深港版最新五年级上册英语全册教案下载整理

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5. It ran/swam . It didn’t run or swim .
Topic words
  ate  flew  ran  drank  had   lived   run fast and so on
Pre-task stage
A. Pat , Koko and Tim are looking at some dinosaurs . Listen , say and act .
Presentation
6.        Bring a dinosaur to the classroom . And show it to the students
7.        Describe it to the students . It is tall/long/strong.
8.        Describe what it does . It runs/swims/eats meat/plants.
9.        The students asked questions about what it looks like and does .
10.        Play the tape for the students to listen carefully . Ask the students to repeat after the tape.
Practice  
5.        Show the students the three dinosaurs and introduce them to the students . Play the tape . They repeat after the tape .   
6.        Ask the students to take turns to make sentences about them .
B1   The students are telling the teacher about the dinosaurs . Look , listen and act.   
Presentation
8.        Write sentences about Baryonyx .
9.        Show the students the picture about it .
10.        Pay attention to the past tense of the verbs . Try to learn to use them correctly.
Practice
8.        Show Transparency.  Play the tape . Listen and repeat .
9.         Tell the students to match the present tense notes and the past tense notes by drawing lines .
10.        Check the answers with the students .  
4. Ask the students to read Tim’s notes . Write F or F for next to the sentences .
B2   Read about D K . Then write about D S .
5.        Show Transparency and notes on D K and D S .
6.        Ask the students to work in pairs and to write the sentences .
7.        Check the sentences . Tell the students to use the past tense forms.
8.        Ask some students to read aloud their sentences to check the sentences with the whole class .  
B3  Pat is talking about a dinosaur . Listen and circle the words you hear . Then choose the Dinosaur picture .
3.        Play the tape . Listen and circle the words they hear .
4.        Check the answers with the students .
C   The end of the dinosaur
a)        Arouse interest in the passage .Tell the students about what happened to the dinosaurs.
b)        Read the rubric to the students. Ask how many ideas about them .
c)        Play the tape and ask them to say the sentences after it .
D . Read the passage again . Answer the questions .
5.        Read the story again and answer the questions.
6.        Check the answer with the students .
E. Read the symbols and say the words .
7.        Write and explain the words to the students .
8.        Play the tape and ask the students to listen to sounds and words  carefully .
9.        Say the words slowly and clearly .
   10. Play the tape several times for the students to do it well.
While – task stage
F  My super dinosaur .
5.        Ask the students to choose any color he likes for dinosaurs.
6.        Ask the students to choose some notes he likes to describe it.
  G . Listen and chant .
5.        Play the tape for the students to listen to chant .
6.        The students get into groups . Ask each group to chant along to the tape while doing the actions .
H . Think about it . Circle the correct answer.
  Ask the students to find out when man started to live on the earth and if there were any duck dinosaurs . The first men walked on the earth four million years ago . There were no ducks in the time of the dinosaurs.
Post – task stage
3.        Further reading
1.        Ask the students, How do you know about the dinosaurs?
2.        Ask the students to point to a bone. Where do we find bones? What can we know about it?
3.        Which animals have eggs? What can we find out from their bones?
Homework :
1Copy the words twice .
      2. How much do you know about the dinosaur. Write a composition .
3.  Copy the text .
4 .  Recite the words and phrases .
课后记：本单元主要是学恐龙。学生对它有兴趣，所以连很长的表示恐龙的单词学生很少出错。就连听写比较好。如：Diplodocus,  Tyrannosaurus Rex,  Baryonyx. 学生连读也读得很顺口。难点还是在于过去时，C部分I和部分对学生来说比较难。教师应讲慢点，让学生能弄明白。活动手册有些题难度过大，教师应先布置学生自己做，然后再讲解。在活动手册花的时间较多。

