新人教版五年级上册英语教案(全英文)全集汇总附送(中文)教案全集(共2套)

(新)人教版五年级上册2019学年英语教案(全英文)全集汇总附送中文教案全集 (共2套)2018-2019学年度第一学期五年级英语教学计划学生基础知识、基本技能、智力状况及学习情感的简要分析：五、六年级的学生，其认知特点已经以来明显的变化，他们已经意识到英语在自己生活中无处不在，但有时却又苦于无法用英语表达，所以存在着对英语学习的渴望，迫切想学更多的英语。

虽然以前已经接触到了一些英语，但是这些孩子之间的差距还很大。

他们强烈的求知欲使他们更自觉的想学好英语。

五年级的学生两极分化比较严重，部分同学已能达到自主学习，尝试用英语交流的水平，但也有部分同学基础知识都无法掌握。

六年级也存在两极分化的问题，但较五年级而言，稍平均些，且其接受英语的能力也比五年级更好。

本学期学科教学的目的要求：1、能听、说、读、写92个单词或短语以及13组句子和9个单句。

（包括教师、课程、食物、家务劳动、居室家具和自然景物等几个话题）要求能在真实语境中正确运用并能读懂简短语篇。

2、能听、说、认读16个单词。

3、能学会6个手工制作。

4、能听懂、会唱8首歌曲。

5、能听懂、会吟唱12首歌谣。

6、能完成6个自我评价活动。

7、能理解6个幽默小故事。

8、能了解6项简单的中西方文化知识。

提高教学质量的打算：教学进度表课时授课计划UNIT 1 MY NEW TEACHERUnit 1 Lesson1 (Let’s start Main scene Part A Let’ s learn Let’s find out Part C Let’s sing)1.Teaching aims(1). Be able to ask: “who’s your art teacher? What’s he like?” and give the right answer.(2). Be able to master those words: old, short, thin, tall, strong, in four skills.(3). Be able to understand the orders, and to finish the tasks of “Let’s find out”.(4). Be able to sing the song of “ My New Teacher”.2.Key and difficult points(1). Replace the words: old, short, thin, tall, strong, young, funny, kind, according to the sentence.(2). Master the words: old, short, thin, tall, strong, in four skills.3.Teaching aids(1). English cards, teacher’s photos, castle4.Teaching steps(1). Warm upa.Let’s chant: big and small, long and short.b.Listen to the “Let’s start”.c.T: hi, everyone! Nice to see you again. What grade are you in now?What are we going to learn in this term? Guess!This unit we’ll learn My New Teacher.(2). PreviewDo you have new teachers? Who are they?Who’s your…teacher?Mr. / Miss…(3). PresentationLet’s starta.Rabbit has many new teachers in her school.b.Ta sk: Sarah will introduce some new teachers to you. Who’s the new teachers?Let’s learna.They are Sarah’s teachers. Describe these teachers.(Put up the surname on the picture)Who’s Sarah’s …teacher?Mr. / Miss…What’s he/she like?He’s/ She’s …(Review the words: strong, tall, short, thin, and present the new words: young, kind, old, funny.)b.Learn the new words, read and spell.c.Listen to the tape and read after it.d.Describe your own teachers.Who’s your …teacher?Who’s Sarah’s …teacher?Mr. / Miss…What’s he/she like?He’s/ She’s …T-S S-SLet’s find outa.Guess:This is our P.E. teacher. He’s tall and strong. He’s a little old. He’s very funny. We all like him. Who is he?This is our math teacher. She’s tall, she’s not strong and she’s not thin. She teaches in grade 6.b.Make the dialogue and pick up the right picture in Ss book..Let’s singa.Learn to sing the song of “My New Teacher”.(4). Consolidation and extensiona.Do listening practice in the activity book P1.b.Write the four-skilled words four times.c.Design the task according to the “Let’s find out”Such as: She’s tall. She’s beautiful. She’s very young. We all like her. Who’s she? Teaching notes:Unit 1 Lesson2 (Part A Let’s try Let’s talk Part C Good to know)1. Teaching aims(1). Be able to say: Who’s your math teacher? Mr Zhao. What’s he like? He’s thin andshort. He’s very kind, and can use it freely.(2). Be able to understand the “Let’s try”, and to finish the exercise.(3). Be able to know the part of the “Good to know”.2. Key and difficult points(1). Master the sentences of this lesson, and can use it freely in daily life.(2). Help students to catch the new words and new sentence in “Let’s try”.3. Teaching aidssome teacher’s photos, some pictures, castle4. Teaching steps(1) Warm upa. Sing: My New Teacherb.Chant.(2). Previewa.Ask & AnswerWho’s your…teacher? Mr./MissWhat’s he/she like? He’s/She’s…and….(Fill in the words we have learned.)