新标准第五册全册英文教案
新标准第五册全册英文教案
新标准第五册全册英文教案本册教材具有以下特点：１、注重学生语言运用能力的培养，突出语言的实践性和交际性，同时也突出语言的真实性和实用性。
２、注重学生自学能力和学习策略的培养，为学生进一步学习或终身学习奠定基础。
３、注重中外方化的双向交流，使学生通过学习，培养未来跨方化交际所需要的能力。
４、注重学习兴趣的培养，以不同方式最大限度地激发学生的学习动机。
５、注重融合学科内容，加强学科之间的整合和渗透，让学生通过英语学习来获得其他学科的知识。
６、注重教材的灵活性和可操作性，以满足不同层次学生的要求。
７、注重教学资料的配套，为学生提供良好的学习环境，帮助学生拓展自我发展空间。
８、注重中小学各阶段的衔接，以保证各学段的顺利过渡，全面提高中小学英语教学的质量。
Module 1 London Unit 1 When did you come back? Function:Talking about past activities Target Language: When did you come back? We came back… Vocabulary: when, back, home, those, ice cream, with, finish, hurry up, w ait for, dropProcedures:Step 1 Warm-up1. Say “Hello” to the pupils and ask them several questions.2. Review moreverbs or verb phrases.Step 2 Introduction1. Talk with the children about the summer vacation, such as: What did youdo? What did you see? What did you eat? What did you drink? Whe n did you come back? Etc.2. Tell the children that they are going to listen to the dialogues among Lingling, Sam and Amy and we are going to learn how to talk about the past activities. Step 3 Presentation1. Put the chart on the blackboard and ask the children to look at the pic ture carefully. Ask the children some questions: Do you know this place? Are Lingling, Sam and Amy in London or in China? They are in a park. They are in London.2. Point to John and tell the children that he is John. Now listen and loo k.3. Play the cassette and ask some questions.4. Teach the new words in different ways.5. Play the cassette again and pause after each utterance for the children to repeat.6. Practice in groups and act out the dialogue.Step 4 Finish a Task1. Suppose you are from another city and make a dialogue.2. Investigate thestudents who went out to tour during the summer vacati on.Step 5 Homework1. Read the text in role.2. Introduce your own city.Unit 2 Did they buy ice creams?Function:Talking about past activities Target Language:Did you…? Yes, I did. / No, I didn’t.Vocabulary: dear, met (meet), ran (run) Pronunciation: /i:/, /I/, /e/, / /Song: Where did you go?Procedures:Step 1 Warm-up 1. Review verb phrases. 2. Review Unit 1.Step 2 Introduction1. Prepare a postcard with a picture of own city and ask the children: Wh at’s this? What is the place? What can you see?2. Show the back of the postcard and tell the children that Lingling wrot e a letter on it.Step 3 Presentation1. Play the cassette and pause after each utterance for the children to repe at and tick the actions: went to the park, met John, bought ice creams, went home, ran to the bus, dropped.2. Play the cassette again and ask the children answer the following questi ons: Who wrote the postcard? Whom did Lingling send the postcard to?3. Write down the words: met, bought, went, ran, dropped and ask the chi ldren to guess the original form.4. Finish activity 2. Ask the children to ask and answer in pairs.Step 4 Sing a song1. Ask the children to look at the pictures carefully.2. Play the cassette and ask the children to listen carefully.3. Teach the sentences of the song one by one.4. Play the cassette several times and ask the children to sing along.Step 5 Homework1. Read the letter and sing the song.2. Finish activity6: sentence relay.Module 2 Shopping Unit 1 How many do you want?Function:Market shopping, talking about quantities of thingsTarget Language: How much/many do you want? Do you like…Vocabulary: need, food, shopping list, cheese, how much, kiloProcedures:Step 1 Warm-up1. Sing the song of where did you go.2. Ask the students “what did you do yesterday?”Step 2 Introduction1. Tell the children: I went shopping yesterday. I went to Guangming Str eet. I went to the supermarket. I bought lots of things. Wrote down the w ord of supermarket on the blackboard and teach to read.2. Tell the children that Lingling and Ms Smart will go shopping. Today we are going to learn how to buy things in a supermarket in English.Step 3 Presentation1. Observe the pictures and ask them who they see and what they are do ing?2. Play the cassette and ask the children listen thoroughly. Ask the childr en: Where are Ms Smart and Lingling? What need they buy?3. Play the cassette the second time and ask the children to find out the foodthat Ms Smart buys.4. Ask the children to look at the list. This is a shopping list.5. Explain the usage of how many and how much.6. Play the cassette again and ask the children to imitate.Step 4 Finish a Task1. Ask the children to look at the shopping list and read the food and qu antities correctly.2. Learn to buy things on computer.Step 5 Homework 1. If condition permissions, the children can learn to go shopping on com puter.2. Write a letter to your new pen friend, introducing yourself and your o wn hobbies and at the same time asking your new pen friend’s likes.Unit 2 How much milk do you want?Function:Write a shopping list in English and go shopping in English Target Language: How much…do you want? Vocabulary: juice, box, bottle Pronunciation: / /, /a:/, / /, Song: How many do you want?Procedures:Step 1 Warm-up1. Make a dialogue with the students at random.2. Review Unit 1.Step 2 Introduction1. Talk about the season and ask the children what kind of outside activit y they like.2. Talk about picnic. What should be prepared before picnic?3. Tell the children that we are going to write a shopping list for a picni c and we are going to continue to learn to go shopping in English.Step 3 Presentation1. Put the chart on the blackboard and ask the children some questions.2. Play the cassette the first time and ask the children to grasp the text fr om the whole.3. Play the cassette the second time and ask the children try to read the s entences by themselves.4. Act out the dialogue in role. Choose one to make a record finishing th e list. Step4 Sing a song1. Ask the children to look at the pictures carefully.2. Play the cassette and ask the children to listen carefully.3. Teach the sentences of the song one by one.4. Play the cassette several times and ask the children to sing along.Step 5 Homework1. Read the letter and sing the song.2. Finish activity 5: Use a spinner to finish the boxes.Module 3 At the WeekendUnit 1 We visited lots of places. Function:Talking about past activitiesTarget Language: What did you do at the weekend? Where did you go? Vocabulary: the British Museum, the London Eye, wheel, wonderful, unde rstand, postcard, hour, mountainProcedures:Step 1 Warm-up1. Sing an English song.2. Ask the children: How many days are there in a week? What do you usually do at the weekend?Step 2 Introduction1. Ask the children to look at the calendar and ask: What day is it toda y? The teacher says: I had a busy weekend. Do you want to know what I did at the weekend?2. Ask Ss: where are Amy and Sam? Where did they go? They went to the park. Step 3 Presentation1. Put the chart on the blackboard and play the cassette let the children l isten carefully. The teacher asks several questions.2. Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3. Continue to explain the new languages.4. Play the cassette the third time and pause after each utterance for the children to repeat.Step 4 Finish a Task1. Finish activity 3.2. Investigate the students’ activities at the weekend and finish the activit ylist.Step 5 Homework1. Listen to the tape of this unit.2. Encourage the children to write letters to their pen friends. Write down the famous places and share with their friendsUnit 2 what did Daming do?Function:Talking about past activities Target Language: Where/How/When/What did…? Vocabulary: hour, mountain Pronunciation: / /, / /, /u /, /u:/Song: the London EyeProcedures:Step 1 Warm-up1. Make a dialogue with the students at random.2. Review Unit 1.Step 2 Introduction1. Talk about the dream. Last night I had a dream. In my dream I went to the great Wall. And I met Daming and his father there. We are very h appy.2. Say the Ss: Did Daming and his father do to the Great Wall? Let’s ha ve a look. Step 3 Presentation 1. Ask the Ss to look at the picture carefully and ask: What can you see? 2. Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3. Teach the new words in different ways.4. Play the cassette the second and pause after each utterance for the child rento repeat.5. Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Sing a song1. Ask the children to look at the pictures carefully.2. Play the cassette and ask the children to listen carefully.3. Teach the sentences of the song one by one.4. Play the cassette several times and ask the children to sing along.Step 5 Homework1. Read the text and sing the song.2. Finish activity 6: Play and say.Module 4 Possessions Unit 1 It’s mine!Function:Solving a dilemma Target Language: It’s mine/his/hers/yours. It’s Lingling’Vocabulary:mine, yours, argue, matter, wear, hers, his, line, clean, whoseProcedures:Step 1 Warm-up1. Sing an English song.2. Ask the children: How many days are there in a week? What do you usually do at the weekend?Step 2 Introduction1. The teacher shows the children something.2. Say to Ss: I’ve got something from the Lost-Found Room. May be something here is yours. If something is yours, what can you s ay to get it back? Let’s learn the text to find the answer.Step 3 Presentation1. Put the chart on the blackboard and play the cassette let the children l isten carefully. The teacher asks several questions.2. Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3. Continue to explain the new languages.4. Play the cassette the third time and pause after each utterance for the children to repeat.Step 4 Finish a Task1. Finish activity 5.2. Finish activity 6 in the whole class..Step 5 Homework1. Listen to the tape of this unit.2. Finish activity 4. Make a play in a group of three.Unit 2 This bag is hers.Function: Solving a dilemma Target Language: It’s yours/his/hers… It’s Lingling’s… Vocabulary: cap, T-shirt, sweater, his, hers Pronunciation: /ei/, /ai/, / i /, /au/, / u/ Song: the London EyeProcedures:Step 1 Warm-up1. Make a dialogue with the students at random.2. Review Unit 1.Step 2 Introduction1. Talk with the children that we have found the things we lost at the L ost-Found Room.2. Today we are going to help the other students to find the lost things. Let us see how many things have been left here.Step 3 Presentation1. Ask the Ss to look at the picture carefully and ask: What can you see?2. Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3. Teach the new words in different ways.174. Play the cassette the second and pause after each utterance for the child ren to repeat.5. Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Sing a song1. Ask the children to look at the pictures carefully.2. Play the cassette and ask the children to listen carefully.3. Teach the sentences of the song one by one.4. Play the cassette several times and ask the children to sing along.Step 5 Homework1. Read the text and sing the song.2. Finish activity 4.Module 5 In Class Unit 1 There are enough. Function:Describing contrast Target Language: There are enough… There are not enough... Vocabulary: enough, give, every, everyone, them, carefulProcedures:Step 1 Warm-up1. Sing an English song.2. Ask the children some questions at random.Step 2 Introduction1. The teacher shows the children something.2. Ask the class: Open your pencil boxes. How many pencils are there in your pencil-box? Are there enough pencils for you? Help the children to understand the meaning of enough.Step 3 Presentation1. Put the chart on the blackboard and play the cassette let the children l isten carefully. The teacher asks several questions.2. Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3. Continue to explain the new languages.4. Play the cassette the third time and pause after each utterance for the children to repeat.5. Practice in groups.6. Act out the dialogue.Step 4 Finish a Task1. Finish activity2.2. Finish activity 3 in groups.Step5 Homework1. Listen to the tape of this unit.2. Make a play in a group of three.Unit 2 There are too many books on the desk. Function:describing contrast Target Language: There are too many…Vocabulary: them, careful Pronunciation: /I /, /e /, /u / Poem: Not enough time Procedures:Step 1 Warm-up1. Make a dialogue with the students at random.2. Review Unit 1.Step 2 Introduction1. Ask the students if they meet the questions to be solved.2. Maybe you don’t know how to say them in English. Let’s learn the te xt and then you will know.Step 3 Presentation1. Ask the Ss to look at the picture carefully and ask: What can you see?2. Play the cassette the first time and let the children to tick the new wor dsand guess the meanings.3. Teach the new words in different ways.4. Play the cassette the second and pause after each utterance for the child ren to repeat.5. Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Say a poem1. Ask the children to look at the pictures carefully.2. Play the cassette and ask the children to listen carefully.3. Teach the sentences of the poem one by one.4. Play the cassette several times and ask the children to sing along.Step 5 Homework1. Read the text and say the poem.2. Finish activity 5.Module 6 Self-assessment Unit 1 You can play football well. Function:Assessing oneself and other people Target Language: Can you run fast? Yes, I can. No, I can’t. You can play football well. Vocabulary: well, team, control, badly, really, catch, fantasticProcedures:Step 1 Warm-up1. Sing an English song.2. Ask the children some questions at random.Step 2 Introduction1. The teacher says some learned verb phrases and let the children do the actions.2. Play football. Who can run fast? Who can jump high? Who can play f ootball? Step 3 Presentation1. Put the chart on the blackboard and play the cassette let the children l isten carefully. The teacher asks several questions.2. Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3. Continue to explain the new languages.4. Play the cassette the third time and pause after each utterance for the children to repeat.5. Practice in groups.6. Act out the dialogue.Step 4 Finish a Task1. Finish activity2.2. Finish activity 3 in groups.Step 5 Homework1. Listen to the tape of this unit.2. Make a play in a group of three.Unit 2 I can do it very well.Function:assessing oneself and the other people Target Language: I can do it very well.I sing very badly.Vocabulary: very, well, badly, climb Pronunciation: /p/, /b/, /t/, /d/ Poem: How well do you play?Procedures:Step 1 Warm-up1. Make a dialogue with the students at random.2. Review Unit 1.Step 2 Introduction1. Ask the students if they meet the questions to be solved.2. Maybe you don’t know how to say them in English. Let’s learn the te xt and then you will know.Step 3 Presentation1. Ask the Ss to look at the picture carefully and ask: What can you see?2. Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3. Teach the new words in different ways.4. Play the cassette the second and pause after each utterance for the child ren to repeat.5. Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Say a poem1. Ask the children to look at the pictures carefully.2. Play the cassette and ask the children to listen carefully.3. Teach the sentences of the poem one by one.4. Play the cassette several times and ask the children to read along.Step 5 Homework1. Read the text and say the poem.2. Finish activity 5.Module 7 Community Unit 1 He can’t see. Function:Investigating community Target Language: He can/can’t… She can/can’t… They can/can’t… Vocabulary: programmed, useful, blind, deaf, hear, firemen, mum, sausageProcedures:Step 1 Warm-up1. Sing an English song.2. Ask the children some questions at random.Step 2 Introduction1. The teacher says some learned verb phrases and let the children do the actions.2. Can you play football? Can you run fast? Can you do this?3. Let the children answer and at the same time write down the topic of community. Step 3 Presentation1. Put the chart on the blackboard and play the cassette let the children l isten carefully. The teacher asks several questions.2. Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3. Continue to explain the new languages.4. Play the cassette the third time and pause after each utterance for the children to repeat.5. Practice in groups.6. Act out the dialogueStep 4 Finish a Task1. Finish activity2.2. Finish activity 3 in groups.Step5 Homework1. Listen to the tape of this unit.2. Make a play in a group of three.Unit 2 They can’t walk.Function: Talking about the ability Target Language: They can’t walk. Their mothers help them.Vocabulary: sit, sit down, chick Pronunciation: /k/, /g/, /f/, /v/ Song: A good friendProcedures:Step 1 Warm-up1. Make a dialogue with the students at random.2. Review Unit 1.Step 2 Introduction1. Show the pictures of activity one.2. Review the learned verbs and say: what are the meanings of these pict ures. Step 3 Presentation1. Ask the Ss to look at the picture carefully and ask: What can you see?2. Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3. Teach the new words in different ways.4. Play the cassette the second and pause after each utterance for the child rento repeat.5. Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Sing a song1. Ask the children to look at the pictures carefully.2. Play the cassette and ask the children to listen carefully.3. Teach the sentences of the song one by one.4. Play the cassette several times and ask the children to sing along.Step 5 Homework1. Read the text and say the poem.2. Finish activity 5.Module 8 School Unit 1 What time does school start? Function:Describing a school routine Target Language: present tense Past tense Vocabulary: exercise, playground, before, skip, coffee, teaProcedures:Step 1 Warm-up1. Sing an English song.2. Ask the children some questions at random.Step 2 Introduction1. Write the word of school on the blackboard.2. Talk about in simple English: Do you sing songs every morning? Do you start school at 9 o’clock? We do morning exercises. We start school at 8 o’clock. We sit in rows.Step 3 Presentation1. Put the chart on the blackboard and play the cassette let the children l isten carefully. The teacher asks several questions.2. Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3. Continue to explain the new languages.4. Play the cassette the third time and pause after each utterance for the children to repeat.5. Practice in groups.6. Act out the dialogue.Step 4 Finish a Task1. Finish activity2.2. Finish activity 3 in groups.Step 5 Homework1. Listen to the tape of this unit.2. Make a play in a group of two.Unit 2 Where did Lingling go yesterday?Function:Talking about past activities Target Language: Where did…? What did…? Vocabulary: ball, rang(ring) Pronunciation: /s/, /z/, / /, / /, / /, / /, /r/, /h/ Song: A good friendProcedures:Step 1 Warm-up1. Make a dialogue with the students at random.2. Review Unit 1.Step 2 Introduction1. Say several sentences and tell if it is Chinese school or England schoo l.2. T: They start school at 8 o’clock. Ss: China. T: They play in the playground before 9 o’clock. Ss: England.Step 3 Presentation1. Ask the Ss to look at the picture carefully and ask: What can you see?2. Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3. Teach the new words in different ways.334. Play the cassette the second and pause after each utterance for the child ren to repeat.5. Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Sing a song1. Ask the children to look at the pictures carefully.2. Play the cassette and ask the children to listen carefully.3. Teach the sentences of the song one by one.4. Play the cassette several times and ask the children to sing along.Step 5 Homework1. Read the text and say the poem.2. Finish activity 5.Module 9 Feelings Unit 1 Are you feeling sad? Function:Talking about feelings Target Language: Are you feeling sad/bored/angry? I feel happy/sad/tired/bored/hungry. Vocabulary: feel, sad, miss, bored, angry, nothing, secret, feel, surprise, tir edProcedures:Step 1 Warm-up1. Sing an English song.2. Ask the children some questions at random.Step 2 Introduction1. Write the word of school on the blackboard2. Talk about in simple English: Do you sing songs every morning? Do you start school at 9 o’clock? We do morning exercises. We start school at 8 o’clock. We sit in rows.Step 3 Presentation1. Put the chart on the blackboard and play the cassette let the children l isten carefully. The teacher asks several questions.2. Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3. Continue to explain the new languages.4. Play the cassette the third time and pause after each utterance for the children to repeat.5. Practice in groups.6. Act out the dialogue.Step 4 Finish a Task1. Finish activity2.2. Finish activity 3 in groups.Step 5 Homework1. Listen to the tape of this unit.2. Make a play in a group of two.Unit 2 Where did Lingling go yesterday?Function:Talking about past activities Target Language: Where did…? What did…? Vocabulary: ball, rang(ring) Pronunciation: /ts/, /dz/, /tr/, /dr/, /t /, /d / Poem: Smile and be happyProcedures:Step 1 Warm-up1. Make a dialogue with the students at random.2. Review Unit 1.Step 2 Introduction1. Prepare the chess: Do you play chess at the weekend? I can play ches s. Write the word of chess on the blackboard and teach, then say: I can p lay chess and I am the winner. So I feel very happy. Draw a happy face.2. I’ve got nothing to do. I feel bored. Draw a bored face.3. teach the words of sad and angry in the similar manner.Step 3 Presentation1. Ask the Ss to look at the picture carefully and ask: What can you see?2. Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3. Teach the new words in different ways.4. Play the cassette the second and pause after each utterance for the child ren to repeat.5. Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Say a poem1. Ask the children to look at the pictures carefully.2. Play the cassette and ask the children to listen carefully.3. Teach the sentences of the poem one by one.4. Play the cassette several times and ask the children to read along.Step 5 Homework1. Read the text and say the poem.2. Finish activity 5.Module 10 Manners Unit 1 You should look, then cross the road.Function:Instructing on correct behavior Target Language: You should look, then cross the road. You shouldn’t walk in the road. You should hold my hand, too. Vocabulary: should, cross, dangerous, hold, hand, say, in a hurryProcedures:Step 1 Warm-up1. Sing an English song.2. Ask the children some questions at random.Step 2 Introduction1. The teacher simply introduces the story: In the morning on Monday, T om’s mother Ms Smart bring Tom to the kindergarten.2. On the road, what does Ms Smart say to Tom?3. They meet a friend of Ms Smart. What happened?Step 3 Presentation1. Put the chart on the blackboard and play the cassette let the children l isten carefully. The teacher asks several questions.2. Play the cassette the second time and let the children tick the new wo rds and guess their meanings3. Continue to explain the new languages.4. Play the cassette the third time and pause after each utterance for the children to repeat.5. Practice in groups.6. Act out the dialogue.Step 4 Finish a Task1. Finish activity2.2. Finish activity 3 in groupsStep 5 Homework1. Listen to the tape of this unit.2. Make a play in a groups.40Unit 2 You should eat fruit.Function:Talking about good behaviors Target Language: You should… You shouldn’t…Vocabulary:mum, jump, noodles, Pronunciation: /m/, /n/, / /, /l/, /w/, /j/ Rap: You shouldn’t jump on the bed.Procedures:Step 1 Warm-up 1. Make a dialogue with the students at random.2. Review Unit 1.Step 2 Introduction 1.Step 3 Presentation1. Ask the Ss to look at the picture carefully and ask: What can you see?2. Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3. Teach the new words in different ways.4. Play the cassette the second and pause after each utterance for the child ren to repeat.5. Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Say a poem1. Ask the children to look at the pictures carefully.2. Play the cassette and ask the children to listen carefully.3. Teach the sentences of the poem one by one.4. Play the cassette several times and ask the children to read along.Step 5 Homework1. Read the text and say the poem.2. Finish activity 5.Review ModuleUnit 1 (forty minutes)Function: Review Target Language: Review Vocabulary: ReviewProcedures:Step 1 Warm-up1. Say hello to the students and choose a song the children like best.2. Ask the children some questions at random.Step 2 Play the yes/No game1. Divide the class into four groups, presenting the game of activity one. Prepare two cards, yes is written on one piece of paper and no on the other one.2. Put the cards behind and say a sentence at random to a child, for exa mple, “You watched TV yesterday.” If she has yes, she should say: “Yes, I watched TV.” If she or he has no, she or he should say: “I didn’t wat ch TV.”3. Then the teacher hands the card to a student of group one and ask hi m or her say a sentence at random and at the same time showing one car d. A student of group two must answer according to the word on the car d.Step 3 Look and say1. Give an example how to do this game.2. If there is a basketball and a tick on the picture, the children should s ay: Lingling bought a basketball. If there is a cap and a cross on the pict ure, the children should say: Lingling didn’t buy a cap.3. Give the children half a minute and let them memorize the other pictu res and then ask them to close the books.4. The teacher prepares two cards: one is yes and the other one is no.5. If the teacher raises the card of yes, the children should say the positi ve sentence and if the teacher raises the card of no, the children should s ay negative sentence.6. See whose memory is best.Step 4 Ask and answer1. Prepare some pictures of food and the weight or quantity should be m arked.2. If there are no pictures, some cards can be used.3. Write down: five bottles of milk, three kilos of apples, one kilo of ba nanas, two bottles of juice…4. Put the pictures or cards on the blackboard.5. Make sentences relay, such as:S1: How many apples do you want?。
小学英语《新标准》第五册教材分析和教学建议
MODULE 1 London模块分析：Unit1 Lingling已经从中国来到伦敦，即将展开她的伦敦之行。
一天她和Am碰见好朋友John，一起聊天。
文章要对过去式进行复习。
Unit 2 Lingling 给Daming写信，聊起昨天发生了的事。
主要让学生掌握运用Did you do something？Yes, I did. No, I didn’t.的句型询问某人是否做过某事。
语音：主要了解字母a, e, i和字母组合ea在单词中的常见读音，让学生在朗读单词的过程中体会字母及字母组合的发音。
重点句型：--When did you come back?--We came back last Sunday.I dropped my ice cream!Did… do sth.? 及其回答I did…重点单词：when, back, home, those, ice cream, with, finish, hurry up, wait, drop-dropped, come-came， dear, met, ranMODULE 2 Shopping模块分析：Unit1 Ms Smart带Lingling去超市购买野餐需要的食物。
Lingling看着购物清单询问Smart需要多少香蕉和奶酪。
同时Smart还询问Lingling是否喜欢这些食物。
让学生初步了解在购物时如何用英语询问物品的多少和价格，重点运用：1.How many…do you want?及回答；2.Do you like something?来询问某人的喜好。
Unit 2 让学生制定购物单，主要练习How much…do you want?(不可数)的句型，学会用英语购物。
语音方面：主要了解字母u,o,a,字母组合ir,ur,er,ar,在单词中的常见读音，让学生在朗读单词的过程中体会字母及字母组合的发音。
重点句型：How many/much…do you want? 及其回答Do you like…? 及其回答重点单词：need, food, shopping list, cheese, juice, how many/much, kilo, box, bottle 教学目标：语言知识目标功能谈论购买物品的数量。
新标准英语第5册英语教案
Module 1 u nit 1 Do you use chopsticks in English?Teach aimsVocabulary: chopsticks. A knife and fork . rice. noodles etc Language: Do you use chopsticks / knife and fork in English/ China?No, we don‘t. We use a knife and fork.Function: Learn to talk about different habit of the people from different countries.Key point:Do you use chopsticks in England ?No, we don‘t .We use a knife and fork.Difficult point: Hard---easy chopsticks mess, chopsticks, a knife and fork.Teach aids: CAI, tape, chopsticks, a knife and fork, head---dressing Teach procedures (period 1 ):Warmer:1.Say hello to the children2.Introduce yourself to the students.3.Invite the students to introduce themselves if they can.Lead in:Introduce the three people in the text .Show the head---dressing of them.Presentation1 T: This morning I have some noodles for my breakfast. How about you? What do you eat? Buns? Milk? Rice? Dumplings? At the same time show the word cards. Lead to read them.2.Among these foods, some are western ones , others are Chinese traditional ones .Can you divide them?3.When we eat Chinese traditional food, we must use chopsticks or fork or knife? (At the same time show these things.) Yes, we use chopsticks for Chinese food. But the people in England use a knife and fork for their food. Lead to read chopsticks, fork and knife.4.So chopsticks are hard for English people. But they are easy for Chinese people. Ask students to guess the meaning of hard and easy. Lead to read them several times.5. Listen to the text once. Invite the students to say what they have got.6. Play the cassette again, this time ask the students to imitate sentence by sentence, and translate them. Then read after the teacher, and the students point to the correct sentence.Consolidation1.Play a game. The teacher say a sentence at random, the students pointto it. To see who is the first one to find it out.2.Practice in groups. Three students as a group.HomeworkListen to the conversation for six timesDesign of BlackboardModule 1 Unit 1Do you use chopsticks in England?No, we don‘t.We use a knife and fork.Teach procedures for period 2Warmer1. Greetings. Can you remember your classmate‘s name? If you can remember one of them, please say hello to them.2. Have a match between the teacher and all the students, to see who can remember the most names.Revision1.Show the things or the word cards, such as: chopsticks, a knifeAnd fork, rice, noodles, hamburger, and let the students get familiar with them.2.Guess which card it is. The teacher hide a word card under a book .Letstudents guess what it is.3.Can you remember what are Chinese food and what are English food?The teacher write those words on the blackboard, in two different circles. Then invite two students to draw chopsticks or a knife and fork under those words.4.Finish the exercises on their Activity Book.Design of blackboardChinese food English foodModule 1 Unit 2 I’m eating hamburgers and chips. Teach aimsLanguage:What are you eating? I‘m eating hamburgers and chips. Function:Talk about one‘s favorite food.Moral education:Know different eating habits of different countries.Key points:What are you eating? I‘m eating hamburgers and chips.Difficult point:V+ing.Teach aids:CAI word cards tape.Teach proceduresWarmer1.Greetings.2.Free talk. Such as: What‘s your name? How old are you? What Food do you like?Presentation1.Show a picture in Activity 1. T: Look! Who is he? What is heEating? What is he using? Invite students to answer this questions. Then show the other pictures.2.T: What (are) is Amy eating? She is eating hamburgers and chipsIs she using chopsticks? No ,she is using her fingers.3.Play the tape. Students repeat it sentence by sentence. Then read After the teacher. (P1 or read it by rows)4.Practice in pairs. One act as Amy, the other act as Daming.Activities1.Play a gameAt first the teacher pretends to eat something. Let the students guess: what am I eating? S1. Are you eating a____?T: Yes I am. No I am not.Then students play this game in pairs.2. Listen to the poem in Activity 4. And invite some students to translate it into Chinese. Then repeat after the tape. Practice in pairs.2.Finish the exercise on their Activity Books.HomeworkRecite the poem.Design of BlackboardWhat are you eating?I‘m eating hamburgers and chips.Module 2 UNIT 1 We’ve making a cake .(Period 1) Teach aimsLanguage:What are you doing? We‘ve making a cake?Vocabulary;Make, cake, idea, instead, lovely.Function:Talk about the things that people are doing.Moral education:Take care of each other.Key pointsWhat are you doing? I‘m_____V+ing.Difficult points:Be quiet! I‘m working. Go and make a cake in stead!Teach aids;CAI word cards tapeTeach procedures: for period 1Warmer1.Let‘s say the poem together.2.Find your friends. Each student finds a friend. As his or her Partner. They can sit together when they are allowed to cooper ate adialogue.Lead in1.T: What‘s your favorite food?S1: I like____-T; Do you like cake? Look! Sam and Amy are making a cake for Mum and Dad.2.Hang up the picture, introduce the people there.Presentation1.Give students several minutes to look at the picture and the teacher play the tape once. Then ask the students what they have got.2. Ask some questions about the dialogue. Such as: What is Mum doing? What is Dad doing?The teacher writes the conversation on the Bd . Then lead to read it. Teacher should explain the meaning of reading, working, instead.3.Play the cassette, this time pause after each sentence, let the Ss Repeat after it.Invite some Ss to translate it in to Chinese .Lead to read those difficult sentences several times.4. Read the conversation by roles. The teacher reads as Mum, boys read as Dad, boys and girls read as Sam and Amy.5.Practice in pairs, four Ss as a group to read the conversation.HomeworkListen to the tape for several times. Try to read out the dialogue.Teach notesDesign of blackboardModule 2 Unit 1What are you doing?We‘re making a cake.We‘re = we areModule 2 Unit 1 W e’re making a cake. (Period 2) Warmer1.Greetings2.Play a game. Do an action , let Ss guess what I am doing.S1: You are running /eating / sleeping /playing football /reading /swimming /drawing /watching TV / singing / drinking.Revision.1. Revise the verbs. Such as running, jumping, eating, sleeping, drinking, playing the flute /drums, playing football /basketball.Write these words on the blackboard.2. Lead to read these words and expressions. Then have a match between the boys and the girls. Invite one boy and one girl to come to the blackboard. The teacher says a word, to see who is the first one to point to it.3.Practice the conversation in pairs.A: What are you doing?B (do an action) I‘m running.4.Repeat the sentence after the tape.TaskMake something by themselves. Such as: make a paper plane, a kite, etc. And then talk about itWhat are you doing?I‘m making a paper boat.HomeworkCopy the words (in) of Module 2.Design of BlackboardWhat are you doing?I‘m ________.Module 