五年级第一学期英语教案

Lesson 1 Fathers, Mothers, Brothers and Sisters Class Opening and ReviewSing “The family in our house”to review members of the family mastered in Level 1.Key ConceptsI am older / younger than .IntroduceAsk pairs of volunteers to come forward and lead a dialogue such as: T: You are his /her . How old are you ?S2: I am years old.T: This is your . How old is he /she ?S1: years old .T: Yes ! How old are you ?S1: years old .T: Is he /she older /younger ?C: Yes /No.T: Right ! He/She is older /younger . He / she is older /younger than his /her .PracticePlay “Tic-Tac-Toe.”Play “Letters” to review spellings for family members.Class ClosingActivity book, Lesson 1Homework: 1. Words: China, Canada, father, mother, brother, sister, son, daughter.2. Sentences: He is older than Jenny. She is younger than Jenny. I have a friend named Jenny Smith. I don’t have brothers and sisters.Lesson 2 Aunts, Uncles and CousinsClass Opening and ReviwSing “The family in our house” to review family members the students have mastered.Key ConceptsAunt, uncle, cousinIntroduceDraw a simple family tree on the blackboard to demonstrate “aunt,”“uncle” and “cousin”.PracticePlay “Go fish” with cards for family members.Add some new verses to “The family in our house” Replace the line “the sister finds a cat” and add:The sister finds a cousin.The cousin finds an aunt.The aunt finds an uncle.The uncle finds a cat.The cat stands alone.Ask the students to draw a family tree for their own family, like the one on the poster or in the student book . Ask them to label each family member correctly.Class ClosingActivity book, Lesson 2Homework: 1. Words: wife, husband, aunt, uncle, cousin2. Sentences: My father has a brother. Uncle Zhiwei is my aunt’s husband. Aunt Meiping is my uncle’s wife.Lesson 3 What do they look like ?Class Opening and ReviewReview the structure “I am taller /shorter” that the students learned inUnit 3 of this semester. Ask for pairs of volunteers to measure each other’s height with a tape measure. Lead a dialogue like this:T: How tall are you?S1: metres tall.T: How tall are you ?S2: metres tall.T: Is he /she taller /shorter?C: He /She is taller /shorter.T: Very good, class!Key ConceptsGlasses, grayI am taller /shorter than .IntroduceAsk for pairs of students of different heights. Lead a dialogue such as this for each pair:T: Is he /she taller /shorter?C: He /She is taller /shorter.T: He /She is taller /shorter than him /her. Say it ,please, class.C: He /She is taller /shorter than him /her.Introduce “gray” as a hair colour for an older person.Use real glasses to introduce the word “glasses” .PracticeDivide the class into groups of three. The students take turns describing one member of the group to the other member.Play “Draw me.”Class ClosingActivity book, Lesson 3Homework: 1. Words: short, long, curly, straight, red green, brown, blue, blond, black, hair, eye, glasses, white, gray.2. Phrases: wear glasses, look at, shorter than, taller than.3. Sentences: I am taller than Jing. Danny has three hairs. She wears glasses. What colour are her eyes?Lesson 4 Do they work?Class Opening and ReviewPlay “Simon Says” to review modes of transportation. Make up different actions for each mode of transportation . Use phrases such as:Drive a car!Ride a bicycle!Take a bus!Walk!Key ConceptsHe /She is a .IntroduceIn Levels 1 and 2,the students mastered four occupations. Review these occupations in a drill with the large vocabulary cards.Write the four mastered occupations ,and their corresponding places of work, on the blackboard in mixed-up order. Ask for volunteers to draw lines that correctly match the words. Here’s an example of a mixed-up list:Cashier shopClerk restaurantWaitress schoolTeacher shopPracticeSing “As I was going down the street” to review occupations.Ask the students to draw a picture of a person in their family that hasone of the occupations described in the students book.Is this your ? Yes / No, this is my .What’s her / his name ? Her /His name is .Does he /she work ? Yes. He/She is a .How old is he/she ? years old.Are you older/younger than your ?I am older/younger than my .Are you taller/shorter than your ?I am taller/shorter than my .Class ClosingActivity book, Lesson 4Homework: 1. Words: teacher, doctor, clerk, businessman, waitress, bus driver, nurse, police