小學五年級上學期英語教案 - 副本.doc

總課時：1Module Getting to know youUnit 1 Can I do this?(First Period)Language focus:Using the introductory “there” to express factse.g.: Theres the red man.Using imperatives to give instructionse.g.: Cross! Go!Using imperatives to express prohibitionse.g.: Dont cross the road.Using nouns to identify objectse.g.: The traffic lights red.Language skill:ListeningWork out the meaning of words using visual cluesSpeakingUse appropriate intonation in question and statementsReadingPredict the meaning of unfamiliar words by using context or picture cuesMaterials:Students Book 5A page 2Cassette 5A and a cassette playerWorkbook 5A page 1Word and Picture Cards 5APhotocopiable page 1Drawing paperPreparation:Bring drawing paper to the class. Make a copy of Photocopiable page 1 for each pair of students. Cue the cassette.Procedure:1 Pre-task preparationDraw traffic lights for both drivers and pedestrians on the board. Invite students to colour the lights. Introduce: traffic light using the Word and Picture Card. Discuss how to cross the road safely and what the three colours on traffic lights mean.2 While-task procedure(1) Point to the traffic light. Say: Theres the red man. Can you cross the road? or Theres the green man. Can you cross the road? to elicit: Yes/No.(2) Point to the traffic lights on the board. Invite individual students to write: Stop! / Wait! / Go! Underneath.(3) Students then work in pairs to prepare: Say and act. Have some pairs act Kitty and Ben and some pairs act the driving tutor and the driver.3 Post-task activity Workbook page 1a. Divide the students into pairs. Ask them to complete the dialogue in Read and write orally.b. Students write the missing words.c. Invite pairs of students to read and act the completed dialogue.Consolidation:Grammar Practice Book 5A page 1.Board Design:Module Getting to know youUnit 1 Can I do this?一、 cross 穿過；cross the roadroad 路，道路；traffic light 交通燈；traffic lights red/green/yellowwait 等待；wait for二、 Theres the red man.The traffic lights red三、Homework:Ross總課時：2Unit 1 Can I do this?(Second Period)Language focus:Using modals to ask for permissione.g.: Can I go out, Mum?Using formulaic expressions to reply to requestse.g.: Here you are.Language skills:Listening:Recognize differences in the use of intonation to differentiate between questions and statements.Speaking:Use appropriate intonation in questions and statements.Reading:Predict story using picture cuesWriting:Develop written texts by adding information to writing when a model or framework is provided.Materials:Students Book 5A page 3Cassette 5A and a cassette playerWorkbook 5A page 1Photocopiable page 2Preparation:Make a copy of Photocopiable page 2 for each student.Cue the cassette.Procedure:1 Pre-task preparationDraw a pedestrian traffic light on the board. Point to the red man and ask: Can you cross the road? to elicit: No, we cant. Point to the green man and ask: Can you cross the road? to elicit: Yes, we can. Write: Can I?, Can we?, Yes, I/we can. and No, I/we cant. on the board.2 While-task procedure(1) Read the “Look and say”. Students follow in their books.(2) Say: I have my dinner at six oclock. Whats your dinner time? Introduce: dinner time.(3) Students pratise the dialogue in groups of three.(4) Select groups to read and act the dialogue.(5) Give the students time to prepare: Ask and answer . Encourage the more able students to pay attention to Pictures1 and 4.Ask them to think what else Mrs Li would say, e.g. Ben: Can I go out, Mum? Mrs Li: Yes, you can. Take an umbrella. Ben and Alice: Can we watch television? Mrs Li: No, you cant. Do your homework.(6) The students finish writing the dialogues in the story individually. Walk round and provide guidance if necessary.3 Post-task activitya Students work in pairs to complete the dialogue in Write orally.b Students write the missing words.c Invite pairs of students to read and act the dialogues. The rest of the class check answers.d Review some classroom objects, e.g. pen, book, etc.Consolidation:Grammar Practice Book 5A page2Board Design:Unit 1 Can I do this?一、 out 出現，外在； go out dinner time 晚餐；at dinner time二、 Can I/we?Yes, you can.No, you cant.