英語語法是針對英語語言進行研究后，系統地總結歸納出來的一系列語言規則。英語語法的精髓在于掌握語言的使用， 以下是為大家整理的關于上海牛津五年級上冊英語語法總結4篇 , 供大家參考選擇。
上海牛津五年級上冊英語語法總結4篇
上海版牛津英語單詞 五年級上
Module 1 Unit 1
cross v. 英音：[kr?:s]美音：[kr?s] 穿過
drink v. 英音：[dri?k]美音：[dr??k]喝 go out 出去
make a noise 英音：[n?iz]美音：[n??z]吵鬧
mean v. 英音：[mi:n]美音：[min]意指
one pron. 一 or conj.或
out prep .通過…而出
road n. 英音：[r?ud]美音：[rod]路
rubbish n. 英音：["r?bi?]美音：["r?b??]垃圾
sign n. 英音：[sain]美音：[sa?n]標志
smoke v. 英音：[sm?uk]美音：[smok]抽煙
station n. 英音：["stei??n]美音：["ste??n]車站
traffic light英音：["tr?fik]美音：["tr?f?k]交通燈
underground n. 英音：["?nd?graund]美音：["?nd?,graund]地下
wait v. 英音：[weit]美音：[wet]等
wait for 等候
way n. way英音：[wei]美音：[we] 方向
which adv. 英音：[hwit?]美音：[hw?t?] 哪一個
unit2
bigmac n.巨無霸
french fries n. 英音：[frent?]美音：[fr?nt?] 英音：[fraiz]美音：[fra?z]炸薯條
glue n. 英音：[glu:]美音：[glu]膠水
mcchicken 麥香雞
paper n. 英音：["peip?]美音：["pep?] 紙
picnic n. 英音：["piknik]美音：["p?kn?k]野餐
scissors n. 英音：["siz?z]美音：["s?z?z] 剪刀
tape n. 英音：[teip]美音：[tep] 膠帶
vegetable n. 英音：["ved?it?bl]美音：["v?d??t?b!]蔬菜
want v. 英音：[w?nt]美音：[wɑnt]要
unit3
bake v. 英音：[beik]美音：[bek]烤
buy v.英音：[bai]美音：[ba?] 買
cheap adj. 英音：[t?i:p]美音：[t?ip] 便宜的
dear adj. 英音：[di?]美音：[d?r]貴的
for prep. 英音：[f?:]美音：[f?r] 為
need v. 英音：[ni:d]美音：[nid]需要
salt n. 英音：[s?:lt]美音：[s?lt] 鹽
uniform n. 英音：["ju:nif?:m]美音：["jun?,f?rm]制服
wear v. 英音：[w??]美音：[w?r]穿
let’s英音：[lets]美音：[l?ts]讓我們
module2 unit1
at(time) perp. 在…時
group n. 英音：[gru:p]美音：[grup] 小組
home adv. 英音：[h?um]美音：[hom]回家
morning n . 英音：["m?:ni?]美音：["m?rn??]早上
mice n. 英音：[mais]美音：[ma?s]老鼠
night n. 英音：[nait]美音：[na?t]夜間
outside adv. 英音：["aut"said]美音：["aut"sa?d]向外面
park n. 英音：[pɑ:k]美音：[pɑrk]公園
way n. 英音：[wei]美音：[we]方法
unit 2
be v. 英音：[bi:]美音：[bi]是 （三種形式：am,is,are）
cabbage n. 英音：["k?bid?]美音：["k?b?d?]卷心菜
carrot n. 英音：["k?r?t]美音：["k?r?t]胡蘿卜
dessert n.英音：[di"z?:t]美音：[d?"z?t] 甜點心
doesn’t英音：[d?znt]美音：[d?znt]不
drink n. 英音：[dri?k]美音：[dr??k]飲料
know v. 英音：[n?u]美音：[no]知道
nod v. 英音：[n?d]美音：[nɑd]點
on(days of the week) 在…的時候
potato n. 英音：[p?"teit?u]美音：[p?"teto]土豆
sausage n. 英音：["s?:sid?]美音：["s?s?d?]香腸
shout v. 英音：[?aut]美音：[?aut]叫喊
show v. 英音：[??u]美音：[?o] 出示
sick adj. 英音：[sik]美音：[s?k] 有病的
tea n. 英音：[ti:]美音：[ti]茶
unit 3
colour v. 英音：["k?l?]美音：["k?l?]給..著色
eighth num. 英音：[eitθ]美音：[etθ]第八
eleventh num. 英音：[i"levnθ]美音：[?"l?vnθ] 第十一
first num. 英音：[f?:st]美音：[f?st]第一
fourth num. 英音：[f?:θ]美音：[forθ]第四
invitation n. 英音：[,invi"tei??n]美音：[,?nv?"te??n]請貼
ninth num. 英音：[nainθ]美音：[na?nθ]第九
of prep. 英音：[?v]美音：[ɑv] …的
party n. 英音：["pɑ:ti]美音：["pɑrt?]聚會
