上海版牛津英语5a教案全册

Module1Gettingtoknowyou

Unit1CanIdothis?

Period1

Contents：

A:Words：cross,road,trafficlight,wait

B：Structures：There'stheredman.

Cross!Go!

Don'tcrosstheroad.

Thetrafficlight'sred.

C:Functions：Givingandrespondingtosimpleinstructions,

warningsandprohibitions.

Learningtagets：

A:Basicaims：1.Listening：Workoutthemeaningof

wordsusingvisualclues.

2.Speaking：Useappropriateintonationin

questionsandstatements.

3.Reading：Predictthemeaningof

unfamiliarwordsbyusingcontext

picturecues.

B：Furtheraims：Addsomeotherinformationasmanyas

Possible.

Languagefocus：

1.Usingtheintroductory'theretoexpressfacts.

2.Usingimperativestogiveinstructions.

3.Usingimperativestoexpressprohibitions.

4.Usingnounstoidentifyobjects.

Materialsandaids：Student'sBook5Apage2

Cassette5Aandacassetteplayer

Workbook5Apage1

WordandPictureCards5A

Unitposition：InGradeFour,studentshavelearnedthe

sentences：Therebe...Don't…Inthisperiod,

theywillcontinuetopracticethesesentences.

Theycanusetheintroductory'there'to

expressfacts.Theycanuseimperativesto

expressprohibitionsandgiveinstructions.

Theycanusenounstoidentifyobjects.

StepContentsMethods

Pre-taskSong1.Singasong

preparationDailytalk2.Dailytalk

While-taskWords1.Introduce：trafficlight

procedureSentences：usingtheWordand

PictureCards.Discuss

howtocrosstheroad

safelyandwhatthethree

coloursontrafficlights

mean.

2.Studentslookatthe

trafficlight.

T:There'sthered/green

man.CanyoucrossThe

road?

5：Yes./No.

Introduce：crossusing

WordandPictureCards.

3.Playtherecording：Look

andlearn.

Studentslistenand

repeat.

4.Playtherecording：Say

andact.Studentslisten

andrepeat.Students

thenworkinpairsto

prepare：Sayandact.

HavesomepairsactKitty

andBenandsomepairs

actthedrivingtutorand

thedriver.

Post-taskWorkbookpage1

activity1.Dividethestudentsinto

pairs.Askthemto

completethedialoguein

Readandwriteorally.

2.Thestudentswritethe

missingwords.

3.Invitepairsofstudents

toreadandactthe

completeddialogue.

ConsolidationGrammarPracticeBook5A

page1.

Period2

Contents：

A：Words：goout,out

B:Structures：CanIgoout,Mum?

Hereyouare.

C：Functions：Askingforandgiving/denyingpermissiontodo

simplethings.

Learningtagets：

A：Basicaims：1.Listening：Recognizedifferencesintheuse

ofintonationtodifferentiate

betweenquestionsand

statements.

2.Speaking：Useappropriateintonationin

questionsandstatements.

3.Reading：Predictstoryusingpicturecues.

4.Writing：Developwrittentextsbyadding

informationtowritingwhena

modelorframeworkisprovided.

B:Furtheraims：Addsomeotherinformationasmanyas

possible

Languagefocus：

1.Usingmodalstoaskforpermission.

2.Usingformulaicexpressionstoreplytorequests.

Materialsandaids：Student'sBook5Apage3

Cassette5Aandacassetteplayer

Workbook5Apage1

Unitposition：InGradeFour,studentshavelearnedthe

sentences：Canyou...?Inthisperiod,theywill

usemodalstoaskforpermission.Theycanuse

formulaicexpressionstoreplaytorequests.

StepContentsMethods

Pre-taskSong1.Singasong

preparationReview2.Lookatthepictures.

Pointtotheredman.

T:Canyoucrossthe

road?

5：No,wecan't.

Pointtothegreenman.

T：Canyoucrossthe

road?

S：Yes,wecan.

While-taskWords1.Write：CanI...?,Can

procedureSentences：we...?,Yes,I/wecan.And

No,I/wecan't,onthe

board.

2.Playtherecording：Look

andsay.Studentsfollow

intheirbooks.

3.Playtherecording：Say

andact.Studentslisten

andrepeat.Say：Ihave

mydinneratsixo'dock.

What'syourdinnertime?

Introduce：dinnertime.

4.Studentspractisethe

dialogueingroupsof

three.

5.Selectgroupstoreadand

actthedialogue.

6.Askstudentstoclose

theirbooks.

T：CanBengoout?

S：No,hecan't.

T：Why?

S：It'sraining.

T：CanKittyandBen

watchtelevision?

