上海本地版英语五上牛津上海本地版英语五年级上册5A全册教案
2022学年沪教版牛津英语五年级上册5A 教学设计
5A教学大纲Unit1一：知识目标1. 语音：掌握音标/i:/，/i/ 的发音，并能正确读出例词。
2. 重点词汇：四会：first , second, third, fourth, fifth, sixth, party, begin,bring, wear,favourite三会：invitation, present, smart3. 重点句子：1. That sounds interesting.2. I can’t wait!3. When’s your birthday?4. What do you have?5. What time does the party begin?二：能力目标1. 学会用英语表达具体的月份及日期。
2. 了解序数词的定义，并掌握first , second, third, fourth, fifth, sixth的用法。
三：文化目标引导学生体会，了解英语国家的人们在过生日时的文化差异，风俗习惯。
Unit2一：知识目标1.语音：掌握音标/e/，/æ/的发音，并能正确读出例词。
2. 重点词汇：四会：taxi, underground, zebra, crossing, traffic lights, pavement, arrive, by , cross, leave,live,on foot,arrive(at)三会：get off, journey, underground station3. 重点句子：1. How do you come to school?2.I come to school by bus.3. When do you leave home?4.That’s correct.二：能力目标1. 学会用英语表示不同的交通工具和交通方式。
2. 掌握不同的交通方式所用的不同的介词，例如by和on的用法。
3. 掌握祈使句的用法，如Wait for the green light.三：文化目标引导学生了解中西方在交通规则方面的不同点。
上海版牛津英语5a教案全册
Module 1 Getting to know youUnit 1 Can I do this?Period 1Contents:A: Words: cross, road, traffic light, waitB: Structures: There’s the red man.Cross! Go!Don’t cross the road.The traffic light’s red.C: Functions:Giving and responding to simple instructions, warnings and prohibitions.Learning tagets:A: Basic aims: 1. Listening: Work out the meaning ofwords using visual clues.2.Speaking: Use appropriate intonation inquestions and statements.3.Reading: Predict the meaning ofunfamiliar words by using contextpicture cues.B: Further aims: Add some other information as many asPossible.Language focus:1. Using the introductory ‘there’ to express facts.2. Using imperatives to give instructions.3. Using imperatives to express prohibitions.4. Using nouns to identify objects.Materials and aids: Student’s Book 5A page 2Cassette 5A and a cassette playerWorkbook 5A page 1Word and Picture Cards 5AUnit position: In Grade Four, students have learned thesentences: There be… Don’t… In this period,they will continue to practice these sentences.They can use the introductory ‘there’ toexpress facts. They can use imperatives toexpress prohibitions and give instructions.They can use nouns to identify objects.Period 2Contents:A: Words: go out, outB: Structures: Can I go out, Mum?Here you are.C: Functions: Asking for and giving/denying permission to do simple things.Learning tagets:A: Basic aims: 1. Listening: Recognize differences in the useof intonation to differentiatebetween questions andstatements.2. Speaking: Use appropriate intonation inquestions and statements.3. Reading: Predict story using picture cues.4. Writing: Develop written texts by addinginformation to writing when amodel or framework is provided. B: Further aims: Add some other information as many aspossibleLanguage focus:1. Using modals to ask for permission.2. Using formulaic expressions to reply to requests. Materials and aids: Student’s Book 5A page 3Cassette 5A and a cassette playerWorkbook 5A page 1Unit position: In Grade Four, students have learned thesentences: Can you…? In this period, they willuse modals to ask for permission. They can useformulaic expressions to replay to requests.Period 3Contents:A: Words: drink, mean, or, one, sign, smoke, station,underground, wait for, way, whichB: Structures: Go out this way.Don’t smoke.They are going out.They are on the train.Which sign means…?C: Functions: Asking about and recognizing common signs in English.Learning tagets:A: Basic aims: 1. Speaking: Use modeled phrases andsentences to communicatewith teachers and otherlearners.2.Reading: Locate specific information in ashort text in response toquestions. Identify main ideasfrom a text with teachersupport.3.Writing: Gather and share information,ideas and language by usingstrategies such as observing. B: Further aims: Add some other information as many aspossible.Language focus:1. Using imperatives to give instructions.2. Using imperatives to express prohibitions.3. Using the present continuous tense to describe an action taking place at the time of speaking.4. Using the present continuous tense to express simple truths.5. Using ‘Wh-’ questions to find out various kinds