office, cashier, carpenter, school, store.2. Sentences: How does she go to work? She goes to work on her bicycle. Is your mother a waitress?Lesson 5 What do they like to do ?Class Opening and ReviewReview pronouns (he, she), possessive pronouns(his, her) and familymembers with a card-prompt drill. Hold up large vocabulary cards for family members and for any objects the students know. The students then correctly formulate a sentence based on:He/ She likes his/ her .Sing “The family in our house” .Key ConceptsI like to .PracticeDivide the class into groups of three. The students take turns describing one member of the group to the other member.This is my .My likes to .Ask the students to make up a pretend relative.This is my (family member).His/Her name is (name).He/She is years old.He/ She is metres tall.I am older/younger than (name).I am taller/shorter than (name).He/She is a (pccupation).He/She is wearing a (colour) (clothing) and a .He/She likes to .Class ClosingActivity book, Lesson 5Homework: 1. Phrases: play checkers, go for a walk, read the newspaper, work on the computer, play ping-pong, play with her dolls, play with my ball, skip with her skipping rope, read books, watch TV, eat noodles.2.Sentences: I like to play with my ball. She likes to play with her dolls. My uncle likes to work on the computer.Lesson 6 Having fun togetherClass Opening and ReviewPlay “Whisper” to review this vocabulary: eat, drink, buy, read, write, play. After the class has guessed each activity correctly, ask “Where is he/she ?” and then “What is he/she ing?” Encourage responses such as these:doing where what eating restaurant (food) drinking restaurant (a drink) reading library a book play gym (a game,toy) writing classroom story, word Key ConceptsI /We go to the to .IntroduceDemonstrate “We go to the to .”My family likes to have fun together.We go to the to .Use word-cards in a pocket panel to show students how to substitute words in “I/We go to the to .”PracticeAsk each student to draw a picture of his or her family label the people in the picture. Each student then writes some sentences about his or her family.I am older/younger than (family name).I am taller/shorter than (family name).My has hair.My wears glasses.I/We like to .We go to the to .Teach the chant “What do you like to do?” in Number 3 of student book. Class ClosingActivity book, Lesson 6Homework: 1. Phrases: have fun, watch a movie, have supper, fly a kite, watch the animals, buy clothes, play badminton.2. Sentences: We go to the park to fly kites. Do you go to the store to buy clothes?Lesson 7 Are you ready for a quiz?Class Opening and ReviewUse the quiz in the student book as review.Story: “Maddy’s family”1.Prepare to readHere are some questions :Do you remember Maddy?Is Maddy big or small?These are pictures of Maddy’family. What is Maddy’family like?2.Read3.DiscussWhat does Maddy’ brother like to do?Is Maddy older or younger than her sister?Does her mother work?Does her father work?Where do Maddy’ cousins live?What do her cousins like to play?Did you like this story? Why or why not?Class ClosingActivity book, Lesson 7Homework: Five Sentences in the student book.Lesson 8 Again, please!Class Opening and ReviewSing “The family in our house” with the extra verses.Play Variation 1of “Number me”.Play “Charades” to review “I go to the to .”Class ClosingPlay “Draw me”.Homework: 1. Words: aunt, uncle, cousin, glasses, gray.2. Sentences: I am older than my sister. I am younger than my brother. I am shorter than my father. I am taller than my mother. I go to the park to fly kites.Lesson 9 Let’s look at a map!Class Opening and ReviewReview colours with a drill or a game.Key Conceptsmap, countrynorth, south, east, westIntroduceDiscuss the theme of this unit.Use the map to demonstrate the key concepts.Use the real orientation of the classroom to demonstrate north, south,east and west.PracticePlay “Simon says”to practice “north, south, east, west, map”. Use phrases such as: point north/south/east/west/to a map.Play another game.S2: Go north! Stop! Go west! Stop! Go east! Stop! What is it?S1: Is this / ?Play “Letters” to practice spelling the key concepts in this lesson. Teach “North, south, east, west song” in Number 3 of the student book. Class ClosingActivity book, Lesson 9Homework: 1. Words: map, China, Canada, U.S., U.K., Australia, north, south, east, west.2. Sentences: China is where we live. North points up on a map.Lesson 10 ChinaClass Opening and ReviewSing the “ABC song” to review the alphabet.Play a version of “Word call”to review big and small letters of thealphabet. Give each student a big or small letter of the alphabet written on a sheet of paper. Each student must then find the student with the corresponding big or small letter.Key ConceptsChina , ChinesespeakIntroduceDemonstrate “China” with a map. Draw attention to the big letter at the beginning of the word.Demonstrate “speak Chinese” with puppets. Put one on each hand. Have one puppet speak English and one speak Chinese. The puppets try to talk to each other, but it doesn’t work! The English puppet finaly puts the problem into English: “Oh! I speak English, but you speak Chinese!”Ask for two volunteers. Lead a dialogue such as:T: What is he/she speaking? Is it Chinese/English?C: Yes/No.T: Yes/No! He/She speaks Chinese/English.PracticeDivide the class into small groups. Each student takes turns describing himself or herself to the group.I live in China.I speak Chinese.I am years old.I live in a /an .My address is .I like ,but I don’t like .I like to .My father/mother is a .I am wearing .Class ClosingActivity book, Lesson 10Homework: 1. Words: speak, Chinese, capital city, country, Beijing, in Chinese, in English2. Sentences: This is a map of China. This is the capital city of China. What is the capital city of China? Beijing is the capital city of China. What country is east of China? What is it in English?Lesson 11 CanadaClass Opening and ReviewSay “Good morning/afternoon, class! Where do we live?”Play “Simon says”to review “north, south, east ,west, map, China, speak and Chinese”.Use a question-and-answer drill to review “country”and other vocabulary:What colour is this country?What country is north of the country?What country is this?What do we speak in China?Key ConceptsCanada, Englishcapital cityIntroduceDemonstrate “Canada”with a map. Draw attention to the big letter at the beginning of the word.Ask the students questions they probably can already answer about Canada. For example”Do they speak Chinese in China?Where do Jenny and Danny live?Demonstrate “capital city”by drawing parallels, in English, Between Beijing and Ottawa.Discuss what the students know about Canada.PracticeAsk for volunteers to point to the capital cities of countries on the world map.Class ClosingActivity book, Lesson 11Homework: 1. Words: know, English, French, Ottawa, about.2. Sentences: I know about Canada. I know the capital of Canada. I know the U.S. is south of Canada.Lesson 12 The U.S.Class Opening and ReviewPlay a variation of “Stop! Go!”When I stop the students, call out a country. The students then say to the nearest person:Hello! My name is . I live in China/Canada. I speakChinese/English.Key ConceptsU.S.knowIntroduceDemonstrate “know” by leading individual students through a dialogue. For example:T: What country is this?S1: .T : Yes! You know this country. This country is China/Canada. What do we/they speak in China/Canada? Do you know?S2: Chinese/English.T: Yes! You know! We/They speak Chinese/English.Continue the dialogue to include the U.S.Discuss what the students know about the U.S.PracticePlay “Memory card”with the cards for China, Canada, U.S., English, Chinese, map, north, south, east, west and capital city. As the students make pairs of cards, they say “I know this. This is .”Class ClosingActivity book, Lesson 12Homework: 1. Words: U.S.2. Sentences: In the U.S., they speak English. The capital city is Washington, D.C.Lesson 13 The U.K.Class Opening and ReviewPlay “Happy face, sad face” with sentence about the countries.I live in . I speak .Is north/south/east/west of .They/We speak in .This is the capital city of .I know this country. This is .Key ConceptsU.K.IntroduceDemonstrate “the U.K.” with a map.Note that “U.K.”stands for “United Kingdom.”Draw attention to the big letters at beginning of each word and in the abbreviation.Discuss what the students know about the U.K.PracticePlay “Where in the world?” with cards for China, Canada, the U.S and the U.K.Class ClosingActivity book, Lesson 13Homework: 1. Words: U.K.2. Sentences: What do they speak in the U.K.? Is the