthepicturesandstickthemontoabigpieceofdrawingpapertomakeaposter.Encouragestudentstothinkofatitlefortheirposter.Distributesheetsofpapertothemoreablestudents.Encouragethemtodesignbookmarksaboutroadsafety.Mountthepostersandthebookmarksontheboards.V.Homework1.Tellyouryoungsisterorbrothertocrosstheroadsafelyandwhatthethreecolorsonthetrafficlightsmean.2.GrammarPracticeBookpage1課后隨筆成功與經(jīng)驗(yàn)板書(shū)設(shè)計(jì)思考與對(duì)策PeriodTwoTeachingcontents:Lookandsay&AskandanswerTeachingAims:Basicaims:Askingforandgiving/denyingpermissiontodosimplethingsDevelopingaims:DevelopwrittentextsbyaddinginformationtowritingEducationaims:ObeytherulesathomeDifficultandkeypoints:Using'CanI/we…?'toaskforpermissionTeachingaids:trafficlight,apictureofdinnertime,Photocopiabelpage2Teachingprocedure:procedureContents&MethodOthersI.Warming-upSingasongDailytalkII.Pre-taskpreparationReview:CanI/we…?Drawapedestriantrafficlightontheboard.Pointtotheredmanandask:CanI/wecrosstheroad?III,While-taskprocedureIntroduce:gooutTpretendsforgettingsomethingoutofthedoor.Say:CanIgoout?Thentakesomethingandknockthedoor,say:MayIcomein?Write'comein'and'goout'ontheboardIntroduce:dinnertimeShowsthepictureT:Who'sshe?Whatisshedoing?S:She'sgrandma.She'scookingdinnerT:Look,children.Dinnerisready.It'sdinnertime.Playtherecording:LookandsayAskandanswerCanBengoout?Why?CanKittyandBenwatchtelevision?CanBenhavesomesweets?Why?CanKittyhavesomejuice?Playtherecordingagain.Studentsfollowintheirbooks.5.Studentspracticethedialogueingroups6.Selectgroupstoreadandactthedialogue.IV.Post-taskactivity1.Givethestudentstimetoprepare:Askandanswer.EncouragethemoreablestudentstopayattentiontoPicture1andPicture4.InvitegroupsofstudentstoactinfrontOftheclass.DistributeacopyofPhotocopiablepage2toeachstudent.Explainthetask.V.HomeworkCompleteAskandanswerontheexercise-book.Workbookpage1課后隨筆成功與經(jīng)驗(yàn)板書(shū)設(shè)計(jì)思考與對(duì)策PeriodThreeTeachingcontents:Lookandread&PointandsayTeachingAims:Basicaims:ReadastoryontheundergroundKnowtherulesontheundergroundDevelopingaims:AskingabouttherecognizingcommonsignsinEnglishEducationaims:ObeytherulesontheundergroundDifficultandkeypoints:AskingandanswerabouttherecognizingcommonsignsinEnglishTeachingaids:somesigns,Photocopiablepage3Teachingprocedure:procedureContents&MethodOthersWarming-upSingasongDailytalkPre-taskpreparationRevisionTalkabouttherulesinthestreetandathomePresentationInvitestudentstodrawthesignstheyusuallyfindinthestreet.Introduce:signWhile-taskprocedureIntroduce:undergroundstationShowthesignoftheundergroundinShanghaiT:What'sthemeaningofthissign?Introduce:undergroundShowthesignofZhongshanParkundergroundstation.T:What'sthemeaningofthissign?Introduce:stationGroupworksDividestudentsintogroupsoffour.DiscussanddrawthesignstheysawontheundergroundInvitesomestudentsshowtheirsignsAndsaythemeaning.Introduce:smokedrinkexitwayoutPlaytherecording:LookandreadAskandanswerWhereareMrsWangandAlicegoing?Whataretheydoing?Wherearethey?Aretheyeatingordrinking?Whataretheydoingnow?Playtherecordingagain.Studentslistenandrepeat.Post-taskactivityPointandsay.Workinpairs.AskstudentspointtothesignsinthepictureS1:Whichsignmeans'……….'