5A Unit 4 Candy’s morning2008

teaching aims:
1.students are able to read through the text and understand the brief meaning.
2. students are able to understand the definition and the key structure.
3. students are able to substitute the sentences with “he gets up…/brushes his teeth…/washes his face…”
4.reading is fun. students are willing to read.
5.students are able to read some extra materials.
important and difficulty:
1. words: get up/wash one’s face/brush one’s teeth/go to school/put on one’s clothes
2. basic sentences:
he gets up/wash his face/brushes his teeth/goes to school/puts on his clothes at 7:00…
teaching aids:
word cards, pictures,
teaching procedure:
1. greetings.
t: hello ,boys and girls !
let’s do and say.
6:30–get up
7:10–go to school
8:15–read books
9:40–play games
11:50– go home 
（設計意圖：在這一環節中我首先準備了一個熱身運動：do and say.使孩子們放松一下，不至于太緊張。節奏非常輕快，學生邊做，邊說，我也參與其中，這種親切的情感交流拉近了師生距離，營造出愉快、寬松、平等、合作的英語氛圍。）     
2. preparation
now,let’s play a game.(i do you guess)
(動作)get up /wash my face /brush my teeth /put on my clothes /go to school (出示卡片,學生操練)
（設計意圖：為了引出本課的話題，我用do and guess,邊做動作，邊讓學生進行猜測，先從最好猜的get up開始，逐漸引出本課新詞組。通過體態語來幫助他們理解生詞，同時導入新課。）
3.drill.
1.t:the clock is ringing.it’s 7:00.it’s time to get up.
（設計意圖：我呈現a clock，為了引起孩子們的注意，引入新課內容，我故意讓鬧鐘在整七點響鈴。）
   i get up at 7:00.when do you get up?(你什么時候起床?)
s:i get up at 7:00.
t:he gets up at 7:00.(板書)
2.t:in the morning,i get up at 7:00.then,i wash my face at 7:10.
when do you wash your face?
s:i wash my face at 7:10.
t:he washes his face at 7:10.
（設計意圖：通過上面情境引出句型i get up at 7:00.接著是句型當中第三人稱的轉換，我認為這樣的過渡比較自然。操練過程中，難度挺大，我有針對性地找幾個小幫手。學生的好奇心和從眾心理使學生勇敢地站起來操練。更重要的是在有限的時間里盡可能讓每個學生都獲得足夠的機會，實現全體參與、群體互動�。�
3.look at the pictures.it’s wang dawei’s morning.
ss(齊讀)he gets up at 7:00.
he washes his face at 7:10.
引出:he brushes his teeth at 7:10.
he put on his clothes at 7:15.
t:then,he goes to school at 7:45.
總結:這種以he 開頭的句子,動詞要發生一定變化,一般情況+s,以sh 結尾+es,以o 結尾也+es.
（設計意圖：為了有新鮮感，出示了一張wang dawei’s morning.緊接著引出其他幾組第三人稱的句型。在合作與競爭中，每個孩子的價值和重要性都在小組中得以體現。大家互相幫助，共同進步。）