牛津上海版五年级下学期本册综合教案

Unit 2 Use your ears
Period 1
Education aims:
1. Obey the rules of the public place.
Basic aims:
Using formulaic expressions to get attention. E.g. Excuse me.
Using formulaic expressions to express apologies. E.g. I’m sorry.
Using prepositions to indicate direction. E.g. A man walks in front of the bicycle.
Using the simple presents tense to express simple truths. E.g. Ben has a new bicycle.
Using imperatives to express prohibitions. E.g. Be quiet!
Main points: Using imperatives to express prohibitions. e.g. Be quiet!
Difficult points: Using imperatives to express prohibitions. e.g. Be quiet!
Materials: pictures, cassette player, masks
Teaching Procedure：
Pre-task preparation:
1.Song: Three Little Pigs 集中学生的注意力。
2. Revision
(1).A shopping game (P6) 复习旧句型及单词，
(2)A guessing game 为新授内容作铺垫。
---Where is it ---It’s…
---Where are they ---They’re …
While-task procedure:
1. Listen to the tape and try to say “loud, quiet” 利用声音让学生感受
Learn :loud quiet loud, quiet。
(1). T: Look, this is a bicycle. Let’s talk about it.
(Show picture 1)
P1:…… P---P
T: Yes, Ben has a new bicycle. It is a red one. It has a bell.
Ben rides his bicycle to the shop. Is the bell loud or quiet
Let’s listen.
(---Excuse me! Ting –ting. Ting-ting.
---I’m sorry. I can’t hear your bell. It’s too quiet.)
P: It’s too quiet.
T: Can the lady hear Ben’s bell
Learn: lady
(Show the word : l__d__) Try to complete it. 注意语音训练。
P: No, she can’t.
(2). T—P P—P Work in pairs
Look, listen, ask and answer some questions. 通过学生自主问答，既
(1).Picture2: Where is Ben 利于理解内容，又可培
What does Ben do 养学生的学习能力。
Where does Ben go
What does the man do
Where is the man
Is Ben’s bell loud or quiet now
How is the man now
Learn the word: careful.
Try to guess the meaning of “careful”
(2).Picture3: Where is Ben
What can Ben see
How are they
Where does Sam walk
Is Ben’s bell loud or quiet now
Learn :lady----ladies
Learn: asleep
(3).Picture4: Are the ladies asleep
How are the ladies
Do they like Ben’s bell Why
Is Ben’s bell loud or quiet now
Learn: awake
Compare: asleep----awake
4. Listen and repeat the story. 培养学生的口头表达
T:What can we do in the public place 能力和复述能力。并
P: … 渗透德育教育。
5. Read and answer. (P7)
6. Act out the story. 培养学生的表演能力。
Song: 调节课堂气氛。
Post-task activities：
Look at some new pictures and make a new story. Then
act it out.
Make a new story about you. 留给学生一个更宽大
的空间，培养学生运用
知识的交际能力。
Assignment：
1. Read the story fluently.
2. Make a new story by yourself.
板书：
loud quiet
lady ladies
asleep awake
教后随笔：
Period 2
Education aims：
1. You must be polite.
Basic aims:
Using adjectives to describe objects. e.g. My new bicycle.
using the simple present tense to express feelings. e.g. I like my new bicycle but I don’t like this bell.
Asking simple questions to obtain ‘yes/no’ responses e.g. Do you want both hammers
Using qualitative adjectives. e.g. No, the small one please.
Developing aims:
Using the object to know the tool: spanner
Main points:
Asking simple questions to obtain ‘yes/no’ responses e.g. Do you want both hammers
Using qualitative adjectives. e.g. No, the small one please.
Difficult points:
Asking simple questions to obtain ‘yes/no’ responses e.g. Do you want both hammers
Using qualitative adjectives. e.g. No, the small one please.
Material: Pictures, cassette player, material objects
Teaching Procedure:
Pre-task preparation:
Song: 活跃课堂气氛。
Look and say 通过看说为新课作铺
(Show some pictures on page8.e.g. biscuits, apples, etc) 垫。
the ___ ___ e.g. the long pencil
Act out the dialogue on page7
While-task procedure:
1.(Show a bicycle)
T: This is Ben’s bicycle. Is Ben’s bicycle loud or quiet
P: It is quiet.
T: Ben and Ben’s father want to put a new loud bell. What
do they want
P: ……
T: Yes, a hammer and a screwdriver.
(Show the objects)
Learn the words: hammer, screwdriver 通过铃声轻要重装一
Complete them. h__mmer , screwdr__ver 个自然过渡到新单词。
Look, listen and say
(1).(Show a picture of two hammers) 通过问答引出主要句
---Give me a hammer, Ben. 型。学生也在学习的过
---Do you want both hammers 程中学到学习的方法。
---No, the small one, please.
T---P P---P Ask and answer.
(Show the sentences.)
Do you want both ____, _____
No, the ___ one, please.
(2).Ask and answer
A:(Show a picture of two screwdrivers)
What does Ben’s father want now
Does he want both screwdrivers
Does he want the big screwdriver or the small one
B: (Show a picture of two bells)
What does Ben’s father want now
Does he want both bells
Does he want the loud bell or quiet one
(3).( Show picture 2)
Ask and answer: is the bell loud or quiet
T: Sometimes we also can use the spanner. 延伸书本上的知识，
Learn: spanner 扩大学生的输入量。
“sp__nner” complete it. 丰富学生的口头表达。
Song: Follow Me 调节课堂气氛。
Post-task activities:
1. Ask and answer.(page8)
S1: Do you want both ____,_____
S2: No, the ____ one, please.
Use these words:
Long/short, round/square, full/empty, big/small, red/green
2. Ask and answer your objects , use some opposite words.
Free talk. 让学生在自由操练中
活用句型。
Assignment:
Do Work Book 5B page4.
Ask and answer your objects.
板书：
hammer screwdriver spanner
Do you want both _____,_____
No, the _____ one, please.
教后随笔：
Period 3
Education Aims:
1.Don’t leave rubbish.
Basic Aims:
Using imperatives to give instructions. e.g. Draw a circle on the paper.
Using the simple presents tense to make requests. e. g. Give me a cup, please.
Using preposition to find out position. e.g. Is it behind the blackboard
Using the simple present tense to describe habitual actions. e.g. The wheels on the bike go round and round.
Developing Aims:
Make a shaker by imagine and write down the steps.
Main points:
Using preposition to find out position. e.g. Is it behind the blackboard
Difficult points:
1. Using preposition to find out position. e.g. Is it behind the blackboard
Materials:
pictures, cassette player, masks
Teaching procedure:
Pre-task preparation:
1. Listen to a song. The wheels 既激发学生学习兴趣，
又为教授新歌作铺垫。
2.Ask and answer: 复习旧句型为学习新对
Use their own objects. 话作铺垫。
----Do you want both _____,______
----No, the _____ one, please.
3. Look and say: 为后面需要进行的游
Make some phases. e.g. in the cupboard. 戏作铺垫。
While-task procedure:
Discuss music and different musical instruments with the 通过增长课外的音乐
students. 知识激发学习兴趣。
Invite students to tell you which musical instruments they
know the names of in English, Write a list on the board.
T: Today, I carry a musical instrument to our classroom.
Learn: musical instrument
Complete it. __nstr__m__nt 强化语音
T: Guess, what is it 创设悬念，激发学习
P: …… 积极性 。
T: Look, (shake it) it is a shaker. Do you want to make it
P: Yes.
T: What do we need
P: ……
T: A paper cup, some beans or rice, some paper and some
string.
Learn: string----------- some string
Make some sentences. 既让学生在造句中学会
用新单词，又可以多角
度地巩固新单词。
Look, listen, ask and answer: (Page 9) 让学生自主提问，培
What’s on the table 养学生主动学习的能
Who wants a cup 力及探究问题的好习惯
Does she want both cups
Which one does she want
Who wants some beans
Does she want the big ones or the small ones
T—P & P---P
T: I think making a shaker must be interesting. Do you
want to make one First, let’s listen to the tape and look
at the board.
(T puts the sentences on the board.)
T: Let me make a shaker.
(Make and say)
T: Can you put the sentences in order
P: ……
The students make the shakers. Discuss the task while
walking around each group in order to give more or less
input as necessary.
T: Don’t leave rubbish when you make the shaker. OK 渗透德育教育。
Sing a song ,. Encourage the students
to do appropriate action while they are singing.
T: Let’s play a game. First listen to the tape and look at
page10

Learn: hide
Post-task activities:
Make a musical instrument by your imagine and write 发挥学生的创造力与
down the steps. 想象力，培养学生的
发散性思维。
Do Photocopiable page 12.
Assignment:
Do Grammar Practice Book 5B page7. 注意笔头练习与口头练
习相结合。
Sing this song.
Try to make a shaker.
板书：
Make a musical instrument.
You need
a paper cup some beans or rice some paper some string
教后随笔：Module 1 Using my five senses
Unit 1 Using my eyes
The first period
Teaching Aims:
Basic Aims:
1.Continue to learn the simple present tense.
2.Using prepositions to indicate position and time.
3. Try to answer questions according the text.
Developing Aims:
Using the simple present tense to express simple truth.
Education Aims:
Try to answer questions according the text.
Teaching Aids: pictures, a cassette player
Teaching procedure:
Pre-task 1.Rhyme
2. Sing a song
(通过儿歌活跃课堂气氛。)
Preparation Revision
a. Please say sth. About ‘Ben’s day’
b. Guessing game: Is it…
c. Review: behind, beside and in front of using students and objects.
While-task 1.Words: rise, shadow, high
Procedure a. Introduce: shadow using the picture
b. Introduce: rise, high, using the action.
c. Say the new words and have the students repeat after me.
2. Play the cassette for the first paragraph in Look and Read.
Students listen and follow in their books.
3. Play the cassette again. Students listen and repeat.
4. Ask the students to answer questions
①.Where is the sun
②.Where is its shadow
③.Is it long
5. Play the cassette for the second paragraph
6. Play the cassette again. Students listen and repeat.
7. Ask and answer about this paragraph.
8. Introduce: go down.
9. Play the cassette for the third paragraph twice.
10. Have the students ask and answer.
11. Read and answer.
Look at the pictures and answer questions
Post-task Talk about the shadow of the school building at the different time of a day, then try to ask and answer.
Consolidation: Exercises of workbook and Grammar book.
课 后 随 笔
The second period
Teaching Aims:
Basic Aims:
Using modals to talk about ability.
Asking ‘Wh-’questions to find out the place.
Using imperatives to give instructions and directions
Using the simple present tense to express simple truth.
Developing Aims:
Asking ‘Wh-’questions to find out the place.
Education Aims:
Using the simple present tense to express simple truth.
Teaching Procedure.
Pre-task Preparation
1. A poem: where where where
2. Revision:
Guessing game: Where is it It’s…
Where are they They’re…
While –task Procedure
1.Introduce:inside、outside according the words‘in’andnd ‘out
Introduce ‘flat’ using the picture and ‘glasses’ using a pair of glasses.
2. Say the new words and have the students read after me.
3. Play the cassette: Look and say. Students listen.
4. Play the cassette again. Students listen and follow in their books.
Ask students to remember the place of each picture.
5. Ask students to do pair work about these pictures.
6. Have students make short dialogues.
7. Ask students to look at ‘Read and match’
Post –task .Activity
Oxford English Workbook and Grammar Practice Book 4B
课 后 随 笔
The third period
Basic Aims:
Using imperatives to give instructions
Using modals to talk about abilities
Asking questions to find out the positions
Developing Aims:
Using modals to talk about abilities
Education Aims:
Asking questions to find out position
Teaching Procedure:
Pre-task Students do pair work to talk about their shadows.
Preparation e.g. Can you see my shadow
Is it long/short
Where is it Is it Etc.
While-task 1.Play the cassette: Look and say.
Procedure Students listen and follow in their books.
2. Play the tape again. Students listen and repeat.
3.Ask Students to act out the dialogues with their panterners, then check one or two.
4.Play the cassette: Make a shadow. Students listen and follow in their books.
5.Play the cassette again. Students listen and repeat.
6.Ask students to say the instructions while they’re making a shadow.
7.Ask students to write down some sentences about their shadow. For more able students encourage them to write a few more sentences to describe their shadows.
Post-task Have students play a game about their shadows
Activity ——Close your eyes.
——Open your eyes. Can you see my shadows
——Is it the
Consolidation Oxford English Workbook and Grammar Practice Book 4B.
课 后 随 笔
The Fourth Period
Teaching Aims:
Basic Aims:
Asking simple questions to obtain ‘yes/no ‘response.
Using formulaic expressions to express and respond to apologies.
Using adjectives to show quantities.
Developing Aims:
Using formulaic expressions to express and respond to apologies.
Education Aims:
Using adjectives to show quantities.
Teaching Aids: a cassette player, word and picture cards, some fruit.
Teaching Procedure:
Pre-task 1.Sing an English song
Preparation 2.Daily talk
.How are you
.what’s the weather like today
.Do you like…
.Have you got a book
.What have you got
.Has she/he got a pen
3.Review some fruit.
