深圳版五年级英语上册全册教案

Unit 1 Good friends
Task objectives
1. Complete simple tasks following a series of instructions
2. Relate personal experience and opinions with the help of the teacher
3. Understand and explain information provided in tables and graphs Language focus
1. What do you do in your spare time?
2. I like playing the piano.
3. Allan likes fishing.
4. He doesn't like shopping.
5. What are your favorite hobbies?
Topic words
fish, play the piano, play chess, shop , have a picnic , listen to CDs
Pre-task stage
A. It's the weekend. What do the children want to do with their friends? Look, listen and act.
Presentation
1.Bring in some pictures of people doing things that make them happy.
2.( Books closed )Show the students the pictures like fishing,
shopping, ect. Ask the students what are these people doing? Encourage the students to answer like this: He is fishing. She is listening to CDs. And practice other sentences.
3.Write the verbs for the activities .Ask the students What do you want to do this weekend?
4.Show Transparency. Play the tape .And ask the students to repeat
after it.
Practice
1.Show Transparency. Point to the people on the page and revise
or teach the verbs and the places.
2.Read aloud or play the tape. Ask the students to repeat the words
after you.
5.Ask the students to take turns or work in pairs to ask each other
and answer about what they want to do.
B1 Tim received a letter from his new pen friend. Read the letter and complete Tim's notes.
Presentation
1.Photocopy the letter, put it in an envelope addressed to Tim.
2.Show the students the envelope. Ask them to guess what is
inside.
3.Repeat the name on the envelope .Tell the students it is from
Tim's pen friend.
Practice
Show Transparency. Point out to the students that when sb likes
1.
a hobby or an activity and often does it , we put –ing on the
verb , e.g. Allan likes playing the piano . I like swimming. He
likes reading. etc.
2.Tell the students to read the letter again .Ask them to complete Tim's note about Allan's hobbies by writing likes or doesn't like
next to each of the activities.
3.Check the answers with the students.
4.Ask the students to work in pairs and take turns to make sentences using the notes to check if they have the same answers.
B2 The students are talking about what they like doing in their spare time. Listen, say and act.
Presentation
1.Find out some interesting activities the members of the class
like doing.
2.Tell the students about one hobby a member has e.g. ___ likes
–ing . He or she thinks it's fun . Then ask another member of
the class Do you like –ing ? Do you think it is fun? If the
student answers negatively, tell the class ___ doesn't like –ing .
He or she thinks it is boring.
3.Write the words fun and boring on the board.
Practice
1.Show Transparency. Read the conversation and ask the
students to read after the teacher.
2.Tell the students to work in pairs and continue the conversation.
B3 Listen to Candy. Then write T for true or F for false after each sentence.
1.Read the rubric to the students. Ask them to take time to read
the sentences.
2.Play the tape for the students.
3.Check their answers.
C．A story：Does Bob like sports ?
1.Ask the students to describe the boys.
2.Ask the students to cover picture 6. Read the characters'
words with the students up to and including picture 5. Ask
the students to re-read and tell the teacher what games Bob
says he likes playing in picture 1.
3. Play the tape and they repeat the sentences.
4. Role –play and act in pairs.
D. Read the story again. And then read the sentences below .Write T for
or F for false.
1.Read the story again.
Check the answer with the students. Ask them to make the 2.
correct sentences for false sentences.
E. Read the symbols and say the words.
1.Write and explain the words to the students.
2.Play the tape.
3.Say the words slowly and clearly.
While – task stage
F. Do a survey.
1.Tell the students to work in groups of four and choose a group leader.
2.The group leader makes a survey what his members like or are their favorite hobbies.
3.The group leader tells the class about their activities.
G. Listen and chant and write the correct days.
1.Play the tape for the students to listen to the chant.
2.Ask the students to join in with the words .Then ask the students to write the correct day of the week under each picture.
3.Tell the students to say the chant again to check their
H. Think about it.
Tell the students that different countries have different names for the money they use .With more able classes the teacher can teach the names
of the countries: Ireland, Australia and the United Kingdom (the UK). Get the students to match the flags of the countries and the money signs underneath.
Post –task stage
I. Further reading
1.Arouse interest in the passage by asking Who likes collecting stamps? Tell the students that they can learn many things from stamps. Ask Do you know where these stamps are from?
2.Tell the students to find out more about the two stamps on the
page as they read.
3.Ask the students to answer the questions .Check the answers
with the students.
Homework
1.Copy the words twice.
2.Make a survey. What do your parents or your neighbours like
doing best? Write them down.
3.Copy the text.
4.Recite the words and phrases.
本单元的重点在一般将来时态: What are you going to do? I'm going to….学生对这个句型掌握得较好，特别是说这个句型说得很流利很学生无论是说这。

