五年级英语上册教案Word文档下载推荐.docx
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1、通过对本单元的学习，增进学生对不同职业性质和作用的了解，培养学生尊重他人所从事职业的意识。
2、培养学生在上学、放学的路上不贪玩、注意安全、自我保护的意识。
Lesson1
Structures（New）
Whatdoes（he）do?
（He'
s）a（doctor）.
s）nota（vet）.
Areyoua（vet）?
Yes,Iam./No,I'
mnot.
Structures（Review）
Hello!
'
What'
syourname?
Myname'
s（Tom）.
Thisis（David）.
s（his）name?
（His）nameis（David）.
（I）can（juggle）.
The（doctor）can'
t（help）.
Vocabulary
Core
astudentateacher
ajuggleravet
apolicemanacall
adoctorhelp
afarmerteach
apilot
adancer
Contextual
Here'
s（ajuggler）.
too
ambulance
quickly
allright
We'
regoinghomenow.
Classroom
Goodmorning/afternoon.
Goodbye.Please
Thankyou.You'
rewelcome.
ExcusemeSorry.
1Usegreetingsandpoliteespressions
●Askthechildren,"
Whatdoyousaywhenyoumeetyourteacherfirstthingmthemorning?
TellthemthatmEnglishwesayGoodmorning.Havethechildrenrepeattheexpressionafteryou.
●RepeatthisprocedurefortheEnglishterms,Goodaflernoon,Goodbye,Please,Thankyou,You'
rewelcome,Excuseme,
andSorry.
●ReviewtheexpressionsinaclassdrillbyaskingthehildrenwhatEnglishtermtheyneedtousewhen:
a.theymeettheirteacherinthemorning/afternoon
b.theyleaveafriend'
shouse
c.theyareaskingforsomething
d.someonehasgiventhemsomethingorhashelpedthem
e.someonethanksthemforsomething
f.theyneedtointerruptsomeone,orhavebumpedtosomeone
g.theywanttoapologizefordoingsomething,forexample,breakingacup.
2Setthescene
●Presenttheflashcardsforastudent,ateacher,apliceman,adoctor,andavet.Modelthewordsandhavethechildrenrepeatthemafteryou.
●Holduptheflashcardfordoctor.Say,"
Heisadoctor."
Havethechildrenrepeatthesentenceafteryou.Repeattheprocedureusingtheotherflashcards.
●Askthechildrenwhotheygotoseewhentheyarereallysick.Elicittheworddoctor.
●Nowaskthechildrenwhotheygotoforhelpwhenheirpetissick.Elicitthewordvet.
3Modelthedialog
●Holduptheflashcardforadancer.Say,"
Sheisadancer."
Nowsay,"
Shecandance."
Havethechildrenrepeatbothsentencesafteryou.
●Repeattheprocedureforateacher,substitutingthewordsHeforShe,andteachfordance.
●Nowreviewthewordcan'
t.Remindthechildrenthatcan'
tistheoppositeofcan.
●Presentthewordajuggler.Writethewordsontheboardandexplainitsmeaning.Havethechildrenrepeatthewordsalteryou.Repeattheprocedureforthewordhelp.
●Holduptheflashcardforadoctor.Say,"
HeisadoctorHecan'
thelpanimals."
●Holduptheflashcardforavet.Say,"
Heisavet.Hecanhelpanimals."
4Talkaboutthestory
StudentBookpages2and3
Havethechildrenopentheirbooksatpages2and3.Askthesequestionsaboutthepictures:
Picture1:
"
WhereareAnn,Ken,andMocky?
"
Picture2:
WhoareAnn,Ken,andMockylookingt?
Pictures3/4:
Whatishappeningnow?
Picture5:
WhatisAnnpointingto?
Pictures6/7:
Whocomestohelp?
Picture8:
Whoisthemaninthegreenshirt?
Pictures9/10:
Whatishappeningnow?
5Story
●Say,"
Nowwe'
regoingtohearwhatthecharacterssaid.
●Playthetape.Havethechildrenlookatthepicturesastheylisten.
●Playthetapeagain,pausingateachnewpicture.Havethechildrenrepeatthewordsbeforeyoumoveontothenextpicture.
6Sethomework
Askthechildrentotellthestorytotheirfamilies.
Lesson2
Whatdoes（she）do?
（She'
s）a（teacher）.
Can（she）（sing）?
Yes,（she）can./No,（she）can'
t.
astudentafarmer
ajugglerapoliceman
avetadoctor
anurseadancer
helpapilot
teachcall
Standup.
Sitdown.
Openyourbooks.
ISimonsays
UsethisgametoreviewclassroomcommandsintroducedbeforeStandup.Sitdown.Openyourbooks.Thegamecanalsobeusedtoreviewcorevocabularypresentedinearlybooks,particularlybodypartsandverbs.SeeLesson6ofthisUnitforthegame'
srulesan,procedures.
2Flashcardactivity
●Presentthequestionform,"
Writetheques-tionontheboardandexplainitsmeaning.Readthequestionaloudandpointtoeachwordasyoudoso.Havethechildrenrepeatthequestion.
●NowreviewtheflashcardspresentedinLesson1.Holdupeachflashcardinturn.Ask,"
Elicittheanswer,"
（She）isa（teacher）."
