上海版牛津英语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课后随笔成功与经验板书设计思考与对策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课后随笔成功与经验板书设计思考与对策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.知识目标:能正确朗读生词,并注意不可数名词的用法.2.能力目标:能用Here’s/Hereare造句.3.情感目标:培养学生以礼待人的习惯.Difficultandkeypoints:Asking‘wh-‘questionsandanswering.Teachingaids:recorder,somepaper,crayons,brushesandsoon.Teachingprocedure:教学步骤方法与手段补充与修改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,课后随笔成功与经验板书设计SayandactWhatdoyouwant?I/Wewant…Whatdoeshe/shewant?She/Hewant…思考与对策PeriodTwoTeachingcontents:LookandsayTeachingAims:1.知识目标:能正确朗读生词McChicken,BigMac,Frenchfries,并注意这些词的书写.2.能力目标:能用Whatdoyouwant?提问及回答Difficultandkeypoints:Tomakerequests.Teachingaids:recorder,pictures,tapeTeachingprocedure:教学步骤方法与手段补充与修改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.(学习表达两样东西以上的句子)Workinpairs.Readthetext.Learntheword“AtMcDonald’s”Playagame.课后随笔成功与经验板书设计LookandsayAtMcDonald’sMcChickenBigMacFrenchfries思考与对策PeriodThreeTeachingcontents:LookandsayTeachingAims:1.知识目标:学习句型”Whathaveyougot?”以及词组”haveapicnic”.2.能力目标:能用Whathaveyougot?提问及回答,并引伸其他人称.Difficultandkeypoints:Differentanswering.Teachingaids:recorder,pictures,tape,slide.Teachingprocedure:教学步骤方法与手段补充与修改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.课后随笔成功与经验板书设计LookandsayWhathavewegot?We’ve…Whathaveyougot?I’vegot…Haveapicnic思考与对策PeriodFourTeachingcontents:SayandactTeachingAims:1.知识目标:继续学习句型”Whatdoyouwant?”的提问以及回答.2.能力目标:能用Whathaveyougot?提问及不同的回答.3.情感目标:培养学生买东西的一些方法与礼节.Difficultandkeypoints:Differentanswering.Teachingaids:recorder,pictures,tape,slide.Teachingprocedure:教学步骤方法与手段补充与修改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.(给你)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.课后随笔成功与经验板书设计Sayandactricenoodlesvegetables思考与对策Unit3AthomeThefirstlesson:Page31Teachingaims:Basicaims:1.能用特殊疑问句Where…?询问地点。e.g.Where’sSam?2.能用简单的过去式谈论过去的状态。e.g.Hewashereatteno’clock.3.能用介词短语表示时间。e.g.Hewashereateleveno’clock.Educationaims:培养学生热心助人的思想。Developingaims:能运用所学的过去式描述日常生活中已发生的事。Keypoints:1.能用简单的过去式谈论过去的状态。2.能用介词短语表示时间。Difficultpoints:能运用所学的过去式描述日常生活中已发生的事。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.板书：Unit3AthomesupermarketHeflatShewashereatteno’clock.通过猜的游戏激发学生的学习兴趣，同时为新授作好铺垫。用生动形象的图片引出所要学的单词，使学生记忆深刻。培养学生正确的语音语调。这是本课的重点句型，让学生在课堂上多加操练，达到口头熟练运用的程度。通过练习及时掌握新授知识，让学生明确was的具体运用。PeriodTwoThesecondlesson:Page32Teachingaims:Basicaims:1.能用简单的过去式谈论过去的状态。e.g.Thepicturewasbesidethewindow.2.能用介词短语表示方位。e.g.It’sbesidethemirrornow.Educationaims:培养学生仔细观察事物的习惯。Developingaims:利用所学的新句型联系生活实际进行交际。Keypoints:1.能用简单的过去式谈论过去的状态。2.能用介词短语表示方位。Difficultpoints:利用所学的新句型联系生活实际进行交际。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.板书：Unit3AthomelampThepicturewasbesidethewindow.shelfWhereisitnow?rugIt’sbesidethemirror.picturesofa复习前一教时的内容，也为下面的新授作好铺垫。联系生活实际，引入新授内容。采用图片，单词卡片等，通过游戏形式，让学生在看、听、说中牢固掌握单词。通过层层深入，最后在学生很感兴趣的比较图画的不同的游戏中操练这一句型，而且这一形式对培养学生的观察能力很有帮助。运用所学知识对教室内的布置进行交谈，做到学以致用。PeriodThreeThethirdlesson:Page33Teachingaims:Basicaims:1.