(3). PresentationLet’s try (Do listening practice.)Explain how to do.Let’s talka.Show the part of photos quickly, then ask students to recall who are they?b.Listen to the tape and read after it.c.Make a dialogue with your partner.A: Who’s your…teacher?B: Mr. /Miss…A: What’s he/ she like?B: he’s /She’s …T-Ss S-S ask and answerd. Activity book P2 number 4 Talk about your teachers with your partner.Teacher do it with a student first, Ss ask and answer with the partner.Good to knowPerson who speaks English used to call “Mr Zhang or Zhangming”, that is “Mr +surna me or just name”. They never say “Mr Zhangming”.Explain the difference between China and Western countries.(4). Consolidation and extensiona.Do the listening practice in activity book. P2 number 3.Explain how to do first.b.Listen to the type and read it to your friends.c.Tell your parents what you have learned in “Good to know”.Teaching notes:Unit 1 Lesson3 (Part A Read and write Pair work Part C Pronunciation )1.Teaching aims(1). Be able to say the dialogue and can use it in daily life.(2). Be ab le to master the sentences: “Who’s your English teacher? Mr Carter. What’s he like? He’s tall and strong.”, in four skills.(3). Be able to understand the regulation of Pronunciation, and can read these words.2. Key and difficult points(1). Master the sentences in four skills.(2). Have the right pronunciation.3. Teaching aidssome teacher’s photos, some cartoon pictures, castle, English cards4. Teaching steps(1). Warm-upa.Chant.b.Guess teacher (one student chose one of photos, and ask other students toguess who’s he/she?)c.GreetingT-S: Look, I like our Chinese teacher. She’s short. What about you?(2). Previewa.Spell the words: old, short, thin, tall, strong.(3). PresentationRead and writea.T: Zhang Peng and Tim have a short dialogue. Please listen carefully and answermy questions.b.Listen to the tape.First time: What are they talking about?Second time: (1) How many new teachers does Zhang Peng have?(2) Who are they?(3) Who’s Zhang’s English teacher?(4) Where’s he from?(5) What’s he li ke?(6) Who’s he?c.Open the book, then ask students to learn the dialogue by themselves, and tofind some difficult points.d.Read after the tape.e.Help the students to solve the difficult points, and to finish the questions.f.Learn to write the sentences.Teach them how to write formally.]Pair workTeacher prepares the cards, let the students make a dialogue.A: Who’s that man/woman?B: He’s/She’s…A: What’s he like?B: he’s /She’s …T-Ss Ss-SsPronunciationa.Read the word according to their regulation of pronunciation.b.Listen to the tape and read after it.c.Practice the tongue cross.(4). Consolidation and extensiona.Do the activity book.P3 number 5, 6.Listen twice, filling the blank and tick or cross.b.Listen to the tape and read it to your parents or friends.c.Write the four sentences four times.Teaching notes:Unit 1 Lesson4 (Part B Let’s chant Let’s learn Part C story time)1.Teaching aims(1). Be able to say “Let’s chant”(2). Be able to master the words: kind, funny, young, smart, active in four skills. Beable to read, speak and understand some phrases about the strict, principal, university student, and can use it freely.(3). Be able to understand the story2. Key and difficult points(1). Be able to use the words: principal, university, student, strict, smart, activefreely, and learn these words in four skills.(2). The pronunciation of “university, principal, strict”.3. Teaching aidsSome finger marks, some relative pictures, some teacher’s or student’s photos, English cards4. Teaching steps(1). Worm upa.Let’s singb.Greeting A: Who’s your Chinese teacher? Is she quiet/ short…?B: Yes. Miss Liu is our Chinese teacher. She’s quiet/short…A: What’s your science teacher like?