S：Yes,theycan.

T：CanBenhavesome

sweets?

5：No,hecan't.

T：Why?

S：It'sdinnertime.

T：CanKittyhavesome

juice?

5：Yes,shecan.

7.GiveThestudentstimeto

prepareAskandanswer.

Encouragethemoreable

studentstopayattention

toPicture1and4.

T:ThinkwhatelseMrsLi

wouldsay.

Ben：CanIgoout,Mum?

MrsLi：Yes,youcan.Take

anumbrella.

BenandAlice：Canwe

watch

television?

MrsLi：No,youcan't.Do

yourhomework.

8.Invitegroupsofstudents

toactinfrontofthe

class.

Post-taskWorkbookpage1

activity1.Studentsinpairsto

completethedialoguein

Writeorally.

2.Thestudentswritethe

missingwords.

3.Invitepairsofstudents

toreadandactthe

dialogues.Therestof

theclasscheckanswers.

4.Reviewsomeclassroom

objects.

5.Dividestudentsinto

pairs.Studentsusethe

dialoguetoasktheir

partnerfortheobjects

theywant.

ConsolidationGrammarPracticeBook5A

page2

Period3

Contents：

A：Words：drink,mean,or,one,sign,smoke,station,

underground,waitfor,way,which

B:Structures：Gooutthisway.

Don'tsmoke.

Theyaregoingout.

Theyareonthetrain.

Whichsignmeans...?

C:Functions：Askingaboutandrecognizingcommonsignsin

English.

Learningtagets：

A:Basicaims：1.Speaking：Usemodeledphrasesand

sentencestocommunicate

withteachersandother

learners.

2.Reading：Locatespecificinformationina

shorttextinresponseto

questions.Identifymainideas

fromatextwithteacher

support.

3.Writing：Gatherandshareinformation,

ideasandlanguagebyusing

strategiessuchasobserving.

B：Furtheraims：Addsomeotherinformationasmanyas

possible.

Languagefocus：

1.Usingimperativestogiveinstructions.

2.Usingimperativestoexpressprohibitions.

3.UsingThepresentcontinuoustensetodescribeanaction

takingplaceatthetimeofspeaking.

4.Usingthepresentcontinuoustensetoexpresssimple

truths.

5.Using'Wh-'questionstofindoutvariouskindsofspecific

informationaboutanobject.

Materialsandaids：Student'sBook5Apage4

Cassette5Aandacassetteplayer

Workbook5Apage2

WordandPictureCards5A

Unitposition：InGradeFour,studentshavelearnedthe

presentcontinuoustense.Inthisperiod,they

willcontinuetopracticethepresentcontinuous

tense.Theycanusethepresentcontinuous

tensetodescribeanactiontakingplaceatthe

timeofspeakingandexpresssimpletruths.

StepContentsMethods

Pre-taskSong1.Singasong

preparationDailytalk2.Dailytalk

While-taskWords1.Introduce：underground

procedureSentences：station\ss\r\qtheWord

andPictureCards.

Encourageindividual

studentstotelltheclass

theundergroundstations

theyknow.

2.Review：sign.Introduce：

undergroundusingthe

WordandPictureCards.

3.Introduce：smokeandway

o”usingthesignsonthe

WordandPictureCards.

4.Playtherecording：Look

andread.Studentslisten

andfollowintheirbooks.

5.Playtherecordingagain.

Studentslistenand

repeat.

6.LookatPicture1.

T：WhereareMrsWang

andAlice,going?

S：Theyaregoingto

ZhongshanPark

undergroundstation.

T：Whichsignmeans

'ZhongshanPark

undergroundstation'?

S：Thisone.

7.LookatPicture2.

T:Whataretheydoing?

S：Theyarewaitingfor

thetrain

8.LookatPicture3.

T：Wherearethey?

S：Theyareonthetrain.

T:Aretheyeatingor

drinking?

S：No,theyaren't.

T:Whichsignmeans

'Don'teatordrink?'

Whichsignmeans

'Don'tsmoke?

9.LookatPicture4.

T：Whichsignmeans'Go

outthisway'?

Post-taskWorkbookpage2

activity1.Asktheclasstoreadthe

sentencesinthebox

first.

2.Studentsmatchthesigns

withthesentences.

3.Dividetheclassintotwo

groups.Thetwogroups

taketurnstodrawasign

orwriteasentenceto

matchwithwhatis

providedbytheother

groupontheboard.

4.Therestoftheclass

checkanswer.

Period4

Contents：

A：Words：makeanoise,rubbish

B:Structures：Don'tmakeanoise.

I'msorry,MissFang.

C：Functions：Askingaboutandrecognizingcommonsignsin

English.

