上海沪教牛津版五年级英语上册教案备课

学年第 一 学期
学科成绩统计表
五（1）班
教师教学计划
（学年度第一学期）
制定日期：9/7
姓名 陆晓英 学科 英语 年级 五 班级 五（1）
班级情况分析 班级基本情况分析本班共有42人。班级同学中除个别同学以外，许多同学英语基础薄弱，尤其是外地的插班生。同时，学习的习惯也比较差。相对而言，要提高整体的水平存在着一定的难度。本学期，我们又转进4位新同学，一个星期观察，发现他们由于教材不一样，学习环境变化，所以心里造成差异，不太适应这里的教学，学习情况也不太理想。
教学质量目标 尽量达到区成绩
措施 1．抓好学生的学习习惯培养。2.充分运用电教媒体进行教学。模仿是基础，英语教学中的模仿离不开录音、投影及图片的运用，媒体的运用能调动学生学习的积极性3.分层次布置作业。根据学生掌握知识的程度，布置不同的作业。4.及时进行补差。对学习有困难的学生进行无偿补课。5．做好教师和家长之间的联系.6．继续做好后进生的补缺补差工作，争取不让一个学生掉队。
教学研究 课题研究 完成日期
公开课 开课日期
单元测验安排 周次 内容 周次 内容
4 Moudule 1
8 Moudule 2
12 Moudule 3
14 Moudu1e 4
教学进度表
（学年度第一学期）
陆晓英
Week Date Contents P.s.
1 9/1-9/2 Unit1
2 9/5-9/9 Unit1
3 9/12-9/16 Unit1 Unit2 Test1
4 9/19-9/23 Unit2
5 9/26-9/30 Unit2, Unit3 Test2
6 10/3-10/7 National Day holidays
7 10/10-10/14 Unit3
8 10/17-10/21 Unit3 Unit4 Test3
9 10/24-10/28 Unit4
10 10/31-11/4 Unit4 Revision Test4
11 11/7-11/11 Unit5
12 11/14-11/18 Unit5 Test5
13 11/21-11/25 Unit6
14 11/28-12/2 Unit6 Test6
15 12/5-12/9 Unit7
16 12/12-12/16 Unit7 Test7
17 12/19-12/23 Unit8
18 12/26-12/30 Unit8 Test8
19 2006/1/2-1/6
20 1/9-1/13 Unit9
21 1/16-1/23 Revision, Final Exam
Module 1. Getting to know you
Unit 1. Can I do this
Teaching-aims: P2 Using the introductory “ there” to express facts e.g. There’s the red man.Using imperatives to give instructions e.g. Cross! Go!Using imperatives to express prohibitions e.g. Don’t cross the road.Using nouns to identify objects e.g. The traffice light’s red.Focus and difficulty:Use appropriae intonation in questions and statements.To express more imperarives about the traffic.
Teaching procedures:
Teacher’s Activities Student’s Activities Method Time Aid
Pre-task preparation:A. Talk freelyB. Using imperatives to make the sentencesWhile-task procedure:A. traffice lights1. Ask: What can you see on the road 2. To elicit: traffic lights3.. Ask the students to draw the lights and colour them.4. Do actionsB. stop wait goAsk: You see the red traffic light ,what do you do (present the other two words using the same way)2. To elicit: stop wait go3.Quick response4. Ask them to work in pairs.C. There’s the (green) man. Cross! Don’t cross.1. Invite two students to draw two men. One is red. The other is green. A: Ask and answer about the daily life.B: Make sentences. *Don’t climb the trees. etc.1. Discuess and answer.2. Learn the words. 3. Draw and colour the lights4. Look and response.*The traffic light is red. etc.1. say and show the body language.2. Learn the words3. Listen and response4. Work in pairs:S1: Jack, we are on Wande Road. Look, the traffic light is yellow. S2: Wait.1. Draw and colour.
To elicit: the red man and the green man.You see the red/green man,what do you do To elicit: Cross the road. Don’t cross the road.Play a game: Help a blind to cross the road.Post-task activitiesPlay the cassette twice.Ask them to act out the dialogue.Play a game: A trainPC P1Do you know if we walk or cross the road, where we should walk and can you make more phrases with “cross” Say the rules about the road safty. 2. Learn and say3. Try to say.4. Learn and say.5. S1: I’m a blind. Can you help me Ss: Yes.S2: There’s the red man.Ss: Don’t cross the road.1. Listen and repeat.2. Act out the dialogue with you friend.3. Play a game.4. Do the exercises5. Try to say:* pavementzebra crossingCross ______ Road.Cross the river/sea.6. Think and make the more sentences.
Board Design:
Feedback这课是关于交通灯的，内容应该还是比较简单的，但是学生的比较薄弱，反馈的效果不好，连traffic light的读音都有问题，让我觉得有些没底了。
Module 1. Getting to know you
Unit 1. Can I do this
Teaching-aims: P3Using modals to ask for permission. e.g. Can I go out, Mum Using formulaic expression to reply to requests e.g. Here you are.Focus and difficulty:Using appropriate intonation in questions and statements.According to the pictures or the information,express the sentences , including ______ can__________. Can I _______ Yes/no.
Teaching procedures:
Teacher’s Activities Student’s Activities Method Time Aid
Pre-task preparation:A.Say sth. about the road safety. Make dialogues.B. RevisionMake some phrases.Review: Can… Yes/no.While-task procedure:A. Have some /a …1. T: Are you hungry/thirsty To elicit: have some/a …2. T: I’m hungry/ thirsty.3.. Practise by themselves.B. It’s raining.Draw the picture to elicit the sentence.Response:T: Look, it’s raining. C. It’s dinner time.PresentationT: Oh, it’s twelve. It’s dinner time. (Do action)Using modals to make the sentences.Work in pairs A. Say the sentences they’ve learnt.Work in pairs on P21. S: go out , watch TV etc.2..Express the sentences:Can you/he/she/I…(park rules, traffic rules…)Say and learn2. Make phrases “have …”3. Work in pairs. S1: Oh, it’s hot. S2: Please have some tea.Learn the sentence.2. Ss: Take an umbrella.We can’t go out.Put the raincoat.1. Learn and say.Ss: It’s seven o,clock.It’s school time.Ask and answer:S1: What’s your dinner time S2: At __________.
