上海沪教牛津版五年级英语上册全册教案
新西兰航空公司-植物保护论文
上海沪教牛津版五年级英语上册全册教案
Module 1. Getting to know you
Unit 1.
Can I do this?
Teaching-aims:
P2
1. Using the introductory “ there” to
express facts e.g. There’s
the red man.
2. Using imperatives to give instructions
e.g. Cross! Go!
3. Using imperatives to
express prohibitions e.g. Don’t cross the
road.
4. Using nouns to identify objects
e.g. The traffice light’s red.
Focus and
difficulty:
1. Use appropriae intonation in
questions and statements.
2. To express more
imperarives about the traffic.
Teaching
procedures:
Teacher’s Activities Student’s
Activities Meth
od
Time Aid
Pre-task preparation:
A.
Talk freely A: Ask and answer
about the daily
life.
B. Using imperatives to B: Make
sentences.
make *Don’t climb the
the
sentences trees. etc.
While-task
procedure:
A. traffice lights
1.
Ask: What can you 1. Discuess and
see on the
answer.
road?
2. To elicit: traffic
lights 2. Learn the words.
3.. Ask the
students to 3. Draw and colour
draw the the
lights
lights and colour
them. 4. Look
and
4. Do actions response.
*The traffic
light is
red. etc.
B. stop wait go
1. Ask: You see the red
traffic light
,what do 1. say and show the
you do? body
language.
2. To elicit: the red
man 2. Learn and say
and the
green
man. 3. Try to say.
3. You see the
redgreen man,what 4. Learn and say.
do you
do?
4. To elicit: Cross the 5. S1: I’m a
blind.
road. Can you help
Don’t
cross the me?
road. Ss: Yes.
5. Play a
game: Help a S2: There’s the red
blind to
cross the man.
road. Ss: Don’t cross the
road.
1. Listen and repeat.
Post-task activities
2. Act out the
1.
Play the cassette dialogue with you
twice.
friend.
2. Ask them to act out 3. Play a game.
the dialogue. 4. Do the exercises
3. Play
a game: A train
4. PC P1 5. Try to say:
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:
P3
1. Using modals to ask for permission.
e.g. Can I go out, Mum?
2. Using formulaic
expression to reply to requests e.g. Here you
are.
Focus and difficulty:
1. Using
appropriate intonation in questions and
statements.
2. According to the pictures or
the information,express the
sentences ,
including
______ can__________. Can I
_______? Yesno.
Teaching procedures:
Teacher’s Activities Student’s Activities
Meth
od
Time Aid
Pre-task
preparation:
sth. about the A. Say
the sentences
road safety. they’ve learnt.
Work in pairs on
Make dialogues. P2
B. Revision
1. Make some 1. S: go out ,
watch
phrases. TV etc.
2. Review: Can…
2..Express the
Yesno. sentences:
Can youhesheI…
While-task procedure:
(park rules, traffic
A. Have some a …
rules…)
1. T: Are you
hungrythirsty?
To elicit: have 1. Say and learn
somea
…
2. T: I’m hungry thirsty. 2. Make phrases
3.. Practise by “have …”
themselves. 3.
Work in pairs.
S1: Oh, it’s hot.
S2:
Please have
B. It’s raining. some tea.
1.
Draw the picture to
D. Play the
cassette. D. Listen and repeat.
Students
follow in
their books.
E. Practice 1.
Read “ Look and
1. Read and play the say” ,
then act out
role it in pairs.
2. Answer:
2. Talk by T and Ss No, he can’t. it’s
(P1)T: Can Ben go raining.
out? (Students
do the
rest )
3. Ask the students to
3. Think and try to
give the more say:
answers according to (P4) Can I watch TV?
the four picture. ----- Yes, you can.
----- No, you can’t.
It’s bed time.
----- No, you can’t.
Do your
homework
Post-task activities
some question .
Can I cross the road? 1. Give the difficult
Can I play the drum? answers.
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:
P4
1. 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.
4. Using “Wh”questions to find out
various kinds of specific
imformation about
the object.
e.g. which sign means …?
Focus
and difficulty:
1. Be able to identifythe
signs
2. Using “Which sign means…” to find out
the imformation
Teaching procedures:
Teacher’s Activities Student’s Activities
Meth
od
Time Aid
Pre-task
preparation:
A. Say some rhymes. A.
Pop English.
B. Revision: Show some B. Say
“Don’t …”
signs, using accroding to the
imperatives to signs.
express prohibition.
While-task procedure:
A.
undergroung station
1. Show the sign of the
1. Learn and say.
under-
ground station.,
to 2. Say the
elicit it. underground
2.
Tell some stations.
underground ______
underground
stations they know. station
3. Show the slide of the
picture 1.
questions.
Ask: *Where are they
going?
*Which sign means
“Zhong
shan Park
2. Ask: *Which sign 2. Answer the
means “Don’t eat or questions.
drink Don’t smoke”?
*Where can you see
the signs?
ce
1. Play the
cassette.
1. Listen and
repeat.
2. Ask them to retell 2. Look at the
slide
the text.
and talk about
them.
3. Stick the signs on the in pairs
board. S1: Which sign…
Ask them work in
S2: (Point and say)
pairs.
This
one.