Unit 6  At Animal Land  

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Task objectives
1. Communicate freely with others by using simple expressions and structures
2. Enjoy simple rhymes and poems with the help of the teacher
3. Write short paragraph using expressions and structures learned
Language focus
1. Last week Sam and I visited Animal  Land
2. What did you do at Animal Land?
3. I bought a hat at the gift shop.
4. I stood near Monkey Mountain and saw some monkeys.
5. The monkeys came to me.
Topic words
    Stood  saw  came  bought  drove  rode  went
Pre-task stage
  
A.  Pat and Tim are going to visit Animal Land. Listen , say and act .
Practice
Books open. Show Transparency. Teach the Words hippo and zebra and revise monkey and lion..
11.        Read through the information on the map with the students. Ask the students  What can you do at Animal Land?
12.        Point to the shop and the restaurant. Ask the students to tell you what they can do there.
13.        Play the Cassette and point to the speech bubbles. Ask the students to repeat after the cassette.
Practice  
7.        Ask the students to start the lesson with their books closed. Show Transparency. Ask the students to listen to  and repeat the sentences.
8.        Ask the students to come out and write the past tense verbs in the postcard.
  B1 Sam and Candy also visited Animal Land . Listen and read . Then draw the route on the map.
Presentation
11.         Bring in a postcard. Write an address and a message to yourself on it.
12.         Show the students the postcard. Ask the students When do we send postcards?
13.         Show the address. Tell the students how to write the address in English.
Practice
a)        Show Transparency.  Play the tape . Listen and repeat .
b)        Ask the students to write the past tense verbs in the postcard on the board.
c)        Ask the students to read the postcard again and then to mark the route they took on the map.
   B2  At the end of the day , the park manager asks Pat and Tim about their visit . Look , listen and say .
a)        Show Transparency . Explain that the manager’s job is to make sure that everyone is happy and had a good time at the park.
b)        Ask the students to work in pairs and to write the sentences .
c)        Check the sentences .   
B3 . Bob and Susie are talking about Animal Land . Listen and tick the places they visited .
1.Play the tape .
2.Check the answers .
C.  Animals at night.
1.        Ask the students if many animals are awake or asleep during
the day. Ask students to read and find out when is the best time to see animals.  
2.        Play the tape and listen to the text . Ask them to say the sentences .
3.        Ask the students why the people like to come to the night zoo.
D . Read the passage again . Answer the questions .
1.        Read the story again .
2.        Check the answers with the students .
E. Read the symbols and say the words .
1. Write and explain the words to the students .
2. Play the tape .
3. Say the words slowly and clearly .
4. Play the several times .
5.Write the words down after the tape .
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While – task stage
F. Make a poster for a new zoo.
i.        Tell the students they are going to listen to three children who went to Animal Land yesterday . Play the tape . Ask them to complete the notes .
ii.        Ask the students in groups of four to role--play the children and the zoo manager.
iii.        Ask the students to compete the poster by filling the blanks.
     G . Listen and chant .

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7.        Play the tape for the students to listen to the song .
8.        The students get into groups . Ask each group to chant along to the tape while doing the actions .
9.        Play the tape again and encourage the students to join in with the words .
H . Think about it .
  Ask the students if they know what the animals eat.Tell them to match the animals and what they eat by drawing lines.
Post – task stage
4.        Further reading
1.        Tell the students that there are more animals at zoo. Ask them to choose one they would like to visit next time.
2.        Ask the students to reread the paragraphs and then to match the sentences and the animals.
  Homework :
1Copy the words twice .
2. How much do you know about the animals. Write a composition .
3.  Copy the text .
4 . Recite the words and phrases .
课后记：本单元出现了很多不规则的动词过去时，要求学生能记下来，在用词的时候要特别注意哪些是动词的规则变化，哪些是不规则变化。不规则的动词学生更容易出错。因此，我归纳了一下本册书的动词过去时的规则变化和不规则变化。所有的动词过去时进行了分类打印出来发给学生。让他们记下来。这对他们做练习有很大帮助。
Unit 7 Holiday postcards