Do you like fruit
.What kinds of fruit do you like best
.What colour are they
Where can we buy them
Let’s go to the supermarket.
While-task 1.Display the wall picture for page 5.
Procedure: ①.T: Oh, there are many fruit at the supermarket.
What are these/those
Introduce: strawberries grapes plums and cherries.
②.Say the new words after the teacher.
E.g. what are they They’re strawberries.
Do you like plums Yes, I like plums.
2.①.Play the cassette: Say and act. The students listen and follow in their books.
②.Play the cassette again.
Students listen and repeat.
③.The students read the dialogue in pairs.
④.Read: Ask and answer. The students practise the model dialogue.
⑤.Invite a few pairs to role-play the dialogue.
Post-task 1.Divide the students into groups. Ask them to take out their Fruit. Then write down a shopping list. E.g. green apples.
2.Ask students to make a short dialogue about shopping list. One will be the stall keeper. The others will be customers.
3.Invite some groups to role-play the dialogue in front of the class.
Consolidation: work book 5B P4
Grammar Practie Book 5B P4.
课 后 随 笔
The Fifth Period
Teaching Aims:
Basic Aims:
Basic Aims:
Using adjectives to show quantities.
Using prepositions to indicate position.
Asking simple questions to obtain ‘yes/no’ responses.
Developing Aims:
Using prepositions to indicate position.
Teaching Aids: a cassette player, word and picture cards, some fruit, a box.
Teaching Procedure.
Pre-task 1.Review the names of different.
Procedure Kinds of fruit.
T: Look! What’s this/What are these
P: It’s/They’re…
T: Do you like(the name of fruit)
P: What do you like best
T: Have you got any(the name of fruit)
2.Review inside, outside, behind, in front of, beside.
T: I’ve got a ball. Please guess where it is
You can say“Is it… ”
P: Is it in the box
Is it behind the box
Is it beside the box
3.Review the pattern. Where are they They’re…
T: Oh, I can’t see my books. Where are they
P: They’re on teacher’s desk.
While-task 1.Play the cassette, Look and say.
Produce The students listen and follow in their books.
2.The students listen and repeat.
3.The student read the dialogue in pairs.
4.Read:Ask and answer. The students practise the model dialogue.
5.Invite a few pairs to role-play the dialogue.
Post-task Divide the students into groups.
Activity 1.T: Suppose we’re in the fruit shop. There are many fruit in it.
Please make a new dialogue which is similar ‘Look and Say’.
2.Invite some groups to role-play the dialogue in front of the class.
Consolidation: Work book 4B P5 and Grammar Practice Book 4B P5.
课 后 随 笔Oxford English 5B Module 2
Unit 1
The First Teaching Plan
Teaching aims:
Basic aims: (1) Using the simple present tense to express simple truth, e.g. I work in a zoo.
(2) Using imperatives to give instructions. E.g. open the gates.
(3) Using prepositional phrases to indicate time. E.g. At six o’clock, Mr Tang opens the gates.
Developing aims: Using the simple present tense to express simple truth
Emotional aims: To love study and study hard.
Important point: To express simple truth.
Difficult point: Using prepositional phrases to indicate time.
Teaching aids: cassette, player, some pictures, a small blackboard.
Teaching process:
一、Pre-task preparation :Review known animal vocabulary(show the pictures ) Point to each of the pictures of animals and invite different students to name the animals.(show the picture of a man ) T: Who’s he S: He’s a zoo-keeper. T: Yes, he’s Mr Tang. He’s a zoo-keeper. He works in a zoo.Read the words: work works二、While-task procedure:1. T: What does Mr Tang do in a zoo Listen to the tape.2. Listen again and repeat.3. (hang a small blackboard) Read the timetable and learn the words: gate, cage, kilos, 50 kilos of hay. Ask questions about the time when Mr Tang does things in the zoo.e.g. T: What time does Mr Tang open the gates S: He opens the gates at six o’clock.(pay attention to the word: opens ) Learn the time: twenty to nine. Ask questions about the food.e.g. T: What does Mr Tang eat S: He eats noodles and chicken.T: What do the tigers eat S: They eat meat.T: How much S: 10 kilos of fruit. Working in pairs, the students ask and answer the other questions of animals.三、Post-task activity.Using the completed task and the timetable on Page 22 of the Student’s Book invite different students to talk about what Mr Tang does in the morning at the zoo.e.g.: Mr Tang is a zoo-keeper. He works in a zoo. Then can you tell when Mr Tang open the gates and clean the cages S: At six o’clock, Mr Tang opens the gates. At half past six, he cleans the cages.四、Homework. Talk about your daily life with your deskmate. Write some sentences about zoo-keeper’s daily life. 板书设计 Look and readWork works gate cageKilos 50 kilos of hayTwenty to nineThe Second Teaching PlanTeaching aims :Basic aims: (1) Ask ‘Wh-’ and ‘How’ questions to find out quantity. e.g. How much hay do they eat (2) Ask ‘Wh-’ and ‘How’ questions to find out specific information. e.g. What do the elephants eat (3) Ask ‘Wh- and ‘How’ questions to find out time. e.g. What time do you feed the elephants Developing aims : How to ask the question while talking about the foodEmotion aims: To know the animals and to love them.Important point: (1) Ask ‘Wh-’ and ‘How’ question to find out quantity. (2) Ask ‘Wh-’ and ‘How’ questions to find out specific information.Teaching aids: cassette, player, some pictures, a slide.Teaching process : Pre-task preparation:1. Review : feed—feeds open—opens eat—eats have—has clean—cleans work—works2.Daily talk :T: What time do you get up What time does he get up When do you eat your breakfast When does he eat his breakfast 3. Say something about a zoo-keeper.e.g. S: I’m a zoo-keeper. I work in a zoo. I feed the animals. At six o’clock, I open the gates. At half past six, I clean the cages. I like the animals.Ask some questions about the zoo-keeper.e.g. What time do you open the gates While-task procedure: Look at the timetable (P22)T: What do the tigers eat S: They eat meat.T: How much meat do they eat S: They eat 10 kilos of meat.Write down the sentences: How much meat do they eat They eat 10 kilos of meat. Working in pairs. (show some pictures) T: Look, this is Mr Tang. He’s a zoo-keeper. This is Ben and kitty. They ask Mr Tang Some questions. Listen to the tape and repeat. Listen again then look at their books and read the sentences. Act out this dialogue.Post-task activities: Look at the slide of P23. (Ask and answer)T: What time does Mr Tang feed the monkeys S: He feeds them at eight o’clock.T: What do the monkeys eat S: They eat fruit.T: How much fruit do they eat S: They eat 10 kilos of fruit. The teacher fills in the blanks. Working in pairs, the students ask and answer similar questions to complete the other two cards.Homework:Read the dialogueMake a dialogue according to the text. 板书设计 Say and actHow much meat do they eat They eat 10 kilos of meat. 一上课就让学生见到活泼可爱的动物，增加了课堂气氛，同时又为下面作了充分准备。用问题引出将要听的内容一是给学生听的要求，二是帮助学生更好地理解内容。这些问题的操练是为下一节课的学习作好铺垫。第三人称来复述动物管理员的一天工作，这是在第一、二人称的基础上增加了难度，它既扩充了新知识，也做到难点反复出现，牢固掌握知识的效果。复习动词的两种形式，为后面的教学做铺垫。既是复习上一节课 的内容，又顺势提出问题，为下面的新授搭好桥梁。新旧知识不断加以巩固理解，直至灵活运用。教师在让学生做一活动之前，让学生充分了解活动的要求及所要达到的程度。
The Third Teaching Plan
Teaching aims:
1. Basic aims: (1) Using imperatives to give instructions. e.g. Go to Yana Road.
(2) Using prepositions to indicate position. e.g. left
(3) Using prepositions to indicate direction e.g. Go up the steps.
2. Developing aims: How to say the felicitous sentences while somebody asking you the way.
3. Emotional aims : 培养学生热心帮助人的习惯。
Important points: 1. Using prepositions to indicate position e.g. left
2. Using prepositions to indicate direction e.g. Go up the steps
Difficult point: How to say the felicitous sentences while somebody asking you the way.
Teaching aids: cassette, player, two maps, one slide
Teaching process:
Pre-task preparation: Listen to a song “Penguin’s game” T: Which word do you hear S: Left, right. Learn the words : left, right The students stand up, and then do the actions. One student says the words, the others do the actions. The teacher does the actions , then say to the students “down, up” Learn the words; then the boys say the words “down, up” and the girls do the actions. Learn: along. Draw a picture on the board and say the meaning. Read the five words. Say the rhymeLeft, left right, right up, down and alongLeft, left right, right go up and go down.While-task procedure:(hang the map) T: Look, this is Gongnong Road. You go to Gongnong Road. My school is on the right.Learn the phrases: on the right on the leftT: Where’s the supermarket Is it on the right S: It’s on the left. T: You can say “Go to Gongnong Road. The supermarket is on the left.Working in pairs.(hang another map) T: This is Renmin Road. If you don’t know how to get to the bank, hospital. Please ask your deskmate.Invite a group to act out the play.T: Where’s Dongfang Cinema How do you get to the cinema S: …T: Go to Renmin Road. Walk along Renmin Road. Cross a road. The cinema is on the right.Learn the phrases: walk along, cross the road.Say again, the students repeat. Encourage the students to say them. Look at the slide (P24)Read the words: Yanan Road, Rainbow Hotel, Holiday Hotel, Moon Park, tourist. Listen to the tape and repeat. Working in pairs, as one student is giving the directions, the other student is tracing in pencil the route to Moon Park.Post-task activities:The students ask and answer question about places on the map.Now listening:Listen to the tape twice and trace Mouse Kiki’s directions in pencil on the map and to mark where the cheese is.Show the student’s map.Homework:Display the street plan of the area near your school and say about your school.Draw a parrot. (standing, flying, sitting, eating, or talking) 节奏欢快的歌曲让学生身心愉快，很快进入学习状态。配上动作，让学生能更好地理解意思并牢固掌握。教师把单词编成儿歌，使学生在轻松的气氛中快速记住这些单词。很长的一段话分成两节来教学，易于中下学生的学习，也为下面的学习酝酿良好的学习兴趣。为了避免单一的操练方式，教师让学生在纸上根据另一学生所说的画出来，培养了学生的操作能力。边听边画图，充分体现了培养学生创造和想象思维能力的原则。
The Fourth Teaching Plan
Teaching aims:
Basic aims: (1) Using imperatives to give instructions e.g. Go down the steps.
(2) Asking ‘Wh’ questions to find out various kinds of specific information about
an object. e.g. What is it doing
Using adjectives to describe animals. e.g. The red parrot
Developing aims: How to say the felicitous sentences while somebody asking you the way or finding the animals.
Emotional aims: TO love animals.
Important points: 1. Using imperatives to give instructions.
2. Using adjectives to describe animals.
Difficult point: How to say the felicitous sentences while somebody asking you the way or finding the animals.
Teaching aids: cassette, player, two slides, a picture.
Teaching process:
Pre-task preparation:1. Say the rhyme: Left, left right, right up, down and along Left, left right, right go up and go down.2. Look at the slide (P24). Working in pairs, the students take turns to ask and answer questions about the map.e.g. S: Where is the Holiday Hotel S: Go along Yanan Road. The Holiday Hotel is on the right. Look at the slide (P25)T: Where are the elephants S: Go to Zoo Road. The elephants are on the left. T: If you are here. You go down the steps. Cross the road. Walk up the steps. The elephants are on the left. Learn the sentences: Go down the steps. Walk up the steps. Working in pairs, the students ask and answer the parrots or birds. Listen to the tape and repeat. The students read the dialogue.While-task procedure: The students take out their parrots. Practice the dialoguee.g.: T: Look at my parrot. It’s red and blue.S: What is it doing T: It’s standing. Working in pairs. (hang a picture of a big tree). There’s a parrot on the branch.T: Look, there’s a parrot on the branch. (The n the students read the word: branch.) Put the students’ parrots on the picture then ask and answer.e.g.: S1: Where’s the red and yellow parrot S2: It’s on the branch.Post-task activity:Invite different students to point to a parrot on the parrot frieze and describe it, stating its colour and its location.e.g. The yellow and red parrot is under the tree.Homework: Look at your parrot, say something about it. Look at your town’s map; make a dialogue according to the dialogue. 板书设计 Ask and answer Go down the steps. Walk up the steps. branch 仅可能提供学生说的机会，让学生的个性得以充分发展。通过操练让学生把刚学的知识马上运用，激发了学生学习的欲望。运用学生自制的鹦鹉操练对话，能引起学生更高的交谈兴趣。在对话的基础上让学生用陈述句表达，扩充了本节课的内容。
教后随笔：Module 3 Things around us
Unit 1 Colours around us
Period One
Say and act
Teaching Aims: 1. To learn some words: mine, yours, hers, his, theirs, its, ours
2. To review the colours
Emotion aims: Ask students to express simple truth
Teaching aids: a recorder, some pictures, some bags
Teaching Process:
Step 1 Warming up
Sing a song Roll over
Free talk:
S1: Have you got a … S2: Yes, I have.