picture n. 英音：["pikt??]美音：["p?kt??] 畫
second num. 英音：["sek?nd]美音：["s?k?nd]第二
seventh num. 英音：["sevnθ]美音：["s?vnθ]第七
sixth num. 英音：[siksθ]美音：[s?ksθ]第六
tenth num. 英音：[tenθ]美音：[t?nθ] 第十
third num. 英音：[θ?:d]美音：[θ?d]第三
thirtieth num. 英音：["θ?:tiiθ]美音：["θ?t??θ]第十三
twelfth num. 英音：[twelfθ]美音：[tw?lfθ]第十二
twentieth num. 英音：["twentiiθ]美音：["tw?nt??θ]第二十
twenty-first num. 英音：[,twenti"f?:st]美音：[,tw?nt?"f?st]第二十一
when adv. 英音：[hwen]美音：[hw?n]什么時候
Module 3 unit1
Art [ɑrt] and Craft [kr?ft] 工藝美術
break n. 英音：[breik]美音：[brek]課間休息
by(bus.car,etc) 英音：[bai]美音：[ba?]通過
Chinese n. Chinese英音：["t?ai"ni:z]美音：["t?a?"niz]語文
Cupboard n. 英音：["k?b?d]美音：["k?b?d]小櫥
day(every day) n. 英音：[dei]美音：[de]天
English n. 英音：["i?gli?]美音：["??gl??]英語
Fan n. 英音：[f?n]美音：[f?n]風扇
Floor n. 英音：[fl?:]美音：[flor] 層
handred num.[ hain,dri:d]百
lesson n. 英音：["lesn]美音：["l?sn]課
maths n. 英音：[m?θs]美音：[m?θs]數學
music n. 英音：["mju:zik]美音：["mjuz?k]音樂
physical英音：["fizik?l]美音：["f?z?k!]
education英音：[,edjukei?n]美音：[,?d?u"ke??n] n. 教育
quarter n. 英音：["kw?:t?]美音：["kw?rt?] 一刻鐘
science n. 英音：["sai?ns]美音：["sa??ns]科學
subject n. 英音：["s?bd?ikt]美音：["s?bd??kt]科目
then adv. 英音：[een]美音：[e?n]接著
timetable n. 英音：["taim,teibl]美音：["ta?m,teb!]課程表
tram n. 英音：[tr?m]美音：[tr?m]電車
unit2
case(pencil case) 英音：[keis]美音：[kes] 盒
eighty num. 英音：["eiti]美音：["et?]八十
fifty num. 英音：["fifti]美音：["f?ft?] 五十
money n. 英音：["m?ni]美音：["m?n?] 錢
ninety num. 英音：["nainti]美音：["na?nt?]九十
note n. 英音：[n?ut]美音：[not]紙幣
seventy num. 英音：["sevnti]美音：["s?vnt?]七十
sixty num. 英音：["siksti]美音：["s?kst?]六十
unit 3
bin n. 英音：[bin]美音：[b?n]垃圾箱
dangerous adj. 英音：["deind??r?s]美音：["dend??r?s]危險的
play with英音：["plei wie]美音：["ple w?e]玩
pool n. 英音：[pu:l]美音：[pul]水池
swimming ["sw?m??] pool 游泳池
why adv . 英音：[hwai]美音：[hwa?]為什么
module 4 unit1
bar n. 英音：[bɑ:]美音：[bɑr]柵欄
country ["k?ntr?] park [pɑrk] 鄉村公園
crocodile n. 英音：["kr?k?dail]美音：["krɑk?,da?l]鱷魚
if conj. 英音：[if]美音：[?f]如果
jungle n. 英音：["d???gl]美音：["d???g!]叢林
peel n. 英音：[pi:l]美音：[pil]剝
them pron. 英音：[eem]美音：[e?m]
Through prep. 英音：[θru:]美音：[θru]穿過
Zoo n. 英音：[zu:]美音：[zu]動物園
Zoo-keeper英音：["ki:p?]美音：["kip?] n. 飼養員
unit2
become v. 英音：[bi"k?m]美音：[b?"k?m]變成
body n. 英音：["b?di]美音：["bɑd?]軀體
caterpillar n. 英音：["k?t?,pil?]美音：["k?t?,p?l?]毛蟲
cocoon n. 英音：[k?"ku:n]美音：[k?"kun] (昆蟲的)卵袋
feeler n. 英音：["fi:l?]美音：["fil?]觸角
insect n. 英音：["insekt]美音：["?ns?kt] 昆蟲
lay v. 英音：[lei]美音：[le]下
spell v.英音：[spel]美音：[sp?l] 拼
wing n. 英音：[wi?]美音：[w??] 翅膀
unit3
aquarium n. 英音：[?"kw??ri?m]美音：[?"kw?r??m] 水族館
