牛津版五年级英语上全册教案

牛津版五年级英语上全册教案

课题

Module1Gettingtoknowyou

Unit1CanIdothis?

教学目标

知识与技能：Usingtheintroductorythere'toexpressfacts.

e.g.There'stheredman.

Usingimperativestogiveinstructions.

Usingimperativestoexpressprohibitions.

e.g.Don'tcrosstheroad.

Usingnounstoidentifyobjects.

e.g.Thetrafficlight'sred.

过程与方法：Useappropriateintonationinquestionsandstatements.

Predictthemeaningofunfamiliarwordsbyusingcontext

orpicturecues.

情感、态度与价值观：让学生了解交通法规。

教学重点和难点

Usingimperativestogiveinstructions.

Usingimperativestoexpressprohibitions.

教学媒体

Cassette5Aandacassetteplayer

课前学生准备

Collectmaterialsoftrafficrules

教学过程

备注

Pre-taskpreparation

1.Showapictureofthetrafficlights.Invitestudentstocolourthelights.Introduce:traffic

light

2.Discuss:Howtocrosstheroadsafelyandwhatthetree'scoloursontrafficlightsmean.

While-taskprocedure

1.Addroadsontheboard.Pointtothetrafficlights.Say:There'stheredman/greenman.

Canyoucrosstheroad?

2.Pointtothetrafficlightsfordriversontheboard.Inviteindividualstudentstowrite:

stop/wait/go

3.Playtherecording:Lookandlearn.Studentslistenandrepeat.

4.Playthecassette:Sayandact.

5.HavesomepairsactKittyandBenandsomepairsactthedrivingtutorandthedriver.

6.Distributeacopyofphotocopiablepage1toeachpairofstudents.Studentsputthepicturesin

therightorderandfillintheblanks.

7.SaysomethingaboutthetrafficrulesofHongkongandotherwesterncountries.

8.Learnthephrase:trafficjamtrafficaccident

9.Asksomepupilstoactthetrafficpolicemen.

Post-taskactivity

Workbookpage1

1.Dividethestudentsintopairs.AskthemtocompletethedialogueinReadandwrite

orally.

2.Studentswritethemissingwords.

6.Invitepairsofstudentstoreadandactthecompleteddialogue.

Consolidation

GrammarpracticeBook5Apage1

板书设计

Module1Gettingtoknowyou

Unit1CanIdothis?

streetinthestreet

roadontheroad

trafficlighttrafficjamtrafficaccident

crossDon'tcross!

theredmanthegreenman

作业布置

1.Writedownthewords.

2.Recitethetext.

3.Listentothetape.

教学效果反馈

这堂课学生学得很开心，气氛也很活跃，让学生来当警察来指挥交通，在这个情景中学生

知道了遵守交通规则要从自身做起，学生对一些国家的左行交通规则很感兴趣，音标发/i:/

和/Eu/的单词学生还是能说出很多，拓展的词汇有点难度。

课题

Module1Gettingtoknowyou

Athome

教学目标

知识与技能：Usingmodalstoaskforpermission.

e.g.CanIgoout,Mum?

Usingformulaicexpressionstoreplytorequests.

e.g.Hereyouare.

过程与方法：Recognizedifferencesintheuseofintonationtodifferentiatebetweenquestionsand

statements.

Predictstoryusingpicturecues.

Developwrittentextsbyaddinginformationtowritingwhenamodelor

frameworkisprovided.

情感、态度与价值观：对文明礼貌的教育。

教学重点和难点

Usingmodalstoaskforpermission.Usingformulaicexpressionstoreplytorequests

教学媒体

Cassette5Aandacassetteplayer

课前学生准备

Workbook

教学过程

备注

Pre-taskpreparation

1.Askandanswer

2.RecitethetextP2.

3.Stickatrafficlightontheboard.Pointtotheredmanandask:Canyoucrosstheroad?Pointto

thegreenmanandask:Canyoucrosstheroad?

