五年级英语上册教案.doc

Unit 1 Mocky the juggler 教学目标 技能目标：， 1、能够指认、说出不同职业名称。 2、能够通过阅读理解本单元的主题故事。 知识目标： 1、语音：了解字母a，e，i，o在单词中的发音。 2、词汇： 能够正确地听、说、认读单词：farmer，policeman，nurse，vet，doctor，pilot，dancer，student能够根据上下文理解下列单词或短语：Theres a(juggler)too，get help，quickly，alright，ambulance，have a look，Lets go home3.句型：What does heshedo? HeShe is a teacherAre you a vet? Yes，I amNo，I am notIs heshe a doctor? Yes，heshe iSNo，heshe isnt情感、策略、文化意识目标： 1、通过对本单元的学习，增进学生对不同职业性质和作用的了解，培养学生尊重他人所从事职业的意识。 2、培养学生在上学、放学的路上不贪玩、注意安全、自我保护的意识。Lesson 1Structures ( New )What does (he) do?(Hes) a (doctor).(Hes) not a (vet).Are you a (vet) ?Yes, I am./No, Im not.Structures ( Review )Hello!Whats your name? My names (Tom).This is (David).Whats (his) name?(His) name is (David).(I) can (juggle).The (doctor) cant (help).VocabularyCorea student a teachera juggler a veta policeman a calla doctor helpa farmer teacha pilota dancerContextualHeres (a juggler).tooambulancequicklyall rightWere going home now.Classroom Good morning/afternoon. Goodbye. Please Thank you. Youre welcome. Excuse me Sorry.1 Use greetings and polite espressions Ask the children, What do you say when you meet your teacher first thing m the morning? Tell them that m English we say Good morning. Have the children repeat the expression after you. Repeat this procedure for the English terms, Good aflernoon, Goodbye, Please, Thank you, Youre welcome, Ex cuse me, and Sorry. Review the expressions in a class drill by asking the hildren what English term they need to use when: a. they meet their teacher in the morning/afternoon b. they leave a friends house c. they are asking for something d. someone has given them something or has helped them e. someone thanks them for something f. they need to interrupt someone, or have bumped to someone g.they want to apologize for doing something, for example, breaking a cup.2 Set the scene Present the flashcards for a student, a teacher, a pliceman, a doctor, and a vet. Model the words and have the children repeat them after you. Hold up the flashcard for doctor. Say, He is a doctor. Have the children repeat the sentence after you. Repeat the procedure using the other flashcards. Ask the children who they go to see when they are really sick. Elicit the word doctor. Now ask the children who they go to for help when heir pet is sick.Elicit the word vet.3 Model the dialog Hold up the flashcard for a dancer. Say, She is a dancer. Now say, She can dance. Have the children repeat both sentences after you. Repeat the procedure for a teacher, substituting the words He for She, and teach for dance. Now review the word cant. Remind the children that cant is the opposite of can. Present the word a juggler. Write the words on the board and explain its meaning. Have the children repeat the words alter you. Repeat the procedure for the word help. Hold up the flashcard for a doctor. Say, He is a doctor He cant help animals. Hold up the flashcard for a vet. Say, He is a vet. He can help animals.4 Talk about the storyStudent Book pages 2 and 3Have the children open their books at pages 2 and 3. Ask these questions about the pictures:Picture 1: Where are Ann, Ken, and Mocky?Picture 2: Who are Ann, Ken, and Mocky looking t?Pictures 3/4: What is happening now?Picture 5: What is Ann pointing to?Pictures 6/7: Who comes to help?Picture 8: Who is the man in the green shirt?Pictures 9/10: What is happening now ? 5 StoryStudent Book pages 2 and 3 Say, Now were going to hear what the characters said. Play the tape. Have the children look at the pictures as they listen. Play the tape again, pausing at each new picture. Have the children repeat the words before you move on to the next picture.6 Set homeworkAsk the children to tell the story to their families.Lesson 2Structures ( Review )What does (she) do?(Shes) a (teacher).Can (she) (sing) ?Yes, (she) can./No, (she) can t.VocabularyCorea student a farmera juggler a policemana vet a doctora nurse a dancerhelp a pilotteach callClassroomStand up.Sit down.Open your books.I Simon saysUse this game to review classroom commands introduced before Stand up. Sit down. Open your books. The game can also be used to review core vocabulary presented in early books, particularly body parts and verbs. See Lesson 6 of this Unit for the games rules an, procedures.2 Flashcard activity Present the question form, What does (he) do? Write the ques- tion on the board and explain its meaning. Read the question aloud and point to each word as you do so. Have the children repeat the question. Now review the flashcards presented in Lesson 1. Hold up each flashcard in turn. Ask, What does (she) do? Elicit the answer, (She) is a (teacher). Present the flashcards for a nurse and pilot. Model the word and have the children repeat them after you. Now repeat the procedure used to review the other jobs flashcards.3 Words to learnStudent Book page 4 Have the children look at the pictures at the top of the page.As you play the tape, have them touch the matching picture, or the word in the box on the side. Replay the tape while showing your copy of the page. Stop the tape after each word and have the children repeat the word. Play the tape again without stopping. Have the children say the words along with the tape. Without the tape, point to one of the pictures or words and elicit the word from the children. Repeat for all the other pictures.4 Listen to thisStudent Book page 4 Have the children look at the picture at the bottom of page 4. Point to Ann and ask, What does she do? If necessary, have the children refer to the vocabulary