catch v. 英音：[k?t?]美音：[k?t?] 趕上
diver n. 英音：["daiv?]美音：["da?v?]跳水者
dolphin n. 英音：["d?lfin]美音：["dɑlf?n] 海豚
from prep. 英音：[fr?m]美音：[frɑm]從…
garden n. 英音：["gɑ:dn]美音：["gɑrdn] 花園
high adj. 英音：[hai]美音：[ha?]高的
island n. 英音：["ail?nd]美音：["a?l?nd]島
lake n. 英音：[leik]美音：[lek]湖
map n. 英音：[m?p]美音：[m?p]地圖
ocean n. 英音：["?u??n]美音：["o??n] 海洋
place n. 英音：[pleis]美音：[ples]地方
plant v. 英音：[plɑ:nt]美音：[pl?nt]種
seal n. 英音：[si:l]美音：[sil]海豹
shark n. 英音：["?ɑ:k]美音：["?ɑrk]鯊魚
theatre【英】=theater n. 英音：["θi?t?]美音：["θ??t?] 劇場
tower n. 英音：["tau?]美音：["tau?] 塔
visit v. 英音：["vizit]美音：["v?z?t]游覽
2011學年第 一 學期
學科成績統計表
五（1）班
教師教學計劃
（2006學年度第一學期）
制定日期：9/7
姓名
陸曉英
學科
英語
年級
五
班級
五（1）
班
級
情
況
分
析
班級基本情況分析
本班共有42人。
班級同學中除個別同學以外，許多同學英語基礎薄弱，尤其是外地的插班生。同時，學習的習慣也比較差。相對而言，要提高整體的水平存在著一定的難度。本學期，我們又轉進4位新同學，一個星期觀察，發現他們由于教材不一樣，學習環境變化，所以心里造成差異，不太適應這里的教學，學習情況也不太理想。
教學質量目標
盡量達到區成績
措施
1．抓好學生的學習習慣培養。
2.充分運用電教媒體進行教學。模仿是基礎，英語教學中的模仿離不開錄音、投影及圖片的運用，媒體的運用能調動學生學習的積極性
3.分層次布置作業。根據學生掌握知識的程度，布置不同的作業。
4.及時進行補差。對學習有困難的學生進行無償補課。
5．做好教師和家長之間的聯系.
6．繼續做好后進生的補缺補差工作，爭取不讓一個學生掉隊。
教學研究
課題研究
完成日期
公開課
開課日期
單元測驗安排
周次
內容
周次
內容
4
Moudule 1
8
Moudule 2
12
Moudule 3
14
Moudu1e 4
教學進度表
（2006學年度第一學期）
陸曉英
Week Date Contents P.s.
1 9/1-9/2 Unit1
2 9/5-9/9 Unit1
3 9/12-9/16 Unit1 Unit2 Test1
4 9/19-9/23 Unit2
5 9/26-9/30 Unit2, Unit3 Test2
6 10/3-10/7 National Day holidays
7 10/10-10/14 Unit3
8 10/17-10/21 Unit3 Unit4 Test3
9 10/24-10/28 Unit4
10 10/31-11/4 Unit4 Revision Test4
11 11/7-11/11 Unit5
12 11/14-11/18 Unit5 Test5
13 11/21-11/25 Unit6
14 11/28-12/2 Unit6 Test6
15 12/5-12/9 Unit7
16 12/12-12/16 Unit7 Test7
17 12/19-12/23 Unit8
18 12/26-12/30 Unit8 Test8
19 2006/1/2-1/6
20 1/9-1/13 Unit9
21 1/16-1/23 Revision, Final Exam
Module 1. Getting to know you
Unit 1. Can I do this?
Teaching-aims: P2
1.Using the introductory “ there” to express facts e.g. There’s the red man.
2.Using imperatives to give instructions e.g. Cross! Go!
3.Using imperatives to express prohibitions e.g. Don’t cross the road.
4.Using nouns to identify objects e.g. The traffice light’s red.
Focus and difficulty:
1.Use appropriae intonation in questions and statements.
2.To express more imperarives about the traffic.
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Pre-task preparation:
A. Talk freely
B. Using imperatives to make
the sentences
While-task procedure:
A. traffice lights
1. Ask: What can you see on the
road?
2. To elicit: traffic lights
3.. Ask the students to draw the
lights and colour them.