1. Do the exercises.
Post-task activities
1. PC P3
2. WB P2
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:
P5
1. 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 statements
2. Learners talk
about common school prohibitions
Teaching
procedures:
Teacher’s Activities Student’s
Activities Meth
od
Time Aid
Pre-task preparation:
A. Revision: A. Using “Don’t…”
Ask
students to say to express
what they should
not prohibitions in each
do in the parkschool
place.
library
playgroundroad.
While-task procedure:
A. Listen and
repeat.
A. Play the cassette. B. Look and
match
B. Ask the students to the signs and
look at the signs in pictures.
“Read and
write”.
Match the signs with
the C.
Discuss and play
picture. the roles.
in
groups. Refer
to the picture in
“Read
and write”
and practise acting a D. Act out
the story
story similar to the they made.
one in “Say and act”.
D. Choose a sign to
act
a story.
Board Design:
Feedback
Module 1. Getting to know
you
Unit 2. This is what I want
Teaching
P6
1. Asking “Wh-“ questions to
find out specific information e.g.
What do
you want, Alice?
2. Using the simple present
tense to make requests e.g. I want
some
paper, please.
3. Using formulaic expressions
to reply to requests e.g. Here’s
some paper.
Focus and difficulty:
1. Learners practise
asking for items in the classroom.
2. Here
isare …(Pay attention to the uncountable noun)
Teaching procedures:
Teacher’s Activities
Student’s Activities MethTime Aid
aims:
Pre-task preparation:
A. Daily Talk
B. Review
A: Ask and answer by
the students.
od
stationery B: Say the classroom
objects.
items.
Don’t repeat.
While-task procedure:
A. What do you want?
IWe want …
1.
Make the situations to 1. Learn and say.
elicit the
sentences. E.g.
T: If
you
Answer: I want…
We want…
are
hungrythirsty, what 2. Ask and answer
do you want? freely
2. Using the sentences
to 3. S1: I have an apple
practise.
3.
Work in pairs.
and an orange,
what
want?
do you
B. Here
’s are …
Thank you very much.
S2: I
want …
1. learn and say.
1. Make the
conversation
to elicit the sentences. 2. S1:
I want some
2. Practise by T and paper.
Ss---- Ss
S2: Here is
some
paper.
S1: Thank you very
much.
C. Teach : glue tape
scissors
1.
Show the objects to 1. learn, spell and
elicit
them. say.
2. Touch and guess: What 2. Touch
the objects
is it?
3. Using the
sentences
they’ve just leart to
practise
the words.
and guess.
3. S1: What do you
want, a bottle of
glue or a tape?
S2:
…
the students to be be the
teacher
teachers
to tell us the
classroom
objects they know.
and tell the class
the classroom
师
生
objects they know.
e.g. wapping
paper
ribbon
envelope
stamp etc.
Post-task activities
1. Work
in groups: in
“Ask and answer”
2. WB
P3
1. Ask and answer in
groups,
group
each
contains
three students.
2.
Do exercises.
Board Design:
Feedback
w
ant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
P7
“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
Coke
Focus and difficulty:
1.
Use appropriate intonation in words.
2. Pay
attention to the sentence: _______ wants
__________.
Teaching procedures:
Teacher’s
Activities Student’s Activities Meth
od
Time Aid
aims:
Pre-task
preparation:
A. Talk freely.
B.
Revision: Ask the
students to
A: Talk
about the
hobbit, food ,
stationery, etc.
draw B: Draw the trade
mark.
the
and
McDonald’s trade
mark
C. Ask: Do you like to go
to
McDonald’s ?
What do you like
to eat?
questions
draw the pictures
on the
board.
Ask them to draw the
pictures of
the
McDonald’ food.
While-task procedure:
A. Teach: apple pie
1. To be the teacher
to tell the class .
BigMac,
McChicken
1. Ask the
students to be
the teachers to tell
the 2. Say sth. about the
class the words and
pronunciation of the
food.
2.
Practise the
words 1. Listen and repeat.
new words.
using the kinds of the 2.1) Ss:
I am hungry
sentences.
and thirsty.
I want ___
B. Teach “ Look and and
__.
Say”
1. Play the cassette.
2)S1: What do
you want?
2. Look at the
food on S2: I want …
the board and
Practise.
C. What does
_______
want?
Heshe wants…
1. Ask one student 1. Try to say: Heshe
“What do you want? want…
Then ask
the other
student what heshe
wants?
To elicit:
HeShe 2. Listen
remember,
and
then wants…
2. A
memory game
Invite two students to
the
front, and tell the
other students what
they want . The rest of
response : _____
wants …
the class listen and try 3. Walk
around the
to remember.
3. Do a survey:
Walk
around the classroom
and ask the
classmates
if they go to
classroom and ask
the classmates :
What do you
want?
Then tell
the teacher:_____
wants …
1. Listen and try to
McDonald’s, what do
they want?
Post-task activities
1. play the cassette again
and do
the listening
exercises.
2. Play the role
and act
out the dialogue.
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
P8
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:
1. Be able to express the
sentence: I’ve got____________ HeShe’s
got
___________.
2. Using the food items to make
the dialogues.
Teaching procedures:
Teacher’s Activities Student’s Activities
Meth
od
Time Aid
aims:
Pre-task preparation:
A. Speak
English
Make dialogues
A: Ask
and answer
B. Revision: the
food B. Say the words
items
“ to
have”
quickly.