…(2). Previewa.Let’s guess.She’s a lady in our school. She has short hair, she has a pair of glasses. Now you can ask me the questions to get the answers.Ss: Is she…?(3). PresentationA Let’s learna. Yes, she is our principal. She’s Miss/ Mrs Qiu.Learn to say the words: principal.b.Is she strict?Yes, she is , but she’s very kind.Learn to say and spell the words: strictc.Is she active? Yes, she is, she’s very active./ No, she isn’t. she is quiet.Learn to say and spell the words: active/ quiet.d.Le arn the new words according to some teacher’s photos.smart, kind, funny.e.Pay more attention to the pronunciation of “university and strict”.f.Listen to the tape and read after it.B Let’s chanta.Play the chant in Part B, and ask the students to tell the teacher what theyhave understood.b.Listen to the chant again and read after it.C Story timea.Listen to the story and discuss this story with your partners.b.Read the story4. consolidation and extension(1). Finish the listening exercise in Activity book.(2). Listen to the “Let’s chant” and read it to you parents.(3). Adjust the chant according to your interesting.Teaching notes:Unit 1 Lesson5 (Part B Let’s try Let’s talk Group work Part C Let’s check)1. Teaching aims(1). Be able to say the se ntences: “Who’s that young lady? She’s our principal. Is shestrict? Yes, she is. / No, she isn’t”, and can use it in situation.(2). Be able to finish the “Let’s check”, and make the right assessment to their studyin this unit.2. Key and difficult points(1). Be able to replace the key words in the sentences, and use these sentencesfreely.(2). Be able to give the positive or negative answers to the question sentences “Ishe/she…?”3. Teaching aimssome teacher’s photos, some pictures and some English cards.4. Teaching steps(1). Warm-upa.Let’s chant in Unit 1b.Show the new chants, and choose which one is the best.(2). Previewa.Who’s your principal? Miss Qiu. Is she young? No, she’s old. She’s very kind.b.To replace the key words and make the new sentences.(3). PresentationA. Let’s talka.Put up the picture. Who’s that young lady? Now listen to the dialogue betweenHelen and John, and think about it.b.Listen to the tape, ask and answer.T: Who’s that young lady?Is she strict / kind / active / quiet?c.Listen to the tape and read after it.T-S S-SB Group work: Guess the person.a. How many words we can describe others? What are they?Old/ kind/ young/ thin/ strong / tall / short / pretty / active / quiet / strict / nice / smart / funnyb. Ss make a puzzle:Such as: I have a new friend/…teacher. Guess: Who’s he/she?Ss: A boy or a girl? Is she/he tall/short/quiet/active…?C. Let’s tryD. Let’s check4. consolidation and extension(1) To finish the listening exercise in Activity book.P5 listen and write YES and NO.(2). Listen to the tape and read the dialogue to your friends.(3). Try to describe your favorite teacher to your parents.Teaching notes:Unit 1 Lesson6 (Part B Read and write Talk and draw Part C Task time)1. Teaching aims(1). Be able to say the sentences: I have a new math teacher. Her class is so much fun.Really? What’s she like? She’s young and pretty. She’s university student.(2). Be able to master the read sentences in four skills.(3). Be able to finish the task of “Talk and draw”.2. Key and difficult points(1). Master the sentences: “Is she quiet? No, she isn’t. She’s very active. Is she strict?Yes, she is, but she’s very kind.” in four skills.(2). Do the nice cards and introduce it in English.3. Teaching aidsEnglish cards, some materials4. Teaching steps(1). Warm-upLet’s chantGuess: Who’s this man? She’s our …teacher. I like her.Is he strict? Yes, he is.