人教版PEP小学英语五年级上册英文教案全集
最新PEP人教版小学英语五年级上册优质教案及反思(全册)
PEP人教版小学英语五年级上册优质教案Unit 1 What's he like?Part A 第一课时Let's try ＆Let's talk教学目标：1.通过语音教学，模仿录音，学生能够正确听说朗读“Who is …?He/She is …What's he/she like? He/She is …Is he/she …?Yes, he/she is. No, he/she isn't.”2.通过游戏，两人小组对话练习，学生能够正确听、说、认读表示人物外貌和性格特征的形容词词汇，如：old, young, funny, kind, strict, polite, hard-working, helpful, clever。
3.能够根据实际情况用英语讨论人物外貌和性格。
4.通过本课的学习，提高学生口语交际能力，培养良好的语音、语调和语感。
教学重点：能够表演Let's talk的对话内容，并能够根据具体情况用英语讨论人物。
教学准备：教学光盘，教师图片。
教学难点：用英语准确询问并回答人物特征。
如：“Who is …? He/She is …What's he/she like? He/She is …Is he/she …? Yes, he/she is. No,he/she isn't.”教学过程：Step 1: Warm up1. Show teachers' pictures and ask them who these teachers are.2. Discuss about their teachers.3. Let's listen and sing “Who's your teacher?”Step 2: Presentation1.Listen and tick，听录音了解Oliver 和Wu Yifan的老师。
五年级pep英语上册教案优秀5篇
五年级pep英语上册教案优秀5篇小学pep英语五年级上册教案篇一教学目标：1、知识目标：(1)New words: life ，different, ago, any, television, grandchildren, us, grandmother, lady(2)New sentences：There were/weren’t …。
There are…。
We lived…many years ago. We live…now.2、能力目标：（1）能根据情境正确使用There be ……，We lived…many years ago. We live…now.句型谈论生活、学习中的事物（2）培养学生听、说、读、写的能力。
教学重点：如何让学生在课堂上学会There be …，We lived…many years ago. We live…now.句型并能在生活中灵活运用该句型。
教学过程：一。
预习检测写出下列动词的过去式。
doXXXXX isXXXX areXXXXXliveXXXXX haveXXXXXX watchXXXX二。
合作探究，学习课文。
1)播放课文录音，让学生在听录音的同时找出课文中出现的新单词与新句型。
2)进行游戏“火眼金睛找生词新句”。
让学生以竞赛抢答的形式快速找出课文中出现的新单词与新句型。
3)在让学生初步了解了课文内容后，教师再次播放录音，让学生大声跟读课文。
巩固练习；重点句式操练Listen and say。
先让学生听录音，跟读句子，明确本课的重点句式，然后让他们灵活运用句式：There is/are……/There was/were……造句。
练习检测：拓展延伸让学生准备，谈论图中内容，然后选择几个代表来讲给全班同学听。
回忆课文内容，试着用重点句复述课文。
引导学生对本节所学内容进行归纳总结：运用句式…There be.We lived…many years ago 。
PEP新版小学五年级上册英语教案(全册)
PEP新版小学五年级上册英语教案(全册) Lesson 1： Hello!教学目标:1. 掌握问候语“Hello! How are you?”和回答语“I’m fine, thank you.”“Nice to meet you too.”的用法。
2. 学会用“Hello! How are you?”来问候别人并回答。
3. 通过图画、表演和问答等多种形式，培养学生的听说能力。
教学重点:1. 学会用英语问候和回答。
2. 掌握询问和回答“how are you?”的用法。
教学难点:1. 掌握回答“How are you?”的表达方式。
2. 学会用英语进行简单的问答。
教学准备:1. 课件或黑板。
2. 图片或卡片，用于展示问候语的表达方式。
3. PPT或者小黑板，用于设计练习。
教学过程:1. Greetings: Say “Hello!” to the students.2. Sing a Hello song together.3. Review the greetings from last lesson.Step 2: Presentation1. Show the pictures or cards with different greetings.2. Teach the students to say “Hello! How are you?” and “I’m fine, thank you.”3. Explain the meaning of the words/phrases and the usage.Step 3: Practice1. Divide the students into pairs.2. Let the students practice the dialogue in pairs.3. Have a few pairs to demonstrate it in front of the class.Step 4: Game1. Play a game called “Guess the Greeting”.2. Show a picture or card with a different greeting on it.3. Let the students guess what the greeting is in English.Step 5: Consolidation1. Have the students repeat the dialogue with the teacher or with a partner.2. Select a few students to perform the dialogue in front of the class.1. Review the dialogue at home.2. Draw a picture and write a short dialogue using the greetings learned in class. Lesson 2： How old are you?教学目标:1. 学习并掌握数字1-12。
新版PEP小学英语五年级上册教案全册
新版PEP小学英语五年级上册教案全册第一单元：我和我的家课时1：Hello!教学目标- 研究并掌握问候语的表达方式，如"Hello"，"Hi"等。
- 研究并掌握自我介绍的基本句型，如"I'm [name]"。
- 能够听懂并简单应答问候语和自我介绍的问题。
教学准备- PPT幻灯片- 学生练册教学过程1. 导入：呈现一张包含问候语的图片，引起学生兴趣。
2. 介绍问候语：- 呈现图片上的问候语，并指导学生正确朗读。
- 跟学生一起探讨问候语的用途和场景。
3. 自我介绍：- 使用幻灯片展示一个示范自我介绍的句子，如"I'm Lily"。
- 跟学生一起练朗读示范句子，然后引导学生以自己的名字进行自我介绍。
4. 练：- 分发练册，在其中的练题中引导学生问候和自我介绍。
5. 结束：- 总结本节课学到的内容，鼓励学生加强练。
- 下课前给予正面鼓励和肯定。
教学延伸- 学生可以与同伴进行互动，相互问候并进行自我介绍。
课时2：My Family教学目标- 通过研究家庭成员的称呼，学会询问和回答家庭成员的英语表达。
- 听懂并回答关于家庭成员的问题。
- 通过简单的任务，养成亲近家人的良好惯。
教学准备- PPT幻灯片- 学生练册教学过程1. 导入：放一张家庭成员的图片，并让学生猜猜是谁。
2. 家庭成员的称呼：- 呈现家庭成员的图片和英文单词，指导学生正确发音。
- 引导学生根据所给家庭成员的图片回答对应的英文单词。
3. 询问家庭成员：- 使用幻灯片展示一个示范句子，如"Who is he/she?"，引导学生学会询问家庭成员。
- 学生使用示范句子进行对话练，并尝试询问互相之间的家庭成员。
4. 家庭成员任务：- 分发练册，让学生完成关于家庭成员的任务。
- 每个学生用英文写一段简短介绍自己的家庭成员，并向同学展示。
5. 结束：- 总结本节课学到的内容。
Pep人教版小学五年级英语上册全册教案
人教版小学五年级英语上册全册教案Unit1 My new teachers第一课时一、教学重点:本课时的教学重点是Let’s learn部分的单词：old，short thin，tall，strong, young, funny, kind等。
要求学生能听懂句型，并结合这些句子表达的情境，学会恰当地替换句中的单词。
逐步学会听、说、读、写单词：old，short，thin，tall，strong。
二、教学难点本课时的教学难点是如何利用所提供的对话和情景，以旧引新，让学生进入学习状态。
Let’s start部分在学生用书当中首次出现，教师应正确理解此部分的辅垫作用，可根据实际教学需要进行使用，并帮助学生熟悉教材内容的变化。
三、课前准备1．教师准备教学过程中所需要的图片、声音、课件，以及本课时的八张单词卡。
2．准备一些教师的照片或图片。
3．教师准备录音机及录音带。
四、教学过程1．Warm－up（热身）（l）教师播放Let’s start下面歌谣的录音，让学生听歌谣猜单元话题，激发学生对新学期第一单元英语学习的兴趣。
还可以使用四年级上册第三单元学过的句型：“I have a new friend. He’s tall. He’s strong, too.”并结合相关人物的图片，引导学生复习 strong， tall， short，thin等词，为本课时听、说、读、写这些单词做好准备。
（2）日常口语练习，内容可参考如下：T：Hello, everyone！ Welcome back to school! Nice to see you!Ss: Nice to meet you!(3) 问学生几个问题，引出本课重点内容。
具体会话可参考如下：T：Hi，everyone！Nice to see you again．What grade are you in now？Ss：We’re in Grade 5．T：Do you like your new English books(new classroom, new teacher)？Ss：Yes！T： What are we going to talk about in Unit 1？Guess！What’s the topic of Unit 1？2． Presentation（新课呈现）（l）教师出示Let’s start部分图片，介绍说： Rabbit has many new teachers in her school. Do you have new teachers? 引导学生根据情景图的提示描述新教师。
