小学五年级上学期英语教案副本.docx
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小学五年级上学期英语教案副本
总课时：
1
ModuleⅠGettingtoknowyou
Unit1CanIdothis?
（FirstPeriod）
Languagefocus:
Usingtheintroductory“there”toexpressfacts
e.g.:
There’stheredman.
Usingimperativestogiveinstructions
e.g.:
Cross!
Go!
Usingimperativestoexpressprohibitions
e.g.:
Don’tcrosstheroad.
Usingnounstoidentifyobjects
e.g.:
Thetrafficlight’sred.
Languageskill:
Listening
Workoutthemeaningofwordsusingvisualclues
Speaking
Useappropriateintonationinquestionandstatements
Reading
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:
ModuleⅠGettingtoknowyou
Unit1CanIdothis?
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
Unit1CanIdothis?
（SecondPeriod）
Languagefocus:
Usingmodalstoaskforpermission
e.g.:
CanIgoout,Mum?
Usingformulaicexpressionstoreplytorequests
e.g.:
Hereyouare.
Languageskills:
Listening:
Recognizedifferencesintheuseofintonationtodifferentiatebetweenquestionsandstatements.
Speaking:
Useappropriateintonationinquestionsandstatements.
Reading:
Predictstoryusingpicturecues
Writing:
Developwrittentextsbyaddinginformationtowritingwhenamodelorframeworkisprovided.
Materials:
·Student’sBook5Apage3
·Cassette5Aandacassetteplayer
·Workbook5Apage1
·Photocopiablepage2
Preparation:
MakeacopyofPhotocopiablepage2foreachstudent.
Cuethecassette.
Procedure:
1Pre-taskpreparation
Drawapedestriantrafficlightontheboard.Pointtotheredmanandask:
Canyoucrosstheroad?
toelicit:
No,wecan’t.Pointtothegreenmanandask:
Canyoucrosstheroad?
toelicit:
Yes,wecan.Write:
CanI…?
Canwe…?
Yes,I/wecan.andNo,I/wecan’t.ontheboard.
2While-taskprocedure
（1）Readthe“Lookandsay”.Studentsfollowintheirbooks.
（2）Say:
Ihavemydinneratsixo’clock.What’syourdinnertime?
Introduce:
dinnertime.
（3）Studentspratisethedialogueingroupsofthree.
（4）Selectgroupstoreadandactthedialogue.
（5）Givethestudentstimetoprepare:
Askandanswer.EncouragethemoreablestudentstopayattentiontoPictures1and4.AskthemtothinkwhatelseMrsLiwouldsay,e.g.Ben:
CanIgoout,Mum?
MrsLi:
Yes,youcan.Takeanumbrella.BenandAlice:
Canwewatchtelevision?
MrsLi:
No,youcan’t.Doyourhomework.
（6）Thestudentsfinishwritingthedialoguesinthestoryindividually.Walkroundandprovideguidanceifnecessary.
3Post-taskactivity
aStudentsworkinpairstocompletethedialogueinWriteorally.
bStudentswritethemissingwords.
cInvitepairsofstudentstoreadandactthedialogues.Therestoftheclasscheckanswers.
dReviewsomeclassroomobjects,e.g.pen,book,etc.
Consolidation:
GrammarPracticeBook5Apage2
BoardDesign:
Unit1CanIdothis?
一、out出现，外在；goout
dinnertime晚餐；atdinnertime
二、CanI/we…?
Yes,youcan.
No,youcan’t.
三、Homework:
Owork
总课时：
3
Unit1CanIdothis?
（ThirdPeriod）
Languagefocus:
Usingimperativestogiveinstructions
e.g.Gooutthisway.
Usingimperativestoexpressprohibitions
e.g.Don’tsmoke.
Usingthepresentcontinuoustensetodescribeanactiontakingplaceatthetimeofspeaking
e.g.Theyaregoingout.
Usingthesimplepresenttensetoexpresssimpletruths
e.g.Theyareonthetrain.
Using“Wh-”questionstofindoutvariouskindsof
e.g.Whichsignmeans…?
Languageskills:
Speaking:
Usemodeledphrasesandsentencestocommunicatewithteachersandotherleaners
Reading:
Locatespecificinformationinashorttextinresponsetoquestions
Identifymainideasfromatextwithteachersupport
Writing:
Gatherandshareinformation,ideasandlanguagebyusingstrategiessuchasobserving
Materials:
·Student’sBook5Apage4
·Cassette5Aandacassetteplayer
·WordandPictureCard5A
·Workbook5Apage2
Preparation:
MakeacopyofPhotocopiablepage3foreachstudent.Cuethecassette.
Procedure:
1Pre-taskpreparation
DrawthesignoftheundergroundinShanghaiontheboard.Promptstudentstosay:
underground.Introduce:
undergroundstationusingtheWordandPictureCards.
