小学五年级上学期英语教案副本Word文档下载推荐.docx

小学五年级上学期英语教案副本Word文档下载推荐.docx

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Predictthemeaningofunfamiliarwordsbyusingcontextorpicturecues

Materials:

·

Student’sBook5Apage2

Cassette5Aandacassetteplayer

Workbook5Apage1

WordandPictureCards5A

Photocopiablepage1

Drawingpaper

Preparation:

Bringdrawingpapertotheclass.MakeacopyofPhotocopiablepage1foreachpairofstudents.Cuethecassette.

Procedure:

1Pre-taskpreparation

Drawtrafficlightsforbothdriversandpedestriansontheboard.Invitestudentstocolourthelights.Introduce:

trafficlightusingtheWordandPictureCard.Discusshowtocrosstheroadsafelyandwhatthethreecoloursontrafficlightsmean.

2While-taskprocedure

（1）Pointtothetrafficlight.Say:

There’stheredman.Canyoucrosstheroad?

orThere’sthegreenman.Canyoucrosstheroad?

toelicit:

Yes/No.

（2）Pointtothetrafficlightsontheboard.Inviteindividualstudentstowrite:

Stop!

/Wait!

/Go!

Underneath.

（3）Studentsthenworkinpairstoprepare:

Sayandact.HavesomepairsactKittyandBenandsomepairsactthedrivingtutorandthedriver.

3Post-taskactivity

Workbookpage1

a.Dividethestudentsintopairs.AskthemtocompletethedialogueinReadandwriteorally.

b.Studentswritethemissingwords.

c.Invitepairsofstudentstoreadandactthecompleteddialogue.

Consolidation:

GrammarPracticeBook5Apage1.

BoardDesign:

一、cross穿过；

crosstheroad

road路，道路；

trafficlight交通灯；

trafficlight’sred/green/yellow

wait等待；

waitfor

二、There’stheredman.

Thetrafficlight’sred

三、Homework:

Ross

总课时：

2

（SecondPeriod）

Usingmodalstoaskforpermission

CanIgoout,Mum?

Usingformulaicexpressionstoreplytorequests

Hereyouare.

Languageskills:

Listening:

Recognizedifferencesintheuseofintonationtodifferentiatebetweenquestionsandstatements.

Speaking:

Useappropriateintonationinquestionsandstatements.

Reading:

Predictstoryusingpicturecues

Writing:

Developwrittentextsbyaddinginformationtowritingwhenamodelorframeworkisprovided.

Student’sBook5Apage3

Photocopiablepage2

MakeacopyofPhotocopiablepage2foreachstudent.

Cuethecassette.

Drawapedestriantrafficlightontheboard.Pointtotheredmanandask:

Canyoucrosstheroad?

No,wecan’t.Pointtothegreenmanandask:

Yes,wecan.Write:

CanI…?

Canwe…?

Yes,I/wecan.andNo,I/wecan’t.ontheboard.

（1）Readthe“Lookandsay”.Studentsfollowintheirbooks.

（2）Say:

Ihavemydinneratsixo’clock.What’syourdinnertime?

Introduce:

dinnertime.

（3）Studentspratisethedialogueingroupsofthree.

（4）Selectgroupstoreadandactthedialogue.

（5）Givethestudentstimetoprepare:

Askandanswer.EncouragethemoreablestudentstopayattentiontoPictures1and4.AskthemtothinkwhatelseMrsLiwouldsay,e.g.Ben:

MrsLi:

Yes,youcan.Takeanumbrella.BenandAlice:

Canwewatchtelevision?

No,youcan’t.Doyourhomework.

（6）Thestudentsfinishwritingthedialoguesinthestoryindividually.Walkroundandprovideguidanceifnecessary.

aStudentsworkinpairstocompletethedialogueinWriteorally.

bStudentswritethemissingwords.

cInvitepairsofstudentstoreadandactthedialogues.Therestoftheclasscheckanswers.

dReviewsomeclassroomobjects,e.g.pen,book,etc.

GrammarPracticeBook5Apage2

一、out出现，外在；

goout

dinnertime晚餐；

atdinnertime

二、CanI/we…?

Yes,youcan.

No,youcan’t.

Owork

3

（ThirdPeriod）

e.g.Gooutthisway.

e.g.Don’tsmoke.

Usingthepresentcontinuoustensetodescribeanactiontakingplaceatthetimeofspeaking

e.g.Theyaregoingout.

Usingthesimplepresenttensetoexpresssimpletruths

e.g.Theyareonthetrain.

Using“Wh-”questionstofindoutvariouskindsof

e.g.Whichsignmeans…?

