上海版 牛津英語(yǔ)4A 教案及上海版 小學(xué)牛津英語(yǔ) 4BM1U3教案

PAGEPAGE122Module1GettingtoknowyouUnit1HelloagainPeriodOneTeachingcontents:Lookandsay&LookandtalkTeachingaims:1.Basicaims:a.Usingnounstoidentifypeople.e.g.Kitty’smyclassmate.Usingdemonstrativestorefertopeople.e.g.Thisismy…Usingpossessiveadjectives.e.g.Thisisourdog.2.Developingaims:Usingpossessiveadjectivestoshowpossession.Usingformulaicexpressionstogreetpeopleandrespondtogreetings,introduceothersandtakeleave.Freetalk.3.Educationaims:Greetpeopleandintroduceoneselfpolitely.Difficultandkeypoints:1.Introducingsomeonetosomeoneelse.2.Possessiveadjectives.Teachingaids:pictures,wordcards,cassetteplayer,andsofttoyanimalsTeachingProcedure:教學(xué)步驟方法與手段補(bǔ)充與修改Warming-up1.Rhyme(Twofatboysintherain)2.Song(Goodmorning)Pre-taskpreparation1.Revision2.Presentation1.Usingtwosofttoyanimalstoreviewthegreetingsandresponse.Cat:Goodmorning.Howareyou?Dog:I’mfine,thanks.2.Moveroundtheclassandgreetindividualstudentsusing‘Goodmorning.Howareyou?’3.Askstudentstogreeteachotherinpairs.1.Useglovepuppetstoidentifypeople.Introduce:Ben,Kitty,Eddie,andWendy.2.Guess:WhoisWendy?toelicit:She’sEddie’ssister.While-taskprocedure1.Introduce:classmate2.Introduce:our3.Listenandanswer1.Inviteonestudenttostandup.Say:He/Sheisyourclassmate.You’reclassmates.2.Imitation(Showthewordcard)Askstudentstoreadthewordseveraltimes.3.Inviteadifferentstudenttostandup.Ask:What’shis/hername?Promptthestudentstosay:Thisismyclassmate.His/Hername’s___.4.Substitution:Ingroupsoffour,havestudentsintroducetheirclassmates.1.Showthetoydog.Ask:Whosedogisthis?toelicit:It’sKittyandBen’sdog.2.Playthecassette:Thisisourdog.Hisname’sSam.3.Imitation:a.Showthewordcard.Askstudentstoreadtheword.b.Playthecassetteagain.Thestudentslistenandrepeat.4.Sentencemaking:e.g.Thisisourfriend/classmate/teacher.His/Hername’s___.1.Playthecassette:Lookandsay.Thestudentslistencarefully.2.Answerthequestions:Who’sEddie’sclassmate?Who’sWendy?Whosecatisthis?What’sthecat’sname?3.Playthecassetteagain.Thestudentslistenandrepeat.Post-taskactivities1.Production2.Assignment1.Ingroupsoffour,havethestudentspracticethedialogue.2.Playagame(Lookandtalk)Writethenumbersonthebackofthewordcard.Studentschoosethedifferentnumbers.Thenaskstudentstocompletethedialogueaccordingtotheircards.3.FreetalkEncouragestudentstointroducetheirpets,theirclassmatesusingtheirownnameandtheirtoyanimals.1.Introduceyourparentsusing‘Thisis…His/Hername’s…2.Writeaboutoneofyourclassmates.課后隨筆成功經(jīng)驗(yàn)板書(shū)設(shè)計(jì)思考與對(duì)策PeriodTwoTeachingcontents:Readastory&LearnthesoundTeachingAims:Basicaims:Usingverbstodescribeactions.e.g.run,swim,jumpUsingmodalstotalkaboutability.e.g.Shecanrun.Usingconnectivestolinkcontrastingidease.g.Butshecan’tcook.Sayingthesound‘ch-‘2.Developingaims:a.Readandactthestoryb.Talkingaboutability.c.Writeasimplestory.Teachingaids:pictures,wordcards,cassetteplayer,andmaskTeachingProcedure:教學(xué)步驟方法與手段補(bǔ)充與修改Warming-upSong(Icansing)Pre-