like + doing学生在本单元掌握得很不好的是上口。

．个句型还是做练习的时候都很容易出错。

学生经常在后面直接接动词，而不是接动名词。

第三人称单数也很容易出错，如：She likes….
说成或写成She like….
Unit 2 Things in the kitchen
Task objectives
Understand narratives of near normal speed and familiar language Complete simple tasks following a series of instructions
Write short paragraphs following sample writing
Pre-task stage
A.Pat and Tim are looking at a poster. Listen ,look and say. Presentation
1.Bring in some things . And ask the students to tidy them.
2.Ask the students to repeat after the cassette .
Practice
1.Show the students the clean and dirty kitchens. Explain that a
dirty kitchen is not good . We might get sick if we cook in a dirty
2.Read aloud or play the tape for the illustrated conversation . Ask
the students to repeat the words after you .
Ask the students to take turns to make sentences about the fridge
3.
and the bin.
B1 Listen and read . Then match the sentences and the sentences and the pictures . Write the correct number in each box.
Presentation
1.Revise left and right with the students by telling them Put up
your right hand. Raise your own right hand as you check how
many have their right hands raised . Then raise your left hand
and ask them Which hand is this ?
2.Where is the book ? It is on the right or it is on the left . The
book was on the left. But now it is on the right .
3.Repeat the procedure using different subjects.
Practice
1.Show Transparency. Point to Tim and his mother and the clean kitchen through the doorway . Ask the students why they think
Tim and his mother are tired .
2.Show the small pictures and the boxes for writing numbers in.
Tell the students to listen and write the correct numbers in the
boxes . Play the tape .
3.Check the answers with the students .
B2 Mrs Simpson left a note for her husband . Look , read and write.
1.Show Transparency. Ask the students to work in pairs and to
talk about and circle . the differences in the two pictures .
2.Ask the students to listen and check the answers. Play the tape .
B3 Ray is talking to a friend about his morning . Listen and put T and F .
C. A story The monster in the kitchen .
1.Ask the students How was the kitchen in Picture 1 ?
2.Read the words in picture 2 . Ask the students How do you
think the kitchen now ?
3.Play the tape .
4.Role –play and act .
D . Read the story again . and then T or F.
1.Read the story .
2.Check the answer with the students .
E. Read the symbols and say the words .
1.Write and explain the words to the students .
2.Play the tape .
3.Say the words slowly and clearly .
While –task stage
F. A party
1.Read the invitation with the students . Ask them what they know about Christmas .
Play the tape . 2.
G . Listen and chant .
1.Play the tape .
2.The students get into groups . Ask each group to chant along to the tape while doing the actions .
H . Think about it . Circle the correct answer.
Ask the students to find out the date when the first fridge was made . Ask them to work out how the fridge was in 1957 . Post –task stage
II.Further reading
1.Show the students the list of things they need to cook the French toast .
2.Tell the students to look at the pictures and match them with the sentences .
3.Check the answers with the students .
Homework :
1.Copy the words twice .
2.Make a survey . Whose kitchen is messy and whose kitchen is
tidy ?
3.Copy the text .
4.Recite the words and phrases .
课后记
were,
was, 动词的过去时be本单元开始接触动词的过去时，主要是wasn't, weren't. 学生对说were, weren't不太顺口. 对什么时候用was 什么时候用were容易弄错，一定要告诉学生，主要要看主语，主语是单数用was, wasn't，主语是复数用were, weren't.
Unit 3 A rainy weekend
Task objectives
Understand more complex or a series of instructions and act accordingly .
responding to simple questions
participate in simple role--plays
Pre-task stage
A. Candy is visiting Pat on Saturday . It is raining . Listen , say and act. Presentation
a)Write the verb phrases on stripes of paper .
b)Ask the students to repeat after the cassette .
Practice
1．Tell the students to look at the picture and ask What's the weather like ? Ask some students What can you do on a rainy day ?
2.Read aloud or play the tape for the illustrated conversation. Ask the students to take turns to make sentences about What Candy and Pat
can do.
Listen and read .Tick the correct picture . B1
Presentation
1．Bring the verb stripes to class.
2．Tell the students to look at the clock and ask them: What time is it? When they answered, ask Is it the morning or the afternoon? It is two
o'clock in the afternoon.
3.Repeat the procedure using different time.
4.Make sentences in the past tense using the verb stripes, e.g. First I finished my homework. Then I …Next I …After that I …
Practice
1．Show Transparency. Show Pat and Tim at the top of the page .Explain that Pat and Tim are at their homes. Ask the students to practice on each other.
2．Tell the students Before you listen, look at the two pictures at the bottom of the page . Only one is correct . Listen to the tape . And then tick the correct picture . Play the tape .
3．Check the answers with the students . Ask the students to repeat the
conversation .
4．Have the students role –play Pat and Tim in pairs .
B2 Koko stayed with Pat on Saturday . Read and write . Then say and act .
1.Show Transparency. Ask the students What did Koko do on Saturday ? Ask the students to work in pairs and to talk about What did Koko do
2.
on Saturday .
B3 Candy is talking about her Sunday . Listen and fill in the blanks.
1.Play the tape .
2.Check the answers .
C. Rain
1. Ask the students Do you like rainy weather ?
2. Read the conversation at the top of the page . Ask the students Do you know how we get rain / Where does rain come from ?
3. Play the tape .
D . Read the story again . Answer the questions .
Read the story again .
Check the answer with the students .
E. Read the symbols and say the words .
1.Write and explain the words to the students .
2. Play the tape .
3.Say the words slowly and clearly .
While –task stage
What did you do ? Write a letter .
F.
1.Ask the students to read the email from Chris and make notes and ask What did he do on Saturday .
2.Tell the students to talk with a partner about the activities that Chris did on Sunday according to the they have made .
G . Listen and chant .
1. Play the tape .
2. The students get into groups . Ask each group to chant along to the tape while doing the actions .
H . Think about it . Circle the correct answer.
Tell the students that there is a very famous and funny saying in English . It's raining cats and dogs .
Post –task stage
I. Further reading
1.Bring a map of China to class . Show the students the places mentioned in the paragraph .
2.Tell the students to read the paragraph in different places .
3.Check the answers with the students .
Homework :
1.Copy the words twice .
2.Make a survey . Whose kitchen is messy and whose kitchen is tidy ?
3.Copy the text .
4.Recite the words and phrases .
课后记
本单元讲到了行为动词的过去式。