?S2:Thisone.DistributeacopyofPhotocopiablepage3toeachstudent.Explainthetask.Makesomethelessablestudentsunderstandwhateachsignmeans.Allowthemtocompletethetaskinpairs.V.HomeworkDiscusswhichelseruleswemustobeyontheunderground.2.Workbookpage2PeriodFourTeachingcontents:Sayandact&ReadandwriteTeachingAims:Basicaims:UsingimperativestoexpressprohibitionsUsingformulaicexpressionstoexpressapologiesDevelopingaims:MakethesignsandputthemonthecorrectplacesEducationaims:Ifyousayordothewrong,youmustexpressapologyDifficultandkeypoints:UseimperativestoexpressprohibitionsTeachingaids:drawingpaper,crayonsTeachingprocedure:procedureContents&MethodOthersWarming-upSingasongDailytalkII.Pre-taskpreparationReviewthesignsShowthesignsT:Whichsignmeans'Don'tsmoke!'S:Thisone.(pointit)…Reviewtherulesonthefarm.Discusswhichruleswemustobeyonthefarm.e.g.Don'tleaverubbish.Don'tthrowthestone.…PresentationDividethestudentsintogroups.Discusstherulesatschool.III,While-taskprocedureIntroduce:Don'tmakeanoise!2.Playtherecording:SayandactAskandanswerWhat'sEddiedoing?Canherun?Whataretheydoing?Aretheyright?IsPeterplayingfootball?WhatisKittydoing?Cansheopenthewindow?Why?3.Playtherecordingagain.Studentslistenandrepeat.T:Whatdothechildrensayaftertheydothewrongaction?S:I'msorry/We'resorry.T:Ifyousayordothewrong,pleasesay'sorry'.AskstudentstolookatthesignsinReadandwrite.Askthemtomatchthesignswiththepictures.Dividestudentsintogroups.AskthemtorefertothepicturesinReadandwriteandpracticeactingastorysimilartotheoneinSayandact.Invitegroupsofstudentstoactinfrontoftheclass.IV.Post-taskactivityDesignandmakethesignsDividethestudentsintogroups.Askthemtochooseaplaceatschool,e.g.alibrary,agarden,etc.Thendiscussanddrawthesigns.Encouragethemoreablestudentstowriteasentencetomatchwitheachsign.Askthestudentstoputthesignstheymadeonthecorrectplaces.V.Homework1.Topic:RulesModule1Unit2ThisiswhatIwantPeriodOneTeachingcontents:SayandactTeachingAims:1.知識(shí)目標(biāo):能正確朗讀生詞,并注意不可數(shù)名詞的用法.2.能力目標(biāo):能用Here’s/Hereare造句.3.情感目標(biāo):培養(yǎng)學(xué)生以禮待人的習(xí)慣.Difficultandkeypoints:Asking‘wh-‘questionsandanswering.Teachingaids:recorder,somepaper,crayons,brushesandsoon.Teachingprocedure:教學(xué)步驟方法與手段補(bǔ)充與修改Warming-upSingasongDailytalkRevisionShowapapership.T:Look,Icanmakeapapership.Whocanmakeit?T:Whatdoyouwant?S:Iwantsomepaper.T:Here’ssomepaper.S:Thankyou.