taskpreparationRevision2.PresentationSayandact:sing,draw,writeSentencemaking:e.g.Icandrawadog.Icansingasong.Putonthemask.Ask:Doyouknowhim?toelicit:HeisaSuperman.EncouragestudentstodescribeSuperman.e.g.He’sstrong.He’sbrave/super.While-taskprocedure1.Introduce:run,jump,swim,dive,fly2.Introduce:cook,3.ReadthestoryAskstudentstoguesswhatSupermancando.Putthewordandpicturecardsontheboardinrandomorder.Usingmine,introduce:run,swim,jump,dive,andfly.Readthewordswithactions.Inviteindividualstudentstocomeoutandmatchthewordsandpictures.InvitestudentstosaywhatSupermancando.e.g.Hecanrun.Hecandive.AskstudentswhattheythinkSupermancan’tdo.Usingmime,introduce:cookIntroduce:Supermancanfly.Buthecan’tcook.Sentencemaking:e.g.Icansing.ButIcan’tfly.Ask:DoyoulikeSuperman?toelicit:AlicelikesSupergirl.She’sreadingastoryaboutSupergirl.AskstudentswhattheythinkSupergirlcanorcannotdo.Playthecassette.Thestudentslistenandchecktheirguesses.Playthecassetteagain.Thestudentslistenandrepeat.Post-taskactivitiesProductionLearnthesound3.Assignment1.TrueorFalseAskstudentstoreadthestatementsinReadandanswer.Donumber1andnumber2withthestudentstohelpthemunderstandthewords‘True’and‘False’.Thenaskthemtofinishtherestoftheexercise.2.Invitestudentstoretellthestory.DrawandwriteDividestudentsintogroupsoffour.Havethemdrawapictureoftheirfavouritecartooncharacterandwritethecaptionunderneath.Thentalkabouteachdrawing.1.Havestudentsrepeatthesoundandwordsafteryou.2.Playthecassette.Studentslistenandrepeat.3.Inviteindividualstudentstoreadaloudthesentences.Retellthestory.Writeastoryaboutyourfavouritecartooncharacter.課后隨筆成功與經(jīng)驗(yàn)板書(shū)設(shè)計(jì)思考與對(duì)策PeriodThreeTeachingcontents:Lookandsay&AskandanswerTeachingaims:1.Basicaims:a.Usingverbstodescribeactions.e.g.paint,readb.Usinginterrogativestoask‘yes/no’-questionstoobtainsimpleresponses.e.g.Canyouswim?c.Usingmodalstotalkaboutability.e.g.Yes,Ican./No,Ican’t.2.Developingaims:a.Askingaboutability.b.Doasurveyinclass.3.Educationaims:Talkingaboutabilitytoestablishfriendlyrelationswithyourclassmates.Teachingaids:pictures,wordcards,cassetteplayer,TeachingProcedure:教學(xué)步驟方法與手段補(bǔ)充與修改Warming-upSongRespondingtosimpleinstructionse.g.Singasong.Drawacircle.Pre-taskpreparationRevision2.PresentationInviteindividualstudentstocometotheboardandchooseaPictureCardandmimewhethertheycandoorcan’tdoaparticularaction.Therestoftheclasssay:He/Shecan/can’t…Inviteindividualstudentstostandup.Pointtothepicturesandask:Canyou…?Andpromptthemtouse:Yes,Ican./No,Ican’t.toansweryourquestions.While-taskprocedureIntroduce:paint2.Introduce:read3.ListenandsayIntroduce:paintbymimingapaintingaction,andthensticktheWordandPictureCardsontheboard.Readthewordwithaction.Askindividualstudents:Canyoupaint?toelicit:Yes,Ican./No,Ican’t,Askandanswerinpairs.Drawapictureontheboard.Ask:Whatcanshedo?toelicit:Shecanread.Readthewordindifferentvoices.Askindividualstudents:Canyouread?Whatcanyouread?toelicit:IcanreadEnglish/astory.Playthecassette:Lookandsay.Studentslisten.Playthecassetteagain.Thestudentsfollowintheirbooksand,ingroupsoffour,practicethedialogue.Inviteindividualstoreadthedialoguetotheclass.Post-taskactivitiesProduction2.AssignmentShowaphotoalbum.Tellstudentsthatitisyouralbum.Encouragethemtoaskaboutyourphotographusing‘Canyou…?’StudentsworkinpairsusingthepicturesinAskandanswertofindoutwhattheirpartnercanandcannotdo.Doasurvey:Askstudentstowalkaroundtheclassandinterviewthreetofiveclassmates.Studentsaretofindtheirclassmateswhocanorcannotdoacertainthing.Inviteindividualstudentstoreportbacktotheclass.CompleteWorkbookpagetwo.2.Writeaboutyourabilityusing‘Ican…’課后隨筆成功與經(jīng)驗(yàn)板書(shū)設(shè)計(jì)思考與對(duì)策 Module1GettingtoknowyouUnit2Howoldareyou?PeriodOneTeachingcontents:Lookandsay.AskandanswerTeachingaims:Basicaim:能聽(tīng)懂，會(huì)說(shuō)，會(huì)讀本課對(duì)話.E.g.Howold…?Happybirthday.Thankyou.2．Educationaim:會(huì)相互詢問(wèn)對(duì)方年齡，慶賀對(duì)方生日，增進(jìn)感情。3．Developingaim:能運(yùn)用本科知識(shí)，在一定的語(yǔ)境中進(jìn)行擴(kuò)散性的對(duì)話。Difficultandkeypoints:會(huì)詢問(wèn)對(duì)方的年齡，說(shuō)出對(duì)方的年齡。靈活運(yùn)用所學(xué)知識(shí)進(jìn)行情景會(huì)話。Teachingaids:pictures,cards,tape…Teachingprocedure:ProcedureContentsMethodsWarming-up1,Rhymee.g.One,two,three,four.Comein,please.Closethedoor.Five,six,seven,eight.Lookattheclock.YouareverylateNine,ten.Don’tbelateforschoolAgain..2.SongThenumbersPre-taskpreparation1.Revision1.Introduce:Supergirl,yourfriend1.(ShowthepictureofSupergirl.)T:DoyoulikeSupergirl?T:Canyouintroduceher?2.Pleaseintroduceyourgoodfriendforus.2.AskandanswerT:Canyou…?P:Yes,Ican.(No,Ican’t.)2.presentati-on3.questionsT:Canyoudrawacake?P:Yes,Icandrawacake.T:Canyoudrawitontheboard?P:Yes…(Askfourstudentstodraw.)T:Canyoudrawcandlesonthecake?….While-taskProcedure1.Mechanica-lpractice1.Learntosay:Happybirthday.(Showfourchildren’sfaceontheboard.)T:Todayisthosechildren’sbirthday.Introduce:He’sPaul.Todayishisbirthday.He’sninetoday.Happybirthday,Paul.2.Formoreablestudents,useguidedquestionstopromptthemtosaytheabovelines.Forexample:What’shis/hername?Howoldishe/she?Then,havethewholeclasssay:Happybirthday,(name).practiceHowold…?T;Howoldareyou?Pa:I’m…Howoldareyou?Pb:I’m…Howoldareyou?Pc:…3.CassetteLookandsay.Havestudentslistenandrepeat.Theninvitepairsofstudentstodosimplerole-playsusingthedialogue.Askandanswer.Countthecandleswiththestudents.Ask:Howoldareyou?toelicit:She’snine.Havepairsofstudentstaketurnstoaskandanswer.2.MeaningfulpracticeDoasurveyTask:Boys,listen.Whoisnine?Putyourhandup,etc.Thenwritethecorrectnumbersintheboxes.Post-taskactivity1.Production1.Amemorygame.Howoldishe/she?Dividestudentsintogroupsoffour.Onestudentaskstheothersoffour.Howoldareyou?Theothergroupsask:Howoldis…?Thestudentanswers:He’s/She’s…Thestudentwiththemostcorrectanswerwinsthegame.Freetalk.e.g.Hello,I’m…Nicetoseeyou.What’syourname?Howoldareyou?Ps:Haveashortdialogue.Thenworkinpairs.2.AssignmentUse“Howold…?”togetsomeinformation.CompleteGrammarPracticeBook4Apage4.Writing:picture1picture2picture3picture4birthdayHappybirthday,Paul.Thankyou.Howoldareyou?I’m…Howoldishe/she?He’s/She’s…PeriodTwoTeachingcontents:LookandsayTeachingAims:Basicaim:能聽(tīng)懂，會(huì)讀，會(huì)說(shuō)本課對(duì)話。