S1: Is it your… S2: No, it isn’t.
S1: What colour is it S2: It’s…
Step 2 Revision
A guessing game: Whose bag is this It’s …
Take out a lot of bags in front of the class, then choose one and ask ‘Whose bag is this ’or ‘What colour is it ’
Talk about the picture of a park
Step 3 Presentation
Introduce: mine, yours, his, hers
(Point to those bags on the desk) Look, that’s my bag. My bag is black. Mine is black.
(write) mine
What colour is your bag It’s yellow. T: Yours is yellow.
(write) yours
Do like this: My pencil is long.→Mine is long.
My bird is yellow. Your book is new.
The big ball is my ball. The white bird is your bird.
It’s not my cage.
T~P P~P
T: Today is Sunday. The sun is shining. There are many people in the park. Look at the picture. What do they like (birds) How many birds are there on the tree
(Point to the white bird) T: Whose bird is it S: It’s Mr Tang’s.
T: We can say: It’s his.
T: Is this bird his S: No, it’s Mrs Chen’s.
T: It’s hers.
(write) his hers
Do like this… The red sofa is Kitty’s. It’s hers.
Look at the blue bird. Whose bird is it It’s Mr and Mrs Li’s. It’s theirs.
(Point to the desk) Is it yours Elicit: No, it’s not ours. It’s theirs.
Practice: yours, ours, theirs
Group work
Listen to the tape, then repeat
Step Four: Consolidation
Act out a dialogue A Lost Bird
Make a new dialogue: If you find a pen on the ground, but you don’t know whose pen it is, you can make a dialogue with your good friends.
Workbook P17,18
The students write the completed sentences in their exercise books
Step Five: Homework
Listen and read
Write down the words and sentences
课 后 随 笔
Period Two
Read and say
Teaching Aims:
1. Compare the difference between the simple present tense and the past tense
Where’s the… It was in… Now it is in…
2. Review the prepositions to indicate position
e.g.: The bird was in the cage.
Emotion aims: Ask students to love the nature
Teaching aids: a recorder, some pictures
Teaching Process:
Step 1 Warming up
Ask and answer
Talk about the places on the map.
e.g. Tom is at home. He’s going to meet a friend in the playground. How can he get there
Free talk
Talk about your pet.
Step 2 Revision
Read the words: pronoun possessive (mine, yours, his, hers, ours, theirs)
Pick up various objects belonging to students and ask: Is this yours/his/hers
Pair work: S1:Whose book is this Is it yours, Tom
S2: No, it’s not mine. Mine is blue.
Use the objects in your classroom.
Step 3 Presentation
Review: in, under and on, using the students’ objects. Ask: Is this your … Where is it Elicit: Yes, it’s mine. It’s in/under/on the box.
Practice: Where is the… It’s in …
(Draw a big tree) What can you see How is the tree What’s in the tree
Ask: Where’s the cage Elicit: It is in the tree.
Pair work
(Show a picture of a cage) Look, what’s in the cage ( A bird. )
(Show an empty cage) Look, what’s happening
Elicit: The door is open. The bird is flying out.
Ask: Where’s the bird Elicit: It was in the cage.
Pair work
3. (Put the bird in the tree) Look, where’s the bird now
Elicit: It was in the cage. Now it is in the tree.
Pair work
4. (Show some pictures on the board) Practise in pairs
S1: Where’s the bird
S2: It was in the cage. Now it is in the …
in the cage→in the tree→under the bench→on the bench→in the cage
5. Listen to the tape, and then repeat
6. Move small classroom objects from one place to another. Invite students to say where the objects were and where they are now.
Step Four Consolidation
A game: Look and remember
Put some pictures on the board, ask the children to look at them quickly, and turn back the pictures. Ask: Where is the butterfly
Make a new dialogue
Working in pairs, the students role-play the dialogue, using the prepositions and the pictures at the bottom of page 38.
Draw and say:
Ask students to draw some pictures about the something you like, then talk about the pictures.
Step Five Homework
Listen to the tape
Point, ask and answer P38
课 后 随 笔
Period Three
Look and read
Teaching aims: 1. To learn the changes about some animals
2. To use the simple present tense to express simple truths
3. To review the drills:
S1: The butter was on a leaf.
S2: Now it’s on a flower.
Emotion aims: To love animals. Animals are our friends.
Teaching aids: a recorder, some pictures
Teaching Process:
Step One Warming up
Introduce: tadpole
(Show a picture of an egg) Look, this is a pond. What’s in the pond
To elicit students to answer: fish, frog, crab and so on.
Is there an egg near the stone What colour is it
P: Yes, it’s a black egg.
Think it over, what’s happening , then
To elicit: It is becoming a brown thing.
T: Yes, a tadpole is coming out. What colour is it
Practice: It was a black egg. Now it is a brown tadpole.
T: Who is the tadpole’s mother ( A frog)
A frog is tadpole’s mother. Do you know the story A Little Tadpole
Talk about the grown of the frog
It is an egg. It was a black egg. It was a brown tadpole.
Now it is a brown tadpole. Now it is a green frog.
Pracitce: It was … Now it is…
Pair work: Show some pictures, talk about the butterfly
It is an egg. It was a white egg.
Now it is a green caterpillar.
It was a green caterpillar. It was a brown cocoon.
Now it is a brown cocoon. Now it is a blue butterfly.
Group work: Where is it Talk about the duck and chicken.
Draw the pictures on the board, and then ask the children to talk about it.
S1: It is an egg.
S2: It was a black egg. Now it is a chick.
Picture 1:
Picture 2:
Step Four Consolidation
Listen to the tape, then read after it
Talk about your favorite animal
Workbook
Step Five Homework
Look and talk
Look and read
课 后 随 笔
Period Four
Look and read
Teaching aims: 1. To learn the changes about the colours
2. To learn the drills:
S1: The ________ was / were ________.
S2: Now it’s / they’re ________.
Difficult points: were/was
Emotion aims: The world is very beautiful and colorful. We must love the world.
Teaching aids: some paints, some colour pictures, a recorder
Teaching Process:
Step One Warming up
Sing a song: The Rainbow (Review the colours)
Free talk: What colour do you like best Why
Step Two Revision
Say the rhyme: Colours
Talk about the frog, the duck, the chicken and the butterfly
Step Three Presentation
Practice: It was… Now it is…
Mix the paints.
Take out a bottle of water, and put the red paint in it. Ask: “What colour is it ” Elicit: “It is red.”
Then put the yellow paint in it, too. Ask “What colour is it ” Elicit “It was red. Now it is orange.”
Pair work
Do an experience
Encourage students to choose one colour, then put another colour in it, mix them, try to say: It was …. Now it is….
Colour the pictures, and pracitse in pairs
yellow orange red
green blue brown
2. Practice:
2. Practice: The leaves were________. Now they are ________.
What colour are the leaves in spring They are green.(Draw a green tree)
Now what season is it It is autumn.
What colour are the leaves now ( Draw the brown tree)
To elicit: The leaves are green. Now they are brown.
Pair work
Talk about the clouds
Draw some clouds in the sky, then ask students to colour them. Ask: What’s the weather like
dark white red
Try to say: The clouds were… Now they are …
(write) were
Group work
apples / green red
Step Four Consolidation
Group work
Ask students to draw some pictures about the colour changes according to the plants, the nature and so on, then say something about it.
Look at the pictures, then write sentences.
The sun was yellow. Now it is orange.
The apples were green. Now they are red.
Workbook and Grammar Practice Book
Step Five Homework
Listen to the tape
To look up the colour changes
课 后 随 笔Revision I
Grade 5
I. Teaching Contents: 1、词汇：形容词、名词性物主代词
2、句型：Whose...is/are... 及回答
3、语音
II. Teaching Aims: 1、熟练运用形容词描述事物
2、正确运用形容词性物主代词与名词性物主代词
3、能熟练运用句型进行会话
III. Difficult Points: 1、形容词性物主代词与名词性物主代词的正确运用
2、Whose句型的正确回答（两种）
IV. Teaching Aids: some objects, some exercises
V. Teaching Procedure:
Step One: Warming up
Daily talk（围绕本单元句型、单词组织教学）
e.g.: Whose…is this/that
Whose…are these/those
How does the…feel
How do you feel
Listen and answer
Hi, I’m Kitty. I have got a parcel. There are some toys in it. Look at this bear. It’s fluffy and rough. It can play the drum. Listen! It is playing the drum. It’s wonderful!
Question 1: Whose parcel is this
2: Has Kitty got any toys
3: What is in the parcel
4: How is the bear
5: What can the bear do
6: Is it playing the drum
3. Sound drills (rhyme)
Step Two: Revision
一、Adjectives
1. Show some objects. Try to describe them using the adj. we’ve learnt.
e.g.: Show a toy bear. Try to say like this. The bear is fluffy. （每人说一个学过的形容词，不重复，引出形容词）
2. Pair work （通过互说反义词，熟悉形容词的形式）
⑴.e.g.: S1: full S2: empty
⑵.e.g.: T: I have got a rough bear.
S: I have got a smooth bear.
3. Oral work in groups（培养学生自主学习的能力）
Each student chooses one object. Try to describe it using the adj. （在限定的时间内，比比谁说的最多）
e.g.: I have a car. Look! It’s red and shiny. The car is super and fast. It is...
4. Vote for the best one
T: Who is the best one in your group I will give him/her a present.（为引出名词性物主代词做铺垫）
二、名词性物主代词
1. Put up one present I’ve presented and ask: Look! Whose present is this （引出名词性物主代词）
2. List these pronouns.
3. Compare: （比较形容词性物主代词与名词性物主代词的不同用法）
e.g.: It’s my book. = It’s mine.
4. Ask and answer （可以有两种回答）
e.g.: T: Whose book is this S: It’s my book. / It’s mine.
T: Whose books are these S: They’re our books. / They’re ours.
T & S Pairwork
5. Make a short dialogue （将名词性物主代词、形容词运用到对话中，进一步巩固）
Step Three: Homework
1. Do some exercises
⑴. Read and write(找出短文中的形容词，并写出它的反义词)
I have a bicycle. It has a bell. The bell is smooth and round. It is beautiful. But it is too quiet. I want to buy a new bell and put it on my bicycle.
⑵. 用适当的物主代词填空
e.g.: His dog is big. I have a dog, too. is small.
Is this Miss Fang’s coat No, coat is grey.
Excuse me, Mr. Li Is it umbrella No, it isn’t .
Whose book is this Is it Ben’s Yes, it is .
Describe one object you like best and write it down using the adj.
实践与反思：Unit 3
The First Teaching Plan
Teaching aims:
Basic aims: 1. 能用特殊疑问句Where… 询问地点。E.g. where’s Sam
2. 能用简单的过去式谈论过去的状态。E.g. He was here at ten o’clock.
3. 能用介词短语表示时间。E.g. He was here at eleven o’clock.
Education aims: 培养学生热心助人的思想。
Developing aims: 能运用所学的过去式描述日常生活中已发生的事。
Key points: 1. 能用简单的过去式谈论过去的状态。
2. 能用介词短语表示时间。
Difficult points: 能运用所学的过去式描述日常生活中已发生的事。
Teaching aids: picture cards, toy dog, cassette5B, a cassette player, etc.
Preparation: Make a copy of photocopiable page 32.
Teaching procedure:
Ⅰ.Pre-task preparation:Review: Where’s… Show the toy dog. Invite students to guess where the dog is 2. Ask the students if they have ever lost someone or something. Encourage students to tell their experience to the rest of the class.Ⅱ. While-task procedure:Show the Wallpicture.Play the cassette: Look and say. The students listen and follow in their books.Play the cassette again. The students listen and repeat.Show the picture cards: supermarket, flat, police station and constable, and learn these words.Working in pairs, the students role-play the dialogue on page 31 of the Student’s Book.Invite a few pairs to role-play the dialogue In front of the class.Read the notice: ‘lost dog’, and invite different students to repeat the sentences.Read: Write a report. The students help you to complete the report orally.Ask the students to talk about their parents, teachers, etc.e.g.: S1: My father was at home at 6:30.Distribute a copy of Photocopiable 32 to each student. Explain the task. The students fill in the missing words to complete the report. Discuss the task while walking around each group in order to give more or less input as necessary.Ⅲ. Post- task activities:Workbook page 15Invite students to read the words at the top of the task.Invite different students to help you to provide the captions and complete the sentences orally. Prompt where necessary.Students complete the task.Write different times of the day on the board. Invite different students to tell you where they were yesterday at those times. E.g.: Where were you at eleven o’clock I was at school/….Ⅳ. Homework:Listen to the cassette. Read the dialogue and notice for five times.Grammar Practice Book 5B page 30.板书： Unit 3 At homesupermarket He flat She was here at ten o’clock.police station It constable I 通过猜的游戏激发学生的学习兴趣，同时为新授作好铺垫。 用生动形象的图片引出所要学的单词，使学生记忆深刻。培养学生正确的语音语调。这是本课的重点句型，让学生在课堂上多加操练，达到口头熟练运用的程度。通过练习及时掌握新授知识，让学生明确was的具体运用。
The Second Teaching Plan
Teaching aims:
Basic aims: 1. 能用简单的过去式谈论过去的状态。e.g. The picture was beside the window.