D. Play the cassette. Students follow in their books.E. PracticeRead and play the roleTalk by T and Ss (P1)T: Can Ben go out Ask the students to give the more answers according to the four picture.Post-task activities1.Ask some question . Can I cross the road Can I play the drum Can I go out Can I have some cakes PC P2Wb P1 D. Listen and repeat.Read “ Look and say” , then act out it in pairs.Answer:No, he can’t. it’s raining.(Students do the rest )Think and try to say: (P4) Can I watch TV ----- Yes, you can. ----- No, you can’t.It’s bed time. ----- No, you can’t.Do your homework1. Give the difficult answers. Yes, you can. No, you can’t. (Why)2. Do the exercises
Board Design:
Feedback看似简单的一课，其实是一种表示请求的用法，学生在some和any间出现了混淆，我在课上加强了指导，但收效不是很大，尤其在练习的环节上，出现的问题更多，看来以后还是要加强指导。
Module 1. Getting to know you
Unit 1. Can I do this
Teaching-aims: P41. Using imperatives to give instructions e.g. Go out this way.2. Using imperatives to express prohibitions e.g. Don’t smoke.3. Using the present continuous tense to describe an action e.g. They are going out.Using “Wh”questions to find out various kinds of specific imformation about the object.e.g. which sign means … Focus and difficulty:Be able to identifythe signsUsing “Which sign means…” to find out the imformation
Teaching procedures:
Teacher’s Activities Student’s Activities Method Time Aid
Pre-task preparation:A. Say some rhymes.B. Revision: Show some signs, using imperatives to express prohibition.While-task procedure:A. undergroung stationShow the sign of the under-ground station., to elicit it.Tell some underground stations they know.Show the slide of picture 1.Ask: *Where are they going *Which sign means “Zhong shan Park underground” To elicit: This one.B. They are waiting for the train.Show the slide to elicit it.Ask: What are they doing Play a guessing game.C. Teach “Picture 3”1. Ask students to ask the questions according to the picture. To elicit : smoke A. Pop English.B. Say “Don’t …” accroding to the signs.Learn and say.2. Say the underground stations.______ underground station3.Answer the questions.Learn and imitate.S1: Do action.S2: (Guess) Are you waiting for the (bus).Make the questions:* Where are they * What are they doing *Are they eating or drinking * Are they smoking
2. Ask: *Which sign means “Don’t eat or drink/ Don’t smoke” *Where can you see the signs D.PracticePlay the cassette.Ask them to retell the text.3. Stick the signs on the board. Ask them work in pairs.Post-task activitiesPC P3WB P2 2. Answer the questions.Listen and repeat.Look at the slide and talk about them.3.Work in pairsS1: Which sign…S2: (Point and say) This one.1. Do the exercises.
Board Design:
Feedback这是本Unit难度最大的一课，在教学过程中，发现学生的朗读都存在很大的问题，这是与生活相关的一课。但是，有的东西与我们实际还存在着一定的差异，所以，我又加强了人文方面的熏陶。
Module 1. Getting to know you
Unit 1. Can I do this
Teaching-aims: P51. Using imperatives to express prohibitions e.g. Don’t make a noise.2. Using formulaic expressions to express apologies e.g. I’m sorry,Miss Fang.Focus and difficulty:1. Use appropriate intonation in statements2. Learners talk about common school prohibitions
Teaching procedures:
Teacher’s Activities Student’s Activities Method Time Aid
Pre-task preparation:A. Revision: Ask students to say what they should not do in the park/school/library /playground/road.While-task procedure:A. Play the cassette.B. Ask the students to look at the signs in “Read and write”. Match the signs with the picture.C.Work in groups. Refer to the picture in “Read and write” and practise acting a story similar to the one in “Say and act”.D. Choose a sign to act a story. A. Using “Don’t…” to express prohibitions in each place.A. Listen and repeat.B. Look and match the signs and pictures.C. Discuss and play the roles.D. Act out the story they made.
Board Design:
Feedback
Module 1. Getting to know you
Unit 2. This is what I want
Teaching aims: P6 Asking “Wh-“ questions to find out specific information e.g. What do you want, Alice Using the simple present tense to make requests e.g. I want some paper, please.Using formulaic expressions to reply to requests e.g. Here’s some paper.Focus and difficulty:Learners practise asking for items in the classroom.Here is/are …(Pay attention to the uncountable noun)
Teaching procedures:
Teacher’s Activities Student’s Activities Method Time Aid
Pre-task preparation:A. Daily TalkB. Review stationery items. Don’t repeat.While-task procedure:A. What do you want I/We want …Make the situations to elicit the sentences. E.g. T: If you are hungry/thirsty, what do you want 2. Using the sentences to practise.Work in pairs. B. Here ’s /are … Thank you very much.1. Make the conversation to elicit the sentences.Practise by T and Ss---- SsC. Teach : glue tape scissors1. Show the objects to elicit them.2. Touch and guess: What is it Using the sentences they’ve just leart to practise the words. A: Ask and answer by the students.B: Say the classroom objects. Learn and say. Answer: I want… We want…Ask and answer freelyS1: I have an apple and an orange, what do you want S2: I want …learn and say.2. S1: I want some paper. S2: Here is some paper. S1: Thank you very much.learn, spell and say.Touch the objects and guess.S1: What do you want, a bottle of glue or a tape S2: …
4.Ask the students to be teachers to tell us the classroom objects they know.Post-task activitiesWork in groups: in “Ask and answer”WB P3 4.To be the teacher and tell the class the classroom objects they know.e.g. wapping paper ribbon envelope stamp etc.1. Ask and answer in groups, each group contains three students.2. Do exercises. 师生
Board Design:
Feedbackwant的句型是本学期的重点，虽然与以前学的like的很相近，但学生还是不能理解，在今天的课中我还与后面的need句型想结合进行了扩展，以方便于后面的学习。
Module 1. Getting to know you
Unit 2. This is what I want
Teaching aims: P7 1.Ask “Wh-” questions to find out specific imformation e.g. What do you want 2. Using the simple present tense to make requests e.g. I want a Mcchicken and some orange.3. Using attributive adj. To describe objects e.g. a large CokeFocus and difficulty:Use appropriate intonation in words.Pay attention to the sentence: _______ wants __________.
Teaching procedures:
Teacher’s Activities Student’s Activities Method Time Aid
Pre-task preparation:A. Talk freely.B. Revision: Ask the students to draw McDonald’s trade markC. Ask: Do you like to go to McDonald’s What do you like to eat Ask them to draw the pictures of the McDonald’ food.While-task procedure:A. Teach: apple pie BigMac, McChickenAsk the students to be the teachers to tell the class the words and pronunciation of the food.Practise the words using the kinds of the sentences.B. Teach “ Look and Say”Play the cassette.2. Look at the food on the board and Practise.C. What does _______ want He/she wants… A: Talk about the hobbit, food , stationery, etc.B: Draw the trade mark. C.Answer the questions and draw the pictures on the board.To be the teacher to tell the class .Say sth. about the new words.Listen and repeat.2.1) Ss: I am hungry and thirsty. I want ___ and __. 2)S1: What do you want S2: I want …
Ask one student “What do you want Then ask the other student what he/she wants To elicit: He/She wants…A memory gameInvite two students to the front, and tell the other students what they want . The rest of the class listen and try to remember.3. Do a survey: Walk around the classroom and ask the classmates if they go to McDonald’s, what do they want Post-task activitiesplay the cassette again and do the listening exercises.2. Play the role and act out the dialogue. 1. Try to say: He/she want…Listen and remember, then response : _____ wants …Walk around the classroom and ask the classmates : What do you want Then tell the teacher:_____ wants …Listen and try to fill the blanks.(on the paper)2. Work in groups: At McDonald’s
Board Design:
Feedback上麦当劳的一课是同学们最感兴趣的，毕竟与生活实践非常贴近，可以说，这是开学至今大家上课最积极的一课。可喜的是，在发音上也很标准，可能真的是这课的内容比较吸引学生的注意吧。但毕竟不是每篇课文都如此的。
Module 1. Getting to know you
Unit 2. This is what I want
Teaching aims: P8 1.Using the simple present tense to express simple truths e.g. I am hungry, I ’ve got some…2. Ask “Wh-”question to find out specific information e.g. What have we got Focus and difficulty:Be able to express the sentence: I’ve got____________/ He/She’s got ___________.Using the food items to make the dialogues.