Educationaim:初步了解做生日賀卡的步驟的簡(jiǎn)單用語(yǔ)。Developingaim:能靈活運(yùn)用生日用語(yǔ)進(jìn)行交際性的情景會(huì)話。Difficultandkeypoints:本課對(duì)話的掌握及制作賀卡的簡(jiǎn)單用語(yǔ)。能靈活運(yùn)用生日用語(yǔ)進(jìn)行交際性的情景會(huì)話。Teachingaids:tape,pictures,knife,cake,birthdaycard…TeachingprocedureProcedurContentsMethodsWarming-upSongDailytalkHAPPYBIRTHDAYAsk:What’syourname?Howoldareyou?Areyou…?Canyou…?…Pre-taskpreparation1.RevisionSentence:Here’s…Thanks.T:Yourbookisontheground.Hereyouare.Pa:Thankyou.T:I’vegotmanypresentsforyou.Whatdoyouwant?Pa:Iwant…T:Here’syour…Pa:Thankyou,Teacher.2.Presentati-on1.Guessing(ShowthepictureofAlice.)T:Guess.HowoldisAlice?T:She’snine.TodayisAlice’sbirthday.Promptstudentstosay.Happybirthday(Showthepicturesontheboard.)TelltheclassthatAliceishavingabirthdayparty.Useguidedquestionspromptthestudents.e.g.CanyouseeAlice’sfriends?Whoarethey?Whatdotheyeat?While-taskprocedure1.Mechanic-alpractice1.Introduce1.Usethepicturesontheboardtointroducenewlexicalitems.e.g.fruit,biscuits,sandwiches,ice-cream.Introduce:abirthdaycard.Foraverageandmoreablestudents,introduceafewlexicalitems,e.g.chocolatecakes,cheesecakescandles,juice,etc.2.cassetteLookandsay.Studentslisten.Introduce:blowbylightingacandleandblowingitout.Introduce:cut.Useaknifeandcutacake.Playthecassetteagain.Studentslistenandrepeat.Theninvitegroupsofstudentstoactthestoryinfrontoftheclass.2.Meaningfu-lpractice1.DialoguemakingAskstudentstohaveabirthdaytoAnn.Thenworkinpairs.2.Makeabirthdaycard.1.Tellstudentsthattheyaregoingtomakeabirthdaycard.AskthemtoreadtheinstructionsandlookatthepicturesinMakeabirthdaycard.Post-taskactivity1.NowlistenCassetteThislisteningtaskwillgivethestudentsadditionalpracticeinusingthelanguagelearnedinthismodule.ThetasksheetforthislisteningactivityistobefoundonPhotocopiablepage6.2.Assignme-ntMakeabirthdaycardforyourgoodfriend.Haveabirthdaypartyforhim/her.WritingAbirthdaypartyHappybirthdaytoyou.PicturesHappybirthday,dearAlice.Blow,Alice.Cutthecake,Alice.PeriodThreeTeachingcontents:Sayandact.Askandanswer.Teachingaims:Basicaims:1).能聽(tīng)懂，會(huì)讀，會(huì)說(shuō)本課對(duì)話。2).回用句型Isthisyour…?進(jìn)行問(wèn)答。Educationaim:培養(yǎng)學(xué)生之間團(tuán)結(jié)友愛(ài)的精神。Developingaim:靈活運(yùn)用本課句型，對(duì)話進(jìn)行情景會(huì)話。Difficultandkeypoints:能將本課句型，對(duì)話運(yùn)用到一定的語(yǔ)境中進(jìn)行交際性會(huì)話。Teachingaids:abigbag,cassette,pencil…Teachingprocedure:procedurecontentsmethodsWarming-upsongaskandanswere.g.Howoldareyou?Howoldishe/she?What’syourname?What’shis/hername?