of specific information about an object.Materials and aids: Student’s Book 5A page 4Cassette 5A and a cassette playerWorkbook 5A page 2Word and Picture Cards 5AUnit position: In Grade Four, students have learned thepresent continuous tense. In this period, theywill continue to practice the present continuoustense. They can use the present continuous tense to describe an action taking place at the time of speaking and express simple truths.Period 4Contents:A: Words: make a noise, rubbishB: Structures: Don’t make a noise.I’m sorry, Miss Fang.C: Functions: Asking about and recognizing common signs inEnglish.Learning tagets:A: Basic aims: Speaking: Use appropriate intonation instatements.B: Further aims: Add some other information as many aspossibleLanguage focus:1. Using imperatives to express prohibitions.2. Using formulaic expressions to express apologies. Materials and aids: Student’s Book 5A page 5Cassette 5A and a cassette playerDrawing paperUnit position: In Grade Four, students have learned somesigns. In this period, they will continue to readand write some signs. They can useimperatives to express prohibitions. They can use formulaic expressions to express apologies.Unit 2 This is what I wantPeriod 1Contents:A: Words: glue, paper, scissors, tape, wantB: Structures: What do you want, Alice?I want some paper, please.Here’s some paper.Thank you very much.C: Functions: Asking about and expressing wants. Learning tagets:A: Basic aims: 1. Speaking: Use modeled phrases andsentences to communicatewith teachers and otherlearners. Use appropriateintonation in questions andstatements.2.Writing: Develop written texts byputting words in a logical orderto make meaningful phrasesor sentences.B: Further aims: Add some other information as many aspossibleLanguage focus:1. Asking ‘Wh-‘ questions to find out specific information.2. Using the simple present to make request.3. Using formulaic expressions to replay to requests.4. Using formulaic expressions to express thanks. Materials and aids: Student’s Book 5A page 6Cassette 5A and a cassette playerWorkbook 5A page 3Word and Picture Cards 5AUnit position: In Grade Four, students have learned thesentences: I want… Here’s…Here are… Thankyou very much. In this period, they willcontinue to practice these sentences. Theywill study how to ask ‘Wh-‘ questions to findout specific information. They can use thesimple present to make request. They can useformulaic expressions to replay to requests.They can use formulaic expressions to expressthanks.Period 2Contents:A: Words: BigMac, French fries, McChicken, a large Coke B: Structures: What do you want?I want a McChicken and some orange juice,please.C: Functions: Asking about and expressing wants. Learning tagets:A: Basic aims: 1. Listening: Locate specific information inresponse to simple instructionsor questions.2. Speaking: Open an interaction inresponse. Maintain aninteraction by providinginformation to questions. B: Further aims: Add some other information as many aspossible.Language focus:1. Asking ‘Wh-‘ questions to find out specific information.ing the simple present tense to make requests.ing attributive adjectives to describe objects.Materials and aids: Student’s Book 5A page 7Cassette 5A and a cassette playerWorkbook 5A page 4Unit position: In Grade Four, students have learned somekind of food. In this period, they will learnsome new words about food. They will ask‘Wh-‘ questions to find out specificinformation. They can use the simple presenttense to make requests. They can useattributive adjectives to describe objects.Period 3Contents:A: Words: picnicB: Structures: I’m hungry./I’ve got some …What have we got?C: Functions: Comprehension a simple narrative. Learning tagets:A: Basic aims: 1. Listening: Locate specific information inresponse to simple instructionsor questions.2. Speaking: Open an interaction byeliciting a response. Maintainan interaction by providinginformation in response toquestions.3.Reading: Recognize a familiar words inunfamiliar contexts.B: Further aims: Add some other information as many aspossible.Language focus:1. Using