三、Homework:Owork 總課時：3Unit 1 Can I do this?（Third Period）Language focus:Using imperatives to give instructionse.g. Go out this way.Using imperatives to express prohibitionse.g. Dont smoke.Using the present continuous tense to describe an action taking place at the time of speakinge.g. They are going out.Using the simple present tense to express simple truthse.g. They are on the train.Using “Wh-” questions to find out various kinds ofe.g. Which sign means?Language skills:Speaking:Use modeled phrases and sentences to communicate with teachers and other leanersReading:Locate specific information in a short text in response to questionsIdentify main ideas from a text with teacher supportWriting:Gather and share information, ideas and language by using strategies such as observingMaterials:Students Book 5A page 4Cassette 5A and a cassette playerWord and Picture Card 5AWorkbook 5A page 2Preparation: Make a copy of Photocopiable page 3 for each student. Cue the cassette.Procedure:1 Pre-task preparationDraw the sign of the underground in Shanghai on the board. Prompt students to say: underground. Introduce: underground station using the Word and Picture Cards.2 While-task preparation(1) Review: sign by inviting students to draw the signs they usually find in the street. Ask them to draw the signs in an underground station and train. Introduce: underground using Word and Picture cards.(2) Introduce: smoke and way out using the signs on the board or the Word and Picture Cards.(3) Ask : Look at Picture1. Where are Mrs Wang and Alice going? to elicit: They are going to Zhongshan Park underground station. Ask: Which sign means “Zhongshan Park underground station”? to elicit: this one.(4) Ask: Look at Picture 2. What are they doing? To elicit: They are waiting for the train.(5) Ask: Look at Picture 3. Where are they? To elicit: They are on the train. Ask: Are they eating or drinking? To elicit: No, they are not. Ask: Which sign means “Dont eat or drink”? Which sign means “Dont smock”?(6) Ask: Look at Picture 4. Which sign means “Go out this way”?3 Post-task activityWorkbook page 2a Ask the students to read the sentences in the box first.b Students match the signs with the sentences.Board Design:Unit 1 Can I do this?一、underground 地下，地鐵；on the undergroundstation 站；one 一，一個；sign 標志，標識;drink 喝；which 哪一個；way 道路，方向；二、Go out this way.Dont smoke.They are going out.Which sign means?三、Homework:drink 總課時：4Unit 1 Can I do this?（Four Period）Language focus:Using imperatives to express prohibitionse.g. Dont make a noise.Using formulaic expressions to express apologiese.g. Im sorry, Miss Fang.Language skill:Speaking:Use appropriate intonation in statementsMaterials:Students Book 5A page 5Cassette 5A and a cassette playerDrawing paperPreparation:Bring drawing paper to make books of signs. Cue the cassette.Procedure:1 Pre-task preparationEncourage the students to say what they should not do in school. Prompt the less able students by asking them to think of the signs they can find in their school library, in their school hall, etc.2 While-task procedure(1) Ask the students to read “Say and act”.(2) Ask the students to look at the signs in Read and write. Ask them to match the signs with the pictures.(3) Invite groups of students to act in front of the class.Consolidation:Grammar Practice Book 5A page 3Board Design:Unit 1 Can I do this?Dont make a noise.Im sorry, Miss Fang.Homework:Homework:總課時：5Unit 2 This is what I want(First period)Language focus:Asking “Wh-” questions to find out specific informatione.g. What do you want, Alice?Using the simple present tense to make requestse.g. I want some paper, please.Using formulaic expressions to reply to requestse.g. Heres some paper.Using formulaic expressions to express thankse.g. Thank you very much.Language skills:Speaking:Use phrases and sentences to communicate with teachers and other learnersUse appropriate intonation in questions and statementsWriting:Develop written texts by putting words in a logical order to make meaningful phrases or sentencesMaterials:Students Book 5A page 6Cassette 5A and a cassette playerWorkbook 5A page3Word and Picture Cards 5APreparation:Bring scissors, glue, water, paper and tape to the class.Cue the cassette.Procedure:1 Pre-task preparationAsk the students to draw the things they usually bring for an art class on the board. Put the Word and Picture Cards: glue, scissors and tape on the board.2 While-task procedure(1) Ask the students to read “Say and act”, then ask their questions(2) Ask: What does Alice want? to elicit: She wants some paper. Ask: What do Eddie and Danny want? to elicit: They want some brushes.