Teaching procedures:
Teacher’s Activities Student’s Activities Method Time Aid
Pre-task preparation:A. Speak English Make dialoguesB. Revision: the food items “ to have”While-task procedure:A. have a picnicAsk: If it is fine on Sunday, what are you going to do To elicit: have a picnicB. Teach: Look and SayShow the wallpicture Ask: What are they doing Ask: What have they got Give the students two minutes to remember what they have got.Play the cassette.Ask: What has _____ got Ask the students to draw some food items on the paper they like , ask each group: what have you got Post-task activitiesTalk about your room Practise in “Ask and answer”3. GB P6 A: Ask and answerB. Say the words quickly. Make the sentences.Answer freely.Learn and saySs: They are having a picnic.(on board)Read and remember what they have got.3. Listen and repeat.Ss: He/She has got …Work in groups: Draw the food items on the paper and say together: We have got…Think and introduce your room .* In my bedroom, I have got…Ask and answer 3. Do exercises.
Module 1. Getting to know you
Unit 2. This is what I want
Teaching aims: P9 Using “Wh-”questions to find out specific information e.g. What do you want Using modals to make requests e.g. Can I have some fish, please Using formulaic expressions to reply to requests e.g. There you are.Using nouns to identify objects e.g. noodles vegetableFocus and difficulty:1. Be able to set up markets stalls and play shop assistants and customers using shopping lists.2.”There you are.” is as the same meaning as “Here you are.”
Teaching procedures:
Teacher’s Activities Student’s Activities Method Time Aid
Pre-task preparation:A. Say the rhymes.B. Revision: Can… While-task procedure:A. rice noodles vegetablesShow the pictures or objects to elicit them.Make the sentences with the words.B. Teach “ Say and act”Distribute a piece paper to each student.Play the cassette. Listen and remember what Eric want, write Sth. on the paper.Ask: What does Eric want for his dinner To elicit: Eric wants…Play the cassette once more. Invite pairs of students to read the dialuges.Tell the students:What do you want Except answering“ I /We want…” , we can also say: Can I have… Post-task activities1. Ask students make a shopping list, ask them to refer to the pictures in “Say and act.” A: Pop EnglishB. Make conversations by “Can… ”1. Look , learn and say. Imitate and spell the words2. Make the sentences with the new words.1. Each one can get the paper2. Listen and write the words you hear.3. Say: Eric wants________.4. Listen and follow.5. Read the diaogue in pairs.Write a shopping list. Work in groups and prepare to act
Invite them to perform3. Do listening exercises. (PC P6)4. PC P5 2.Act out the dialogue they made.Listen and complete the exercises.Do the exercises.
Board Design:
Feedback今天的课中有学生这样问：“老师，什么样的名词是不可数名词。”“物质名词都是不可数名词。”我顺口就答道。“那什么样的是物质名词？”我顿时语塞。这要和学生怎么解释那，毕竟纯语法的东西，还是学生很难理解的。课后不禁在想，这牛津教材，又要口语，又兼顾语法还真是难啊。
Module 1. Getting to know you
Unit 3. This is what I need
Teaching aims: P10 1. Using nouns to identify objects e.g. socks2. Asking“Wh-” questions to find out various kinds of specific imformation about a person e.g. Kitty, what do you need for school 3. Using attributive adj. To describe objects e.g. a new bagFocus and difficulty:1. Use appropriate intonation in words.2. Asking about and expressing needs.3. The difference between “I want…” and “I need…”
Teaching procedures:
Teacher’s Activities Student’s Activities Method Time Aid
Pre-task preparation:Sing a song.Make short dialoguesSay the rhymes.Revision: 1. About stationery items2. About clothes items.While-task procedure:shoes 1. Ask: How many pairs of shoes have you got To elicit: shoes2. Make sentences 3. Show any other shoes. To elicit: sport shoes leather shoes4.Ask them to say Sth. about the shoes.5. Ask: Do you know the brand of sport shoes B. Socks1.Show some socks to elicit: socks2. Guess: What colour are your classmate’s socks 3. Talk about the socks. If you’re the shop assistant, please introd- uce your goods for the people.C. uniform1. Say: Today you are pretty, you look orderly. Do you know WHY To elicit: uniform2. Ask: Who also has uniform D. I need…1. Say some sentences to elicit the sentence: I need …* If you want to drive a car, you need a licence.* If you want to fly, you need a pair of wings.* I’m thirsty, I need some water.* I want to go out, but it’s raining, I need an umbrella.2.Let the student understand the meaning and response.* Ben is a pupil.* Today you have a P.E. Class.* Summer is coming.* You want to fly.* It’s cold.* It’s raining.* Alice’s shoes are old.* It’s dinner time.*Eddie wants to write.* You want to draw.Post-task activities1.Play the cassette.2. Ask: What does kitty need for school 3. Ask: What do you need for school (oral pratice) , then write the things on the paper.4.Invite students to say.5. Group work: What do you need for P.E. class, art class, dinner or picnic. ( Each group choose one topic to discuss, and write the things, they can refer to the words on the board.) ( Activity 3) Sing* Can I go out,Mum …* How do you go to Zhongshan Park * What can’t we do in the …* …, what do you want 1.Say the words quickly.Answer and learn the new words.2. Make the sentence .3.Look and learn.4. Introduce your shoes.5. Ss: Lining sport shoes, etc.Look and learn.S1: ×××，Are you socks yellow S2: No, they are white.S: Hi, look at our socks, they are nice and cheap. etc.Learn and imitate.2.Say: Doctors and nurses have uniforms.(policemen, firemen, waiters, pilots …)1. Learn and understand.Think and say out the differences betweem the two words, want and need)Listen and response, they can give the more answers. And they alsocan try to say like the teacher.Listen , follow and read.Say: Kitty needs______.3. First say out the things you need, then write on the paper.4. Tell to the class.Group leader choose a topic and discuss with the members, then write on the paper the things you need. They can refer to the words on the board.(Activity 5)( P.E. class Art class dinner picnic)words: jam spoon fork hoops coffee fruit vegetables glue rice fish scissors brushes steak hamburgers uniforms bread balls Coke knife meat Macchicken sport shoes moodles milk French fries juice ropes etc.
Board Design
FeedbackNeed是和want几乎完全一样的句型，在做题时也完全是如此的，但是学生的反馈却完全像新知识一样，让我原本好的心情有些沮丧。尤其在句型的转换和适当形式两个板块，真不知道该如何进行语法渗透。
Module 1. Getting to know you
Unit 3. This is what I need
Teaching aims: P11 Asking “Wh-” questions to find out various kinds of specific information about an evente.g. What do we need Using indefinite determiners to refer to an unspecifide anount/number of thinge.g. We need some …3. Using the simple present tense to express opinions e.g.That smells good.Focus and difficulty:1.The food items for making a cake and other food.2. Uncountable nouns: salt sugar butter milk flour jam
Teaching procedures:
Teacher’s Activities Student’s Activities Method Time Aid
Pre-task preparation:A. Daily TalkB. RevisionAsk and answer by“ What do you need for …”Say the food for your breakfast or snack.Say the word about the table set, to elicit: bowl4. Can you find out the words with the same pronunciations.While-task procedure:A. sugar salt1.Let the students taste the two things, to elicit: salt sugar2. Taste and guess, what is it 3. Say sth. about them.4. Ask: What do you need for cooking B. Teaching“ Read and say”1. Show a cake and ask:What is it How does it smell To elicit: cake. That smells good.2. Ask: How to make a cake What do we need (write the key words on the board.)3.Play the cassette.4. Ask: What do Eric’s mother need to make their cake (write the rest words on the board.)5. You think what they do after making the cake . To elicit: make cake-----bake the cakePost-task activitiesPractise the dialogue.Read: Have a few pairs read the dialogue in “Ask and answer.”Group work. Ask the more able students/the more less students to find out the food items they need to make fruit jelly/ iced lemon tea, remind them to include bowls, cups, etc..4. WB P6 A. Daily conversation.Using the sentence to ask and answer.S: cake , bread, etc.S: spoon, knife,etc.S: flower---flour, etc.Taste , learn and say.2. Taste and guess.3. S: They look like. They are white. Taste them, sugar is sweet. Salt is salty4. Say and learn the words: edible oil, vinegar, pot1. Look, smell and learn.2. Think and try to answer.3. Listen and follow.4. S: They need __________.5. Think and learn.1. Act out the dialogue.Read the dialogue in “A&A”3. Think and discuss if you make the fruit jelly or iced lemon tea, what do you need S1:Can I have some..,please S2: Here you are.S!: Thank you.4. Do the exercises.