(2). PreviewTo spell the words(3). PresentationA. Read and writea.Look at the picture and try to describe the teacherb.Read the dialogue with your partner, and try to understand it.T: who’s that young lady?What about her class?What’s she like?Is she a university student?Is she quiet…?c.Listen to the tape and read after it.d.Finish the questions.e.Learn to write the red sentencesB. Talk and drawOne say and another draw it according to what he understand.C. Task timeEncourage students try to solve the questions in English.4. Consolidation and extension(1). Do the reading exercise in Activity book.P6. read the passage with your partner, do the excises first, and check together. (2). Listen to the tape and read it to your parents, and write the sentences in four skills.Teaching notes:Unit 2 My days of the weekUnit 2: lesson1( Let’s start Let’s chant A Let’s learn. Let’s play C Let’s sing)1. Teaching Aims:(1)Three skills for sentences: What day is it today? What do we have on Mondays?(2)Four skills for words: Monday, Tuesday, Wednesday, Thursday, Friday.(3) Can do “Let’s play.”(4) Sing a song: My days of the week.2. Key and difficult points:Words: Monday, Tuesday, Wednesday, Thursday, Friday.3. Teaching aids:Pictures, cards, tape.4. Teaching steps:(1).Warm-up:Free talk.T: What time is it? Guess.It’s … it’s ti me for English class.(2). Preview:Use the time schedule on the board: It’s 8:35. It’s time for Chinese.It’s 9:25. it’s time for math class…Lead sentences: We have Chinese, math, English---on Mondays.(3). Presentation:a.Let’s chant.T leads Ss to chant.b.Learn the new words: Monday, Tuesday, Wednesday, Thursday, andFriday.After chant, read the word cards and spell the words.①Monday\/ M-O-N-D-A-Y. lead the Ss to recite.The same to teach Tuesday.②T: What day is it today?Ss: It’s Wednesday. Spell.The same way to teach Thursday and Friday.③drill, practice.c.Show picture and introduce the time scheduleT: What day is it today?Ss: It’s Monday.T: What do you have on Mondays?Ss: We have…on Mondays.T leads Ss to answer.T—Ss, Ss-Ss, Ss-S1d.Read after the tape.e.Let’s play.f.Sing a song.g.T write the new words and Ss write after T and find the rule of writingand remembering these words.(4). Consolidation and extension:a.Do the listening exercise in Activity book. P9 (1), (2)T explains the exercise, listen and match, finish the sentences.b. Write the new words four times and recite them.c. Ss book P18: Design a time schedule and show them in the class. Teaching notes:Unit2 Lesson 2(A Let’s try. Let’s talk. Group work. C Good to know.)1. Teaching Aims:(1)Two skills for sentences: What day is it today? It’s---What do you have on---? Wehave---.I like---and can talk with each other.(2)Good to know.2. Key and difficult points:(1) Three skills for sentences: What day is it today? It’s---What do you have on---? We have---.I like---. Can talk with each other use sentences have learnt.(2) Let’s try.3. Teaching aids:Pictures, cards, tape, calendar.4. Teaching steps:(1). Warm-up:a.Sing a song: My days of the week.b.Free talk.T: What day is it today?Ss: It’s Wednesday.Spell.What do you have on Wednesdays?I have Chinese, math….on Wednesdays.T uses the schedule to lead the students answer this questions.(2). Preview:a. Review the new words. Read and spell.b. Do: Let’s try.Instruct the Ss to do the exercise.(3). Presentation:Let’s talk.a.Ss read the text first and think about two questions:What day is it today? What classes should Amy learn this day?b.Answer the questions:Ss: It’s Wednesday. Amy has English, science, computer and P.E.on Wednesdays.T: Does she like Wednesdays?Ss: Yes, she like Wednesdays.T: Do you like Wednesdays? Why?Ss: Yes, I like Wednesdays. Because we have…/ No, I don’t like Wednesdays.c.Read after the tape.T-Ss, Ss-Ss, recite.d.Show the picture, T-Ss, Ss-Ss, Ss-S1 ask and answer.Group workSs book P18 we have write down the time schedule. Please look at it, let’s a sk and answer.T: what do you have on ….?Do you like ….? Why?I like….because we have …on….Ss say to the partners.Activity book P10Fill in the blank and read.Good to know.Mother’s Day, Father’s Day and Thanksgiving day.