2 Unit 2 I’m watching TV.Teach aimsVocabulary: watch TV, listen to music, eat the cake.Language: What are you doing? I‘m watching TV.Function: Talk about the things that people are doing.Learn to sing the song..Moral education: Try to make things by yourself.Key points: What are you doing? I‘m watching TV.Teach aids: CAI word cards picture.Teach procedures:Warmer1.Greetings.2.Listen to a song.Presentation1.Learn to sing the song . Sing after the tape sentence by sentence.2. Show the correct page. Look at the picture in Activity3. At first, point to the pictures, and then asks the Ss to practice in pairs.3. Invite some pairs of Ss to act their dialogue in the class.4. T: Do you want to know if Amy and D1 Sam have finished their cake. Let‘s listen to the tape. Then answer my questions.A: How is their cake?B: What is mother doing?C: What is father doing?5.Play the tape. Repeat after it.6.Give them three minutes to practice the dialogue, the whole story. The invite some pairs of them to act the story.Consolidation1. Play the game in Activity 3. At first let Ss read the words once. Then the teacher makes some examples, and invite some pairs of Ss to act their dialogue. Then can work in pairs of two.2. Learn to sing the song. First learn to say the words, then sing it sentence by sentence.Homework:Listen to the tape.Design of BlackboardModule 2What are you doing?I‘m watching TV.Module 3 Unit 1 These ducks are very naughty. (period 1) Teach aimsLanguage: What are these /those? These /those are _____. Vocabulary: naughty, dragon boat, row , lake, feed, get out. Function: Learn to describe a place.Moral Education: We should love animals.Key points: What are these /those? These /Those are ……Difficult points: The difference between this and (are) those, that and those.One duck, two ducks, this and that, these and thoseTeach aids: CAI tape word—cards.Teach procedures for periods 1Warmer1.Greetings2.say the poemin Module 1 and sing the song in Module 2.Lead inShow a picture of a park. Ask the Ss . What can you see in the picture ? How many ducks can you see? What‘s this? What are these? What‘ s that? What are those?Compare one duck two ducksOne boat two boatsPresentation.1.Hang up the picture of the text. Ask these questions:A: How many people are there?B: Who are they?C: What are they doing?2. Write the new words on the Bb, such as duck, boat, dragon boat, lake, row, feed, get out, explain the meaning for them. And then lead to read; and at the same time do the actions to help them to understand.3. Play the tape once. Invite the Ss to look at their books, and answer my questions.Such as: How many people are there?Who are they? Where are they?What do they see? What are they doing?4. Play the tape again pause after each sentence, help the Ss to understand the meaning. Do some gestures to indicate the meanings.5. Play the tape, this time let Ss repeat after it. Or repeat after the teacher. Then read by roles.6. T show some pens, rulers etc. Tell them the difference between this and these. What‘s this? What are these? What‘s that? What are those?Task1. T point to the pictures in Activity 3, and ask them, what are these? These are dragon boats. Invite two Ss to answer, and then invite two Ss to ask and answer. At last, give Ss three minutes to practice this dialogue inpairs. And act it in the class.2. Finish the exercises on their Activity Book. At first, let them find out what are single forms and what are plural forms. And explain ―This is ‖ is for single form, while ―These are_____‖ is for plural forms. HomeworkListen to the tape and copy the new words.Design of BlackboardModule 3What‘s this? What are these.This is a/an___ These are____.What‘s that? What are those?That is a/an___. Those are____.Module 3 Unit 1 Teach procedures for period 2 Warmer1.Greetings2.Revise the words. Show the word cards. Ss read them loudly.3.Free talk. Ask and answer this question. What are these? What are Those?Presentation1. Play a game. Invite some Ss to come to the blackboard, draw something on the Bb, then he or she asks. What‘s this? What are these?2. Play another game. The teacher do some gestures, let the Ss guess what‘s the meaning of it. Such as: Let‘s feed the ducks. People row on this lake: What are those? They ‗re dragon boats. These ducks are very naughty.3. Play the cassette, let Ss repeat after it. Invite individual Ss to repeat the difficult sentences.Task1. Finish the interesting exercises on their Activity Books. Find the words. The teacher should better draw the table on the Bb, let Ss spell the words, and write the letter on the table. Then search the letters and form into another word. It‘s interesting, the Ss will love it.2. Ask Ss to ask and answer question about the picture in Activity 4 on their Activity Books. Then match the pictures and the sentences.HomeworkRead the text in Activity 1,, and invite their parents to sign their names. Design of BlackboardModule 3What is this? This is a/an_____.What are these? These are______.Module 3 Unit 2Teach aimsLanguage: This is Sam‘s sweater. These are Sam‘s trousers. Vocabulary: Naughty, dragon boat, row, lake, feed, get out, wet, shorts. Function: Describe singles and plurals.Key point: These are Sam‘s trousers. And those are Amy‘s shorts. Difficult points: These are _____. Those are_____.The pronunciation of trousers.Teach aids: CAI tape word cards pictures.Teach proceduresWarmer1.Greetings.2.Sing a song: ―Make a cake‖3.Show the pictures and sentences in Activity 1. invite the Ss toread out the sentences. Or act as the little teacher to read.Presentation1. Ask one student to draw a T-shirt on the Bb, and color it. The T ask, what‘s this? It‘s green.2. The T hangs up the picture on the Bb. Let Ss look at it and at the same time. Listen to the tape, and try to guess what they are talking about.3.The teacher points to the picture, and ask these questions, whatare those /these? whose trousers are these? Whose shirt is this?4. Play the cassette again, this time pause after each sentences, let Ss repeat after it. And at the same time invite some Ss to explain the meaning of it.5. Write the main sentence on the Bb, and lead to read it. Explain Amy‘s and Sam‘s. and make some examples to them.Task1.Learn to sing the song. Row your boat. First lead to read the sentences. One by one , then lead to sing it.2. Finish the exercise on their Activity Books. Pay attention to the writing form of this and that, these and those.Homework1.Listen to the tape.2.Copy the words in Module 2Design of BlackboardModule 3 Unit 2This is Sam‘s sweater.These are Amy‘s shorts.Module 4 Unit 1 Can you run fast?Teach aimsLanguage: Can you run fast? Yes, I can. No, I can‘t. Vocabulary: Can, winner, jump, far, see..Function: Talk about abilities.Key points: Can you ____? Yes, I can. No, I can‘t.Difficult points: Can‘t, winner, puddle.Teach aids: CAI, word cards, pictures.Teach procedures for Period 1Warmer1. First, play a game. Look and guess. What am I doing? And the T write these phrases on the Bb, such as: run, swim, sing, dance, skate, eat, drink, jump, hop, ride a bike, play football, play the flute /piano/drums, etc.2. If you can run. Please stand up, and say I can run/ jump.Lead inShow the head dressing of Sam and Amy, and hang it on the Bb. Let Ss guess what they can do. I write these phrases under them.Do you want to know who guess right. Let‘s listen to the tape. Presentation1.Hang up the picture on the Bd. And play the tape once. Whose answer is right, please show us. What can San and Amy do?2.Play the tape again, this time invite the Ss to circle the answer ofWhat Sam and Amy can do.3. (Open) Play the tape again. This time repeat after it, and circle the difficult words. Try to guess its meaning. Invite individual Ss to read the sentence, then all together.4. Read after the teacher. Then read by roles. The teacher read as Amy. Ss read as Daming, Sam . or girls read as Amy, boys read as Sam.5. Give Ss three minutes to practice by themselves. Invite some pairs of them to act in the class.Task1. Finish the exercise on their Activity Books. And correct the answers.2. Ask your friends what they can do or what they can‘t do. Homework.Listen to Module 1 Activity 1.Copy the words, swim, run fast, jump far, sing, dance, play football, play basketball.Design of BlackboardModule 4 Unit 1Can you run fast?Yes, I can..No, I can‘t.Module 4 Unit 1Teach procedures for period 2Warmer1.Greetings2.Row your bout. Sing this song together.3.Play a game. The teacher asks the Ss to close their eyes. AndOpen their pencil-box on their desk. Then the teacher collect some Stationeries from their desk. Let all the Ss guess whose pencil/ruler it is. S: Is it ‘s ruler?T: No, it isn‘t / Yes, it is.Presentation1. Ask the Ss to repeat the text together. Then act the dialogue in the class.2. Ask some Ss this question, Can you run fast? Can you jump far? Can you swim fast? Can you ride a bike?4.Ask and answer this question one by one.T: Who can run fast? Please line here. Let‘s see who can run fast?Then who can jump far? Please line here.Let‘s here a PK among them.5.Learn to sing the song. Can you throw high in the sky?At first, learn to say the words. Repeat after the teacher sentence by sentence. Then sing after the CD-ROM sentence by sentence.Activities1.Finish a questionnaire.What can you do?Ask one or three classmate what they can do or can‘t. And finish the questionnaire. Then report it.Homework1. Listen to the tape.2. Copy the wordsDesign of BlackboardModule 4 Unit 1What can you do?I can _____.Module 4 Unit 2Teach aimsLanguage: This bird can fly.Vocabulary: swim, finish, walk.Function: Talk about abilities.Key points: This bird/ fish can fly/swim.Difficult points: This bird can‘t fly.Teach aids: CAI. word cards. Picture.Teach procedures:1.Greetings2.Revision. Invite three pairs of Ss to act the dialogue in Activity 1. One acts as Amy, the other acts as Sam.Lead inT: We talked about people abilities. But do you know what can animal do. Today let‘s learn this.Presentation1. Show the picture, and hang it up on the Bb. Ask Ss these questions: What‘s this? It‘s a bird.What can the bird do ? This bird can fly.What‘s that? It‘s a fish.Can it fly? No, it can‘t. It can swim.2. Play the tape, and read after it. Sentence by sentence. Invite individualSs to repeat it, then all together.3. Look at the pictures in Activity 2. Talk about it. First the teacher should make an example.T: Can this dog run? S1: Yes, it can.T: Can this bird fly? S2: No, it can‘t.T: Can this duck swim. S3: Yes, it can.T: Can this baby walk? S4: No, he can‘t.Then give Ss three minutes to practice by themselves. And then invite three or four groups of Ss to act their dialogue.Task1. Finish the exercise on their Activity Book. And correct their answers.2. Learn to sing the song again.HomeworkRead out the text.Remember the words in this module.Design of BlackboardModule 4 Unit 2This bird can fly.This bird can‘t fly. Can‘t = can notModule 5 Unit 1 Can I have an ice cream? Teach aimVocabulary: shop, ill, biscuit, worry, allLanguage: Can I have an ice cream, please?Yes. Have you are. No, you can‘t.But you can have these biscuits.Function: Asking for permission and offering help.Moral education: Help others is a happy thing.Key points: Can I have an ice cream? Yes, you can. No, you can‘t. Difficult points: I can go to the shop