2012年春-经纬学校-五年级英语-教学提纲
目录
U1 This is My Day
I. Greeting, grouping and warm-up:
• Grouping: 分类找朋友游戏（助教协助随即发放卡片）
• Warm-up: 先在组里自我介绍，再接龙式由旁边的同学介绍给全班
What’s your name? (English)
How old are you? (E)
Where are you from? (E)
The funniest or most unforgettable event (C)
II. Class rules:
• what we should/shouldn’t do in class?小组讨论总结（助教协助分发用具）
• rewards
III. Review: What time is it?/What’s the time?
• 5:20/9:50 Five twenty/nine fifty-twenty past five/ten to ten (practice: 2:18, 7:55, 4:25, 8:45)
• A quarter: 6:15, 11:45
• Practice: 1:30, 12:00, 10:15, 3:45, 5:20, 4:05, 9:52
• In the morning/at noon(lunchtime)/in the afternoon/in the evening/at night
IV. 寒假过得怎么样? What do you usually do on holidays?
句型：I usually/often/sometimes _________头脑风暴
V. 小组比赛：做动作猜词组（have English class/do morning exercises/eat breakfast/play sports/eat dinner/get up/go to bed/go to school/go to work/go home/do homework）
VI. 开学了！My timetable (weekdays) 同桌对话：（助教协助辅导，请不要直接教孩子说，孩子不会时引导）
When do you usually get up? I usually get up at 7:00 in the morning./ I don’t ________.
VII. 周末到啦！What do you do on weekends?为自己的周末设计活动
连环画游戏：
• 每个学生将一张A4纸折成8个格，在8个格里画上自己周末喜欢做的事情，运用下列词组（climb mountains/go shopping/play the piano/visit grandparents/go hiking/read books/watch TV/play football/clean my room）并将对应的词组写在图画下方
• 在小组内展示自己的连环画并介绍。（助教协助辅导，请不要直接教孩子说，孩子不会时引导）
句型：I usually/often/sometimes____________ on weekends. 每人至少三句
VIII. 挑战你的记忆力！
• 老师/助教根据纸条上的词组连续表演出一天的活动，例如：get up- eat breakfast- go to school- have English class- go home- do homework- go to bed
• 在表演每一个活动时，在黑板上写下时间
• 学生以小组为单位将这几个活动按时间顺序写下来，最先写完的全体举手示意
• 小组内所有学生一起念出所写的活动
Eg. I get up at 7:00 in the morning- I eat breakfast at 7:15-I go to school at …
• 答案正确的为优胜组
IX. Homework: 我父母的一天（课堂上有时间就在课上做。要求用上本单元所学词组，不会表达的可以用图画出来）
U2 My Favourite Season
S1. Review:
1. Check homework
2. Numbers
3. Simon says: climb mountains/go shopping/play the piano /go hiking//clean my room/do morning exercises/cook meals/water the flowers/sweep the floor/make the bed/set the table/do the dishes/wash clothes
4. Chain work: When do you usually ___________? I usually _________at ______ in the morning/at lunchtime/in the afternoon/evening/at night
S2. Changes of a tree---four seasons:
1. Show pics of four seasons and ask Ss what they can think of---spring, summer, autumn, winter
2. Ask “What’s your favourite season?” 学生自己回答引出答句 My favourite season is________.将学生按照其喜欢的季节分组。
3. Pairwork: What is the weather like in___________/How is the weather in___________? It’s_________________.
S3. Brainstorm:
1. 看季节的图片，喊出对应活动的英文说法(分组比赛1分钟) (fly kites/swim/climb mountains/make a snowman/ have a picnic/plant trees)
2. Anything else you can think of about each season:eg. Trees are green in spring/summer. Wear skirts/shorts in summer etc.
S4. Sentences:
1. What’s your favourite season? My favourite season is________.
= Which season do you like best? I like________ best. ( Ss问主讲、助教和旁听)
Why do you like __________? Because ( It’s_sunny_/I can do/wear________ /I like colourful flowers/Trees are green./Flowers are colourful etc.)in_______.
2. Pairwork: （助教可提供帮助）
A: What’s your favourite season?
B: My favourite season is________.
A: Why do you like __________?
B: Because __________ in_______. Which season do you like best?
A: I like________ best.
B: Why do you like __________?