(3) Divide students into groups. Ask them to act the dialogue. Encourage the more able students to replace the items in the dialogue with other stationery items.(4) Put a variety of stationery items on your desk. Invite individuals and pairs to come out and ask for an item.(5) Introduce: wrapping paper, ribbon, envelope and stamp to the more able students.3 Post-task activityWorkbook page3a Students work in pairs to complete the dialogue in Read and write orally.b Invite pairs of students to read and act the dialogues.c Students write the missing words.d Encourage the more able students to act the dialogues using different stationery items.Consolidation:Grammar Practice Book 5A page 4Board Design:Unit 2 This is what I want一、 want 想要； glue 膠水；paper 紙； scissors 剪刀；tape 膠帶，磁帶；二、 What do you want？I want some paper，please.Heres some paper.Thank you very much.三、Homework:1總課時：6Unit 2 This is what I want（Second Period）Language focus:Asking “Wh-” questions to find out specific informatione.g. What do you want?Using the simple present tense to make requestse.g. I want a Mc Chicken and some orange juice, please.Using attributive adjectives to describe objectse.g. a large CokeLanguage skills:Listening:Locate specific information in response to simple instructions or questionsSpeaking:Open an interaction by eliciting a responseMaintain an interaction by providing information to questionsMaterials:Students Book 5A page 7Cassette 5A and a cassette playerWorkbook 5A page 4Photocopiable page 4Preparation:Make a copy of Photocopiable page 4 for each student.Cue the cassette.Procedure:1 Pre-task preparationDraw McDonalds trade mark on the board. Ask: Do you like to go to McDonalds? What do you like to eat? Do you like? to review food vocabulary. Introduce: French fries, Mc Chicken and BigMac.2 While-task procedure(1) Ask the students to look at “Look and say”, then ask the students to act the dialogue.(2) Ask individual students: What doeswant? to elicit: He /She wantsThe rest of the students check answers.(3) Distribute a copy of Photocopiable page 4 to each student. Tell the students that they are ordering food from McDonalds for the school picnic. Each of them has thirty yuan. Students look at the price of the food on the board and circle the food they like on Photocopiable page 4.(4) Divide the students into groups. Ask the students to find out the amount of each food item they want in their group.3 Post-task activityWorkbook page 4a Ask the students to look at the pictures in Read, look and write.b Ask: What does Mrs Li /Mr Li want? to elicit: She /He wantsc Students work in pairs to complete the dialogues orally.Consolidation:Grammar Practice Book 5A page 5Unit 2 This is what I want一、 BigMac 巨無霸（漢堡）；French fries 炸薯條；McChicken 麥香雞；二、 What do you want? What does he /she want?I want He /She wants三、Homework：Board Design:總課時：7Unit 2 This is what I want（Third Period）Language focus：Using the simple present tense to express simple truthse.g. Im hungry. /Ive got someAsking “Wh-”questions to find out specific informatione.g. What have we got?Language skills:Listening:Locate specific information in response to simple instructions or questionsSpeaking:Open an interaction by eliciting a responseMaintain an interaction by providing information in response to questionsReading:Recognize familiar words in unfamiliar contextsMaterials:Students Book 5A page 8Cassette 5A and a cassette playerDrawing paperPreparation:Bring drawing paper to the class. Ask the students to collect pictures of food as well. Cue the cassette.Procedure:1 Pre-task preparationDivide students into groups. Ask them to put their pictures of food on the groups desk. Ask: What have you got? to review food items. Introduce new food vocabulary items to the more able students.2 While-task procedure(1) Ask the students to look at “Look and say”, then give the students two minutes to remember what each character has got.