…Pre-taskpreparation1.revisionIntroduceAskthestudentstointroducehimself/herself.e.g.name,age,etc.2.presentatio-nReviewpossessiveadjectives.Carryabigbagandwalkaroundtheclass.Inviteindividualstudentstoputastationeryitemintoyourbagwhenyouwalkpast.Putthecollectiononthedesk.Pickonethingupandask:e.g.Isthisyourpencil,(name)?toelicit:Yes,itismypencil./No,itisn’tmypencil.3.Ifyoumakeawrongguess,encouragethestudentstotellyouwhothatparticularobjectbelongsto.e.g.Itisn’tmypencil.It’shis/herpencil.Askstudentstopointtotheowner.While-taskprocedure1.Mechanicalpractice1.Imitation:Isthisyour…?T:Sayaword.Pa(Ps)2.CassettePlaythecassette:Sayandact.Studentslistenandfollowintheirbooks.Introduce:ride.Encouragestudentstoguessthemeaningofitbylookingatthepictures.Playthecassetteagain.Studentslistenandrepeat.ThenworkinpairsInvitepairsofstudentstodotherole-playinfrontoftheclass.Havestudentsvoteforthebestpair.2.Meaningfulpractice1.Askandanswer.AskstudentstoreadthedialogueinAskandanswer.Formstudentsintogroupsofsix.Haveeachstudentputthreethingsintothebagwithoutlettingtheothergroupmembersseewhathe/shehasputintoit.2.Playagame.StudentstaketurnstoaskquestionsandplayagamesimilartotheoneinthePre-taskpreparation.Thefastestgrouptofindoutwhichobjectbelongstowhomwillbethewinner.Post-taskactivity1.Photocopiablepage7.Askstudentstocompletethispage.Havemoreablestudentsfillinthecardsandlessablestudentsfillinthespeechbubbles.Formoreablestudents,encouragethemtoformgroupsandtaketurnstoactastheDJ.2.Workbookpage4HavestudentsworkinpairsandcompleteRead,circleandwriteorally.StudentsfillintheblanksindividuallyInvitepairsofstudentstoreadthedialoguestotheclass.Therestoftheclasscheckanswer.3.AssignmentUse“Isthisyour…?”togetsomeinformation.Makefivesentencesabout:Isthis…?Yes,…No,…WritingIsthisyourbicycle?PicturesYes,it’smybicycle.No,itisn’tmybicycle.Rideyourbicycle.Unit3.Whatareyou?PeriodOneTeachingcontents:Lookandsay.Teachingaims:Basicaims:1).能聽(tīng)懂，會(huì)說(shuō)，會(huì)拼讀單詞fireman,policemanpolicewomananambulanceman2).能聽(tīng)懂，會(huì)讀，會(huì)說(shuō)句型：What’she/she?He’s/She’s…3).能聽(tīng)懂，會(huì)說(shuō)，會(huì)讀并會(huì)表演兒歌。Educationaim:培養(yǎng)學(xué)生的安全意識(shí)。Developingaim:培養(yǎng)學(xué)生模仿兒歌，自編自創(chuàng)兒歌的能力.Difficultandkeypoints:1能拼讀本課單詞，表演兒歌。2能自編自創(chuàng)兒歌，并表演。Teachingaids:cassette,picturecards,telephone…Teachingprocedure:procedurescontentsmethodsWarming-upsongDailytalk.(taperecorder)Ps:say,actandsingPre-taskpreparation1.RevisionJob:e.g.teacher,worker,driver,doctor…T:I’mateacher.Youarestudents.Pleasetellusloudly.Whatareyou?T:Whatisyourmother/father?Pa:He’s/She’sadoctor.(worker,driver…)2.Presentatio-nGuessing(showthepictureofAlice’sfather)T:Pleaseguess.What’sAlice’sfather?Pa:guesswhatAlice’sfatherisbyanswering.While-taskprocedure1.Mechanicalpracticelearnthewords:fireman,policeman,policewoman,anambulanceman(showthepicturecardsontheboard)T:Alice’sfatherisafireman.Alice’suncleisaroduce:afireman,apolicemanAskstudentstofindallthefiremenandpolicemeninthepictureontheboard.Thenintroduce:policewoman,anambulanceman.Writethewordsontheboard.2.Words:firemenpolicemenpolicewomenambulancemenUsepicturestointroduce:firemen,policemen,policewomen,ambulancemen.Writethewordsontheboard.Drawonefiremanononesideandthreefiremenontheothersideoftheboard.Write:onefiremanandthreefiremenundertherelevantpicture.Useadifferentcolourchalktowritethe“e”between“m”and“n”.3.learntosaytherhymePlaythecassette:Lookandsay.