学生对过去时有了进一步的了解，但学生对什么时候用过去时，什么时候用一般现在时把握不太好，经对过去时是本学期的重点，常是不用过去时或是读的时候没读出来。

．学生来说有一定的难度。

希望下面的课能让学生更多了解过去时态。

多把一般现在时与过去时进行比较，多做这方面的练习题。

Unit 4 Revision
A1. Write the new words you learned in Units 1—3 in this word bank. Ask the students to write down the new words they have learned
in units 1—3 to create their own word bank .
A2. Put your favourite words here .
Tell the students to choose from their word bank and write down their favorite words .
A3. What other words did you learn by yourself ? Write them in this notebook .
Ask the students if they have learned any other words by themselves . If they have , tell them to write the words in the
notebooks .
A4. Write your favourite sentences here.
Ask the students to read through Unit 1-3 again. Try to find out their favorite sentences and then write them down .
A5. These words and sentences are difficult .
Ask the students if they find any words or sentences are difficult for them . Tell them to keep a record of those difficult words and sentences to revise them later .
B1. Mary has a toothache. She is at the dentist's office . Listen and circle the correct words .
1.Play the tape . Show Transparency . Explain that Mary is at the dentist's office .
2.Tell the students to listen to the tape and find out the right
words and Mary according to the talk . Ask the students to
circle the correct words .
3.Check the students' answers .
B2. Jack is writing in his diary . Listen and finish the sentences .
1.Show Transparency. Ask the students to read Jack's diary .
2.Explain that the passage is about Jack's activities on a rainy Sunday. Then tell the students to choose the words in the box
to complete the diary .
3.Ask the students to fill in the blanks with the correct words .
4.Ask one or two students to read their answers to check with
the whole class .
C. Last Sunday morning , Mr. Li was on the train . He talked to his daughter on his mobile phone . Read , look at the pictures and
act .
1.Show Transparency. Ask the students to look at the picture and
the dialogue .
Explain to the students that Mr. Li is talking to his daughter on 2.
the phone and asking about what she did in the morning that day .
3.Ask the students to role play according to the pictures .
D1. Read Koko's calendar and tick the correct sentences below . 1.Show Transparency. Tell the students to look at Koko”s March calendar about her activities on different days .
2.Ask the students to read the sentences below the calendar and
tell them some sentences are correct but some are not .
3.Ask the students to put a tick in the box if the sentence is
correct .
e Transparency to check the students' answers.
D2. Tom can't go to school tomorrow. His father is writing a note to his teacher . Read the note . Number the pictures and write sentences
under each one .
1. Show Transparency. Tell the students to read the note written by Tom's father and look at the pictures .
2.Ask the students to number the pictures in the correct order and then write a sentence under each picture .
3.Ask one or more students to read aloud their sentences to check their answers with the whole class .
E1. Sally is young but she draws well . Last week she visited her grandpa . Look at the pictures and complete the sentences .
1.Show Transparency. Tell the students to look at the pictures carefully .
2.Ask the students to complete the sentences below according to what is shown in the pictures .
e Transparency to check the students' answers.
E2. Lily is looking at a photo . Her mum is talking about it . Look , read and and answer the questions .
1. Show Transparency. Tell the students to read the note written by Tom's father and look at the pictures .
2.Ask the students to look at the pictures and read the words .
3.Ask one or more students to read aloud their sentences to check their answers with the whole class .
Homework
1.Copy the words twice .