7.Write:CanI?Canwe?Yes,I/wecan,No,I/wecan't.

While-taskprocedure

1.Playthecassette:Lookandsay.Studentsfollowintheirbooks.

2.thenewpattern:goout

canIgoout?

3.Takeoutasweet.

Ask:What'sthis?

Doyoulikesweets?

Pleasehavesomesweets.

Thenewpattern:havesome——

4.Say:Ihavemydinneratsixo'clock.What'syourdinnertime?Introduce:dinnertime

5.Playthecassetteagain.Studentslistenandrepeat.

6.Studentspracticethedialogueingroupsofthree.

7.Selectgroupstoreadandactthedialogue.

8.Asksomequestions:CanBengoout?Why?

CanKittyandBenwatchtelevision?

CanBenhavesomesweets?Why?

9.Givethestudentstimetoprepare:Askandanswer.AskthemtothinkwhatelseMrsLi

wouldsay.

10.Invitegroupsofstudentstoactinfrontoftheclass.

11.Showsomepicturesthenaskpupilstosaythreekindsofsentences..eg.Youcan'tplayon

thegrass,Don'tplayonthegrass,please.Canhe/she/they?Yes/No.

Post-taskactivity

Workbookpage1

板书设计

Athomegooutwatchtelevisionhavesome...

CanI/we...?Yes,youcan.

No,youcan't.

作业布置

1.Recitethetext.

2.Listentothetape.

3.Dosomeexercises.

教学效果反馈

学生表演对话积极性很高，回答为什么时，because的发音不是很准，个别学生对have后

面跟不可数名词时不能加s还是会遗忘，television的发音不是很准。

课题

Module1Gettingtoknowyou

Ontheunderground

教学目标

知识与技能：Gatherandshareinformation,ideasandlanguagebyusingstrategiessuchas

observing.

过程与方法：Usemodeledphrasesandsentencestocommunicatewithteachersandother

learners.

Locatespecificinformationinashorttextinresponsetoquestions.

Identifymainideasfromatextwithteachersupport.

情感、态度与价值观：要文明乘坐地铁。

教学重点和难点

Gatherandshareinformation,ideasandlanguagebyusingstrategiessuchasobserving.

教学媒体

Tapemultimedia

课前学生准备

Collectdifferentkindsofvehiclesworkbook

教学过程

备注

Pre-taskpreparation

1.Dailytalk.

T:Whatareyoudoing?

T:CanIgooutnow?

T:Doyoulikecats?...

2.Recitethewordsofpage3

3.StickthesignoftheundergroundinShanghaiontheboard.Introduce:

underground/undergroundstation.

While-taskprocedure

1.Review:Invitestudentstodrawthesignstheyusuallyfindintheparkorstreet.

2.Showthesignoftheundergroundandintroduceit.

3.T:Whichsignwecanseeinanundergroundstation.Pleasedrawit.

4.Introduceitsmeaning.

5.Teachthenewwords:smoke,way.

6.Match.

7.Askandanswer:Whichsignmeans?Thisone.

8.Playthecassette:Lookandread.

9.Thestudentsread.

10.Lookatthepictureandask:

a.WhereareMrsWangandAlicegoing?

b.Whichsignmeans'ZhongshanParkundergroundstalion,?

c.Whataretheydoing?

d.Wherearethey?

e.Aretheyeatingordrinking?

f.Whichsignmeans4Gooutthisway'?

g.Whichsignmeans'Don'teatordrink'?

11.Distributeacopyofphotocopiablep3toeachstudent.Completethetaskinpairs.

12.Learnthephrase:thebusstop

13.Pleasesaydifferentkindsofvehicles

Post-taskactivity

Workbookpage2

Matchthesigns.Consolidation

板书设计

Ontheundergroundundergroundwhichsignmean

—Whichsignmeans

--Thisone.

stationwaitforsmoke(smoking)

oreatordrink

作业布置

1.Writethetext.