Make
sentences.
the
While-task procedure:
A. have a
picnic
1. Ask: If it is fine on
Sunday,
what are you 1. Answer freely.
going to do ?
To elicit: have a picnic Learn and say
B.
Teach: Look and Say
1. Show the wallpicture
Ask: What are they
doing?
1.
Ss: They are
a having
picnic.(on board)
and
what
2. Ask: What have they 2.
Read
got? Give the students
two minutes to
remember
they have got.
remember what
they
have got.
3. Play the
cassette.
4. Ask: What has _____
got?
5. Ask the students to
draw some food
items
on the paper they like ,
ask each
group: what
have you got?
3. Listen and
repeat.
4. Ss: HeShe has
got …
5.
Work in groups:
Draw the food
items
paper
on
and
the
say
together: We have
got…
and
your
Post-task activities
1. Talk
about your room 1. Think
introduce
room .
* In my bedroom, I
have got…
2. Practise in “Ask and
answer”
3. GB P6
2. Ask and answer
3. Do exercises.
Module 1. Getting to
know you
Unit 2. This is what I want
Teaching
P9
aims:
1.
Using “Wh-”questions to find out specific
information e.g.
What do you want?
2.
Using modals to make requests e.g. Can I have
some fish,
please?
3. Using formulaic
expressions to reply to requests e.g. There you
are.
4. Using nouns to identify objects
e.g. noodles vegetable
Focus 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 Meth
od
Time Aid
Pre-task preparation:
A. Say the
rhymes.
B. Revision: Can…?
A:
Pop English
B.
conversations
“Can…?”
Make
by
While-task procedure:
A. rice noodles
vegetables
1. Show
the pictures or 1. Look , learn and
objects to
elicit them. say.
2. Make the sentences
Imitate and spell
with the words.
B.
Teach “ Say and act”
1. Distribute a piece
the words
2. Make the
sentences with
the
new words.
paper to each student.
2. Play the cassette.
Listen and remember
1. Each one can get
what Eric want, write the
paper
Sth. on the paper.
3. Ask: What
does Eric 2. Listen and write
want for his
dinner? the words you hear.
To elicit:
Eric wants…
Say: Eric 4. Play the cassette
once 3.
more. wants________.
5. Invite
pairs of students
to read the dialuges.
6. Tell the students:
4. Listen and
follow.
What do you want? 5. Read the diaogue
Except answering“ I in pairs.
We want…” ,
we can
also say: Can I have…?
Post-task activities
1. Ask students make
a
shopping list, ask them
to refer to
the pictures in
“Say and act.” 1. Write a
shopping
list.
Work in groups
and
prepare to act
out the
2. Invite them to perform
dialogue they
made.
and
the
3. Do listening
exercises. 3. Listen
(PC P6)
4. PC P5
complete
exercises.
4. 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
P10
1. Using nouns to identify objects
e.g. socks
2. 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 bag
Focus 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 Meth
od
Time Aid
aims:
Pre-task
preparation:
A. Sing a song.
Sing
Make short dialogues happy, …>
Say the rhymes.
B.
Revision:
* Can I go
out,Mum? …
* How
do you go to
Zhongshan
Park?
1. About
stationery items * What can’t we do
2. About
clothes items.
in the …
* …, what
do you
want?
the words
While-task
procedure:
A. shoes
1. Ask: How many
pairs
of shoes have quickly.
you got?
To elicit: shoes
2. Make sentences
3. Show any other shoes.
To elicit: sport shoes 1. Answer and learn
leather shoes the new words.
them
to say Sth.
about the shoes. 2. Make the
5. Ask: Do you know the sentence .
brand
of sport and learn.
shoes?
B. Socks
4. Introduce your
shoes.
some
socks to
elicit: socks 5. Ss: Lining sport
2. Guess: What colour are shoes, etc.
your
classmate’
s socks?
3. Talk
about the socks. If 1. Look and learn.
you’re
the shop assistant,
2. S1:
×××，
Are you
socks
yellow?
please introd-
uce your goods for the S2:
No, they are
people.
C. uniform
1.
Say: Today you are
white.
3. S: Hi, look
at our
socks, they are
pretty, you
look
orderly. Do you
know WHY?
To
elicit: uniform
nice and cheap.
etc.
1. Learn and imitate.
2. 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.
1. Learn and
: Doctors and
nurses have
uniforms.(policem
en,
firemen,
pilots …)
waiters,
understand.
Think and say out
the
differences
betweem the two
words, want
and
* I want to go out, but it’
s
raining,
I need an umbrella.
the
need)
student
2. Listen and
understand
the
meaning
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.
and
response, they can
give the more
answers. And they
also
can try to say like
the teacher.
Post-
task activities
the cassette.
2.
Ask: What does kitty
need for
school?
1. Listen , follow and
read.
Kitty 3. Ask: What do you need 2. Say:
for
school? (oral needs______.
pratice) , then
write the
things on the paper.
students
to say.
5. Group work: What do
3.
First say out the
things you need,
then
write on the
paper.
you need for P.E.
class, art 4. Tell to the class.
class, dinner
or picnic.
( Each group choose one 5. Group
topic to discuss, and
write the things,
they can
refer to the words on the
board.)
leader
choose a topic
and discuss with
the members,
then
write on the
paper the things
you need.
They
can refer to the
Things for
school
I need ____________
______________________
______________________.
Things for
__________
We need ___________
____________________
____________________.
( Activity 3)
words
board.
on the
(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
moodles
shoes
milk
French fries juice
ropes etc.