A: Because ____________ in_______.
S5.Guessing game: 一个学生在讲台面向黑板，主讲向其他学生展示代表一个季节的图片，讲台下学生开始描述该季节让讲台上学生猜。注意必须用句子描述。
S6. Survey: do a survey in the whole class including all the teachers, asking the above questions. Let’s see who can get the most answers. Choose the most interesting one from the answers you get to present.（主讲、助教、旁听回答学生提问）
Demonstration: My favourite season is summer, because I can swim in summer. Christine’s favourite season is spring, because she can fly kites in spring.
S7. Groupwork: Our Season Book
We like ________ best. The weather is __________in_______. (The trees are green. etc.) We wear_______________. We can____________. (助教协助)
S8. 室外游戏: http://esl-galaxy.com/boardgames/new/weatherseasonsgame.pdf (助教、旁听、所有没事的童鞋请帮忙)
U3 My Birthday
S1. Self introduction: My name is ______. I’m ______ years old. I’m from______.(TAs introduce themselves as well)
S2. Review: Four seasons (chainwork)(TAs join the chainwork)
What is your favourite season? __________ is my favourite season.
= Which season do you like best? I like __________ best.
Why do you like__________? Because_________________.
S3. How many seasons are there in a year? There are 4 seasons in a year.
How many students are there in our classroom? There are __ students in our classroom.
How many teachers are there in our classroom? There are…
How many months are there in a year? There are 12 months…
1) TA helps to teach 12 months of the year by holding a stack of cards (1-12), asking each student
to pick one and see if he/she knows how to say it (most of them should be able to as they
should’ve already learnt this unit in school, but might not be able to pronounce the words
correctly) TA repeats and get students to follow. Practice the pronunciation of each month
several times. At the same time, Christine writes numbers 1-12 and the corresponding months
on the board. Drill the list. Then erase the words for 12 months leaving only the numbers.
Drill the months again, and then split students into 2 groups. TA says the number,
students shout the month. The group with the student who can shout the right month first wins.
2) Calendar song: Hand out month flashcards to students. Play Calendar Song.
Ss sit at their desks and stand up when the corresponding month is mentioned.
3) Listening competition: get students into pairs, give each pair a stack of poker cards (1-12),
C says the month, the winner is whoever picks the card with the right number.
4) How many months are there in spring/summer/autumn/winter?
Get students to write the 12 months (only the abbreviations) in order in a column down the left side
on a piece of paper. (TA can help if necessary)
S4. When is your birthday? My birthday is in_____.
1) Draw a birthday cake next to “July”. Teach: My birthday is in July.-When is your birthday?
2) Ask a few students
3) Survey: When is your classmate’s birthday? (Students will be encouraged to ask TAs this question as well)
Presentation: My birthday is in ____. John’s birthday is in______. Helen’s birthday is in____.....
S5. Ordinal Numbers:
1) Teach first-thirty first
2) Game: Hand out cards with ordinal nunmers randomly face down to students. Bring in a stop watch, C calls out "Go", students run into a line from 1st to the highest number and then call them out correctly. Time it and then play again, telling them they have a chance to beat their previous time, though mix up the cards again. Play twice for each set of cards.
3) Show students a calendar; teach how to say a date. E.g. April 6th
4) Holidays
5) Writing race: divide the class into 2 or 3 teams. One student from each team stands near the
board at his respective positions. C calls out a date. The student who gets to write first
correctly adds a score to his team. Each student gets two or three chances and then a new set of
students play. The team with maximum scores wins.
S6. Survey: When is your birthday? My birthday is on______________. (Encourage students to ask TAs)
S7. Groupwork: Make your own calendar (Might need TAs'help)
U4 What are you doing?
S1. Warm up：Grouping
S2. Review:
1. What day is it today? What date is it today?
2. When is your birthday? My birthday is on _______
3. When is his/her birthday?让学生猜助教的生日： Is her/his birthday on ________?
S3. New phrases 1: 展示学生第一组带有动作短语的图片（draw pictures/ do the dishes/ cook dinner/ read a book/ answer the phone/watch TV/have breakfast/ do homework/ clean the room）
1. 看图片,做动作,跟读,找学生写在黑板上
2. C做动作,学生猜,引入 What is C doing?
3. 如何表示“正在做”: 单词变形: +ing
S4. 引入 I’m ___ing ______.- What are you doing?