4. Do actions
B. stop wait go
1.Ask: You see the red traffic light ,what do you do?
(present the other two words using the same way)
2. To elicit: stop wait go
3.Quick response
4. Ask them to work in pairs.
C. There’s the (green) man.
Cross! Don’t cross.
1. Invite two students to draw two men. One is red. The other is green.
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.
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.
1. Draw and colour.
2.To elicit: the red man and the
green man.
3.You see the red/green man,what do you do?
4.To elicit: Cross the road.
Don’t cross the road.
5.Play a game: Help a blind to cross the road.
Post-task activities1.Play the cassette twice.
2.Ask them to act out the dialogue.
3.Play a game: A train
4.PC P1
5.Do you know if we walk or cross the road, where we should walk and can you make more phrases with “cross”?
6.Say the rules about the road safty.
2. Learn and say
3. Try to say.
4. Learn and say.
5. S1: I’m a blind. Can you help me?
Ss: Yes.
S2: There’s the red man.
Ss: Don’t cross the road.
1. Listen and repeat.
2. Act out the dialogue with you friend.
3. Play a game.
4. Do the exercises
5. Try to say:
* pavement
zebra crossing
Cross ______ Road.
Cross the river/sea.
6. Think and make the more sentences.
Board Design:
Feedback
這課是關于交通燈的，內容應該還是比較簡單的，但是學生的比較薄弱，反饋的效果不好，連traffic light的讀音都有問題，讓我覺得有些沒底了。
Module 1. Getting to know you
Unit 1. Can I do this?
Teaching-aims: P3
1.Using modals to ask for permission. e.g. Can I go out, Mum?
2.Using formulaic expression to reply to requests e.g. Here you are.
Focus and difficulty:
1.Using appropriate intonation in questions and statements.
2.According to the pictures or the information,express the sentences , including
______ can__________. Can I _______? Yes/no.
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Pre-task preparation:
A.Say sth. about the road safety.
Make dialogues.
B. Revision
1.Make some phrases.
2.Review: Can…
Yes/no.
While-task procedure:
A. Have some /a …
1. T: Are you hungry/thirsty?
To elicit: have some/a …
2. T: I’m hungry/ thirsty.
3.. Practise by themselves.
B. It’s raining.
1.Draw the picture to elicit the sentence.
2.Response:
T: Look, it’s raining.
C. It’s dinner time.
1.Presentation
T: Oh, it’s twelve.
It’s dinner time. (Do action)
2.Using modals to make the sentences.
3.Work in pairs
A. Say the sentences they’ve learnt.
Work in pairs on P2
1. S: go out , watch TV etc.
2..Express the sentences:
Can you/he/she/I…
(park rules, traffic rules…)
1.Say and learn
2. Make phrases “have …”
3. Work in pairs.
S1: Oh, it’s hot.
S2: Please have some tea.
1.Learn the sentence.
2. Ss: Take an umbrella.
We can’t go out.
Put the raincoat.
1. Learn and say.
2.Ss: It’s seven o,clock.
It’s school time.
3.Ask and answer:
S1: What’s your dinner time?
S2: At __________.
D. Play the cassette. Students follow in their books.
E. Practice
1.Read and play the role
2.Talk by T and Ss
(P1)T: Can Ben go out?
3.Ask the students to give the more answers according to the four picture.
Post-task activities1.Ask some question .
Can I cross the road?
Can I play the drum?
Can I go out?
Can I have some cakes?
2.PC P2
3.Wb P1
D. Listen and repeat.
1.Read “ Look and say” , then act out it in pairs.
2.Answer:
No, he can’t. it’s raining.
(Students do the rest )
3.Think and try to say:
(P4) Can I watch TV?
----- Yes, you can.
----- No, you can’t.
It’s bed time.
----- No, you can’t.
Do your homework
1. Give the difficult answers.
Yes, you can.
No, you can’t. (Why)
2. Do the exercises
Board Design:
Feedback
看似簡單的一課，其實是一種表示請求的用法，學生在some和any間出現了混淆，我在課上加強了指導，但收效不是很大，尤其在練習的環節上，出現的問題更多，看來以后還是要加強指導。
Module 1. Getting to know you
Unit 1. Can I do this?
Teaching-aims: P4
1. Using imperatives to give instructions e.g. Go out this way.
2. Using imperatives to express prohibitions e.g. Don’t smoke.
3. Using the present continuous tense to describe an action e.g. They are going out.
4.Using “Wh”questions to find out various kinds of specific imformation about the object.
e.g. which sign means …?
Focus and difficulty:
1.Be able to identifythe signs
2.Using “Which sign means…” to find out the imformation
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Pre-task preparation:
A. Say some rhymes.
B. Revision: Show some signs, using imperatives to express prohibition.
While-task procedure:
A. undergroung station
1.Show the sign of the under-
ground station., to elicit it.