●Presenttheflashcardsforanurseandpilot.Modelthewordandhavethechildrenrepeatthemafteryou.
●Nowrepeattheprocedureusedtoreviewtheotherjobsflashcards.
3Wordstolearn
StudentBookpage4
●Havethechildrenlookatthepicturesatthetopofthepage.Asyouplaythetape,havethemtouchthematchingpicture,orthewordintheboxontheside.
●Replaythetapewhileshowingyourcopyofthepage.Stopthetapeaftereachwordandhavethechildrenrepeattheword.
●Playthetapeagainwithoutstopping.Havethechildrensaythewordsalongwiththetape.
●Withoutthetape,pointtooneofthepicturesorwordsandelicitthewordfromthechildren.
●Repeatforalltheotherpictures.
4Listentothis
●Havethechildrenlookatthepictureatthebottomofpage4.
●PointtoAnnandask,"
Whatdoesshedo?
Ifnecessary,havethechildrenrefertothevocabularyatthetopofthepagefortheiranswer.
●Repeattheprocedureforallthepeopleinthepicture.
●Explaintothechildrenthattheywillhearasenteficeonthetapeandtheymustmatchittothecorrectperson.
●Playthetape,stoppingaftereachsentence,andhavethechildrenpointtothecorrespondingperson.
●Playthetapeagain.Explainthatthistimethechildrenneedtowritethecorrespondingsentencenumberintheboxbelowthematchingperson.Stopaftereachsentencetoallowthechildrentimetowrite.
●Havethechildrentaketurnstosaythesentenceforeachofthesevenpeople.
5Let'
ssing
StudentBookpage5
●Havethechildrenopentheirbooksatpage5.Showyourcopyofthepage.Pointtothepictureofthedoctor.Say,"
She'
sadoctor.Havethechildrenrepeatthesentenceastheypointtothepictureintheirbooks.
●Repeattheprocedureforavet,ateacher,andapilot.
●Readthewordsofthefirstversetothechildren,pointingtoeachwordasyouread.
●Havethechildrenrepeatthewords,touchingthemintheirbooksastheydoso.
●Playthesongwithoutstopping.Havethechildrenclapalong.
●Nowplaythetapeagain,stoppingaftereachline.Havethechildrensingeachlineafterhearingitonthetape.
●Repeatfortheremainingverses.
●Playthesongagainfromthebeginning.Encouragethechildrentotouchthewordsintheirbooksastheysingalong.
●Dividetheclassintofourgroups.Playthetapeagain.Haveeachgroupsingadifferentverse.
●Havethegroupschangeversessothatallthechildrenhaveachancetosingeach.●etse.'
:
'
Explaintothechildrenthatyouwantthemtosingthesongtotheirfamilies.
Lesson3
I'
ma（policeman）.
mnota（doctor）.
（Myfriend）is（hurt）.
Whatdoes（he）'
do?
s）a（policeman）.
Is（he）a（vet）?
Yes,（he）is./No,（he）isn'
t.
astudent
ateacher
ajuggler
apoliceman
avet
adoctor
anurse
help
call
Yes,ofcourse.
Phonics（Review）
longandshortvowels
Theimportanceofgamesandsongs
ThegamesandsongsineachUnitprovideusefulreviewactivitiesforcorevocabularyandstructures.Repetitionofgamesandsongsiseffectivebecausethechildrenarerelaxedandareenjoyingthemselves.Gamesandsongsincreasechildren'
sconfidence,andmotivatethemtolearnanduseEnglish.
IReview
●Reviewtheflashcardsforthisunit.Holdupeachoneinturnandelicitthecorrectname.
●Holduptheflashcardforapolicemanandask,"
Isheadoctor?
Elicitfromthechildrentheanswer"
No,heisn'
t."
Thenask,"
Whatdoeshedo?
Elicit"
Heisapoliceman."
fromthechildren.
●Tellthemthattheyaregoingtoplayaguessinggame.Askonechildtocomeuptothefront.Tellhimtoimitateadoctorcheckingupapatient.Asktheotherchildren,"
Elicitthecorrectanswerfromthechildren"
●Askthechildrentochecktheirguessingwiththechildinthefrort,"
Areyouadoctor?
Thechildshouldanswer,"
Yes,Iam."
●Putthechildrenintogroupsandhavethemplaytheguessinggamewithotherjobs.
2Talktogether
StudentBookpage6
●Havethechildrenopentheirbooksatpage6.Drawtheirattentiontothetopofthepage.Showyourcopyofthepage.
●Readthesentencesinthefirstspeechbubblealoudasyouplointtoeachword.Havethechildrenrepeatthewordsafteryou.
●Repeattheprocedureforthestructuresintheotherspeechbubbles.
●Dividetheclassintogroupsandhavethechildrenrepeatthedialoginarole-play.
●PutthechildrenintopairsandhavethempracticethedialogEncouragethemtosubstituteotherjobnames（teacher,vet,policeman,dancer,juggler,student）fordoctor.
3Listenandmatch
StudentBookpage6
●Havethechildrenopentheirbooksatpage6.Showyourcopyofthepage.Pointtoeachpictureandhavethechildrentellyouwhateachpersondoes,
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