2. 能用介词短语表示方位。e.g.: It’s beside the mirror now.
Education aims: 培养学生仔细观察事物的习惯。
Developing aims: 利用所学的新句型联系生活实际进行交际。
Key points: 1. 能用简单的过去式谈论过去的状态。
2. 能用介词短语表示方位。
Difficult points: 利用所学的新句型联系生活实际进行交际。
Teaching aids: pictures, picture cards, etc.
Preparation: Make a copy of Photocopiable page 33 .
Teaching procedure:
Ⅰ. Pre-task preparation:Review:e.g. T: Where were you at 9:00 S1: I was at school .Ask the students to name the different kinds of furniture they have at home.Introduce: furniture, using the Word and Picture cards.Ⅱ. While-task procedure:Invite different students to tell you any English words that they may know for different kinds of furniture.e.g.: S: table, desk, chair, etc.Write the words on the board:lamp, shelf, rug, picture, sofa and mirrorPractise the new words. Using the Wallpicture for page 32 and the Word and Picture Cards.T: what’s this \that S1: It’s a lamp. etc.Play the cassette: Look and learn. The students listen and follow in their books.Play the cassette again. The students listen and repeat.Display the Picture Cards of different kinds of furniture. Invite different students to come to the front the class, choose a Picture Card, match it with the corresponding picture in the Wallpicture, and say the word.Look at the Wallpicture1,and talk about it.e.g.: The picture was beside the window.Look at the Wallpicture2, and ask the students.e.g.: T: The picture was beside the window. Now where is it S: It is beside the mirror.The students compare the two pictures and identify the differences between them. Invite different student to come to the front of the class to answer. They choose from the list of prepositions at the bottom of the page and point at the Wallpicture as they are answering. Play the cassette: Look and act. Listen and repeat. Working in pairs, the students take turns to ask and answer questions about the pictures. Invite a few pairs to ask and answer questions in front of the class, using the Wallpicture. Distribute a copy of Photocopiable page 33 to each student. Explain the task. The students complete the sentences by looking at the pictures and filling in the correct prepositions and nouns. Discuss the task while walking around each group in order to give more or less input as necessary.Ⅲ. Post-task activities:Invite different students to come to the front of the class and to move a small classroom item from one place to another. Encourage the students to follow the model dialogue. Prompt where necessary. e.g.: The book was on the desk. Where is it now to elicit: It’s under the chair.Ⅳ. Homework:Listen to the cassette. Read the words and dialogue.Grammar Practice Book 5B page 31 and 32.板书： Unit 3 At homelamp --- The picture was beside the window.shelf Where is it now rug ---It’s beside the mirror.picturesofa 复习前一教时的内容，也为下面的新授作好铺垫。联系生活实际，引入新授内容。采用图片，单词卡片等，通过游戏形式，让学生在看、听、说中牢固掌握单词。通过层层深入，最后在学生很感兴趣的比较图画的不同的游戏中操练这一句型，而且这一形式对培养学生的观察能力很有帮助。运用所学知识对教室内的布置进行交谈，做到学以致用。
教后随笔：
The Third Teaching Plan
Teaching aims:
Basic aims: 1. 能用祈使句发指令。e.g.: Draw the furniture.
2. 能用简单的过去时态谈论过去的状态。e.g.: The sofa was under the window.
3. 能用简单的现在时态表达简单的事实。e.g.: Now it’s near the big table.
4. 能用介词词组表达方位。e.g. under the window
Education aims: 在活动中培养学生的审美情趣。
Developing aims: 联系生活实际进行交际运用。
Key points: 1. 能用简单的过去时态谈论过去的状态。
2. 能用简单的现在时态表达简单的事实。
Difficult points: 联系生活实际进行交际运用。
Teaching aids: pairs of scissors, paper, simple models of rooms for each other, etc.
Preparation: Make a copy of Photocopiable pages 34 and 35 for each group. Make simple models of rooms out of cardboard for each group.
Teaching procedure:
Ⅰ. Pre-task preparation:Review the activity on page 32 of the Student’s Book. Display the Wallpicture for page 32 and invite a few pairs of students to identify the differences between the two pictures. They ask and answer about the items of furniture.e.g.: S1: The sofa was beside the chairs. Where is it now S2: It’s near the window. Ⅱ. While-task procedure:1. 4-6 students make a group. Show some pieces of paper and pairs of scissors, and make some furniture.Draw some furniture.Colour it.Cut out the furniture.Put the furniture in the sitting room .Play the game in pairs.T: Look at the sitting-room. Now close your eyes. ( T moves the furniture.)T: O.K. Open your eyes. What’s different S: The sofa was under the window. Now it’s near the big table. Working in pairs: S1-S2, S3…The students take turns to move the furniture in the room and to talk about what has changed.(S1 moves the furniture.)S1: What’s different S2: The chair was beside the shelf . Now it’s near the table. The desk was … Now it’s …. …Ⅲ. Post-task activityWorkbook page 16Invite students to read the words at the top of the worksheet.Invite different students to complete the sentences orally.The students fill in the missing words.Invite different students to read the completed sentences.Ⅳ.Homework:Grammar Practice Book 5B page 33.板书： Draw the furniture. Colour it. Cut out the furniture. 复习上一课内容，熟练运用过去时态，为交际运用打下扎实的基础。培养学生的动手操作能力，熟练领会各种指令。装扮居室，在活动中培养学生的审美情趣。在活动中学习，其乐无穷。既培养了学生实际运用英语进行交际的能力，又充分发挥了学生的创造思维。
教后随笔：
The Fourth Teaching Plan
Teaching aims:
Basic aims: 1. 用简单的过去时态谈论过去的状态。e.g.: There were five in the bed.
2. 学会唱英文歌曲 “Roll over!”。
Education aims: 让学生从歌曲中受到美的熏陶。
Developing aims: 能用较流利的规范的语音语调唱英文歌曲。
Key points: 学会唱英文歌曲 “Roll over!”。
Difficult points: 用较流利的规范的语音语调唱英文歌曲。
Teaching aids: Cassette 5B and a cassette player, etc.
Preparation: Bring the student’s furniture cut-outs.
Teaching procedure:
Ⅰ.Pre-task preparation:Show the student’s furniture cut-out sand take turns to move the furniture and to talk about what has changed. e.g. S1: The sofa was near the table. Now it’s beside the window.Talk about “Where were you\your father and mother… at … yesterday ”e.g. S1: Where were you at eleven S2: I was in the park.S1: Where was your mother at eleven S2: She was in the park, too.Ⅱ. While-task procedure:Play the cassette: Listen to the song ---“Roll over!”.Introduce: roll, using the Word and the Picture Cards.Introduce the sentences:There were five in the bed.There was one in the bed. Play the cassette a few times. The students learn the song and sing along. They follow the words in their books.Sing and act.Ⅲ. Post-task activity:Distribute a sheet of paper to each student. Working in groups, the students draw pictures to illustrate the song, following the pictures on page34 of the Student’s Book. Display the pictures on the classroom wall.Ⅳ. Homework:Listen and to the cassette . Sing the song.Oxford English Shanghai Edition) Practice and Assessment 5B Part 1, Module 2, Unit 3. 板书： Song: Roll over!roll There were five in the bed. There was one in the bed. 联系学生生活实际复习过去时态，熟练运用这一时态。通过听录音让学生对所要学的歌曲有一了解，并培养其正确规范的语音语调。通过板书这两句句子，使学生了解were与was在there be 句子中的不同运用。让学生体会成功的喜悦。
教后随笔：Unit 2 Different noises
Period One
Read a story
Teaching aims:
1. To learn the phrases about the noises: a quiet noise, a humming noise, a hissing noise
2. To learn some past participles: come-came, look-looked, jump-jumped, fly-flew
3. To use the simple past tense to talk about past states: There was…
Emotion aims: To know the spaceship and discover the space.
Teaching aids: a recorder, some word cards and some pictures
Teaching Process:
Step One Warming up
Sing a song: Listen
Free talk
Step Two Revision
Talk about the colour changes
Tell the students to be very quiet so that they can listen to hear any sounds around. Ask: What can you hear
Step Three
Practice: There was…
(Put a book on the desk) T: There is a book on the desk.
(Take away the book) T: There was a book on the desk.
(write) There was…
Pair work:
S1: There is…
S2: There was...
Using the objects in the classroom
Introduce: some past participles
Add –ed: look-looked, jump-jumped,
Irregular: are-were is-was come-came go-went
Double the last letter: stop-stopped
Introduce: a humming noise, a hissing noise, a quiet noise
Imitate the sounds, and then ask: What can you hear
a quiet noise—hsss a humming—hmmmm a hissing noise—szzzz
Make a noise, then talk about it
There was a humming noise--hmmm.
Listen to the story, then answer the following questions
Picture 1: a. Where was Mary
b. Who came in
Picture 2: a. What was in the garden
b. What did John and Mary look
c. Was the garden big or small
Picture 3: a. Why were John and Mary afraid
b. What did they see
Picture 4: a. Who was afraid, too
b. What colour is the man
c. Who jumped into the spaceship
Picture 5: a. Where did the spaceship go
b. Who was in the spaceship
c. What did they hear
Work in pairs
The students work out the sentences and the answers to the questions
Step Four Consolidation
Read the story: The little, green man
Working in group of five, the students take turns to retell the story, following each of the pictures.
Read and answer P41
Workbook P22 and Grammar Practice P39
Step Five Homework
Read the story
Write down the story
Make a new story according to the text
课 后 随 笔
Period Two
Read and match
Teaching aims:
1. To match the pictures with Ben’s diary
2. To talk about Ben’s noisy day using the simple past tense
e.g.: Ben got up at seven o’clock. He had a shower.
3. To talk about your noisy day according to the text
Difficult points: past participle; some new words (shower, scored, goal, pop group)
Emotion aims: To train students good habits.
Teaching aids: some diaries, some pictures and a recorder
Teaching Process:
Step One Warming up
Sing a song: B-I-N-G-O
Free talk: What time do you get up How do you go to school
Step Two Revision
Read and retell the story: The little, green man
Answer the questions according to the story
Where were Mary and John
How was the spaceship
Why were they afraid
What was in the spaceship
Step Three Presentation
Introduce: diary
(Show Ben’s diary ) Look, this is Ben’s diary. How is it
(write) diary
T: Have you got a diary P: Yes, look, it’s here.
Pair work
Talk about Ben’s diary
(Put some pictures on the board, and then say something about them)
T: It was June 2, Saturday. Ben had a noisy day. Can you put them in order Then check orally.
Diary Picture
1 c
2
3
4
Listen and repeat
Picture 1 introduce: shower, eat-ate
(Using the Word and Picture Cards.)
Ben got up at seven o’clock. He had a shower. He ate his breakfast.
Picture 2 introduce: score, goal
Ben played football in the morning. He scored two goals.
Picture 3 went home, went to the restaurant, was noisy
Picture 4 went to the park, a pop group, very loud, super
Talk about your diary
Invite the students to tell you what they did last Sunday. Ask them to tell you at what time they did it, e.g. What time did you get up To elicit: I got up at…
Choose one day in your diary, and then talk about it.
e.g. Yesterday was sunny. I got up at seven o’clock. I had my breakfast at half past seven. I had eggs, sausages and tea. I played football at half past one. I had a shower at half past two. I did my homework at four o’clock.
Step Four Consolidation
Play the cassette. The students listen and follow in their books
Listen and answer: Now Listen
What was the weather like yesterday
What time did you get up
What did you have for breakfast
Did you have a shower at two
3. Grammar Practice Book: P40
Step Five Homework
Listen to the tape
Listen and colour the pictures
Write about Ben’s noisy day
课 后 随 笔
Period Three
Read and say
Teaching aims: 1.To learn the pattern drill: Did you like the loud music
Yes, I did. / No, I didn’t.
2. Using the simple past tense to talk about past activities and states
e.g. Kitty did not like the loud music.
Emotion aims: 培养学生的艺术情操
Teaching aids: a recorder, some pictures
Teaching process:
Step One: Warming up
1. Sing a song: I am a musical man
2. Free talk:
S1: Whose bird is this S2: It’s……
S1: What colour is the bird S2: It’s……
S1: Which bird do you like best S2: I like ……
Step Two: Revision
Ask and answer:
What do you like I like……
Do you like the music Yes, I do.
Invite the students to say their diaries.
Step Three: Presentation
Introduce the Pattern drill
a. T: Yesterday, I went to the park in the afternoon. There was a pop group. The music was very loud. It was super. I liked the loud music. Did you like the loud music
S: No.
( Practise “Did you like…… No, I didn’t.)
T: You didn’t like the loud music. Did you like the quiet music
S: Yes.