U.K. south of China? It’s the same colour as the U.S. flag.Lesson 14 AustraliaClass Opening and ReviewUse a question-and-answer drill to review vocabulary about the countries the class has learned so far.What country is this country?Do you know the capital city of this country?What colour is this country?What do they speak in this country?Play “Simon says”to review “north,”“south,” “east,”“west,”“map”and the names of countries the class has learned.Play “Tic-Tac-Toe” to review vocabulary about countries the class has learned so far.Key ConceptsAustraliaIntroduceDemonstrate “Australia” with a map. Draw attention to the big letter at the beginning of the word.Discuss what the students know about Australia.PracticePlay “Travel.”Class ClosingActivity book, Lesson 14Homework: 1. Words: Australia2. Sentences: Do you know what country it is? The capital city of Australia is Canberra.Lesson 15 Are you ready for a quiz?Class Opening and ReviewSing “The family in our house”with the verses for cousin,aunt anduncle to review family members.Use the quiz in the student book as review.Story: “Maddy’s family photographs”1.Prepare to read2.Read3.Discuss:Is Maddy older than her grandfather/uncle/aunt?Where does Maddy’s grandfather/cousin/aunt/uncle live?What does he/she speak?What does he/she like to do?Class ClosingActivity book, Lesson 15Homework: Five Sentences in the student book.Lesson 16 Again, please!Class Opening and ReviewPlay “Happy face, sad face” with the quiz in the student book from the last lesson. Read out each question. Then ask for volunteers to give ananswer and stand under the happy face or sad face.Play “Secret word” with the story from the last lesson.Play “Spell it” to review any mastery vocabulary from this unit.Class ClosingPlay “Travel.”Homework: Words.Lesson 17 Beijing is great!Class Opening and ReviewUse a question-and-answer drill to review key vocabulary from the last unit of the last semester: (map, China, Chinese, Canada, English and capital city).Play “Spell it” to review vocabulary for locations that the students have mastered, especially “restaurant”, “shop”, “apartment”and “house.”Then reinforce the meaning of the words with questions such as: Where do you buy ? (A shop.)Where do you live? (A house./ An apartment.)Where do you eat ? (A restaurant.)Key ConceptsBeijing, hotel, tripIntroduceUse a map of China to demonstrate “Beijing.”Role-play with a puppet to demonstrate “trip” and “hotel”. Make up a dialogue with the puppet such as:Puppet: I am going on a trip.Teacher: Where are you going?Puppet: I am going to (name of destination).Teacher: Do you live in (name of destination)?Puppet: No! I live in (name of home city).Teacher: Do you have a house/ an apartment in (destination)? Puppet: No! I go to a hotel! Here I go! I’m going on a trip to ! Here’s my hotel!Teacher: Where are we? Are we at your apartment/house?Puppet: No! My apartment/house is in (house city). This is a hotel!PracticePlease pass the .Would you like the ?May I help you?Thanks/Thank you.You’re welcome.Class ClosingActivity book, Lesson 17Homework: 1. Words: Beijing, famous, hotel, go, come, go on a trip, go on trips.2. Sentences: I want to go to Beijing. Let’s go on a trip. I love to go on trips.Lesson 18 May I go to Beijing?Class Opening and ReviewUse Lesson 1 in the student book to review “Beijing,”“trip”and “hotel.”Point to the pictures in the student book and lead a question-and-answer drill. Here are some questions:Is Li Ming going on a trip?Where is he going ?What’s this?Key ConceptsMay I/we ?IntroduceReview the story in the student book so far.Use word-cards in a pocket panel to show the students how to substitute words in “M ay I/we ? Yes/No.”PracticePlay “Mother, May I?”Class ClosingActivity book, Lesson 18Homework: 1. Phrases: work hard, far from, go shopping, from…to…, too…to…2. Sentences: May I go on a trip to Beijing?Lesson 19 May I invite Danny and Jenny?Class Opening and ReviewPlay Variation 2 of “Mother, May I?”Key ConceptsCome, goIntroduceRole-play “come” and “go” with students in the class.Lead the class through a dialogue such as this: Teacher: I want to go on a trip to Beijing! Here I go! You come, too! You come with me. PracticePlay “The Trip Game”.Class ClosingActivity book, Lesson 19Homework: 1. Phrases: invite, talk to, far from, leave