the simple present tense to express simple truths.2. Asking ‘Wh-‘ questions to find out specific information. Materials and aids: Student’s Book 5A page 8Cassette 5A and a cassette playerPictures of food cut out frommagazinesDrawing paperWallpictures 5AUnit position: In Grade Four, students have learned thesentences: I’m hungry. I want some… In thisperiod, they will continue to practice thesesentences. They will study how to ask‘Wh-‘ questions to find out specific information.They can use the simple present tense toexpress simple truths.Period 4Contents:A: Words: vegetable, noodlesB: Structures: What do you want?Can I have some fish, please?There you are.C: Functions: Asking about and expressing wants.Expressing thanks.Learning tagets:A: Basic aims: 1. Listening: Identify main ideas.Locate specific information inresponse to simple instructionsor questions.2. Speaking: Produce simple phrases andsentences involving repetition.Open an interaction by elicitinga response.Close an interaction by usingappropriate formulaic phrases.3. Reading: Predict story, characters usingpicture cues. Locate specificinformation in a short text.Identify main ideas from a textwith teacher support.4.Writing: Develop written text by addinginformation to writing.B: Further aims: Add some other information as many aspossible.Language focus:1. Using ‘Wh-‘ questions to find out specific information.ing modals to make requests.ing formulaic expressions to reply to requests.ing nouns to identify objects.Materials and aids: Student’s Book 5A page 9Cassette 5A and a cassette playerWord and Picture Cards 5AWorkbook 5A page 4Food packetsUnit position: Students have learned the sentences in thefirst, second and third period. In this period,they will continue to practise these sentences.They will use ‘Wh-‘ questions to find outspecific information. They can use modals to make requests. They can use formulaic expressions to reply to requests and use nouns to identify objects.Unit 3 This is what I needPeriod 1Contents:A: Words: for, need, uniform, socksB: Structures: Kitty, what do you need for school?C: Functions: Comprehending a simple narrative. Learning tagets:A: Basic aims: 1. Listening: Recognize differences in the useof intonation to differentiatebetween questions andstatements. Locate specificinformation in response toquestions.2. Speaking: Produce simple sentencesinvolving repetition or lists.Use modeled phrases andsentences to communicate withteachers and other learners.3. Writing: Develop written text by addingpersonal ideas and informationto writing when a modal orframework is provided.B: Further aims: Add some other information as many aspossible.Language focus:1. Using nouns to identify objects.2.Asking ‘Wh-‘ questions to find out various kinds of specificinformation about a person.ing indefinite determiners to refer to an unspecifiednumber of things.ing attributive adjectives to describe objects. Materials and aids: Student’s Book 5A page 9Cassette 5A and a cassette playerWord and Picture Cards 5AUnit position: Students have learned the phrases: somebooks, some crayons… in Grade Four. In thisperiod, they will continue to use indefinitedeterminers to refer an unspecified numberof things. They can use nouns to identifyobjects and use attributive adjectives todescribe objects. They can ask ‘Wh-‘questions to find out various kinds of specificinformation about a person.。
上海全部整合版本牛津英语5A备课教案.docx
.5A Module 1 Getting to know youUnit 1 My birthdayContent5A M1U1 Look and learn (P3)(Period 1)1. To learn the following new words: first, second,Aims third, fourth, fifth, sixth, party, begin, bring, favourite2. To learn the expressions of time: the first of⋯3.To encourage students to use the new words.4.To encourage students to read moreinteresting books.Language focus To use the words and phrases correctly.Teaching aids Multi-media, PPT, etcProceduresStep Teacher ’s activities Students ’ activities PurposePre-task 1. Sing a song. 1. Sing a song.快的歌曲堂preparatio 2. Daily talk. 2. Answer the questions.造松的氛。
n How many months are日常水果there in a year?展开，本埋下伏What are they?笔。