2.Tell some underground stations they know.
3.Show the slide of picture 1.
Ask: *Where are they going?
*Which sign means “Zhong
shan Park underground” ?
To elicit: This one.
B. They are waiting for the train.
1.Show the slide to elicit it.
Ask: What are they doing?
2.Play a guessing game.
C. Teach “Picture 3”
1. Ask students to ask the questions according to the picture.
To elicit : smoke
A. Pop English.
B. Say “Don’t …” accroding to the signs.
1.Learn and say.
2. Say the underground stations.
______ underground station
3.Answer the questions.
Learn and imitate.
2.S1: Do action.
S2: (Guess) Are you waiting for the (bus).
1.Make the questions:
* Where are they?
* What are they doing?
*Are they eating or drinking?
* Are they smoking?
2. Ask: *Which sign means “Don’t eat or drink/ Don’t smoke”?
*Where can you see the signs?
D.Practice
1.Play the cassette.
2.Ask them to retell the text.
3. Stick the signs on the board.
Ask them work in pairs.
Post-task activities1.PC P3
2.WB P2
2. Answer the questions.
1.Listen and repeat.
2.Look at the slide and talk about them.
3.Work in pairs
S1: Which sign…
S2: (Point and say) This one.
1. Do the exercises.
Board Design:
Feedback
這是本Unit難度最大的一課，在教學過程中，發現學生的朗讀都存在很大的問題，這是與生活相關的一課。但是，有的東西與我們實際還存在著一定的差異，所以，我又加強了人文方面的熏陶。
Module 1. Getting to know you
Unit 1. Can I do this?
Teaching-aims: P5
1. Using imperatives to express prohibitions e.g. Don’t make a noise.
2. Using formulaic expressions to express apologies e.g. I’m sorry,Miss Fang.
Focus and difficulty:
1. Use appropriate intonation in statements
2. Learners talk about common school prohibitions
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Pre-task preparation:
A. Revision:
Ask students to say what they should not do in the park/school/
library /playground/road.
While-task procedure:
A. Play the cassette.
B. Ask the students to look at the signs in “Read and write”. Match the signs with the
picture.
C.Work in groups. Refer to the picture in “Read and write” and practise acting a story similar to the one in “Say and act”.
D. Choose a sign to act a story.
A. Using “Don’t…” to express prohibitions in each place.
A. Listen and repeat.
B. Look and match the signs and pictures.
C. Discuss and play the roles.
D. Act out the story they made.
Board Design:
Feedback
Module 1. Getting to know you
Unit 2. This is what I want
Teaching aims: P6
1.Asking “Wh-“ questions to find out specific information e.g. What do you want, Alice?
2.Using the simple present tense to make requests e.g. I want some paper, please.
3.Using formulaic expressions to reply to requests e.g. Here’s some paper.
Focus and difficulty:
3.Learners practise asking for items in the classroom.
4.Here is/are …(Pay attention to the uncountable noun)
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Pre-task preparation:
A. Daily Talk
B. Review stationery items.
Don’t repeat.
While-task procedure:
A. What do you want?
I/We want …
1.Make the situations to elicit the
sentences. E.g.
T: If you are hungry/thirsty, what do you want?
2. Using the sentences to practise.
5.Work in pairs.
B. Here ’s /are …
Thank you very much.
1. Make the conversation to elicit the sentences.
2.Practise by T and Ss---- Ss
C. Teach : glue tape scissors
1. Show the objects to elicit them.
2. Touch and guess: What is it?
3.Using the sentences they’ve just leart to practise the words.
A: Ask and answer by the students.
B: Say the classroom objects.
1.Learn and say.
Answer: I want…
We want…
2.Ask and answer freely
3.S1: I have an apple and an orange, what do you want?
S2: I want …
1.learn and say.
2. S1: I want some paper.
S2: Here is some paper.
S1: Thank you very much.
1.learn, spell and say.
2.Touch the objects and guess.
3.S1: What do you want, a bottle of glue or a tape?
S2: …
4.Ask the students to be teachers
to tell us the classroom objects they know.
Post-task activities7.Work in groups: in “Ask and answer”
8.WB P3
4.To be the teacher and tell the class the classroom objects they know.
e.g. wapping paper ribbon envelope stamp etc.
1. Ask and answer in groups, each group contains three students.
2. Do exercises.
師生
Board Design:
Feedback
want的句型是本學期的重點，雖然與以前學的like的很相近，但學生還是不能理解，在今天的課中我還與后面的need句型想結合進行了擴展，以方便于后面的學習。
Module 1. Getting to know you
Unit 2. This is what I want
Teaching aims: P7
1.Ask “Wh-” questions to find out specific imformation e.g. What do you want?