2.Recitethesewords.

3.Recitethetext.

教学效果反馈

学生对meanstation的发音不是很准,大部分学生能说出含/ai/、/i:/、/ei/的单词,whichsign

means中的means的s,很多学生漏读，否定句中and要变成or,学生会忘记。

学生通过课外搜集知道现代的先进科学技术使我们有了地铁、隧道、磁悬浮、轻轨等，上海

的交通已经发生了日新月异的变化，学生知道文明乘坐要从自身做起。

课题

Module1Gettingtoknowyou

Atschool

教学目标

知识与技能：Usingimperativestoexpressprohibitions.

e.g.Don'tmakeanoise.

Usingformulaicexpressionstoexpressapologies.

e.g.Tmsorry,MissFang.

过程与方法：Useappropriateintonationinstatements

情感、态度与价值观：学校要做到的各项行规。

教学重点和难点

Usingimperativestoexpressprohibitions.Usingformulaicexpressionstoexpressapologies.

教学媒体

Tapesomepictures

课前学生准备

CollecttherulesinourschoolGrammarPracticeBook

教学过程

备注

Pre-taskpreparation

1.Askandanswer.

2.Translatesomephrases.

3.Askthestudentswhattheyshouldnotdoinschools.

4.Thinkofthesignsonwecanfindinourschoollibraryorhall.

(Stickthesignsontheboard.)

While-taskprocedure

1.Lookatthesignsandsayitsmeanings.

2.Teachthenews:Don'tmakeanoise.

3.Playthecassette:Sayandact.

4.Playthecassetteagain.

5.Readandwrite:matchthesignswiththepictures.

6.Actoutthedialogue.

7.Askeachgrouptochooseaplace.Discussanddrawthesigns.

8.Showthesigns.

9.Recitethetext.

lO.Saytherulesinourschool:eg.InthelibraryInthehall

11.Saytherulesathome

12.Accordingtothepicturessaysomethingaboutitbyusingdifferentsentences,eg.He's

climbingthetrees,Pleasedon'tclimbthetrees,Youcan'tclimbthetrees.

Consolidation

GrammarPracticeBookpage3

板书设计

Atschool

makeanoiseclimbthetree

leaverubbishopenthewindow

—Dont

Fmsorry./Wearesorry.

作业布置

1.Writethetext.

2.Thinkaboutsomesignsinthelibrary,thenmakesomedialogues.

教学效果反馈

这节课通过让学生讨论在校的一些规则，得出在校应该遵守的规则，还让他们讨论在家的

规则，由此教育他们在校要做遵守行规的好少年，在家要做好孩子，讨论的气氛很活跃；学

生根据图片用不同句型来讲时，个别人语法出现混乱。

课题

Module1Gettingtoknowyou

Unit2ThisiswhatIwant

(Theartclass)

教学目标

知识与技能：Asking'wh-'questionstofindoutspecificinformation.

e.g.Whatdoyouwant,Alice?

Usingthesimplepresenttensetomakerequests.

e.g.Iwantsomepaper,please.

Usingformulaicexpressionstoexpressthanks.

e.g.Thankyouverymuch.

过程与方法：Developwrittentextsbyputtingwordsinalogicalordertomakemeaningful

phrasesorsentences.

Usemodeledphrasesandsentencestocommunicatewithteachersandother

learners.

情感、态度与价值观：学会要有礼貌。

教学重点和难点

Asking'wh-'questionstofindoutspecificinformation.

Usingthesimplepresenttensetomakerequests.

教学媒体

Tape

课前学生准备

GrammarPracticeBook

教学过程

备注

Pre-taskpreparation

1.Dailytalk.

2.Recitethetext.

3.userealiatoreviewstationeryitems.

While-taskprocedure

1.Newwords:tape,apairofscissors,knife

2.Thenewpattern:Whatdoyouwant?

a.Understanditsmeaningwiththestationeryitems.

b.Trytoanswerthequestion.

c.Trytoaskthequestion.

d.Workinpairs.

