牛津英语5A：M2 unit1 Me第1课时
Period 1
Contents:
A: Words: at(time), morning, way(method)
B: Structures: This is the way I wash my face鈥�
鈥� at half past one in the afternoon.
C: Functions: Comprehending a simple text.
Learning tagets:
A: Basic aims: 1. Reading: Locate specific information in a
short text in response to
questions.
Identify main ideas from a text
With teacher report.
2. Writing: Develop written texts by putting
words in a logical order to make
meaningful phrases or
sentences.
Develop written texts by adding
Personal ideas and information
to writing when a model or
framework is provided.
B: Further aims: Add some other information as many as
possible.
Language focus:
1. Using the simple present tense to describe habitual actions
2. Using prepositions to indicate time
Materials and aids: Student鈥檚 Book 5A page 16
Cassette 5A and a cassette player
A big clock face
Unit position: Students have learned the simple present
tense in Grade Four. They know how to use
prepositions to indicate time. In this period,
they will continue to use the simple present
tense to describe habitual actions and use
prepositions to indicate time.
|
Step |
Contents |
Methods |
|
Pre-task preparation While-task procedure Post-task activity Consolidation |
Song Review Words Sentences: |
1. Sing a song 2. Use a big clock face to review time. T: What time is it? S: It鈥檚 鈥� o鈥檆lock. It鈥檚 half past 鈥� 1. Draw a timetable on the board. Write: wash my face, clean my teeth, go to school, eat my lunch, ride my bicycle and read my book in one column. Invite the students to Look at the pictures in Sing and act. They then fill in the time the characters do the above activities. 2. Play the recording: Sing and act. Students listen and follow in their books. 3. Ask the class circle all the 鈥業鈥� in the two paragraphs. 4. Ask the students to Underline all the 鈥榳ash my face鈥� and 鈥榚at my lunch鈥� in the two paragraphs. 5. Play the recording again. Students listen and repeat. 6. Split the class into two groups. All the students in Group A write two paragraphs for the other two activities the characters do in the morning. Group B writes two paragraphs about the activities the characters do in the afternoon. 7. The two groups take turns and sing. 8. Invite the more able Students to sing and act. Have each individual sing and act for one activity. 1. Ask the class to sing and act the whole song together. write the sentences on the board. 2. Write: I wash/clean/go/ eat/ride/read鈥� He/she washes/cleans/goes/eats/ rides/reads鈥� on the board Underline the 鈥榮鈥� or 鈥榚s鈥� at the end of each action verb. 3. Ask the class to read the two paragraphs in Point, sing and act. 4. Invite an individual student to pretend washing his/her face in front of the class. Prompt the whole class to point to that student when they sing the first line. Ask the class to follow the way that student acts when they sing the second and the third lines. The class point back to that student when they sing the fourth line. 5. The student standing in the front uses the clock face to show the time he/ she does the activity. 6. The class look at the clock face and sing the last line. 7. Repeat Steps 12-14 to finish singing the whole Song. A new song 1. Draw a timetable on the board. Divide the table into three rows. Invite an individual student to come to the board and write down an activity he/she usually does in the morning in the first row. Reminds him/her to write down the time as well. Invite another student to fill in the afternoon session. Ask a third students to fill in the evening session. Encourage the students to write activities they have learned other than the ones printed in their books. 2. Give the class two minutes to read the timetable and prepare for singing. 3. The three students take turns to act in front of the class. 4. The whole class sing together. 5. Allow the more able student to do this activity in groups or in pairs. Grammar Practice Book 5A page 13 |
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