Board
Design
Feedback
Need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
P11
1. Asking
“Wh-” questions to find out various kinds of
specific
information about an event
e.g.
What do we need?
2. Using indefinite
determiners to refer to an unspecifide
anountnumber of thing
e.g. We need some …
3. Using the simple present tense to express
opinions
smells good.
Focus and
difficulty:
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 Meth
od
Time Aid
aims:
Pre-task preparation:
A. Daily Talk
B. Revision
A.
conversation.
Daily
1. Ask and answer by
“
What do you need 1. Using
for …”
2. Say
the food for your
breakfast or snack.
3.
Say the word about
the table set, to elicit:
bowl 3. S: spoon, knife,etc.
the
sentence to ask
and answer.
2. S: cake
, bread,
etc.
4. Can you find out the
words with the same 4. S:
pronunciations.
etc.
flower---flour,
While-task procedure:
A. sugar salt
the students taste
the two 1. Taste , learn
and
things, to elicit: salt say.
sugar
2. Taste and guess, what 2. Taste and
guess.
is it?
3. Say sth. about them.
4. Ask: What do you need
for
cooking?
3. S: They look like.
They
are white.
Taste them, sugar
is sweet.
Salt is
salty
4. Say and learn the
words:
edible oil,
B. Teaching“
Read and vinegar, pot
say”
1. Show a cake
and ask:
What is it? How does it 1.
Look, smell and
smell? learn.
To elicit:
cake. That
smells good.
2. Ask: How to
make a 2. Think and try to
cake? answer.
What do we need?
(write the key words on
the board.)
the cassette.
3. Listen and follow.
4. S: They need
4. Ask: What do Eric’s __________.
mother
need to make their
cake? 5. Think
and learn.
(write the rest words on
the
board.)
5. You think what they do
after
making the cake .
To elicit:
make
1. Act out the cake-----bake
the
cake
dialogue.
2. Read the dialogue
in “A&A”
3.
Think and discuss
Post-task activities
1.
Practise the dialogue. if you make the fruit
2. Read: Have a few pairs jelly or iced lemon
read the dialogue in tea, what do you
“Ask and answer.” need?
I have 3.
Group work. Ask the S1:Can
more
studentsthe
able some..,please?
more
S2: Here you are.
less students to find S!:
Thank you.
out the food items
they need
to make 4. Do the exercises.
fruit jelly iced
lemon
tea, remind them to
include bowls,
cups,
etc..
4. WB P6
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
P12
1. Using the simple present tense to express
simple truths e.g.
We’ve got some water.
the simple present tense to make requests
e.g. We need
some scissors.
conj. To link
contrasting ideas e.g. …… but we
need some paints.
Focus and difficulty:
1. The usage of
Conj.”but”
e the modal to ask and answer by
“_______but________.”
Teaching
procedures:
Teacher’s Activities Student’s
Activities Meth
od
Time Aid
aims:
Pre-task preparation:
A. Talk
freely.
B. Revision: I
can_________,
but I can’t
_______.
I We have got ____, but
IWe haven’t got
___________.
While-task procedure:
A. We’ve
got some water 1. Try to say:
but we need
some You have __________,
paints. but you
need
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.
2. S1: I want to
draw
a picture , now I
have some colour
pencils.
S2: You have
some pencils,
but
you need some
paper.
1. Listen and follow.
2.
S1:
Alice
What
and
have
Kitty
Post-task activities
1. Play the cassette.
2. Lead them to ask the
questions about
the
two pictures.
3. Ask
them to refer to
the “Look and say”
and
act out them.
4. Ask them to look at
the
pictures in “Ask
and Answer” and
practise in pairs.
5. PC P7
got?
What have
they got?
S2: They have
got_____,
but
need______.
3.
Work in groups,
act out the
they
dialogues
4. Work in pair in
“A&A”
5. Do exercises.
Module 1. Getting
to know you
Unit 3. This is what I need
Teaching
P13
conj. to
link contrasting ideas e.g. Kitty has a
uniform
but it is small.
predicative adj.
to describe objects e.g. It is cheap but
it is nice.
Focus and difficulty:
at the picture and
retell the text.
utivepredicative adj.: new
old dear cheap
Teaching procedures:
Teacher’s Activities Student’s Activities
Meth
od
Time Aid
aims:
Pre-task preparation:
A. Review conj. to link sentences by
contrasting “but”
Ideas. _________ but
______.
the
While-task procedure:
A. dear cheap
a situation: go conversation in
shopping
the shop.
and want to buy a bag.
(Show
two bags with the
the price
Make the
tag, 100 Yuan and 20 2.
Yuan) sentences:
To elicit : cheap S1: My watch is 200
dear
yuan, it
2. Ask them to make is dear.
sentences
S2: Look at this
ballpen, it is
cheap. It is only
0.5 yuan.
B. It is
adj. But it is 1. Answer and learn
adj.
an old story
book.
the
sentence.
simple
Ask: Is this story book
new?
Try to say: The story
But I like this
book. I book is
can old but it is
Read some famous nice.
fairy tales.
(let the students using 2. Take up one thing
“but” to link
contrasting ideas.)
and say
It is ______but it
is_____.
2. Ask the students hold
up one of
your thing and say by the 1. Listen and
follow.
sentence.