3.Playthecassette:Sayandact.

4.Ask:WhatdoesAlicewant?

WhatdoEddieandDannywant?

5.Practiseactingthedialogueingroups.Trytoreplaytheitemsinthedialoguewithother

stationeryitems.

6.Actoutthedialogue.

7.Putavarietyofstationeryitemsonthedesk.Invitestudentstocomeoutandaskforan

item.

8.Learntheword:knife-knives

9.Askandanswer*.

10.Playaguessinggame：(Putavarietyofstationeryitemsonthedesk.Thenclosepupils'

eyes.Teacherwilltakeonething,)Whatismissing?

11.Practiseingroupslikethat:Whatdoyouwant?Whatdoeshe/shewant?Whatdothey

want?Whatdoa&bwant?

Post-taskactivity

Workbookpage3

1.WorkinpairstocompletethedialogueinReadandwriteorally.

2.Readandactthedialogue.

3.Writethemissingwords.

4.Askstudentstoactoutthedialoguesusingdifferentstationeryitems.

Consolidation

GrammarPracticeBookpage4

板书设计

Theartclass

wantIwant...

Hewants...

anartclass:feltpenspapercrayonsgluetape

apairofscissorswaterpaintsknife—knives

作业布置

1.Writedownthewords.

2.Listentothetape.3.Dosomeexercises.

教学效果反馈

学生做猜谜游戏很开心，四人小组练习时有点人称搞混，比如说成HewantShewant；

scissors的发音有点不准，一般现在时的第三人称单数要加强训练。

课题

Module1Gettingtoknowyou

AtMcDonald's

教学目标

知识与技能：Asking'wh-'questionstofindoutspecificinformation.

e.g.Whatdoyouwant?

Usingthesimplepresenttensetomakerequests.

Usingattributiveadjectivestodescribeobjects.

e.g.alargeCoke

过程与方法：Locatespecificinformationinresponsetosimpleinstructionsorquestions.

Openaninteractionbyelicitingaresponse.

Maintainaninteractionbyprovidinginformationtoquestions.

情感、态度与价值观：在公共场合也要讲礼貌。

教学重点和难点

Usingthesimplepresenttensetomakerequests.

Usingattributiveadjectivestodescribeobjects.

教学媒体

Tape

课前学生准备

ManykindsoffoodWorkbook

教学过程

备注

Pre-taskpreparation

1.Dailytalk.

2.Translations.

3.DrawMcDonald'strademarkontheboard.

Ask:DoyouliketogotoMcDonald's?

Whatdoyouliketoeat?

Doyoulike?

While-taskprocedure

1.Askandanswer

Whatdoyouwant?

2.newwords:Frenchfries,BigMac,McChicken

3.Playthecassette.

4.Dividetheclassintogroups.Askthestudentstopractiseactingthedialogue.

5.Actoutthedialogueinfrontoftheclass.

Asktheotherstudents:Whatdoeswant?

6.ListMcDonald'sfooditems.Askstudentstoaddpricesaswell.

7.Photocopiablepage4

8.Workinpairs.Askthestudentstofindouttheamountofeachfooditemtheywantin

theirgroup.

9.Drawatableontheblackboard.Askthegroupleaderstotellyouwhattheirgroupswant.

Inviteastudenttodotherecording.

10.Theclassworktogethertofindouttheamountofeachfooditemthattheyaregoingtoorder

fortheschoolpicnic.

11.AskthepupilstosaythedifferencebetweenChinesefoodandthewesternfood,

12.Makeashortdialogue:inKFCinrestaurant

Post-taskactivity

WorkbookP4

Consolidation

GrammarPracticeBookP5

板书设计

AtMcDonald'shamburgerBigMacMcChicken

applepieFrenchfries

ice-creamCokemilkorangejuice

Areyouhungry?

