廣州版五年級英語下冊教案.doc

Module 1 Our life一. 教學(xué)內(nèi)容分析Module 1的話題是“Our life”， 學(xué)生在四年級及五年級上學(xué)期已經(jīng)學(xué)習(xí)了大量的有關(guān)這方面話題的句子，而本單元主要的是學(xué)習(xí)一般現(xiàn)在時第三人稱的陳述句和疑問句。Unit 2是用電話對話的形式引出Jiamin平時學(xué)習(xí)的情況，這打電話的日常用語在四年級的Module 4 Unit 11 的Fun with language 以笑話的形式出現(xiàn)過，但大部分學(xué)生對此印象不深。本單元的句型should/shouldnt 可以與五年級can/cant must/must句型和句子聯(lián)系起來教學(xué)。二教學(xué)對象分析到了本學(xué)期，學(xué)生已經(jīng)差不多學(xué)了三年的英語了，有的或許是五年了，我們在教學(xué)中應(yīng)該注意從以培養(yǎng)學(xué)生聽，認，說能力為主轉(zhuǎn)移到以培養(yǎng)他們的閱讀，寫作能力為主。學(xué)生已有了幾年英語的基礎(chǔ)，老師特別要注意培養(yǎng)學(xué)生的綜合運用語言的能力，幫助學(xué)生把所學(xué)知識系統(tǒng)化，教會學(xué)生學(xué)習(xí)的方法，在適當(dāng)?shù)臅r候可培養(yǎng)學(xué)生的自學(xué)能力。三教學(xué)策略Module 1的內(nèi)容比較接近生活，我們在教學(xué)的過程中應(yīng)盡量與實際聯(lián)系起來，設(shè)計多個活動讓學(xué)生在情景中學(xué)習(xí)、鞏固，學(xué)會用英語做事情。本冊書開始讓學(xué)生接觸音標，我們在音標教學(xué)時要注意結(jié)合學(xué)生的學(xué)習(xí)規(guī)律，避免將教學(xué)內(nèi)容變得僵死化。我們可以先呈現(xiàn)音標例詞，讓學(xué)生小組討論，尋找共同音素，發(fā)現(xiàn)發(fā)音規(guī)律。讓學(xué)生在理解的基礎(chǔ)上，再自我發(fā)現(xiàn)新知識，他們會對學(xué)習(xí)內(nèi)容更加感興趣，印象更深刻。四 教學(xué)目標(一)語言技能X k B 1 . c o m1. 聽做: 能根據(jù)聽到的內(nèi)容指認本單元的新單詞, 能聽懂別人談?wù)撃橙巳粘Ｉ盍?xí)慣的語句及課文對話內(nèi)容.2. 說唱: 能運用本單元的語言材料在真實情景中打電話、談?wù)搫e人的生活習(xí)慣，對別人提出建議，以及能唱書中和老師編的歌和詩3. 玩演: 能積極參加課堂游戲及嘗試表演課文內(nèi)容和故事.4. 讀寫: 能讀本課的新單詞, 讀懂課文, 正確書寫本課的四會單詞和重點句型.(二)語言知識1. 詞匯:New Words: 四會: study, early, subject, hour, practice, piano, than, pen friend, glad, Id be glad to. , may, e-mail, each, other, each other, noon, begin, teach, soon, worried, be worried about, tired, hand in, on time, do well (in),should, worry, catch up with, together, seldom, shouldnt三會: former, LeedsSentence Structure: Could you help me? Id love/be glad to.May I speak to?This isspeaking.What/What time/Who/Whose/Where does he/she do?He/She always/usually/often/seldom/never does .I/You/He/She should/shouldnt do 2. 語法:能正確表達一般現(xiàn)在時第三人稱的句子 能正確運用情態(tài)動詞should/shouldnt 表達，介詞to, for的正確運用。 3. 語音: 能正確運用音素/i:/, /i/, /p/,/b/,/t/,/d/拼讀單詞，能讀準第三人稱單數(shù)動詞，并能用升降調(diào)讀出本單元的單詞，并用正確的語調(diào),語音說本課的交際用語. 4. 話題：能用所學(xué)知識打電話、談?wù)搫e人的生活習(xí)慣，并能說出在日常生活中哪些事情應(yīng)該做的，哪些不應(yīng)該做的(三).情感態(tài)度能積極主動地參加老師所組織的課堂活動，在學(xué)習(xí)過程中享受學(xué)英語的樂趣。在教學(xué)過程中對學(xué)生進行環(huán)境教育，灌輸綠色奧運概念，小學(xué)生要響應(yīng)號召節(jié)能減排。教育好學(xué)生保護環(huán)境。愛護花草樹木，不要亂仍垃圾，教育學(xué)生要節(jié)約用水。(四).學(xué)習(xí)策略: 1. 能積極與他人合作，共同完成任務(wù)。2. 能對所學(xué)習(xí)內(nèi)容主動練習(xí)和實踐。3. 能積極運用所學(xué)的知識。(五).文化意識：了解西方人與朋友約會時一些不應(yīng)該做的事情 二. 教學(xué)重點,難點重點: 運用本課的單詞,句型去談?wù)撃橙说纳睿騽e人提出建議.難點:一般現(xiàn)在時第三人稱單數(shù)動詞的變化三. 