2. Read the text.
上海沪教牛津版五年级英语上册全册教案
Module 1. Getting to know you
Unit 1.
Can I do this?
Teaching-aims:
P2
1. Using the introductory “ there” to
express facts e.g. There’s
the red man.
2. Using imperatives to give instructions
e.g. Cross! Go!
3. Using imperatives to
express prohibitions e.g. Don’t cross the
road.
4. Using nouns to identify objects
e.g. The traffice light’s red.
Focus and
difficulty:
1. Use appropriae intonation in
questions and statements.
2. To express more
imperarives about the traffic.
Teaching
procedures:
Teacher’s Activities Student’s
Activities Meth
od
Time Aid
Pre-task preparation:
A.
Talk freely A: Ask and answer
about the daily
life.
B. Using imperatives to B: Make
sentences.
make *Don’t climb the
the
sentences trees. etc.
While-task
procedure:
A. traffice lights
1.
Ask: What can you 1. Discuess and
see on the
answer.
road?
2. To elicit: traffic
lights 2. Learn the words.
3.. Ask the
students to 3. Draw and colour
draw the the
lights
lights and colour
them. 4. Look
and
4. Do actions response.
*The traffic
light is
red. etc.
B. stop wait go
1. Ask: You see the red
traffic light
,what do 1. say and show the
you do? body
language.
2. To elicit: the red
man 2. Learn and say
and the
green
man. 3. Try to say.
3. You see the
redgreen man,what 4. Learn and say.
do you
do?
4. To elicit: Cross the 5. S1: I’m a
blind.
road. Can you help
Don’t
cross the me?
road. Ss: Yes.
5. Play a
game: Help a S2: There’s the red
blind to
cross the man.
road. Ss: Don’t cross the
road.
1. Listen and repeat.
Post-task activities
2. Act out the
1.
Play the cassette dialogue with you
twice.
friend.
2. Ask them to act out 3. Play a game.
the dialogue. 4. Do the exercises
3. Play
a game: A train
4. PC P1 5. Try to say:
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:
P3
1. Using modals to ask for permission.
e.g. Can I go out, Mum?
2. Using formulaic
expression to reply to requests e.g. Here you
are.
Focus and difficulty:
1. Using
appropriate intonation in questions and
statements.
2. According to the pictures or
the information,express the
sentences ,
including
______ can__________. Can I
_______? Yesno.
Teaching procedures:
Teacher’s Activities Student’s Activities
Meth
od
Time Aid
Pre-task
preparation:
sth. about the A. Say
the sentences
road safety. they’ve learnt.
Work in pairs on
Make dialogues. P2
B. Revision
1. Make some 1. S: go out ,
watch
phrases. TV etc.
2. Review: Can…
2..Express the
Yesno. sentences:
Can youhesheI…
While-task procedure:
(park rules, traffic
A. Have some a …
rules…)
1. T: Are you
hungrythirsty?
To elicit: have 1. Say and learn
somea
…
2. T: I’m hungry thirsty. 2. Make phrases
3.. Practise by “have …”
themselves. 3.
Work in pairs.
S1: Oh, it’s hot.
S2:
Please have
B. It’s raining. some tea.
1.
Draw the picture to
D. Play the
cassette. D. Listen and repeat.
Students
follow in
their books.
E. Practice 1.
Read “ Look and
1. Read and play the say” ,
then act out
role it in pairs.
2. Answer:
2. Talk by T and Ss No, he can’t. it’s
(P1)T: Can Ben go raining.
out? (Students
do the
rest )
3. Ask the students to
3. Think and try to
give the more say:
answers according to (P4) Can I watch TV?
the four picture. ----- Yes, you can.
----- No, you can’t.
It’s bed time.
----- No, you can’t.
Do your
homework
Post-task activities
some question .
Can I cross the road? 1. Give the difficult
Can I play the drum? answers.
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:
P4
1. 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.
4. Using “Wh”questions to find out
various kinds of specific
imformation about
the object.
e.g. which sign means …?
Focus
and difficulty:
1. Be able to identifythe
signs
2. Using “Which sign means…” to find out
the imformation
Teaching procedures:
Teacher’s Activities Student’s Activities
Meth
od
Time Aid
Pre-task
preparation:
A. Say some rhymes. A.
Pop English.
B. Revision: Show some B. Say
“Don’t …”
signs, using accroding to the
imperatives to signs.
express prohibition.
While-task procedure:
A.
undergroung station
1. Show the sign of the
1. Learn and say.
under-
ground station.,
to 2. Say the
elicit it. underground
2.
Tell some stations.
underground ______
underground
stations they know. station
3. Show the slide of the
picture 1.
questions.
Ask: *Where are they
going?
*Which sign means
“Zhong
shan Park
2. Ask: *Which sign 2. Answer the
means “Don’t eat or questions.
drink Don’t smoke”?
*Where can you see
the signs?
ce
1. Play the
cassette.
1. Listen and
repeat.
2. Ask them to retell 2. Look at the
slide
the text.
and talk about
them.
3. Stick the signs on the in pairs
board. S1: Which sign…
Ask them work in
S2: (Point and say)
pairs.
This
one.