Whatdoyouwant?

Iwant...

WhatdoesDannywant?

Hewants...

作业布置

1.Listentothetape.

2.Writethetext.

教学效果反馈

BigMac,McChicken这两个单词抄写出错很多，让学生一起通过讨论得出东西方人的饮食

习惯与文化，让学生在学英语的同时能了解西方的文化，学生在讨论中非常兴奋；让他们编

在饭店或快餐店的对话，尽管有语法错误可他们很享受。AlargeCoke/asmallCoke关于

Coke是可数名词的用法学生有点混淆。

课题

Module1Gettingtoknowyou

Apicnic

教学目标

知识与技能：Usingthesimplepresenttensetoexpresssimpletruths.

e.g.Tinhungry./Fvegotsome一

Asking'wh-'questionstofindoutspecificinformation.

e.g.Whathavewegot?

过程与方法：Openaninteractionbyelicitingaresponse.

Maintainaninteractionbyprovidinginformationinresponsetoquestions.Reading

Recognizefamiliarwordsinunfamiliarcontexts.

情感、态度与价值观：/

教学重点和难点

Usingthesimplepresenttensetoexpresssimpletruths.Asking'wh-'questionstofindout

specificinformation.

教学媒体

Tape

课前学生准备

SomefoodforpicnicGrammarPracticeBook

教学过程

备注

Pre-taskpreparation

1.Dailytalk.

2.Recitethewordsofpage7

3.Dividestudentsintogroups.Askthemtoputtheirfoodonthegroup'sdesk.Ask:Whathave

yougot?

While-taskprocedure

1.Putsomefoodonthetableandworkinpairs.

2.Askandanswer:

A:Whathavewegot?

B:fve/We'vegot——

3.Playthecassette.Studentslistenandfollowintheirbooks.

4.Studentslistenandrepeat.

5.Givethestudentstwominutestorememberwhateachcharacterhasgot.

6.Askthestudentstoclosetheirbooks.Ask:Whathas-got?

7.Encouragethemoreablestudentstotrytorecallwhatallthecharactershavegot.Ask:

Whathavetheygot?

8.Playagame:Apicnic.

Whathaveyougot?

9.Askandansweronpage8

Whathavetheygot?

lO.DisscusswhatwilltheyprepareforLiuheon25thofSeptember.

Post-taskactivity

Makesomedialogues.

Consolidation

GrammarPracticeBookpage6

板书设计

Apicnic

food（复数）/haveapicnic

Whathaveyougot?Fvegot...

We'vegot...

Whathashegot?He'sgot...

作业布置

1.Readthetext.

2.Dosomeexercises.3.Listentothetape.

教学效果反馈

Whathaveyougot?Fvegot...We'vegot...

Whathashe/shegot?He's/She'sgot…这两种句型学生操练的很熟练，让他们讨论去浏

河营地带一些什么食物也是很兴奋。

MyfatherJscar'sred,MyfatherJsgotacar.这里的's的意思个别学生会混淆。

课题

Module1Gettingtoknowyou

Sayandact

教学目标

知识与技能：Using'wh-'questionstofindoutspecificinformation.

e.g.Whatdoyouwant?

Usingmodalstomakerequests.

e.g.CanIhavesomefish,please?

Usingformulaicexpressionstoreplytorequests.

e.g.Thereyouare.

Usingnounstoidentifyobjects.

e.g.noodles,vegetables

过程与方法：Identifymainideas.

Producesimplephrasesandsentencesinvolvingrepetition.

Predictstory,charactersusingpicturecues.

情感、态度与价值观：学会买东西时的礼貌用语。

教学重点和难点

Usingmodalstomakerequests.Usingformulaicexpressionstoreplytorequests.

教学媒体

Tapemultimedia

课前学生准备

ShoppinglistWorkbookGrammarPracticeBook

教学过程

备注

Pre-taskpreparation

1.Askandanswer.

2.Makesomedialogues.