人教PEP版五年级上册英语全册教案(教学设计)
教学课件说明（Unit1 A.Let’s learn）Let’s learn一、复习（review）1.Let’s do：通过小活动，让学生回忆形容人物外貌的词汇。
2.通过描述Tutu以及他的家人、朋友的外貌和性格，让学生回顾上节课所学的词汇及句型，并用所学知识结合实际描述自己的家人。
3.通过对家人的描述，引出对老师的描述，为下一模块的学习作铺垫。
二、学习新知1.根据图片以及所给词汇和句型，让学生结合实际描述自己的老师，并讲解be动词的一般疑问句以及回答方式。
2.Pair work：让学生用所学句型内容，向张鹏介绍自己的老师，巩固练习刚刚学习的内容。
3.让学生跟读前面的对话内容，进一步熟悉对话句型。
4.根据图片，让学生练习描述人物的外貌和性格特点，并运用一般疑问句进行问答。
三、练习通过连词成句的方式，练习一般疑问句和其对应的陈述句的表达。
四、Homework课外作业的布置。
让学生回归课本，通过作业的形式，巩固本次课所学内容，并为下次课的学习做准备。
教学课件说明（A. Let’s spell）Let’s spell一、课堂导入通过故事“The Elephant and the Piggie”引出本节课所要学习的重点内容（“y”的不同发音）。
二、学习新知1.根据图片说出对应的单词，并归纳该组单词中“y”的发音。
2.罗列y发音为/i/的常见单词。
3.拓展学习y的其它发音方式。
4.通过chant的方式，让学生落实并增强本次课的重点（y发音为/i/）的记忆。
三、巩固练习1.通过听单词填序号的形式，巩固前面y发音/i/的单词。
2.强调字母y的书写规范。
3.判断每组单词中y的发音是否相同。
4.Story time：通过看图讲故事，并让学生复述故事的方式，进一步巩固练习本节课的重点。
四、Homework课外作业的布置。
让学生回归课本，通过作业的形式，巩固本次课所学内容，并为下次课的学习做准备。
教学课件说明（A.Let’s talk）Let’s talk一、课堂导入1.flash game：通过游戏的方式，让学生对本单元的词汇与所要学习的内容形成初步印象。
新版人教版PEP小学英语五年级上册全教案全册
新版人教版PEP小学英语五年级上册全教案全册第一单元第一课时教学目标和要求1．能听、说、认读并理解本课的五个新单词：young, heavy, funny, kind。
2．能掌握句型：Who’s your------？What’s he/she like? 并能在具体的语境中运用。
3．培养学生热爱、尊敬老师的情感。
教学建议：一．Warm-up1.Show a picture of some classrooms.( 采用图片形式) music room/ art room/ computer room2.继续采用图片的形式：将各个老师贴到相应的教室里。
Who is he/she?He/she is our Music/ Art/ Computer/ Science teacher.3.根据以前学过的描述人物的形容词，结合呈现的教师自编一个Chant 营造课堂气氛，激发学生的积极性。
Chant : Tall, tall, tall, Computer teacher is tall./ Short, short, short, Science teacher is short./ Thin, thin, thin, Art teacher is thin./ FatFat, fat, Music teacher is fat./ Funny, funny, funny, they’re so funny.二．Presentation1.take out some photos. 出示一些任课老师的照片。
问：Who’s he/she? 引导学生回答：He/she’s our Music/Chinesen/ Art teachter. Etc.2.教师拿其中一张照片进行形容。
He’s our Chinese teacher. He’s tall. Look at Art teacher. He’s short and thin. Etc.3.问：Who’s he/she? ------------he/she is our Music teacher. What’s he/she like? –-----引导学生象刚才老师形容的一样回答问题。
人教版PEP五年级英语上册全册教案
Unit 1 What’s he like?Part A第一课时<What is he like?>是人教版小学英语五年级上册的第一单元。
本单元要求学生能简单描述自己教师体貌特征及性格特点；能询问学校里教师的情况。
【知识目标】能听、说、读、写，并理解本部分的五个新单词：young, old, kind, funny, strict。
【能力目标】让学生用所学的词汇和句型描绘熟悉人物的特征。
【情感目标】教育学生要懂礼貌，尊敬长辈，学会欣赏朋友的长处。
【教学重点】1.能听懂、会说Let's learn部分的单词：old，young, funny, kind等。
逐步学会听、说、读、写单词；2.要求学生能听懂本部分重点句型，并能结合这些句子表达的情境，恰当地替换句中的单词。
【教学难点】学生能描述人物的特征，并用一般疑问句询问他人的特征。
1.教师准备教学过程中所需要的图片、以及单词卡；2.准备一些教师的照片或图片；3.教师准备录音机及录音带。
Step 1. Warm-up1.Free talk2.简单介绍各科老师。
T: Now let me ask and you answer. (出示英语书) What’s this?Ss: It’s an English book.T: And I teach you English. So I am your…Ss: English teacher.然后教师出示其他科目老师的照片和相应的课本，和学生进行类似的对话。
Step 2. Preview师生根据实际就各科老师的体貌特征进行问答练习，如：T: Who’s your music teacher?Ss: ……T: Is he / she thin / fat / tall / short / …?Ss: Yes, he / she is. (No, he / she isn’t.)T: Now read after me. Thin, thin (Fat, fat / Tall, tall / Short, short). My music teacher is thin (fat / tall / short).Ss: Thin, thin (Fat, fat / Tall, tall / Short, short). My music teacher is thin (fat / tall / short).Step 3. Presentation1. A. Let’s learn(1) 教学新单词①教学单词“old”和“young”②教学单词“kind”和“funny”③教学单词“strict”教师出示平时比较严厉的一位任课老师的照片，与学生进行对话，如：T: Look at the picture. Who’s he / she?Ss: He’s / She’s …T: Is he / she kind?Ss: No, he / she isn’t.T: You’re right. He’s / She’s not kind. He’s /She’s very strict. Read after me, please. He’s /She’s strict.Ss: He’s / She’s strict.④教师把本节课学习的五个新单词写在黑板上，并带读。
人教版PEP小学五年级英语上册教案全册
Unit1 What does she look like?Period 1总第1个教案一、教学目标1、能听懂、会说新单词tall, short,young,old, round ,long.2、能掌握What does she look like? She’s tall and has long hair等描述外貌的句型3、能正确运用What does she look like? She’s…描述人物外貌特征。
二、教学重点及难点重点：掌握四会单词tall, short,young,old, round ,long.句型What does she look like? She’s…难点：用What does she look like? She’s…结构描述人物的外貌特征。
三、教学准备单词卡片和图片、画画工具、教学挂图、教学磁带等。
2、教学步骤Step 1 Warming up1、师生问候。
2、复习人体各部位的单词（1）在黑板上画一个人脸，边画边问：What’s this? It’s a nose/eye/hair/an ear.This is a face. A round face.（2）运用句型：touch your…nose,eye,ear ,head,hair,hand,leg, foot,face.朗读2遍，翻译一遍。
Ear ,ear, touch your ear…ect.Step 2 Presentation and drill1、引入新知。
把我们班新来的一名同学悄悄叫出去不让大家看见，然后问大家：we have a new student this year. What’s her name?What does she look like?先用中文猜猜新同学的长相高矮，头发短长，眼睛鼻子的大小，脸型等。
然后边谈论边板书新单词tall, short,young,old, round ,long.板书完以后，让学生自学单词：理解词义，猜猜读音。
PEP人教版五年级上册英语教案全册精选全文
Practise: “short tall thin strong ”出示一些卡通图人物。
2）Ss(教师启发学生问)Who’s your music teacher and who’s your art teacher ?
Zip: Guess.(Ss guess.)
T: Who’s he /she ? S: He ’s/She’s my music/art / computer/ science teacher .
3．教师自编一个chant：
Tall tall tall,computer teacher is tall..
Short short short ,science teacher is short .
教学反思
课题
What’s he like?
第3课时
教学目标
1.读懂对话。
2.听说读写Read and write中加粗的单词和句子。
教学重点
听说读写Read and write中加粗的单词和句子。
教学难点
读懂对话。
教学方法
情境教学法引导法实践法
教学准备
Word cards Pictures Tape recorder VCD
--Is he ……?
-- Yes ,you’re right./ No .
四、Funny time
Listen tothesong: My new teacher
五．Assessment
1．Exercisesbook..
2．Check up the answers.
二次备课
板书设计：
What’s he like?