2.Copy the text .
3.Recite the words and phrases .
Review Units 1-3.
4.
Unit 5 Dinosaurs
Task objectives
1. Communicate freely with others by using simple expressions and structures
2. Introduce a topic and briefly interact with others
Language focus
1. D K was a long / short dinosaur.
2. It had two legs .
3. It ate plants .
4. It walked slowly .
5. It ran/swam . It didn't run or swim .
Topic words
ate flew ran drank had lived run fast and so on
Pre-task stage
A. Pat , Koko and Tim are looking at some dinosaurs . Listen , say and act .
Presentation
a)Bring a dinosaur to the classroom . And show it to the students Describe it to the students . It is tall/long/strong.
b)．
c)Describe what it does . It runs/swims/eats meat/plants.
d)The students asked questions about what it looks like and does .
e)Play the tape for the students to listen carefully . Ask the students to repeat after the tape.
Practice
1.Show the students the three dinosaurs and introduce them to the students . Play the tape . They repeat after the tape .
2.Ask the students to take turns to make sentences about them .
B1 The students are telling the teacher about the dinosaurs . Look , listen and act.
Presentation
1.Write sentences about Baryonyx .
2.Show the students the picture about it .
3.Pay attention to the past tense of the verbs . Try to learn to use them correctly.
Practice
1.Show Transparency. Play the tape . Listen and repeat .
2.Tell the students to match the present tense notes and the past tense notes by drawing lines .
3.Check the answers with the students .
4.Ask the students to read Tim's notes . Write F or F for next to the sentences .
B2 Read about D K . Then write about D S .
1.Show Transparency and notes on D K and D S .
2.Ask the students to work in pairs and to write the sentences .
3.Check the sentences . Tell the students to use the past tense forms.
4.Ask some students to read aloud their sentences to check the sentences with the whole class .
B3 Pat is talking about a dinosaur . Listen and circle the words you hear . Then choose the Dinosaur picture .
1.Play the tape . Listen and circle the words they hear .
2.Check the answers with the students .
C. The end of the dinosaur
a)Arouse interest in the passage .Tell the students about what happened to the dinosaurs.
b)Read the rubric to the students. Ask how many ideas about
them .
c)Play the tape and ask them to say the sentences after it .
D . Read the passage again . Answer the questions .
1.Read the story again and answer the questions.
2.Check the answer with the students .
E. Read the symbols and say the words .
1.Write and explain the words to the students .
words and sounds to listen to students the ask and tape the Play 2. carefully .
3.Say the words slowly and clearly .
4.Play the tape several times for the students to do it well.
While –task stage
F. My super dinosaur .
1.Ask the students to choose any color he likes for dinosaurs.
2.Ask the students to choose some notes he likes to describe it.
G . Listen and chant .
1.Play the tape for the students to listen to chant .
2.The students get into groups . Ask each group to chant along to the tape while doing the actions .
H . Think about it . Circle the correct answer.
Ask the students to find out when man started to live on the earth and if there were any duck dinosaurs . The first men walked on the earth four million years ago . There were no ducks in the time of the dinosaurs.
Post –task stage
I. Further reading
1.Ask the students, How do you know about the
dinosaurs?
2.Ask the students to point to a bone. Where do we find bones? What can we know about it?
3.Which animals have eggs? What can we find out from their
bones?
Homework :
1.Copy the words twice .
2. How much do you know about the dinosaur. Write a
composition .
3. Copy the text .
4 . Recite the words and phrases .
课后记
本单元主要是学恐龙，学生对它们有兴趣，对它们的生活习性也有兴趣并且多少有一点的了解,读起句子来就比较顺口。