(playtherhymeonly).Studentslisten.Promptstudentstoworkoutthemeaningsoffireandengine.Say:e.g.Lookatthefire.Thisisafireengine.Whatcolourisit?Introduce:telephoneone,one,ninebyusingatelephoneandpressingone,one,nineinfrontoftheclass.Repeat,asitisthefirsttimestudentshaveusedtelephoneasaverb.Playthecassetteagain.Studentslistenandrepeat.Thenaskthemtoreadandact.2.MeaningfulpracticeAskandanswer.playthecassette.(dialogueonly).Studentslistenandrepeat.Studentsusethedialoguetoaskandansweraboutpeople’sjobs.Say:Countthefiremen/ambulancemen.Ask;Howmanyfiremen/ambulancemen?Forlessablestudents,countthefiremen/ambulancemenwiththestudents.Post-taskactivity1.Anewrhyme.Makeanewrhyme.AskstudentstomakeanewrhymelikePage8.Underlinethefifthandthesixthlineusingadifferentcolouredchalk.Say:firemenhaveafireengine.Whathaveambulancemengot?Toelicit:ambulance.Ask:Whathavepolicemengot?Promptyourstudentstosay:policecar.Write:ambulancebesideambulancemenandpolicecarbesidepolicemenontheboard.Dividetheclassintotwogroupsandrewritetherhyme.Haveonegrouprewriteitusingambulanceandambulancemen.Havetheothergrouprewritetherhymeusingpolicecarandpolicemen.Inviteindividualstudentsfromeachgrouptoreadaloudtheirnewrhyme.2.Assignment1.Spellthewordsandcopy.2.Tellyourparentsthenewrhyme.WritingWhatareyou?afiremanfiremenPicturesapolicemanpolicemenapolicewomanpolicewomenanambulancemanambulancemenLookatthefire,Fire,fire.PicturesTelephoneone,One,nine.Bringtheengine,Engine,engine.Herearethefiremen,Firemen.Firemen.Unit3.Whatareyou?PeriodOneTeachingcontents:Lookandsay.Teachingaims:Basicaims:1).能聽(tīng)懂，會(huì)說(shuō)，會(huì)拼讀單詞fireman,policemanpolicewomananambulanceman2).能聽(tīng)懂，會(huì)讀，會(huì)說(shuō)句型：What’she/she?He’s/She’s…3).能聽(tīng)懂，會(huì)說(shuō)，會(huì)讀并會(huì)表演兒歌。Educationaim:培養(yǎng)學(xué)生的安全意識(shí)。Developingaim:培養(yǎng)學(xué)生模仿兒歌，自編自創(chuàng)兒歌的能力.Difficultandkeypoints:1能拼讀本課單詞，表演兒歌。2能自編自創(chuàng)兒歌，并表演。Teachingaids:cassette,picturecards,telephone…Teachingprocedure:procedurescontentsmethodsWarming-upsongDailytalk.(taperecorder)Ps:say,actandsingPre-taskpreparation1.RevisionJob:e.g.teacher,worker,driver,doctor…T:I’mateacher.Youarestudents.Pleasetellusloudly.Whatareyou?T:Whatisyourmother/father?Pa:He’s/She’sadoctor.(worker,driver…)2.Presentatio-nGuessing(showthepictureofAlice’sfather)T:Pleaseguess.What’sAlice’sfather?Pa:guesswhatAlice’sfatherisbyanswering.While-taskprocedure1.Mechanicalpracticelearnthewords:fireman,policeman,policewoman,anambulanceman(showthepicturecardsontheboard)T:Alice’sfatherisafireman.Alice’suncleisaroduce:afireman,apolicemanAskstudentstofindallthefiremenandpolicemeninthepictureontheboard.Thenintroduce:policewoman,anambulanceman.Writethewordsontheboard.2.Words:firemenpolicemenpolicewomenambulancemenUsepicturestointroduce:firemen,policemen,policewomen,ambulancemen.Writethewordsontheboard.Drawonefiremanononesideandthreefiremenontheothersideoftheboard.Write:onefiremanandthreefiremenundertherelevantpicture.Useadifferentcolourchalktowritethe“e”between“m”and“n”.3.learntosaytherhymePlaythecassette:Lookandsay.