for an ice cream.Teach aid: CAI, tape, word cards.Teach procedures for period 1Warmer1.Greetings2.Show some word cards, such as: sweets, hamburger, cake, ice cream, biscuit. TV. Guess what it is. Or what‘s missing. Get familiar with these words.Lead inT: Today. I feel not so good. Maybe I am ill now. Can I have an ice cream now?Ss: No, you can‘t.T: Can I have some sweets? Ss:_______T: Can I Watch TV? Ss: ______T: Today, Amy is ill too. She must stay at home. Now, let‘s listen to what they are talking about.Presentation1.T hangs up the picture on the Bd. And introduce to them. Then play the tape, let Ss listen to it when they look at the picture.2. T ask some questions, such as:T: What does Amy want?S1: She wants to have a drink/ watch TV/ have an ice cream.T: Can she have an ice cream/ watch TV/ have a drink/ go out for an ice cream/ have some biscuits?S2: Yes, she can./ No, she can‘t.3.The T writes the sentences on the Bd translate it to them. Thenlead to read.4.Drill it one by one.S1: Can I _____?S2: Can I _____?5. Play the tape. Let Ss repeat after it sentence by sentence. Invite individual Ss to repeat, then others repeat together.Practice1. Act out the dialogue. One acts as Mum or Dad, they other one acts as Daming or Amy. The children ask for permission to their parents. Inviteseveral pairs of Ss to act in the class.2. Finish the exercises on their Activity Book. Then correct the answers in the class.HomeworkRead the dialogue.Design of BdModule 5 Unit 1Can I have an ice cream?Yes, you can.No, you can‘t.Module 5 Unit 1Teach procedures for period 2Warmer1.Greetings.2.Sing the song. Can you throw high in the sky? Together.3.Play a game. Quick response.T: Can you eat a pen? Ss: No, I can‘t.T: Can you drive a car? Ss: No, I can‘t.T: Can you eat an ice-cream? Ss: Yes, I can.T: Can you walk on your hands? Ss: ______.T: Can you do like this? Ss: ________.Presentation1. Repeat the dialogue in Activity 1. and then the T choose some sentences in Chinese. Let Ss translate it into English. Such as: I can go to the shop for an ice cream! No, you can‘t go out. You are ill.Look! No ice cream..2. practice the dialogue in Activity3.Divide all the Ss into two groups.The left group ask: Can I have some sweets, please.The right group: Yes, you can. Have you are.The left group: Can I have some rice, please?The right group: No, you can‘t.3. (Image) Give advices.T: I‘m tired. What can I do?S1: You can have a rest.S2: You can listen to music.S3:You can eat something.T: I feel sad. What can I do?S1: ……S2: ……4.Finish the exercise in Activity 3. first, The teacher asks the questions: Can I have some sweets, please? S3: Yes, you can.Then give Ss three minutes to ask and answer these questions, invite some pairs of them to answer act their dialogue.5. Finish their exercise on their Activity Books. And then check the answers.HomeworkCopy the words. And listen to the tape.Design of BbModule 5Can I have some sweets. Please?Yes, you can.No, you can‘t.Module 5 Unit 2 Teach aimsVocabulary: come in, worry, read the book, sorry. Language: Can I come in? Yes, please.Can I read this book? Yes, you can. Function: Ask permissions.Moral education: Take care of each other.Key points: Can I come in? Yes, please.Difficult points: Don‘t worry.Teach aids:CAI, word cards, pictures.Teach procedures:Warmer1.Sing a song. Can you throw high in the sky?2.revise the words: show those word cards. Ss say them out.3.Answer my questions:Can you fly? Yes, I am. No, I can‘t.Lead in:T: Hello! Can I open your pencil—box?S1:Yes, please.T: Can I use your book?S2: No, you can‘t.Presentation1.T goes out of the classroom, and knocks at the door,‖ Can I come in?‖ Help Ss to answer,‖ Yes, please.‖T:‖ Can I go out?‖S: Yes, you can./ No, you can‘t.2. Write the key sentence on the Bb. Lead to read. Then let Ss ask the teacher this questions. Can I go out? Can I come in, please? Let them come in one by one. Everybody should ask this question.3. Open their books and listen to the tape. Repeat after the tape sentence by sentence. Invite some Ss to translate them into Chinese. The T can do some gestures to help them understand.4. read by roles. First, the T read as Sam, the Ss read as Daming. Then change. Or the boys read as Sam, while the girls read as Daming.5.Practice the dialogue with your partners. Then invite some pairs of Ss to act out the dialogue.Consolidation.1. Listen to the questions in Activity2. And answer it one by one. Or practice with your deskmate.2. Think and answer. Practice the dialogue in Activity 4. if the Ss can ask, give him or her two points, but only one point for the student who answers it.3. Learn to sing the song.Homework;Learn to sing the song at home.Listen to the tape.Design of BbModule 5 Unit 2Can I come in?Yes, please.Module 6 Unit 1 I’ve got a new kite.Teach aimsVocabulary: Computer game, careful, fix, jigsaw puzzle, pet, mouse. Language: I‘ve got a new kite. We‘ve got a jigsaw puzzle.He‘s got a pet dog.Function: Talking about possessions.Key points: I‘ve got a new kite.Difficult points: Be careful! Let‘s fix it.Can I play with your computer game?Teach aids: CAI, word cards, pictures.Teach procedures for period 1Warmer1.Play a game.Ask Ss to prepare two piece of papers. One is‖ Yes, I can.‖ The other one is‖ No, I Can‘t.‖T: It‘s bed time now.Can I have a drink, please?Can I watch TV/ read my book in bed/ play with my computer game? Listen to my CDs/ go to bed now?Ss put up their cards when they answer these questions.2.Revise the words.Lead inThe T draws a kite on the Bb. And say I‘ve got a kite. I like my kite very much. Then the T holds up her book, and say‖ I‘ve got a book. Then ask Ss to guess what‘s meaning of it.‖Presentation1. The teacher writes this sentence on the Bb. And lead to read it. Dill it one by one.2. Open their books. Play the tape. Let Ss listen to it once. Then the T shows these questions.What has Daming got?What has Sam got?What happens to the kite?What does the kite look like?3. Play the tape again. Invite the Ss to circle the sentences‖ I‘ve got…‖―We‘ve got…‖ And read these sentences out. Invite individual Ss to say them.4.Listen to the tape again. This time repeat after it sentence by sentence. Practice.1. open their pencil—box. And answer this question. How you get a pen/ pencil/ ruler/bag/English book?Help Ss to answer: Yes, I have. I‘ve got a pen.2.Finish the Activity Book, Unit 1.3. Point to the pictures in Activity 3. And practice the sentence: I‘ve got a computer game/ jigsaw/book/ball/panda/car/kite.HomeworkListen to the tape.Draw the picture in Activity 3.Take your toys next class.Design of BbModule 6 Unit 1I‘ve got a new kite.Module 6 Unit 1Teach procedures for period 2Warmer1.Greetings2.Play a game. Listen and draw.T: I‘ve got a kite/ball / pen/ ruler…Lead in and revision1. Read the conversation by roles. The teacher reads as Sam, the Ss read as Daming.2. The T show her micphone, says:‖ I‗ve got a micphone.‖ What have you got?S1:‖ I‘ve got a_____‖S2:‖ I‘ve got a_____‖Presentation1.T: What has S1 got?Ss: He/She has got a_____.2. Everybody shows their toys, and say I‘ve got a_____. And invite the Ss remember it. Then guess what he/ she has got.3.What has Sam/Daming got?He has got a______.4. Guess a riddle.It has got long ears. It can jump. What is it?It‘s got very long nose. It‘s big. What is it?It‘s got eight legs. It‘s black. What is it?It‘s got two legs. It can fly. What is it? Activity1.Make a riddle with your partners.Then say your riddle, to see who can guess it.2.Finish the exercises on their Activity Book. Teach notesDesign of blackboardModule 6 Unit 1I‘ve got a doll / a kite / a computer game.I‘ve = I have。
新标准小学英语第五册教案
新标准小学英语第五册教案教材分析本课是外研版新标准小学（三年级起始）英语教材第五册Module 8 unit 1.在前面的学习中，学生学习了动词的一般现在时中主语都不是第三人称单数的情况，而在本单元，学生将要学习主语是第三人称单数的一半现在时的情况。
相对于之前所学，本单元的新知识较难理解和掌握。
学情分析学生已学了两年多的英语，对一些英语根底知识有了一定程度的掌握，对新知识充满了渴望，由于学生已学习过动词的其他时态及动词的变化，所以理解起本节内容的难度应该减少了；但毕竟动词的第三人称单数的一般现在是是中英两种语言区别最明显的地方，学生理解和掌握的难度较大。
教学目标1.能听懂本单元的一些问句及其答复；2.会说“What time does school start ?","What time do you get up ?"及它们的答复;3.理解第三人称单数一般现在时动词变化的特点。
教学重点和难点1.理解第三人称单数一般现在时动词变化的特点；2.能听懂和运用“What time does school start ?”进展提问及答复。
教学过程一．Greetings:1.Good morning !2.Sing a song .二.Introductions:1.Talk about the schedule of themselves.2.The Ss practice in pairs.三.Text Teaching:1.Talk about the pictures of the text with SS:who are they ?What are they doing ?2.Play the tape ,the Ss listen and cross out the new words.3.Teach the new words with games.4.play the tape once more ,the Ss listen and follow .5.practice:first in groups then in pairs .6.Ask the Ss to pick out these sentences:what time does school start ?What time do you get up ?And their answers to find the differences.7.Practice with more verbs by the pictures in Activity3.四.Extra Exercises《课堂作业》.五.Conclusions:ask"what have we learnt?"六.Homework.。
新标准三起第五册教案
Module1 Unit1 When did you come back? Analysis：This module is the first lesson of this spymaster, and it’s the first lesson to emphasis on the past tense. So, teacher should pay attention to the activities in class, in order to arose the interests of the students.Module1 Unit2 Did they buy ice cream?Remarks:Module2 Unit1 How many do you want?一、Analysis1. this module is about the dialogue of numbers. This is a simple module in this part, so te acher should focus on the Ss’interests and the exercises.2、Teaching PointsWords: shopping food need cheese3、Teaching difficultsSentence: How many do you want?二、教学目标 Teaching Aims1、知识目标（Knowledge aim）Listen and say:shopping food need cheeseListen and understand:How many do you want?2、能力目标（Ability aim）Listen and understand:How many do you want?3、情感目标（Emotion aim）通过看听说演唱等活动,使学生产生学习英语的兴趣,树立学好英语的信心.四、教学过程Teaching ProceduresStep 1:Listen to a song:Sing a song:Mary hand a little lamb.Step 2:Free talks:Hello.How are you? What’s your name? How old are you?Step 3、Warm up:1． shopping（1）通过出示超市的模拟情景，教师挽着一个同学的胳膊说：Look,This is a supermarket. Now ,kids, Let’s go s hopping.(2) 出示shopping单词课件并领读指读，质疑“shopping” means:(3)If you want go shopping.You can make a shopping list.(出示课件)紧接着说： Such as: (出示课件)name list; book list.2．导入cheese:（1）（回到shopping list课件）Read together.bananas,apples,pears,and cheese.（2）.出示cheese单词课件并领读指读，3．导入food:（1）（指着模拟超市说）At the supermarket.We have some apples,bananas,(出示这些食物课件)noo dles,meat。
外研版小学新标准英语(三年级起)第五册 全册 教案
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关于外研社新标准英语第五册教案教学设计
关于外研社新标准英语第五册教案教学设计本课教授的是《新标准英语第五册》Module5Unit1Thereareenough .本模块的话题是In Class，主要学习的内容是与学生的日常生活密切相关的事情，加上特定的地点是教室，所以学生运用英语来实践更如鱼得水，学以致用。
本课的主要单词有enough， every，everyone ，give， them，careful，语言功能是运用There are…There are enough… There aren’t enough… 向他人表达物品数量及是否充足，提高学生的综合语言运用能力。
我的学生年龄在十一、十二岁左右，生性活泼好动，喜欢直观形象思维，这时学生对英语学习已经有了一定的并养成了良好的学习习惯，形成了有效的学习策略，他们对英语学习有着浓厚的兴趣。
他们渴望获得更多的锻炼时机。
因此“采用活动途径，倡导体验参与”将是本课的主要学习方法。
（一）知识目标：1、能听懂、会说并认读单词：enough， every，everyone ，give， them，careful。
2、能听懂、会说并认读句子:There are ten pencils in the blue box. There are enough pencils. There aren’t enough pencils.（二）能力目标：1、能在实际情景中运用There are…There are enough… There aren’t enough… 向他人表达物品数量及是否充足，提高语言运用能力。
2、能运用旧知识解决新问题，提高知识的的迁移能力及自主学习能力。
( 三 )情感目标：能在积极参与活动、和他人合作完成任务的过程中获得学习乐趣和学习成就感；进展情感教育，向贫困学生伸出援助之手。
（一）重点：用句型There are enough.和There aren’t enoughpencils . 表达物品数量是否充足。
外研版新标准英语第五册十要素教案
（二）课文教学
T:Ok!Today,Lingling and Amy have a talk,what’s the matter,Lingling?Now,Let’s learn the new lesson to find out the answer.