( Practise “Did you like…… Yes, I did.)
b. Introduce some words:
light music（轻音乐） classical music (古典音乐)
popular music (流行音乐)
Introduce the text
a. Picture 1 Where were Ben and kitty
Did kitty like the loud music
What did she like
Picture 2 Did Ben like the loud music
Was the loud music super
Picture 3 Where were Ben and kitty
Picture 4 What did kitty do
Did Ben like kitty’s loud music
b. Encourage the more able students to describe the text.
c. Read and tick Oxford English Book P43
Step Four: Consolidation
1. Do a survey (“√”or“×”)
loud music quiet music classical music popular music
father
mother
sister
brother
2. Exercises e.g.: Do you like the music Yes, I do.
→Did you like the music Yes, I did.
Do you like my drum No, I don’t.
Do they like pop music Yes, they do.
Step Five: Homework
1. Grammar Practice Book 5B page 41
2. Workbook page 23: Look, circle and write
课 后 随 笔
Period Four
Look and read
Teaching aims: 1.To learn the word: musical clock.
2.To learn the pattern drill: What time is it
It’s twenty to two.
Emotion aims:培养学生的时间观念
Teaching aids: a recorder, a musical clock.
Teaching process:
Step One: Warming up
1. Sing a song
2. Free talk:
S1: What do you like S2: I like ……
S1: What did you like S2: I liked ……
S1: Did you like the loud music S2: Yes, I did.
Step Two: Revision
1.Ask and answer
What is it It’s a clock.
What time is it It’s eight o’clock.
2.Encourage the more able students to talk about their daily lives
Step Three: Presentation
1. Introduce the words: musical clock.
a.(Show a clock)T: Look, this clock is big and beautiful. It is also magical. When it is one o’clock, please listen carefully.
(Give out the music) T: The music is nice. We can say it is a musical clock.
(Read and write the word: musical clock)
b. Say a poem
This clock is in Old Town.
It is a musical clock.
The clock plays music.
The little people move.
What time is it
2. Introduce the pattern drill
a.(show some pictures)
( Practise in pairs) What time is it It’s two o’clock.
What time is it It’s a quarter past five.
What time is it It’s half past twelve.
What time is it It’s a quarter to five.
b.(Write 5:35, 2:46,7:56,10:40)
T: 超过半用介词“to”, 分钟写前，小时写后；分钟由60减所给分钟数组成；小时由往后推移1小时组成。
5：35→ twenty－five to six
2：46→ fourteen to three
7：56→ four to eight
10：40→twenty to eleven
c. Read and say (《Oxford English Book》Page 44)
Step Four: Consolidation
Point, ask and answer page 44
Talk about somebody’s daily life
e.g. Kitty got up at five to seven. She ate her breakfast at twenty past seven. She went to school at twenty-five to eight. She went home at ten Past twelve. She went to the park at twenty to four.
Step Five: Homework
Workbook page 24
Grammar Practice Book 5B page 42
课 后 随 笔Revision II
Grade: 5
I. Teaching Contents: 1、词汇：Prepositions
2、特殊疑问句：Where, How much, Which等及回答
3、语音
II. Teaching Aims: 1、熟练运用介词描述事物所处位置
2、能熟练运用句型进行会话
3、Introduce how to get to one place
III. Difficult Points: Introduce how to get to one place
IV. Teaching Aids: the computer, some exercises
V. Teaching Procedure:
Step One: Warming up
Daily talk
Where is/are the classroom object(s)
What do you eat/drink
How much do you eat/drink
Which do you like best
2. Listen and answer
This is Mr. Li. He works in a zoo. He’s a zoo-keeper. He feeds the animals every day. At twenty to nine he feeds the elephants. The elephants like hay. They eat 55 kilos of hay. So the elephants are very strong. Mr. Li likes the elephants and the elephants like him.
Question 1: What is Mr. Li
2: What animal does he feed every day
3: What time does he feed the elephants
4: What do the elephants eat
5: How much hay do they eat
6: Do the elephants like Mr. Li
3. Sound drills (rhyme)
Step Two: Revision
1. Ask the student to list the prepositions we’ve learnt
outside, inside, behind, in front of, etc.
2. Say some phrases using the prepositions
e.g.: on the tree
3. Say some sentences using the prepositions
e.g.: I’m beside Ben. I’m in front of Kitty.
I’m behind Danny.
4. Look at the screen and answer questions （图片类似于教材P26, 巩固用介词表示物体的位置）
e.g.: T: Where is the red and yellow parrot
S: It’s on the tree.
T & S Pairwork
5. Talk about the parrot （复习句型）
T: We can see many parrots. Now let’s talk about them.
e.g.: Which parrot do you like
Where is it
What is it doing
What do they eat
How much corn do they eat
T summarizes and ask: Now where are the parrots （为下面复习做铺垫）
6. Look at the map. Discuss in the group:
⑴ Where are the parrots
(Go down, Cross, Walk up, Walk along, on the left/right)
（图片类似于教材P25，根据提示的词进行讨论，培养学生主动学习的能力）
⑵ Where are the (animals)
7. Listen and draw （根据听到的内容画出物体的正确位置，巩固介词）
Listening material: This is the park. There is a mountain. The river is near the mountain. The sun rises behind the mountain in the morning. The bird is at the top of the mountain. In front of the mountain, there is a tree. It’s tall. Under it there are two beautiful flowers. The box is between the tree and the river. There is a ball inside it. An umbrella is outside the box.
8. Make a short dialogue.
（创设APEC会议在上海召开的情景，请学生当志愿者，为来自四面八方的朋友指路，当好小小东道主。通过对话操练，培养学生综合运用语言的能力）
Step Three: Homework
根据短文内容填入合适的介词
I’m Ben. I’m a pupil. I am school Monday Friday. I go school foot. eight o’clock, I have the first lesson. I listen the teacher my ears. At break I am the classroom. I’m the playground. I can play games. I have
lunch the classroom.
2. Write about an animal you like best
实践与反思：More Oral Practice
The First Period
Teaching Aims:
1. Basic Aims:
(1) Look and say
(2) To learn the phonetic symbols: [ei] [ai] [ u] [au]
2. Developing Aims: To use the phonetic symbols nimbly.
Main and difficult points: To learn the phonetic symbols: [ei] [ai] [ u] [au]
Teaching Aids: Pictures, cassette player, cards.
Teaching Procedure:
Ⅰ. Pre-task preparation:
Song Home on the Range 在一定节奏下让学
Chant 生说唱英语，为培
Daily talk 养学生良好的语
音语调打下扎实
的基础。
Ⅱ.While-task Procedure:
Look and say ( P20 ) 复习巩固所学过
T: Look at the pictures and talk to your partner about the 的内容。
sun and the shadows.
T: Take out your paper and colour the pictures. Then talk 让学生在画画、说
about the thing and the shadows. 说中进一步理解
消化所学的知识。
Phonetic symbols
T: Read the words together. 在读单词的过程
paper name lake take baby game 中学会[ei]
play lay paint sail eight weight
( Learn: [ei] )
T: Look at this phonetic symbol. It’s [ai]. 通过举例子说明，
Please tell me some words. e.g. bike 让学生自己学会
[ai]
P: light …
Compare 通过比较发音，帮
[ei] [ai] 助学生进行区分，
lake like 以逸混淆。
name nine
race rice
May my
T: look and read. [эu]的发音较难，
no ago those home show bowl 要反复操练，纠正
( Learn: [зu] ) 学生的发音。
T: This is [au]. Please say some words.
e.g. out
P: how …
Compare 通过比较，区分
[зu] [au] [эu]和[au]的发
close cloud 音。
grow ground
know now
show shout
Song 《 Long, Long Ago 》 调节课堂气氛。
Ⅲ.Post-task activities
Listen and read the phonetic symbols together. 听录音跟读音
标，帮助学生进
一步巩固发音。
Are they the same or different 通过练习，检查学
many name ( ) how yellow ( ) 生的掌握程度。
bag bake ( ) paint eight ( )
fly tiger ( ) out down ( )
Ⅳ.Assignment:
Read the phonetic symbols fluently.
Do some exercises.
附：板书设计
[ei] [ai] [зu] [au]
The Second Period
Teaching Aims:
1. Basic Aims:
(1) Look, ask and answer
(2) To learn the phonetic symbols: [m] [n] [η] [tr] [dr]
2. Developing Aims: To use the phonetic symbols nimbly.
Main and difficult points: To learn the phonetic symbols: [m] [n ] [η] [tr] [dr]
Teaching Aids: Pictures, cassette player, cards.
Teaching Procedure:
Ⅰ.Pre-task preparation:
Song My Bonnie
Chant: [ei] [ai] [зu] [au] 在有节奏的旋
律中复习音标，
学生琅琅上口，
帮助记忆和运
用。
Ⅱ.While-task procedure:
Look, ask and answer ( P20 ) 增强学生的看
T: Kitty and Alice are in the park. They are having a 图说话能力和
picnic. Please complete the dialogue. Then act it out. 表演能力。
T: Make a new dialogue like this. Then act it out. 培养学生的创
Phonetic symbols 新能力和活用
(1) [m] [n] [η] 知识的能力。
T: look and read the words. 通过读单词，
milk cream 比较出[m]、[n]
night find 和[η]的不同发
sing thank hungry English 音。
( Learn: [m] [n ] [η] )
(2) Compare
[m] [n] [n] [η]
am an thin thing
term turn win wing
mice nice sin sing
moon noon
(3) [tr] [dr] 让学生观察老师
T: look at my mouth and listen to me. 的嘴形和听单词
“ tree, try, dress, dry ” 的发音，区发
( Learn: [tr] [dr] ) [tr]和[dr]的发音。
(4) Compare
[tr] [dr]
try dry
trip drill
trunk drunk
tree dream
3.Song 《 Light Row 》 调节课堂气氛。
Ⅲ.Post-task activities:
Listen and read the phonetic symbols together. 听录音跟读音
标，帮助学生进
一步巩固发音。
Are they the same or different 通过练习，让学
mother grandma ( ) night win ( ) 生对本堂课的情
sing English ( ) tree drink ( ) 况进行反馈。
Choose the different word.
( ) cream my nine
( ) try drill trip
( ) ring bank thin
( ) tree dry dream
Ⅳ.Assignment:
Read the phonetic symbols fluently.
Do some exercises.
附：板书设计
[m] [n] [η] [tr] [dr]Unit 2
The First Teaching Plan
Teaching aims:
Basic aims: 1. Using ‘Wh-’ question to find out about object.
g. Which aeroplane do you like
2. Using the simple present tense to express interests,
feelings and opinions. e.g.: I like all the dolls.
3. Learn the new word: dinosaur
Developing aims:
1. Using modelled phrases and sentences to
communicate with teachers or other learners.
2. Develop written texts by putting words in a logical order to make meaningful phrases and sentences.
Educational aims:
1. Teach students express personal preferences correctly.
2. Tell students don't play toys all day.
Key point: 1. Asking about and expressing a preference.
2. Using both and all
Difficulty: Distinguish between the use of both and all.
Teaching aids: cassette, player, photocopiable P29, a selection of
small toys (some dinosaurs, bears…)
Teaching procedure:
Teaching contents & Teaching Methods Purpose
Pre-task preparation 1. Review the names of toys. Teacher displays the toys. Invite different students to say which toy they like. T: Which toy do you like S: I like the car/doll, etc.2.Introduce: dinosaur T (show a toy dinosaur): I like this toy. It’s a dinosaur. (point to the others) They are dinosaurs. 板书：dinosaur 恐龙 While-task procedure1. Introduce: all the T: (take a bear) This bear is brown. T: (take two bears) Both bears are brown T: (takes three bears) All the bears are brown. T: (take a dinosaur) I like this dinosaur. T: (take two dinosaurs) I like both dinosaurs. T: (take three dinosaurs) I like all the dinosaurs. 板书：all (the) 全部，都 2. Make some sentences like thisg.: I like this…I like both …I like all the…3. Play the cassette: Look and say. The students listen and follow.4. Play the cassette again. The students listen and repeat.5. Divide the class into pairs of the same sex. The boys take turns to role-play the dialogues in 1 and 3, and the girls take turns to role-play the dialogues in 2 and 4.6. Invite a few pairs to role-play the dialogues in front of the class.Post-task activities1. Read the model dialogue in Ask and Answer. Working in pairs, the students talk about the pictures at the bottom of page 28, following the model dialogue. S1: Which bicycle do you like S2: I like… bicycles.2. Invite a few pairs to talk about the pictures in front of the class.3. Distribute a copy of Photocopiable page 29 to each student. Explain the task. The students look at the pictures that Alice has circled in the survey form, and they complete the sentences at the bottom of the task.Summary: T: Toys are our good friends. But don't play all day.Homework:Read: Look and say on page 28Grammar Practice Book 5B pages 25and 26 让学生说出自己喜欢的玩具名称，既复习旧单词同时也能鼓励学生开拓思维、积极创新，介绍一些没学过的新单词。用实物引出新授直观易懂，又能吸引学生的注意力。教师利用直观演示及略为夸张的动作来教学all，并在教学时紧紧结合both使教师不必多说语法，学生自然而然地就能理解、接受，并正确运用。教学难点不攻自破。通过口头、笔头两种形式巩固both all的用法。及时对学生进行思想教育。
附板书：
---Which dinosaur do you like>
---I like this dinosaur.
both dinosaurs.
all the dinosaurs.
