Module 3 Things around us

情感、態(tài)度與價值觀：對家具的愛護(hù)。
教學(xué)重點(diǎn)和難點(diǎn) asking the simple past tense to talk about past states
e.g. the picture was beside the window.
asking ‘wh-’ questions to find out position
e.g. where is it now?
using prepositions to indicate position
e.g. it’s beside the mirror now.
教學(xué)媒體 word and picture cards
課前學(xué)生準(zhǔn)備 english book, some pictures of the furniture.
教學(xué)流程 pre-task preparation
1.daily talk.
2.review page 31.
3. ask: what furniture have you got at home?
introduce: furniture, lamp, rug, sofa and mirror, using the word and picture cards.
3.invite different students to tell you some english words that they may know for different kinds of furniture. write the words on the board.
4.play the cassette: look and learn.
5.play again. the students listen and repeat.
6.read: look and act. the students practise the model dialogue.
7.work in pairs, the students take turns to ask and answer questions about the pictures.
8.invite a few pairs to ask and answer questions in front of the class.
while-task procedure
1. invite different students to come to the front of the class and to move a small classroom item from one place to another. encourage the students to follow the model dialogue. e.g. the book was on the desk. where is it now?
consolidation
 grammar practice book page 31,32
板書設(shè)計 lamp   shelf   rug    picture   sofa   mirror
the picture was beside the window. where is it now?
it’s beside the mirror now.
教學(xué)效果的反饋   本節(jié)課的內(nèi)容是在上節(jié)課的基礎(chǔ)上展開運(yùn)用的，繼續(xù)學(xué)過去式。同學(xué)們對過去式有了進(jìn)一步的感知和理解。本課有幾個重點(diǎn)單詞，如shelf的復(fù)數(shù)變化   furniture 是不可數(shù)名詞 move 的讀音等要求同學(xué)們熟練掌握。本課句型同學(xué)們能熟練掌握和運(yùn)用。同學(xué)們利用身邊的物品相互自編對話來鞏固和操練本課句型，興致高漲。作業(yè)中看出同學(xué)們對過去式還是沒入心，需要不斷的再現(xiàn)和鞏固。

課題 module 2 my favourite things
unit 3 at home
make and play
教學(xué)目標(biāo) 知識與技能：using imperatives to give instructions
using the simple past tense to talk about states.
using the simple present tense to express simple truths
using prepositions to indicate position
過程與方法：recognize differences in the use of intonation.
            produce simple phrases and sentences.
            identify main ideas from a text with teacher support.
          use appropriate intonation in questions and statements.