lesson plan_making some tea

1、整体设计纵向：年段-模块任务链呈现 Vertical Task-chains: the connection between modules through textbooksProjectsLearning objectivesGrade 5“A travel diary”To write a travel notes with “ First Next Then Finally There is/ are It is They are Dont mustnt”1. To use adverbs to indicate sequences.2. To use the present cont

2、inuous tense to describe actions taking place at the time of speaking.3. To use adverbs to describe a certain action.4. To use modeled sentences to express obligations and prohibitions.5. To use the simple present tense to express simple truths.Grade 4“A travel guide”To make a travel guide for the f

3、arm with “We can We cant It is They are It has They have Dont”1. To use imperatives to express prohibitions or make suggestions.2. To use wh-questions to find out location.3. To use imperatives to express prohibitions.4. To use wh-questions to inquire about the weather.Grade 3“Small insects”To descr

4、ibe different insects, with “It is It has Theyre”1. To use nouns to identify different insects, animals in the natural world.2. To know the different parts of a plant.3. To ask wh-questions to find out specific information about something.4. To describe an insect, an animal or a plant properly and l

5、ogically.Grade 2“My picture” To draw a picture of the park and introduce it with “Look at Its a Its and ”1. To use the wh-question to find out specific information.2. To use prepositions to identify positions.3. To use imperatives to give simple instructions.5. To use formulaic expressions to descri

6、be quantity.Grade 1“Lovely animals”To describe the animals in the zoo with “It is a It is”1. To use pronoun to refer to something. 2. To ask wh-questions to find out specific information about something.3. To use adjectives to describe animals. 4. To ask yes/no questions to elicit responses.5. To us

7、e onomatopoeic words to indicate animal sounds.横向：模块-单元任务链呈现Horizontal Task-chains: the link between units within the moduleProject: “A travel diary”To write a travel notes with “ First Next Then Finally There is/ are It is They are We canDont mustnt”Learning objectives:1. To use adverbs to indicate

8、 sequences.2. To use the present continuous tense to describe actions taking place.3. To use adverbs to describe a certain action.4. To use modeled sentences to express obligations and prohibitions.5. To use the simple present tense to express simple truths.Unit 1 WaterTask:“Water in life”To describ

9、e water in our daily lift with “First Next Then Finally”Learning objectives:1. To use adverbs to indicate sequences.2. To use the present continuous tense to describe actions taking place at the tiem of speaking.3. To use wh-questions asking for specific information.4. To use formulaic expressions i

10、n context.5. To identify the pronunciation of the sounds.Unit 2 WindTask:“A diary in a windy day”To describe what people do in a windy day with adverbs.Learning objectives:1. To use adverbs to describe manner.2. To use modeled sentences to describe the wind.3. To use modeled sentences to talk about

11、weather conditions.4. To identify the pronunciation of the sounds.Unit 3 FireTask:“A notice”To make a notice about the fire safety with “We must We mustnt”Learning objectives:1. To use the key words in context.2. To use modeled sentences to express obligations and prohibitions.3. To use the simple p

12、resent tense to express simple truths.4. To review the pronunciation of the sounds learnt in the previous units.单元 课时子任务的整体设计Sub-task-chains: the link between periods within the unit.Task:“Water in life”To describe water in our daily lift with “First Next Then Finally”Learning objectives:1. To use a

13、dverbs to indicate sequences.2. To use the present continuous tense to describe actions taking place at the tiem of speaking.3. To use wh-questions asking for specific information.4. To use formulaic expressions in context.5. To identify the pronunciation of the sounds.Period 1Period 2Period 3Sub-to

14、picWater in the teapotWater in the riverWater in the seaSub-tasksTo write an introduction on “Making the tea” with “First Next Then Finally”To make a report about the Huangpu River with “starts runs down meets runs intoTo write a book review about the journey of LWD with “fall rises up flies over fa

15、lls down”Learning objectives1. To get the general idea about making tea.2. To learn how to write the step descriptions.3. To use the words to indicate the sequences in doing something.1. To know about Yangtze River.2. To use adverbs to indicate sequences.3. To try to describe a river.1. To understan

16、d the main idea of the story.2. To know the different feelings of Little Water Drop.3. To summarize the story and make some comments.Core contentsWords:First, next, then, finallyPatterns:Boil Put into Pour into Patterns: starts runs down meets runs into Pattern: fall rises up flies over falls downLe

17、sson PlanModule 4 The nature worldUnit 1 WaterBook: Oxford English 5ATopic: Water in the teapotPeriod: the 1st periodTask: Make the milk teaObjectives: 1. To adverbs, first, next, then, finally to indicate sequences.2. To get the general idea about making tea.3. To learn how to write the step descri

18、ptions.Difficulty: To use the words, first, next, then and finally to indicate the sequences in doing something.Aids: Media, Ex-paper.PROCEDURESCONTENTSMETHODSPURPOSESPre-taskPreparations:1. video2. Phrase:make the teaSs: Watch and enjoy.T: Show the picture of Grandma and Kitty, then elicit “make th

19、e tea”.引出本课话题：Water in the pot介绍tea，引出making some tea。While-taskProcedures:1. Words: tea teapot cupswater pot2. Sentence:They have Now they can make some tea.3. Picture dictionary4. The 4 steps of making the tea. Boil， pour5. The flash6. First, Next, Then, Finally6. Workbook P73 E7. The process of m

20、aking the teaT: What do Kitty and Grandma have?T-Ss-SaSs: Read, spell and recite.Ss-SaSs: Read together.Ss: Read and match.T: show the pictures and elicit the phrases.Ss: Imitate.Ss: Watch and number.1) Ss: Try to retell the steps of making the tea.2) T: Use the 4 words instead of step. Ss: Read, write and number.1) Ss: Prepare by themselves.2) Sa: Introduce.Make the tea器具准备，进行词汇的新授。让学生说说泡茶前的准备，为最后的post-task做铺垫。让学生根据已有知识试着猜猜词义。具体学习泡茶的方法，同时扫清词汇障碍。让学生复述泡茶的步聚，同时引出四个表步骤的词。完成练习册相关内容，将所学内容落实到笔头。将所学内容融合在一起，对while- task做一小结。Post-taskActivities:1. VideoMaking some tea.1) Things she needs.2) The pro