While-task 1. To teach: the first 1. To learn: the first of⋯通的日期学procedure of ⋯，并感知日期To elicit: What’ s the(1)Look and read.的表达方式。
date today?(1) Show the phrase(2)Look and say.the first of September the first of ⋯(2) Show more dates.(3)Try to say:通三个日的表_______ is on the _______.述，巩固所学知。
上海牛津英语5A全部教案
上海牛津英语5A全部教案Unit 1: Hello!Lesson 1: GreetingsLearning Objectives- Understand and use greetings in English- Respond to different greetings appropriately - Introduce themselves in EnglishKey Vocabulary- Hello-Hi- Good morning- Good afternoon- Good evening- How are you?- I'm fine, thank you.- What's your name?- My name is...- Nice to meet you.Teaching Procedure1. Warm-up (5 minutes)- Greet the students in English by saying "Good morning!" and asking "How are you?"- Encourage the students to respond with "Good morning!" and "I'm fine, thank you. How are you?"2. Presentation (10 minutes)- Introduce the new vocabulary by showing flashcards or pictures of greetings.- Model the pronunciation and ask the students to repeat after you.- Use gestures or actions to help convey the meanings of the words.- Practice saying different greetings with the students.3. Practice (15 minutes)- Divide the class into pairs or small groups.- Have the students take turns greeting each other and responding with appropriate expressions.- Walk around the classroom and provide assistance as needed.4. Production (15 minutes)- Have the students form a circle with their chairs.- Each student should introduce themselves by saying "Hello, my name is... Nice to meet you."- Encourage the students to ask each other "What's your name?" and respond with "My name is..." and "Nice to meet you."5. Consolidation (5 minutes)- Recap the new vocabulary and expressions learned in the lesson.- Have a class discussion about the importance of greetings in different cultures.6. Follow-up Activity (Optional)- Divide the class into two teams.- Play a game where each team takes turns greeting the other team in English.- Award points for correct greetings and responses.Unit 2: My DayLesson 1: Daily RoutineLearning Objectives- Understand and use vocabulary related to daily routines- Describe their own daily routines in English- Ask and answer questions about daily routinesKey Vocabulary- get up- have breakfast- go to school- have lunch- do homework- play games- have dinner- go to bedTeaching Procedure1. Warm-up (5 minutes)- Review the vocabulary from the previous lesson on greetings.- Play a quick game of Simon Says using the greetings and responses.- For example: Say "Simon says 'Good morning!'" and the students should respond with "Good morning!"2. Presentation (10 minutes)- Introduce the new vocabulary by showing pictures or flashcards of daily routines.- Model the pronunciation and ask the students to repeat after you.- Use gestures or actions to help convey the meanings of the words.- Practice saying different daily routines with the students.3. Practice (15 minutes)- Divide the class into pairs or small groups.- Have the students take turns asking and answering questions about their daily routines.- Encourage them to use the new vocabulary and expressions.4. Production (15 minutes)- Have the students work in pairs to create and performshort dialogues about their daily routines.- Each pair should write a simple dialogue using the new vocabulary and perform it in front of the class.- Provide feedback and encouragement to each group.5. Consolidation (5 minutes)- Recap the new vocabulary and expressions learned in the lesson.- Have a class discussion about the students' favorite parts of their daily routines.6. Follow-up Activity (Optional)- Have the students draw a picture or write a short paragraph describing their ideal daily routine.- They should use the new vocabulary and expressions learned in the lesson.。
牛津上海版小学英语五年级上册Unit-5-Friends 教案
Unit 5 Friends
第一节：语篇教学课，第一课时
教学内容：
1.词汇：same, both, clever, cross, carry, heavy, class.
2.句型：We both like…/ I like…/ She/ He likes …
教学目标：
1.初步感知辅音字母组合/dr/和/pr/的发音。
2.能听懂，会说本课的词汇：same, different, both, clever, cross, carry, heavy, class.