5篇人教版pep小学英语五年级上册教案
5篇人教版pep小学英语五年级上册教案人教版pep小学英语五年级上册教案1Unit 3 What’s Your Favourite Food ?单元教学目标：1、能力目标(1) 能够提问并回答三餐所吃的食物，如：What do you have for lunch today/on Mondays……?We have tomatoes, tofu and fish……(2) 能够简单描述一些食物的味道，如：The apples are sweet……(3) 能够提问并回答最喜欢吃的食物是什么，并说出原因，如：What’s your favourite food? I like apples. They are sweet……(4) 能够听懂、会唱歌曲“What do you have for lunch?”和本单元的歌谣。
2、知识目标(1) 认读A、B部分Let’s learn Let’s talk 中的单词和句子，并掌握四会单词。
(2) 掌握四会句子，读懂对话内容，完成句子填空。
(3) 了解Let’s start Group/pair work Task time等部分的内容。
(4) 了解Pronunciation中的字母组合ow, oa, fr, fl的发音规则，认读相关的单词。
(5) 了解Story time Good to know等部分的内容。
3、情感、策略、文化等有关目标(1) 培养学生的合作精神和创新意识，引导学生通过以旧带新的方式自主学习，同时也要注重合作学习。
(2) 了解中国表示美好愿望的传统美食，并介绍其他国家的代表性食物，开拓学生的视野。
单元教学课时安排：第一课时：Let’s start Main scene Let’s chant A Let’s l earn Group work第二课时：A let’s try Let’s talk Talk and match C Good to know第三课时：A Read and write Group work C Let’s sing第四课时：B Let’s try Let’s talk Pair work C Story time第五课时：B Let’s try Let’s talk Pair work C Task time第六课时：B Read and write Group work C Pronunciation Let’s check第一课时一、教学目标与要求：1、能够听、说、读、写本课时四会单词： tomato, tofu, greenbeans,fish, potato, eggplant并认读者cabbage, mutton, pork三个单词及替换句型：What would you like for lunch? I’d like ……2、能用本课时单词卡片完成小组活动，操练新单词。
人教版(PEP)小学五年级上册英语全册表格式教案
Unit 1 What's he like?Step2Prese ntatio n Let's talk&learn3,Groups Division4,Introduce Oliver,then Let 's try.1,教师呈现教材中和现实中教师的图片。
Who sthis boy/girl? 操练Do you know…?No,ldon't.Who's he/she?He/She is Miss/Ms/Mr.…a/your/new …teacher.学习兴趣Let's try 为Let'stalk 做铺垫Old new 对比2,指着图片继续问： Is he you ng?操练you ng.紧接着下一张图片，图片显示教师是old.两者进行对比，操练。
3,教师呈现人物图片提问：Is he/she young/old?学生回答：Yes,he/she is.No,he/she isn 't.最后呈现MrYoung,问：Do you know Mr You ng?弓l 导学生提问Ishe…?总结他的外貌或性格特征。
引出He is funny,too.教学funny,通过拆音方式教学并提醒单词中有两个n=4,教师呈现书中各种教师表情，进行句型的操练。
5,教师问：What kind of teachers do you like?学生回答：I like funny/young teachers.6,教师问：What kind of teachers does he like?听录音，选择通过各种方式操练单词7,教师问：Does Oliver know Mr Young?ls Mr Youngan En glish teacher? 听录音，回答。
8,listen and imitate9,We know Mr Young is a music teacher?Who is ZhangPeng's scienee teacher?Miss Green.Is she…?引出kind。
新版新版人教版PEP小学英语五年级上册全册教学设计全教案
Unit 1 What’s he like?课时：第一课时课时：第二课时课时：第三课时课时：第四课时课时：第五课时课时：第六课时Unit2 My weekUnit 3 What would you like?教学目标1. 掌握A、B部分“Let’s learn”，“Let’s talk”中的词汇和句子。
2. 能就“食物”问题进行提问和回答，如“What would you like to eat?”，“I’d like …”3. 能与他人谈论自己最喜欢的食物。
4. 能用一些常用的形容词简单描述食物。
5. 学习双元音/əʊ/。
6. 能读懂“Story time”部分的趣味故事。
7. 能听懂、会唱歌曲“What would you like to eat today?”。
8. 在学习中了解一些西方国家的就餐礼仪，帮助学生形成良好的就餐习惯。
9. 激发学生的学习兴趣，鼓励学生在日常生活中多用英语进行交流。
教学重点1. 掌握A、B部分“Let’s learn”，“Let’s talk”中的词汇和句子。
2. 能就“食物”问题进行提问和回答，如“What would you like to eat?”，“I’d like …”3. 能与他人谈论自己最喜欢的食物。
教学难点1. 双元音/əʊ/的读法。
2. 单词“delicious”的发音。
3. 单词“hot”除了可以表示“热的”，还可以表示“辣的，辛辣的”。
教学安排第一课时：A. Let’s learn A. Role-play第二课时：A. Let’s try A. Let’s talk第三课时：B. Let’s learn B. Look, write and say第四课时：B. Let’s try B. Let’s talk第五课时：A. Let’s spell B. Let’s wrap it up第六课时：B. Read and write B. Let’s check C. Story time第一课时课时目标1. 能听、说、读、写单词“sandwich”，“salad”，“hamburger”，“ice cream”和“tea”。
人教版PEP小学英语五年级上册英文教案全集
2013年度第一学期第五册英语教学工作计划学生基础知识、基本技能、智力状况及学习情感的简要分析：五、六年级的学生，其认知特点已经以来明显的变化，他们已经意识到英语在自己生活中无处不在，但有时却又苦于无法用英语表达，所以存在着对英语学习的渴望，迫切想学更多的英语。
虽然以前已经接触到了一些英语，但是这些孩子之间的差距还很大。
他们强烈的求知欲使他们更自觉的想学好英语。
五年级的学生两极分化比较严重，部分同学已能达到自主学习，尝试用英语交流的水平，但也有部分同学基础知识都无法掌握。
六年级也存在两极分化的问题，但较五年级而言，稍平均些，且其接受英语的能力也比五年级更好。
本学期学科教学的目的要求：1、能听、说、读、写92个单词或短语以及13组句子和9个单句。
（包括教师、课程、食物、家务劳动、居室家具和自然景物等几个话题）要求能在真实语境中正确运用并能读懂简短语篇。
2、能听、说、认读16个单词。
3、能学会6个手工制作。
4、能听懂、会唱8首歌曲。
5、能听懂、会吟唱12首歌谣。
6、能完成6个自我评价活动。
7、能理解6个幽默小故事。
8、能了解6项简单的中西方文化知识。
提高教学质量的打算：教学进度表本学期上课23周共48课时，其中新授课36节，复习考试6节，机动6节。
课时授课计划UNIT 1 MY NEW TEACHERUnit 1 Lesson1 (Let’s start Main scene Part A Let’ s learn Let’s find out PartC Let’s sing)1.Teaching aims(1). Be able to ask: “who’s your art teacher? What’s he like?” and give the right answer.(2). Be able to master those words: old, short, thin, tall, strong, in four skills.(3). Be able to understand the orders, and to finish the tas ks of “Let’s find out”.(4). Be able to sing the song of “ My New Teacher”.2.Key and difficult points(1). Replace the words: old, short, thin, tall, strong, young, funny, kind, according to the sentence.(2). Master the words: old, short, thin, tall, strong, in four skills.3.Teaching aids(1). English cards, teacher’s photos, castle4.Teaching steps(1). Warm upa.Let’s chant: big and small, long and short.b.Listen to the “Let’s start”.c.T: hi, everyone! Nice to see you again. What grade are you in now?What are we going to learn in this term? Guess!This unit we’ll learn My New Teacher.(2). PreviewDo you have new teachers? Who are they?Who’s your…teacher?Mr. / Miss…(3). PresentationLet’s starta.Rabbit has many new teachers in her school.b.Task: Sarah will introduce some new teachers to you. Who’s the new teachers?Let’s learna.They are Sarah’s teachers. Describe these teachers.(Put up the surname on the picture)Who’s Sarah’s …teacher?Mr. / Miss…What’s he/she like?He’s/ She’s …(Review the words: strong, tall, short, thin, and present the new words: young, kind, old, funny.)b.Learn the new words, read and spell.c.Listen to the tape and read after it.d.Describe your own teachers.Who’s your …teacher?Who’s Sarah’s …teacher?Mr. / Miss…What’s he/she like?He’s/ She’s …T-S S-SLet’s find outa.Guess:This is our P.E. teacher. He’s tall and strong. He’s a little old. He’s very funny. We all like him. Who is he?This is our math teacher. She’s tall, she’s not strong and she’s not th in.She teaches in grade 6.b.Make the dialogue and pick up the right picture in Ss book..Let’s singa.Learn to sing the song of “My New Teacher”.(4). Consolidation and extensiona.Do listening practice in the activity book P1.b.Write the four-skilled words four times.c.Design the task according to the “Let’s find out”Such as: She’s tall. She’s beautiful. She’s very young. We all like her. Who’s she?Teaching notes:Unit 1 Lesson2 (Part A Let’s try Let’s talk Part C Good to know)1. Teaching aims(1). Be able to say: Who’s your math teacher? Mr Zhao. What’s he like? He’s thinand short. He’s very kind, and can use it freely.(2). Be able to understand the “Let’s try”, and to finish the exercise.(3). Be able to know the part of the “Good to know”.2. Key and difficult points(1). Master the sentences of this lesson, and can use it freely in daily life.(2). Help students to catch the new words and new sentence in “Let’s try”.3. Teaching aidssome teacher’s photos, some pictures, castle4. Teaching steps(1) Warm upa. Sing: My New Teacherb.Chant.(2). Previewa.Ask & AnswerWho’s your…teacher? Mr./MissWhat’s he/she like? He’s/She’s…and….(Fill in the words we have learned.)(3). PresentationLet’s try (Do listening practice.)Explain how to do.Let’s talka.Show the part of photos quickly, then ask students to recall who are they?b.Listen to the tape and read after it.c.Make a dialogue with your partner.A: Who’s your…teacher?B: Mr. /Miss…A: What’s he/ she like?B: he’s /She’s …T-Ss S-S ask and answerd. Activity book P2 number 4 Talk about your teachers with your partner.Teacher do it with a student first, Ss ask and answer with the partner.Good to knowPerson who speaks English used to call “Mr Zhang or Zhangming”,that is “Mr +surname or just name”. They never say “Mr Zhangming”.Explain the difference between China and Western countries.(4). Consolidation and extensiona.Do the listening practice in activity book. P2 number 3.Explain how to do first.b.Listen to the type and read it to your friends.c.Tell your parents what you have learned in “Good to know”.Teaching notes:Unit 1 Lesson3 (Part A Read and write Pair work Part C Pronunciation )1.Teaching aims(1). Be able to say the dialogue and can use it in daily life.(2). Be able to master the sentences: “Who’s your English teacher? Mr Carter.What’s he like? He’s tall and strong.”, in four skills.(3). Be able to understand the regulation of Pronunciation, and can read these words.2. Key and difficult points(1). Master the sentences in four skills.(2). Have the right pronunciation.3. Teaching aidssome teacher’s photos, some cartoon pictures, castle, English cards4. Teaching steps(1). Warm-upa.Chant.b.Guess teacher (one student chose one of photos, and ask other students toguess who’s he/she?)c.GreetingT-S: Look, I like our Chinese teacher. She’s short. What about you? (2). Previewa.Spell the words: old, short, thin, tall, strong.(3). PresentationRead and writea.T: Zhang Peng and Tim have a short dialogue. Please listen carefully and answermy questions.b.Listen to the tape.First time: What are they talking about?Second time: (1) How many new teachers does Zhang Peng have?(2) Who are they?(3) Who’s Zhang’s English teacher?(4) Where’s he from?(5) What’s he like?(6) Who’s he?c.Open the book, then ask students to learn the dialogue by themselves, andto find some difficult points.d. Read after the tape.e.Help the students to solve the difficult points, and to finish the questions.f.Learn to write the sentences.Teach them how to write formally.]Pair workTeacher prepares the cards, let the students make a dialogue.A: Who’s that man/woman?B: He’s/She’s…A: What’s he like?B: he’s /She’s …T-Ss Ss-SsPronunciationa.Read the word according to their regulation of pronunciation.b.Listen to the tape and read after it.c.Practice the tongue cross.