3.Askthestudentstothinkwhattheywouldliketohavefordinnertoday.

4.Introduce:rice,noodles,vegetables.

5.Askstudentstomaketheirownshoppinglist.

While-taskprocedure

1.Playthecassette.Listenandfollow.

2.Closethebooksandask:WhatdoesEricwantforhisdinner?

3.Practicethedialogueinpairs.

4.Actoutthedialogues.Encouragethemoreablestudentstoreplacethefooditemswith

thethingstheywant.

5.Playshopswiththefoodpackets.

6.Invitepairsofstudentstoactoutthedialogueinfrontoftheclass.

7.Makeashortdialogueinthesupermarketorinthedepartmentstore.:eg,WhatcanIdo

foryou?CanIhelpyou?CanIhavesome…,please?

Nowlisten.

Post-taskactivity

Workbookpage5

Consolidation

GrammarPracticeBookpage7andpage9

板书设计

rice,（复数）_/_

noodles,vegetables

.CanIhavesome,please?Thereyouare.WhatcanIdoforyou?CanIhelpyou?

作业布置

1.Makesomeshortdialogues.

2.Listentothetape.3.Recitethetext.

教学效果反馈

学生编在超市或百货商店里的对话，会用WhatcanIdoforyou?CanIhelpyou?来问，

CanIhavesome-•­,please?对在这里用some学生有点模糊，会和其他的一般问句搞混，在变

成•般问句时会不把some变any。

课题

Module1Gettingtoknowyou

Unit3ThisiswhatIneed.

教学目标

知识与技能:Usingnounstoidentifyobjects.

e.g.socks

Asking'wh-'questionstofindoutvariouskindsofspecificinformationaboutaperson.

Usingindefinitedeterminerstorefertoanunspecifiednumberofthings.

usingattributiveadjectivestodescribeobjects.

e.g.anewbag

过程与方法：Locatespecificinformationinresponsetoquestion.

Usemodeledphrasesandsentencestocommunicatewithteachersandother

learners.

情感、态度与价值观：/

教学重点和难点

Asking'wh-'questionstofindoutvariouskindsofspecificinformationaboutaperson.

Usingindefinitedeterminerstorefertoanunspecifiednumberofthings.

教学媒体

Tapemultimedia

课前学生准备

Alist-thingsforschoolGrammarPracticeBook

教学过程

备注

Pre-taskpreparation

1.Askandanswer.

2.Recitesomewords.

3.Ask:Whatdoyouwantforschool?

4.Introduce:uniforms,shoesandsocksusingwordandpicturecards.

5.Makesomephrases:anorangeauniformanolduniformanorangeuniformapairof

socksapairofshoesapairofglasses

While-taskprocedure

1.Makethestudentstounderstand:Whatdoyouneedforschool?Sayaftertheteacherand

trytoanswer.

2.AskthestudentstofindoutwhatKittyneedsforschool.

3.Playthecassette.Listenandfollow.

4.Playthecassetteagain.Listenandrepeat.

5.Closethebooks.Ask:WhatdoesKittyneedforschool?

6.Practisethedialogueinpairs.

7.WhatdoyouneedforP.E.lesson?

8.Read:Thinkandwrite.Studentswritetheirlists.

9.Askandanswer.

Post-taskactivity

Workinpairs.Practisethepatterns:WhatdoesAneedfor…？WhatdoA&Bneedfor…？What

dotheyneedfor…？

Consolidation

GrammarPracticeBookP10

板书设计

Unit3ThisiswhatIneed.

needIneed...

IdonHneed...

—Whatdoyouneedforschool?

1need...(shoessocksuniform)

作业布置

1.Readthetext.

2.Dosomeexercises.3.Listentothetape.

教学效果反馈

学生对need的第三人称单数的用法不熟练，必须要多加练习；auniform这个词组个别学生

一下子不能接受，还是喜欢用an;发/i:/和/u:/的单词学生还是能说出一些，发/。的单

词学生容易和发/C:/的单词混淆。

课题

Module1Gettingtoknowyou

Let'smakeacake.