Board Design
Feedback“Let’s是哪两个单词的组合？”“let is”下面的异口同声让我都不知道说什么了。“let’s是let us, let后面加的是宾格。”看着他们的点头，觉得孩子们真是天真，但学习的重担又让他们的脸上严肃了很多。
Module 1. Getting to know you
Unit 3. This is what I need
Teaching aims: P121. Using the simple present tense to express simple truths e.g. We’ve got some water.2.Using the simple present tense to make requests e.g. We need some scissors.3.Using conj. To link contrasting ideas e.g. …… but we need some paints. Focus and difficulty:1. The usage of Conj.”but”2.Imitate the modal to ask and answer by “_______but________.”
Teaching procedures:
Teacher’s Activities Student’s Activities Method Time Aid
Pre-task preparation:A. Talk freely.B. Revision: I can_________, but I can’t _______. I /We have got ____, but I/We haven’t got ___________. While-task procedure:A. We’ve got some water but we need some paints.1. Say: I want to draw a picture. Now I have some water, Can I draw. What do I need 2. Lead them to practise.Post-task activitiesPlay the cassette.Lead them to ask the questions about the two pictures.Ask them to refer to the “Look and say” and act out them.Ask them to look at the pictures in “Ask and Answer” and practise in pairs.PC P7 Try to say: You have __________, but you need _____________.S1: I want to draw a picture , now I have some colour pencils.S2: You have some pencils, but you need some paper.Listen and follow.S1: What have Alice and Kitty got What have they got S2: They have got_____, but they need______.Work in groups, act out the dialoguesWork in pair in “A&A”5. Do exercises.
Module 1. Getting to know you
Unit 3. This is what I need
Teaching aims: P131.Using conj. to link contrasting ideas e.g. Kitty has a uniform but it is small.2.Using predicative adj. to describe objects e.g. It is cheap but it is nice. Focus and difficulty:1.Look at the picture and retell the text.2.Attributive/predicative adj.: new old dear cheap
Teaching procedures:
Teacher’s Activities Student’s Activities Method Time Aid
Pre-task preparation:A. Review conj. to link contrasting Ideas. _________ but ______.While-task procedure:A. dear cheap1.Make a situation: go shopping and want to buy a bag.(Show two bags with the the price tag, 100 Yuan and 20 Yuan) To elicit : cheap dear2. Ask them to make sentencesIt is adj. But it is adj. 1.Show an old story book.Ask: Is this story book new But I like this book. I can Read some famous fairy tales.(let the students using “but” to link contrasting ideas.)2. Ask the students hold up one of your thing and say by the sentence.C. Teaching “Look and read”1.Play the cassette.2. Ask a few students to read the text.Lead the students to ask some questions to the classmates.Ask the more able students to retell the text.Post-task activities1. Ask the students to work out the sentences.in “Read and write” (oral practice)2.Write the sentences in the book.3. PC P84. WB P8 A.Make sentences by “but”1.Make the conversation in the shop.2. Make the sentences:S1: My watch is 200 yuan, it is dear.S2: Look at this ballpen, it is cheap. It is only 0.5 yuan.1. Answer and learn the simple sentence.Try to say: The story book is old but it is nice.2. Take up one thing and sayIt is ______but it is_____.1. Listen and follow.2. Read the text.Ask and answer*Has kitty got a uniform *Why does Kitty need a new uniform * Where are they *What are they looking at *Which uniform does Kitty want *How much is it *is it dear *Does Mrs Li buy it *Which uniform does Mrs Li buy *How is the new uniform 4.Look at the slide and retell the text.Have volunteers read out the sentences.Write in the book.Do exercises.
Board Design
Feedback
Module 2 Me, my family and friends
Unit 1 Me
Teaching aims: P16 1.Using the simple present tense to describe habitual actions e.g. This is the way I wash my face.2. Using Prep. To indicate time e.g. … at half past one in the afternoon.Focus and difficulty:1.
Teaching procedures:
Teacher’s Activities Student’s Activities Method Time Aid
Pre-task preparation:1.Say the phrases about your daily life.2. Review the time: Hold up a clock and ask the time to the class.3. Pop EnglishWhile-task procedure:I ______ at __________.1. Set a clock and say: I get up at six o’clock in the morning. I go home at half past four.(on board)2. Each student say a sentence like this.B.Sing and act1. Play the cassette,students listen and follow their books.2. Learn the song.3.Substitution4. Split the class into two groups. Students A sing and do “in the Morning.” Students B sing and do “ in the afternoon.”5. Ask the class to sing and act the whole song together.C. Point ,sing and act1.Ask one student say: I___ at __.2. Say: S1 gets up at six.(on board)3. Ask them work in pairs.4. Learn the song.Post-task activities1.A new song. Draw a timetable on the board, divide the table into three rows. Write down the activities he/she usually does in the morning/afternoon/evening.2. GB P13 Say the phrases they knew.Look at the clock and say out the time.Greeting with the classmates.Listen and learn.Ss: I _____ at ________.Listen and learn.2. Sing the song follow the tape.3.Using the other phrase instead of the original.4.Sing the song in groups.5.Sing the song together.S1: I get up at six.Learn and learn.S1: I ride my bicycle at five o’clock. S2: He rides his bicycle at five o’clock.Listen and learn the song, then sing it together.Read the timetable and prepare for the singing.Then the whole class sing together. ClockClockCassetteCassette
Board Design:I get up at six o’clock.He/She ges up at seven o’clock.Group A (in the morning)Group B (in the afternoon)Group C (in the evening)Get upPlay gamesPaly the guitarWash my faceGo homeGo to bed-s : rides comes gets wants needs eats cleans reads-es: washes watches does goes
Feedback一般现在时，是小学阶段对于学生来说最难的内容，学生大都不能很好的理解。于是在课堂上，我用进行时一起进行比较，说的时候大家都回答得较好，但在书面练习时，效果就差强人意。
Module 2 Me, my family and friends
Unit 1 Me
Teaching aims: P17Using the simple present tense to describe habitual actions e.g. I go to school at half past seven.2. Ask “Wh-” questions to find out the time e.g. What time do you get up 3. Using prep. To indicate time. E.g. I go to bed at nine o’clock.Focus and difficulty:1.