(4).Consolidation and extension:a. Do the listening exercise in Activity book. P10 (3)T explains the exercise, listen and write the number.b. Read to your partners, and design a new time schedule.Teaching notes:Unit2 lesson3( A Read and write. Pair work. C Pronunciation)1. Teaching Aims:(1) Can know the meaning of the story.(2) Four skills for sentences.(3) Pronunciation.2. Key and difficult points:Four skilled sentences and pronunciation.3. Teaching aids:Pictures, cards, tape.4. Teaching steps:(1).Warm-up:a.Let’s chant.b.Sing a song: My days of the week.c.Free talk.T: What day is it today/tomorrow?What do you have on…?Which day do you like?(2). Preview:Spell words.(3). Presentation:Read and writea.T show picture and ask: It’s time to go bed. Mike puts away his textbooks. But heputs wrong books in his schoolbag. Why?b.Read the dialogue by students. Lead Ss to find the answer quicklyc.Listen to the tape, sentences by sentence.d.T asks questions.T: what day is it today?What dose Mike have on Wednesdays?What day is it tomorrow?What dose he have tomorrow?e.Read together after T, check the answer.f.Write the sentences after T.Pronunciation.(4). Consolidation and extension:a. Pair work: ask and answer in pairs. What do you have on…?b. Activity book P11, P15 explains the exercise.c. Write the sentences four times.Teaching notes:Unit2 lesson4(B Let’s learn. Let’s chant C Stor y time.)1. Teaching aims:(1)Can do: Let’s chant.(2)Four skills for words: Saturday, Sunday. Can say phrases: do homework, watch TV,read books.(3)Story time.2. Key and difficult points:(1) Words: Saturday, Sunday. phrases: do homework, watch TV, read books.3. Teaching aids:Pictures, cards, tape.4. Teaching steps:(1). Warm-up:a.Let’s chant.(P14)(2). Preview: Pass the sentencesT: What do you have on Mondays?S1: We have…on Mondays. What do you have on Tuesdays?S2: We have…on Tuesdays…..S3:(3). Presentation:a.You have many classes on Monday, Tuesday, Wednesday, Thursday and Friday.These are weekdays. But we have the other two days. They’re Saturday and Sunday.b.Read and spell Saturday and Sunday. They’re weekends.c.What do you do on Saturdays and S undays? Let’s chant (P19)d.Act what do they do on weekends. Guess.Lead to phrase: do homework, watch TV, read books.e.Read after the tape and practise the sentences.f.Let’s chant.g.T act the other actions: play football, play basketball, play the violin, play thepiano, paint, play computer games, listen to music…Ask and answer: what do you do on…? I ….on …T-Ss Ss-Ss Ss-S1h.Ss write the new words after T.Story timeT put up the picture, Ss read first, and listen to the tape, read after the tape and T, act the story.(4). Consolidation and extension:a.Activity book P12(1) listen and match.(2)finish the sentences.With the T’s instruction.b.Write the new words four times.c.Write different chants.Teaching notes:Unit2 lesson5( B Let’s try. Let’s talk. Pair work. C .Let’s check.)1. Teaching aims:(1)Two skills for sentences: What do you do on Saturdays/Sundays? I often dohomework, read books and watch TV.(2)Can do “Let check.”2. Key and difficult points:(1) Three skills for sentences: What do you do on Saturdays/Sundays? I often do homework, read books and watch TV. Can talk with each other use sentences havelearnt.3. Teaching aids:Pictures, cards, tape.4. Teaching steps:(1).Warm-up:a. Let’s chant.b.Free talk.T: what day is it today?What do you have on…?