1. Pairwork: Talking on the phone 给每个学生一张图片，不能让同桌看，假扮在给对方打电话：
A： Hi This is A! B: Hi A! A: What are you doing?
B: I’m __________. What are you doing?
A: I’m __________.
S5. New phrase 2第二组图片（wash clothes / read a newspaper/ listen to music/ write a letter/ write an email）找学生上台表演，台下学生猜，该学生左边的人把该词组变为doing形式，右边造成句子I’m________.
1. Brainstorming: 学生分两组，在5分钟内，在黑板上写上能想到的动作词组，不得看书。最后看哪个组写的多。由每组学生共同带读。
2. 给学生一会时间自己复习所有句子和词组
S6. Game: Mr. Tiger:
1.学生围成圈；
2. 一个学生在中间当 Mr. Tiger;
3. 所有学生问Mr. Tiger “What are you doing Mr.Tiger?” 然后Mr. Tiger 说例如 I’m swimming.
4. 所有学生重复该句子并做动作；
5. 当Mr. Tiger 说到 “I’m having breakfast/lunch/dinner”时所有学生要跑开，Mr. Tiger 追，被Mr. Tiger抓到的当下一轮的Mr. Tiger
规则： Mr. Tiger不能在第一句和第二句时就说I’m having breakfast/lunch/dinner; 不能总是重复同样的句子
S7. Guessing game: 用纸将图片的一部分遮住，让学生猜图片里的人在做什么？
1. What is she doing? Is she __ing _______? No, she isn’t/ Yes, she is _____________.
2. What is he doing? Is he __ing _______? No, he isn’t/ Yes, he is _____________.
3. What are they doing? Are they __ing _______? No, they aren’t / Yes, they are ____________.(黑体句子写黑板上)
S8. Pairwork: Making phone calls in English
A: Hello! C: (接过电话) Thank you!(对A说)Hi This is C speaking.
B: Hello! This is B. Can I speak to C please? B: Hi C, what are you doing?
A: She/he is _________. Please hold on. C: I’m ___________. What are you doing?
B: Thank you! B: I’m _________. Do you want to go to the Children’s centre?
A: C, there’s a call for you. C: Sure, what time?
C: Who’s that? B: ____. C: OK, see you later.
A: It”s B.
S9.Review game: board game
S10. Homework: My family
U4&U5 现在进行时
S1. Review:
1. birthdays: 喜羊羊5月25日/美羊羊4月20日/懒羊羊6月26日/沸羊羊3月18日/暖羊羊8月17日/慢羊羊1月25日/软绵绵5月20日/花羊羊5月1日/灰太狼9月26日/红太狼11月13日/蕉太狼12月11日
2. Pairwork: Talking on the phone 给每个学生两张图片，不能让同桌看，假扮在给对方打电话：（助教监督看说的是否正确）
A： Hi This is A! B: Hi A! A: What are you doing? B: I’m __________. What are you doing?
A: I’m __________.（draw pictures/ do the dishes/ answer the phone /clean the room/wash clothes / read a newspaper/ listen to music/ write a letter/ write an email/ cook dinner/ read a book/watch TV/ do homework/ have breakfast）
S2. Animals: pic book
S3. Actions: Flying-walking-jumping-running-swimming-sleeping-climbing-fighting-swinging-drinking water-eating leaves
1. 展示图片，问学生What is it/are they doing?
2. Pairwork: What is it doing? It is ________./ What are they doing? They are __________.
3. Song to help Ss remember the action words.
S4. Guessing game: freeze charades game
分两组，第一组中找学生上台做一个动作（一直重复，不要停），第二组学生闭上眼睛倒数“Three, two, one, stop!”，在台上做动作的学生定格，第二组学生睁开眼睛，猜台上学生做的什么动作，第一组学生回答是或否。所练句型：
1. What is she doing? Is she __ing _______? No, she is not _____/ Yes, she is _____________.
2. What is he doing? Is he __ing _______? No, he is not _____/ Yes, he is _____________.
3. What is it doing? Is it ___ing___? No, it is not _____/Yes, it is__________. （展示图片）
4. What are they doing? Are they __ing _______? No, they are not ______ / Yes, they are ____________.(找两或多名学生上台)
S5. Game: （助教监督学生说英文，不能用中文）
1. 在黑板上贴上几张动物的图片（有单数、复数的）及几个人名（Christine, Jack etc.）
2. 发给每个学生几张卡片
3. 5分钟内， 每个学生在班里其他学生黑板上的动物和人在做什么Is the monkey _____ing?/ Is Christine ___ing?/ Are the pandas _____?，如果被问的学生手中有该动物或人在做该动作的卡片，则需将该卡片给提问的学生，如果没有则说No, it is/she is/he is/they are not_________.