教后随笔：
The Second Teaching Plan
Teaching aims
Basic aims: 1. Using the simple present tense to express simple truths
e.g.: Grandma Wang lives in Pudong.
2. Using the present continuous tense to describe an
action taking place at the time of speaking.
e.g.: Kitty and Alice are visiting her.
3. Learn the word: key
Developing aims:
1. Procedure simple phrases and sentences
2. Locate specific information in a short text in response
to questions.
Educational aims:
Using formulaic expressions to express apologies.
e.g.: Thank you very much.
Key point: 1. Comprehending a simple text
2. Read a narrative about toys.
Difficulty: Comprehending the text then answer simple
Comprehension questions.
Teaching aids: player, cassette, Word and Picture Card: key
A large old key, two dolls and two puppets
Teaching procedure:
Teaching contents & Teaching Methods Purpose
Pre-task preparationReview: dolls and puppetsShow dolls and puppets to studentsT: Look, I have dolls. I have puppets, too. Which ones do you like S: I like puppets / dolls.Review : both, all theShow some pictures for students. Asking students using 'Wh-' question to ask and answer.e.g. S1: Which … do you like S2: I like both / all the …While-task procedureIntroduce: keyShow a large old keyT: Look, children. This is a key. Can you say something about this key？ 板书: key 钥匙T: Give the key to meT: what's the meaning for 'Give the key to Me 'Make some phrases, using 'Give…to…'Show the pictures about the text. Play the cassette.Ask the students to listen and look at the Pictures.Invite more able students to answer questions about the text.Show some questions on the board (P27)Play the cassette again.Ask the students to listen, then answer thequestions.Play the cassette third.Students listen and repeat.Post-task activitiesRead the text together.Read: Answer the questions at the bottom of the story.Then ask students to working in pairs.Invite a few pairs to ask and answer in front of the class.The students quietly read the story again, and try to relate it to the pictures.Working in groups of three, the students role-play the story. Invite a few groups to act out the dialogue.Summary: T: Children, do you like presents When you receive the presents, what will you say S: Thank you.Homework:Read and relate the story.Exercise: Answer the questions. 通过回答问题复习旧句型和单词，为理解课文扫除障碍。用实物引入教学，直观形象，易于为学生接受。通过对关键问题的回答，起到帮助学生理解课文的作用。通过不同层次的练习，最终达到交际的目的。
备注： 建议先教P28再教P27
The Third Teaching Plan
Teaching aims:
Basic aims: 1. Asking ‘Wh-’ questions to find out a person’s identity
g. Who has a bicycle
2. Asking ‘How” questions to find out quantity,
g. How many girls have a ball
Using the simple present tense to express simple truths. e.g. Six girls have a bicycle.
Developing aims:
Using modelled phrases and sentences to communicate with teachers and other learners.
Learners conduct a class survey and tabulate the results.
Learners write a simple report.
Learners analyze their survey finding.
Educational aims:
To play the healthful, useful games.
Key point and difficulty:
Using modeled questions and answers to complete the survey.
Writing a simple report.
Teaching aids: Photocopiable page 30 and 31
Word and Picture Card: computer
A selection of small toys
Teaching procedure:
Teaching contents & Teaching Methods Purpose
Pre-task preparationDistribute the small toys among students in the class. T: Who has a doll S: I’ve got… 板书：Who has… I’ve got… Invite some students to ask the questions , the others answer.Introduce : computer T( show a picture of a computer) : Who has a computer S: I’ve got a computer. 板书：computer 计算机 T: Can you play the computer What can we do by computer When do you play the computer T: Miss Fang wants to know what is the favourite toy in their class. So she is doing a survey. Let’s listen, how does she say Play the cassette twice. First , students listen and follow in their books Second, students listen and report.While-task procedure:Do a survey in the class.Distribute a copy of photocopiable P30 to each student and draw the same survey form on the board.Show the students how to start filling in the survey form. Ask: Who has a bicycle The students who own a bicycle put up their hands. Invite a student to count the number in the relevant column in the table on the board. Then invite another student to count the number of girls with their hands up. Write the number in the relevant column in the table on the board. Find out the number of students in the class who own a skateboard.Divide the students into groups of eight. The groups nominate a group leader. Then the students take turns to ask the questions: Who has a … The group leader counts the number of boys and the number of girls who have put up their hands, and the students write the number in the relevant column in the survey form.When the groups have filled in their survey forms, invite each group to tell you their findings. T: How many girls have a ball S: (number) girls have a ball. …Working in pairs, the students take turns to ask and answer questions about their survey forms. S1: How many …have… S2: ……have…Read: Write a reportThe groups of students to write reports about their surveys, following the guidelines on page 29 of the Student’s Book.Invite different groups to tell the favourite toy in their group. T: Which is the favourite toy in your group S: …is the favourite toy in my group. 板书：favourite 最喜爱的Post-task activitiesDistribute a copy of Photocopiable page 31 to each student. Explain the task. The students look at the survey at the top of the task and complete the report below.Ask individual student: T: What is your favourite toy S: My favourite toy is a …Summary: To play the healthful, useful games.Homework: Do a survey: What is the favourite game in your class 在新授时，教师也可适当输入一定量的词汇，扩展学生的词汇量。通过三个问题的回答，及时了解学生对计算机的看法，帮助学生树立正确的观念。教师通过二个层次的安排进行Do a survey 这个活动。先由教师演示，再分组进行，确保每个学生都参与活动，都能最大限度的运用所学的内容进行交际活动。
附 板书
Do a survey
---Who has a computer ---I have a …
toy boys girls toy boys girls
a bicycle a car
a skateboard an aeroplane
a ball a Gameboy
a doll a computer
Which is the favourite toy in your class the favourite toy in my class.
The Fourth Teaching Plan
Teaching aims
Basic aims: 1. Asking 'Wh-' questions to find out specific information
about an about. e.g.: What colour is the small dinosaur
2. Using adjectives to describe objects.
e.g.: It's green.
Developing aims:
Learners talk about the colour of the toys in a picture,
using the words ‘too’, 'both' and 'all'.
Educational aims:
Anything made by yourself is the best.
Key point and difficulty:
Using the words 'too', 'both' and 'all' to talk about the
Colour of the toys in a pictures.
Teaching aids:
Sheets of paper and coloured pencils
Some pictures on P28
Teaching procedure
Teaching contents & Teaching Methods Purpose
Pre-task preparationAct out the dialogue on page 27Using the pictures at the bottom of P28To review all, both.e.g. S1: Which … do you like S2: I like both/all the…While-task procedureTeach: Both…are…Show the wall chart of page 30 on the board.T: What colour is the small dinosaur S: it's green.T: What colour is the big dinosaur S: It's green, too.T: Both dinosaurs are green.板书: Both dinosaurs are green. 2. Show some pictures(P28) , ask students to make the sentences. e.g. Both…are… 3. Ask students to use their objects to ask and answer e.g. --- What colour are they --- Both … are … 4. Teach: All the … are… T (Point to the pandas): What colour are the pandas S: They're black and white. Encourage some able students to say. S: All the pandas are black and white. 板书: All the pandas are black and white.Show some pictures (P28) , ask students to say: All the … are …Ask students using their object to ask and answer --- What colour are they --- All the … are …Play the cassette: Look and say (twice)First, the students listen and follow.Second, the students listen and repeat.Working in pairs, the students role-play the dialogue.Invite a few pairs to role-play the dialogue in front of the class.Post-task activities:Read: Ask and answerThe students practice the model dialogue. Working in pairs, the students take turns to talk about the colour of toys in the picture on P30 of the Student's Book, using the words 'both' and 'all'. Distribute paper. Each student draw either two or three picture of a toy and colour them.Working in groups, the students ask and answer questions about the toys in their drawings. When they have finished, display the best drawing on the classroom wall.Summary: T: Anything made by yourself is the best.Homework.Exercise: Ask and answerTalk about your pictures with your friends, using 'both' and 'all'. 对话表演，复习旧句型，旧知识，也让学生积极思维，迅速作好上课的准备，鼓励创新。通过提问引出新授知识，培养学生听力能力和理解能力。分层次巩固新句型，突出教学重点。听录音模仿发音，培养良好的语音语调。通过想一想，画一画，说一说的活动，既动手又动脑，充分发挥学生的想象力，让不同层次的学生都能展示自己，并及时教育学生，只有通过自己劳动得来的才是最好的。
附 板书:
Look and say
---- What colour are they
---- Both dinosaurs are green.
All the pandas are black and white.
教后随笔：Revision III
Grade: 5
I. Teaching Contents: 1、词汇：Verbs
2、时态：一般过去时
3、语音
II. Teaching Aims: 1、掌握动词过去式的变化规则
2、能熟练运用过去时态
III. Difficult Points: 正确运用时态（一般过去时、一般现在时）
IV. Teaching Aids: the flower, the computer, some exercises
V. Teaching Procedure:
Step One: Warming up
Daily talk (Talk about last Saturday)
What time did you get up
What did you do in the morning
Where were you in the afternoon
When did you go to bed
Listen and answer
Yesterday was cloudy. Kitty got up at half past seven. She had her lunch at twelve o’clock. She had rice, fish, cabbage and a bowl of soup. She went to the library at two o’clock. She did her homework in the library. She went home at four o’clock.
Question 1: What was the weather like yesterday
2: What time did Kitty get up
3: What time did Kitty have lunch
4: What did she eat
5: Did she go to the park
6: What did she do in the library
7: What time did she go home
3. Sound drills (rhyme)
Step Two: Revision
一、动词过去式的变化规则
1. The teacher put a flower on the chair. Then put it on the table.
Ask: Where’s the flower
Elicit: It was on the chair. Now it is on the table.（引出）
2. 请学生说出动词如何变成过去式并举例
3. The teacher makes the conclusion. Look at the screen.（将知识系统化）
动词be：第一人称单数和第三人称单数用was，其余人称一律用were
动词have：一律用had，没有人称和数的变化
行为动词动词有两类，规则和不规则动词：
规则动词：
情况 词尾变化 例词
在一般情况下 加-ed worked, planted
以e结尾的词 只加-d lived, dived
在以“辅音字母+y”结尾的词后 变y为i后再加-ed study
以重读闭音节结尾而末尾只有一个辅音字母的词 将末尾的辅音字母双写，再加-ed stopped
不规则动词：（本册教材中出现的）
say—said fall—fell come—came fly—flew
get—got have/has—had eat—ate go—went
build—built cut—cut put—put become—became
see—saw do--did
4. Look at the screen and change the verbs. （巩固）
oral practice write
5. Look at the screen. Say some sentences.（比较一般现在时与一般过去时）
e.g.: The sky was black. Now it is blue.
6. Listen and change （在句型中巩固，同时训练听力）
e.g.: T: The sun is yellow.
S: The sun was yellow.
T & S S1 & S
7. Fill in the blanks
A long time ago, Jack and his mother (be) poor. One day, he (get) some beans. He (plant) the beans. Jack (climb) up the beanstalk. There (be) a giant. He (eat) boys. In giant’s castle, Jack (see) a golden goose. Jack (climb) down the beanstalk with the goose and (cut) the beanstalk. Now Jack and his mother (be) rich and happy.
Step Three: Homework
1.Write （写出下列动词的过去式）
e.g.: look come live work go
2. Complete the diary for a busy day that you had
实践与反思：Unit 3 Use your hands
Period 1
Education Aims:
Love animals.
Basic Aims:
Using adjectives to describe objects. E.g. it’s soft and fluffy.
Using the simple present tense to express simple truths. E.g. I can feel two things.
Using the simple present tense to express simple truths. E.g. This one’s mine.
Developing Aims:
Using the simple present tense to express simple truths. e.g. This one’s yours.
Main points:
1. Using adjectives to describe objects. e.g. It’s soft and fluffy.
Using the simple present tense to express simple truths. e.g. This one’s mine.
Difficult points:
Using the simple present tense to express simple truths. e.g. This
one’s mine.
Materials:
pictures, cassette player, some objects
Teaching procedure:
Pre-task preparation:
Song: The wheels 创设英语学习氛围
Play a game. 游戏中学生可以将
Pass a parcel and introduce own toys.
e.g. I have got a rabbit. It’s white and soft. 以前学过的形容词加以复习，又可让学生摸一下，为下个层次猜parcel内的
物品打下伏笔。
While –task procedure：
To learn the words: parcel, fluffy, shiny, warm
(1). T: Look, this is a parcel. It’s from my friend. She is in 以parcel 设疑问，引
Beijing. You feel it just now. 引出内物品，并学习
Guess, what’s in it How is it fluffy, shiny。
P: ……
T: Oh, look, This is a bear. It’s soft and fluffy. This is a
toy car. It’s hard and shiny.
Learn: fluffy, shiny
A: Complete them. fl__ff__ sh__n__
B: Make some sentences.
(2). T: (show some cups of tea) Touch it. How does it feel
P: ……(It’s hot. It’s cold. It’s cool. It’s warm.)