(playtherhymeonly).Studentslisten.Promptstudentstoworkoutthemeaningsoffireandengine.Say:e.g.Lookatthefire.Thisisafireengine.Whatcolourisit?Introduce:telephoneone,one,ninebyusingatelephoneandpressingone,one,nineinfrontoftheclass.Repeat,asitisthefirsttimestudentshaveusedtelephoneasaverb.Playthecassetteagain.Studentslistenandrepeat.Thenaskthemtoreadandact.2.MeaningfulpracticeAskandanswer.playthecassette.(dialogueonly).Studentslistenandrepeat.Studentsusethedialoguetoaskandansweraboutpeople’sjobs.Say:Countthefiremen/ambulancemen.Ask;Howmanyfiremen/ambulancemen?Forlessablestudents,countthefiremen/ambulancemenwiththestudents.Post-taskactivity1.Anewrhyme.Makeanewrhyme.AskstudentstomakeanewrhymelikePage8.Underlinethefifthandthesixthlineusingadifferentcolouredchalk.Say:firemenhaveafireengine.Whathaveambulancemengot?Toelicit:ambulance.Ask:Whathavepolicemengot?Promptyourstudentstosay:policecar.Write:ambulancebesideambulancemenandpolicecarbesidepolicemenontheboard.Dividetheclassintotwogroupsandrewritetherhyme.Haveonegrouprewriteitusingambulanceandambulancemen.Havetheothergrouprewritetherhymeusingpolicecarandpolicemen.Inviteindividualstudentsfromeachgrouptoreadaloudtheirnewrhyme.2.Assignment1.Spellthewordsandcopy.2.Tellyourparentsthenewrhyme.Module1GettingtoknowyouUnit3Whatareyou?PeriodTwoTeachingcontents:LookandlearnTeachingAims:1．知識(shí)目標(biāo)：1.能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀單詞：teacher,doctor,dentist,nurse,shopassistant,waiter,waitress,cook,bus-driver,postman.2.會(huì)詢問(wèn)并說(shuō)出某人的職業(yè)。What’she/she?He’s/She’s….3.初步了解ph-,wh-的發(fā)音規(guī)則。2．能力目標(biāo)：能用英語(yǔ)交流詢問(wèn)對(duì)方的職業(yè)。3．情感目標(biāo)：激發(fā)學(xué)生熱愛(ài)學(xué)習(xí)的情感，使他們從小樹(shù)立遠(yuǎn)大志向。Difficultandkeypoints:會(huì)詢問(wèn)或說(shuō)出某人的職業(yè)。Teachingaids:pictures,recorderTeachingprocedure:教學(xué)步驟方法與手段補(bǔ)充與修改Warming-upSingasongDailytalkRevisionReview:What’she?He’sapoliceman./He’safireman.ect.usingthepicturecards.PresentationPresentationIntroduce:ateacher,adoctor,adentist,anurse,ashopassistant,awaiter,awaitress,acook,abus-driverandapostmanusingthewordandPicturecards.Writethewordsontheboard.Havestudentsrepeatafteryou.Spellthewords.Haveindividualstudentscometothedeskchooseapicturecardandmatchitwithawordontheboard.3.Takeawayallthe(Wordand)Picturecardsontheboard.Holdupapicturecardoneatatimeandask,e.g.What’sshe?toelicit:She’sanurse.ConsolidationDividetheclassintotwogroups.GroupAdotheactions(youshowthewordcards)andgroupBmakesguesses.e.g.GroupA:What’she/she?GroupB:He’s/she’sa/an….ContinuethegamebyhavingGroupBaskthequestionsandGroupAansweringthem.Onescoreforeachcorrectanswer.Thegroupwiththehighestscorewillbethewinner.Practiseinpairs.Askindividualstudentstocometothefrontandaskthequestion.Therestoftheclassguess.LearnthesoundsPlaythecassette:Learnthesounds.Studentslistenandfollowintheirbooks.Playthecassetteagain.Studentslistenandrepeat.Inviteindividualstudentstoreadaloudthesentences.