4. 5分钟后看谁手中的卡片多。学生轮流根据手中图片造句
S6. In the zoo: （如需要，助教引导）
1. 给每个学生发一张动物图片，告诉学生现在他/她就代表该动物
2. 在黑板上挂上一幅动物园的简笔画，将代表Christine 在做某一动作的图片贴到动物园图片的某一地方
3. 让学生自己在纸上照样子也画一个动物园，并把Christine 画在图片中
4. 然后让学生想象自己所代表的动物在做某一个动作，也画在图中（提示学生不要让其他同学看到）
5. 问学生It’s 11 o’clock. What is Christine doing in the zoo? 学生回答：She is ________near the river/on the mountain/in the garden/under the tree.
6. 学生在班里问其他同学同样的句式，例如问代表兔子的学生：It’s 11 o’clock. What is rabbit doing in the zoo? 该学生回答： It’s _______ near the river/on the mountain/in the garden /under the tree. 提问的学生将其画到自己的图画里
U6 A Field Trip
知识点：
词组：take pics/ watch insects/ pick up leaves/ do an experiment/ catch butterflies/ count insects/ collect leaves/ write a report/ play chess/ have a picnic
句子：What is it/she/he doing?—It/she/he is__ing.
Is she/he______ing? Yes, she/he is. // No, she/he isn’t.
What are they/_s/es doing?—They/_s/es are __ing
Are they _____ing? Yes, they are. // No, they aren’t.
S1. Grouping and warming-up:
1. Monkey/elepnant/rabbit/tiger/bird/panda/lion/kangaroo/giraffe/duck (5个字母以上的一组，5个字母以下的一组)
2. Simon says: Jumping/running/swimming/sleeping/flying/climbing/fighting/walking drinking/swinging
S2. Review: What is it doing?-It is __ing. What are they doing?- They are__ing.
主讲将准备好的卡片拿出来（动物图片和动作单词卡片），找两位同学分别抽一张，然后不出声做动作。让下面的同学猜是什么动物在做什么。
可能会出现比较好笑的情况，比如说birds are fighting/tiger is flying
S3. New Phrases 1: having a picnic/ taking pics/ watching insects / picking up leaves/ catching butterflies
1. A Field trip: explain
2. 图片和词组连线
3. 词组操练：
4. 抽卡片，组对话：What is ___/are____ doing? ….
5. Guessing game: 出示图片，遮住一部分让学生猜+每组请一名学生上台连续做一动作，其他学生转身喊，3,2,1, stop 然后猜该学生做的动作
Is she/he______ing? Yes, she/he is. // No, she/he isn’t.
Are they _____ing? Yes, they are. // No, they aren’t.
S4. New Phrases 2: do an experiment / count insects/ collect leaves/ write a report/ play chess
1. 词组介绍及操练
2. Chinese whisper（传话游戏）：每组所有学生不能往后看，从每组最后一名学生开始，根据老师给的图片造句，然后口述给前一名学生，依次类推，至最前面一名学生大声告诉助教老师该组传的句子，哪个组完成的又快又对为胜。
3. Guessing game: 分两组，一组转身，给第一组学生出示图片，该组学生提问
What is/are ___ doing? 第二组学生猜，第一组学生回答
Is she/he______ing? Yes, she/he is. // No, she/he isn’t.
Are they _____ing? Yes, they are. // No, they aren’t.
S5. 拼句子游戏：
1. 给每组学生一些带有单词的卡片，每组学生一起来组句子，然后交给在黑板前的一名学生，由其将组好的句子写在黑板上。在规定时间内写出的句子多的组为胜。时间到后，由组内共同将句子念出来。
2. 让学生总结规律：I/she/he/it/we/they…+ am/is/are+ doing.
I/she/he/it/we/they…+am/is/are+not+ doing.