Make some sentences with these words.
Play a game 激发兴趣，提高学习积
T: I have a toy. This thing’s warm and fluffy. What is it 极性，在游戏中巩固用
Please guess. 形容词来描述物品。
P1: Is it ……
T: No, it isn’t.
P2: Is it……
T: No, it isn’t.
P3: Is it a cat
T: Yes, it is.
T: P3, bring your toy here. Please describe it first. You
can use the words on the board.
The words: fluffy smooth
shiny rough
cold long
warm short
hot soft
hard cool
P3: This thing’s … and …. What is it
P4: Is it……
P3: ……
.
.
.
T: Your toy animals are very lovely. Do you love animals 渗透德育教育
Look, listen, ask and answer: 让学生自行提问回答，
培养学生自主学习的
(1) What’s in Kitty’s hand 习惯，发挥学生的创
How many things are there in the parcel 新能力
Is the panda shiny
How is it
Whose spaceship is it
Is it fluffy or shiny
Is it hard or soft
(2) Learn: mine, yours 增加input “yours”。既
T: This panda is Kitty’s. Kitty says: This one’s mine. 让学生增加输入量，又
T: (show some objects) This is my pen. I also can say, 可以为下教时分散难
this pen is mine. This …… is mine. Please make some 点打下伏笔。
sentences.
P: This …… is mine.
T: This …… is yours.
T—P P—P Work in pairs.
Act out the dialogue. 培养学生口头表达力。
Post-task activity：
Make a new dialogue. 培养学生创新能力和
发散思维。
Do Workbook page5.
Assignment：
Play this guessing game with your friends.
Copy the new words.
板书： parcel
fluffy mine
shiny yours
warm
教后随笔：
Period 2
Education Aims:
1.Obey some rules for the class.
Basic Aims:
Asking ‘Wh-’ question to find out possession. e.g. Whose pencil case is this
Using pronouns to indicate possession. e.g. They’re his.
Using the simple present tense to express simple truths. e.g. It’s mine.
Main points:
Asking ‘Wh-’ question to find out possession. e.g. Whose pencil case is this
Using pronouns to indicate possession. e.g. They’re his.
Difficult points:
Asking ‘Wh-’ question to find out possession. e.g. Whose pencil case is this
Using pronouns to indicate possession. e.g. They’re his.
Materials:
pictures, cassette player, some objects
Teaching procedure:
Pre-task preparation:
Song 让学生进入英语学习
氛围。
Daily talk 巩固积累。
Ask some questions to our study star.
Ask and answer 复习旧句型为新授作
Act out some dialogues. 铺垫。
Main drills: e.g.—Whose book is this
--It’s my book.
---Whose books are these
--- They’re our books.
While –task procedure：
To learn: Whose … ; mine, yours, his, hers, theirs,
ours
(1). T: On my way to our classroom, I find something on 创设情景，在失物招
the floor. I pick them up. Hey, who lost them 领的过程中将his, hers,
e.g. T: This is a rabbit. Is it yours, P1 theirs, ours自然引出
P1: No, it isn’t mine. 学生较易接受。
T: Is it yours, P2
P2: No, it isn’t mine.
T: P2, is it May’s Is it hers
P2: No, it is not hers. It is his.
T: P3,is it yours
P3: Yes, it’s mine. Thank you.
(2) Ask and answer. (page12) 通过强化的操练，加深
Whose ___ is this/are these 对名词性的物主代词
It’s my bear. It’s mine. 的理解。
It’s his pencil. It’s _____.
It’s her book. It’s ______.
It’s their car. It’s ______.
It’s our dog. It’s ______.
They’re your lunch boxes. They ‘re _______.
(3). Make some short dialogues, use these words: mine, yours,通过意义性的巩固，
his, hers, theirs, ours. 学生可基本理解这些
词的用法。
Look, listen, ask and answer: 培养学生主动探究的
Picture1 Is this pencil-case Kitty’s 学习习惯。
What does she say
Picture2 Is this pencil-case Kitty’s
Whose pencil-case is this
Which pencil-case is Kitty’s
Picture3 Are the bags Eddie and Danny’s
Whose bags are these
What do they say
Picture4 What’s on the desk
Are they Kitty’s
Whose lunch boxes are these
Picture5 What’s in Miss fang’s hand
Are they Kitty’s
Whose sweets are these
Picture6 Say some rules for the class. 渗透德育教育，共同遵
守校内，教室内的行为
行为规范。
Sing a song
Act out the dialogue. 发挥学生的创造性思
维。
Post-task activity：
Play a guessing game. 在游戏中让学生轻松
巩固。
Do Workbook page6 注意笔头的落实。
Free talk. 给学生更广阔的发展
空间。更深层次地调动
学生的积极性。
Assignment：
1. Do Grammar Practice book page 11
Retell the dialogue.
板书：
mine yours his hers theirs ours
Whose ____ is this It’s _______.
Whose _____are they They’re _____.
教后随笔：
Period 3
Education Aims: A friend in need is a friend indeed
Basic Aims:1.Using prepositions to indicate position e.g. I am under the cushion
2.Using pronouns to indicate possession e.g. It is not yours.
3.Using adjectives to describe objects e.g. Now the soft cushion is ours.
4.Using imperatives to give instructions e.g. Draw a cat’s face.
Developing Aims: Make a new dialogue.
Main points: Using pronouns to indicate possession e.g. It is not yours.
Using adjectives to describe objects e.g. Now the soft cushion is ours.
Difficult points: Using pronouns to indicate possession e.g. It is not yours.
Using adjectives to describe objects e.g. Now the soft cushion is ours.
Materials: pictures, cassette player, some objects, scissors, crayons, string.
Teaching Procedure:
Pre-task preparation:
Song
Revision
(1). Ask and answer
Act out some dialogues
“Whose ….is this ” 复习旧知识为新授作
e.g. Is it yours 准备。
Is it his
Is it hers
Is it theirs
No, it isn’t
Yes, it is. It’s mine
(2)Play a guessing game. 在游戏中复习介词与
Describe a classroom object, e.g. it’s big/small/hard/soft/ 形容词为新授作铺垫
rough/smooth/hot/cold/fluffy/Shiny. Say where the object
is, e.g. It’s in/on/under/above/beside/the window, etc. Invite
different student students to guess what the object is. Prompt
them, where necessary.
While—task procedure:
1.To learn the word: cushion move
T: Guess. It’s soft and. It’s under the desk. What is it 承接上个猜的游戏
P:…… 自然引出新单词。
T: Yes, it’s a cushion.
Learn: cushion.
a. Pay attention to this, u---[u] 注意语音的训练。
Make some short dialogues with this word. (Ask and 让学生在使用单词中
answer) 巩固单词。
e.g. Is this cushion yours No, it isn’t.
Is this cushion hers No, it isn’t.
Is this cushion yours Yes, it is ours
(2) .Learn: move
T says and act “move”
2.Look, listen, ask and answer
T:(show two cats and two cushions)
Look, who is this
Who’s that
P: Min, Mog.
T: Today. They have a question. This cushion is soft.
So, it’s comfortable. Whose cushion is it
Let’s listen to the cassette and look at the pictures.
(2). Ask and answer 学生在每幅图的自问自
Picture1. Where are both cushions 答中了解大意，并养成
What are Min and Mog doing 自主学习的好习惯。
Where are Min and Mog
Picture2. What has happened
What are Min and Mog doing
Picture3. Is Min in/on/under/beside…..the cushion
Where is Min
Is Mog in/on/under/beside…..the cushion
Where is Mog
What are Min and Mog doing
Are they happy
Picture4. Where is Min
Where is Mog
What are they doing
Is the cushion Mog’s
Is the cushion Min’s
Whose cushion is this
Picture5. How is this cushion
Dose Mog like the cushion
Dose Min like the cushion
Is Min’s cushion soft
Is Mog’s cushion hard
Which cushion dose Min like Why
Which cushion dose Mog like Why
Picture6. Where are Min and Mog
Whose cushion is this
Is Min happy Why
Is Mog happy Why
T: Although this cushion is Min’s, Min and Mog all on 渗透德育教育，患难
the cushion. They say, the cushion are theirs, Min and 之中见真朋友。
Mog are very happy. A friend in need is a friend indeed.
T: Do you want to act out this dialogue 制作头饰为表演对话
P: Yes. 作准备。
T: First Let’s make two masks. The white cat, Min and the
black cat, Mog.
(1)(Show the pictures and sentences of steps) Listen and 弄清步骤及制作方法。
look at the board.
(2)Match the picture and sentences.
(3)Make a mask. Who will play parts of Min and Mog and
who will make that mask.
4. Act out the dialogue. 戴着自己制作的头饰，
学生更能投入地表演
兴趣更大，从而更好地
达到了巩固知识的效
果。
Song:
Post—task activity.
Make a new dialogue. 给学生更广阔的空间
发挥他们的创造性及
发散性思维。
Topic: A friend in need is a friend indeed
Do Photocopiable page 16
Assignment.
Do Grammar Practice Book 5B page12 and 13
Retell the story。
板书：
cushion move
A friend in need is a friend indeed.
Period 4
Teaching Aims:
Basic Aims:
(1) Using adjectives to describe objects.
e.g. It’s cold.
(2) Using connectives to add information.
e.g. It’s smooth and shiny.
Developing Aims: Free talk.
Main and difficult points:
Produce simple phrases and sentences.
Free talk.
Teaching Aids: Toys, pictures, cassette.
Teaching Procedure:
Ⅰ.Pre-task preparation:
Song: Hiding
Look and say 通过看看、说说，
Pass the small toys around the class. Invite different 复习学过的旧知
students to describe them. 识，并为新授作
e.g. This is shiny. 好准备。
Ⅱ.While-task procedure:
T: Look at the adjectives and read. 复习形容词。
e.g. smooth
T: Use the toys to show what each of the adjective
describes.
e.g. It’s smooth and shiny.
Look at the pictures of page 14 and have a discussion. 在讨论的形式中，
Invite different students to tell you what the friends are 发挥每个学生的
saying in each of the pictures. 想象力和口头表
达能力。
Song: Boys and Girls 调节课堂气氛。
Ⅲ.Post-task activities:
Colour the pictures and cut them out. Then play a game. 让学生在动手、
Takes turns to choose a picture and describe it with the word 动脑、动口中，
cards. 巩固所学知识。
Describe the toys and make some dialogues.
Ⅳ.Assignment:
Do Grammar Practice Book 5B page 14
Describe your toys at home.
附：板书设计
hot cold rough smooth hard soft
fluffy shiny big round
It’s …
教后随笔：Unit 3 What is the weather like
Period One
Look and read
Teaching aims: 1.To learn the irregular verbs’ Past Tense.
2. To understand the text.
Emotion aims: 培养学生爱劳动的习惯
Teaching aids: a recorder, some pictures
Teaching process:
Step One: Warming up
sing a song 《Old MacDonald’s》
Free talk:
S1: What do you do S2: I ……
S1: What did you do S2: I ……
Step Two: Revision
Review the animals’ words: ( horse, sheep, cat, cow, goose, duck, dog, chicken, pig, fish)
What do you like
I like horses.
Encourage the more able students to describe four seasons.
Step Three: Presentation
Introduce the irregular verbs’ Past Tense
Infinitive(不定式) Past Tense（过去式）
is was
have had
build built
cut cut
put put
get got
go went
do did
Introduce the text
Picture 1 where did a farmer live
What did he have
(Do a survey “what did Hong have on his farm ”)
horses sheep
a cat cows
a goose ducks
a dog chickens
pigs fish
Picture 2 In spring, was it dry and cool
In spring, what did Hong do
Picture 3 It was summer. How about the sun
What did Hong do
Picture 4 In autumn, was it warm and wet
What did Hong do
Picture 5 What was the weather like in winter
What did Hong do
Where was Hong
spring → summer → autumn → winter
↓ ↓ ↓ ↓
warm. wet hot cool. dry cold. windy
↓ ↓ ↓ ↓
plant some rice build a house cut the rice in the house
Put the rice
Listen and read
Step Four: Consolidation
Encourage the students to act out the text, try to answer the following questions:
What did Hong plant
What did Hong build
What did Hong cut
课 后 随 笔
Where did Hong put the rice
Where was Hong in winter
Step Five: Homework
1.Workbook page 27 2. Listen to the tape
Period Two
Read and write
Teaching aims: 1.Using the simple Past tense to talk abut past states
2.Using adjectives to describe weather
Emotion aims:
Teaching aids: a recorder, some pictures
Teaching process:
Step One: Warming up
1. Sing a song: Rain, rain, go away
2. Free talk:
S1: What day is today S2: It’s ……
S1: What’s the weather like today S2: It’s ……
Step Two: Revision
Invite different students to come to the front of the class, point to each picture showing the story of the farmer, Hong and read aloud the corresponding sentences.
Step Three: Presentation
1. Introduce: How to use adjectives to describe weather
a. Do a survey “What is the weather like today ”
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
sunny
cloudy
rainy
windy
cool
dry
wet
hot
cold
b.Work in pairs.(S1→S2)
2. Introduce: How to use the simple past tense to talk about past states.
a. T: What is the weather like today
(Invite students to answer.)