(4). Consolidation and extensiona.Do the activity book.P3 number 5, 6.Listen twice, filling the blank and tick or cross.b.Listen to the tape and read it to your parents or friends.c.Write the four sentences four times.Teaching notes:Unit 1 Lesson4 (Part B Let’s chant Let’s learn Part C story time)1.Teaching aims(1). Be able to say “Let’s chant”(2). Be able to master the words: kind, funny, young, smart, active in four skills.Be able to read, speak and understand some phrases about the strict, principal, university student, and can use it freely.(3). Be able to understand the story2. Key and difficult points(1). Be able to use the words: principal, university, student, strict, smart, activefreely, and learn these words in four skills.(2). The pronunciation of “university, principal, strict”.3. Teaching aidsSome finger marks, some relative pictures, some teacher’s or student’s photos,English cards4. Teaching steps(1). Worm upa.Let’s singb.Greeting A: Who’s your Chinese teacher? Is she quiet/ short…?B: Yes. Miss Liu is our Chinese teacher. She’s quiet/short…A: What’s your science teacher like?…(2). Previewa.Let’s guess.She’s a lady in our school. She has short hair, she has a pair of glasses. Now you can ask me the questions to get the answers.Ss: Is she…?(3). PresentationA Let’s learna. Yes, she is our principal. Sh e’s Miss/ Mrs Qiu.Learn to say the words: principal.b.Is she strict?Yes, she is , but she’s very kind.Learn to say and spell the words: strictc.Is she active? Yes, she is, she’s very active./ No, she isn’t. she is quiet. Learn to say and spell the words: active/ quiet.d.Learn the new words according to some teacher’s photos.smart, kind, funny.e.Pay more attention to the pronunciation of “university and strict”.f.Listen to the tape and read after it.B Let’s chanta.Play the chant in Part B, and ask the students to tell the teacher what theyhave understood.b.Listen to the chant again and read after it.C Story timea.Listen to the story and discuss this story with your partners.b.Read the story4. consolidation and extension(1). Finish the listening exercise in Activity book.(2). Listen to the “Let’s chant” and read it to you parents.(3). Adjust the chant according to your interesting.Teaching notes:Unit 1 Lesson5 (Part B Let’s try Let’s talk Group work Part C Let’s check) 1. Teaching aims(1). Be able to say the sentences: “Who’s that young lady? She’s our principal.Is she strict? Yes, she is. / No, she isn’t”, and can use it in situation.(2). Be able to finish the “Let’s check”, and make the right assessment to theirstudy in this unit.2. Key and difficult points(1). Be able to replace the key words in the sentences, and use these sentencesfreely.(2). Be able to give the positive or negative answers to the question sentences“Is he/she…?”3. Teaching aimssome teacher’s photos, some pictures and some English cards.4. Teaching steps(1). Warm-upa.Let’s chant in Unit 1b.Show the new chants, and choose which one is the best.(2). Previewa.Who’s your principal? Miss Qiu. Is she young? No, she’s old. She’s verykind.b.To replace the key words and make the new sentences.(3). PresentationA. Let’s talka.Put up the picture. Who’s that young lady? Now listen to the dialogue betweenHelen and John, and think about it.b.Listen to the tape, ask and answer.T: Who’s that young lady?Is she strict / kind / active / quiet?c.Listen to the tape and read after it.T-S S-SB Group work: Guess the person.a. How many words we can describe others? What are they?Old/ kind/ young/ thin/ strong / tall / short / pretty / active / quiet / strict / nice / smart / funnyb. Ss make a puzzle:Such as: I have a new friend/…teacher. Guess: Who’s he/she?Ss: A boy or a girl? Is she/he tall/short/quiet/active…?C. Let’s tryD. Let’s check4. consolidation and extension(1) To finish the listening exercise in Activity book.P5 listen and write YES and NO.(2). Listen to the tape and read the dialogue to your friends.(3). Try to describe your favorite teacher to your parents.Teaching notes:Unit 1 Lesson6 (Part B Read and write Talk and draw Part C Task time)1. Teaching aims(1). Be able to say the sentences: I have a new math teacher. Her class is so muchfun. Really? What’s she like? She’s young and pretty. She’s university student.(2). Be able to master the read sentences in four skills.(3). Be able to finis h the task of “Talk and draw”.2. Key and difficult points(1). Master the sentences: “Is she quiet? No, she isn’t. She’s very active. Isshe strict? Yes, she is, but she’s very kind.” in four skills.(2). Do the nice cards and introduce it in English.3. Teaching aidsEnglish cards, some materials4. Teaching steps(1). Warm-upLet’s chantGuess: Who’s this man? She’s our …teacher. I like her.Is he strict? Yes, he is.(2). PreviewTo spell the words(3). PresentationA. Read and writea.Look at the picture and try to describe the teacherb.Read the dialogue with your partner, and try to understand it.T: who’s that young lady?What about her class?What’s she like?Is she a university student?Is she quiet…?c.Listen to the tape and read after it.d.Finish the questions.e.Learn to write the red sentencesB. Talk and drawOne say and another draw it according to what he understand.C. Task timeEncourage students try to solve the questions in English.4. Consolidation and extension(1). Do the reading exercise in Activity book.P6. read the passage with your partner, do the excises first, and check together.(2). Listen to the tape and read it to your parents, and write the sentences in four skills.Teaching notes:Unit 2 My days of the weekUnit 2: lesson1( Let’s start Let’s chant A Let’s learn. Let’s play C Let’s sing)1. Teaching Aims:(1)Three skills for sentences: What day is it today? What do we have on Mondays?(2)Four skills for words: Monday, Tuesday, Wednesday, Thursday, Friday.(3) Can do “Let’s play.”(4) Sing a song: My days of the week.2. Key and difficult points:Words: Monday, Tuesday, Wednesday, Thursday, Friday.3. Teaching aids:Pictures, cards, tape.4. Teaching steps:(1).Warm-up:Free talk.T: What time is it? Guess.It’s … it’s time for English class.(2). Preview:Use the time schedule on the board: It’s 8:35. It’s time for Chinese. It’s 9:25. it’s time for math class…Lead sentences: We have Chinese, math, English---on Mondays.(3). Presentation:a.Let’s chant.T leads Ss to chant.b.Learn the new words: Monday, Tuesday, Wednesday, Thursday, and Friday.After chant, read the word cards and spell the words.①Monday\/ M-O-N-D-A-Y. lead the Ss to recite.The same to teach Tuesday.②T: What day is it today?Ss: It’s Wednesday. Spe ll.The same way to teach Thursday and Friday.③drill, practice.c.Show picture and introduce the time scheduleT: What day is it today?Ss: It’s Monday.T: What do you have on Mondays?Ss: We have…on Mondays.T leads Ss to answer.T—Ss, Ss-Ss, Ss-S1d.Read after the tape.e.Let’s play.f.Sing a song.g.T write the new words and Ss write after T and find the rule of writing andremembering these words.(4). Consolidation and extension:a.Do the listening exercise in Activity book. P9 (1), (2)T explains the exercise, listen and match, finish the sentences.b. Write the new words four times and recite them.c. Ss book P18: Design a time schedule and show them in the class.Teaching notes:Unit2 Lesson 2(A Let’s try. Let’s talk. Group work. C Good to know.)1. Teaching Aims:(1)Two skills for sentences: What day is it today? It’s---What do you have on---?We have---.I like---and can talk with each other.(2)Good to know.2. Key and difficult points:(1) Three skills for sentences: What day is it today? It’s---What do you have on---? We have---.I like---. Can talk with each other use sentences have learnt.(2) Let’s try.3. Teaching aids:Pictures, cards, tape, calendar.4. Teaching steps:(1). Warm-up:a.Sing a song: My days of the week.b.Free talk.T: What day is it today?Ss: It’s Wednesday.Spell.What do you have on Wednesdays?I have Chinese, math….on Wednesdays.T uses the schedule to lead the students answer this questions.(2). Preview:a. Review the new words. Read and spell.b. Do: Let’s try.Instruct the Ss to do the exercise.(3). Presentation:Let’s talk.a.Ss read the text first and think about two questions:What day is it today? What classes should Amy learn this day?b.Answer the questions:Ss: It’s Wednesday. Amy has English, science, computer and P.E. on Wednesdays. T: Does she like Wednesdays?Ss: Yes, she like Wednesdays.T: Do you like Wednesdays? Why?Ss: Yes, I like Wednesdays. Because we have…/ No, I don’t like Wednesdays.c.Read after the tape.T-Ss, Ss-Ss, recite.d.Show the picture, T-Ss, Ss-Ss, Ss-S1 ask and answer.Group workSs book P18 we have write down the time schedule. Please look at it, let’s ask and answer.T: what do you have on ….?Do you like ….? Why?I like….because we have …on….Ss say to the partners.Activity book P10Fill in the blank and read.Good to know.Mother’s Day, Father’s Day and Thanksgiving day.