五年級(jí)英語(yǔ)上冊(cè)-Module-1Unit-3-This-is-what-I-need(period2)教案-滬教牛津版

PAGEPAGE6Unit3ThisiswhatIneedPeriod2Contents:A:Words:bake,salt,Let’sB:Structures:Whatdoweneed?Weneedsome…Thatsmellsgood.CanIhaveabowl,please?Bakethecake.C:Functions:AskingaboutandexpressingneedsLearningtagets:A:Basicaims:1.Listening:Identifykeywordsinanutterancebyrecognizingthestress.Locatespecificinformationinresponsetosimplequestions.2.Speaking:Usemodeledphrasesandsentencestocommunicatewithteachersandotherlearners.3.Reading:Predictthemeaningofunfamiliarwordsbyusingcontextorpicturecues.4.Writing:Gatherandshareinformationbyusingstrategiessuchasbrainstormingandlisting.B:Furtheraims:Addsomeotherinformationasmanyaspossible.Languagefocus:Asking‘Wh-‘questionstofindoutvariouskindsofspecificinformationaboutanevent.Usingindefinitedeterminerstorefertoanunspecifiedamountnumberofthings.Usingthesimplepresenttensetoexpressopinions.Usingmodalstomakerequests.Usingimperativestogiveinstructions.Materialsandaids:Student’sBook5Apage11Cassette5AandacassetteplayerWorkbook5Apage6WordandPictureCards5AFoodpacketsPicturesofcakescutoutfrommagazinesUnitposition:Studentshavelearnedthesentences:Whatdoyouneedforchoolinthefirstperiod.Inthisperiod,theywillcontinuetoask‘Wh-‘questionstofindoutvariouskindsofspecificinformationaboutanevent.Theycanuseindefinitedeterminerstorefertoanunspecifiedamountnumberofthings.Theycanusethesimplepresenttensetoexpressopinions,usemodalstomakerequests,anduseimperativestogiveinstructions.StepContentsMethodsPre-taskpreparationWhile-taskprocedurePost-taskactivitySongReviewWordsSentences:1.Singasong2.Lookatthepictures.Reviewfoodvocabulary.T:Whatdoyouliketoeat?S:Iliketoeat…Putthepicturesofcakesontheboard.T:Doesyourmummakecakes?Whatdoweneedtomakeacake?Introduce:flour,sugarandsaltusingrealia.PuttheWordandPictureCardsontheboard.Bringfoodpackets.Playtherecording:Readandsay.Askthestudentstoread:Readandsay.T:WhatdoEric’smotherandBenneedtomaketheircake?Inpairs,thestudentspactisethedialogue.Invitepairsofstudentstoactthedialogueinfrontoftheclass.Read:Askandanswer.Givepairsofstudentsafewminutestopractisethedialogue.Haveafewpairsreadthedialogue.Dividethestudentsintopairs.Askthestudentstoputthefoodpacketsontheirowndesksfirst.Askthemoreablegroupstofindoutthefooditemstheyneedtomakefruitjelly.Askthelessablegroupstofindoutthethingstheyneedtomakeicedlemontea.Remindthestudentstoincludecups,bowls,etc.Thegroupleaderscollectthethingstheyneedfromtheirgroupmembersbyasking:S:CanIhavesome…,please?AllowthegroupmemberstogetthingsfromothergroupsusingthedialogueinAskandanswer.Groupstaketurnstotelltheclasswhattheyneedtomakefruitjelly/icedlemontea.Workbookpage6Reviewthevocabularyitemsintheboxbyinvitingstudentstodrawpicturesontheboard.AskthestudentstolookatthepicturesinRead,lookandwriteandfindoutwhatthecharactersneed.Studentswritethemissingwordsindividually.Invitegroupsofstudentsthecometotheboardanddotherole-play.Therestoftheclasscheckanswers.不要過(guò)分抬高他人以至對(duì)之心懷畏懼。莫讓想象屈服于心智。許多人貌似偉大，一旦相交便讓人失望，而較少使評(píng)價(jià)增高。沒(méi)有誰(shuí)能超越人性的局限。人人的才智與性格都有需要完善之處。地位賦予人表面的權(quán)威，但很少與人真正的才德相符，命運(yùn)往往使其才德不稱(chēng)其職位以示懲罰。想象力往往沖在前頭，夸大事物，不但想象實(shí)有之物。還想象或有之物，理性憑借經(jīng)驗(yàn)，應(yīng)明辨事理，矯枉扶正。愚人不應(yīng)魯莽大膽，君子不宜懦弱膽怯。若說(shuō)自信為愚魯單純之人增威，對(duì)有勇有謀之人又何異于如虎添翼！蠢人都很固執(zhí)，固執(zhí)的人都是蠢人，