教學(xué)媒體圖畫,電腦,軟件,鼓四. 課時本單元用8課時完成,Unit 1 :3課時;Unit 2:3課時;Unit 3:2課時.五. 課時設(shè)計X k B 1 . c o m Unit 1 第一課時一.內(nèi)容 Dialogue(書P1-3)二.語言點Vocabulary: 四會：study, early, subject, hour, practise, piano, than, pen friend, Id be glad to, may, e-mail, each other三會：former ，LeedsSentence Structure: What/What time/Who/Whose/Where does he/she do?He/She always/usually/often/seldom/never does .Could you help me? Id love/be glad to.三.任務(wù)Talk about ones life.四.教學(xué)過程(一)Leading-in1. 出示P1的圖畫并問學(xué)生：A. What are they doing?B. What does he/she usually do at/in?2根據(jù)學(xué)生的答案導(dǎo)出課題和本課的主要內(nèi)容 (二)Pre-task1. 出示“Sue”正在彈鋼琴的照片2. 問：Whos she? How old is she?What does Sue do on Weekdays?Do you want to be her pen friend?3. 教單詞：practise, piano, than, hour, pen friend ，Id be glad to. E-mail, each, other, each other (讓學(xué)生注意practise的讀音和一小時的表達法：an hour)(三)While-task1. 學(xué)生聽錄音3次，回答問題A. Is Sue Miss Whites former pupil?B. Does Sue study at Lily school in Leeds, England?C. How does Sue go to school?D. What subjects does Sue study at school.?2. 檢查答案并教單詞：former, Leeds, subject, 3. 跟讀課文2次，4. 小組分角色讀，演課文（可以給適當(dāng)?shù)膱D畫和句子或表格做提示）5. 檢查。(四)Pro-task and Check1. 讓學(xué)生把課文中談到Janet的日常生活的句子找出來，并在小組內(nèi)說一說。2. 檢查，并讓學(xué)生觀察這些句子的動詞，總結(jié)一般時第三人稱單數(shù)動詞的變化。3. Sing along邊跟唱邊做動作.4. 總結(jié)本節(jié)課的新單詞和語法知識。5. 出示活動手冊P1第一題的圖畫，讓學(xué)生互相問問說說圖畫中人物的生活。6. 檢查。7. 筆頭練習(xí)：根據(jù)活動手冊P1圖畫填單詞。（如果時間不夠，可作為課后作業(yè)。）A. Ann _ the _ every day.B. Judy _ her homework in the evening on weekdays.C. Tim _ to school by _.D. John _ his friends every Saturday.E. Marry _ at Rose School.F. Ken always _ the _ for half an hour every day. 8. 檢查。（五）Homework1 抄讀本節(jié)課的四會單詞：一個一行，邊抄邊讀。2 完成活P13 熟讀課文。 Unit 1 第二課時一.內(nèi)容 Rhyme, Work with language(1, 2) 二.語言點 Vocabulary：noon, begin, teach, soon Sentence Structure: What/What time/Who/Whose/Where does he/she do?He/She always/usually/often/seldom/never does .三.任務(wù)http:/w w w.xkb1. com能運用所學(xué)知識談?wù)撃橙说纳?。?教學(xué)過程(一) Leading-in1.評講活的作業(yè)。2.Sing the song the tapeJanet gets up early every day。（二）Pre-task1. 讓學(xué)生根據(jù)歌詞想一想：What do you think of Janet? Why?2. 出示“Rhyme”，并教育學(xué)生要養(yǎng)成準時的良好習(xí)慣。3. 讓學(xué)生打著拍，讀Rhyme4. 師說：要做到準時，首先要安排好自己的時間，現(xiàn)在讓我們看看Sue是怎樣設(shè)計自己的時間表的。5. 出示W(wǎng)ork with language 1，教單詞：noon, begin6. 老師先做示范，然后讓學(xué)生根據(jù)時間表討論一下Sue 的日常生活。Model: Sue gets up at seven in the morning on weekdays.7. 檢查(三).While-task8. 比賽讓學(xué)生用What/What time/How/Does小組內(nèi)提問和回答，看哪一組能提出最多的問題，并回答正確。9. 