1. Do the exercises.
Post-task activities
1. PC P3
2. WB P2
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:
P5
1. 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 statements
2. Learners talk
about common school prohibitions
Teaching
procedures:
Teacher’s Activities Student’s
Activities Meth
od
Time Aid
Pre-task preparation:
A. Revision: A. Using “Don’t…”
Ask
students to say to express
what they should
not prohibitions in each
do in the parkschool
place.
library
playgroundroad.
While-task procedure:
A. Listen and
repeat.
A. Play the cassette. B. Look and
match
B. Ask the students to the signs and
look at the signs in pictures.
“Read and
write”.
Match the signs with
the C.
Discuss and play
picture. the roles.
in
groups. Refer
to the picture in
“Read
and write”
and practise acting a D. Act out
the story
story similar to the they made.
one in “Say and act”.
D. Choose a sign to
act
a story.
Board Design:
Feedback
Module 1. Getting to know
you
Unit 2. This is what I want
Teaching
P6
1. Asking “Wh-“ questions to
find out specific information e.g.
What do
you want, Alice?
2. Using the simple present
tense to make requests e.g. I want
some
paper, please.
3. Using formulaic expressions
to reply to requests e.g. Here’s
some paper.
Focus and difficulty:
1. Learners practise
asking for items in the classroom.
2. Here
isare …(Pay attention to the uncountable noun)
Teaching procedures:
Teacher’s Activities
Student’s Activities MethTime Aid
aims:
Pre-task preparation:
A. Daily Talk
B. Review
A: Ask and answer by
the students.
od
stationery B: Say the classroom
objects.
items.
Don’t repeat.
While-task procedure:
A. What do you want?
IWe want …
1.
Make the situations to 1. Learn and say.
elicit the
sentences. E.g.
T: If
you
Answer: I want…
We want…
are
hungrythirsty, what 2. Ask and answer
do you want? freely
2. Using the sentences
to 3. S1: I have an apple
practise.
3.
Work in pairs.
and an orange,
what
want?
do you
B. Here
’s are …
Thank you very much.
S2: I
want …
1. learn and say.
1. Make the
conversation
to elicit the sentences. 2. S1:
I want some
2. Practise by T and paper.
Ss---- Ss
S2: Here is
some
paper.
S1: Thank you very
much.
C. Teach : glue tape
scissors
1.
Show the objects to 1. learn, spell and
elicit
them. say.
2. Touch and guess: What 2. Touch
the objects
is it?
3. Using the
sentences
they’ve just leart to
practise
the words.
and guess.
3. S1: What do you
want, a bottle of
glue or a tape?
S2:
…
the students to be be the
teacher
teachers
to tell us the
classroom
objects they know.
and tell the class
the classroom
师
生
objects they know.
e.g. wapping
paper
ribbon
envelope
stamp etc.
Post-task activities
1. Work
in groups: in
“Ask and answer”
2. WB
P3
1. Ask and answer in
groups,
group
each
contains
three students.
2.
Do exercises.
Board Design:
Feedback
w
ant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
P7
“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
Coke
Focus and difficulty:
1.
Use appropriate intonation in words.
2. Pay
attention to the sentence: _______ wants
__________.
Teaching procedures:
Teacher’s
Activities Student’s Activities Meth
od
Time Aid
aims:
Pre-task
preparation:
A. Talk freely.
B.
Revision: Ask the
students to
A: Talk
about the
hobbit, food ,
stationery, etc.
draw B: Draw the trade
mark.
the
and
McDonald’s trade
mark
C. Ask: Do you like to go
to
McDonald’s ?
What do you like
to eat?
questions
draw the pictures
on the
board.
Ask them to draw the
pictures of
the
McDonald’ food.
While-task procedure:
A. Teach: apple pie
1. To be the teacher
to tell the class .
BigMac,
McChicken
1. Ask the
students to be
the teachers to tell
the 2. Say sth. about the
class the words and
pronunciation of the
food.
2.
Practise the
words 1. Listen and repeat.
new words.
using the kinds of the 2.1) Ss:
I am hungry
sentences.
and thirsty.
I want ___
B. Teach “ Look and and
__.
Say”
1. Play the cassette.
2)S1: What do
you want?
2. Look at the
food on S2: I want …
the board and
Practise.
C. What does
_______
want?
Heshe wants…
1. Ask one student 1. Try to say: Heshe
“What do you want? want…
Then ask
the other
student what heshe
wants?
To elicit:
HeShe 2. Listen
remember,
and
then wants…
2. A
memory game
Invite two students to
the
front, and tell the
other students what
they want . The rest of
response : _____
wants …
the class listen and try 3. Walk
around the
to remember.
3. Do a survey:
Walk
around the classroom
and ask the
classmates
if they go to
classroom and ask
the classmates :
What do you
want?
Then tell
the teacher:_____
wants …
1. Listen and try to
McDonald’s, what do
they want?
Post-task activities
1. play the cassette again
and do
the listening
exercises.
2. Play the role
and act
out the dialogue.
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
P8
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:
1. Be able to express the
sentence: I’ve got____________ HeShe’s
got
___________.
2. Using the food items to make
the dialogues.
Teaching procedures:
Teacher’s Activities Student’s Activities
Meth
od
Time Aid
aims:
Pre-task preparation:
A. Speak
English
Make dialogues
A: Ask
and answer
B. Revision: the
food B. Say the words
items
“ to
have”
quickly.
Make
sentences.
the
While-task procedure:
A. have a
picnic
1. Ask: If it is fine on
Sunday,
what are you 1. Answer freely.
going to do ?