Learningtagets：

A：Basicaims：Speaking：Useappropriateintonationin

statements.

B:Furtheraims：Addsomeotherinformationasmanyas

possible

Languagefocus：

1.Usingimperativestoexpressprohibitions.

2.Usingformulaicexpressionstoexpressapologies.

Materialsandaids：Student'sBook5Apage5

Cassette5Aandacassetteplayer

Drawingpaper

Unitposition：InGradeFour,studentshavelearnedsome

signs.Inthisperiod,theywillcontinuetoread

andwritesomesigns.Theycanuse

imperativestoexpressprohibitions.Theycan

useformulaicexpressionstoexpress

apologies.

StepContentsMethods

Pre-taskSong1.Singasong

preparationReview2.Review：

T:Whatdon'twedoin

schools?

Whatdon'twedoin

thelibrary?

While-taskWords1.Playtherecording：Say

procedureSentences：andact.Studentslisten

andfollowintheirbooks.

2.Playtherecordingagain.

Studentslistenand

repeat.

3.Askthestudentstolook

atthesignsinReadand

write.Askthemto

matchthesignswiththe

pictures.

4.Dividestudentsinto

groups.Askthemto

refertothepicturesin

Readandwriteand

practiseactingastory

similartotheoneinSay

andact.

5.Invitegroupsof

studentstoactinfront

oftheclass.

6.Dividethestudentsinto

groups.Distributepieces

ofdrawingpapertoeach

group.Askeachgroupto

makeabigbookofsigns.

7.Askeachgroupto

chooseaplacestudents

thendiscussanddraw

thesignstheyseeatthe

placetheyhavechosen.

Encouragethemoreable

studentstowritea

sentencetomatchwith

eachsign.Thecompleted

drawingscanbestapled

intoabigbook.

8.Putthebigbooksinto

theclasslibrary.

ConsolidationGrammarPracticeBook5A

page3.

Unit2ThisiswhatIwant

Period1

Contents：

A：Words：glue,paper,scissors,tape,want

B:Structures：Whatdoyouwant,Alice?

Iwantsomepaper,please.

Here'ssomepaper.

Thankyouverymuch.

C:Functions：Askingaboutandexpressingwants.

Learningtagets：

A：Basicaims：1.Speaking：Usemodeledphrasesand

sentencestocommunicate

withteachersandother

learners.Useappropriate

intonationinquestionsand

statements.

2.Writing：Developwrittentextsby

puttingwordsinalogicalorder

tomakemeaningfulphrases

orsentences.

B：Furtheraims：Addsomeotherinformationasmanyas

possible

Languagefocus：

1.Asking'Wh-'questionstofindoutspecificinformation.

2.Usingthesimplepresenttomakerequest.

3.Usingformulaicexpressionstoreplaytorequests.

4.Usingformulaicexpressionstoexpressthanks.

Materialsandaids：Student'sBook5Apage6

Cassette5Aandacassetteplayer

Workbook5Apage3

WordandPictureCards5A

Unitposition：InGradeFour,studentshavelearnedthe

sentences：Iwant...Here's...Hereare...Thank

youverymuch.Inthisperiod,theywill

continuetopracticethesesentences.They

willstudyhowtoask'Wh-'questionstofind

outspecificinformation.Theycanusethe

simplepresenttomakerequest.Theycanuse

formulaicexpressionstoreplaytorequests.

Theycanuseformulaicexpressionstoexpress

thanks.

StepContentsMethods

Pre-taskSong1.Singasong

preparationReview2.Review：Userealiato

reviewstationeryitems.

While-taskWords1.T：Whichthingsdoyou

procedureSentences：usuallybringforanart

class?

PutTheWordandPicture

Cards：glue,scissorsand

tape.

2.Playtherecording：Say

andact.Studentslisten

andfollowintheirbooks.

3.Playtherecordingagain.

Studentslistenand

repeat.

4.T：WhatdoesAlicewant?

5：Shewantssomepaper.

T:WhatdoEddieand

Dannywant?

S：Theywantsome

brushes.

5.Dividestudentsinto

groups.Askthemto

practiseactingthe

dialogue.Encouragethe

moreablestudentsto

replacetheitemsinthe

dialoguewithother

stationeryitems.

6.Invitegroupstoactthe

dialogueinfrontofthe

class.

7.Putavarietyof

stationeryitemsonthe

desk.Inviteindividuals

andpairstocomeout

andaskforanitem.

8.Dividetheclassinto

groupsoffour.Askeach

grouptodiscussand

writedownThethings

theyneedforwrappinga

present/writingaletter.

Allowthemoreable

studentstocompletethe

taskindividually.