Teaching procedures:
Teacher’s Activities Student’s Activities Method Time Aid
Pre-task preparation:Revisiona. Sing the song on P16b. Using the simple present tense to describe their daily life.While-task procedure:A. What time do you get up Ask this question and write it on the board and elicit it.Practise in pairs.3. Play the cassette and follow it.Ask the students to be Ben and describe his daily life.Think and write1.Encourage the students to talk about themselves by asking the questions.Write in their own information to complete the five sentence.Ask the students to compare the time they do the same activity.Look and write1. Play the cassette “Ben’s day” once more, remember the time and try to answer the questions.2. Ask: What time does Ben go to school (on board) To elicit: He goes to school at seven.Ask the students to ask the questions like the teacher.Ask the students to tell the deskmates when Ben does the activities in “Look and Say”5.Work in groups6. Invite the students to write the answers in”look and write”. Remind them to add “s” or “es” after the action verbs.Post-task activitiesWB P9PC P9 a. Sing the song together.b. Ss: I _____ at _______.He/She ____ at _____.Listen, learn and say.2.S1: What time do you … S2: I _____ at _______.3. Listen and follow the tape.4. Ss: I’m Ben. I __ at ___.1. Think and answer.2. Think and write. 3. e.g. He gets up at half past six but I get up at seven o’clock.or He watches TV at seven p.m. but I do my homework at seven p.m.Listen and rember the time when Ben do sth.Try to answer:He goes to school at seven.Ss: What time does Ben…4. Work in pairs:e.g. Ben does his homework at half past seven.5. S1: What time do you come home S2: I come home at five.S3: What time does S2 come home S4: He comes home at five.6. Write the answers on own book.
Feedback写话对于五年级的学生来说也是一个重点内容，在考试中也时常有出现。也是在经过了一段时间的学习后，让他们写上几句，欣喜的是他们有了一定的格式，但是错误还是比较明显的，尤其是在一般现在时的运用上更是错误连连。
Module 2 Me, my family and friends
Unit 1 Me
Teaching aims: P181.Using the simple present tense to describe habitual actions e.g. They eat their dinner at half past seven.2. Ask “Wh-” questions to find out the time e.g. What time do you get up, Mr Cat 3. Using prep. To indicate time. e.g. Min and Mog go home at six o’clock in the morning.Focus and difficulty:1.
Teaching procedures:
Teacher’s Activities Student’s Activities Method Time Aid
Pre-task preparation:Describe your daily life orally.While-task procedure:A. Say and act1. Say: Let’s meet Mr Cat.(Ask one student will be Mr. Cat)2. Ask the students ask some questions to Mr Cat. Understand its habit.B. Look and read1. Say: Let’s meet Min and Mog, two lovely cats. 2.Ask the students to look at the book and read the sentences silently.3. Play the cassette. 4. Put the wallpicture for 18 on the board. Let the students ask and answer.Post-task activitiesPC P10WB P10GB P15 Ss: I _______ at ______.One student will be Mr Cat. Ask some questions to Mr Cat. e.g. Mr Cat, What time do you … 1. Know the names of two cats.2. Read and learn by themselves3. Listen and follow.4.Ask and answer1)What time do Min and Mog get up 2)What time do Min and Mog go outside.3)what do they do 4)What time do they eat their dinner 5)What do they eat 6)What do they do at six o’clock in the morning 7)What do they do maskwallpicture
Module 2 Me, my family and friends
Unit 1 Me
Teaching aims: P191.Using the simple present tense to describe habitual actions e.g. I get up at half past six in the morning.2. Ask “Wh-” questions to find out the time e.g. What time do you get up in the morning Focus and difficulty:1.
Teaching procedures:
Teacher’s Activities Student’s Activities Method Time Aid
Pre-task preparation:Revisiona.Describe your deskmate’s daily life.b. Each student say a sentence about their daily life.While-task procedure:A. Do a surveyPlay the cassettePC P11. Students take turns to ask a member in the group about when they do the activities. The other students in the group record the answers.Ask the students to read the sentences in “Read and write” when they have complete their survey.The students confirm the information they have collected with the group members.Draw a similar survey form on the board. Ask them to write down the number of students in the appropriate boxes.Invite the students to read their reports to the class.Post-task activities1. PC P122. GB P16-17 a. Point their own deskmates and say: He ___ at _____.b. Ss: I ______ at _______.1. Listen and follow.Work in groups.(four students make a group)S1: What time do you eat breakfast S2: I eat breakfast at seven.Know the meaning of “Read and write”4.e.g. In our group, Two children get up at six. Two children get up at seven.5.Write down the number of students in the boxes.6. Read the reportstogether.
Module 2 Me, my family and friends
Unit 2 Are you happy
Teaching aims: P201. Asking simple questions to obtain “Yes/No” responses e.g. Are you happy 2. Using imperatives to give instructions e.g. Clap your hands.Focus and difficulty:
Teaching procedures:
Teacher’s Activities Student’s Activities Method Time Aid
Pre-task preparation:Pop English Practise Verb. Phrases by playing “Simon says”e.g. Clap/wave your hands. Wash your face. Stamp your feet. Nod your head. Stand up. Sit down. Open your books. etc.While-task procedure:clap nod shout wave shake1. Write the words on the board. Write some words attach to them. (map not out bake)2.Ask the more able student to be the teacher.(pronunciation)Teach the meaning of the words by body language.Ask them to make phrases.Sing and act1. Play the cassette.2. Play the cassette again.3.The third time, students listen,sing and act.4. Divide the class into four, each group sings and acts an action.Post-task activityA new songEncourage the students to sing the song again by adding more commands.(e.g. Touch your hair/nose/ears. Wash your hands/face, etc.) 1. Say “Actions”2. Play a game: listen carefully and respond.Look and think , how to read these words correctly.2.One student will be the teacher,the others follow him.3. Learn and act.4. Using the verb. To make the phrase.Listen and follow.Listen and act.3. Students listen,sing and act.4. Work in group: sing and act.Make the new song byadding more commands.
Module 2 Me, my family and friends
Unit 2 Are you happy
Teaching aim: P211. Using conj. to express alternatives e.g. Is Kitty hungry or full 2. Using predicative adj. to describe people e.g. She is hungry.Focus and difficulty:1.
Teaching procedures:
Teacher’s Activities Student’s Activities Method Time Aid
Pre-task preparation:1. Sing a song on P202. Revision: 1)Say the opposite words2) Invite some students to act with different expressions.3)Use adj. to describe peopleWhile-task procedure:A. sick1. Using the body language or a sick face to elicit it.B. Is Kitty hungry or full 1. Invite students to act with different expressions to elicit it.( on board)2. Practice1) Imitation2) Practise by T and Ss T: Are you ______ or ______ 3) Point to each face and work in pairs.Read and answer1. Students ask and answer the questions.Ask students to write the answers on the board.D. Say and act1. Play the cassette.2. Divide the students into three. Ask them to use the dialogue in “Say and act” to ask and answer about the feelings of the other characters.3. Ask them to act out it.Post-task activityPC P13WB P11 sing a song.1) e.g. happy--sad2) e.g. hungry thirsty full sad angry afraid tired happy3)e.g. Name is adj. Why Look and learn.1. The students come to the front and act with different expressions.1) Read the sentences.2) Ss: I’m __________.3) Work in pairs.S1: Is Name ____ or _____ S2: He/She is __________.Answer the questions orally.Write the key on the board.1. Listen and follow the tape.2. Work in groups. Act out the dialogue in “Say and act”.3. Do the role-play.
Board Design
Feedback选择疑问句和回答是个难点，尤其是和一般疑问句的回答相比较。在听力的考核中是个重点。课文的教授中，还加入了ill和sick的差别。
Module 2 Me, my family and friends
Unit 2 Are you happy
Teaching aims: P22Using the ximple present tense to express simple truths e.g. Kitty,it’s your birthday on Saturday.Using “Wh-“ questions to find out various kinds of specific information about a persone.g. Which bag does Kitty want Using the simple present tense to express interests e.g. I don’t like the black one but I like the green one.Focus and difficulty:1.