for, arrive in.2. Sentences: May I invite them? I can talk to Danny’s mother. When do you leave for Beijing? We leave … When do you arrive in Beijing? …Lesson 20 How far is Beijing ?Class Opening and ReviewPlay “The Number Game” to review numbers to 100.Play “Clap” to review the sequence of to 100.Key ConceptsNumbers to 10000aboutIntroduceNumbers are very regular in English. Use the numbers poster to countwith the students from 100 to 10000. Then write some numbers on the blackboard between 100 and 1000 and ask for volunteers to say them out loud.Demonstrate “about” with examples.PracticeWrite the names of cities in China on the blackboard. Write the distances from your city to these cities on the blackboard.Class ClosingActivity book, Lesson 20Homework: 1. Sentences: How far is it from China to Canada? About …Lesson 21 How can we go to Beijing?Class Opening and ReviewPlay “Spell it” to review modes of transportation the students mastered in Level 2(bicycle, car, cab, truck). Lead the words on the blackboard. Then ask for volunteers to draw pictures to match the words.Ask the students to find their flashcards for these words and draw a picture on the each flashcard to match the words.Key ConceptsThis lesson has two groups of key concepts.IntroduceDemonstrate “fast”and “slow”by talking fast and slowly, or walking fast and slowly.Demonstrate “fast than” and “slower than” with two balls of the same size, but different colours.Demonstrate “train” and “airplane”.PracticeTeach “The trip song” in Number 3 of the student book.Class ClosingActivity book, Lesson 21Homework: 1. Words: airplane, train, bus, fast, slow, faster than, slower than, by plane, take a bus, take a train, by bus.2. Sentences: A train is faster than a bus but slower than an airplane. I want to take a bus. I don’t want to go by bus. Let’s take a train.Lesson 22 Leaving and arrivingClass Opening and ReviewReview the moths of the year with a game.Play “What day is it?” to review days of the week, months and ordinal numbers.Sing “The trip song.”Key ConceptsArrive, leaveIntroduceDraw a circle at each end of the blackboard. Lead a dialogue such as this:Teacher: Please go to .Student: ……Teacher: Good-bye, ! He/She is leaving . Please come to . Now, he/she is arriving in . Hello!PracticeDivide the class into small groups. Ask each group to plan a trip in the student book.Class ClosingActivity book, Lesson 22Homework: 1. Words: leave, arrive, leave for, arrive in.2. Sentences: We are going by train. We have a trip to Beijing.Lesson 23 Are you ready for a quiz? Class Opening and ReviewUse the quiz in the student book as review.Story: “Li Ming goes to the airport”1.Prepare to readHere are some questions:Where is Li Ming ? What country?Where are Jenny and Danny at the beginning of the story?2.Read3.DiscussIs Li Ming sad sometimes? Why?What makes him happy?Why have Jenny and Danny come to China?Class ClosingActivity book, Lesson 23Homework: Five sentences.Lesson 24 Again, please!Class Opening and ReviewPlay “Happy face, sad face” with the quiz in the student book from the last lesson. Read out each question. Then ask for volunteers to give an answer and stand under the happy face or sad face.Play “Secret word” with the story from the last lesson.Sing “The trip song.”Class ClosingChant “The leave arrive chant.”Homework: 1. Words: airplane, plane, about, hotel, Beijing, train, trip, arrive, come, go, leave, fast, slow, faster, slower.2. Sentences: May I…?Lesson 25 What do we need for the trip?Class Opening and ReviewReview clothes the students have mastered with “Smile, Frown.”Key ConceptsClothes, jacket, ticketIntroduceDemonstrate “clothes” and “jacket” with real clothes and a jacket. Make sure the students understand that “clothes” is a general word for other words they have already mastered.Demonstrate “ticket(s)” with real tickets.PracticePlay “Go fish”or “Memory card”with the students’flashcards for modes of transportation, clothing and the new vocabulary.Class ClosingActivity book, Lesson 25Homework: 1. Words: need, ticket, tickets, these, clothes, jacket, a pair of…2. Sentences: Tomorrow we leave for Beijing on the train. We need train tickets. What clothes do I need?Lesson 26 Li Ming’s favourite clothesClass Opening and ReviewReview “near” and “far.” Lead a dialogue such as”Teacher: is near. Is