Are/Is/Are+ you/she/he/it/we/they…+doing?
What/Where+ are/is/are+ you/she/he/it/we/they…+doing?
S6. Draw a pic together: A field trip
1. 在黑板上画一个户外的简笔画，将代表Christine 在做某一动作的图片贴到图片的某一地方；
2. 让学生自己在纸上也照样子画，并把Christine 画在图片中；
3. 然后让学生想象自己在做某一个动作，也画在图中（提示学生不要让其他同学看到）
4. 问学生 Is Christine ___ing in the field trip? 学生回答
5. 让学生在班里问其他同学Are you _____ing in the field trip? 被问到的学生按照自己画的动作如实回答，提问的同学相应地画到自己的画中，并标明名字；
6. 短时间后，让学生看看自己画中还缺少班里那位同学，再在班里询问其它人（不能直接去问缺少的那位同学）Is xxx ____ing in the field trip? 如果被问的同学已经有这个答案，则回答，提问的同学相应地画到自己图里。如果没有，被问同学则说sorry, 提问同学去找其他同学问；
7. 最后大家展示，看是不是都一样
U6 Part 2
S1. Review:
Jumping/running/swimming/sleeping/flying/climbing/fighting/walking/drinking/swinging
1. 萝卜白菜蹲游戏：给学生每人发一张带有一个动作单词的卡片，轮流喊e.g. jumping, jumping, sleeping—sleeping sleeping, walking. 要求学生喊的同时要做相应动作
2. 陷害人游戏：学生随意选择班里另一位学生的名字造句，e.g. John is flying. 被点到名字的学生必须迅速站起来做出相应动作。先练单数，再练复数。
S2. Phrases from last week: having a picnic/ taking pics/ watching insects / picking up leaves/ catching butterflies
1. 看图片复习：先一起复习，再请学生来领读
2. 踩地雷游戏：将所有词组卡片贴在黑板上，选一个词组，告诉学生这有地雷。学生跟读，如读到有地雷的词组上，学生还跟读就算做踩了地雷，全班同学一起数“one, two, three, bomb!”砸向跟读了的同学。
3. 抽卡片，组对话：What is ___/are____ doing? ….
4. Guessing game: 分两组，一组转身，给第一组学生出示图片，该组学生提问What is/are ___ doing? 第二组学生猜，第一组学生回答
Is she/he______ing? Yes, she/he is. // No, she/he isn’t.
Are they _____ing? Yes, they are. // No, they aren’t.
S3. New phrases: do an experiment / count insects/ collect leaves/ write a report/ play chess
1.单词操练：
老师伸几个手指，学生就念几遍（将图片贴到黑板上，并把词组写在图片下，要求学生一起做笔记）
Challenge Christine: 学生跟C读词组，若C读到某词组时声音变小，学生不跟读，若出错，C加一分；反之学生加一分/学生跟C读词组，若C读的是词组A，但指的是词组B，若学生还跟读A，则C加一分；反之学生加一分
2. London bridge：把词组卡片排列到粉笔槽中，先带学生读几遍，然后给学生一定时间自己练。学生分两组，排队按顺序念词组，都读对的算是顺利过桥，加5分；读不出来或读错的，学生一起说“扑通”，该词不得分，然后继续直到走完，按读对的单词说加分。最后看哪个组得分多
3. Guessing game: 分两组进行竞赛，教师先出示一些单词的图片，然后收起来，再从中抽出一张放在身后，由每组的学生轮流猜：Is she/he______ing? /Are they _____ing?每人一句，猜对了就给该组加一分，然后接着往下猜，最后得分最多的组为优胜。（老师需告诉学生单复数）（可由龙良远主持）
S5. 拼句子游戏：
1. 给每组学生一些带有单词的卡片，每组学生一起来组句子，然后交给在黑板前的一名学生，由其将组好的句子写在黑板上。在规定时间内写出的句子多的组为胜。时间到后，由组内共同将句子念出来。
2. 让学生总结规律：I/she/he/it/we/they…+ am/is/are+ doing.
I/she/he/it/we/they…+am/is/are+not+ doing.
Are/Is/Are+ you/she/he/it/we/they…+doing?
What/Where+ are/is/are+ you/she/he/it/we/they…+doing?
S6. Review: Bingo/单词纸牌游戏
S7. 神秘礼物