Teaching procedures:
Teacher’s Activities Student’s Activities Method Time Aid
Pre-task preparation:Revision1) the simple present tenseT: What do you want for school 2) Ask: If you are hungry or thirsty, what do you like What don’t you like While-task procedure:A. She/He doesn’t like…1. On board:I like the blue bag.I don’t like the blue bag.She likes the red bag.She doesn’t like the red bag.(Compare the two sentences, find out the differences of them.Turn the following into negative sentences orally.(on board)B. Which bag do you like 1. Collect some classroom objects and put them on the desk.(the same kind, different shape, color or size)Say: I’ve got some pencils. This pencil is short. That pencil is long. Which pencil do you like (on board)2.Using the objects to work in pairs.C.Read and Write1. Ask the students to read silently.2. Play the cessette.Ask some questions about it.(S—T S---S) What day is Kitty’s birthday What does Kitty want Which bag dies Kitty want Which bag dies Alice want Which bag dies Ben want 4. Ask them act out the dialogue with their group member.5. Students work in pairs to put √ × in the table. Ask them to find out which bag each character wants.6. Ask and answer by themselves.Ask and answer1. Play the cassette.Work in pairs with a different partner.Post-task activityWB P12 1) S1: I want a new bag. S2: He wants a new bag.2) S1: I like rice. S2: I don’t like rice.Look, think and find out the differences of them.Change the sentences into negative sentences orally.Put the objects on the board.Try to answer:I like the (short) one.Ask and answer.Read the text silently.2.Listen and follow the tape3. Ask and answer according to the dialogue.4. Act out the dialogue in “Read and write.”5.Put √ ×in the tableS1: Which bag does Kitty like S2: She likes_________ She doesn’t like____1. Listen and follow the tape.2.S1:Does Kitty like the black one S2: No, she doesn’t like the black one but she likes the green one.S3: Does ___ like the green one …
Board Design:I like the blue bag. 1. He goes to school at seven.I don’t like the blue bag. 2. She wants a pair of glasses.She likes the red bag. 3. Ben comes home at four.She doesn’t like the red bag. 4. Alice rides her bicycle at five a.m.Which pencil do you like I like the ________ one(pencil).Put the following into negative sentences. Change the sentences1.You want a new bag. 1. I want a new dress.2. She likes yellow rulers. 2. He likes the yellow bag.3.I get up at six o’clock. (否定句, 一般疑问句, 肯否回答, 划线提问)4. He reads the book in the evening.5. Denny likes to eat chocolate.
Module 2 Me, my family and friends
Unit 2 Are you happy
Teaching aims: P231.Using nouns to identify objects e.g. cabbageAsking “wh-“ questions to find out various kinds of specific information e.g. What do you like Using conj. to link contrasting idease.g. I like water but I don’t like tea.Focus and difficulty:1.
Teaching procedures:
Teacher’s Activities Student’s Activities Method Time Aid
Pre-task preparation:1.Pop English2.Review the food vocabulary items. Divide the menu into six parts: Meat and Fish, vegetables Rice and noodles, Fruit, Desserts, Drink. While-task procedure:A. menu1. If you sit in the restaurant, what will the waiter give you To elicit: menuB . carrots cabbage sausages patatoes1. Hold up the pictures of these food on the board. Ask students to put the pictures in each part accroding to the different kinds.2. Ask one of them to be the leader, others follow him/her.3. Describ and guess.4. Encourage them to say any other food they know.C. vegetables desserts1. Point to the pictures and introduce them.2.Say any other word about vegetables or desserts, teacher write down.D. What do you like What don’t you like 1. Write the sentence on the board.2. Using the two questions to practise.Read and act1. Play the cassette.2. Ask the students to read the two questions in “about you”. Ask them to write down all the food items they like and dislike.3.Ask and answer in “Look and read”4. Ask them to work in pairs again to look at the answers of their partners in “About you”. ask them to find out what they both like and dislike.5. Invite groups to report back.Post-task activityMake a menuDistribute drawing paper to each group, draw the menu, write the words on it, including the price.2. Wb P13 1. Say and act.2. Draw the pictures about the six parts. Sort out the food vocabulary which the students have learnt.1. Try to say.1.Put the pictures in each part. Then put the word cards under the pictures.2. Imitate the words.3. S1: It’s long and red. Touch it,it’s smooth. Ss: A sausage.1.Look and say.Such as: tomato lettuce cucumber, etc.1. Look at the menu and ask the students 2. Work in pairs, ask and answer.I like ___but I don’t like ___Listen and follow it.Write on the book:I like______________ but I don’t like ____________.S1: What do Min and Mog like And what don’t they like S2: They like _____ but they don’t like _______.Ss: We like ________.5. S1: What do you like and what don’t you like S2,3: We like ______ but we don’t like _____.1.Make the menu by themselves.
FeedbackWhat don’t you like 在平时的日常用语中出现的不多，所以学生不是很熟悉，在课文中加强了学习。而菜单中出现了大量的单词，让学生一下子没有了头脑。我们采取了分段记忆，给了大家信心，尤其是一些基础本来薄弱的同学，也有了一定的积极性。
Module 2 Me, my family and friends
Unit 3 A birthday Party
Teaching aim: P24Using nouns to refer to dates e.g. My birthday is on the fourth of February.Ask “wh-”questions to find out various kinds of specific information about a person.e.g. When’s your birthday, Kitty 3. using prep. To indicate time e.g. My birthday is on the fourth of February.Focus and difficulty:1.
Teaching procedures:
Teacher’s Activities Student’s Activities Method Time Aid
Pre-task preparation:1. 1. RevisionCardinal numbers by asking students to do some counting.How much is ten plus thirty How many … are there … Review the monthsAsk: Which month do you like Why While-task procedure:ordinal number:first second third1.Have a competition. Who can run fast To elicit: first second third.(On board.)ordinal numbers: 4th-----99th1. Ask students write the cardinal numbers on the board.2. Make an example on the first number of each row.(four-----fourth)3. Encourage students do the rest.4.Ask them to look at the book on P25.5. Ask them to find out the rules.C. On the fourth of February1. Elicit the phrase straightly.2/4(Feb.4): the fourth of February February the fourth2.Practice(May. 1 Jun. 1 Mar. 8 Sep. 10 Apr.5 Feb. 14)My birthday is on__________.1. Play the cassette.2. Ask the students to circle their birthday on the calendar in “Look and Say”.3. Invite the students to write their birthdays in ordinal numbers on the board.4.Practise in the whole class.5. Invite the students to report back.Post-task activityPlay a remember game1)Arrange the students to sit in rows. Ask the last student to come to your desk. Give a card to each of them and ask them to remember.Check them if right or not. 1) Listen and answer the questions.2) S1: I like May. My birthday is in May.Try to say:______ is the first/second/third.1.Write the cardinal numbers on the board.(4—12 13—19 20—90 )Look and think.Try to add “th” behind the cardinal number.Read the book on P25, and try to correct the ordinal numbers on the board.Find out the rules.(fifth twelfth twentieth …)Look and read.2. Look at the board and respond the date.Listen and follow it.Circle their birthday on the calendar.Write the birthdays in ordinal numbers on the board, then tell the class.4. Talk about the date of own birthday, and tell to the class5. Feedback:Student’s name birthday ison ___________.1)Look at the card and remember the date on the card.2)Pass the word to the student sitting in front of them.3) The first student of of each row writes the message on the board.