小結(jié)：一般現(xiàn)在時第三人稱單數(shù)的陳述句和疑問句的表達。10. 讓學(xué)生仿照Sue的時間表，想一想，寫一寫自己的時間表11. 游戲：馬拉松先請一位學(xué)生說一個關(guān)于自己的生活的句子，如：I get up at seven in the morning. 然后第二位學(xué)生重復(fù)第一位的句子，但要變?nèi)朔Q，并再說一個關(guān)于自己的生活的句子，如：He/She gets up at seven in the morning. I have breakfast at seven thirteen. 然后再請第三位學(xué)生重復(fù)剛才兩位說的句子，再說一個關(guān)于自己生活的句子，如：He/She gets up at seven in the morning. He/She has breakfast at seven thirteen. I go to school at eight.這樣一直接下去，看誰能接到最后。12. 根據(jù)游戲中學(xué)生的表現(xiàn)和說的情況總結(jié)。(四)Post-task and Check13. 采訪：采訪一下你的同學(xué)，問問他們父母平時的生活時間。When/What time does your father/mother?He/She Gets upGo to workGo to bedFatherMother 14. 總結(jié)采訪的情況和本節(jié)課的內(nèi)容。 (五)Homework1. 家庭聽寫Unit 1的四會單詞.2. 按照書P5的時間表，說說讀讀關(guān)于Sue日常生活的句子。3. 完成活P3的第5題。Unit 1 第三課時一.內(nèi)容 Work with language3 P2-4二.語言點 Vocabulary: Unit 1的單詞 Sentence Structure: What/What time/Who/Whose/Where does he/she do?He/She always/usually/often/seldom/never does .三.任務(wù) 能運用所學(xué)知識做相關(guān)的練習(xí)或活動。四.教學(xué)過程(一) Leading-in1. Have a dictation2. Check the homework in 3. Talk about Sues life according the timetable.(二) Pre-task4. 做一做Work with language35. 檢查，對答案。6. 向?qū)W生介紹“e-mail”的格式。7. 讓學(xué)生做一做活P2的第3小題。8. 對答案，并讓學(xué)生讀一讀。9. 出示活P2第四題的畫。10. 讓學(xué)生比較圖中人和動物，說說他們的特征。11. 讓學(xué)生讀一讀本題的句子，并把句子的編號寫在相應(yīng)圖的括號內(nèi)。(三)While-task12. 出示一幅畫有兩個女孩在練鋼琴，一個練了2個小時，一個練了1個半小時，一個短頭發(fā)，一個長頭發(fā)。13. 讓學(xué)生根據(jù)圖畫提出問題，并回答。14. 讓學(xué)生比較圖畫中的人物，仿照活P2第四題的句子，寫一段話（不少于5句）。15. 根據(jù)學(xué)生寫的情況小結(jié)。16. 做一做活P4第6題17. 檢查，對答案。 (四)Pro-task and Check18. 出示幾位外國小朋友的相片或圖畫，19. 讓學(xué)生說說自己想知道關(guān)于他們哪方面的情況，并用問題的形式說出來。20. 老師回答他們的問題。21. 讓學(xué)生小組說說自己的校園生活。22. 根據(jù)學(xué)生的實際情況總結(jié)。(五)Homework http:/w w w.xkb1. com讓學(xué)生選擇以上一位自己喜歡的外國小朋友作為自己的筆友，仿照書P5并用e-mail的形式向他或她介紹一下自己的校園生活。 Unit 2 第一課時一.內(nèi)容 Dialogue ,Fun with language二.語言點 Vocabulary: worried, be worried about, tired, hand in, on time, do well in(in), should, worry, catch up with, together, seldom, shouldnt=should notSentence Structure: May I speak to?This isspeaking.He/She always/usually/often/seldom/never does .I/You/She/He should/shouldnt三.任務(wù) 能正確用電話用語，能用英語介紹別人的日常生活.四.教學(xué)過程(一)Leading-in1.Free talk. May I speak to?This is speaking How are you? Im fine, thank you. And you?Im fine too. Thanks.2. 看情景，說說應(yīng)該跟這些小朋友說寫什么話A 小朋友在墻上畫畫B 小朋友摘公園的花C 小朋友喂動物園的猴子 (二)Pre-task1. 出示圖畫（Jiamin）2. T：This is my pen friend Jiamin. What does he look like?3. 出示Jiamin另一幅又瘦又累的圖片4. T: What does he look like now?5. 