at the top of the page for their answer. Repeat the procedure for all the people in the picture. Explain to the children that they will hear a sentefice on the tape and they must match it to the correct person. Play the tape, stopping after each sentence, and have the children point to the corresponding person. Play the tape again. Explain that this time the children need to write the corresponding sentence number in the box below the matching person.Stop after each sentence to allow the children time to write. Have the children take turns to say the sentence for each of the seven people.5 Lets singStudent Book page 5 Have the children open their books at page 5. Show your copy of the page. Point to the picture of the doctor. Say, Shes a doctor. Have the children repeat the sentence as they point to the picture in their books. Repeat the procedure for a vet, a teacher, and a pilot. Read the words of the first verse to the children, pointing to each word as you read. Have the children repeat the words, touching them in their books as they do so. Play the song without stopping. Have the children clap along. Now play the tape again, stopping after each line. Have the children sing each line after hearing it on the tape. Repeat for the remaining verses. Play the song again from the beginning. Encourage the children totouch the words in their books as they sing along. Divide the class into four groups. Play the tape again. Have each group sing a different verse. Have the groups change verses so that all the children have a chance to sing each .etse. : 6 Set homeworkExplain to the children that you want them to sing the song to their families.Lesson 3Structures ( Review )Im a (policeman).Im not a (doctor).( My friend) is (hurt).What does ( he) do?(Hes) a (policeman).Is (he) a (vet)?Yes, (he) is./No, (he) isnt.VocabularyCorea studenta teachera jugglera policemana veta doctora dancera nursea pilothelpcallContextual Yes, of course.Phonics ( Review) long and short vowelsThe importance of games and songsThe games and songs in each Unit provide useful review activities for core vocabulary and structures. Repetition of games and songs is effective because the children are relaxed and are enjoying themselves. Games and songs increase childrens confidence, and motivate them to learn and use English.I Review Review the flashcards for this unit. Hold up each one in turn and elicit the correct name. Hold up the flashcard for a policeman and ask, Is he a doctor? Elicit from the children the answer No,he isnt. Then ask, What does he do?Elicit He is a policeman. from the children. Tell them that they are going to play a guessing game. Ask one child to come up to the front. Tell him to imitate a doctor checking up a patient. Ask the other children,What does he do? Elicit the correct answer from the children He is a doctor. Ask the children to check their guessing with the child in the frort, Are you a doctor? The child should answer, Yes,I am. Put the children into groups and have them play the guessing game with other jobs.2 Talk together Student Book page 6 Have the children open their books at page 6. Draw their attention to the top of the page. Show your copy of the page. Read the sentences in the first speech bubble aloud as you ploint to each word. Have the children repeat the words after you. Repeat the procedure for the structures in the other speech bubbles. Divide the class into groups and have the children repeat the dialog in a role-play. Put the children into pairs and have them practice the dialog Encourage them to substitute other job names( teacher, vet, policeman, dancer ,juggler, student) for doctor.3 Listen and matchStudent Book page 6 Have the children open their books at page 6. Show your copy of the page. Point to each picture and have the children tell you what each person does, for example, Hes a doctor. Play the first sentence,then stop the tape. Have the children point to the matching picture. Repeat for the other sentences. Play the tape again, stopping after each sentence. Explain that this time the children need to write the sentence number next to the matching picture. Have the children repeat the sentences in a class drill.4 Jacks familyStudent Book page 7 Draw the childrens attention to page 7. Tell them that in this activity they will read about a boys family. Tell the children to look at the picture first. Explain that this is a family picture of the boy. Tell them that the boys name is Jack. Point to the grandfather and ask, Who is he?Try to elicit the answer from the children. Continue with the other family members in the picture. Now point to the text. Explain to the children that they must read the text and then complete the activities below. All the information they need is in the text. Read the entire passage slowly with the children. Make sure they understand all the vocabulary. Read the text again. This time read the first half of each, sentence and have the children complete the rest. Alternatively you can ask simple questions to check their understanding. Now point to the picture of the doctor in the first activit and ask, Who is he? elicit the answer from the children He is Jacks father. Tell them to write the answer on the space provided. Repeat the procedure with the other pictures. Draw the childrens attention to the second activity. Tel them that these are Jacks family members and they need to find out what they do. Point to the picture of Jacks grandfather and ask, Who is he?and What does he do?elicit the answer from the children. Have the children write down the answer on the blank. Repeat with the other pictures in this activity5 Set homeworkTell the children that as homework you want them to Color the picture on page 6 Tell their parents about Jacks family.Lesson 4Structures (Review)What does (she) do?