Topic Module 1 Getting to know you Unit2 My way to school Period 4/4 Date Teaching aims: words: get off, journey Functions: 1. Using the simple present tense to describe habitual actions. 2.Using connectives to show the time relationship between two actions. 3. Identifying the pronunciation of the sounds: /e/ / ?/ Main Points and Difficult Points 1. Using the simple present tense to describe habitual actions. 2. Identifying the pronunciation of the sounds: /e/ / ?/ Teaching Aids Student’s book , Cassette and a cassette player, Multi-media Contents Method Procedures Pre-task Do a survey 1. Ps make a dialogue in groups and do preparation a survey. 2. Ps describe the results of the survey. Purpose The aim of this step is not only show the topic of the lesson, but also review the simple present tense to describe habitual actions. While-task procedure 1. get off 2. journey 2. phonetic: Post-task activity 1. Ps listen to the text and fill in the blanks about the first passage of the story. 2. T: How does Mr Black go to school firstly? Ps read the text and answer the questions 3. T: How does he go to school secondly? 1) Elicit: get off (the underground). 2) Ps read and practice the get off +transport: get off the bus/the ship/train/plane 1. Ps read the last passage of the story and fill in the blanks with the prep. 2. Ps read the text and judge. 3. T: Mr Black’s home is not near. So this is his journey to work. Elicit: journey 1) Ps read and spell the word. 2) Match Mr Black’s journey to practice the word. /e/ / ?/ 2. which sentence did Danny say when he wanted to buy something? 3.Can I have some..? 1)Read the sentence 2) Change the words and read. 3) Pair work: Picture 5 Pa: What do you want? Pb: Can I have some..? Listening practice: (photocopiable p6) 1.Read and fill in 1.Read the text and finish the exercises the blanks with information of the text. 2. Ps discuss and feed back. 2. Do some 1)Read the sentences and ask the exerices questions. 2)(Pairs) Read and check. This aim of the step is to let the students get the task of the listening script and catch the main points. The students can communication and fulfill the task. The main idea of the task is establish the information gap. Assignment: 1. Listen and read the text.. 2. Say something about own journey to some place. 3. Copy and recite the words. 反思重建 [板书]
get off反义词get on Mr Black’s journey to work.
5A Module 1 Getting to know you
Unit 3 My future
Contents Aims 5AM1U3 Look and learn & Learn the sounds (P13) 1. 能掌握新单词worker, pilot, farmer, cook, shop assistant的发音与含义； 2. 能运用句型What does...do? … is a …来询问他人的职业，并能做出正确回答； 3. 能运用所学过的句型初步描述某人及某人的职业； PPT, tape recording, etc. Teaching procedure Steps Pre-task preparation Teacher’s activities 1.Introduce yourself 2.复习已学过的职业单词 Student’s activities 1) Hi, I’m _______(name). I’m a student. I live near school./ I don’t live near school. I come to school _____ _____.(how) I leave home at _________.(time) I arrive at school at _______.(time). I’m a student. I study at school 2) What does your mother/father do? How does he/she go to work? A: What does … do? B: He’s / She’s a / an … Purpose 复习前课内容 帮助学生回忆与firefighter等职业相关的旧知，为新授内容作铺垫。 Teaching aids While-task procedure 1) The shadow of “farmer.” 2) Describe the farmer by the words given. 2.Teach the new 板书时突出动词变words 1) Teach: farmer 3) Teach: worker 4) Teach: pilot 5)Teach: shop assistant 6) Ask and answer: Post-task activities 7)match &say: 8)writing： 1) learn the word “worker.” 2) Describe the worker. 1) Learn: shop assistant. 2) Show the business card and let Ss introduce Linda. T shows the pictures and the patterns and let Ss make a dialogue in pairs. I’m Jack. I work in the shop. I am a shop assistant. I sell things to people. I ride a bicycle to work. I leave home at seven and go home at half past five. I am always busy. Is he a cook? What does he do? How does he go to work? When does he leave home? How is he? _ ____ is a ________. He/She _____________.(do) ____ is a ________.(job) He/She ___________.(do) He/She works _________.(where) He/She goes to work ___ _____.(how) He leaves home at __________.(time) He/She is _______.(how) 为名词的方法和规律。 阅读短篇引出单词教学，拓展学生的阅读量。 不同形式进行词句的巩固。 对话练习，巩固句型使用。 对本课的新授单词进行全面的听说读写的巩固。 Homework 1. 抄写P13五个单词 2. 完成P13 Think and write 教 学 反 思 回家作业，对单词的听读写跟进。 板 书 设 计
Module 1 Unit 3 My future : words: cook farmer worker pilot shop assistant
Period Two Contents Aims Teaching aids Steps Pre-task preparation 5AM1U3 Look and say (P12) 1. 能掌握单词sick, help的发音与含义； 2. 能掌握句型What do you want to be? I want to be a/ an…； 3. 初步掌握句型What does... want to be? He / She wants to be a /an…； 4. 能使用所学的句型询问对方或者他人，并能正确应答。 PPT, pictures, etc. Teaching procedure Teacher’s activities 1. Review the words 2. Quick response 1.read the passage: 2. Teach the patterns 3. Look at the pictures and pair work 4. Talk about Jill’s future job. Student’s activities 1) read the words and phrases 2) Ask & answer: What does a …do? He/She ________. 3) Make a dialogue A: What does Yao Ming do? B: He’s ______. A: Where does he work? B: He works _____. The topic: My future. 1) Show: Jill 2) read the passage:Hi, I’m Jill. I’m a student. I can cook. I like cooking. I want to be a cook. I want to cook food in the restaurant.. 3) Learn: What do you want to be? I want to be a / an … and make a dialogue. 4) Learn: What do you want to do? I want to … and make the sentences according to the pictures. 5): What does he/she want to be? He/She wants to be … A: What does he/she want to be? B:He/She wants to be … Hi, this is _______. _____ a student. She can ______. She ________ _______. She _______ to be a cook. She ____ to ___ food in the restaurant. Purpose 复习相关的单词，对话练习，复习所学过的句型。 问答操练，加强学生说的能力。 While-task procedure 第一部分文本学习。利用文本，方式进行新句型的教学。 第二部分对话内容的学习没有第一部分详细，旨在让学生逐步运用所学的句型。 第三部分，由扶到放，锻炼学生的语言组织能力。 对话的听、看、读和回答等，系统巩固与复习本课的句型。 Post-task activities Read page 12 Read the text. Talk about them