9.Introduce：wrapping

paper,ribbon,envelop

andstamptothemore

ablestudents.

10.Eachgrouptakesturns

toasktheteacherfor

thethingstheywant.

11.Askeachgroupto

comparethethingsthey

havegot.Allowthemto

addtheitemstheyhave

missedafterwards.

Post-taskWorkbookpage3

activity1.Studentsworkinpairsto

completethedialoguein

Readandwriteorally.

2.Invitepairsofstudents

toreadandactthe

dialogues.

3.ThestudentswriteThe

missingwords.

4.Encouragethemore

ablestudentstoactthe

dialoguesusing

differentstationery

items.

ConsolidationGrammarPracticeBook5A

page4

Period2

Contents：

A：Words：BigMac,Frenchfries,McChicken,alargeCoke

B:Structures：Whatdoyouwant?

IwantaMcChickenandsomeorangejuice,

please.

C:Functions：Askingaboutandexpressingwants.

Learningtagets：

A：Basicaims：1.Listening：Locatespecificinformationin

responsetosimpleinstructions

orquestions.

2.Speaking：Openaninteractionin

response.Maintainan

interactionbyproviding

informationtoquestions.

B：Furtheraims：Addsomeotherinformationasmanyas

possible.

Languagefocus：

1.Asking'Wh-'questionstofindoutspecificinformation.

2.Usingthesimplepresenttensetomakerequests.

3.Usingattributiveadjectivestodescribeobjects.

Materialsandaids：Student'sBook5Apage7

Cassette5Aandacassetteplayer

Workbook5Apage4

Unitposition：InGradeFour,studentshavelearnedsome

kindoffood.Inthisperiod,theywilllearn

somenewwordsaboutfood.Theywillask

'Wh-'questionstofindoutspecific

information.Theycanusethesimplepresent

tensetomakerequests.Theycanuse

attributiveadjectivestodescribeobjects.

StepContentsMethods

Pre-taskSong1.Singasong

preparationReview2.Lookatthepictureof

McDonald'sReviewfood

vocabulary.

T：Doyouliketogoto

McDonald's?Whatdo

youliketoeat?Doyou

like...?

While-taskWords1.Introduce：Frenchfries,

procedureSentences：BigMac,

McChicken.

2.Playtherecording：Look

andsay.Studentslisten

andfollowintheirbooks.

3.Playtherecordingagain.

Studentslistenand

repeat.

4.Dividetheclassinto

groups.Askthestudents

topractiseactingthe

dialogue.Encouragethe

moreablestudentsto

replacethefooditemsin

thedialoguewiththe

thingstheylike.

5.Invitegroupsofstudents

toactinfrontofthe

class.Therestofthe

classlistencarefullyand

trytorememberwhat

theirclassmateswant.

6.T：Whatdoes...want?

5：He/Shewants

Therestoftheclass

checkanswers.

Post-taskWorkbookpage4

activity1.Askthestudentstolook

atthepicturesinRead,

lookandwrite.

2.T：WhatdoesMrsLi/

Eddie/MrLi/Peter

want?

S：He/Shewants

3.Studentsworkinpairsto

completethedialogues

orally.

4.Studentsfillinthe

missingwordsand

completethedialogues

individually.

5.Askthestudentstolook

atthepictureatthe

bottomofthepageand

findoutwhatDanny

wants.

6.Inviteindividual

studentstowritethe

answersontheboard.

Therestoftheclass

checkanswers.

ConsolidationGrammarPracticeBook5A

page5.

Period3

Contents：

A：Words：picnic

B:Structures：I'mhungry./I'vegotsome...

Whathavewegot?

C：Functions：Comprehensionasimplenarrative.

Learningtagets：

A:Basicaims：1.Listening：Locatespecificinformationin

responsetosimpleinstructions

orquestions.

2.Speaking：Openaninteractionby

elicitingaresponse.Maintain

aninteractionbyproviding

informationinresponseto

questions.

3.Reading：Recognizeafamiliarwordsin

unfamiliarcontexts.

B：Furtheraims：Addsomeotherinformationasmanyas

possible.

Languagefocus：

1.Usingthesimplepresenttensetoexpresssimpletruths.

2.Asking'Wh-'questionstofindoutspecificinformation.

Materialsandaids：Student'sBook5Apage8

Cassette5Aandacassetteplayer

Picturesoffoodcutoutfrom

magazines

Drawingpaper

Wallpictures5A

Unitposition：InGradeFour,studentshavelearnedthe

sentences：I'mhungry.Iwantsome...Inthis

period,theywillcontinuetopracticethese

sentences.Theywillstudyhowtoask

'Wh-'questions