Then T: What was the weather like yesterday
(Invite different students to answer)
b. Listen to the tape. Then explain the weather report form to the students.
c. Read after the tape twice.
Step Four: Consolidation
Ask the students to complete the report form in their books.
Day: Date: Temperature: degreesRain: millimetres
Step Five: Homework
1. Workbook P29 Look and write
2. Grammar Practice Book 5B P44 Look and Write
课 后 随 笔
Period Three
Look and say
Teaching aims: 1. Asking “Wh-” questions to find out specific in formation e.g.: What’s the weather like
2. Using the simple present tense to express opinions e.g.: I like the sun.
Emotion aims: 培养学生热爱大自然的情操
Teaching aids: a recorder, some pictures
Teaching process:
Step One: Warming up
1. Say a rhyme: Two fat boys in the rain
2. Free talk:
S1:What do you like S2: I Like……
S1:What don’t you like S2: I don’t like……
S1:What does Ben like S2: He likes……
S1:What doesn’t Ben like S2: He doesn’t like……
Step Two: Revision
1. The students take turns to role-play the weather girl on P46 of the students’ book and read the weather report
2. Invite a couple of more able groups to come to the front of the class, give a weather report for today.
Step Three: Presentation
1.Introduce the text
a. Ask the students to read after the tape twice.
b. Look, tick and write
Tick the correct boxes. Write the sentences
√ rainy windy sunny
Kitty
Ben
Mrs Li
The farmer
Kitty likes ……
Ben likes ……
Mrs Li likes ……
The farmer likes ……
(Invite different students to complete the sentences orally, then write them down.)
2. Ask the students to suggest why the farmer likes different kinds of weather from kitty, Ben and Mrs Li.
Working in groups of three, the students role-play the dialogue
Listen to the tape, then read after it
Step Four: Consolidation
Invite different groups to role-play the dialogue in front of the class.
The students write the completed sentences in their exercise books
3. Workbook P31 Label, look and write
Step 5 Homework
Grammar Practice Book 5B P45Write
Listen to the tape
课 后 随 笔
Period Four
Read a poem
Teaching aims: 1. To learn the irregular verbs’ past tense
2. To understand the poem
Emotion aims: 养成爱惜粮食的习惯。
Teaching aids: a recorder, some pictures
Teaching Process:
Step One: Warming-up
Say a rhyme: The musical clock
2. Free talk:
S1: What was the weather like yesterday S2: It was ……
S1: Where did you live S2: I lived in ……
S1: What day was yesterday S2: It was ……
S1: What did you do yesterday S2: I ……
Step Two: Revision
1. Invite different students to come to the front of the class and point to the pictures, then work in pairs.
e.g. What is the weather like today
What was the weather like yesterday
2. Say some rhymes
Step Three: Presentation
1. Introduce: The irregular verbs’ past tense
Infinitive(不定式) Past Tense（过去式）
Come came
Eat ate
Say said
Become became
2. Introduce the poem
a. Picture 1 Whose house was this
Where was Jack’s rice
Picture 2 What was in Jack’s house
What did it do
Picture 3 Where was the cat
What did it eat
Picture 4 Where was the dog
What did it do
Picture 5 Where was Jack
Is he happy or sad
b. Listen to the tape
c. Divide the students to five groups. Each group practices a different verse.
e. Ask questions about each verse of the rhyme to confirm the students’ understanding, e.g. In the first verse, where was the rice To elicit: The rice was in Jack’s house.
Step Four: Consolidation
Invite different groups to read the poem aloud, encourage the students to do appropriate actions.
Ask students to make their own poems, then read it.
Step Five: Homework
1. Workbook page 32
2. Grammar Practice Book 5B page 46 and 47
课 后 随 笔Module1 Unit4 Use your five senses
The First Period
Education Aims: Paying attention to the diet hygiene.
Teaching Aims:
Basic Aims:
(1) Using the simple present tense to express simple truths.
E.g. I smell with my nose.
(2) Learning the new words.
E.g. tongue
Developing Aims: Use modeled phrases and sentences to communicate with
teachers and other learns.
Main and difficult points:
Produce simple phrases and sentences.
Free talk.
Teaching Aids: Pictures, cassette player, material objects.
Teaching Procedure:
Ⅰ.Pre-task preparation:
1.Song 《 Spring’s Message 》 活跃课堂气氛
2.Ask and answer 通过回答，帮助
(1) What can you see 学生复习所学的
(2) What can you hear 内容，并为新课
(3) What can you smell 作铺垫。
(4) Taste it. Is it sweet
(5) Touch it. How does it feel
(6) Smell it. Is it nice
Ⅱ.While-task procedure:
1.I … with my …
T: Do you like sing Let’s sing together. 通过回答，引出
I sing with my mouth. 新授句型“I …
T: Can you write I write with my hand. with my …”
T: Look at the pictures and make some sentences
with “I … with my … ”
e.g. I play football with my foot.
2. Look, listen and say
Look at Picture1-5 and listen to the recording. 通过看看、听听、
Then repeat the sentences. 说说，引出书本
( Learn: tongue ) 上的内容。
T: What don’t we do when we eat food 通过回答渗透德
P: Don’t leave rubbish. … 育意义。
Ask and answer
Who listens and hears
Does Ben smell with his nose
Does Ben feel with his tongue
3. Who … with one’s … 延伸书本上的内
T: look at the pictures and say some sentences. 容，扩大学生的
e.g. Kitty tastes the lemon with her tongue. 输入量，丰富学
They watch TV with their eyes. 生的口头表达方
4. Song：The John B.’s Sails 式，调节课堂气
Ⅲ.Post-task activities: 氛。
Look and tick ( P15 )
Introduce your friend or your family member’s 让学生运用所学
habitual actions. 语言技能与真实
生活相联系，学
以致用。
Free talk 让学生在自由操
练中活用句型。
Ⅳ.Assignment:
Do Work Book 5B page7.
Introduce yourself and your good friend’s habitual
actions.
附：板书设计
tongue
I … with my …
Who … with one’s …
The Second Period
(P16)
Education Aims: Helping each other.
Teaching Aims:
1. Basic Aims:
(1)Using models to talk about ability.
e.g. I can smell smoke.
(2)Using the simple present tense to express simple truths.
e.g. The boys can say thank you.
(3)Using the present continuous tense to describe an action taking place at the
time of speaking.
e.g. The boys are shouting.
2. Developing Aims: Make a new story.
Main and difficult points:
1. Use modeled phrases and sentences to communicate with teachers and other learns.
2. Make a new story.
Teaching Aids: Pictures, cassette player, masks.
Teaching Procedure:
Ⅰ.Pre-task preparation:
Song：Home, Sweet Home 集中学生的注意
Revision 力。
Look and say ( P15 ) 复习所学句型，
Introduce oneself and one’s good friend’s habitual 为新授内容作铺
actions. 垫。
Ⅱ.While-task procedure:
T: look, this is a newspaper. There’s a piece of news:
“Lost!” Three boys in country park.” Please guess
the meaning of “lost”.
( Learn: lost )
T: Oh, that’s too bad. Three boys are lost in a country park. 教育学生当别
What will you do when you see the news 人有困难时，要
P: … 互相帮助。
T: Look, they are Supergirl and Superdog. When they see
the news, they decide to help these boys. Please look at
these pictures. It’s Supergirl’s adventure.
( Learn: adventure )
Look, listen and answer some questions 通过回答，帮助
Picture2: What can Supergirl smell 学生理解故事
What can Superdog see 内容。
Where are they flying
Picture3: What can Supergirl smell
What can Superdog smell
What do they find
Picture4: What can Supergirl hear
What can Superdog hear
What are the boys doing
Picture5: What can Supergirl hear
What can Superdog see
Where are the boys
Picture6: Who do Supergirl and Superdog save
What do the boys say
( Learn: save )
Listen and repeat the story. 培养学生的口
头表达能力和
复述能力。
Act out the story. 培养学生的表
演能力。
Song: You Are My Sunshine 调节课堂气氛。
Ⅲ.Post-task activities:
Look at some new pictures and make a new story. Then 发挥学生的创
act it out. 新能力，开拓学
的思维。
Make a new story about you. 留给学生一个更
宽更大的空间，
培养学生运用
知识的交际能
力。
Ⅳ.Assignment:
Read the story fluently.
Make a new story by yourself.
附：板书设计
Supergirl’s adventure
be lost---fly---find---hear---see---save
The Third Period
( P17 )
Education Aims: Paying attention to the diet hygiene.
Teaching Aims:
Basic Aims:
(1)Using imperatives to give instructions.
e.g. Taste these drinks.
(2)Using adjectives to describe objects.
e.g. Are they the same or different
2.Developing Aims: Free activity.
Main and difficult points:
Using adjectives to describe objects.
Free activity.
Teaching Aids: Cassette player, material objects.
Teaching Procedure:
Ⅰ.Pre-task preparation:
Song: Old Folks at Home 使学生进入学习
Ask and answer 状态。
e.g. Taste these sweets. Are they nice
Yes, they are.
Ⅱ.While-task procedure:
T: (Take out two pears) Taste this pear. 把实物带进教
P: It’s sweet. 室，让学生亲自
T: Taste the other one. 尝一尝，培养
P: It’s sweet, too. 学生的兴趣。
T: They’re sweet. They’re the same.
( Learn: same )
T: (Take out two oranges) Taste this orange.
P: It’s sweet.
T: Taste the other one.
P: It’s sour.
T: One is sweet. One is sour. They’re different.
( Learn: different )
Look at the pictures and listen to the recording. 训练学生听的
Ask and answer 能力，让学生
Are these drinks the same or different 根据听到的内
What colour are the drinks 容进行判断。
What colour are the apples
The apples are the same, aren’t they
(2) T-P work in pairs.
P-P work in pairs.
Song 《 On Top of Old Smoky 》 调节课堂气氛。
Ⅲ.Post-task activities:
Do an experiment ( P17 ) 复习巩固所学句
型。
Colour and practise 让学生动口又动
T: Take out the paper and colour the pictures. Then have 手，既调动学生
a discussion with your deskmate. 的积极性，又复
e.g. A: Look at the cakes. 习巩固句型。
Are they the same or different
B: They are different.
Compare 通过比较发音，既
cake make ( ) fruit food ( ) 复习了语音，又巩
many and ( ) three there ( ) 固了句型。
eleven bed ( ) rich chair ( )
e.g. A: Are they the same or different
B: They’re the same / different.
Free activity 让学生自由活动，
运用所学语言技
能互相交谈，互相
体会。
Ⅳ.Assignment:
Do Grammar Practice Book 5B pages 16&17
Do an experiment with your parents.
附:板书设计
same different
Are they the same or different
They’re the same / different.
The Fourth Period
( P18&19 )
Education Aims:
Being brave.
Using one’s brains.
Teaching Aims:
Basic Aims:
(1) Using the present simple tense to express simple truths.
e.g. Jack sells their cow.
(2) Learning the new words.
e.g. giant
2. Developing Aims: Make a new story.
Main and difficult points:
Identify main ideas.
Make a new story.
Teaching Aids: Cassette player, multimedia.
Teaching Procedure:
Ⅰ. Pre-task preparation:
Song: Banks of the Sacramento 帮助学生进入学
Daily talk 习状态。
Ⅱ. While-task procedure:
Look and listen the story twice. 以多媒体出现画
T: Please answer my questions. 面引出故事内
Are Jack and his mother poor or rich 容，让学生连续
( Learn: poor, rich ) 听两遍，然后回
What does Jack sell 答老师的问题。
( Learn: sell ) 训练学生的听
What does Jack buy 力表达能力和
Does Jack climb up the beanstalk 理解能力，与此
( Learn: up, down, beanstalk ) 同时，学习故事
Is there a castle and a giant 中的新单词。
( Learn: castle, giant )
What does the giant do
What does Jack see
( Learn: goose, geese )
What does the goose do
Does Jack take the goose
Jack cuts the beanstalk. Can the giant climb down
What does Jack have
How are Jack and his mother
Look and repeat the story. 通过重复句子，
刺激学生刚刚
回答过的问题。
Look and retell the story. 边看边复述故
事内容，帮助学
生巩固所学知
识，培养学生的
口头表达能力。
Song: What shall we do with the drunken sailor
Ⅲ. Post-task activities:
Look and complete ( P19 ) 文字与图形相
结合，培养学生
的学习兴趣。
Act out the story. 培养学生的表
演能力和连续
说话能力，同时
也是对本堂课
的情况进行反
馈。
Have a discussion in your group. Make the story with 学生可以用自
your own words. Then act it out. 己的语言来组
织这个故事，并
进行表演，培养
学生的思维能
力，丰富学生的
口头表达方式。
Look at some new pictures and make a new story. 培养学生看图
说话的能力。
Ⅳ. Assignment:
Do Work Book 5B page9.
Rewrite the story by yourself.
附：板书设计
Jack and the beanstalk
poor – rich beanstalk goose
sell – buy castle geese
up – down giant