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。