課后隨筆成功與經(jīng)驗(yàn)板書(shū)設(shè)計(jì)LookandlearnWhat’she/she?He’s/She’s….ateacheradoctoradentistawaitressashopassistantawaiteranurseacookabus-driverapolicemanafiremanapostman思考與對(duì)策M(jìn)odule1GettingtoknowyouUnit3Whatareyou?PeriodThreeTeachingcontents:LookandsayTeachingAims:1．知識(shí)目標(biāo)：1.會(huì)聽(tīng)懂、會(huì)讀、會(huì)說(shuō)本課對(duì)話。2.會(huì)詢問(wèn)對(duì)方父母兄弟的職業(yè)并回答：e.g.Whatdoesyourfatherdo?He’sadoctor.2．能力目標(biāo)：進(jìn)一步培養(yǎng)學(xué)生交流職業(yè)的能力。3．情感目標(biāo)：使學(xué)生樹(shù)立遠(yuǎn)大理想并為之努力。Difficultandkeypoints:會(huì)詢問(wèn)對(duì)方父母或兄弟姐妹的職業(yè)并回答。Teachingaids:Picturecards,recorderTeachingprocedure:教學(xué)步驟方法與手段補(bǔ)充與修改Warming-upSingasongDailytalkRevisionReviewdifferentjobsusingthepicturecards.Holdupapicturecardandask:What’she/she?toelicit:He’s/She’sa/an….PresentationPresentationTellyourstudentswhatyourparentsdo.Say:Myfatherisa….Mymotherisa….Walkaroundtheclass,askindividualstudents:Whatdoesyourfather/mo-therdo?Askafewguidedquestionstohelpstudentsunderstandthisquestion,e.g.Ishe/sheadoctor?etc.Playthecassette:Lookandsay.Studentslistenandfollowintheirbooks.Playthecassetteagain.Studentslistenandrepeat.ConsolidationHavestudentsworkinpairstodotheroleplay.Invitepairsofstudentstoactinfrontoftheclass.Askthestudentstointerviewtheirclass-matesandfindoutwhattheirparentsdo.Allowtenstudentstowalkaroundtheclassatatime.Eachhavethreeminutestointerviewasmanyclassma-tesastheycanandrecordtheiranswers.Walkaroundtheclassandprovideassistancewhenevernecess-ary,especiallywiththenamesofjobs.Inviteindividualstudentstoreportback.e.g.(name)’sfather/motherisa….(grandfather,)(sister/brother)a.Workbookpage7.b.GrammarPracticeBook4Apage10.課后隨筆成功與經(jīng)驗(yàn)板書(shū)設(shè)計(jì)LookandsayWhat’sdoesyourfatherdo?He’sa/an….Whatdoesyourmotherdo?She’sa/an….思考與對(duì)策M(jìn)odule1GettingtoknowyouUnit3Whatareyou?PeriodFourTeachingcontents:MakeandplayTeachingAims:1．知識(shí)目標(biāo)：能聽(tīng)懂、會(huì)讀、會(huì)說(shuō)本課對(duì)話：WhatamI?I’m….Areyou…?Yes,I’m…./No,I’mnot….2．能力目標(biāo)：能靈活運(yùn)用本課對(duì)話進(jìn)行交際性會(huì)話。3．情感目標(biāo)：使學(xué)生從小樹(shù)立遠(yuǎn)大的志向，并努力向理想邁進(jìn)。Difficultandkeypoints:能靈活運(yùn)用本課對(duì)話進(jìn)行交際性會(huì)話。Teachingaids:cassetteplayerTeachingprocedure:教學(xué)步驟方法與手段補(bǔ)充與修改Warming-upSingasongDailytalkRevision1.Askandanswer:(bydoingtheactions).What’she/she?He’s/she’sa/an….Whatdoesyourfatherdo?He’s….Whatdoesyourmotherdo?She’s….Whatdoesyourbrotherdo?He’s….Whatdoesyoursisterdo?She’s….2.Whatareyou?I’mastudent.Beforeaskingthesequestions,reviewthewordsfirst.Haveadictation.e.g.postman↗↘p-o-s-t-m-a-nPresentationMimeapostman/acook,etc.Ask:WhatamI?toelicit:You’rea…fromindividualstudents.Then,say:Yes,I