To elicit: have a picnic Learn and say
B.
Teach: Look and Say
1. Show the wallpicture
Ask: What are they
doing?
1.
Ss: They are
a having
picnic.(on board)
and
what
2. Ask: What have they 2.
Read
got? Give the students
two minutes to
remember
they have got.
remember what
they
have got.
3. Play the
cassette.
4. Ask: What has _____
got?
5. Ask the students to
draw some food
items
on the paper they like ,
ask each
group: what
have you got?
3. Listen and
repeat.
4. Ss: HeShe has
got …
5.
Work in groups:
Draw the food
items
paper
on
and
the
say
together: We have
got…
and
your
Post-task activities
1. Talk
about your room 1. Think
introduce
room .
* In my bedroom, I
have got…
2. Practise in “Ask and
answer”
3. GB P6
2. Ask and answer
3. Do exercises.
Module 1. Getting to
know you
Unit 2. This is what I want
Teaching
P9
aims:
1.
Using “Wh-”questions to find out specific
information e.g.
What do you want?
2.
Using modals to make requests e.g. Can I have
some fish,
please?
3. Using formulaic
expressions to reply to requests e.g. There you
are.
4. Using nouns to identify objects
e.g. noodles vegetable
Focus 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 Meth
od
Time Aid
Pre-task preparation:
A. Say the
rhymes.
B. Revision: Can…?
A:
Pop English
B.
conversations
“Can…?”
Make
by
While-task procedure:
A. rice noodles
vegetables
1. Show
the pictures or 1. Look , learn and
objects to
elicit them. say.
2. Make the sentences
Imitate and spell
with the words.
B.
Teach “ Say and act”
1. Distribute a piece
the words
2. Make the
sentences with
the
new words.
paper to each student.
2. Play the cassette.
Listen and remember
1. Each one can get
what Eric want, write the
paper
Sth. on the paper.
3. Ask: What
does Eric 2. Listen and write
want for his
dinner? the words you hear.
To elicit:
Eric wants…
Say: Eric 4. Play the cassette
once 3.
more. wants________.
5. Invite
pairs of students
to read the dialuges.
6. Tell the students:
4. Listen and
follow.
What do you want? 5. Read the diaogue
Except answering“ I in pairs.
We want…” ,
we can
also say: Can I have…?
Post-task activities
1. Ask students make
a
shopping list, ask them
to refer to
the pictures in
“Say and act.” 1. Write a
shopping
list.
Work in groups
and
prepare to act
out the
2. Invite them to perform
dialogue they
made.
and
the
3. Do listening
exercises. 3. Listen
(PC P6)
4. PC P5
complete
exercises.
4. 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
P10
1. Using nouns to identify objects
e.g. socks
2. 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 bag
Focus 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 Meth
od
Time Aid
aims:
Pre-task
preparation:
A. Sing a song.
Sing
Make short dialogues happy, …>
Say the rhymes.
B.
Revision:
* Can I go
out,Mum? …
* How
do you go to
Zhongshan
Park?
1. About
stationery items * What can’t we do
2. About
clothes items.
in the …
* …, what
do you
want?
the words
While-task
procedure:
A. shoes
1. Ask: How many
pairs
of shoes have quickly.
you got?
To elicit: shoes
2. Make sentences
3. Show any other shoes.
To elicit: sport shoes 1. Answer and learn
leather shoes the new words.
them
to say Sth.
about the shoes. 2. Make the
5. Ask: Do you know the sentence .
brand
of sport and learn.
shoes?
B. Socks
4. Introduce your
shoes.
some
socks to
elicit: socks 5. Ss: Lining sport
2. Guess: What colour are shoes, etc.
your
classmate’
s socks?
3. Talk
about the socks. If 1. Look and learn.
you’re
the shop assistant,
2. S1:
×××，
Are you
socks
yellow?
please introd-
uce your goods for the S2:
No, they are
people.
C. uniform
1.
Say: Today you are
white.
3. S: Hi, look
at our
socks, they are
pretty, you
look
orderly. Do you
know WHY?
To
elicit: uniform
nice and cheap.
etc.
1. Learn and imitate.
2. 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.
1. Learn and
: Doctors and
nurses have
uniforms.(policem
en,
firemen,
pilots …)
waiters,
understand.
Think and say out
the
differences
betweem the two
words, want
and
* I want to go out, but it’
s
raining,
I need an umbrella.
the
need)
student
2. Listen and
understand
the
meaning
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.
and
response, they can
give the more
answers. And they
also
can try to say like
the teacher.
Post-
task activities
the cassette.
2.
Ask: What does kitty
need for
school?
1. Listen , follow and
read.
Kitty 3. Ask: What do you need 2. Say:
for
school? (oral needs______.
pratice) , then
write the
things on the paper.
students
to say.
5. Group work: What do
3.
First say out the
things you need,
then
write on the
paper.
you need for P.E.
class, art 4. Tell to the class.
class, dinner
or picnic.
( Each group choose one 5. Group
topic to discuss, and
write the things,
they can
refer to the words on the
board.)
leader
choose a topic
and discuss with
the members,
then
write on the
paper the things
you need.
They
can refer to the
Things for
school
I need ____________
______________________
______________________.
Things for
__________
We need ___________
____________________
____________________.
( Activity 3)
words
board.
on the
(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
moodles
shoes
milk
French fries juice
ropes etc.