(2). Preview:On weekdays, we study hard. On Saturdays and Sundays we can do other things and have good rest. What do you do on Saturdays and Sundays?Review the words and sentences have learnt.(3). Presentation:Let’s try.Listen and circle.Let’s talk.a.Read by the students first.b.Ask and answer: What does ChenJie do on Saturdays/Sundays?c.Read after tape sentence by sentence.Read: T-Ss Sb-Sg Ss-S1Pair work.Use more phrases, let the students ask and answer in pairs.T: What do you do on…?Do sports: play football, play basketball, go swimming, go fishing, go to the park…Listen to music, play the violin, play the piano…paint, play computer games, do some shopping.Let’s check.4. Consolidation and extension:a. Activity book P13(1) listen and match.(2)read and circle YES or NO.b. Arrange your weekends reasonable.d.Activity book P14(5)Teaching notes:Unit2 lesson 6 (B.Read and write. Group work. C Task time.)1. Teaching aims:(1) Can know the meaning of the story.(1)Four skills for sentences.(2)Task time.2. Key and difficult points:Four skilled sentences and task time.3. Teaching aids:Pictures, cards, tape.4. Teaching steps:(1).Warm-up:New chant (make by Ss)(2). Preview:a.Spell the words and phrases.b.Group work: what do y ou do on…?c.Check the Activity book P14(3). Presentation:a.Ss read the text and answer the question using the sentences.b.Listen to the tape. Answer the questions:Zoom and his aunt Cathy are talking about his weekend, now listen and answer my questions.What time is it?What day is it today?What does Zoom do on Saturday?Which is the best?Does he like Saturdays?Aunt Cathy also has her homework, what’s this?c.Read after the tape. Read together, check the answer.d.Write the sentences with T’s instructor.Group work.T asks one student: what do you do on…?Then say I can play with you! And write down the student’s name.Work in the groups.Task time.Tell the Ss the request, and ask them to do this excites after class.(4). Consolidation and extension:a.Check the Activity book P14 (5)b.Write the sentences.Teaching notes:Unit 3 What’s your favorite food?Unit 3 lesson1(Let’s start main scene A Let’s learn. Group work.)1. Teaching aims:(1)Three skills for sentences: What would you like for lunch? I’d l ike---.(2)Four skills for words: tomato, tofu, green beans, fish, potato, eggplant.(3)Three skills for words: cabbage, mutton, pork.(4)Group work.2. Key and difficult points:Words: t omato, tofu, green beans, fish, potato, eggplant, cabbage, mutton, pork.3. Teaching aids:Pictures, cards, tape, co lour pens.4. Teaching steps:(1).Warm-up:a.Sing a song. “What would you like?”b.Let’s chant (Pep4)(2). Preview:a. Put up the cards(food),T: We have many food here. What would you like?Ss: I’d like some….Tofu/fish spell.b. Show a picture in “Let’s start.” and let Ss guess the food.(3). Presentation:Let’s learna.Tomato& potatoT shows card: tomato.Read and spell.The tomatoes are juicy and red. What about potatoes?They’re tasty and brown. teach “potato” i n the same way.b.mutton, cabbage, pork.T teaches words: mutton, cabbage, pork. Ss read after T. Recognize quickly and read quickly.c.Green beans& eggplant.What colour is it? It’s green.Yes, it’s green beans. Read and spell.It’s the vegetable. It’s purple. Guess what’s this?It’s eggplant. Read and spell.d.Ss listen to the tape and read the words.e.Play a game: T tells words, Ss tell the color of the vegetables, and thenT tells the vegetables’ character. Ss tell the words.f.To consolidate the words have learnt.Group work.T: what would you like for lunch?Ss: I’d like some…T takes off a word card, say “Sure”.Let Ss say ”Thank you”.T takes off a word card, say “Sorry, no…”Let Ss use small cards to talk in groups.Let’s chant.