Feedback生日是个最大的难点，因为单词的难度相对比较大，量也大，而且句型对于学生来说也有很大的难度。这种模式以前也没有出现过，学生又开始出现了抵触的心理，我又开始犯愁了，单词的背诵是英语学习中的重点，而这关过不了学生的英语成绩是很难提高的。该怎么办那？
Module 2 Me, my family and friends
Unit 3 A birthday Party
Teaching aim: P25Using nouns to refer dates e.g. twenty---firstAsking “wh-”questions to find out various kinds of specific information about a person.e.g. When’s your birthday Using the simple present tense to express simple truths e.g. My birthday’s on the… of …Using prep. To indicate time e.g. My birthday’s on the … of …Focus and difficulty:1.
Teaching procedures:
Teacher’s Activities Student’s Activities Method Time Aid
Pre-task preparation:Sing the song.Revision1)the ordinal numbers.Show a calendar, there are some dates on it.(They are the dates of the students’ birthday.)While-task procedure:A. twenty-fifth thirty-first1. Write “Jul.25 May. 31” on the board.2. Help the students find out the correct answers.B. When is your birthday Elicit the sentence by the revision 3. Ask: When is _______’s birthday 2. PracticeC. Do a survey1. Divide the class into groups. Students do a survey using the dialogue on the page.2. Draw a big survey on the board, invite a student to do the recording. The groups take turns to report their results.January2February4March5April1May……3.PC P15. Post-task activityPlay the cassetteWB P14Ask their parents’ birthday. 1) Say the ordinal numbers from first to twentith, and to ninetiethLook at the calendar try to sayS1: Today is my birthday. My birthday is on___ .1. Discuss how to read the dates on the board.(on the twenty-fifth of Jul. or on the twentieth-fifth of the July.)2. Read the numbers correctly.1.S1: Her/His birthday is on _________.Work in pairs.S1:When is your birthday S2: My birthday is _____.Work in groups, ask and answer .One student do the recording. The groups take turns to report theirresults.Work in pairs to complete the dialogue orally.
Board Design
Feedback
Module 2 Me, my family and friends
Unit 3 A birthday Party
Teaching aim: P261. Asking “wh-”questions to find out various kinds of specific information about a person.e.g. Which car do you like 2.Using the simple present tense to make requests e.g. I want a car.3. Using indenfinite pron. To refer to objects. E.g. I like that one.Focus and difficulty:1.
Teaching procedures:
Teacher’s Activities Student’s Activities Method Time Aid
Pre-task preparation:1. Review: tell to the class when your parents’ birthdays are.2.Review colours using classroom objects.While-task procedure:A.Which … do you like 1. Show two toys cars with the different colour.Ask: What colour are the cars Which car do you like 2.PracticeB. Say and act1. Play the cassette. Listen and ollow.2. Ask them to close their books.1)What does Eddie want for his birthday 2)Where do they go 3)Which car does Eddie like 3. PracticeC. Ask and answer1. Play the cassette.2. Ask and answer by T and Ss. Which … do you like Which one Practice4. Invite pairs to report back.Post-task activityPC P17 Now listenWB P15 1. My father’s birthday is …My mother’s birthday is…2.Ask and answerS1: What colour is/are…S2: It’s/They’re …Try to answer: I like the red car(the red one).Work in pairs.S1: Which …do you like S2: I like the …Listen and follow it.2. Answer the questions1)A toy car.2)They go to the toy shop.3) The red car.3. Act out the dialogue using the objects1. Listen and follow it.2. I like that one.The (yellow) one.Work in pairs, look at picture2—5, use the dialogue in picture 1 to find out the items the partners like.S1: Which…does…like S2: He/She like …1. Listening practice
Board Design
FeedbackWhich和What colour是两个区别的重点。也是一个混淆点，尤其是颜色的划线更是混淆了同学们的判断。于是，在关于定语的修饰上给同学进行了渗透。Which的提问还有单、复数的差别，确实存在着一定的难度。
Module 2 Me, my family and friends
Unit 3 A birthday Party
Teaching aim: P271. Asking “wh-”questions to find out various kinds of specific information about a person.e.g. What are you doing, Eddie 2.Using the present continuous tense to describe an action taking place at the time of speaking e.g. I’m making some invitations.3. Using possessive adj. to show possession E.g. This is your present.Focus and difficulty:1.
Teaching procedures:
Teacher’s Activities Student’s Activities Method Time Aid
Pre-task preparation:Free talkRevision1) A memory game2) “Wh-”questionWhile-task procedure:A. invitations1. Hold up the invitations, such as wedding invitation and party invitation, to elicit the word.2.This Saturday is Eddie’s birthday Let’s see what is Eddie doing Let’s help him.Play the cassette.4. Ask and answerB. How to make an invitation 1.Ask them open their books.2. Ask one able student to teach other students.C. Read and say1. Play the cassette.2. Work in groups.Post-task activityDistribute the drawing paper to each student. Ask them to follow the steps and make their own invitation cards.Send the invitation to their classmates. Ask and answer1) Remember classmates’ birthdays, then tell to the class.2）Ask and answer by “Wh-” question.Look and learn.3. Listen and follow it.4.S1:When’s Eddie’s party At What time Read the steps of making an invitation.Learn the steps one by one.Listen and follow it.Act out the dialogue.Follow the steps to make a nice invitation.Send the cards to the friends.
Module 2 Me, my family and friends
Unit 3 A birthday Party
Teaching aim: P281. Asking “wh-”questions to find out specific information e.g. What am I doing 2. Asking simple questions to obtain”Yes/No” responses e.g. Do you want a sandwich or a cake, Danny 3. Using the simple present tense to express interests e.g. I don’t like juice.Focus and difficulty:1.
Teaching procedures:
Teacher’s Activities Student’s Activities Method Time Aid
Pre-task preparation:Free talkRevision1) Review the verb. and verb phrases2) Review the present continuous tense.3) Ask: If you’re hungry/thirsty, do you want … or … While-task procedure:A. Look and say1. Play the cassette.2. Play a guessing game to elicit it.B. Ask and answer1. Write “A birthday party” on the board. Draw a big table as well.2. Play the cassette.3. Work in groupsPost-task activityWB P16PC P18 1) Say the verbs.2) I ‘m __________.3)I want_________.1. Listen and follow it.2. S1( Do an action) What am I doing S2---S6: You’re (writing. )1. the students come to the board and put the food or drinks pictures they like on the board.2.Listen and follow it.3. Do the role-play.
Module 3 Places and activities
Unit 1 A day at school
Language skills:
Listening:
Locate specific information in response to simple instructions or questions.
Identify key words in an utterance by recognizing the stress.
Speaking:
Use modelled phrases and sentences to communicate with teachers and other learners.
Maintain an interaction by providing information in response to factual questions.
Reading:
Locate specific information in a short text in response to questions.
Writing:
Develop written texts by adding personal ideas and information when a model or framework is provided.
Period 1
Language focus:
Using nouns to identify objects.
Using the introductory ‘there’ to express facts.
Using numerals to show quantities.
