ShoppingForFoodⅠ.AnalysisofTeachingContentThislessonbelongstoBookⅤ,Unit3,lesson2.TheUnitmainlytalksaboutshopping.Studentscancontactmanywordsaboutfoodandfruitlikeoranges,pears,butter,tofuandsoon.WewillstudythewayofaskingpositionandgivetheanswerlikeWhereare/isthe...?andTheyare...Itis...Thisunitisrelatedtoourlifeclosely.Itcanstimulatestudents′interests.Ⅱ.AnalysisofStudentsGrade5studentsareactiveandeagertoknownewthings.TheyhavestudiedEnglishforabout2years.Theyhavealreadymasteredacertainamountofvocabularyandsentencepatterns.ButsomestudentslearnEnglishwithoutconfidenceandinterest.WeshouldpayattentiontomakingtheminterestedinEnglish.Ⅲ.TeachingobjectivesSkillObjectives1.Studentswillrecgnizeandusethevocabularysuchasabove,below,infrontof,behind.1.Studentswillaskandanswerabouttheposition.Wherearethe…?Theyare…Whereisthe…?Itis…Studentswillguesstheposition.Arethey…?Yes,theyare.No,theyare…CognitionObjectivesVocabuly:above,below,infront,behindSentencePattern:Wherearethe…?Theyare…Whereisthe…?Itis…EmotionalobjectiveDevelopapositiveattitudetowardshealthyeatingⅣ.TeachingTime40minutesⅤ.TeachingAidsAtaperecorder,flashcardsⅥ.TeachingPointsandDifficultiesTeachingPoints:Studentswillgoshoppingwiththetargetlanguage.Wherearetheoranges?Theyarebelowthepears.Whereisthebutter?Itisabovethetofu.TeachingDifficulties:Whentousewherearethe…?Whentousewhereisthe…?Ⅶ.TeachingStepsStep1.Warmup/Review(1)GreetingsAskseveralquestionsaboutweather,date…toattractstudents′attention.Askstudentsthetimenowandiftheyarehungry.Thenletthemhavesome“food”toreviewthewordslearntinlesson1.Step2.PresentationAskonestudenttocometotheblackboardwithoneflashcard.He/Sheputitatdifferentpositions.TheteacherasksWherearethe…?Thestudentsansweronebyone.Theteacherasksanotherstudenttotryagain.AskWhereisthe…?Thestudentsanswertogether.Afterthat,theteacherasksstudentstopayattentiontothewayofaskingdifferentkindsofnouns.Askstudentstoturntopage32.Listentothedialogueandpoint.Playthetapeagain,thistimestudentsreadafterthetape.TheteacherasksstudentstofinishpartBpractice.Theteachertakesoutamodelshelfwithdifferentthingsonit.Thenaskstudentstodescribetheposition.Thenputawaytheshelf.TheteacherasksWherearethepeaches?LeadthestudentstoguessusingthesentencepatternArethey…?Theteacheranswers.Practicethedialoguesforseveraltimes.Askstudentstoturntopage33.Listentothepartccarefully.Afterlistening,theteacheraskstwovolunteerstomodelthedialogue.ThenboystobeBenandgirlstobeMom,readthedialogue.Directstudents′attentiontosectionD.Askthemtolookatthepicturesandreadthewordsbelowthepictures.Askwhattheythinkthepeoplearetalkingabout.Thenleadthemtofillintheblanksandworkinpairs.Step3.PracticeFillintheblank.Where__thegrapes?____abovethepeaches.Where__tofu?____infronttheapples.____behindthepotatochips?Yes,theyare.Havestudentsturntopage87.Playthetapetwice.Askthestudentstolisten.Thenplaythetapeagainandaskstudentstosingalong.Step4HomeworkMakeamodelshelfwithdifferents.Writeashortpassagedescribingtheshelf.Step5SummaryMakeasummaryaboutthelesson.Ⅷ.BlackboardDesignShoppingForFoodaboveWherearethe…?Theyare…belowWhereisthe…?Itis…infrontofArethey…?behindYes,theyare.No,…Ⅸ.TeachingRefletion在这节课的教授过程中，课堂气氛不太活跃，学生掌握情况不是很好。我没有把这节课的重点知识单复数加以强调，导致学生在后面的对话练习中老是犯错。在进行对话练习之前没有给学生时间进行小组练习。在整个教学过程中评价过于单一。