教学目标

知识与技能：Asking'wh・'questionstofindoutvariouskindsofspecificinformationabout

anevent.

e.g.Whatdoweneed?

Usingindefinitedeterminertorefertoanunspecifiedamount/numberofthing.

e.g.Weneedsome一

usingthesimplepresenttensetoexpressopinions.

Usingmodalstomakerequests.

e.g.CanIhaveabowl,please?

Usingimperativestogiveinstructions.

过程与方法：Identifykeywordsinanutterancebyrecognizingthestress.

Usemodeledphrasesandsentencestocommunicatewithteachersandotherlearners.

情感、态度与价值观：做妈妈的小帮手

教学重点和难点

Asking'wh-'questionstofindoutvariouskindsofspecificinformationaboutanevent.

Usingindefinitedeterminertorefertoanunspecifiedamounl/numberofthing.

教学媒体

Tapemultimedia

课前学生准备

ThingsweneedformakingacakeWorkbook

教学过程

备注

Pre-taskpreparation

1.Dailytalk.

2.Playthegame.

3.Takeoutacake.

Ask:Doesyourmummakecakes?

Whatdoweneedtomakeacake?

4.Newwords

a)sugar,salt

b)Makephrases:howmuchsalt,muchsugar,somebutter,howmanybottlesof

juice,aspoonofsalt,twobowlsofmilk

c)Saythecharacteristicofuncountablenouns

d)Flour(同音)flower

T:Thecakeissweet.Soweneedsomesugar.Doyouknowsalt?Isthecakesalty?

e)fridge,oven

T:Nowlet'smakeacake.whatelsedoweneed?

f)delicious

T:Look,thecakeisfished.Thatsmellsgood.It\delicious.While-taskprocedure

1.Playthecassette.Ask:WhatdoesEric'smotherandBenneedtomaketheircake?

2.Practicethedialogueinpairs.

3.Invitepairsofstudentstoactthedialogueinfrontoftheclass.

4.Read:Askandanswer.Givepairsofstudentsafewminutestopracticethedialogue.

5.Lookattheslidesandsay:eg.Thattastesnice.Thecakesmellsgood.Thisbeelooks

beautiful.Theseshoeslookstoobig.

Post-taskactivity

1.Trytomakefruitjelly

S1;Whatdoweneed?

S2:Weneed

2.Makeashortdialogue：Howtomakesandwichesandhamburges?

3.Workbookpage6

(1)Reviewthevocabulary.

(2)Readandfindoutwhattheyneed.

(3)Writethemissingwords.

(4)Dotherole-play.

(5)Therestoftheclasscheckanswers.

板书设计

Let'smakeacake.

Whatdoweneedforacake?

Weneed...

sugarsaltmilkeggsspoon

bowlflourbutter

Thatsmellsgood./nice.

作业布置

1.Readthetext.

2.Writedownthesewords.

教学效果反馈

学生对不可数名词的组词还是有点小问题，要多加练习；学生对编对话如何做三明治和汉

堡，很有兴致，比较贴近学生的生活实际；一部分学生对第三人称单数的用法不熟练，比

如看投影说句子时总是漏加S或多加S。

课题

Module1Gettingtoknowyou

Lookandsay

教学目标

知识与技能：Usingthesimplepresenttensetoexpresssimpletruths.

e.g.We'vegotsomewate匚

Usingthesimplepresenttensetomakerequests.

e.g.—Weneedsomescissors.

Usingconjunctionstolinkcontrastingideas.

e.g.butweneedsomepaints.

过程与方法：Usemodeledphrasesandsentencestocommunicatewithteachersandother

learners.

情感、态度与价值观：学会有礼貌。

教学重点和难点

Usingthesimplepresenttensetomakerequests.Usingconjunctionstolinkcontrastingideas.