3.能运用We both like …来描述自己和好朋友的兴趣爱好。
教学重难点：
依据《英语课程标准》，结合对学生和教材的分析结果，确定本课时的教学重难点：
1.教学重点：全体学生能初步感知和运用We both like…/ I like…/ She/ He
likes … 来表达自己喜欢的动物.运动和其他.
2.教学难点:学生能明白用like + ving形式表达喜欢做的事情，但是他们容易忽
略掉ving，例如：like playing football。
教学流程：
板书设计:。
牛津上海版小学英语五年级上册Unit-5-Friends 教案
Unit 5 Friends
第一节：语篇教学课，第一课时
教学内容：
1.词汇：same, both, clever, cross, carry, heavy, class.
2.句型：We both like…/ I like…/ She/ He likes …
教学目标：
1.初步感知辅音字母组合/dr/和/pr/的发音。
2.能听懂，会说本课的词汇：same, different, both, clever, cross, carry, heavy, class.
3.能运用We both like …来描述自己和好朋友的兴趣爱好。
教学重难点：
依据《英语课程标准》，结合对学生和教材的分析结果，确定本课时的教学重难点：
1.教学重点：全体学生能初步感知和运用We both like…/ I like…/ She/ He
likes … 来表达自己喜欢的动物.运动和其他.
2.教学难点:学生能明白用like + ving形式表达喜欢做的事情，但是他们容易忽
略掉ving，例如：like playing football。
教学流程：
板书设计:。
上海沪教牛津版五年级英语上册全册教案
B. stop wait go 1. Ask: You see the red traffic light ,what do you dods using the same way) 2. To elicit: stop wait go 3.Quick response 4. Ask them to work in pairs.
1. say and show the body language.
2. Learn the words 3. Listen and response 4. Work in pairs: S1: Jack, we are on Wande Road. Look, the traffic light is yellow. S2: Wait.
A: Ask and answer about the daily life. B: Make sentences. *Don’t climb the trees. etc.
1. Discuess and answer. 2. Learn the words. 3. Draw and colour the lights 4. Look and response. *The traffic light is red. etc.
Feedback 这课是关于交通灯的，内容应该还是比较简单的，但是学生的比较薄弱，反馈的效果不 好，连 traffic light 的读音都有问题，让我觉得有些没底了。
Module 1. Getting to know you Unit 1. Can I do this?
C. There’s the (green) man. Cross! Don’t cross. 1. Invite two students to draw 1. Draw and colour. two men. One is red. The other is green.
上海版五年级英语上册(沪教牛津5A)全册教案
按住Ctrl键单击鼠标打开配套名师教学讲课视频播放上海沪教版牛津小学英语5A（5－8单元）The First Period一、教学内容：复习第一单元，完成本单元A部分内容。
二、教学目标：1．通过复习，学生进一步掌握第一单元的四会单词和句型。
2．通过复习，学生能灵活使用第一单元日常交际用语。
3．完成本单元A部分内容。
三、教学重、难点：通过复习，学生进一步掌握第一单元的四会单词和句型。
通过复习，学生能灵活使用第一单元日常交际用语。
四、课前准备：1．第一单元图片和挂图。
2．磁带和录音机。
3．本部分内容的投影片。
五、教学过程：Step 1 Warm up1．师生齐唱歌曲Two jackets。
2．Free talk。
Step 2 Revision教师出示第一单元会话挂图，创设情景，学生表演对话。
鼓励学生自由创作。
2．教师出示词汇卡片，师生问答复习第一单元词汇和句型：T：What can you see in the picture？S：I can see a building.T：Is there a reading room in the building？S：Yes，there is.（No，there isn’t.）T：Are there any computer rooms？S：Yes，there are.（No，there aren’t.）T：How many sports halls are there？S：There are four.（a toilet，a garden，a table tennis，a swing，a slide， a see－saw的方法同上）3．教师引导学生运用所学词汇和句型，根据实际情况自由交际。
Step 3 Look，read and learn1．教师出示本部分内容的投影片，指导学生朗读句子。
2．要求学生根据图片及句子内容，把图片和句子配对，然后在图下的格子里填上相应句子的英文字母。
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5AM1U1 My birthday 单元设计（）单元任务分析该单元的主题为My birthday，要求学生掌握的核心词汇是序数词：first、second、third、fourth、fifth、sixth等，让学生会用序数词正确表达日期，如：the fourth of October。
还可根据学生的具体情况拓展序数词的使用。
主要句型是When’s … birthday?及回答It’s on the…of…。
要求学生能以我的生日为主题，进行时间、内容、地点等的问答，邀请函的设计等。
除了核心词之外，本单元还需要复习再现有关月份、星期、时间等的表达。