(4).Consolidation and extension:a. Do the listening exercise in Activity book. P10 (3)T explains the exercise, listen and write the number.b. Read to your partners, and design a new time schedule. Teaching notes:Unit2 lesson3( A Read and write. Pair work. C Pronunciation) 1. Teaching Aims:(1) Can know the meaning of the story.(2) Four skills for sentences.(3) Pronunciation.2. Key and difficult points:Four skilled sentences and pronunciation.3. Teaching aids:Pictures, cards, tape.4. Teaching steps:(1).Warm-up:a.Let’s chant.b.Sing a song: My days of the week.c.Free talk.T: What day is it today/tomorrow?What do you have on…?Which day do you like?(2). Preview:Spell words.(3). Presentation:Read and writea.T show picture and ask: It’s time to go bed. Mike puts away his textbooks. Buthe puts wrong books in his schoolbag. Why?b.Read the dialogue by students. Lead Ss to find the answer quicklyc.Listen to the tape, sentences by sentence.d.T asks questions.T: what day is it today?What dose Mike have on Wednesdays?What day is it tomorrow?What dose he have tomorrow?e.Read together after T, check the answer.f.Write the sentences after T.Pronunciation.(4). Consolidation and extension:a. Pair work: ask and answer in pairs. What do you have on…?b. Activity book P11, P15 explains the exercise.c. Write the sentences four times.Teaching notes:Unit2 lesson4(B Let’s learn. Let’s chant C Story time.)1. Teaching aims:(1)Can do: Let’s chant.(2)Four skills for words: Saturday, Sunday. Can say phrases: do homework, watchTV, read books.(3)Story time.2. Key and difficult points:(1) Words: Saturday, Sunday. phrases: do homework, watch TV, read books.3. Teaching aids:Pictures, cards, tape.4. Teaching steps:(1). Warm-up:a.Let’s chant.(P14)(2). Preview: Pass the sentencesT: What do you have on Mondays?S1: We have…on Mondays. What do you have on Tuesdays?S2: We have…on Tuesdays…..S3:(3). Presentation:a.You have many classes on Monday, Tuesday, Wednesday, Thursday and Friday. Theseare weekdays. But we have the other two days. They’re Saturday and Sunday.b.Read and spell Saturday and Sunday. They’re weekends.c.What do you do on Saturdays and Sundays? Let’s chant (P19)d.Act what do they do on weekends. Guess.Lead to phrase: do homework, watch TV, read books.e.Read after the tape and practise the sentences.f.Let’s chant.g.T act the other actions: play football, play basketball, play the violin, playthe piano, paint, play computer games, listen to music…Ask and answer: what do you do on…? I ….on …T-Ss Ss-Ss Ss-S1h.Ss write the new words after T.Story timeT put up the picture, Ss read first, and listen to the tape, read after the tape and T, act the story.(4). Consolidation and extension:a.Activity book P12(1) listen and match.(2)finish the sentences.With the T’s instruction.b.Write the new words four times.c.Write different chants.Teaching notes:Unit2 lesson5( B Let’s try. Let’s talk. Pair work. C .Let’s check.)1. Teaching aims:(1)Two skills for sentences: What do you do on Saturdays/Sundays? I often dohomework, read books and watch TV.(2)Can do “Let check.”2. Key and difficult points:(1) Three skills for sentences: What do you do on Saturdays/Sundays? I often do homework, read books and watch TV. Can talk with each other use sentences have learnt.3. Teaching aids:Pictures, cards, tape.4. Teaching steps:(1).Warm-up:a. Let’s chan t.b.Free talk.T: what day is it today?What do you have on…?(2). Preview:On weekdays, we study hard. On Saturdays and Sundays we can do other things and have good rest. What do you do on Saturdays and Sundays?Review the words and sentences have learnt.(3). Presentation:Let’s try.Listen and circle.Let’s talk.a.Read by the students first.b.Ask and answer: What does ChenJie do on Saturdays/Sundays?c.Read after tape sentence by sentence.Read: T-Ss Sb-Sg Ss-S1Pair work.Use more phrases, let the students ask and answer in pairs.T: What do you do on…?Do sports: play football, play basketball, go swimming, go fishing, go to the park…Listen to music, play the violin, play the piano…paint, play computer games, do some shopping.Let’s check.4. Consolidation and extension:a. Activity book P13(1) listen and match.(2)read and circle YES or NO.b. Arrange your weekends reasonable.d.Activity book P14(5)Teaching notes:Unit2 lesson 6 (B.Read and write. Group work. C Task time.)1. Teaching aims:(1) Can know the meaning of the story.(1)Four skills for sentences.(2)Task time.2. Key and difficult points:Four skilled sentences and task time.3. Teaching aids:Pictures, cards, tape.4. Teaching steps:(1).Warm-up:New chant (make by Ss)(2). Preview:a.Spell the words and phrases.b.Group work: what do you do on…?c.Check the Activity book P14(3). Presentation:a.Ss read the text and answer the question using the sentences.b.Listen to the tape. Answer the questions:Zoom and his aunt Cathy are talking about his weekend, now listen and answer my questions.What time is it?What day is it today?What does Zoom do on Saturday?Which is the best?Does he like Saturdays?Aunt Cathy also has her homework, what’s this?c.Read after the tape. Read together, check the answer.d.Write the sentences with T’s instructor.Group work.T asks one student: what do you do on…?Then say I can play with you! And write down the student’s name.Work in the groups.Task time.Tell the Ss the request, and ask them to do this excites after class.(4). Consolidation and extension:a.Check the Activity book P14 (5)b.Write the sentences.Teaching notes:Unit 3 What’s your favorite food?Unit 3 lesson1(Let’s start main scene A Let’s learn. Group work.)1. Teaching aims:(1)Three skills for sentences: What would you like for lunch? I’d like---.(2)Four skills for words: tomato, tofu, green beans, fish, potato, eggplant.(3)Three skills for words: cabbage, mutton, pork.(4)Group work.2. Key and difficult points:Words: tomato, tofu, green beans, fish, potato, eggplant, cabbage, mutton, pork.3. Teaching aids:Pictures, cards, tape, co lour pens.4. Teaching steps:(1).Warm-up:a.Sing a song. “What would you like?”b.Let’s chant (Pep4)(2). Preview:a. Put up the cards(food),T: We have many food here. What would you like?Ss: I’d like some….Tofu/fish spell.b. Show a picture in “Let’s start.” and let Ss guess the food.(3). Presentation:Let’s learna.Tomato& potatoT shows card: tomato.Read and spell.The tomatoes are juicy and red. What about potatoes?They’re tasty and brown. teach “potato” in the same way.b.mutton, cabbage, pork.T teaches words: mutton, cabbage, pork. Ss read after T. Recognize quickly andread quickly.c.Green beans& eggplant.What colour is it? It’s green.Yes, it’s green bea ns. Read and spell.It’s the vegetable. It’s purple. Guess what’s this?It’s eggplant. Read and spell.d.Ss listen to the tape and read the words.e.Play a game: T tells words, Ss tell the color of the vegetables, and then T tellsthe vegetables’ character. Ss tell the words.f.To consolidate the words have learnt.Group work.T: what would you like for lunch?Ss: I’d like some…T takes off a word card, say “Sure”.Let Ss say ”Thank you”.T takes off a word card, say “Sorry, no…”Let Ss use small cards to talk in groups.Let’s chant.(4). Consolidation and extension:a.Activity book P17(1)listen and match(2)write and say.b.Write the new words four times.Teaching notes:Unit 3 lesson2( A Let’s try. Let’s talk. Talk and match. C Good to know.) 1. Teaching aims:(1)Two skills for sentences: What do you nave for lunch today? I have eggplant---andcan talk with each other.(2)Good to know.2. Key and difficult points:(1) Three skills for sentences: What do you nave for lunch today? I have eggplant--- Can talk with each other use sentences have learnt.(2) Let’s try.3. Teaching aids:Pictures, cards, tape.4. Teaching steps:(1).Warm-up:a.Let’s chant.b.Free talk.T: What would you like for lunch?(2). Preview:What would you like for lunch? Means “你中午想吃什么？”But how to say“你吃了什么？”Listen to a song: What do you have for lunch?After the song, do you know how to say“你吃了什么？”Yes, that’s “what do you have for lunch?”Let’s try.(3). Presentation:Let’s talk.a.Read by students first, and answer the questions.T: What does Mike have for lunch today? what about Sarah?Ss: Mike ha eggplant and tomatoes, and Sarah has onions and green beans. b.Show the sentences: What do you have for lunch today? Ss read and practise thenew sentence.c.Practise the sentences in pairs: use the picture.T-Ss, Ss-Ss, Ss-S1, one ask and the other answer.d.Play a game: One choose a card and the other Ss ask, the one choose card answerusing words and sentences have learnt.e.Read the text after the tape.T-Ss, Ss-SsTalk and match.Ask your paterner: What do you have for lunch today?Talk and match the food.T: what does your paterner have for lunch today?Ss: She/ he has…Good to know.Tell Ss the traditional Chinese food, and the festivals.(4). Consolidation and extension:a. Check the answers in Activity book P17, point out we should plus “es” after tomato and potato.b. Activity book P18(3) Listen and match(4)make a survey.c.Ss’s bookP30 make your menu. Ask Ss to write down a menu he want to give usSs.Teaching notes:Unit 3 lesson3( A Read and write. Group work. C Let’s sing.)1.Teaching aims:(1) Can know the meaning of the story.(1)Four skills for sentences.(2)Sing a song.2. Key and difficult points:Four skilled sentences.3. Teaching aids:Pictures, cards, tape, school menu.4. Teaching steps:(1).Warm-up:a.Sing a song;b.Free talk.T: What day is it today?Ss: It’s …T: What do you have for lunch on …? (Show the word cards (food)Ss: We have…(2). Preview:Let’s chant.(3). Presentation:Group worka. Show a form (put up word cards (Mon.—Fri.)T: There are five days we have lunch at the school. Let’s make a school menu.Put up the word cards (food)Ask and answer:What do you have for lunch on…?I / we have…That sounds good.T-Ss Ss-Ss Ss-S1At last, T shows the menu.T: This is our school menu.b. Design a menu ( Ss’ book P30), talk about the food in groups. Read and write.a.Read by students. And answer the questions.What does Amy have for lunch on Mondays?What would she like for dinner today?b.Listen to the tape and repeat.c.Read after T, and read together.Check the answers in book P30Let Ss find out what should we pay attention to the writing.。