2. Using the simple present tense to make requests e.g. I want a Mcchicken and some orange.
3. Using attributive adj. To describe objects e.g. a large Coke
Focus and difficulty:
1.Use appropriate intonation in words.
2.Pay attention to the sentence: _______ wants __________.
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Pre-task preparation:
A. Talk freely.
B. Revision: Ask the students to draw McDonald’s trade mark
C. Ask: Do you like to go to
McDonald’s ?
What do you like to eat?
Ask them to draw the pictures of the McDonald’ food.
While-task procedure:
A. Teach: apple pie BigMac,
McChicken
1.Ask the students to be the teachers to tell the class the words and pronunciation of the food.
2.Practise the words using the kinds of the sentences.
B. Teach “ Look and Say”
1.Play the cassette.
2. Look at the food on the board and Practise.
C. What does _______ want?
He/she wants…
A: Talk about the hobbit, food , stationery, etc.
B: Draw the trade mark.
C.Answer the questions and draw the pictures on the board.
1.To be the teacher to tell the class .
2.Say sth. about the new words.
1.Listen and repeat.
2.1) Ss: I am hungry and thirsty.
I want ___ and __.
2)S1: What do you want?
S2: I want …
1.Ask one student “What do you want? Then ask the other student what he/she wants?
To elicit: He/She wants…
2.A memory game
Invite two students to the front, and tell the other students what they want . The rest of the class listen and try to remember.
3. Do a survey: Walk around the classroom and ask the classmates if they go to McDonald’s, what do they want?
Post-task activities1.play the cassette again and do the listening exercises.
2. Play the role and act out the dialogue.
1. Try to say: He/she want…
2.Listen and remember, then response : _____ wants …
3.Walk around the classroom and ask the classmates : What do you want? Then tell the teacher:_____ wants …
1.Listen and try to fill the blanks.(on the paper)
2. Work in groups:
At McDonald’s
Board Design:
Feedback
上麥當勞的一課是同學們最感興趣的，畢竟與生活實踐非常貼近，可以說，這是開學至今大家上課最積極的一課。可喜的是，在發音上也很標準，可能真的是這課的內容比較吸引學生的注意吧。但畢竟不是每篇課文都如此的。
Module 1. Getting to know you
Unit 2. This is what I want
Teaching aims: P8
1.Using the simple present tense to express simple truths e.g. I am hungry, I ’ve got some…
2. Ask “Wh-”question to find out specific information e.g. What have we got?
Focus and difficulty:
1.Be able to express the sentence: I’ve got____________/ He/She’s got ___________.
2.Using the food items to make the dialogues.
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Pre-task preparation:
A. Speak English
Make dialogues
B. Revision: the food items
“ to have”
While-task procedure:
A. have a picnic
1.Ask: If it is fine on Sunday, what are you going to do ?
To elicit: have a picnic
B. Teach: Look and Say
1.Show the wallpicture
Ask: What are they doing?
2.Ask: What have they got? Give the students two minutes to remember what they have got.
3.Play the cassette.
4.Ask: What has _____ got?
5.Ask the students to draw some food items on the paper they like , ask each group: what have you got?
Post-task activities1.Talk about your room
2.Practise in “Ask and answer”
3. GB P6
A: Ask and answer
B. Say the words quickly.
Make the sentences.
1.Answer freely.
Learn and say
1.Ss: They are having a picnic.(on board)
2.Read and remember what they have got.
3. Listen and repeat.
4.Ss: He/She has got …
5.Work in groups: Draw the food items on the paper and say together: We have got…
1.Think and introduce your room .
* In my bedroom, I have got…
2.Ask and answer
3. Do exercises.
Module 1. Getting to know you
Unit 2. This is what I want
Teaching aims: P9
1.Using “Wh-”questions to find out specific information e.g. What do you want?
2.Using modals to make requests e.g. Can I have some fish, please?
3.Using formulaic expressions to reply to requests e.g. There you are.
4.Using nouns to identify objects e.g. noodles vegetable
Focus and difficulty:
1. Be able to set up markets stalls and play shop assistants and customers using shopping lists.
2.”There you are.” is as the same meaning as “Here you are.”
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Pre-task preparation:
A. Say the rhymes.
B. Revision: Can…?
While-task procedure:
A. rice noodles vegetables
1.Show the pictures or objects to elicit them.
2.Make the sentences with the words.
B. Teach “ Say and act”
1.Distribute a piece paper to each student.
2.Play the cassette. Listen and remember what Eric want, write Sth. on the paper.
3.Ask: What does Eric want for his dinner?
To elicit: Eric wants…
4.Play the cassette once more.