near or far?Student: is far.Review reguar plurals with an object-prompt drill.Key ConceptsThis, that, these, thoseIntroduceUse objects around the room and model the following structures: Teacher: The is near. This is near. The is far. That is far. The s are near. These are near. The s are far. Those are far.Remind the students about some special plurals in English. Brainstorm a chart like this on the blackboard:this, that these, thosesweater sweaterspencil pencilsshirt shirtsskirt skirtsarrange objects around the classroom to demonstrate “this”, “that”, “these” , “those”.Use word-cards in a pocket panel to show the students how to substitute words in the phrase “I like this/ that/ these/ those .”PracticePlay “This, that”.Teach the “This that chant” in Number 2 of the student book.Class ClosingActivity book, Lesson 26Homework: 1. Words: this, that, these, those, too small, too big, just right.2. Sentences: These pants are red. Red is my favourite colour. I don’t like those pants. Those shoes are too small.Lesson 27 Li Ming packs his suitcaseClass Opening and ReviewKey ConceptsPacking my/your/his/her suitcaseIntroduceDemonstrate “packing my suitcase” with a real suitcase and real clothes. PracticeDivide the class into pairs. Ask each pair of students to make up a dialogue about packing a suitcase. Brainstorm some phrases with the students first and encourage them to experiment with different phrases: Yes, please/ No, thanks.Do you like this/that/these/those ?A pair ofHow many do you have?Don’t forget !Class ClosingActivity book, Lesson 27Homework: 1. Words: one pair of…, pairs of…, don’t forget.2. Sentences: How many pairs of socks do you have? I have one pair of socks. How many shirts do you have?Lesson 28 Where is it?Class Opening and ReviewReview feelings mastered in Level 1 (happy, sad, hot, cold, tired).Play “Draw and guess” to review “bed” and “dresser”.Key ConceptsCan you find my ?IntroduceDemonstrate “Can you find my ?” by giving student something of mine and asking him or her to hide it.PracticePlay “Can you find it?”Class ClosingActivity book, Lesson 28Homework: 1. Sentences: He’s getting ready for bed. Can you find my key?Lesson 29 Buying train ticketsClass Opening and ReviewChant the “Leave arrive chant.”Review how to read time. Draw clocks on the blackboard and ask the class to recite the times in English.Key Concepts(don’t) jump, run, walkFrom toIntroduceAct out “jump,”“run”and “walk.”Then do these actions from one object to another. For example:Teacher: Please jump from this book to that chair.Students: (Begin jumping from the book to the chair.)Teacher: Stop! Please don’t jump! Please walk from the book to the chair!PracticePlay “Tic-Tac-Toe.”Divide the class into small groups. Ask the groups to pretend they are going on a trip and that they are buying tickets.Class ClosingActivity book, Lesson 29Homework: 1. Words: walk, run, jump, stand, sit.2. Sentences: How much for a ticket from Shijiazhuang to Beijing, please? Forty yuan. Don’t jump on the train. Have a good trip!Lesson 30 I am excited!Class Opening and ReviewPlay “Simon says” to review “jump,”“run” and “walk.”Key Concepts(don’t) sit, standIntroduceAct out the words and then add them to the game of “Simon says”. PracticePlay “Mother, May I?”with “sit,”“stand”and other vocabulary from this unit.Class ClosingActivity book, Lesson 30Homework: 1. Sentences: What time is it now? The train leaves at 11:15.Lesson 31 Are you ready for a quiz?Class Opening and ReviewUse the quiz in the student book as review.Story: “Danny is lost!”Prepare to readHere are some questions:Where are Danny, Jenny, Li Ming and Mrs. Li? Why is Mr. Li there?Is Jenny happy or sad? Why?What is Danny doing?ReadDiscussIs Danny lost?Who looks for Danny?Where is Danny?What is Danny doing?How are they going to Beijing?Class ClosingActivity book, Lesson 31Homework: Five Sentences.Lesson 32 Again, please!Class Opening and ReviewPlay “Happy face, sad face” with the quiz in the student book from the last lesson. Read out each question. Then ask for volunteers to give an answer and stand under the happy face or sad face.Play “Secret word” with the story from the last lesson.Class ClosingChant the “This that chant.”Homework: Words: clothes, jacket, ticket, jump, run, walk, sit,stand, this, that, these, those, from…to…。