引導(dǎo)學(xué)生說出句子：He looks thinner now than before. He looks tired.6. T：Why Jiamin looks thinner now than before? Why he looks tired?7. 讓學(xué)生小組猜猜其原因。He usually/often/sometimes/seldom/never.(三)While-task8. 聽課文錄音3次，找出真正的原因。并說說他的不良表現(xiàn)。9. 教單詞：hand in, on time, do well(in)10. T: Im worried about my pen friend Jiamin. What should Jiamin do? Lets help him together. 11. 教單詞：worry, worried, be worried about, together.12. 讓學(xué)生小組討論給Jiamin的建議。He should/shouldnt13. 檢查并出示書Dialogue2, 讓學(xué)生讀一讀，并對學(xué)生進行情感教育。(四)Pro-task and Check14. 跟讀課文2次，分角色朗讀，并小組表演。15. 檢查，評價。16. 給出情景，讓學(xué)生小組扮演打電話。D 打電話采訪教練,了解一位拿了奧運金牌的運動明星的狀況.E 打電話問問筆友近來的生活狀況F 媽媽打電話幫孩子請假.17. 檢查, 評價18. 總結(jié)：1、本節(jié)課的單詞 2電話用語 3. 如何向別人提出建議. (五)Homework2 抄讀本課單詞一個一行。3 完成活unit 2第1，5題。Unit 2 第二課時一.內(nèi)容 Sound families 活Unit 2 第3, 4 Fun with language二.語言點 Vocabulary: bee, bead, pit, pea, deed, pit , deep, tipSentence Structure:He/She always/usually/often/seldom/never does .I/You/She/He should/shouldnt三.任務(wù) 能用英語向別人提出建議，能用發(fā)音規(guī)律正確讀準單詞四.教學(xué)過程(一) Leading-in1 評講作業(yè)活P5第1題聽力2 再放錄音，讓學(xué)生注意這題動詞結(jié)尾的讀音：gets, looks, has, practices, goes3 歸納一般現(xiàn)在時第三人稱單數(shù)動詞的變化(二) Pre-task1 出示Sound families 3 a的單詞2 讓學(xué)生聽聽它們的讀音，說說詞尾s的發(fā)音，并引導(dǎo)他們找出發(fā)音規(guī)律。3 同樣方法教Sound families 3 b，c，d，e4 讓學(xué)生按照規(guī)律再把Sound families 3 的單詞讀一遍5 給出單詞，讓學(xué)生運用發(fā)音規(guī)律嘗試讀出來6 讓學(xué)生讀Sound Families4的句子，注意動詞詞尾的讀音7 逐條呈現(xiàn)Sound Families1的單詞8 讓學(xué)生讀一讀，討論紅色字母的發(fā)音，找出它們的共同音素9 讓學(xué)生嘗試讀出Sound Families2的單詞。10 讓學(xué)生讀出活Unit 2第3題的單詞和句子11 讓學(xué)生讀讀活Unit 3第4題的例子，注意“stays”的詞尾音12 小組討論例子三個句子有什么變化13 根據(jù)變化規(guī)律，完成本題14 對答案，并讀一讀，注意第三人稱單數(shù)動詞的讀音。(三) While-task1.玩游戲：Grandma says (Fun with language)A一位同學(xué)抽句子條，并把句子讀出來，B其他同學(xué)做句子意思相反的動作。（當(dāng)是“should”就不做，“shouldnt就反而按照句子的意思做。）C抽6位同學(xué)出來根據(jù)其他同學(xué)說的句子做相反的動作。玩前先示范2次。2評講活P5第5題3. 出示笑話：4. 小組討論：What do you think of her? What should she do?5. 檢查,小結(jié)6. 讓學(xué)生小組扮演笑話,并抽查,評價.(四).Pre-task and Check7. 讓學(xué)生小組說說自己平時的學(xué)習(xí)表現(xiàn),其他同學(xué)向他提出建議。8. 小組用本班一位同學(xué)的表現(xiàn)，仿照課文編對話，并分角色扮演老師打電話家訪。9. 抽查，評價。10. 總結(jié)本節(jié)課的教學(xué)內(nèi)容及學(xué)生的表現(xiàn).(五).Homework1 讀準課文，并嘗試背下來。2 家聽Unit2的單詞Unit 2 第三課時一.內(nèi)容 Work With Language 活Unit2第2，6題二.語言點 Vocabulary: Unit2的單詞 Sentence Structure : He/She always/usually/often/seldom/never does .I/You/She/He should/shouldnt三.任務(wù) 能用英語談?wù)搫e人的生活，并向別人提出建議。四.教學(xué)過程(一)Leading-in1. have a dictation(二)Pre-task1. 出示W(wǎng)ork With Language1的圖2. 讓學(xué)生根據(jù)圖畫提出問題，并說出答案3. 讓學(xué)生根據(jù)左邊的單詞，先將圖畫編號4. 