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第一学期第五册英语教学工作计划学生基础知识、基本技能、智力状况及学习情感的简要分析：五、六年级的学生，其认知特点已经以来明显的变化，他们已经意识到英语在自己生活中无处不在，但有时却又苦于无法用英语表达，所以存在着对英语学习的渴望，迫切想学更多的英语。
虽然以前已经接触到了一些英语，但是这些孩子之间的差距还很大。
他们强烈的求知欲使他们更自觉的想学好英语。
五年级的学生两极分化比较严重，部分同学已能达到自主学习，尝试用英语交流的水平，但也有部分同学基础知识都无法掌握。
六年级也存在两极分化的问题，但较五年级而言，稍平均些，且其接受英语的能力也比五年级更好。
本学期学科教学的目的要求：1、能听、说、读、写92个单词或短语以及13组句子和9个单句。
（包括教师、课程、食物、家务劳动、居室家具和自然景物等几个话题）要求能在真实语境中正确运用并能读懂简短语篇。
2、能听、说、认读16个单词。
3、能学会6个手工制作。
4、能听懂、会唱8首歌曲。
5、能听懂、会吟唱12首歌谣。
6、能完成6个自我评价活动。
7、能理解6个幽默小故事。
8、能了解6项简单的中西方文化知识。
提高教学质量的打算：教学进度表课时授课计划UNIT 1 MY NEW TEACHERUnit 1 Lesson1 (Let’s start Main scene Part A Let’ s learn Let’s find out Part C Let’s sing)1.Teaching aims(1). Be able to ask: “who’s your art teacher? What’s he like?” and give the right answer.(2). Be able to master those words: old, short, thin, tall, strong, in four skills.(3). Be able to understand the orders, and to finish the tasks of “Let’s find out”.(4). Be able to si ng the song of “ My New Teacher”.2.Key and difficult points(1). Replace the words: old, short, thin, tall, strong, young, funny, kind, according to the sentence.(2). Master the words: old, short, thin, tall, strong, in four skills.3.Teaching aids(1). En glish cards, teacher’s photos, castle4.Teaching steps(1). Warm upa.Let’s chant: big and small, long and short.b.Listen to the “Let’s start”.c.T: hi, everyone! Nice to see you again. What grade are you in now?What are we going to learn in this term? Guess!This unit we’ll learn My New Teacher.(2). PreviewDo you have new teachers? Who are they?Who’s your…teacher?Mr. / Miss…(3). PresentationLet’s starta.Rabbit has many new teachers in her school.b.Task: Sarah will introduce some new teachers to you. Who’s the new teachers?Let’s learna.They are Sarah’s teachers. Describe these teachers.(Put up the surname on the picture)Who’s Sarah’s …teacher?Mr. / Miss…What’s he/she like?He’s/ She’s …(Review the words: strong, tall, short, thin, and present the new words: young, kind, old, funny.)b.Learn the new words, read and spell.c.Listen to the tape and read after it.d.Describe your own teachers.Who’s your …teacher?Who’s Sarah’s …teacher?Mr. / Miss…What’s he/she like?He’s/ She’s …T-S S-SLet’s find outa.Guess:This is our P.E. teacher. He’s tall and strong. He’s a little old. He’s very funny. We all like him. Who is he?This is our math teacher. She’s tall, she’s not strong and she’s not thin. She teaches in grade 6.b.Make the dialogue and pick up the right picture in Ss book..Let’s singa.Learn to sing the song of “My New Teacher”.(4). Consolidation and extensiona.Do listening practice in the activity book P1.b.Write the four-skilled words four times.c.Design the task according to the “Let’s find out”Such as: She’s tall. She’s beautiful. She’s very young. We all like her. Who’s she? Teaching notes:Unit 1 Lesson2 (Part A Let’s try Let’s talk Part C Good to know)1. Teaching aims(1). Be able to say: Who’s your math teacher? Mr Zhao. What’s he like? He’s thin andshort. He’s very kind, and can use it freely.(2). Be able to understand the “Let’s try”, and to finish the exercise.(3). Be able to know the part of the “Good to know”.2. Key and difficult points(1). Master the sentences of this lesson, and can use it freely in daily life.(2). Help students to catch the new words and new sentence in “Let’s try”.3. Teaching aidssome teacher’s photos, some pictures, castle4. Teaching steps(1) Warm upa. Sing: My New Teacherb.Chant.(2). Previewa.Ask & AnswerWho’s your…teacher? Mr./MissWhat’s he/she like? He’s/She’s…and….(Fill in the words we have learned.)(3). PresentationLet’s try (Do listening practice.)Explain how to do.Let’s talka.Show the part of photos quickly, then ask students to recall who are they?b.Listen to the tape and read after it.c.Make a dialogue with your partner.A: Who’s your…teacher?B: Mr. /Miss…A: What’s he/ she like?B: he’s /She’s …T-Ss S-S ask and answerd. Activity book P2 number 4 Talk about your teachers with your partner.Teacher do it with a student first, Ss ask and answer with the partner.Good to knowPerson who speaks English used to call “Mr Zhang or Zhangming”, that is “Mr +surname or just name”. They never say “Mr Zhangming”.Explain the difference between China and Western countries.(4). Consolidation and extensiona.Do the listening practice in activity book. P2 number 3.Explain how to do first.b.Listen to the type and read it to your friends.c.Tell your parents what you have learned in “Good to know”.Teaching notes:Unit 1 Lesson3 (Part A Read and write Pair work Part C Pronunciation )1.Teaching aims(1). Be able to say the dialogue and can use it in daily life.(2). Be able to master the sentences: “Who’s your English teacher? Mr Carter. What’s he like? He’s tall and strong.”, in four skills.(3). Be able to understand the regulation of Pronunciation, and can read these words.2. Key and difficult points(1). Master the sentences in four skills.(2). Have the right pronunciation.3. Teaching aidssome teacher’s photos, some cartoon pictures, castle, English cards4. Teaching steps(1). Warm-upa.Chant.b.Guess teacher (one student chose one of photos, and ask other students toguess who’s he/she?)c.GreetingT-S: Look, I like our Chinese teacher. She’s short. What about you?(2). Previewa.Spell the words: old, short, thin, tall, strong.(3). PresentationRead and writea.T: Zhang Peng and Tim have a short dialogue. Please listen carefully and answermy questions.b.Listen to the tape.First time: What are they talking about?Second time: (1) How many new teachers does Zhang Peng have?(2) Who are they?(3) Who’s Zhang’s English teacher?(4) Where’s he from?(5) What’s he like?(6) Who’s he?c.Open the book, then ask students to learn the dialogue by themselves, and tofind some difficult points.d.Read after the tape.e.Help the students to solve the difficult points, and to finish the questions.f.Learn to write the sentences.Teach them how to write formally.]Pair workTeacher prepares the cards, let the students make a dialogue.A: Who’s that man/woman?B: He’s/She’s…A: What’s he like?B: he’s /She’s …T-Ss Ss-SsPronunciationa.Read the word according to their regulation of pronunciation.b.Listen to the tape and read after it.c.Practice the tongue cross.(4). Consolidation and extensiona.Do the activity book.P3 number 5, 6.Listen twice, filling the blank and tick or cross.b.Listen to the tape and read it to your parents or friends.c.Write the four sentences four times.Teaching notes:Unit 1 Lesson4 (Part B Let’s chant Let’s learn Part C story time)1.Teaching aims(1). Be able to say “Let’s chant”(2). Be able to master the words: kind, funny, young, smart, active in four skills. Beable to read, speak and understand some phrases about the strict, principal, university student, and can use it freely.(3). Be able to understand the story2. Key and difficult points(1). Be able to use the words: principal, university, student, strict, smart, activefreely, and learn these words in four skills.(2). The pronunciation of “university, principal, strict”.3. Teaching aidsSome finger marks, some relative pictures, some teacher’s or student’s photos, English cards4. Teaching steps(1). Worm upa.Let’s singb.Greeting A: Who’s your Chinese teacher? Is she quiet/ short…?B: Yes. Miss Liu is our Chinese teacher. She’s quiet/short…A: What’s your science teacher like?…(2). Previewa.Let’s guess.She’s a lady in our school. S he has short hair, she has a pair of glasses. Now you can ask me the questions to get the answers.Ss: Is she…?