Usemodeledphrasesandsentencestocommunicatewithteachersandotherleaners

Locatespecificinformationinashorttextinresponsetoquestions

Identifymainideasfromatextwithteachersupport

Gatherandshareinformation,ideasandlanguagebyusingstrategiessuchasobserving

Student’sBook5Apage4

WordandPictureCard5A

Workbook5Apage2

MakeacopyofPhotocopiablepage3foreachstudent.Cuethecassette.

DrawthesignoftheundergroundinShanghaiontheboard.Promptstudentstosay:

underground.Introduce:

undergroundstationusingtheWordandPictureCards.

2While-taskpreparation

（1）Review:

signbyinvitingstudentstodrawthesignstheyusuallyfindinthestreet.Askthemtodrawthesignsinanundergroundstationandtrain.Introduce:

undergroundusingWordandPicturecards.

（2）Introduce:

smokeandwayoutusingthesignsontheboardortheWordandPictureCards.

（3）Ask:

LookatPicture1.WhereareMrsWangandAlicegoing?

TheyaregoingtoZhongshanParkundergroundstation.Ask:

Whichsignmeans“ZhongshanParkundergroundstation”?

thisone.

（4）Ask:

LookatPicture2.Whataretheydoing?

Toelicit:

Theyarewaitingforthetrain.

（5）Ask:

LookatPicture3.Wherearethey?

Theyareonthetrain.Ask:

Aretheyeatingordrinking?

No,theyarenot.Ask:

Whichsignmeans“Don’teatordrink”?

Whichsignmeans“Don’tsmock”?

（6）Ask:

LookatPicture4.Whichsignmeans“Gooutthisway”?

Workbookpage2

aAskthestudentstoreadthesentencesintheboxfirst.

bStudentsmatchthesignswiththesentences.

一、underground地下，地铁；

ontheunderground

station站；

one一，一个；

sign标志，标识;

drink喝；

which哪一个；

way道路，方向；

二、Gooutthisway.

Don’tsmoke.

Theyaregoingout.

Whichsignmeans…?

drink

4

（FourPeriod）

e.g.Don’tmakeanoise.

Usingformulaicexpressionstoexpressapologies

e.g.I’msorry,MissFang.

Useappropriateintonationinstatements

Student’sBook5Apage5

Bringdrawingpapertomakebooksofsigns.Cuethecassette.

Encouragethestudentstosaywhattheyshouldnotdoinschool.Promptthelessablestudentsbyaskingthemtothinkofthesignstheycanfindintheirschoollibrary,intheirschoolhall,etc.

（1）Askthestudentstoread“Sayandact”.

（2）AskthestudentstolookatthesignsinReadandwrite.Askthemtomatchthesignswiththepictures.

（3）Invitegroupsofstudentstoactinfrontoftheclass.

GrammarPracticeBook5Apage3

Don’tmakeanoise.

I’msorry,MissFang.

Homework:

5

Unit2ThisiswhatIwant

（Firstperiod）

Asking“Wh-”questionstofindoutspecificinformation

e.g.Whatdoyouwant,Alice?

Usingthesimplepresenttensetomakerequests

e.g.Iwantsomepaper,please.

e.g.Here’ssomepaper.

Usingformulaicexpressionstoexpressthanks

e.g.Thankyouverymuch.

Usephrasesandsentencestocommunicatewithteachersandotherlearners

Useappropriateintonationinquestionsandstatements

Developwrittentextsbyputtingwordsinalogicalordertomakemeaningfulphrasesorsentences

Student’sBook5Apage6

Workbook5Apage3

Bringscissors,glue,water,paperandtapetotheclass.

Askthestudentstodrawthethingstheyusuallybringforanartclassontheboard.PuttheWordandPictureCards:

glue,scissorsandtapeontheboard.

（1）Askthestudentstoread“Sayandact”,thenasktheirquestions

（2）Ask:

WhatdoesAlicewant?

Shewantssomepaper.Ask:

WhatdoEddieandDannywant?

Theywantsomebrushes.

（3）Dividestudentsintogroups.Askthemtoactthedialogue.Encouragethemoreablestudentstoreplacetheitemsinthedialoguewithotherstationeryitems.

（4）Putavarietyofstationeryitemsonyourdesk.Inviteindividualsandpairstocomeoutandaskforanitem.

（5）Introduce:

wrappingpaper,ribbon,envelopeandstamptothemoreablestudents.

Workbookpage3

aStudentsworkinpairstocompletethedialogueinReadandwriteorally.

bInvitepairsofstudentstoreadandactthedialogues.

cStudentswritethemissingwords.

dEncouragethemoreablestudentstoactthedialoguesu