Board
Design
Feedback
Need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
P11
1. Asking
“Wh-” questions to find out various kinds of
specific
information about an event
e.g.
What do we need?
2. Using indefinite
determiners to refer to an unspecifide
anountnumber of thing
e.g. We need some …
3. Using the simple present tense to express
opinions
smells good.
Focus and
difficulty:
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 Meth
od
Time Aid
aims:
Pre-task preparation:
A. Daily Talk
B. Revision
A.
conversation.
Daily
1. Ask and answer by
“
What do you need 1. Using
for …”
2. Say
the food for your
breakfast or snack.
3.
Say the word about
the table set, to elicit:
bowl 3. S: spoon, knife,etc.
the
sentence to ask
and answer.
2. S: cake
, bread,
etc.
4. Can you find out the
words with the same 4. S:
pronunciations.
etc.
flower---flour,
While-task procedure:
A. sugar salt
the students taste
the two 1. Taste , learn
and
things, to elicit: salt say.
sugar
2. Taste and guess, what 2. Taste and
guess.
is it?
3. Say sth. about them.
4. Ask: What do you need
for
cooking?
3. S: They look like.
They
are white.
Taste them, sugar
is sweet.
Salt is
salty
4. Say and learn the
words:
edible oil,
B. Teaching“
Read and vinegar, pot
say”
1. Show a cake
and ask:
What is it? How does it 1.
Look, smell and
smell? learn.
To elicit:
cake. That
smells good.
2. Ask: How to
make a 2. Think and try to
cake? answer.
What do we need?
(write the key words on
the board.)
the cassette.
3. Listen and follow.
4. S: They need
4. Ask: What do Eric’s __________.
mother
need to make their
cake? 5. Think
and learn.
(write the rest words on
the
board.)
5. You think what they do
after
making the cake .
To elicit:
make
1. Act out the cake-----bake
the
cake
dialogue.
2. Read the dialogue
in “A&A”
3.
Think and discuss
Post-task activities
1.
Practise the dialogue. if you make the fruit
2. Read: Have a few pairs jelly or iced lemon
read the dialogue in tea, what do you
“Ask and answer.” need?
I have 3.
Group work. Ask the S1:Can
more
studentsthe
able some..,please?
more
S2: Here you are.
less students to find S!:
Thank you.
out the food items
they need
to make 4. Do the exercises.
fruit jelly iced
lemon
tea, remind them to
include bowls,
cups,
etc..
4. WB P6
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
P12
1. Using the simple present tense to express
simple truths e.g.
We’ve got some water.
the simple present tense to make requests
e.g. We need
some scissors.
conj. To link
contrasting ideas e.g. …… but we
need some paints.
Focus and difficulty:
1. The usage of
Conj.”but”
e the modal to ask and answer by
“_______but________.”
Teaching
procedures:
Teacher’s Activities Student’s
Activities Meth
od
Time Aid
aims:
Pre-task preparation:
A. Talk
freely.
B. Revision: I
can_________,
but I can’t
_______.
I We have got ____, but
IWe haven’t got
___________.
While-task procedure:
A. We’ve
got some water 1. Try to say:
but we need
some You have __________,
paints. but you
need
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.
2. S1: I want to
draw
a picture , now I
have some colour
pencils.
S2: You have
some pencils,
but
you need some
paper.
1. Listen and follow.
2.
S1:
Alice
What
and
have
Kitty
Post-task activities
1. Play the cassette.
2. Lead them to ask the
questions about
the
two pictures.
3. Ask
them to refer to
the “Look and say”
and
act out them.
4. Ask them to look at
the
pictures in “Ask
and Answer” and
practise in pairs.
5. PC P7
got?
What have
they got?
S2: They have
got_____,
but
need______.
3.
Work in groups,
act out the
they
dialogues
4. Work in pair in
“A&A”
5. Do exercises.
Module 1. Getting
to know you
Unit 3. This is what I need
Teaching
P13
conj. to
link contrasting ideas e.g. Kitty has a
uniform
but it is small.
predicative adj.
to describe objects e.g. It is cheap but
it is nice.
Focus and difficulty:
at the picture and
retell the text.
utivepredicative adj.: new
old dear cheap
Teaching procedures:
Teacher’s Activities Student’s Activities
Meth
od
Time Aid
aims:
Pre-task preparation:
A. Review conj. to link sentences by
contrasting “but”
Ideas. _________ but
______.
the
While-task procedure:
A. dear cheap
a situation: go conversation in
shopping
the shop.
and want to buy a bag.
(Show
two bags with the
the price
Make the
tag, 100 Yuan and 20 2.
Yuan) sentences:
To elicit : cheap S1: My watch is 200
dear
yuan, it
2. Ask them to make is dear.
sentences
S2: Look at this
ballpen, it is
cheap. It is only
0.5 yuan.
B. It is
adj. But it is 1. Answer and learn
adj.
an old story
book.
the
sentence.
simple
Ask: Is this story book
new?
Try to say: The story
But I like this
book. I book is
can old but it is
Read some famous nice.
fairy tales.
(let the students using 2. Take up one thing
“but” to link
contrasting ideas.)
and say
It is ______but it
is_____.
2. Ask the students hold
up one of
your thing and say by the 1. Listen and
follow.
sentence.
2. Read the text.