Task objectives
Understand more complex or a series of instructions and act accordingly
Understand simple role-plays
Participate in simple role-plays
Provide information by using tables
Language focus
Now I’m in Canada.
Where did Mark go?
He went to the mountains yesterday.
What did he do there?
He skied all day.
Requirement:
Topic vocabulary
The UK / visit Grandma and Grandpa, the US / climb a mountain, Canada / ski and skate, Australian / play volleyball on the beach.
Requirement:
Throw-away words
Sound and rhyme words : Spell, playschool, bucket, spade, shade
Rubrics              : Choose a city. Find out what you can do there. Make a list of things to do. Choose a greeting and an ending for your postcard. Here’s an idea. Write on the back of your postcard. Follow the example on page 66. Send it to a friend.
Poem words           : London, palace, Big Ben, queen, hope, Sydney, koala, kangaroo, snake, crocodile, Niagara Falls, Toronto.
Pre-task stage
A  Mark is going on a long holiday. Look at the map and his travel plan. Listen, say and act.
Presentation
1.        (Books closed) Write on the board a brief travel plan with dates for yourself, following Mark’s sample in the book. Tell the students, I’m going to travel soon. Fist I’m going to … I’m going to be in …from… to…
2.        Then rub off the place names. Ask the students Where would you like to travel? Write their suggestions up in the spaces.
3.        Ask individual students to tell you about their travel plans for different dates.
4.        Show Transparency. Play the Pupil’s Book Cassette and point to the speech bubbles. Ask the students to repeat after the cassette.
Practice
1.        (Books open.) Show Transparency. Point to Mark’s travel plans. Ask the students Where is mark going to go? When is he going to be there?
2.        Point to the places on the map. Ask the students What is Mark going to do in the places?
3.        Play the Pupil’s Book Cassette. Tell the students to repeat the conversation.
More to do
While displaying the map, ask the students what other country country names they know. Fill in the names on a piece of transparency.
B1  Pat an Koko are talking about the postcards from Mark. Listen and read.
Presentation
1.        (Books closed.) Write on the board your travel plan again. Write on the board the question words Where? When? What?
2.        Tell the students that now your holiday is finished. You came back yesterday. Point to the first part  of your travel plan. Ask the students  Where did I go? Write the past tense form of the question on the board, highlighting the auxiliary did and the stem form of the verb to in contrasting colours. Ask the students to answer your question. Check that they are using the past tense form of the verb in their answer. Write their answer on the board under the relevant question. Check that they are using the past tense form of the verb in their answer. Write their answer on the board under the relevant question.

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3.        Repeat the procedure with When did I go? And What did I do there?
4.        Ask the students to ask you questions about the rest of the travel information
Practice
1.        (Books open.) Ask the students to read the postcards. Draw Mark’s route on transparent film laid over the top of the Transparency for page 61.
2.        Check that the students know what the present tense verb form for flew is (fly.)
3.        Play the Pupil’s Book Cassette and ask the students to read the postcards after the tape.
4.        Tell the students to role-play Pat and Koko and talk about the postcards.
5.        Play the Pupil’s Book Cassette again for the students to check their answers.
More to do
Play Hangman with the names of countries. Write on the board the correct number of dashes for a country name you have thought of. Ask the students to tell you a letter. If they guess correctly, write the letter on the appropriate dash. If they guess wrongly, draw one line in the hangman drawing. At any time, they can guess the whole word. If they guess correctly, it is their turn to come up and draw the dashes on the board.
B2  Look at the pictures. Read Ann’s postcard and circle the correct words.
Practice
1.        (Books open) Show Transparency. Tell the students to look at the photos of Ann’s holiday. Ask them What did she do on holiday? Check that the students are using past tense verb forms in their answers.
2.        Tell the students to read the postcard and to circle the correct words where there is a choice by checking with the photos.
3.        Ask individual students to read aloud the sentences of postcard to check the answers with the whole class.
More to do
Ask the students to read the postcard again. Tell them to pretend they went on Ann’s holiday. They should underline the activities they did on holiday. Tell them to work in pairs to ask questions to find out what their partner did.
B3  Pat is talking to Tim about an email from Ann. Listen and circle the correct answers.
1.        Read the rubric to the students, Remind them that they; should familiarize themselves with the words on the page in the  time they have before listening. They should listen and circle the words they hear. Play the Pupil’s Book Cassette.
2.        Ask the students to listen to the tape once more to check their answers.