能用祈使句发指令。e.g.Drawthefurniture.2.能用简单的过去时态谈论过去的状态。e.g.Thesofawasunderthewindow.3.能用简单的现在时态表达简单的事实。e.g.Nowit’snearthebigtable.4.能用介词词组表达方位。e.g.underthewindowEducationaims:在活动中培养学生的审美情趣。Developingaims:联系生活实际进行交际运用。Keypoints:1.能用简单的过去时态谈论过去的状态。2.能用简单的现在时态表达简单的事实。Difficultpoints:联系生活实际进行交际运用。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.复习上一课内容，熟练运用过去时态，为交际运用打下扎实的基础。培养学生的动手操作能力，熟练领会各种指令。装扮居室，在活动中培养学生的审美情趣。在活动中学习，其乐无穷。既培养了学生实际运用英语进行交际的能力，又充分发挥了学生的创造思维。板书：Drawthefurniture.Colourit.Cutoutthefurniture.PeriodFourThefourthlesson:Page34Teachingaims:Basicaims:1.用简单的过去时态谈论过去的状态。e.g.Therewerefiveinthebed.2.学会唱英文歌曲“Rollover!”。Educationaims:让学生从歌曲中受到美的熏陶。Developingaims:能用较流利的规范的语音语调唱英文歌曲。Keypoints:学会唱英文歌曲“Rollover!”。Difficultpoints:用较流利的规范的语音语调唱英文歌曲。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.板书：Song:Rollover!rollTherewerefiveinthebed.Therewasoneinthebed.联系学生生活实际复习过去时态，熟练运用这一时态。通过听录音让学生对所要学的歌曲有一了解，并培养其正确规范的语音语调。通过板书这两句句子，使学生了解were与was在therebe句子中的不同运用。让学生体会成功的喜悦。MoreOralPracticeTheFirstPeriodTeachingAims:BasicAims:Lookandsay.Tolearnthephoneticsymbols:[:][][e][]DevelopingAims:Tousethephoneticsymbolsnimbly.Difficultyandkeypoint:Tolearnthephoneticsymbols:[:][][e][]TeachingAids:PicturesCassetteplayerCardsTeachingprocedure:ProceduresContentsMethodsPurposeWarming-upsingasongARhymePs让学生有节奏地唱歌和背儿歌，以培养学生良好的语音语调。RevisionDailytalkReadthewordsandphrasesT&PReviewthewords复习巩固所学过的内容。Presentation1..LookandsayShowthepictures2．ListenandreadLearnthephoneticSymbols.Learn[:]1)Lookatthepictures.Thenlistentothetapeandreadthefollowing.2)Talktoyourpartneraboutthepublicplace:Whatmustwedo?3)Drawsomesigns.T;Readthewordstogether.shemethesebeesweetreadShowthecard[:]Readthephoneticsymbol[:]Forexample学生通过看、听、说、画进一步理解和消化所学的知识，并且在巩固知识的同时，让学生明白必须从小遵守公共秩序。让学生在读单词的过程中学会[:]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通过举例说明，让学生自己学会[]通过发音比较，帮助学生区分[:][]的读音，以防混淆。注意[e][]的发音，学生很容易搞错。因此要多举例，让学生反复比较。通过比较来进一步区分[e]和[]的读音。PurposeConsolidation1.Lookatthephoneticsymbols.[:][][e][]P.152.Thesameordifferentfeelmeat()lampany()sitvery()lendhead()thesepet()hatand()Listenandreadthefollowing.听录音跟读音标，帮助学生进一步巩固发音，并通过练习，以更好地检查学生的掌握程度。板书设计：[:][][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唱英文歌主要让学生先步入一个英语学习的氛围，同时有节奏旋律地复习音标，更好地帮助学生达到记忆效果。Revision1.Dailytalk2.Reviewthesentences.T&PorP&PDailytalk.PsReadthesentences.复习学过的内容，帮助学生加深记忆。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更好地培养学生的说话能力、表演能力、创新能力以及活用知识的能力。通过朗读单词来比较[p][b]的不同发音。让学生通过观察和听老师的朗读来区分[t][d]的音。PurposeConsolidationChoosetheDifferentword1)jumpshipbig()2)badstandday()speakbeebig()clockbikepencil()PsCompleteFirst.ThenaskaStudenttosay.通过练习，主要使学生对本堂课的情况进行反馈。板书设计：[p][b][t][d][k][g]Module2Me,myfamilyandfriendUnit1MePeriodOneTeachingcontents:P16Teachingaims:Basicaims:Usingthesimplepresenttensetodescribehabitualactions.e.g.ThisisthewayIwashmyface…Usingprepositionstoindicatetime.e.g.…athalfpastoneintheafternoon.Developingaims:SinginganewsongEducationaims:Goingtobedandgettingupearly.Difficultand