【正文】 sing game Where is it? Invite one student to hide the toy. The others guess. Consolidation Grammar Practice Book page2 板書(shū)設(shè)計(jì) I can’ t see my? Where is it? Where are they? It’ s? They’ re? Inside outside glasses a pair of glasses 教學(xué)效果的反饋 本節(jié)課單詞量較少，句型也是前面學(xué)過(guò)的，學(xué)生掌握較好，能運(yùn)用自如。 教學(xué)重點(diǎn)和難點(diǎn) Using imperatives to give instructions Using prepositions to indicate position Using modals to talk about ability 教學(xué)媒體 A pair of scissors, coloured pencils, photocopiable P4,5 課前學(xué)生準(zhǔn)備 English book , a shadow. 教學(xué)流程 Pretask preparation 1. Ask and answer T: Where’ s the sun in the afternoon? S: It’ s in the sky. T: Is your shadow long in the morning? S: Yes, it is. T: Does the sun go down in the evening? S: Yes, it does. 2. Review: in, on, in front of, behind, beside and inside. 3. Teaching make a shadow. Then make it in groups. (photocopiable P4) 4. Phoic symbol 5. Play the cassette: Look and say. Listen and follow. 6. Play again. Listen and repeat. 7. Read: Play a game. Whiletask procedure 1. Play a game: Hide the shadow. The students practise the model dialogue with the shadow they made. Posttask activity 1. Invite one or two groups to play the game in front of the class. Consolidation Grammar Practice Book page 3 板書(shū)設(shè)計(jì) Make a shadow 1. Draw 2. Colour 3. Cut out Play a game Can you see? Is it? ? Yes. No. 教學(xué)效果的反饋 本節(jié)課要求學(xué)生在動(dòng)手中學(xué)會(huì)如何制作影子以及在游戲中鞏固 所學(xué)的知識(shí)。 1． Danny,hide your /現(xiàn)在進(jìn)行時(shí)。對(duì)于句型學(xué)生在前面已學(xué)過(guò)，掌握起來(lái)難度不大。但同學(xué)們?cè)趩螐?fù)數(shù)的問(wèn)題上還有待于進(jìn)一步鞏固和加強(qiáng)。 教學(xué)重點(diǎn)和難點(diǎn) Using formulaic expressions to get attention Using formulaic expressions to express apologies Using prepositions to indicate direction Using imperatives to express prohibitions 教學(xué)媒體 A small bell and a big bell 課前學(xué)生準(zhǔn)備 English book, the bell. 教學(xué)流程 Pretask preparation 1． Daily talk. 2. Have a dictation. 3. Ask the students to listen and tell you if they can hear any noises around them. Ask: Is the noise loud or quiet? Ring the big bell and then the small bell and ask: is the bell loud?/ Is the bell quiet/ Teach: quiet/too quiet loud/too loud the new word: asleep/awake/both. Invite different students to show what they would look like if they were asleep. 5. Phoic symbol Whiletask procedure 1. Play the cassette: Read and say. The students listen and follow. 2. Ask: What noises can you hear? 3. Play again. The students listen and repeat. 4. Divide the class into groups of five. The groups roleplay the story. Invite a few groups to roleplay in front of the class. 5. Read: Read and answer. The students follow in their books. Posttask activity 1. Work in pairs. The students talk about the story and the pictures to decide which statements are true and which are false. 2. Workbook Page3 Consolidation Grammar Practice Book page 5 板書(shū)設(shè)計(jì) Ben’ s new bicycle too quiet I’ m sorry. Be careful. too loud Be quiet. Lady(ladies) both asleep awake 教學(xué)效果的反饋 本節(jié)課所授的單詞量較多，其中 quite/quiet both/all sleep/asleep wake/awake 易混。 教學(xué)重點(diǎn)和難點(diǎn) using the simple present tense to express feelings Asking simple questions to obtain ‘ yes/no’ responses Using qualitative adjectives 教學(xué)媒體 Word and picture card, a small bell, a large bell, a toy hammer and a toy screwdriver 課前學(xué)生準(zhǔn)備 English book read the text 教學(xué)流程 Pretask preparation 1. Daily talk 2. Recite some words. 3. Show a toy bicycle. Say: I like this bicycle but I don’ t like this bell. Whose bicycle is this? To elicit: It’ s Ben’ s. 4. Review the story on : Who has a new bicycle? Is his bell loud? Is his bell quiet? What do the two old ladies say to Ben? Ben doesn’ t like the bell. So he asks his father to change the bell. What does his father want? 5. Teach the new words: screwdriver and hammer, using the toy hammer and the toy screwdriver. both and give sb sth Whiletask procedure 1. Play the cassette. The students listen and follow. 2. Work in pairs, the students read the dialogue. Posttask activity 1. Distribute a copy of Photocopiable page 8 to each student. The students colour and cut out the pictures of screwdrivers, hammers and bells to use in their roleplay. 2. Students roleplay the dialogue in Look and say. 3. Workbook page 4 Consolidation Grammar Practice Book page 6 板書(shū)設(shè)計(jì) Too quiet put on a new bell Give me a? , please. Do you want both? ? No, the big one. There you are. Thank you. You’ re wele. 教學(xué)效果的反饋 本節(jié)課的重點(diǎn)是 Do you want both______,_______? No,the____one,。在作業(yè)中部分學(xué)生對(duì) both 后面加名詞復(fù)數(shù)還存在問(wèn)題。但由于是學(xué)生自己動(dòng)手做搖動(dòng)器，學(xué)生興趣高漲，熱情較高，對(duì)新知識(shí)接受的也較快。通過(guò)做游戲的方法鞏固句型，學(xué)生們興趣濃厚。對(duì)抽象的名詞性物主代詞等于形容詞性物主代詞加?xùn)|西或人掌握的不夠，不是很牢固，在后面的教學(xué)中需鞏固加強(qiáng)。 教學(xué)重點(diǎn)和難點(diǎn) Asking ‘ Wh’ questions to find out possession . Whose pencil case id this? Using pronouns to indicate possession . They’ re his. Using the simple present tense to express simple truths . It’ s mine. 教學(xué)媒體 Some classroom objects. 課前學(xué)生準(zhǔn)備 English book classroom objects 教學(xué)流程 Pretask preparation 1. Daily talk 2. Have a dictation. 3. Review the sentences: Whose? is this? Whose? are these? To elicit: It’ s my pencil. It’ s mine. 4. Teach the new words: his, hers,its, ours, yours, theirs. Whiletask procedure 1. Play the cassette: look and say. The students listen and follow. 2. Play again. The students listen and repeat. 3. Work in pairs. The students roleplay the dialogue. 4. Read: Ask and answer. Complete the sentences orally with the students. 5. Practise in pairs with the classroom objects. . It’ s her pencil. It’ s hers. It’ s our classroom. It’ s ours. Posttask activity 1. Workbook page 6 2. Collect a few items from different students. Ask: Is this yours? To elicit: Yes, it’ s mine./ No, it’ s his.