C  A poster: Turtle Mountain

1.        Tell the students to look at the picture of Turtle Mountain and ask them Why is it called Turtle Mountain? What can you do at Turtle Mountain?
2.        Led the students read the text silently and unaided the first time. Play the pupil’s Book Cassette for the students and ask them to say the sentences after the cassette.
D  Read the poster again. Answer the questions.
1.        Ask the students to read the poster again. Answer the questions.
2.        Check the answers with the students by asking individual students to read aloud their answers.
E  Read the symbols and say the words.
1.        Write the symbols on the board. These combinations of sounds are called blends. They often cause problems for the students. Make sure that the students are not adding extra vowel sounds between the consonants. The consonants should be said together. If the students have problems with this, try backchaining,i.e. chunking the words backwards. For example, for school, ask the students to repeat after you ? /-ool/, them /kool/. Write the words on the page under each symbol. Ask the students to tell you other words with the same sounds and add them to the list.
2.        Play the Pupil’s book Cassette and ask the students to listen to the sounds and the words.
3.        Say the words slowly and clearly. Check that the students are making a distinction between the sounds correctly.
4.        Point to the pictures and check that the students can say the words without your model.
5.        Play the Pupil’s Book Cassette again. Ask the students to listen to the rhyme.
6.        Play the Pupil’s Book Cassette again. Ask the students to join in with the words of the rhyme this time.
7.        Play the Pupil’s Book Cassette. Ask the students to listen to the words and then write them under the correct symbols.
While – task stage
F  Write a holiday postcard.
1.        Ask the students to do some research on the cities before they come to class. They should find out what they can do in those cities.
2.        Ask the students to choose a city and make a list of things they can do there.
3.        Tell the students to think of someone they want to send their postcard to. Explain that if they are very friendly with the person they can choose Hi there! or Hello! as greeting, and Take care or Love for an ending. If they do not know the person very well, then they should choose How are you? And See you soon.
4.        Ask the students to choose one of the pictures on pages 83 and 85 and to cut it out and stick it on a piece of card. This  will be the front of their postcard. Tell the students to make sure they know what are the activities they can do in that place.
5.        Tell the students to draw a line down the center of the card and to write the address on the right-hand side. Ask them to write the message for their postcard in rough. Remind them to use the use the past tense forms of the verbs.
6.        When the students finish tell them that they should check their sentences are in a god order. They should mention where they went first, when they were there and after that what they did there. This is called editing. It is the reason why the students should write their wrok in rough first.
7.        Then the students there is one more step called proof-reading. Tell them to check their work for any errors. Ask them to exchange their writing with a partner to check for errors.
8.        Tell the students to write their message neatly on the left-hand side of the back of the postcard. This can be done for homework..