(She) is a (doctor).Are you a (doctor) ?Yes, I am./Nol Im not.VocabularyCorea teachera jugglera policemana doctora dancera nursea pilota vetPhonics ( Review )long and short vowelsI Sounds and lettersStudent Book page 8 Draw the childrens attention to the pictures at the top of the page. Explain to the children that they will hear and practice some sounds. Work with the/a/ sound first. Play the tape and have the children point to each word as they hear it. Play the tape again, stopping after each word. Have the children repeat the words. Repeat the procedure for the/e/,/i/, and/o/ sounds. Play the tape from the beginning without stopping. Have the children say the words with the tape. Check correct pronunciation by asking individual child to say the words as you point to them.2 Match and sayStudent Book page 8 Direct the childrens attention to the middle part of the page. Show your copy of the page and point to the first word, snake. Play the first word on the tape and have the children point to the matching picture. Now say, Listen for the word in the second row that has the same long sound. Play the tape straight through. Have the children point to the word with the same long sound, gate. Repeat the procedure for the other words in the top row. Play the tape again. This time the children draw a line between the words that have the same sound. In a class drill, review each pair of words that have the sam sound.3 Read with Uncle BookyStudent Book page 8 Direct childrens attention to the four rows of words at the bottom of the page. Show your copy of the page and point to the first row of words. Play the tape for the first two words. Have the children point to each word that they hear on the tape. Ask the children if they can find that all the words have same sound. Tell the children to find out how to read the last word. Play the tape for the last word and have children repeat. Ask them if they know other words that contain this sound. Repeat the procedure for the other words.4 Model the structures Hold up the flashcard for a nurse. Ask, What does she do? Elicit, She is a nurse. Pin up the relevant drillcards on the board to form the question and answer. Point to each word as you read the structures aloud to the class. Have the children repeat them after you. Repeat the procedure for the other profession words, substituting the correct drillcard(s). Now point to the picture of the vet on page 4. Ask the children, Is he a vet? Elicit, Yes, he is. Pin up the relevant drillcards on the board to form the question and answer. Point to the picture of the vet again. Ask the children, ls he a doctor? Elicit, No, he isnt. Pin up the relevant drillcards. Point to each word as you read the structures aloud to the class. Have the children repeat them after you. Repeat the procedure for the other professions.5 Uncle Bookys BlackboardStudent Book page 9 Have the children open their books at page 9. Model the structures on Uncle Bookys Blackboard by reading them aloud to the class. Have the children repeat the structures in a class drill.6 Touch and sayStudent Book page 9 Draw the childrens attention to the bottom of the page. Ask them what they can see in the pictures. Show your copy of the page. Point to the picture of the juggler. Ask, What does he do? Elicit, He is a juggler. Repeat the procedure for the other pictures. Now point to the pictures one at a time and elicit both the questions and the answers. Put the children into pairs for further practice. Have them take turns asking and answering the questions.Lesson 5Structures ( Review )What does(she) do?(Shes) a (doctor).VocabularyCorea teacher a policemana vet a doctora dancer a pilota nurseContextualveryPhonics (Review)long and short vowelsI Acting gameUse the following game to review the job names presented in this Unit. Divide the class into groups of four children. Have the children take out their small cards for this Unit. The cards should be placed facing down on a table so that the children cannot see the pictures. The children should each choose one picture and then look at it. Tell the children they should not let anyone else see their picture. Explain to the children that they are going to play a game where they will pretend to be the person pictured on their card. For example, if they pick up a card showing a dancer, they must pretend to be a dancer and act out dancing movements. The other children in the group must try to guess their job. The first child to guess correctly scores one point. Have the children ask, Are you a (teacher)? Each time they make a guess. The child whose turn it is to act out a job must then answer either, Yes, I am. or No, Im not. Continue the game until all the pictures have been used and the children have all had a couple of turns pretending to do a different job.2 Road and writeStudent Book page 10 Have the children open their books at page 10. Show your copy of the page. Explain to the children that you will read the questions and that they must either trace or write the correct answers. The first two answers have been given as examples. Read the first question as you point to each word. Have the children repeat the question as they touch each word in their books. Now have the children read the answer in their book