(verymuch)Write:Whatdoyouwant?Iwant/Wewant…Presentation1.ShowapictureT:Colourthepicture.S1andS2.T:Whatdoyouwant?Ss:Wewantsomecrayons.Learn:Here’s/Hereare…Pointthebrushes.T:Whatarethese?Theyarebrushes.Learn:brush—brushesT:Doyouwantbrushes?Ss:…ConsolidationListenandrepeatthesentences.Readthesentences.Answersomequestions.e,g,WhatdoesAlicewant?Shewants…4.Dotheexercises:Askandanswer.Learn:glue,tape,apairofscissorsActout:”Askandanswer“withsomeplace.Askeachgrouptodiscussandwritedownthethingstheyneedforwrappingapresent/writingaletter,課后隨筆成功與經(jīng)驗(yàn)板書(shū)設(shè)計(jì)SayandactWhatdoyouwant?I/Wewant…Whatdoeshe/shewant?She/Hewant…思考與對(duì)策PeriodTwoTeachingcontents:LookandsayTeachingAims:1.知識(shí)目標(biāo):能正確朗讀生詞McChicken,BigMac,Frenchfries,并注意這些詞的書(shū)寫.2.能力目標(biāo):能用Whatdoyouwant?提問(wèn)及回答Difficultandkeypoints:Tomakerequests.Teachingaids:recorder,pictures,tapeTeachingprocedure:教學(xué)步驟方法與手段補(bǔ)充與修改Warming-up1.Singasong2.DailytalkRevisionT;Whatdoyouwant?S1:Iwantsomepaper.S2:Iwantsometape.T:Here’ssomepaperandtape.S1andS2:Thankyou.Workinpairs.(withglue,apairofscissors,somebrushes)PresentationShowapicture.T:Whatdoyouwant?S:Iwantahamburger.Lookatthepicturesandworkinpairs.(anapplepie,anicecream,aCoke,alargeCoke)T:NowI’mhungry.IwantaMcChicken.Learn:McChickenT:Whatdoyouwant,S3?(pointtheMcChicken)S3:IwantaMcChicken.T:Here‘saMcChicken.S3:Thankyouverymuch.Learn:aBigMac.(Likethat)T:I’mthirty.IwantsomemilkandI’mhungry,too.IwantsomeFrenchfries.Learn:Frenchfries—someFrenchfries.ConsolidationListentothetapeandpointthethings.Listentothetapeandrepeat.Learn:Iwantahamburgerandsomemilk.(學(xué)習(xí)表達(dá)兩樣?xùn)|西以上的句子)Workinpairs.Readthetext.Learntheword“AtMcDonald’s”Playagame.課后隨筆成功與經(jīng)驗(yàn)板書(shū)設(shè)計(jì)LookandsayAtMcDonald’sMcChickenBigMacFrenchfries思考與對(duì)策PeriodThreeTeachingcontents:LookandsayTeachingAims:1.知識(shí)目標(biāo):學(xué)習(xí)句型”Whathaveyougot?”以及詞組”haveapicnic”.2.能力目標(biāo):能用Whathaveyougot?提問(wèn)及回答,并引伸其他人稱.Difficultandkeypoints:Differentanswering.Teachingaids:recorder,pictures,tape,slide.Teachingprocedure:教學(xué)步驟方法與手段補(bǔ)充與修改Warming-upSingasongRevisionT:What’stheweatherlike?Areyouhungry?Whatdoyouwant?Canyougooutnow?…PresentationShowapencil.T:I’vegotapencil.Haveyougotapencil?S1:Yes,I’vegotapencil.T:S2,whathaveyougot?S2:…Learn:Whathaveyougot?I’vegot…Workinpairs.Showabigpicture.T:(Pointthegrapes).Therearesomegrapes.They’reforyou.Whathaveyougot,S1andS2?S1andS2:We’vegotsomegrapes.Learn:We’vegot…Workinpairs.(withsandwiches,orangejuice,someCokes)T:Look,therearemanydesksandchairsinourclassroom.Theyareforus.We’vegotmanydesksandchairs.Andwhathavewegotintheclassroom?Ss:We’vegotsomelightsandwindows.6.Asksomequestionsofthethingsintheclassroom.Lookattheslide.T:Whataretheydoing?Theyarehavingapicnic.Learn:haveapicnic.ConsolidationListentothetapeandrepeat.Introducethepicture.Answerthesequestions.Introducethispicture.Readthetextandactoutthetext.課后隨筆成功與經(jīng)驗(yàn)板書(shū)設(shè)計(jì)LookandsayWhathavewegot?We’ve…Whathaveyougot?I’vegot…Haveapicnic思考與對(duì)策PeriodFourTeachingcontents:SayandactTeachingAims:1.