另外，需要掌握和操练的词汇和词组包括bring some orange things to the party、 make a birthday invitation、make hats等，这些词组在日常交流中实际使用价值较大，可结合学生的实际情况进行教学，使学生可以做到运用这些词汇进行流利地交流。
音标教学方面，对[i:][I]进行发音的归类，让学生能看到音标想到字母或字母组合。
在情感表达方面，生日主题侧重通过邀请卡的书写，生日相关时间、地点、主题的问答，生日聚会的开展营造生日前和生日中的愉快氛围。
本单元的故事教学是生日主题的延续，通过讲述父亲的辛苦工作及生日时收到父亲亲手制作的礼物的兴奋，旨在复习巩固新旧知识的同时，教育孩子懂得感恩。
单元教学目标通过本单元的学习，学生能：1．掌握序数词：first、second、third、fourth、fifth、sixth……掌握单词：party、begin、bring、wear、favourite2．掌握句型：When’s … birthday? It’s on the…of…The sounds interesting. I can’t wait.3．复习巩固月份、星期、服饰的单词和词组及时间表达法。
4．复习巩固can句型问答、时间的问答及句型What do you have? I have……5．通过操练进一步掌握一般现在时态三单的表达方式。
6．通过教学营造生日前和生日中的愉快氛围。
教学设计思路根据本单元的的教学内容和要求，制定了单元计划，特别是根据教学内容的不同、教学要求的不同、课型的不同，调整了教材的顺序。
我们将本单元分为5个课时。
第一课时复习月份，解决序数词的教学，在营造的生日情境中练习When’s …birthday? It’s on the…of…的问答。
然后进行make a birthday invitation的教学。
第二课时是上一课时生日邀请函的延续，这一课时中，主要是对上一课时序数词及When’s …birthday? It’s on the…of…的续学和复习巩固以及对生日邀请函的内容进行情境问答操练，是生日聚会邀请的过程。
主要涉及的句型有：Can you come to my birthday party?还有询问生日聚会时间，表明生日聚会的主题请朋友做好相关准备的问答。
第三课时在复习巩固前课的前提下，引入本课生日聚会的教学。
用学生的旧知充实课文中生日聚会的问答。
而后，让学生想象自己的生日聚会正在进行中，结合自己前课制作生日邀请函时制定的生日主题在小组中设计与课文相类似的对话。
第四课时教学故事<Tommy’s birthday present>,让学生通过学习故事懂得感恩父母、长辈。
第五课时在儿歌中复习月份及序数词，并学习发音规律。
文本1: I have a birthday party.I want to invite you.It’s at…(time) on…(week)It’s on the …of…It’s in …(place)It’s a/an…(topic) party .Please come to my birthday party.（备注：其他再构文本以书为框架，结合学生的水平稍作改动，故不详细列出）Module1 Getting to know youUnit 1 My birthdayPeriod 1Topic：The date of my birthday P3,4)Language aims:Using the key words in context(1). first, second, third, fourth, fifth, sixth(2). words about 12 monthsUsing modeled sentences to express the datee.g When’s your birthday? It’s on the …of January/February…Ability aims:Students can talk about the date of the birthday.Students can make a birthday invitation.Emotional aims:Get to know the knowledge and culture about the birthday.Complement (Known by 1/3):Use the new word s(first, second…)to express the date.Key points:e the new words (first, second…)to express the date.（It’s on the…of…）e the sentence patterns to ask and answer (When’s…? It’s on the…of…) Difficult points:Use the new words (first, second…)to express the date.（It’s on the…of…）Materials:Student’s Book 5A ( P3, P4)Cassette 5A and cassette playerMultimedia: PPT板书设计：Period 2Topic：The information of my birthday party(P2)Language aims:Review the key words in context(1). first, second, third, fourth, fifth, sixth…(2) words about 12 monthsReview the old sentence patterns :e.g When’s your birthday? It’s on the …of January/February…Use formulaic expressions in contextL:e.g. That sounds interesting. I can’t wait!Ability aims:Students can make the dialogue with their partners.Emotional aims:Get to know the knowledge and culture about birthday.Complement:Use the new vocabularies and sentence patterns to make the dialogue .Key points:1Use the new words (first, second…)to express the date.