难点还是在于过去时的应用，C部分和I部分对学生来说比较难。

教师应讲慢点，让学生能弄明白。

活动手册有些题难度过大，教师应先布置学生自己做，然后再讲解。

做活动手册花的时间较多。

Unit 6 At Animal Land
Task objectives
1. Communicate freely with others by using simple expressions and structures
2. Enjoy simple rhymes and poems with the help of the teacher
3. Write short paragraph using expressions and structures learned Language focus
1. Last week Sam and I visited Animal Land
2. What did you do at Animal Land?
3. I bought a hat at the gift shop.
4. I stood near Monkey Mountain and saw some monkeys.
5. The monkeys came to me.
Topic words
Stood saw came bought drove rode went
Pre-task stage
A. Pat and Tim are going to visit Animal Land. Listen , say and act . Practice
Books open. Show Transparency. Teach the Words hippo and zebra and revise monkey and lion..
f)Read through the information on the map with the students. Ask the students What can you do at Animal Land?
g)Point to the shop and the restaurant. Ask the students to tell you
what they can do there.
h)Play the Cassette and point to the speech bubbles. Ask the
students to repeat after the cassette.
Practice
Show
closed. books their with lesson the start to students the Ask 5. Transparency. Ask the students to listen to and repeat the sentences. 6.Ask the students to come out and write the past tense verbs in the postcard.
B1 Sam and Candy also visited Animal Land . Listen and read . Then draw the route on the map.
Presentation
7.Bring in a postcard. Write an address and a message to yourself on it.
8.Show the students the postcard. Ask the students When do we send postcards?
9.Show the address. Tell the students how to write the address in English.
Practice
a)Show Transparency. Play the tape . Listen and repeat .
b)Ask the students to write the past tense verbs in the postcard
on the board.
c)Ask the students to read the postcard again and then to mark
the route they took on the map.
B2 At the end of the day , the park manager asks Pat and Tim about their visit . Look , listen and say .
d)Show Transparency . Explain that the manager's job is to
make sure that everyone is happy and had a good time at the
park.
e)Ask the students to work in pairs and to write the sentences .
f)Check the sentences .
B3 . Bob and Susie are talking about Animal Land . Listen and tick
the places they visited .
1.Play the tape .
2.Check the answers .
C. Animals at night.
1.Ask the students if many animals are awake or asleep during
the day. Ask students to read and find out when is the best time
to see animals.
2.Play the tape and listen to the text . Ask them to say the
sentences .
3.Ask the students why the people like to come to the night
zoo.
D . Read the passage again . Answer the questions .
1.Read the story again .
2.Check the answers with the students .
E. Read the symbols and say the words .
1. Write and explain the words to the students .
2. Play the tape .
3. Say the words slowly and clearly .
4. Play the several times .
5.Write the words down after the tape .
While –task stage
F. Make a poster for a new zoo.
i.Tell the students they are going to listen to three children
who went to Animal Land yesterday. Play the tape. Ask them to complete the notes.
ii.Ask the students in groups of four to role--play the
children and the zoo manager.
iii.Ask the students to compete the poster by filling the
blanks.
G . Listen and chant.
10.Play the tape for the students to listen to the song.
11.The students get into groups. Ask each group to chant along to the tape while doing the actions.
12.Play the tape again and encourage the students to join in with the words.
H . Think about it.
Ask the students if they know what the animals eat. Tell them to
match the animals and what they eat by drawing lines.
Post –task stage
III.Further reading
Tell the students that there are more animals at zoo. Ask them
1.
to choose one they would like to visit next time.
2.Ask the students to reread the paragraphs and then to match
the sentences and the animals.
Homework :
1Copy the words twice .
2. How much do you know about the animals. Write a composition .
3. Copy the text .
4 . Recite the words and phrases .
课后记：本单元出现了很多不规则的动词过去时，要求学生能记下来，在用词的时候要特别注意哪些是动词的规则变化，哪些是不规则变化。