知識(shí)目標(biāo):繼續(xù)學(xué)習(xí)句型”Whatdoyouwant?”的提問(wèn)以及回答.2.能力目標(biāo):能用Whathaveyougot?提問(wèn)及不同的回答.3.情感目標(biāo):培養(yǎng)學(xué)生買東西的一些方法與禮節(jié).Difficultandkeypoints:Differentanswering.Teachingaids:recorder,pictures,tape,slide.Teachingprocedure:教學(xué)步驟方法與手段補(bǔ)充與修改Warming-upSingasongRevisionDailytalk.e.g.Whathaveyougot?Whathavewegot?Whathasshegot?Whatdoyouwant?…2.Actoutthetext:Lookandsay.PresentationLookattheslide.ThisisDanny’sshoppinglist.Learn:rice,noodles,vegetables.Payattentiontheletter:‘s’.T:Dannysay‘Iwantsomerice,somenoodles,somevegetables,somefish,somefruit,somewaterandsomejuice.Askthestudentstorepeatthesentence.Lookattheslide.T:Dannycomestothefirstshop.Pleaselistentothetape,thenanswerthequestions.Questions:Whatdoesthemansay?WhatdoesDannyanswer?Thestudentsrepeatthesentences.Thenworkinpairs.T:Dannycomestothesecondshop.Listentothetapeandrepeat,please.Thestudentsrepeatandactoutthedialogue.T:Dannycomestothethirdshop.Guess:WhatdoesthemansayandwhatdoesDannyanswer?e.g.S1:Hello,Danny.Whatdoyouwant?S2:CanIhavesomefish,please?ConsolidationLookatthebooks.ListenandreadafterthetapeLearn:Thereyouare.(給你)Actoutthetext.Makeadialogue.(Usethesewords:BigMac,McChicken,flowers,pencilsandsoon.listenandchoose:“×”or“√”()a.Mayhastwopacketsofnoodles,someflowersandthreesmallpacketsofbiscuits.()b.Peterhastwolargebottlesofwater,onesmallbottleofjuice.()c.Theaeroplaneisfalling.()d.MayisPeter’ssister.()e.Winkincanhavesomefruit.()f.Winkinlikesorangejuice.()g.Thespaceshiphasnowater.課后隨筆成功與經(jīng)驗(yàn)板書(shū)設(shè)計(jì)Sayandactricenoodlesvegetables思考與對(duì)策Unit3AthomeThefirstlesson:Page31Teachingaims:Basicaims:1.能用特殊疑問(wèn)句Where…?詢問(wèn)地點(diǎn)。e.g.Where’sSam?2.能用簡(jiǎn)單的過(guò)去式談?wù)撨^(guò)去的狀態(tài)。e.g.Hewashereatteno’clock.3.能用介詞短語(yǔ)表示時(shí)間。e.g.Hewashereateleveno’clock.Educationaims:培養(yǎng)學(xué)生熱心助人的思想。Developingaims:能運(yùn)用所學(xué)的過(guò)去式描述日常生活中已發(fā)生的事。Keypoints:1.能用簡(jiǎn)單的過(guò)去式談?wù)撨^(guò)去的狀態(tài)。2.能用介詞短語(yǔ)表示時(shí)間。Difficultpoints:能運(yùn)用所學(xué)的過(guò)去式描述日常生活中已發(fā)生的事。Teachingaids:picturecards,toydog,cassette5B,acassetteplayer,etc.Preparation:Makeacopyofphotocopiablepage32.Teachingprocedure:Ⅰ.Pre-taskpreparation:Review:Where’s…?Showthetoydog.Invitestudentstoguesswherethedogis?2.Askthestudentsiftheyhaveeverlostsomeoneorsomething.Encouragestudentstotelltheirexperiencestotherestoftheclass.Ⅱ.While-taskprocedure:ShowtheWallpicture.Playthecassette:Lookandsay.Thestudentslistenandfollowintheirbooks.Playthecassetteagain.Thestudentslistenandrepeat.Showthepicturecards:supermarket,flat,policestationandconstable,andlearnthesewords.Workinginpairs,thestudentsrole-playthedialogueonpage31oftheStudent’sBook.Inviteafewpairstorole-playthedialogueInfrontoftheclass.Readthenotice:‘lostdog’,andinvitedifferentstudentstorepeatthesentences.Read:Writeareport.Thestudentshelpyoutocompletethereportorally.Askthestudentstotalkabouttheirparents,teachers,etc.e.g.S1:Myfatherwasathomeat6:30.DistributeacopyofPhotocopiable32toeachstudent.Explainthetask.Thestudentsfillinthemissingwordstocompletethereport.Discussthetaskwhilewalkingaroundeachgroupinordertogivemoreorlessinputasnecessary.