(3). PresentationA Let’s learna. Yes, she is our principal. She’s Miss/ Mrs Qiu.Learn to say the words: principal.b.Is she strict?Yes, she is , but she’s very kind.Learn to say and spell the words: strictc.Is she active? Yes, she is, she’s very active./ No, she isn’t. she is quiet.Learn to say and spell the words: active/ quiet.d.Learn the new words according to some teacher’s pho tos.smart, kind, funny.e.Pay more attention to the pronunciation of “university and strict”.f.Listen to the tape and read after it.B Let’s chanta.Play the chant in Part B, and ask the students to tell the teacher what theyhave understood.b.Listen to the chant again and read after it.C Story timea.Listen to the story and discuss this story with your partners.b.Read the story4. consolidation and extension(1). Finish the listening exercise in Activity book.(2). Listen to the “Let’s chant” and read it t o you parents.(3). Adjust the chant according to your interesting.Teaching notes:Unit 1 Lesson5 (Part B Let’s try Let’s talk Group work Part C Let’s check)1. Teaching aims(1). Be able to say the sentences: “Who’s that young lady? She’s our princi pal. Is shestrict? Yes, she is. / No, she isn’t”, and can use it in situation.(2). Be able to finish the “Let’s check”, and make the right assessment to their studyin this unit.2. Key and difficult points(1). Be able to replace the key words in the sentences, and use these sentencesfreely.(2). Be able to give the positive or negative answers to the question sentences “Ishe/she…?”3. Teaching aimssome teacher’s photos, some pictures and some English cards.4. Teaching steps(1). Warm-upa.Let’s cha nt in Unit 1b.Show the new chants, and choose which one is the best.(2). Previewa.Who’s your principal? Miss Qiu. Is she young? No, she’s old. She’s very kind.b.To replace the key words and make the new sentences.(3). PresentationA. Let’s talka.Put up th e picture. Who’s that young lady? Now listen to the dialogue betweenHelen and John, and think about it.b.Listen to the tape, ask and answer.T: Who’s that young lady?Is she strict / kind / active / quiet?c.Listen to the tape and read after it.T-S S-SB Group work: Guess the person.a. How many words we can describe others? What are they?Old/ kind/ young/ thin/ strong / tall / short / pretty / active / quiet / strict / nice / smart / funnyb. Ss make a puzzle:Such as: I have a new friend/…teacher. Guess: Who’s he/she?Ss: A boy or a girl? Is she/he tall/short/quiet/active…?C. Let’s tryD. Let’s check4. consolidation and extension(1) To finish the listening exercise in Activity book.P5 listen and write YES and NO.(2). Listen to the tape and read the dialogue to your friends.(3). Try to describe your favorite teacher to your parents.Teaching notes:Unit 1 Lesson6 (Part B Read and write Talk and draw Part C Task time)1. Teaching aims(1). Be able to say the sentences: I have a new math teacher. Her class is so much fun.Really? What’s she like? She’s young and pretty. She’s university student.(2). Be able to master the read sentences in four skills.(3). Be able to finish the task of “Talk and draw”.2. Key and difficult points(1). Ma ster the sentences: “Is she quiet? No, she isn’t. She’s very active. Is she strict?Yes, she is, but she’s very kind.” in four skills.(2). Do the nice cards and introduce it in English.3. Teaching aidsEnglish cards, some materials4. Teaching steps(1). Warm-upLet’s chantGuess: Who’s this man? She’s our …teacher. I like her.Is he strict? Yes, he is.(2). PreviewTo spell the words(3). PresentationA. Read and writea.Look at the picture and try to describe the teacherb.Read the dialogue with your partner, and try to understand it.T: who’s that young lady?What about her class?What’s she like?Is she a university student?Is she quiet…?c.Listen to the tape and read after it.d.Finish the questions.e.Learn to write the red sentencesB. Talk and drawOne say and another draw it according to what he understand.C. Task timeEncourage students try to solve the questions in English.4. Consolidation and extension(1). Do the reading exercise in Activity book.P6. read the passage with your partner, do the excises first, and check together. (2). Listen to the tape and read it to your parents, and write the sentences in four skills.Teaching notes:Unit 2 My days of the weekUnit 2: lesson1( Let’s start Let’s chant A Let’s learn. Let’s play C Let’s sing)1. Teaching Aims:(1)Three skills for sentences: What day is it today? What do we have on Mondays?(2)Four skills for words: Monday, Tuesday, Wednesday, Thursday, Friday.(3) Can do “Let’s play.”(4) Sing a song: My days of the week.2. Key and difficult points:Words: Monday, Tuesday, Wednesday, Thursday, Friday.3. Teaching aids:Pictures, cards, tape.4. Teaching steps:(1).Warm-up:Free talk.T: What time is it? Guess.It’s … it’s time for English class.(2). Preview:Use the time schedule on the board: It’s 8:35. It’s time for Chinese.It’s 9:25. it’s time for math class…Lead sentences: We have Chinese, math, English---on Mondays.(3). Presentation:a.Let’s chant.T leads Ss to chant.b.Learn the new words: Monday, Tuesday, Wednesday, Thursday, andFriday.After chant, read the word cards and spell the words.①Monday\/ M-O-N-D-A-Y. lead the Ss to recite.The same to teach Tuesday.②T: What day is it today?Ss: It’s Wednesday. Spell.The same way to teach Thursday and Friday.③drill, practice.c.Show picture and introduce the time scheduleT: What day is it today?Ss: It’s Monday.T: What do you have on Mondays?Ss: We have…on Mondays.T leads Ss to answer.T—Ss, Ss-Ss, Ss-S1d.Read after the tape.e.Let’s play.f.Sing a song.g.T write the new words and Ss write after T and find the rule of writingand remembering these words.(4). Consolidation and extension:a.Do the listening exercise in Activity book. P9 (1), (2)T explains the exercise, listen and match, finish the sentences.b. Write the new words four times and recite them.c. Ss book P18: Design a time schedule and show them in the class. Teaching notes:Unit2 Lesson 2(A Let’s try. Let’s talk. Group work. C Good to know.)1. Teaching Aims:(1)Two skills for sentences: What day is it today? It’s---What do you have on---? Wehave---.I like---and can talk with each other.(2)Good to know.2. Key and difficult points:(1) Three skills for sentences: What day is it today? It’s---What do you have on---? We have---.I like---. Can talk with each other use sentences have learnt.(2) Let’s try.3. Teaching aids:Pictures, cards, tape, calendar.4. Teaching steps:(1). Warm-up:a.Sing a song: My days of the week.b.Free talk.T: What day is it today?Ss: It’s Wednesday.Spell.What do you have on Wednesdays?I have Chinese, math….on Wednesdays.T uses the schedule to lead the students answer this questions.(2). Preview:a. Review the new words. Read and spell.b. Do: Let’s try.Instruct the Ss to do the exercise.(3). Presentation:Let’s ta lk.a.Ss read the text first and think about two questions:What day is it today? What classes should Amy learn this day?b.Answer the questions:Ss: It’s Wednesday. Amy has English, science, computer and P.E. on Wednesdays.T: Does she like Wednesdays?Ss: Yes, she like Wednesdays.T: Do you like Wednesdays? Why?Ss: Yes, I like Wednesdays. Because we have…/ No, I don’t like Wednesdays.c.Read after the tape.T-Ss, Ss-Ss, recite.d.Show the picture, T-Ss, Ss-Ss, Ss-S1 ask and answer.Group workSs book P18 we have write down the time schedule. Please look at it, let’s a sk and answer.T: what do you have on ….?Do you like ….? Why?I like….because we have …on….Ss say to the partners.Activity book P10Fill in the blank and read.Good to know.Moth er’s Day, Father’s Day and Thanksgiving day.(4).Consolidation and extension:a. Do the listening exercise in Activity book. P10 (3)T explains the exercise, listen and write the number.b. Read to your partners, and design a new time schedule.Teaching notes:Unit2 lesson3( A Read and write. Pair work. C Pronunciation)1. Teaching Aims:(1) Can know the meaning of the story.(2) Four skills for sentences.(3) Pronunciation.2. Key and difficult points:Four skilled sentences and pronunciation.3. Teaching aids:Pictures, cards, tape.4. Teaching steps:(1).Warm-up:a.Let’s chant.b.Sing a song: My days of the week.c.Free talk.T: What day is it today/tomorrow?What do you have on…?Which day do you like?(2). Preview:Spell words.(3). Presentation:Read and writea.T show picture and ask: It’s time to go bed. Mike puts away his textbooks. But heputs wrong books in his schoolbag. Why?b.Read the dialogue by students. Lead Ss to find the answer quicklyc.Listen to the tape, sentences by sentence.d.T asks questions.T: what day is it today?What dose Mike have on Wednesdays?What day is it tomorrow?What dose he have tomorrow?e.Read together after T, check the answer.f.Write the sentences after T.Pronunciation.(4). Consolidation and extension:a. Pai r work: ask and answer in pairs. What do you have on…?b. Activity book P11, P15 explains the exercise.c. Write the sentences four times.Teaching notes:Unit2 lesson4(B Let’s learn. Let’s chant C Story time.)1. Teaching aims:(1)Can do: Let’s chant.(2)Four skills for words: Saturday, Sunday. Can say phrases: do homework, watch TV,read books.(3)Story time.2. Key and difficult points:(1) Words: Saturday, Sunday. phrases: do homework, watch TV, read books.3. Teaching aids:Pictures, cards, tape.4. Teaching steps:(1). Warm-up:a.Let’s chant.