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G  Listen the say the poem
1.        Play the Pupil’s Book Cassette for the students to listen to the poem.
2.        Play the cassette again and encourage the students to join in with the words.
H  Think about it!
   Ask the students to look at the diagram which shows why when it is summer in Australia it is winter in China and vice versa. Ask the students to complete the table about the seasons in the different countries.
Post-task stage
The students could buy or make postcards showing the things that can be done in the area in which they live. These could be written on with a friendly message and went to another school in the same city, but a different area, or to classes in schools in other countries. Addresses for these can be found on the Internet at www. Europa-pages.com or at www.iys.fi ( there is a small charge for this service).
I  Further reading
1.        Arouse interest in reading by asking the students How many days does it take to go round the world? Explain that they are going to read about a book written in the days before aeroplanes. Ask them to fin out how many days it took for Philieas Fogg to go round the world.
2.        Tell the students to read the passage again and then circle the correct answers.
3.        Ask the students Did Phileas go around the world in 80 days? The answer to it is Yes. The students can find the original 1873 translation of the story at www.jv gilead.org.ji/pg/80day/.
课后记：本单元学生容易出错的地方是国家名称的第一个字经常忘了大写，还容易出现这样的错误：in the Canada, in the Australia. 这课的活动手册题量大，而且比较难。大部分学生不能很好的完成。教师要花比较多的时间来讲解。希望对学生有所帮助。

Unit 8   Revision

A1. Write the new words you learned in Units 5—7 in this word bank.
Ask the students to write down the new words they have learned in units 1—3 to create their own word bank .
A2. Put your favorite words here .
     Tell the students to choose from their word bank and write down their favorite words .
A3. What other words did you learn by yourself ? Write them in this notebook .
    Ask the students if they have learned any other words by themselves . If they have , tell them to write the words in the notebooks .
A4. Write your favourite sentences here.
    Ask the students to read through Unit 1-3 again. Try to find out their favorite sentences and then write them down .
A5. These words and sentences are difficult .
    Ask the students if they find any words or sentences are difficult for them . Tell them to keep a record of those difficult words and sentences to revise them later .
B1. Joe went to the seaside last Sunday . He is telling his friend about his trip . Listen and circle the correct words .
1.        Play the tape . Show Transparency . Explain that Joe is talking about his trip with his friend .
2.        Tell the students to listen to the tape and find out the right words . Ask the students to circle the correct words according to the conversation .
3.        Check the students’ answers .
  B2.  Yesterday was “Bring your child to work” day. Jen and Ron are talking about what they did yesterday .Listen and put tick or cross in each box .
5.        Play the tape . Show Transparency. Tell the students that the children went to their parents’ workplaces yesterday and did different things there .
6.        Then tell the students to listen to the tape and make choices.  
7.        Ask the students to fill in the blanks with the correct words .
8.        Ask one or two students to read their answers to check with the whole class .
C. Here is a poster for Animal Land . Read , look at the pictures and act .
4.        Show Transparency. Ask the students to look at the picture and the incomplete dialogue .
5.        Explain to the students that the children are talking about what they did at Animal Land .
6.        Ask the students to role- play the conversation according to the pictures .
  D1. Ken is writing about and match his trip to Australia . Read his letter . Then write T for true or F for false after each sentence.
1.          Show Transparency. Tell the students to read Ken’s letter about his trip to Australia .
2.        Ask the students to read the sentences below the letter and tell them some sentences are correct and some are not .
3.        Use Transparency to check the students’ answers.
D2. Read this story and match the pictures and the words .
1.        Show Transparency. Tell the students to read the story and look at the pictures.
2.        Ask the students to match the pictures and the words by writing the correct letter in each box .
3.        Use Transparency to check the students’ answers.
E1. Tim is reading a letter from his cousin. The letter got wet and some words are missing . Read the letter and finish it .
1.        Show Transparency. Tell the students to read the letter carefully and explain that the letter is not complete .
2.        Ask the students to fill in the blanks .
3.        Use Transparency to check the students’ answers.
E2. Read this webpage and answer the questions .
1. Show Transparency. Tell the students to look at the pictures and read the passage carefully .   
4.        Ask the students to answer the questions using the information in the passage.   
5.        Ask one or more students to read aloud their sentences to check their answers with the whole class .
   Homework :
13.        Copy the words twice .
14.        Copy the text .
15.        Recite the words and phrases .
16.        Review Units 5-7.