教学媒体

Tape

课前学生准备

Thinkover:Whatdoyouneedforartclass?WorkbookGrammarpracticeBook

教学过程

备注

Pre-taskpreparation

1.Dailytalk.

2.Recitesomewords.

3.T:Iamgoingtodrawapicture.(Takeoutsomepaper)WhathaveIgot?

4.T:Pleasethink:WhatelsedoIneedtodrawapicture?

While-taskprocedure

1.T:Whatdoyouneedforartclass?Thenlet'shavealookatthem

2.TelltheclassthatKitty,Alice,EddieandDannyaredoingaproject.

T:Whathavetheygot?

Whatdotheyneedtocompletethetask?

3.Playthecassette.Studentslisten.

4.AsK:WhathaveAliceandKittygot?

Whatdotheyneed?

WhathaveEddieandDannygot?

Whatdotheyneed?

5.Workingroups.Practiseactingthedialogue.

6.Invitestudentstoactoutthedialogue.

7.Workinpairs.DoAskandanswer.

8.StudentsusethedialogueinAskandanswertofindouttheitemstheyneedandmakea

shoppinglist.

9.Studentscomparetheirshoppinglistwiththeirpartnerandmakenecessaryamendments.

10.Invitepairsofstudentstotelltheclasswhattheyhavegotandwhattheyneed.Ask:What

haveyougot?Whatdoyouneed?Remindstudentstousetheword'and'tolinkupthelasttwo

items.

11.Askandanswerinpairs：WhatdoyouneedforanEnglish/Chinese/math/PEclass?

Whatdoeshe/sheneedforanEnglish/Chinese/math/PEclass?

Post-taskactivity

Workbookpage7

1.Askthestudentstolookattheitemsthatthecharactershaveandthelistsofwhatthey

need.

2.Studentsworkinpairstocompletewhatthecharactersaresaying.

3.Studentscompletethetask.

Consolidation

GrammarpracticeBookpage11

板书设计

We'vegot...butweneed...

作业布置

1.Recitethetext.

2.Listentothetape.3.Dosomeexercises.

教学效果反馈

学生对上课需要的东西非常清楚，也很乐意来编对话，就是第三人称单数的用法还是要加

强练习，个别人会说Heneed..Sheneed"：。特别是人称变换时，Whatdoyouneed?接下来

指着这个学生问其他学生Whatdoeshe/sheneed?学生的回答特容易答错。

课题

Module1Gettingtoknowyou

AnewuniformforKitty

教学目标

知识与技能：Usingconjunctionstolinkcontrastingideas.

e.g.Kittyhasauniformbutitissmall.

Usingthepresentcontinuoustensetodescribeanactiontakingplaceatthetimeofspeaking.

e.g.Theyarelookingatsomeuniforms.

Usingpredicativeadjectivestodescribeobjects.

e.g.Itischeapbutitisnice.

过程与方法：Locatespecificinformationinashorttext.

Understandtheconnectionbetweenideasbyidentifyingsimplelinkingwords.

情感、态度与价值观：如何挑选自己喜欢的东西

教学重点和难点

UsingpredicativeadjectivestodescribeobjectsUsingconjunctionstolinkcontrastingideas.

Usingthepresentcontinuoustensetodescribeanactiontakingplaceatthetimeofspeaking.

教学媒体

Tapemultimedia

课前学生准备

GrammarPracticeBook

教学过程

备注

Pre-taskpreparation

1.Askandanswer.

2.Makesomedialogues.

3.Holdupanoldstorybook.

Ask:isthisbooknew?(No,it'sold.)

Ilikethisoldstorybook.It'snice.Itisoldbutitisnice.

4.holdupabigbag.

Ask:Isitbig?(Yes.)

It'sthirtyyuan.It'scheap.

Write:Thisbagisbigbutitischeap.

5.Holdupapen.

Say:It'sthreehundredyuan.

Write