(P14)(2). Preview: Pass the sentencesT: What do you have on Mondays?S1: We have…on Mondays. What do you have on Tuesdays?S2: We have…on Tuesdays…..S3:(3). Presentation:a.You have many classes on Monday, Tuesday, Wednesday, Thursday and Friday.These are weekdays. But we have the other two days. They’re Saturday and Sunday.b.Read and spell Saturday and Sunday. They’re weekends.c.What do you do on Saturdays and Sundays? Let’s chant (P19)d.Act what do they do on weekends. Guess.Lead to phrase: do homework, watch TV, read books.e.Read after the tape and practise the sentences.f.Let’s chant.g.T act the other actions: play football, play basketball, play the violin, play thepiano, paint, play computer games, listen to music…Ask and answer: what do you do on…? I ….on …T-Ss Ss-Ss Ss-S1h.Ss write the new words after T.Story timeT put up the picture, Ss read first, and listen to the tape, read after the tape and T, act the story.(4). Consolidation and extension:a.Activity book P12(1) listen and match.(2)finish the sentences.With the T’s instruction.b.Write the new words four times.c.Write different chants.Teaching notes:Unit2 lesson5( B Let’s try. Let’s talk. Pair work. C .Let’s check.)1. Teaching aims:(1)Two skills for sentences: What do you do on Saturdays/Sundays? I often dohomework, read books and watch TV.(2)Can do “Let check.”2. Key and difficult points:(1) Three skills for sentences: What do you do on Saturdays/Sundays? I often do homework, read books and watch TV. Can talk with each other use sentences havelearnt.3. Teaching aids:Pictures, cards, tape.4. Teaching steps:(1).Warm-up:a. Let’s chant.b.Free talk.T: what day is it today?What do you have on…?(2). Preview:On weekdays, we study hard. On Saturdays and Sundays we can do other things and have good rest. What do you do on Saturdays and Sundays?Review the words and sentences have learnt.(3). Presentation:Let’s try.Listen and circle.Let’s talk.a.Read by the students first.b.Ask and answer: What does ChenJie do on Saturdays/Sundays?c.Read after tape sentence by sentence.Read: T-Ss Sb-Sg Ss-S1Pair work.Use more phrases, let the students ask and answer in pairs.T: What do you do on…?Do sports: play football, play basketball, go swi mming, go fishing, go to the park…Listen to music, play the violin, play the piano…paint, play computer games, do some shopping.Let’s check.4. Consolidation and extension:a. Activity book P13(1) listen and match.(2)read and circle YES or NO.b. Arrange your weekends reasonable.d.Activity book P14(5)Teaching notes:Unit2 lesson 6 (B.Read and write. Group work. C Task time.)1. Teaching aims:(1) Can know the meaning of the story.(1)Four skills for sentences.(2)Task time.2. Key and difficult points:Four skilled sentences and task time.3. Teaching aids:Pictures, cards, tape.4. Teaching steps:(1).Warm-up:New chant (make by Ss)(2). Preview:a.Spell the words and phrases.b.Group work: what do you do on…?c.Check the Activity book P14(3). Presentation:a.Ss read the text and answer the question using the sentences.b.Listen to the tape. Answer the questions:Zoom and his aunt Cathy are talking about his weekend, now listen and answer my questions.What time is it?What day is it today?What does Zoom do on Saturday?Which is the best?Does he like Saturdays?Aunt Cathy also has her homework, what’s this?c.Read after the tape. Read together, check the answer.d.Write the sentences with T’s instructor.Group work.T asks one student: what do you do on…?Then say I can play with you! And write down the student’s name.Work in the groups.Task time.Tell the Ss the request, and ask them to do this excites after class.(4). Consolidation and extension:a.Check the Activity book P14 (5)b.Write the sentences.Teaching notes:Unit 3 What’s your favorite food?Unit 3 lesson1(Let’s start main scene A Let’s learn. Group work.)1. Teaching aims:(1)Three skills for sentences: What would you like for lunch? I’d like---.(2)Four skills for words: tomato, tofu, green beans, fish, potato, eggplant.(3)Three skills for words: cabbage, mutton, pork.(4)Group work.2. Key and difficult points:Words: t omato, tofu, green beans, fish, potato, eggplant, cabbage, mutton, pork.3. Teaching aids:Pictures, cards, tape, co lour pens.4. Teaching steps:(1).Warm-up:a.Sing a song. “What would you like?”b.Let’s chant (Pep4)(2). Preview:a. Put up the cards(food),T: We have many food here. What would you like?Ss: I’d like some….Tofu/fish spell.b. Show a picture in “Let’s start.” and let Ss guess the food.(3). Presentation:Let’s learna.Tomato& potatoT shows card: tomato.Read and spell.The tomatoes are juicy and red. What about potatoes?They’re tasty and brown. teach “potato” in the same way.b.mutton, cabbage, pork.T teaches words: mutton, cabbage, pork. Ss read after T. Recognize quickly and read quickly.c.Green beans& eggplant.What colour is it? It’s green.Yes, it’s green beans. Read and spell.It’s the vegetable. It’s purple. Guess what’s this?It’s eggplant. Read and spel l.d.Ss listen to the tape and read the words.e.Play a game: T tells words, Ss tell the color of the vegetables, and thenT tells the vegetables’ character. Ss tell the words.f.To consolidate the words have learnt.Group work.T: what would you like for lunch?Ss: I’d like some…T takes off a word card, say “Sure”.Let Ss say ”Thank you”.T takes off a word card, say “Sorry, no…”Let Ss use small cards to talk in groups.Let’s chant.(4). Consolidation and extension:a.Activity book P17(1)listen and match(2)write and say.b.Write the new words four times.Teaching notes:Unit 3 lesson2(A Let’s try. Let’s talk. Talk and match. C Good to know.)1. Teaching aims:(1)Two skills for sentences: What do you nave for lunch today? I have eggplant---andcan talk with each other.(2)Good to know.2. Key and difficult points:(1) Three skills for sentences: What do you nave for lunch today? I have eggplant--- Can talk with each other use sentences have learnt.(2) Let’s try.3. Teaching aids:Pictures, cards, tape.4. Teaching steps:(1).Warm-up:a.Let’s chant.b.Free talk.T: What would you like for lunch?(2). Preview:What would you like for lunch? Means “你中午想吃什么？”But how to say“你吃了什么？”Listen to a song: What do you have for lunch?After the song, do you know how to s ay“你吃了什么？”Yes, that’s “what do you have for lunch?”Let’s try.(3). Presentation:Let’s talk.a.Read by students first, and answer the questions.T: What does Mike have for lunch today? what about Sarah?Ss: Mike ha eggplant and tomatoes, and Sarah has onions and green beans.b.Show the sentences: What do you have for lunch today? Ss read andpractise the new sentence.c.Practise the sentences in pairs: use the picture.T-Ss, Ss-Ss, Ss-S1, one ask and the other answer.d.Play a game: One choose a card and the other Ss ask, the one choosecard answer using words and sentences have learnt.e.Read the text after the tape.T-Ss, Ss-SsTalk and match.Ask your paterner: What do you have for lunch today?Talk and match the food.T: what does your paterner have for lunch today?Ss: She/ he has…Good to know.Tell Ss the traditional Chinese food, and the festivals.(4). Consolidation and extension:a. Check the answers in Activity book P17, point out we should plus “es”after tomato and potato.b. Activity book P18(3) Listen and match(4)make a survey.c.Ss’s bookP30 make your menu. Ask Ss to write down a menu he want togive us Ss.Teaching notes:Unit 3 lesson3( A Read and write. Group work. C Let’s sing.)1.Teaching aims:(1) Can know the meaning of the story.(1)Four skills for sentences.(2)Sing a song.2. Key and difficult points:Four skilled sentences.3. Teaching aids:Pictures, cards, tape, school menu.4. Teaching steps:(1).Warm-up:a.Sing a song;b.Free talk.T: What day is it today?Ss: It’s …T: What do you have for lunch on …? (Show the word cards (food)Ss: We have…(2). Preview:Let’s chant.(3). Presentation:Group worka. Show a form (put up word cards (Mon.—Fri.)T: There are five days we have lunch at the school. Let’s make a school menu.Put up the word cards (food)Ask and answer:What do you have for lunch on…?I / we have…That sounds good.T-Ss Ss-Ss Ss-S1At last, T shows the menu.T: This is our school menu.b. Design a menu ( Ss’ book P30), talk about the food in groups.Read and write.a.Read by students. And answer the questions.What does Amy have for lunch on Mondays?What would she like for dinner today?b.Listen to the tape and repeat.c.Read after T, and read together.Check the answers in book P30Let Ss find out what should we pay attention to the writing.d.Practise the sentences.(4). Consolidation and extension:a.Activity bookP19(5)listen and write.(6)read and tick or cross.b. Write the sentences four times.c. Design a menu at home to your parents.Teaching notes:Unit 3 lesson4(B Let’s learn. Let’s chant )1. Teaching aims:(1) Be able to master the words: tasty, salty, sour, fresh and sweet in four skills. and three skill for word: healthy .(2). Be able to say “Let’s chant”(3) Can use the adj. to describe the favorite food.2. Key and difficult points:(1)Four-skilled words: tasty, salty, sour, fresh, sweet(2)The pronunciation of “healthy”.(3)To describe the favorite food.3. Teaching aids:Pictures, cards, apples, orange, sugar, salty, vinegar and tape.。