（It’s on the…of…）2Use the sentence patterns to ask and answer (When’s…? It’s on the…of…) Difficult points:Use the new words (first, second…)to express the date.（It’s on the…of…）Materials:Student’s Book 5A ( P2)Cassette 5A and cassette player CalendarMultimedia: PPT板书设计：Period 3Topic：My birthday party(P4)Language aims:Using wh-questions to find out specific informatione.g. What do you have?Using ordinal numbers to refer to datese.g. It is Sunday, the 19th of September.Learn the text ‘Peter’s orange party.(P4)Ability aims:1. Students can make the dialogue with their partners.2. Students can make their own birthday invitation.Emotional aims:Get to know the knowledge and culture about the festivals. Complement:Use the new vocabularies and sentence patterns to make the dialogue . Key points:Use the vocabularies to make the new dialogue.Difficult points:Use the vocabularies to make the new dialogue.Materials:Student’s Book 5A ( P4)Cassette 5A and cassette playerMultimedia: PPT板书设计：Period 4Topic：Tommy’s birthday present（P5）Language aims:Using wh-questions to find out details about a storye.g., When is Tommy’s birthday?Using ordinal numbers to refer to datese.g , Today is the 4th of October.Ability aims:Using wh-questions to find out specific informatione.g., When is Tommy’s birthday?Understanding the main idea of a storyReading the key words, sentences and the text aloud with the appropriate pronunciation and intonationEmotional aims:It’s polite to give presents on one’s birthdayComplement (Known by 1/3):To express when give somebody a surprise “What a surprise!”Key points:When is …? It’s the … of …Difficult points:The expression of the dateMaterials:Student’s Book 5A, p.5Cassette 5A and cassette playerMultimedia: PPT板书设计：Period 5Topic：When’s your birthday?（P3 P6）Language aims:Using modelled sentences to talk about dates of birthdays. Identifying the pronunciation of the sounds /i:/ and /I/ in words e.g , she, these, bee, sea, fish, happyLearn the phonetic symbols: e, e_e, ee, ea; i, yAbility aims:Using the key words in contexte.g., first, second, third, fourth, fifth, sixth…Using prepositions to indicate datese.g., It’s on the 19th of September.Using wh-questions to find out specific informatione.g., When’s your birthday?Reading the key words, sentences and the text aloud with the appropriate pronunciation and intonationComplement:Another expression of the date ‘It’s on September the 19th.Key points:When’s your birthday?It’s on the … of January/February/March/….Difficult points:Ask and answer the expression of the dateMaterials:Student’s Book 5A, p.3&6Workbook 5A, p.7 TaskCassette 5A and cassette playerMultimedia: PPT板书设计：5AM1U2 My way to school单元任务分析本单元的教学主题为transport，要求学生掌握的核心词汇是交通规则的单词：underground,taxi, 以及词组：leave home, wait for, traffic lights, zebra crossing。