不规则的动词学生更容易出错。

因此，我归纳了一下本册书的动词过去时的规则变化和不规则变化。

所有的动词过去时进行了分类打印出来发给学生。

让他们记下来。

这对他们做练习有很大帮助。

Unit 7 Holiday postcards
Task objectives
Understand more complex or a series of instructions and act accordingly Understand simple role-plays
Participate in simple role-plays
Provide information by using tables
Language focus
Now I'm in Canada.
Where did Mark go?
He went to the mountains yesterday.
What did he do there?
He skied all day.
Requirement:
Topic vocabulary
The UK / visit Grandma and Grandpa, the US / climb a mountain, Canada / ski and skate, Australian / play volleyball on the beach. Requirement:
Throw-away words
Sound and rhyme words : Spell, playschool, bucket, spade, shade Rubrics : Choose a city. Find out what you can do there. Make a list of things to do. Choose a greeting and an ending for your postcard. Here's an idea. Write on the back of your postcard. Follow the
example on page 66. Send it to a friend.
Poem words : London, palace, Big Ben, queen, hope, Sydney, koala, kangaroo, snake, crocodile, Niagara Falls, Toronto.
Pre-task stage
A Mark is going on a long holiday. Look at the map and his travel plan. Listen, say and act.
Presentation
1.(Books closed) Write on the board a brief travel plan with dates for yourself, following Mark's sample in the book. Tell the students, I'm going to travel soon. Fist I'm going to …I'm going to be in …from…to…
2.Then rub off the place names. Ask the students Where would you like to travel? Write their suggestions up in the spaces.
3.Ask individual students to tell you about their travel plans for different dates.
4.Show Transparency. Play the Pupil's Book Cassette and point to the speech bubbles. Ask the students to repeat after the cassette.
Practice
1.(Books open.) Show Transparency. Point to Mark's travel plans. Ask the students Where is mark going to go? When is he going to be there?
2.Point to the places on the map. Ask the students What is Mark going to do in the places?
3.Play the Pupil's Book Cassette. Tell the students to repeat the conversation.
More to do
While displaying the map, ask the students what other country names they know. Fill in the names on a piece of transparency.
Pat and Koko are talking about the postcards from Mark. Listen and
B1
read.
Presentation
1.(Books closed.) Write on the board your travel plan again. Write on the board the question words Where? When? What?
2.Tell the students that now your holiday is finished. You came back yesterday. Point to the first part of your travel plan. Ask the students Where did I go? Write the past tense form of the question on the board, highlighting the auxiliary did and the stem form of the verb to in contrasting colours. Ask the students to answer your question. Check that they are using the past tense form of the verb in their answer. Write their answer on the board under the relevant question. Check that they are using the past tense form of the verb in their answer. Write their answer on the board under the relevant question.
3.Repeat the procedure with When did I go? And What did I do there?
4.Ask the students to ask you questions about the rest of the travel。