5.Invite pairs of students to read the dialuges.
6.Tell the students:
What do you want? Except answering“ I /We want…” , we can also say: Can I have…?
Post-task activities1. Ask students make a shopping list, ask them to refer to the pictures in “Say and act.”
A: Pop English
B. Make conversations by “Can…?”
1. Look , learn and say.
Imitate and spell the words
2. Make the sentences with the new words.
1. Each one can get the paper
2. Listen and write the words you hear.
3. Say: Eric wants________.
4. Listen and follow.
5. Read the diaogue in pairs.
1.Write a shopping list.
Work in groups and prepare to act
2.Invite them to perform
3. Do listening exercises.
(PC P6)
4. PC P5
2.Act out the dialogue they made.
3.Listen and complete the exercises.
4.Do the exercises.
Board Design:
Feedback
今天的課中有學生這樣問：“老師，什么樣的名詞是不可數名詞?！薄拔镔|名詞都是不可數名詞?！蔽翼樋诰痛鸬??！澳鞘裁礃拥氖俏镔|名詞？”我頓時語塞。這要和學生怎么解釋那，畢竟純語法的東西，還是學生很難理解的。課后不禁在想，這牛津教材，又要口語，又兼顧語法還真是難啊。
Module 1. Getting to know you
Unit 3. This is what I need
Teaching aims: P10
1. Using nouns to identify objects e.g. socks
2. Asking“Wh-” questions to find out various kinds of specific imformation about a person
e.g. Kitty, what do you need for school?
3. Using attributive adj. To describe objects e.g. a new bag
Focus and difficulty:
1. Use appropriate intonation in words.
2. Asking about and expressing needs.
3. The difference between “I want…” and “I need…”
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Pre-task preparation:
A.Sing a song.
Make short dialogues
Say the rhymes.
B.Revision:
1. About stationery items
2. About clothes items.
While-task procedure:
A.shoes
1. Ask: How many pairs of shoes have you got?
To elicit: shoes
2. Make sentences
3. Show any other shoes. To elicit: sport shoes leather shoes
4.Ask them to say Sth. about the shoes.
5. Ask: Do you know the brand of sport shoes?
B. Socks
1.Show some socks to elicit: socks
2. Guess: What colour are your classmate’s socks?
3. Talk about the socks. If you’re
the shop assistant, please introd-
uce your goods for the people.
C. uniform
1. Say: Today you are pretty, you look orderly. Do you know WHY?
To elicit: uniform
2. Ask: Who also has uniform?
D. I need…
1. Say some sentences to elicit the
sentence: I need …
* If you want to drive a car, you
need a licence.
* If you want to fly, you need a
pair of wings.
* I’m thirsty, I need some water.
* I want to go out, but it’s raining,
I need an umbrella.
2.Let the student understand
the meaning and response.
* Ben is a pupil.
* Today you have a P.E. Class.
* Summer is coming.
* You want to fly.
* It’s cold.
* It’s raining.
* Alice’s shoes are old.
* It’s dinner time.
*Eddie wants to write.
* You want to draw.
Post-task activities1.Play the cassette.
2. Ask: What does kitty need for
school?
3. Ask: What do you need for school? (oral pratice) , then write the things on the paper.
4.Invite students to say.
5. Group work: What do you need for P.E. class, art class, dinner or picnic. ( Each group choose one topic to discuss, and write the things, they can refer to the words on the board.)
Things for school
I need ____________
______________________
______________________.
( Activity 3)
Sing
* Can I go out,Mum? …
* How do you go to Zhongshan Park?
* What can’t we do in the …
* …, what do you want?
1.Say the words quickly.
1.Answer and learn the new words.
2. Make the sentence .
3.Look and learn.
4. Introduce your shoes.
5. Ss: Lining sport shoes, etc.
1.Look and learn.
2.S1: ×××，Are you socks
yellow?
S2: No, they are white.
3.S: Hi, look at our socks, they are nice and cheap. etc.
1.Learn and imitate.
2.Say: Doctors and nurses have uniforms.(policemen,
firemen, waiters, pilots …)
1. Learn and understand.
Think and say out the differences betweem the two words, want and need)
2.Listen and response, they can give the more answers. And they also
can try to say like the teacher.
1.Listen , follow and read.
2.Say: Kitty needs______.
3. First say out the things you need, then write on the paper.
4. Tell to the class.
5.Group leader choose a topic and discuss with the members, then write on the paper the things you need. They can refer to the words on the board.
Things for __________
We need ___________
____________________
____________________.
(Activity 5)
( P.E. class Art class
dinner picnic)
words: jam spoon fork hoops coffee fruit vegetables glue rice fish scissors brushes steak hamburgers uniforms bread balls Coke knife meat Macchicken sport shoes moodles milk French fries juice ropes etc.