1.播放课件.学生边听课文录音，边观看屏幕上的情境图。
3.把刚学过的几个感觉的单词放在一起让学生玩missing game的游戏.在学生准确无误地说出答案之后教师表现出很吃惊的表情,学习surprise这一单词.
4.拿出画有四种表情的面具图让学生齐读后一一贴在相应的单词后面.看着板书读句子.
5.教师拿出另外四张表情图,告诉学生现在我感觉很高兴.(伤心,生气,无聊).转了一圈后再随意拿出一张图,但又不让学生看到,学习secret,tell这两个单词.学会后,让学生用所学的句子猜一猜老师现在的感受.
bored
angry
（问题出示在课件上，让学生带问题听录音，然后试着找答案，接着老师指导学生retell并回答问题）
2.跟读课文,并学习miss.
3.再听一遍录音
T:Listen to the tap again and read the text.
4.分组朗读课文
T:Now ,group1 will be Amy, group2 will be Lingling .Begin!
四、全课小结
能说说你现在的感受吗？
一、Warm—up/ Review
(1)Sing a song .(If you are happy and you know it clap you hands.)
(2)Greetings
学生玩“石头--剪刀--布”的游戏，学生对本课的句子有所感知.
新标准小学英语第五册Module教案
教学内容：Module 5 Unit 1 There are enough!教学重点：Words of Unit 1教学难点:1. There are ten pencils in the blue box.2. There are enough pencils.教学用具:radio and pictures.教学程序：1. 复习Review the words of Module 42．课文教学(1)SB练习1A. T播放磁带，学生听并思考以下问题。
1) How many people are there in this dialogue?2) What is Sam doing?3)Are there enough pencils?B. 听第二遍后学生小组讨论上述问题，并派选手参加每个问题的抢答。
在抢答的同时，T把一些单词写在黑板上，领读学生掌握不好的词。
T给获胜的小组加分。
示例：enough give every everyone them carefulB.放录音，SS跟读。
a)俩人一组完成AB练习2b)SB活动31) 学生独自完成此活动，后俩人一组练习描述图。
2) T准备一些图片或实物，学生练习描述。
例：一大瓶水，俩个小杯子。
There is too much water.There are not enough cups.许多页纸，俩个小袋子。
There is too much paper.There are not enough bags.3)必答，每组派3人比赛，对一句加一分。
4) 全班完成AB练习1放一遍磁带。
然后对编号。
第二步要求写句子，难度比较大。
六人一组，每人负一幅图。
最先完成每一幅的组，要以最快的速度把句子写在黑板上，并得到加分。
教师要多在教室里走动，以防有的组为了速度而由同一个学生完成。
4.课后作业Copy the key words and sentences and recite them.教学板书设计。
新标准小学英语第五册ModuleUnit教学设计教案
相互评价做某事的水平
重难点
1.I can do 6 very well.
I sing very badly.
2.ear,eer;oor,our;air,ear在单词中常见的读音。
教具学具
Blackboard / the recorder/tape
教学过程
检查预习
情景创设
导入新课
Step 1Warming up：
请学生展示上节课的作业，说一说自己的调查结果
教师把单词fast,high,well,badly写在黑板上，请学生从中选一个造句。
新课传授ቤተ መጻሕፍቲ ባይዱ
Step2Presentation
1.课文导入
教师说: “Do you remember what can Lingling play? And can she play it well?”请学生回答问题。教师说: “Sam can do something very special. Let’s have a look.
教师播放录音。请学生跟读，注意模仿其语音语调。
(2)请学生看SB Unit2活动2.先请学生看插图理解对话，然后学生四人一组互相提问和回答，找出同学们的特长。鼓励学生在提问时加入以前学过的动词或动词词组。
(3)请学生看SB Unit2活动3。先请学生读一读这几个单词，说一说彩色部分的字母或字母组合分别发什么隐。然后教师播放录音，每一组单词后停顿，请学生注意彩色部分字母或字母组合的发音，看看自己刚才读的对不对。教师可把单词写在黑板上，在用彩色粉笔妙处相应的字母或字母组合。在放录音请学生跟读，教师注意纠正学生的错误。
双沟小学课堂教学设计
主备人：李雪备课时间：09年10月4日共第17课时
新标准小学英语第五册ModuleRevision教学设计教案
新课传授
Step 2Presentation
1.歌曲教学。
让学生读每一个句子，确认学生明白每一句。
放第一遍歌曲录音，学生听，并跟读每句歌词。放第二遍录音，在每一句后暂停，学生跟唱。用此种方式让学生跟录音唱几遍，直到学生学会为止。
2．运用卡片让学生复习本节课的重点词汇。
双沟小学课堂教学设计
主备人：李雪备课时间：09年10月5日共第21课时
课题
Module7
第3课时
课型
Revision
教学内容
1. Song in SB Unit2活动4
2.复习句型Dogs are very useful in the community.
He/She/They can’t…
They can’t walk.
3.复习句型Dogs are very useful in thy can’t…
They can’t walk.
Their mothers help them。
Step 3 Practise
同步练习与测试Page 26 Exercise 4
Step 4 Summary:
重难点
Dogs are very useful in the community.
He/She/They can’t…
They can’t walk.
Their mothers help them.
教具学具
Blackboard / the recorder/tape
教学过程
检查预习
情景创设
导入新课
Step 1Warming up：
Their mothers help them.
新标准小学英语第五册ModuleUnit范文教案
Module 5 Unit 2教学内容：Unit 2 There are too many books on the desk.教学重点:There are too many books on the desk.教学难点:了解字母组合ear, eer, oor, our,air,ear在单词中常见的读音。
功能：根据实际情况使用many,much进行描述。
运用任务：1.在“Many or Much”的游戏活动中描述不同数量性质的物品；2.能用many,much来提一些合理化建议。
教学程序：1.热身复习review Unit1,Module52.课文教学（1） Unit2活动1教师课前准备图片。
教师要求学生Listen carefully.Then tell me“Who said it?”教师播放录音，学生认真听There are too many books on the desk.Who put them on it?学生打开书，教师播放录音磁带。
示例:There are too many apples in the bag?（2）SB Unit3活动2让学生打开书，看书上的图片，默读韵诗。
放第一遍录音，学生认真听。
放第二遍录音，每一行后停顿，让学生重复。
确定学生能明白韵诗的意思。
把全班分成两个组。
第一组说第一和三段，第二组说第二和四段。
然后互换角色，可以边说边拍手。
（3）全班完成AB Unit2练习1放一遍录音，让学生听，并指出相应的图。
学生读句子并填空。
放第二遍录音全班检查答案。
接下来学生两人一组读练习1的句子。
教师向学生说明：一名同学说第一句(不按順序)，另一名同学马上说出第二句，看谁的反应快。
（4）全班完成AB Unit3练习2要求学生认真看图，然后迅速连线。
向学生说明要一边连一边说英语There are too many…后让学生说答案。
全班一起对答案。
4.任务完成(1)发给学生每人一个学过的单词的图片。
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新标准第五册全册英文教案全册教材分析<新标准英语>供三年级起始用第五册是供五年级上学期使用的，是外研社和英国麦克米伦公司共同推出的我国第一套中小学一条龙英语教。
.这套教材是根据教育部制定的<国家英语课程标准>和<小学英语教学基本要求>编写而成的。
本教材的设计和编写体现了外语教学思想的继承和发展。
在分析、研究许多种国内外小学英语教材的基础上，取其精华，博材众长，形成了本套教材特有的编写体系。
同时又吸收了国内外英语作为外语教学的理论和成功经验，把这些教学理论和实践经验同我国的小学外语教学实际相结合，以形成我国小学英语的外语教学模式和教学方法。
本册教材具有以下特点：１、注重学生语言运用能力的培养，突出语言的实践性和交际性，同时也突出语言的真实性和实用性。
２、注重学生自学能力和学习策略的培养，为学生进一步学习或终身学习奠定基础。
３、注重中外方化的双向交流，使学生通过学习，培养未来跨方化交际所需要的能力。
４、注重学习兴趣的培养，以不同方式最大限度地激发学生的学习动机。
５、注重融合学科内容，加强学科之间的整合和渗透，让学生通过英语学习来获得其他学科的知识。
６、注重教材的灵活性和可操作性，以满足不同层次学生的要求。
７、注重教学资料的配套，为学生提供良好的学习环境，帮助学生拓展自我发展空间。
８、注重中小学各阶段的衔接，以保证各学段的顺利过渡，全面提高中小学英语教学的质量。
在本册中，我们要跟着Lingling 和Smart一家去英国访问，并了解一引起关于英国的情况。
在本册中将继续学习讲述过去发生的事情，还要学习谈论物品的归属，描述能力，表达允许或不允许做某事，开始比较系统地复习归纳单词的读音，从而初步了解英语的一些语音规则。
同时还将开始学习如何完成语句，从现在到小学结束要逐步学习独立地写出完整的语句。
教学重点：讲述过去发生的事情；谈论物品的归属；描述能力；表达允许或不允许做某事；如何完成语句等。
教学难点：完成语句教时：40课时Module 1 LondonUnit 1 When did you come back?Function: Talking about past activitiesTarget Language: When did you come back?We came back…Vocabulary: when, back, home, those, ice cream, with, finish, hurry up, w ait for, dropProcedures:Step 1 Warm-up1. Say “Hello” to the pupils and ask them several questions.2. Review more verbs or verb phrases.Step 2 Introduction1. Talk with the children about the summer vacation, such as: What did you do? What did you see? What did you eat? What did you drink? Whe n did you come back? Etc.2. Tell the children that they are going to listen to the dialogues among Lingling, Sam and Amy and we are going to learn how to talk about the past activities.Step 3 Presentation1. Put the chart on the blackboard and ask the children to look at the pic ture carefully. Ask the children some questions: Do you know this place?Are Lingling, Sam and Amy in London or in China? They are in a park. They are in London.2. Point to John and tell the children that he is John. Now listen and loo k.3. Play the cassette and ask some questions.4. Teach the new words in different ways.5. Play the cassette again and pause after each utterance for the children to repeat.6. Practice in groups and act out the dialogue.Step 4 Finish a Task1. Suppose you are from another city and make a dialogue.2. Investigate the students who went out to tour during the summer vacati on.Step 5 Homework1. Read the text in role.2. Introduce your own city.Unit 2 Did they buy ice creams?Function:Talking about past activitiesTarget Language: Did you…?Yes, I did. / No, I didn’t.Vocabulary: dear, met (meet), ran (run)Pronunciation: /i:/, /I/, /e/, / /Song: Where did you go?Procedures:Step 1 Warm-up1. Review verb phrases.2. Review Unit 1.Step 2 Introduction1. Prepare a postcard with a picture of own city and ask the children: Wh at’s this? What is the place?What can you see?2. Show the back of the postcard and tell the children that Lingling wrote a letter on it.Step 3 Presentation1. Play the cassette and pause after each utterance for the children to repe at and tick the actions: went to the park, met John, bought ice creams, went home, ran to the bus, dropped.2. Play the cassette again and ask the children answer the following questi ons: Who wrote the postcard? Whom did Lingling send the postcard to?3. Write down the words: met, bought, went, ran, dropped and ask the children to guess the original form.4. Finish activity 2. Ask the children to ask and answer in pairs.Step 4 Sing a song1. Ask the children to look at the pictures carefully.2. Play the cassette and ask the children to listen carefully.3. Teach the sentences of the song one by one.4. Play the cassette several times and ask the children to sing along.Step 5 Homework1. Read the letter and sing the song.2. Finish activity 6: sentence relay.Module 2 ShoppingUnit 1 How many do you want?Function: Market shopping, talking about quantities of thingsTarget Language: How much/many do you want?Do you like…Vocabulary: need, food, shopping list, cheese, how much, kiloProcedures:Step 1 Warm-up1. Sing the song of where did you go.2. Ask the students “what did you do yesterday?”Step 2 Introduction1. Tell the children: I went shopping yesterday. I went to Guangming Str eet. I went to the supermarket. I bought lots of things. Wrote down the w ord of supermarket on the blackboard and teach to read.2. Tell the children that Lingling and Ms Smart will go shopping. Today we are going to learn how to buy things in a supermarket in English.Step 3 Presentation1. Observe the pictures and ask them who they see and what they are do ing?2. Play the cassette and ask the children listen thoroughly. Ask the childr en: Where are Ms Smart and Lingling? What need they buy?3. Play the cassette the second time and ask the children to find out the food that Ms Smart buys.4. Ask the children to look at the list. This is a shopping list.5. Explain the usage of how many and how much.6. Play the cassette again and ask the children to imitate.Step 4 Finish a Task1. Ask the children to look at the shopping list and read the food and qu antities correctly.2. Learn to buy things on computer.Step 5 Homework1. If condition permissions, the children can learn to go shopping on com puter.2. Write a letter to your new pen friend, introducing yourself and your o wn hobbies and at the same time asking your new pen friend’s likes.Unit 2 How much milk do you want?Function:Write a shopping list in English and go shopping in English Target Language: How much…do you want?Vocabulary: juice, box, bottlePronunciation: / /, /a:/, / /, / /Song: How many do you want?Procedures:Step 1 Warm-up1. Make a dialogue with the students at random.2. Review Unit 1.Step 2 Introduction1. Talk about the season and ask the children what kind of outside activity they like.2. Talk about picnic. What should be prepared before picnic?3. Tell the children that we are going to write a shopping list for a picnic and we are going to continue to learn to go shopping in English.Step 3 Presentation1. Put the chart on the blackboard and ask the children some questions.2. Play the cassette the first time and ask the children to grasp the text fr om the whole.3. Play the cassette the second time and ask the children try to read the s entences by themselves.4. Act out the dialogue in role. Choose one to make a record finishing the list.Step 4 Sing a song1. Ask the children to look at the pictures carefully.2. Play the cassette and ask the children to listen carefully.3. Teach the sentences of the song one by one.4. Play the cassette several times and ask the children to sing along.Step 5 Homework1. Read the letter and sing the song.2. Finish activity 5: Use a spinner to finish the boxes.Module 3 At the WeekendUnit 1 We visited lots of places.Function: Talking about past activitiesTarget Language: What did you do at the weekend?Where did you go?Vocabulary: the British Museum, the London Eye, wheel, wonderful, unde rstand, postcard, hour, mountainProcedures:Step 1 Warm-up1. Sing an English song.2. Ask the children: How many days are there in a week? What do youusually do at the weekend?Step 2 Introduction1. Ask the children to look at the calendar and ask: What day is it toda y?The teacher says: I had a busy weekend. Do you want to know what I did at the weekend?2. Ask Ss: where are Amy and Sam? Where did they go? They went tothe park.Step 3 Presentation1. Put the chart on the blackboard and play the cassette let the children l isten carefully.The teacher asks several questions.2. Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3. Continue to explain the new languages.4. Play the cassette the third time and pause after each utterance for the children to repeat.Step 4 Finish a Task1. Finish activity 3.2. Investigate the students’ activities at the weekend and finish the activit y list.Step 5 Homework1. Listen to the tape of this unit.2. Encourage the children to write letters to their pen friends. Write down the famous places and share with their friends.Unit 2 what did Daming do?Function:Talking about past activitiesTarget Language: Where/How/When/What did…?Vocabulary: hour, mountainPronunciation: / /, / /, /u /, /u:/Song: the London EyeProcedures:Step 1 Warm-up1. Make a dialogue with the students at random.2. Review Unit 1.Step 2 Introduction1. Talk about the dream. Last night I had a dream. In my dream I wentto the great Wall. And I met Daming and his father there. We are very h appy.2. Say the Ss: Did Daming and his father do to the Great Wall? Let’s have a look.Step 3 Presentation1. Ask the Ss to look at the picture carefully and ask: What can you see?2. Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3. Teach the new words in different ways.4. Play the cassette the second and pause after each utterance for the child ren to repeat.5. Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Sing a song1. Ask the children to look at the pictures carefully.2. Play the cassette and ask the children to listen carefully.3. Teach the sentences of the song one by one.4. Play the cassette several times and ask the children to sing along.Step 5 Homework1. Read the text and sing the song.2. Finish activity 6: Play and say.Module 4 PossessionsUnit 1 It’s mine!Function: Solving a dilemmaTarget Language: It’s mine/his/hers/yours.It’s Lingling’s...Vocabulary: mine, yours, argue, matter, wear, hers, his, line, clean, whose Procedures:Step 1 Warm-up1. Sing an English song.2. Ask the children: How many days are there in a week? What do youusually do at the weekend?Step 2 Introduction1. The teacher shows the children something.2. Say to Ss: I’ve got something from the Lost-Found Room.May be something here is yours. If something is yours, what can you s ay to get it back?Let’s learn the text to find the answer.Step 3 Presentation1. Put the chart on the blackboard and play the cassette let the children l isten carefully.The teacher asks several questions.2. Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3. Continue to explain the new languages.4. Play the cassette the third time and pause after each utterance for the children to repeat.Step 4 Finish a Task1. Finish activity 5.2. Finish activity 6 in the whole class..Step 5 Homework1. Listen to the tape of this unit.2. Finish activity 4.Make a play in a group of three.Unit 2 This bag is hers.Function:Solving a dilemmaTarget Language: It’s yours/his/hers…It’s Lingling’s…Vocabulary: cap, T-shirt, sweater, his, hersPronunciation: /ei/, /ai/, / i /, /au/, / u/Song: the London EyeProcedures:Step 1 Warm-up1. Make a dialogue with the students at random.2. Review Unit 1.Step 2 Introduction1. Talk with the children that we have found the things we lost at the Lost-Found Room.2. Today we are going to help the other students to find the lost things.Let us see how many things have been left here.Step 3 Presentation1. Ask the Ss to look at the picture carefully and ask: What can you see?2. Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3. Teach the new words in different ways.4. Play the cassette the second and pause after each utterance for the child ren to repeat.5. Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Sing a song1. Ask the children to look at the pictures carefully.2. Play the cassette and ask the children to listen carefully.3. Teach the sentences of the song one by one.4. Play the cassette several times and ask the children to sing along.Step 5 Homework1. Read the text and sing the song.2. Finish activity 4.Module 5 In ClassUnit 1 There are enough.Function: Describing contrastTarget Language: There are enough…There are not enough...Vocabulary: enough, give, every, everyone, them, carefulProcedures:Step 1 Warm-up1. Sing an English song.2. Ask the children some questions at random.Step 2 Introduction1. The teacher shows the children something.2. Ask the class: Open your pencil boxes. How many pencils are there in your pencil-box?Are there enough pencils for you? Help the children to understand the meaning of enough.Step 3 Presentation1. Put the chart on the blackboard and play the cassette let the children listen carefully.The teacher asks several questions.2. Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3. Continue to explain the new languages.4. Play the cassette the third time and pause after each utterance for the children to repeat.5. Practice in groups.6. Act out the dialogue.Step 4 Finish a Task1. Finish activity2.2. Finish activity 3 in groups.Step 5 Homework1. Listen to the tape of this unit.2. Make a play in a group of three.Unit 2 There are too many books on the desk.Function:describing contrastTarget Language: There are too many…Vocabulary: them, carefulPronunciation: /I /, /e /, /u /Poem: Not enough timeProcedures:Step 1 Warm-up1. Make a dialogue with the students at random.2. Review Unit 1.Step 2 Introduction1. Ask the students if they meet the questions to be solved.2. Maybe you don’t know how to say them in English. Let’s learn the text and then you will know.Step 3 Presentation1. Ask the Ss to look at the picture carefully and ask: What can you see?2. Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3. Teach the new words in different ways.4. Play the cassette the second and pause after each utterance for the child ren to repeat.5. Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Say a poem1. Ask the children to look at the pictures carefully.2. Play the cassette and ask the children to listen carefully.3. Teach the sentences of the poem one by one.4. Play the cassette several times and ask the children to sing along.Step 5 Homework1. Read the text and say the poem.2. Finish activity 5.Module 6 Self-assessmentUnit 1 You can play football well.Function: Assessing oneself and other peopleTarget Language: Can you run fast?Yes, I can. No, I can’t.You can play football well.Vocabulary: well, team, control, badly, really, catch, fantastic Procedures:Step 1 Warm-up1. Sing an English song.2. Ask the children some questions at random.Step 2 Introduction1. The teacher says some learned verb phrases and let the children do the actions.2. Play football. Who can run fast? Who can jump high? Who can play f ootball?Step 3 Presentation1. Put the chart on the blackboard and play the cassette let the children l isten carefully.The teacher asks several questions.2. Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3. Continue to explain the new languages.4. Play the cassette the third time and pause after each utterance for the children to repeat.5. Practice in groups.6. Act out the dialogue.Step 4 Finish a Task1. Finish activity2.2. Finish activity 3 in groups.Step 5 Homework1. Listen to the tape of this unit.2. Make a play in a group of three.Unit 2 I can do it very well.Function:assessing oneself and the other peopleTarget Language: I can do it very well.I sing very badly.Vocabulary: very, well, badly, climbPronunciation: /p/, /b/, /t/, /d/Poem: How well do you play?Procedures:Step 1 Warm-up1. Make a dialogue with the students at random.2. Review Unit 1.Step 2 Introduction1. Ask the students if they meet the questions to be solved.2. Maybe you don’t know how to say them in English. Let’s learn the text and then you will know.Step 3 Presentation1. Ask the Ss to look at the picture carefully and ask: What can you see?2. Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3. Teach the new words in different ways.4. Play the cassette the second and pause after each utterance for the child ren to repeat.5. Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Say a poem1. Ask the children to look at the pictures carefully.2. Play the cassette and ask the children to listen carefully.3. Teach the sentences of the poem one by one.4. Play the cassette several times and ask the children to read along.Step 5 Homework1. Read the text and say the poem.2. Finish activity 5.Module 7 CommunityUnit 1 He can’t see.Function: Investigating communityTarget Language: He can/ca n’t…She can/can’t…They can/can’t…Vocabulary: programmed, useful, blind, deaf, hear, firemen, mum, sausageProcedures:Step 1 Warm-up1. Sing an English song.2. Ask the children some questions at random.Step 2 Introduction1. The teacher says some learned verb phrases and let the children do the actions.2. Can you play football? Can you run fast? Can you do this?3. Let the children answer and at the same time write down the topic of community.Step 3 Presentation1. Put the chart on the blackboard and play the cassette let the children l isten carefully.The teacher asks several questions.2. Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3. Continue to explain the new languages.4. Play the cassette the third time and pause after each utterance for the children to repeat.5. Practice in groups.6. Act out the dialogue.Step 4 Finish a Task1. Finish activity2.2. Finish activity 3 in groups.Step 5 Homework1. Listen to the tape of this unit.2. Make a play in a group of three.Unit 2 They can’t walk.Function:Talking about the abilityTarget Language: They can’t walk.Their mothers help them.Vocabulary: sit, sit down, chickPronunciation: /k/, /g/, /f/, /v/Song: A good friendProcedures:Step 1 Warm-up1. Make a dialogue with the students at random.2. Review Unit 1.Step 2 Introduction1. Show the pictures of activity one.2. Review the learned verbs and say: what are the meanings of these pictures.Step 3 Presentation1. Ask the Ss to look at the picture carefully and ask: What can you see?2. Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3. Teach the new words in different ways.4. Play the cassette the second and pause after each utterance for the child ren to repeat.5. Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Sing a song1. Ask the children to look at the pictures carefully.2. Play the cassette and ask the children to listen carefully.3. Teach the sentences of the song one by one.4. Play the cassette several times and ask the children to sing along.Step 5 Homework1. Read the text and say the poem.2. Finish activity 5.Module 8 SchoolUnit 1 What time does school start?Function: Describing a school routineTarget Language: present tensePast tenseVocabulary: exercise, playground, before, skip, coffee, teaProcedures:Step 1 Warm-up1. Sing an English song.2. Ask the children some questions at random.Step 2 Introduction1. Write the word of school on the blackboard.2. Talk about in simple English: Do you sing songs every morning? Do you start school at 9 o’clock? We d o morning exercises. We start school at 8 o’clock. We sit in rows.Step 3 Presentation1. Put the chart on the blackboard and play the cassette let the children l isten carefully.The teacher asks several questions.2. Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3. Continue to explain the new languages.4. Play the cassette the third time and pause after each utterance for the children to repeat.5. Practice in groups.6. Act out the dialogue.Step 4 Finish a Task1. Finish activity2.2. Finish activity 3 in groups.Step 5 Homework1. Listen to the tape of this unit.2. Make a play in a group of two.Unit 2 Where did Lingling go yesterday?Function:Talking about past activitiesTarget Language: Where did…?What did…?Vocabulary: ball, rang(ring)Pronunciation: /s/, /z/, / /, / /, / /, / /, /r/, /h/Song: A good friendProcedures:Step 1 Warm-up1. Make a dialogue with the students at random.2. Review Unit 1.Step 2 Introduction1. Say several sentences and tell if it is Chinese school or England school.2. T: They start school at 8 o’clock. Ss: China.T: They play in the playground before 9 o’clock. Ss: England.Step 3 Presentation1. Ask the Ss to look at the picture carefully and ask: What can you see?2. Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3. Teach the new words in different ways.4. Play the cassette the second and pause after each utterance for the child ren to repeat.5. Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Sing a song1. Ask the children to look at the pictures carefully.2. Play the cassette and ask the children to listen carefully.3. Teach the sentences of the song one by one.4. Play the cassette several times and ask the children to sing along.Step 5 Homework1. Read the text and say the poem.2. Finish activity 5.Module 9 FeelingsUnit 1 Are you feeling sad?Function: Talking about feelingsTarget Language: Are you feeling sad/bored/angry?I feel happy/sad/tired/bored/hungry.Vocabulary: feel, sad, miss, bored, angry, nothing, secret, feel, surprise, tir edProcedures:Step 1 Warm-up1. Sing an English song.2. Ask the children some questions at random.Step 2 Introduction1. Write the word of school on the blackboard2. Talk about in simple English: Do you sing songs every morning? Do you start school at 9 o’clock? We do morning exercises. We start school at 8 o’clock. We sit in rows.Step 3 Presentation1. Put the chart on the blackboard and play the cassette let the children l isten carefully.The teacher asks several questions.2. Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3. Continue to explain the new languages.4. Play the cassette the third time and pause after each utterance for the children to repeat.5. Practice in groups.6. Act out the dialogue.Step 4 Finish a Task1. Finish activity2.2. Finish activity 3 in groups.Step 5 Homework1. Listen to the tape of this unit.2. Make a play in a group of two.Unit 2 Where did Lingling go yesterday?Function:Talking about past activitiesTarget Language: Where did…?What did…?Vocabulary: ball, rang(ring)Pronunciation: /ts/, /dz/, /tr/, /dr/, /t /, /d /Poem: Smile and be happyProcedures:Step 1 Warm-up1. Make a dialogue with the students at random.2. Review Unit 1.Step 2 Introduction1. Prepare the chess: Do you play chess at the weekend? I can play chess. Write the word of chess on the blackboard and teach, then say: I can p lay chess and I am the winner. So I feel very happy. Draw a happy face.2. I’ve got nothing to do. I feel bored. Draw a bored face.3. teach the words of sad and angry in the similar manner.Step 3 Presentation1. Ask the Ss to look at the picture carefully and ask: What can you see?2. Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3. Teach the new words in different ways.4. Play the cassette the second and pause after each utterance for the child ren to repeat.5. Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Say a poe m1. Ask the children to look at the pictures carefully.2. Play the cassette and ask the children to listen carefully.3. Teach the sentences of the poem one by one.4. Play the cassette several times and ask the children to read along.Step 5 Homework1. Read the text and say the poem.2. Finish activity 5.Module 10 MannersUnit 1 You should look, then cross the road.Function: Instructing on correct behaviorTarget Language:You should look, then cross the road.You shoul dn’t walk in the road.You should hold my hand, too.Vocabulary: should, cross, dangerous, hold, hand, say, in a hurry Procedures:Step 1 Warm-up1. Sing an English song.2. Ask the children some questions at random.Step 2 Introduction1. The teacher simply introduces the story: In the morning on Monday, T om’s mother Ms Smart bring Tom to the kindergarten.2. On the road, what does Ms Smart say to Tom?3. They meet a friend of Ms Smart. What happened?Step 3 Presentation1. Put the chart on the blackboard and play the cassette let the children l isten carefully.The teacher asks several questions.2. Play the cassette the second time and let the children tick the new wo rds and guess their meanings.3. Continue to explain the new languages.4. Play the cassette the third time and pause after each utterance for the children to repeat.5. Practice in groups.6. Act out the dialogue.Step 4 Finish a Task1. Finish activity2.2. Finish activity 3 in groups.Step 5 Homework1. Listen to the tape of this unit.2. Make a play in a groups.Unit 2 You should eat fruit.Function:Talking about good behaviorsTarget Language: You should…You shouldn’t…Vocabulary: mum, jump, noodles,Pronunciation: /m/, /n/, / /, /l/, /w/, /j/Rap: You shouldn’t jump on the bed.Procedures:Step 1 Warm-up1. Make a dialogue with the students at random.2. Review Unit 1.Step 2 Introduction1.Step 3 Presentation1. Ask the Ss to look at the picture carefully and ask: What can you see?2. Play the cassette the first time and let the children to tick the new wor ds and guess the meanings.3. Teach the new words in different ways.4. Play the cassette the second and pause after each utterance for the child ren to repeat.5. Ask the children to write a sentence on a piece of paper in groups and read them out.Step 4 Say a poem1. Ask the children to look at the pictures carefully.2. Play the cassette and ask the children to listen carefully.3. Teach the sentences of the poem one by one.4. Play the cassette several times and ask the children to read along.Step 5 Homework1. Read the text and say the poem.2. Finish activity 5.Review ModuleUnit 1 (forty minutes)Function: ReviewTarget Language:ReviewVocabulary: ReviewProcedures:Step 1 Warm-up1. Say hello to the students and choose a song the children like best.2. Ask the children some questions at random.Step 2 Play the yes/No game1. Divide the class into four groups, presenting the game of activity one. Prepare two cards, yes is written on one piece of paper and no on the other one.2. Put the cards behind and say a sentence at random to a child, for exa mple, “You watched TV yesterday.” If she has yes, she should say: “Yes, I watched TV.” If she or he has no, she or he should say: “I didn’t wat ch TV.”3. Then the teacher hands the card to a student of group one and ask hi m or her say a sentence at random and at the same time showing one car d. A student of group two must answer according to the word on the car d.。