[00:07.29]Little Red Riding Hood [00:11.05]This is a little girl.
[00:14.60]Her name is Little Red Riding Hood. [00:20.35]Go to Grandma. [00:25.10]Yes, Mother.
[00:28.76]A wolf seesLittle RedRiding Hood. [00:35.74]Look, a girl!
[00:46.92]I have children for dinner.Mmm. [00:55.07]Hello, Grandma.
[01:01.62]This is Little Red Riding Hood. [01:06.80]Come in ! [01:10.03]Help!
[01:15.39]These are Grandma's clothes. [01:21.55]This is her dress. I'm in her bed. [01:29.42]Hello, Grandma! [01:33.96]Hello,
[01:37.72]Little Red Riding Hood. [01:42.19]Your ears are very big! [01:46.34]Your eyes are very big ! [01:50.50]Your nose is very big. [01:54.63]And your mouth is very big! [01:58.99]Yes. I eat little girls with this mouth ! [02:08.65]A man helps Little Red Riding Hood. Unit 3
The First Teaching Plan Teaching aims :
Basic aims: 1. 能用特殊疑问句Where…? 询问地点。e.g. Where’s Sam?
2. 能用简单的过去式谈论过去的状态。e.g. He was here at ten o’clock. 3. 能用介词短语表示时间。e.g. He was here at eleven o’clock. Education aims: 培养学生热心助人的思想。
Developing aims: 能运用所学的过去式描述日常生活中已发生的事。 Key points: 1. 能用简单的过去式谈论过去的状态。 2. 能用介词短语表示时间。
Difficult points: 能运用所学的过去式描述日常生活中已发生的事。 Teaching aids: picture cards, toy dog, cassette5B, a cassette player, etc. Preparation: Make a copy of photocopiable page 32. Teaching procedure: Ⅰ.Pre-task preparation: 1. Review: Where’s…? Show the toy dog. Invite students to guess where the dog is ? 通过猜的游戏激发学生的学习兴趣，同时为新授2. Ask the students if they have ever lost 作好铺垫。 someone or something. Encourage students to tell their experiences to the rest of the class. Ⅱ. While-task procedure: 1. Show the Wallpicture. Play the cassette: Look and say. The students listen and follow in their books. 2. Play the cassette again. The students listen and repeat. 3. Show the picture cards: supermarket, 用生动形象的图flat, police station and constable, and 片引出所要学的learn these words. 单词，使学生记 4. Working in pairs, the students 忆深刻。 role-play the dialogue on page 31 of the Student’s Book. 5. Invite a few pairs to role-play the dialogue In front of the class. 6. Read the notice: ‘lost dog’ , and invite different students to repeat the sentences. 7. Read: Write a report. The students help you to complete the report orally. 8. Ask the students to talk about their parents, teachers, etc. e. g. S1: My father was at home at 6:30. 9. Distribute a copy of Photocopiable 32 to each student. Explain the task. 培养学生正确的语音语调。 The students fill in the missing words 这是本课的重点to complete the report. Discuss the task while walking around each group in order to give more or less input as necessary. Ⅲ. Post- task activities: 1. Workbook page 15 a. Invite students to read the words at the top of the task. b. Invite different students to help you to provide the captions and 句型，让学生在课堂上多加操练，达到口头熟练运用的程度。 complete the sentences orally. Prompt where necessary. c. Students complete the task. d. Invite different tomes of the day on the board. Invite different students to tell you where they were yesterday at those times. e.g. Where were you at eleven o’clock? I was at school.,etc. Ⅳ. Homework: 1. Listen to the cassette. Read the dialogue and notice for five times. 2. Grammar Practice Book 5B page 30. 板书： Unit 3 At home supermarket He flat She was here at ten o’clock. police station It constable I
The Second Teaching Plan Teaching aims:
通过练习及时掌握新授知识，让学生明确was的具体运用。
Basic aims: 1. 能用简单的过去式谈论过去的状态。e.g. The picture was beside the
window.
2. 能用介词短语表示方位。e.g. It’s beside the mirror now.
Education aims: 培养学生仔细观察事物的习惯。
Developing aims: 利用所学的新句型联系生活实际进行交际。 Key points: 1. 能用简单的过去式谈论过去的状态。 2. 能用介词短语表示方位。
Difficult points: 利用所学的新句型联系生活实际进行交际。 Teaching aids: pictures, picture cards, etc.
Preparation: Make a copy of Photocopiable page 33 . Teaching procedure:
Ⅰ. Pre-task preparation: 1. Review: e.g. T: Where were you at 9:00? S1: I was at school . 复习前一教时的内容，也为下面的新授作好铺垫。 2. Ask the students to name the different 联系生活实际，引kinds of furniture they have at home. 3. Introduce: furniture, using the Word and Picture cards. Ⅱ. While-task procedure: 入新授内容。 1. Invite different students to tell you any English words that they may know for different kinds of furniture. e.g. S: table, desk, chair, etc. 2. Write the words on the board: lamp, shelf, rug, picture, sofa and mirror 3. Practise the new words. Using the Wallpicture for page 32 and the Word and Picture Cards.