完成Work With Language15. 讀一讀答案，注意動詞的讀音。6. 給出情景，讓學(xué)生說說情景中人物的日常生活表現(xiàn)，并給出建議7. 仿照例子，小組說說Work With Language 2的圖8. 抽查(四) While-task9. 做活Unit 2第2題A 先讀一讀所要判斷的句子B 再讓學(xué)生聽錄音C 評講答案，錯的讓學(xué)生說出原因10. 做活Unit2第6題11. 評講答案12. 分角色朗讀本題的對話(五) Pro-task and Check13. 小組根據(jù)對話內(nèi)容,討論給Sally的建議 14. 根據(jù)對話內(nèi)容，寫出問題的答案A Are Sallys eyes good?B Does Sally often help her mother do housework at home?C Whos Mr. Chen?D How is Sally at school?E Which sport is she good at?15. 檢查，小結(jié)16Guessing Game：老師說一段關(guān)于班里一位同學(xué)在學(xué)校表現(xiàn)的話，讓學(xué)生猜出是誰17讓學(xué)生用英語寫寫自己最要好的同學(xué)在學(xué)校的表現(xiàn)18讓學(xué)生讀一讀自己所寫的內(nèi)容19根據(jù)學(xué)生寫的情況總結(jié) (五)Homework1 修改課堂所寫的一段話2 用英語說說自己的學(xué)習(xí)表現(xiàn)，并寫寫對自己的建議，Unit 3 第一課時一.內(nèi)容 Story Time二語言點Vocabulary: sleepy, more minutes, asleepSentence Structure: He/She always/usually/often/seldom/never does .I/You/She/He should/shouldnt三.任務(wù) 理解故事內(nèi)容,能綜合運用本單元的知識做聽,說,寫的練習(xí)或活動.四.教學(xué)過程(一)Leading-in1. 聽寫Module 1的單詞2. 讓學(xué)生把對自己的建議向全班讀一讀，鼓勵他們要養(yǎng)成好的習(xí)慣(二)Pre-task3. 呈現(xiàn)Story的第1，4幅圖畫4. 討論問題：P1:What are piggy and poggy doing in picture 1?What time is it?Should we watch TV at this time? Why?P4: Do piggy and poggy like the programme? Why?5. 聽錄音，檢查答案6. 讓學(xué)生猜單詞的意思：asleep, sleepy, more, (故事內(nèi)容) minute（hour）7. 教以上單詞 (三)While-task8. 分角色讀，演故事。采訪：讓學(xué)生用句型：Whats your name?What time do you? 采訪同學(xué)，完成下表NameGet upGo to school9. 讓學(xué)生根據(jù)采訪結(jié)果, 仿照書 “PROJECT” 做一做, 寫一寫, 提醒學(xué)生要注意人稱的變化及動詞的變化9. 抽查學(xué)生,并讓他們讀一讀.,并根據(jù)所做情況小結(jié). (四)Pro-task and Check10. 做 Unit 3的第1題A. 先讓學(xué)生把給出的答案讀一遍B. 聽錄音,做題目,教會學(xué)生要學(xué)會聽關(guān)鍵詞C. 評講11. 做Unit3的第3題A. 看圖寫出句子所缺的單詞B. 讓學(xué)生讀一讀句子,注意動詞詞尾的發(fā)音C. 讓學(xué)生同位根據(jù)圖畫和句子,提出問題,并回答. 12. 總結(jié) (五)Homework1. 完成unit3 第5題2. 寫寫父母的日常生活Unit 3 第二課時一.內(nèi)容 Did you know? Additional wordsSelf-assessment二.語言點 Vocabulary: chat, hurry, straight, Sentence Structure: He/She always/usually/often/seldom/never does .I/You/She/He should/shouldnt三.任務(wù). 能用所學(xué)知識完成課堂活動或練習(xí)四.教學(xué)過程(一)Leading-in 評講的作業(yè)(二)Pro-task1. Sing a song2. 根據(jù)歌詞和實際,說說我們在課堂上哪些是應(yīng)該做的,哪些是不應(yīng)該做的(三)While-task1. 呈現(xiàn)Additional words的圖畫2. 判斷should/shouldnt3. 呈現(xiàn)Additional words的句子4. 猜猜單詞chat, hurry, straight的意思.5. 把句子與相應(yīng)的圖畫連起來.6. 呈現(xiàn)Did you know?的圖畫7. 讓學(xué)生用英語談?wù)搱D畫的意思8. 出示句子9. 向?qū)W生介紹西方人日常生活中一些不應(yīng)該做的事情10. 讓學(xué)生比較中西方在這些事情上的做法有什么相同與不同11. 讓學(xué)生小組討論我們?nèi)粘Ｉ钪心男┦菓?yīng)該做的,哪些是不應(yīng)該做的.12. 做unit 3的第4題A. 