2While-taskpreparation
（1）Review:
signbyinvitingstudentstodrawthesignstheyusuallyfindinthestreet.Askthemtodrawthesignsinanundergroundstationandtrain.Introduce:
undergroundusingWordandPicturecards.
（2）Introduce:
smokeandwayoutusingthesignsontheboardortheWordandPictureCards.
（3）Ask:
LookatPicture1.WhereareMrsWangandAlicegoing?
toelicit:
TheyaregoingtoZhongshanParkundergroundstation.Ask:
Whichsignmeans“ZhongshanParkundergroundstation”?
toelicit:
thisone.
（4）Ask:
LookatPicture2.Whataretheydoing?
Toelicit:
Theyarewaitingforthetrain.
（5）Ask:
LookatPicture3.Wherearethey?
Toelicit:
Theyareonthetrain.Ask:
Aretheyeatingordrinking?
Toelicit:
No,theyarenot.Ask:
Whichsignmeans“Don’teatordrink”?
Whichsignmeans“Don’tsmock”?
（6）Ask:
LookatPicture4.Whichsignmeans“Gooutthisway”?
3Post-taskactivity
Workbookpage2
aAskthestudentstoreadthesentencesintheboxfirst.
bStudentsmatchthesignswiththesentences.
BoardDesign:
Unit1CanIdothis?
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…?
三、Homework:
drink
总课时：
4
Unit1CanIdothis?
（FourPeriod）
Languagefocus:
Usingimperativestoexpressprohibitions
e.g.Don’tmakeanoise.
Usingformulaicexpressionstoexpressapologies
e.g.I’msorry,MissFang.
Languageskill:
Speaking:
Useappropriateintonationinstatements
Materials:
·Student’sBook5Apage5
·Cassette5Aandacassetteplayer
·Drawingpaper
Preparation:
Bringdrawingpapertomakebooksofsigns.Cuethecassette.
Procedure:
1Pre-taskpreparation
Encouragethestudentstosaywhattheyshouldnotdoinschool.Promptthelessablestudentsbyaskingthemtothinkofthesignstheycanfindintheirschoollibrary,intheirschoolhall,etc.
2While-taskprocedure
（1）Askthestudentstoread“Sayandact”.
（2）AskthestudentstolookatthesignsinReadandwrite.Askthemtomatchthesignswiththepictures.
（3）Invitegroupsofstudentstoactinfrontoftheclass.
Consolidation:
GrammarPracticeBook5Apage3
BoardDesign:
Unit1CanIdothis?
Don’tmakeanoise.
I’msorry,MissFang.
Homework:
Homework:
总课时：
5
Unit2ThisiswhatIwant
（Firstperiod）
Languagefocus:
Asking“Wh-”questionstofindoutspecificinformation
e.g.Whatdoyouwant,Alice?
Usingthesimplepresenttensetomakerequests
e.g.Iwantsomepaper,please.
Usingformulaicexpressionstoreplytorequests
e.g.Here’ssomepaper.
Usingformulaicexpressionstoexpressthanks
e.g.Thankyouverymuch.
Languageskills:
Speaking:
Usephrasesandsentencestocommunicatewithteachersandotherlearners
Useappropriateintonationinquestionsandstatements
Writing:
Developwrittentextsbyputtingwordsinalogicalordertomakemeaningfulphrasesorsentences
Materials:
·Student’sBook5Apage6
·Cassette5Aandacassetteplayer
·Workbook5Apage3
·WordandPictureCards5A
Preparation:
Bringscissors,glue,water,paperandtapetotheclass.
Cuethecassette.
Procedure:
1Pre-taskpreparation
Askthestudentstodrawthethingstheyusuallybringforanartclassontheboard.PuttheWordandPictureCards:
glue,scissorsandtapeontheboard.
2While-taskprocedure
（1）Askthestudentstoread“Sayandact”,thenasktheirquestions
（2）Ask:
WhatdoesAlicewant?
toelicit:
Shewantssomepaper.Ask:
WhatdoEddieandDannywant?
toelicit:
Theywantsomebrushes.
（3）Dividestudentsintogroups.Askthemtoactthedialogue.Encouragethemoreablestudentstoreplacetheitemsinthedialoguewithotherstationeryitems.
（4）Putavarietyofstationeryitemsonyourdesk.Inviteindividualsandpairstocomeoutandaskforanitem.
（5）Introduce:
wrappingpaper,ribbon,envelopeandstamptothemoreablestudents.
3Post-taskactivity
Workbookpage3
aStudentsworkinpairstocompletethedialogueinReadandwriteorally.
bInvitepairsofstudentstoreadandactthedialogues.
cStudentswritethemissingwords.
dEncouragethemoreablestudentstoactthedialoguesu
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