(4). Consolidation and extension:a.Activity book P17(1)listen and match(2)write and say.b.Write the new words four times.Teaching notes:Unit 3 lesson2(A Let’s try. Let’s talk. Talk and match. C Good to know.)1. Teaching aims:(1)Two skills for sentences: What do you nave for lunch today? I have eggplant---andcan talk with each other.(2)Good to know.2. Key and difficult points:(1) Three skills for sentences: What do you nave for lunch today? I have eggplant--- Can talk with each other use sentences have learnt.(2) Let’s try.3. Teaching aids:Pictures, cards, tape.4. Teaching steps:(1).Warm-up:a.Let’s chant.b.Free talk.T: What would you like for lunch?(2). Preview:What would you like for lunch? Means “你中午想吃什么？”But how to say“你吃了什么？”Listen to a song: What do you have for lunch?After the song, do you know how to say“你吃了什么？”Yes, that’s “what do you have for lunch?”Let’s try.(3). Presentation:Let’s talk.a.Read by students first, and answer the questions.T: What does Mike have for lunch today? what about Sarah?Ss: Mike ha eggplant and tomatoes, and Sarah has onions and green beans.b.Show the sentences: What do you have for lunch today? Ss read andpractise the new sentence.c.Practise the sentences in pairs: use the picture.T-Ss, Ss-Ss, Ss-S1, one ask and the other answer.d.Play a game: One choose a card and the other Ss ask, the one choosecard answer using words and sentences have learnt.e.Read the text after the tape.T-Ss, Ss-SsTalk and match.Ask your paterner: What do you have for lunch today?Talk and match the food.T: what does your paterner have for lunch today?Ss: She/ he has…Good to know.Tell Ss the traditional Chinese food, and the festivals.(4). Consolidation and extension:a. Check the answers in Activity book P17, point out we should plus “es”after tomato and potato.b. Activity book P18(3) Listen and match(4)make a survey.c.Ss’s bookP30 make your menu. Ask Ss to write down a menu he want togive us Ss.Teaching notes:Unit 3 lesson3( A Read and write. Group work. C Let’s sing.)1.Teaching aims:(1) Can know the meaning of the story.(1)Four skills for sentences.(2)Sing a song.2. Key and difficult points:Four skilled sentences.3. Teaching aids:Pictures, cards, tape, school menu.4. Teaching steps:(1).Warm-up:a.Sing a song;b.Free talk.T: What day is it today?Ss: It’s …T: What do you have for lunch on …? (Show the word cards (food)Ss: We have…(2). Preview:Let’s chant.(3). Presentation:Group worka. Show a form (put up word cards (Mon.—Fri.)T: There are five days we have lunch at the school. Let’s make a school menu.Put up the word cards (food)Ask and answer:What do you have for lunch on…?I / we have…That sounds good.T-Ss Ss-Ss Ss-S1At last, T shows the menu.T: This is our school menu.b. Design a menu ( Ss’ book P30), talk about the food in groups.Read and write.a.Read by students. And answer the questions.What does Amy have for lunch on Mondays?What would she like for dinner today?b.Listen to the tape and repeat.c.Read after T, and read together.Check the answers in book P30Let Ss find out what should we pay attention to the writing.d.Practise the sentences.(4). Consolidation and extension:a.Activity bookP19(5)listen and write.(6)read and tick or cross.b. Write the sentences four times.c. Design a menu at home to your parents.Teaching notes:Unit 3 lesson4(B Let’s learn. Let’s chant )1. Teaching aims:(1) Be able to master the words: tasty, salty, sour, fresh and sweet in four skills. and three skill for word: healthy .(2). Be able to say “Let’s chant”(3) Can use the adj. to describe the favorite food.2. Key and difficult points:(1)Four-skilled words: tasty, salty, sour, fresh, sweet(2)The pronunciation of “healthy”.(3)To describe the favorite food.3. Teaching aids:Pictures, cards, apples, orange, sugar, salty, vinegar and tape.。