找出關(guān)鍵詞B. 寫出圖的編號,并畫出鐘的時間C. 檢查答案13. 做unit3的第2題A. 讀一讀題目所給的句子B. 聽錄音,判斷句子正誤C. 評講答案, 要求學(xué)生說出錯的原因14. 做unit3的第6題A. 讀短文B. 分清e-mail的內(nèi)容是寫誰C. 比較兩封e-mail的內(nèi)容,找出兩者的相同點和不同點D. 填表,評講 (四)Pro-task and Check1. 完成Self-assessment2. 總結(jié)學(xué)生的表現(xiàn)及本單元的主要內(nèi)容(五)Homework 仿照P13寫一封e-mail給老師, 內(nèi)容主要是關(guān)于自己的日常生活.Module 2 Seeing a DocotorUnit 4 Janet Fells Ill?DialogueObjectives1、To learn the names of common illness in English.2、To learn to express different feelings and symptoms when being ill , and ways of talking to a doctor .3、To practise advice, especially when someone is ill .4、To raise the awareness of fostering healthy living habits.5、在教學(xué)過程中對學(xué)生進行環(huán)境教育，灌輸綠色奧運概念，小學(xué)生要響應(yīng)號召節(jié)能減排。教育好學(xué)生保護環(huán)境。愛護花草樹木，不要亂仍垃圾，教育學(xué)生要節(jié)約用水。Suggestions 1、Show the pictures of the topic page. Let the pupils look at the pictures and talk about how those people feel and guess what problem they have (in English or in Chinese). 2、Teach the new worlds on the topic page after the pupils work out the meaning of each picture. 3、Then tell them that if they feel ill, they need to see a doctor, and subsequently introduce the topic of this module and Unit 4. 4、Show the pictures in 1 and ask the pupils to talk about the pictures. 5、Bring forth the questions in 2 and then play the tape. 6、Check the questions in 2 with the pupils to get a general idea of the dialogue. 7、Play the tape for the second or third time and ask the pupils to listen to what Mrs. Webb and Janet said respectively. 8、Group the pupils and ask them to read the dialogue in roles, and help them imagine the feeling and intonation of a patient. 9、Get the pupils to discuss in groups about what Janet should do and share with whole class.Work with LanguageObjectives 1、To practise advice like “You should ”and “You shouldnt ”.2、To learn more adjectives to describe illness.3、To help understanding what is supposed to do and what is not supposed to do in order to keep healthy.Suggestions w W w .X k b 1. c O m1、In this part, establish a situation that many pupils feel ill today , and the school invites a doctor here for consultation . Then ask the pupils what the doctor will do and say .2、Tell the pupils that the doctor goes to see the pupils who are not feeling well first . 3、Then show pictures from 1, teach the new words and talk about the pictures together with the pupils .4、The pupils finish 1, then you check the answers with them.Then tell the pupils that the doctor is coming to the class and help them know how to keep healthy.6、Play the tape and let the pupils finish 2. 