【正文】 signs and say its meanings. 2. Teach the news: Don‘t make a noise. 3. Play the cassette: Say and act. 4. Play the cassette again. 5. Read and write: match the signs with the pictures. 6. Act out the dialogue. 7. Ask each group to choose a place. Discuss and draw the signs. 8. Show the signs. 9. Recite the text. the rules in our school: eg. In the library In the hall 11. Say the rules at home to the pictures say something about it by using different sentences. eg. He‘s climbing the trees, Please don‘t climb the trees, You can‘t climb the trees. Consolidation Grammar Practice Book page3 板書設計 At school make a noise climb the tree leave rubbish open the window Don‘t … . I‘m sorry. / We are sorry. 作業(yè)布置 1. Write the text. 2. Think about some signs in the library, then make some dialogues. 教學效果反饋 這節(jié)課通過讓學生討論在校的一些規(guī)則，得出在校應該遵守的規(guī)則，還讓他們討論在家的規(guī)則，由此教育他們在校要做遵守行規(guī)的好少年，在家要做好孩子，討論的氣氛很活躍；學生根據(jù)圖片用不同句型來講時， 個別人語法出現(xiàn)混亂。 課題 Module 1 Getting to know you Unit 1 Can I do this？ 教學目標 知識與技能： Using the introductory ?there‘ to express facts. . There‘s the red man. Using imperatives to give instructions. Using imperatives to express prohibitions. . Don‘t cross the road. Using nouns to identify objects. . The traffic light‘s red. 過程與方法： Use appropriate intonation in questions and statements. Predict the meaning of unfamiliar words by using context or picture cues. 情感、態(tài)度與價值觀： 讓學生了解交通法規(guī)。 課題 Module 1 Getting to know you At school 教學目標 知識與技能： Using imperatives to express prohibitions. . Don‘t make a noise. Using formulaic expressions to express apologies. . I‘m sorry, Miss Fang. 過程與方法： Use appropriate intonation in statements 情感、態(tài)度與價值觀： 學校要做到的各項行規(guī)。 課題 Module 1 Getting to know you A piic 教學目標 知識與技能： Using the simple present tense to express simple truths. . I‘m hungry./I‘ve got some Asking ?wh‘ questions to find out specific information. . What have we got? 過程與方法： Open an interaction by eliciting a response. Maintain an interaction by providing information in response to questions. Reading Recognize familiar words in unfamiliar contexts. 情感、態(tài)度與價值觀： / 教學重點和難點 Using the simple present tense to express simple truths. Asking ?wh‘ questions to find out specific information. 教學媒體 Tape 課前學生準備 Some food for piic Grammar Practice Book 教學過程 備注 Pretask preparation 1. Daily talk. hamburger BigMac McChicken apple pie French fries icecream Coke milk orange juice 2. Recite the words of page 7 3. Divide students into groups. Ask them to put their food on the group‘s desk. Ask: What have you got? Whiletask procedure 1. Put some food on the table and work in pairs. 2. Ask and answer: A: What have we got? B: I‘ve/We‘ve got 3. Play the cassette. Students listen and follow in their books. 4. Students listen and repeat. 5. Give the students two minutes to remember what each character has got. 6. Ask the students to close their books. Ask: What has got? 7. Encourage the more able students to try to recall what all the characters have got. Ask: What have they got? 8. Play a game: A piic. What have you got? 9. Ask and answer on page 8 What have they got? what will they prepare for Liuhe on 25th of September. Posttask activity Make some dialogues. Consolidation Grammar Practice Book page 6 板書設計 A piic food (復數(shù) ) / have a piic What have you got? I‘ve got… We‘ve got… What has he got? He‘s got… 作業(yè)布置 1. Read the text. 2. Do some exercises. 3. Listen to the tape. 教學效果反饋 What have you got? I‘ve got…We‘ve got… What has he/she got? He‘s/She‘s got… 這兩種句型學生操練的很熟練， 讓他們討論去瀏河營地帶一些什么食物也是很興奮。 ? 課題 Module 1 Getting to know you Let’s make a cake. 教學目標 知識與技能： Asking ?wh‘ questions to find out various kinds of specific information about an event. . What do we need? Using indefinite determiner to refer to an unspecified amount/number of thing. . We need some— using the simple present tense to express opinions. Using modals to make requests. . Can I have a bowl, please? Using imperatives to give instructions. 過程與方法： Identify key words in an utterance by recognizing the stress. Use modeled phrases and sentences to municate with teachers and other learners. 情感、態(tài)度與價值觀： 做媽媽的小幫手 教學重點和難點 Asking ?wh‘ questions to find out various kinds of specific information about an event. Using indefinite determiner to refer to an unspecified amount/number of thing. 教學媒體 Tape multimedia 課前學生準備 Things we need for making a cake Workbook 教學過程 備注 Pretask preparation 1. Daily talk. 2. Play the game. 3. Take out a cake. Ask: Does your mum make cakes? What do we need to make a cake? 4. New words a) sugar, salt b) Make phrases: how much salt , much sugar , some butter , how many bottles of juice , a spoon of salt , two bowls of milk c) Say the characteristic of uncountable nouns d) Flour (同音 ) flower T: The cake is sweet. So we need some sugar. Do you know salt? Is the cake salty? e) fridge, oven T: Now let‘s make a cake . what else do we need? f) delicious T: Look, the cake is fished. That smells good. It‘s delicious. Whiletask procedure 1. Play the cassette. Ask: What does Eric‘s mother and Ben need to make their cake? 2. Practice the dialogue in pairs. 3. Invite pairs of students to act the dialogue in front of the class. 4. Read: Ask and answer. Give pairs of students a few minutes to practice the dialogue. 5. Look at the slides and say :eg. That tastes nice. The cake smells good. This bee looks beautiful. These shoes looks too big. Posttask activity 1. Try to make fruit jelly S