Procedures Contents Methods Purpose
Pre-task procedure Daily talkSing a song Teacher does it with the students.Sing “Our school”
While-task procedure Talk about our own school.Oral competitionLook and readRead and write Talk about our own school using some questions:Is our school big Is our school clean Do you see some flowers and trees Do you think our school is beautiful Do you like our school Invite some more able students to say something about our own school.Tell the students: today Wendy will introduce her school to us, let’s listen to the tape, then ask some questions about it:Is Wendy’s school big or small Who is her teacher How many children…How many fans…Introduce: hundred floor cupboard Explain to students that when they count the number of floors in a building, they do not include the ground floor. Ask the students to look at the two tables in Read and write. Students read the passage again to find out the amount of each item in the tables.Students work in pairs to check answers, e.g. How many…are there in Wendy’s school …There are…
Post-task activities Divide the class into groups. Distribute a sheet of drawing paper to each group, Ask the students to draw the floor plan of their ideal school.Encourage the more able students to write some sentences to describe their own ideal school.
Assignment Workbook page 17Listen and read.Do a survey about our school and class.
Feedback序数词的运用和基数词是个难点，学生很容易混淆，同时，the后加序数词也是个重点。要进行强化练习。
Period 2
Language focus:
Using the introductory ‘there’ to express facts.
Asking ‘How’ questions to find out the quantity.
Procedures Contents Methods Purpose
Pre-task preparation Sing a songDaily talk <>Sing together.Do it in pairs.
While-task procedure How many… There are…A surveyRead and write Divide the students into groups, have them talk each other to check the survey.Draw a table similar to the one in the Student’s Book on the blackboard.Groups take turns to report back. The rest of the class check answers.Students stay in groups. Ask them to write a few sentences about their school using the information they have collected.Ask them to follow the sample sentences in Read and write.
Post-task activities Invite some more able students to read the paragraph for the class.
Assignment Listen and readGrammar Practice Book 5A page 27
Period 3
Language focus:
Using nouns to identify events.
Using the simple present tense to express interests, feelings and opinions.
Using adverbs to indicate sequence.
Procedures Contents Methods Purpose
Pre-task preparation SongsGreetings Sing a song.Do some daily talk with the students.
While-task procedure Introduce “timetable”Introduce the subjectsListen to “Look and Read”Questions about “Ben’s timetable”It’s… to…e.g. It’s two to two.Group work: write a day’s timetableAsk and answer Put my timetable in my notebook, ask “What’s in my notebook Have a guess.” To elicit “timetable”Stick my timetable on the blackboard, and talk about it.Ask “Where’s your timetable ” and “What subjects have you got ” to introduce the subjects by showing the different textbooks or some classroom objects.Play the recording. Students listen and follow in their books. Give the students a few minutes to read the text silently.Ask: 1. How many lessons does Ben have every day 2. Which day does he like 3. Which subject does he like 4. What time does he… Invite individuals to answer my questionsIntroduce the time by showing a clock face, and practice more.Ask the students to look at the pictures in Look and Write. Give them a few minutes to decide which subjects the pictures represent. The students write the words in the blanks.Divide the students into groups. Ask each group to write a day’s timetable on the blackboard. e.g. Group One writes the timetable for Monday. Remind the students not to refer back to their timetable in their handbooks.Groups check against each other’s work. Ask the students to do “Ask and answer” in pairs, then invite some pairs to report back.
Post-task activities Design the ideal timetable Encourage the students to design their ideal timetable for a week in groups. Ask them to think of the subjects they like, the number of breaks they want and the time, etc.
Assignment Listen and readWrite a day’s timetableWorkbook page 18
Feedback课程的单词相对有些难度，尤其是体育的拼写，所以在教学时根据音标进行了拼写练习，同时，就for和to的用法进行了分析。
Period 4
Language focus:
Using the simple present tense to express habitual actions.
Using the simple present tense to express simple truths.
Using prepositions to indicate means.
Procedures contents Methods Purpose
Pre-task preparation SongGreetingsDaily talk Sing a song.Students greet each other.
While-task procedure How do you go to school I go to school by…Means of transportLook and LearnLook and SayQuestions about ”Look and Say”Do a survey Ask the students: How do you go to school To elicit : I go to school by…Review and introduce means of transport by showing the pictures the students collected.e.g. taxi, tram, ferry car… Play the recording, students listen and repeat.Play the recording,. Ask the students to find out how each character goes to school, students listen and follow in their books.Ask the students to close their books.Ask the students to close their books. Ask: How does… go to school Allow the less able students to answer my questions by holding up an appropriate picture to show the means of transport or by saying: By… Prompt the more able students to say… goes to school by…Students work in groups to find out how their group members go to school. Ask the students to look at the bar chart in Do a survey. Ask each group to draw a similar chart to show how their group members go to school.Ask the students to follow the sample sentences in Do a survey and write a report. Groups take turns to report back.
Post-task activities Encourage the students to make a dialogue using new sentences.
Assignment Workbook Page 19
Feedback交通工具的提问是不存在什么问题的，但是同意句的转换还是有很大难度，比如I go to school on foot.= I walks to school.等。
Period 5
Aims:
1. Review the old lessons.
2. Have a dictation.
3. Do some exercises.
Procedures:
Revision: Words and sentences.
Have a dictation.
Exercises:
A. Translate:
(1). on the first floor
(2). some offices
(3). a hundred children
(4). four fans
(5). every day
(6). seven subjects
(7).Chinese and English
(8). a quarter to twelve
B. Sentence:
(1). There are two floors in my school. (How many)
(2). There are one hundred children in my school. (question)
(3). I like Chinese. (Which)
(4). He has English at two o’clock. (What time)
Unit 3 Follow the signs
Language skills:
Listening:
Locate specific information in response to simple instructions or questions.
Identify main ideas.
Speaking:
Use modelled phrases and sentences to communicate with teachers and other learners.
Reading:
Locate specific information in a short text in response to questions.
Identify main ideas from a text with teacher support.
Writing:
Develop written texts by putting words in a logical order to make meaningful phrases or sentences.
Gather and share information, ideas and language by using strategies such as brainstorming, listing.
Period 1
Language focus:
Learners identify signs and rules.
Learners talk about the rules and signs usually found in a swimming pool.
Procedures Contents Methods Purpose
Pre-task procedure RhymeGreetingsSong Say the rhyme.T-S<>
While-task procedure swimming poolball gamesdangerous rules for the swimming poolSay and act T: (Talk with the students) Can you swim Do you like swimming Where do you swim To elicit : swimming poolS: (read) T: (give some hints) Who is the man How is the man What are the children doing To elicit: ball games dangerousT: Let’s write some rules for the swimming pool.S: (discuss and write)Tape S: (read)
Post-task activities Rules for different places Divide the students into groups and ask them to make rules for school, classroom, park, library. etc.
Assignment Workbook page 22Listen and read.
Feedback各种规则从四年级考试一直有涉及，学生的反映也基本没什么大问题，而且祈使句的练习也能基本完成。
Period 2
Language focus:
Using the present continuous tense to describe an action taking place at the time of speaking.
Learners talk about the rules and signs usually found in a park.
Procedures Contents Methods Purpose
Pre-task preparation Say the rhymeDaily talkIn a park Say the rhyme together.Do it in pairs.T: (show a picture)S: (say some rules for the park)
While-task procedure In the parkQuestions about the textAct out the dialogue “In the park” TapeS: (listen)S: (repeat)T: When do they go to the park What time does a girl come What time does a man come What signs can you see in the park Students stay in groups to practise acting the dialogues in “Look and Say”.Use the dialogue to talk about other things which are prohibited in the park.
Post-task activities Make some bookmarks Ask the students to think of some rules and signs for the parks.Students write a prohibition and a sign on a rectangle piece of paper an