7、Group the pupils and ask them to give advice to each other in order to live a healthier life .Unit 5 Janet Goes to the DoctorsDialogueObjectives 1、To expose pupils to situations of seeing a doctor, and to get to know the language used in clinics . 2、To review using third person singular to describe a persons habits and routines . 3、To learn more new words and and expressions about seeing a doctor.Suggestions 1、Remind the pupils of Janets illness, and tell them that shes going to see the doctor today. 2、Get the pupils to predict what the doctor will do and say. 3、After the prediction, teach the new words and the new expressions in the dialogue. 4、Play the tape and ask the pupils to listen carefully and check their predictions. 5、Let the pupils read the dialogue in groups. 6、Then ask the pupils to think about what they would ask and what they wouldnt say if they were Janets doctor. 7、Ask the pupils to finish 2, and then check the answers .Sound FamiliesObjectives 1、To raise awareness of the letter-sound and sound-spelling correspondence. 2、To provide more practice in reading regular words.Suggestions 1、Show pictures in 2 and teach how to read the words.2、Ask the pupils to read after you .3、Get the pupils to observe the words in 1, and try to notice the features of the vowels and digraphs like “ck, ph”.4、Give the pupils time to experiment reading the words themselves, and give appropriate supports.5、Ask the pupils to read the words after you .Sound FamiliesObjectives http:/w w w.xkb1. com 1、To raise awareness of the letter-sound and sound-spelling correspondence. 2、To provide more practice in reading regular words.Suggestions 1、Show pictures in 2 and teach how to read the words. 2、Ask the pupils to read after you . 3、Give the pupils time to experiment reading the words themselves, and give appropriate supports. 4、Ask the pupils to read the words after you.Work With LanguageObjectives 1、To reinforce what they have learnt. 2、To learn more words and expressions about illness. 3、To work out the meaning of the language in a situation, and practise the language learnt in the situation.Suggestions 1、For 1, explain the new words and expressions bye showing the pictures or by acting them out . 2、Ask the pupils to match the pictures and the speech bubbles, and then check the answers. 3、In 2, use the pictures in the te