(2) Ask the students to close their books. Ask: What hasgot? to elicit: He /She has got some(3) Encourage the more able students to try to recall what all the characters have got. Ask: What have they got? to elicit: Theyve got someConsolidation:Grammar Practice Book 5A page 6Unit 2 This is what I wantIm hungry. What have we got?Weve got someBoard Design:總課時：8Unit 2 This is what I want（Four Period）Language focus:Using “Wh-” question to find out specific informatione.g. What do you want?Using modals to make resquestse.g. Can I have some fish, Please?Using formulaic expression to reply to requestse.g. There you are./ Here you are.Using nouns to identify objectse.g. noodles, vegetablesDifficulty:Be able to talk with the shop assistants and know some customers about buying.Materials:Students Book 5A page 9Cassette 5A and a cassette playerWord and Picture Cards 5AWorkbook 5A page 5Procedure:1 Pre-task preparationAsk the students to think what they would like to have for dinner today. Introduce: rice, noodles and vegetables using Word and Picture Cards. Invite individual students to come to the board and make their own shopping list. Allow the less able students to draw the food items in their lists.2 While-task procedure(1) Ask the students to look at “Say and act”, then ask them some questions.(2) Ask the students to close their books. Ask: What does Eric want for his dinner? to elicit: He wants(3) In pairs, the students practise the dialogue. Encourage the more able students to replace the food items in the dialogue with the things they want.(4) Invite pairs of students to read and act the dialogue.3 Post-task activity:Workbook page 5a Students read the first dialogue and complete the other dialogues orally in pairs.b Select pairs to read and act the dialogues.c Students complete the task individually.Consolidation:Grammar Practice Book 5A pages 7and 9Unit 2 This is what I want句型： What do you want? Can I have some fish, please? There you are. /Here you are.Board Design:總課時:9 Unit 3 This is what I need(First Period)Language focus:Using nouns to identify objectse.g. socksAsking “Wh-” questions to find out various kinds of specific information about a persone.g. Kitty, what do you need for school?Using indefinite determiners to refer to an unspecified number of thingse.g. some new shoesUsing attributive adjectives to describe objectse.g. a new bagLanguage skills:Listening:Recognize differences in the use of intonation to differentiate between questions and statementsLocate specific information in response to questionsSpeaking:Produce simple sentences involving repetition or listsWriting:Develop written texts by adding personal ideas and information to writing when a model or framework is providedMaterials:Students Book 5A page 10Cassette 5A and a cassette playerWord and Picture Cards 5AProcedure:1 Pre-task preparationAsk: Can you wear T-shirts to school? to elicit: No.Introduce: uniforms, shoes and socks using Word and Picture Cards.2 While-task procedure(1) Introduce: new, old. Compare a new and an old item. Say: This is new/ old.(2) Ask the students to find out what Kitty needs for school. (3) Ask the students to close their books and answer my question.(4) In pairs, the students practise the dialogue.Unit 3 This is what I need一、for 為了； need 需要；need foruniform 制服；二、What do you need for school? I needBoard Design:總課時：10Unit 3 This is what I need（Second Period）Language focus:Asking “Wh-” questions to find out various kinds of specific information about an evente.g. What do we need?Using indefinite determiners to refer to an unspecified amount/ number of thinge.g. We need someUsing the simple present tense to express opinionse.g. That smells good.Using modals to make resquestse.g. Can I have a bowl, please?Using imperatives to give instructionse.g. Bake the cake.