Ⅲ.Post-taskactivities:Workbookpage15Invitestudentstoreadthewordsatthetopofthetask.Invitedifferentstudentstohelpyoutoprovidethecaptionsandcompletethesentencesorally.Promptwherenecessary.Studentscompletethetask.Invitedifferenttomesofthedayontheboard.Invitedifferentstudentstotellyouwheretheywereyesterdayatthosetimes.e.g.Wherewereyouateleveno’clock?Iwasatschool.,etc.Ⅳ.Homework:Listentothecassette.Readthedialogueandnoticeforfivetimes.GrammarPracticeBook5Bpage30.板書(shū)：Unit3AthomesupermarketHeflatShewashereatteno’clock.通過(guò)猜的游戲激發(fā)學(xué)生的學(xué)習(xí)興趣，同時(shí)為新授作好鋪墊。用生動(dòng)形象的圖片引出所要學(xué)的單詞，使學(xué)生記憶深刻。培養(yǎng)學(xué)生正確的語(yǔ)音語(yǔ)調(diào)。這是本課的重點(diǎn)句型，讓學(xué)生在課堂上多加操練，達(dá)到口頭熟練運(yùn)用的程度。通過(guò)練習(xí)及時(shí)掌握新授知識(shí)，讓學(xué)生明確was的具體運(yùn)用。PeriodTwoThesecondlesson:Page32Teachingaims:Basicaims:1.能用簡(jiǎn)單的過(guò)去式談?wù)撨^(guò)去的狀態(tài)。e.g.Thepicturewasbesidethewindow.2.能用介詞短語(yǔ)表示方位。e.g.It’sbesidethemirrornow.Educationaims:培養(yǎng)學(xué)生仔細(xì)觀察事物的習(xí)慣。Developingaims:利用所學(xué)的新句型聯(lián)系生活實(shí)際進(jìn)行交際。Keypoints:1.能用簡(jiǎn)單的過(guò)去式談?wù)撨^(guò)去的狀態(tài)。2.能用介詞短語(yǔ)表示方位。Difficultpoints:利用所學(xué)的新句型聯(lián)系生活實(shí)際進(jìn)行交際。Teachingaids:pictures,picturecards,etc.Preparation:MakeacopyofPhotocopiablepage33.Teachingprocedure:Ⅰ.Pre-taskpreparation:Review:e.g.T:Wherewereyouat9:00?S1:Iwasatschool.Askthestudentstonamethedifferentkindsoffurnituretheyhaveathome.Introduce:furniture,usingtheWordandPicturecards.Ⅱ.While-taskprocedure:InvitedifferentstudentstotellyouanyEnglishwordsthattheymayknowfordifferentkindsoffurniture.e.g.S:table,desk,chair,etc.Writethewordsontheboard:lamp,shelf,rug,picture,sofaandmirrorPractisethenewwords.UsingtheWallpictureforpage32andtheWordandPictureCards.T:what’sthis\that?S1:It’salamp.etc.Playthecassette:Lookandlearn.Thestudentslistenandfollowintheirbooks.Playthecassetteagain.Thestudentslistenandrepeat.DisplaythePictureCardsofdifferentkindsoffurniture.Invitedifferentstudentstocometothefronttheclass,chooseaPictureCard,matchitwiththecorrespondingpictureintheWallpicture,andsaytheword.LookattheWallpicture1,andtalkaboutit.e.g.Thepicturewasbesidethewindow.LookattheWallpicture2,andaskthestudents.e.g.T:Thepicturewasbesidethewindow.Nowwhereisit?S:Itisbesidethemirror.Thestudentscomparethetwopicturesandidentifythedifferencesbetweenthem.Invitedifferentstudenttocometothefrontoftheclasstoanswer.TheychoosefromthelistofprepositionsatthebottomofthepageandpointattheWallpictureastheyareanswering.Playthecassette:Lookandact.Listenandrepeat.Workinginpairs,thestudentstaketurnstoaskandanswerquestionsaboutthepictures.Inviteafewpairstoaskandanswerquestionsinfrontoftheclass,usingtheWallpicture.DistributeacopyofPhotocopiablepage33toeachstudent.Explainthetask.Thestudentscompletethesentencesbylookingatthepicturesandfillinginthecorrectprepositionsandnouns.Discussthetaskwhilewalkingaroundeachgroupinordertogivemoreorlessinputasnecessary.Ⅲ.Post-taskactivities:Invitedifferentstudentstocometothefrontoftheclassandtomoveasmallclassroomitemfromoneplacetoanother.Encouragethestudentstofollowthemodeldialogue.Promptwherenecessary.e.g.Thebookwasonthedesk.Whereisitnow?toelicit:It’sunderthechair.Ⅳ.Homework:Listentothecassette.Readthewordsanddialogue.GrammarPracticeBook5Bpage31and32.板書(shū)：Unit3AthomelampThepicturewasbesidethewindow.shelfWhereisitnow?rugIt’sbesidethemirror.picturesofa復(fù)習(xí)前一教時(shí)的內(nèi)容，也為下面的新授作好鋪墊。聯(lián)系生活實(shí)際，引入新授內(nèi)容。采用圖片，單詞卡片等，通過(guò)游戲形式，讓學(xué)生在看、聽(tīng)、說(shuō)中牢固掌握單詞。通過(guò)層層深入，最后在學(xué)生很感興趣的比較圖畫(huà)的不同的游戲中操練這一句型，而且這一形式對(duì)培養(yǎng)學(xué)生的觀察能力很有幫助。運(yùn)用所學(xué)知識(shí)對(duì)教室內(nèi)的布置進(jìn)行交談，做到學(xué)以致用。PeriodThreeThethirdlesson:Page33Teachingaims:Basicaims:1.能用祈使句發(fā)指令。e.g.Drawthefurniture.2.能用簡(jiǎn)單的過(guò)去時(shí)態(tài)談?wù)撨^(guò)去的狀態(tài)。e.g.Thesofawasunderthewindow.3.能用簡(jiǎn)單的現(xiàn)在時(shí)態(tài)表達(dá)簡(jiǎn)單的事實(shí)。e.g.Nowit’snearthebigtable.4.能用介詞詞組表達(dá)方位。e.g.underthewindowEducationaims:在活動(dòng)中培養(yǎng)學(xué)生的審美情趣。Developingaims:聯(lián)系生活實(shí)際進(jìn)行交際運(yùn)用。Keypoints:1.能用簡(jiǎn)單的過(guò)去時(shí)態(tài)談?wù)撨^(guò)去的狀態(tài)。2.能用簡(jiǎn)單的現(xiàn)在時(shí)態(tài)表達(dá)簡(jiǎn)單的事實(shí)。Difficultpoints:聯(lián)系生活實(shí)際進(jìn)行交際運(yùn)用。Teachingaids:pairsofscissors,paper,simplemodelsofroomsforeachother,etc.Preparation:MakeacopyofPhotocopiablepages34and35foreachgroup.Makesimplemodelsofroomsoutofcardboardforeachgroup.Teachingprocedure:Ⅰ.Pre-taskpreparation:Reviewtheactivityonpage32oftheStudent’sBook.DisplaytheWallpictureforpage32andinviteafewpairsofstudentstoidentifythedifferencesbetweenthetwopictures.Theyaskandanswerabouttheitemsoffurniture.e.g.S!:Thesofawasbesidethechairs.Whereisitnow?S2:It’snearthewindow.Ⅱ.While-taskprocedure:1.4-6studentsmakeagroup.Showsomepiecesofpaperandpairsofscissors,andmakesomefurniture.Drawsomefurniture.Colourit.Cutoutthefurniture.Putthefurnitureinthesittingroom.Playthegameinpairs.T:Lookatthesitting-room.Nowcloseyoureyes.(Tmovesthefurniture.)T:O.K.Openyoureyes.What’sdifferent?S:Thesofawasunderthewindow.Nowit’snearthebigtable.Workinginpairs:S1-S2,S3…Thestudentstaketurnstomovethefurnitureintheroomandtotalkaboutwhathaschanged.(S1movesthefurniture.)S1:What’sdifferent?S2:Thechairwasbesidetheshelf.Nowit’snearthetable.Thedeskwas…Nowit’s….…Ⅲ.Post-taskactivityWorkbookpage16Invitestudentstoreadthewordsatthetopoftheworksheet.Invitedifferentstudentstocompletethesentencesorally.Thestudentsfillinthemissingwords.Invitedifferentstudentstoreadthecompletedsentences.Ⅳ.Homework:GrammarPracticeBook5Bpage33.復(fù)習(xí)上一課內(nèi)容，熟練運(yùn)用過(guò)去時(shí)態(tài)，為交際運(yùn)用打下扎實(shí)的基礎(chǔ)。培養(yǎng)學(xué)生的動(dòng)手操作能力，熟練領(lǐng)會(huì)各種指令。裝扮居室，在活動(dòng)中培養(yǎng)學(xué)生的審美情趣。在活動(dòng)中學(xué)習(xí)，其樂(lè)無(wú)窮。既培養(yǎng)了學(xué)生實(shí)際運(yùn)用英語(yǔ)進(jìn)行交際的能力，又充分發(fā)揮了學(xué)生的創(chuàng)造思維。板書(shū)：Drawthefurniture.Colourit.Cutoutthefurniture.PeriodFourThefourthlesson:Page34Teachingaims:Basicaims:1.用簡(jiǎn)單的過(guò)去時(shí)態(tài)談?wù)撨^(guò)去的狀態(tài)。e.g.Therewerefiveinthebed.2.學(xué)會(huì)唱英文歌曲“Rollover!”。Educationaims:讓學(xué)生從歌曲中受到美的熏陶。Developingaims:能用較流利的規(guī)范的語(yǔ)音語(yǔ)調(diào)唱英文歌曲。Keypoints:學(xué)會(huì)唱英文歌曲“Rollover!”。Difficultpoints:用較流利的規(guī)范的語(yǔ)音語(yǔ)調(diào)唱英文歌曲。Teachingaids:Cassette5Bandacassetteplayer,etc.Preparation:Bringthestudent’sfurniturecut-outs.Teachingprocedure:Ⅰ.Pre-taskpreparation:Showthestudent’sfurniturecut-outsandtaketurnstomovethefurnitureandtotalkaboutwhathaschanged.e.g.S1:Thesofawasnearthetable.Nowit’sbesidethewindow.Talkabout“Wherewereyou\yourfatherandmother…at…yesterday?”e.g.S1:Wherewereyouateleven?S2:Iwasinthepark.S1:Wherewasyourmotherateleven?S2:Shewasinthepark,too.Ⅱ.While-taskprocedure:Playthecassette:Listentothesong“Rollover!”.Introduce:roll,usingtheWordandthePictureCards.Introducethesentences:Therewerefiveinthebed.Therewasoneinthebed.Playthecassetteafewtimes.Thestudentslearnthesongandsingalong.Theyfollowthewordsintheirbooks.Singandact.Ⅲ.Post-taskactivity:Distributeasheetofpapertoeachstudent.Workingingroups,thestudentsdrawpicturestoillustratethesong,followingthepicturesonpage34oftheStudent’sBook.Displaythepicturesontheclassroomwall.Ⅳ.Homework:Listenandtothecassette.Singthesong.OxfordEnglishShanghaiEdition)PracticeandAssessment5BPart1,Module2,Unit3.板書(shū)：Song:Rollover!rollTherewerefiveinthebed.Therewasoneinthebed.聯(lián)系學(xué)生生活實(shí)際復(fù)習(xí)過(guò)去時(shí)態(tài)，熟練運(yùn)用這一時(shí)態(tài)。通過(guò)聽(tīng)錄音讓學(xué)生對(duì)所要學(xué)的歌曲有一了解，并培養(yǎng)其正確規(guī)范的語(yǔ)音語(yǔ)調(diào)。通過(guò)板書(shū)這兩句句子，使學(xué)生了解were與was在therebe句子中的不同運(yùn)用。讓學(xué)生體會(huì)成功的喜悅。MoreOralPracticeTheFirstPeriodTeachingAims:BasicAims:Lookandsay.Tolearnthephoneticsymbols:[:][][e][]DevelopingAims:Tousethephoneticsymbolsnimbly.Difficultyandkeypoint:Tolearnthephoneticsymbols:[:][][e][]TeachingAids:PicturesCassetteplayerCardsTeachingprocedure:ProceduresContentsMethodsPurposeWarming-upsingasongARhymePs讓學(xué)生有節(jié)奏地唱歌和背兒歌，以培養(yǎng)學(xué)生良好的語(yǔ)音語(yǔ)調(diào)。RevisionDailytalkReadthewordsandphrasesT&PReviewthewords復(fù)習(xí)鞏固所學(xué)過(guò)的內(nèi)容。Presentation1..LookandsayShowthepictures2．ListenandreadLearnthephoneticSymbols.Learn[:]1)Lookatthepictures.Thenlistentothetapeandreadthefollowing.2)Talktoyourpartneraboutthepublicplace:Whatmustwedo?3)Drawsomesigns.T;Readthewordstogether.shemethesebeesweetreadShowthecard[:]Readthephoneticsymbol[:]Forexample學(xué)生通過(guò)看、聽(tīng)、說(shuō)、畫(huà)進(jìn)一步理解和消化所學(xué)的知識(shí)，并且在鞏固知識(shí)的同時(shí)，讓學(xué)生明白必須從小遵守公共秩序。讓學(xué)生在讀單詞的過(guò)程中學(xué)會(huì)[:]ProceduresContentsmethodsPurposePresentationProceduresLearn[]Compare[:][]webigpleaseeasyseasitmeetveryLearn[e]5)Learn[]6)Compare[e][]petthankheadapplemanyandbedbackContentsT:Whocanreadthisphoneticsymbol?T:It's[]Pleasetellmesomewordswords.e.g:thispigPsReadLookandreadbedpetmanyanyheadbreadShowthecard[e]andreadit.Pleasesaysomewords.T:Thisis[].Let'sreadthesewords.applecatbagmapandlampT:Pleasesaysomewords.PsReadMethods通過(guò)舉例說(shuō)明，讓學(xué)生自己學(xué)會(huì)[]通過(guò)發(fā)音比較，幫助學(xué)生區(qū)分[:][]的讀音，以防混淆。注意[e][]的發(fā)音，學(xué)生很容易搞錯(cuò)。因此要多舉例，讓學(xué)生反復(fù)比較。通過(guò)比較來(lái)進(jìn)一步區(qū)分[e]和[]的讀音。PurposeConsolidation1.Lookatthephoneticsymbols.[:][][e][]P.152.Thesameordifferentfeelmeat()lampany()sitvery()lendhead()thesepet()hatand()Listenandreadthefollowing.聽(tīng)錄音跟讀音標(biāo)，幫助學(xué)生進(jìn)一步鞏固發(fā)音，并通過(guò)練習(xí)，以更好地檢查學(xué)生的掌握程度。板書(shū)設(shè)計(jì)：[:][][e][]TheSecondPeriodTeachingAims:1.BasicAims:Askandanswer.Tolearnthephoneticsymbols:[p][b][t][d][k][g]DevelopingAims:Tousethephoneticsymbolsnimbly.Difficultandkeypoint:Tolearnthephoneticsymbols:[p][b][t][d][k][g]TeachingAids:PicturesObjectsCassetteplayerCardsTeachingProcedure:ProceduresContentsMethodsPurposeWarming-upSingasong.Chant:[:][][e][]Ps唱英文歌主要讓學(xué)生先步入一個(gè)英語(yǔ)學(xué)習(xí)的氛圍，同時(shí)有節(jié)奏旋律地復(fù)習(xí)音標(biāo)，更好地幫助學(xué)生達(dá)到記憶效果。Revision1.Dailytalk2.Reviewthesentences.T&PorP&PDailytalk.PsReadthesentences.復(fù)習(xí)學(xué)過(guò)的內(nèi)容，幫助學(xué)生加深記憶。PresentationProcedures1.AskandanswerOctober1stisNationalDay.BenIsinabigshopwithhismum.2.Phoneticsymbols1)Learn[p][b]2)Learn[t][d]ContentsShowthepicturesorobje-cts.Thenaskthestudentstoactouttheirdialog-uesReadthesewords.penmapshipbookjobbike.Showthecardsofthephoneticsymbols[p][b]Saysomewords,please.Lookatmymouthandlistentome.1)tablefruit2)daybedMethods更好地培養(yǎng)學(xué)生的說(shuō)話能力、表演能力、創(chuàng)新能力以及活用知識(shí)的能力。通過(guò)朗讀單詞來(lái)比較[p][b]的不同發(fā)音。讓學(xué)生通過(guò)觀察和聽(tīng)老師的朗讀來(lái)區(qū)分[t][d]的音。PurposeConsolidationChoosetheDifferentword1)jumpshipbig()2)badstandday()speakbeebig()clockbikepencil()PsCompleteFirst.ThenaskaStudenttosay.通過(guò)練習(xí)，主要使學(xué)生對(duì)本堂課的情況進(jìn)行反饋。板書(shū)設(shè)計(jì)：[p][b][t][d][k][g]Module2Me,myfamilyandfriendUnit1MePeriodOneTeachingcontents:P16Teachingaims:Basicaims:Usingthesimplepresenttensetodescribehabitualactions.e.g.ThisisthewayIwashmyface…Usingprepositionstoindicatetime.e.g.…athalfpastoneintheafternoon.Developingaims:SinginganewsongEducationaims:Goingtobedandgettingupearly.Difficultand