Board Design
Feedback
Need是和want幾乎完全一樣的句型，在做題時也完全是如此的，但是學生的反饋卻完全像新知識一樣，讓我原本好的心情有些沮喪。尤其在句型的轉換和適當形式兩個板塊，真不知道該如何進行語法滲透。
Module 1. Getting to know you
Unit 3. This is what I need
Teaching aims: P11
1.Asking “Wh-” questions to find out various kinds of specific information about an event
e.g. What do we need?
2.Using indefinite determiners to refer to an unspecifide anount/number of thing
e.g. We need some …
3. Using the simple present tense to express opinions e.g.That smells good.
Focus and difficulty:
1.The food items for making a cake and other food.
2. Uncountable nouns: salt sugar butter milk flour jam
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Pre-task preparation:
A. Daily Talk
B. Revision
1.Ask and answer by“ What do you need for …”
2.Say the food for your breakfast or snack.
3.Say the word about the table set, to elicit: bowl
4. Can you find out the words with the same pronunciations.
While-task procedure:
A. sugar salt
1.Let the students taste the two
things, to elicit: salt sugar
2. Taste and guess, what is it?
3. Say sth. about them.
4. Ask: What do you need for
cooking?
B. Teaching“ Read and say”
1. Show a cake and ask:
What is it? How does it smell?
To elicit: cake. That smells good.
2. Ask: How to make a cake?
What do we need?
(write the key words on the board.)
3.Play the cassette.
4. Ask: What do Eric’s mother
need to make their cake?
(write the rest words on the board.)
5. You think what they do after
making the cake .
To elicit: make cake-----bake the
cake
Post-task activities1.Practise the dialogue.
2.Read: Have a few pairs read the dialogue in “Ask and answer.”
3.Group work. Ask the more able students/the more less students to find out the food items they need to make fruit jelly/ iced lemon tea, remind them to include bowls, cups, etc..
4. WB P6
A. Daily conversation.
1.Using the sentence to ask and answer.
2.S: cake , bread, etc.
3.S: spoon, knife,etc.
4.S: flower---flour, etc.
1.Taste , learn and say.
2. Taste and guess.
3. S: They look like. They are white. Taste them, sugar is sweet. Salt is salty
4. Say and learn the words:
edible oil, vinegar, pot
1. Look, smell and learn.
2. Think and try to answer.
3. Listen and follow.
4. S: They need __________.
5. Think and learn.
1. Act out the dialogue.
2.Read the dialogue in “A&A”
3. Think and discuss if you make the fruit jelly or iced lemon tea, what do you need?
S1:Can I have some..,please?
S2: Here you are.
S!: Thank you.
4. Do the exercises.
Board Design
Feedback
“Let’s是哪兩個單詞的組合？”“let is”下面的異口同聲讓我都不知道說什么了。“let’s是let us, let后面加的是賓格?！笨粗麄兊狞c頭，覺得孩子們真是天真，但學習的重擔又讓他們的臉上嚴肅了很多。
Module 1. Getting to know you
Unit 3. This is what I need
Teaching aims: P12
1. Using the simple present tense to express simple truths e.g. We’ve got some water.
2.Using the simple present tense to make requests e.g. We need some scissors.
3.Using conj. To link contrasting ideas e.g. …… but we need some paints.
Focus and difficulty:
1. The usage of Conj.”but”
2.Imitate the modal to ask and answer by “_______but________.”
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Pre-task preparation:
A. Talk freely.
B. Revision: I can_________,
but I can’t _______.
I /We have got ____, but I/We haven’t got ___________.
While-task procedure:
A. We’ve got some water but we need some paints.
1. Say: I want to draw a picture.
Now I have some water,
Can I draw. What do I need?
2. Lead them to practise.
Post-task activities1.Play the cassette.
2.Lead them to ask the questions about the two pictures.
3.Ask them to refer to the “Look and say” and act out them.
4.Ask them to look at the pictures in “Ask and Answer” and practise in pairs.
5.PC P7
1.Try to say:
You have __________, but you need _____________.
2.S1: I want to draw a picture , now I have some colour pencils.
S2: You have some pencils, but you need some paper.
1.Listen and follow.
2.S1: What have Alice and Kitty got? What have they got?
S2: They have got_____,
but they need______.
3.Work in groups, act out the dialogues
4.Work in pair in “A&A”
5. Do exercises.
Module 1. Getting to know you
Unit 3. This is what I need
Teaching aims: P13
1.Using conj. to link contrasting ideas e.g. Kitty has a uniform but it is small.
2.Using predicative adj. to describe objects e.g. It is cheap but it is nice.
Focus and difficulty:
1.Look at the picture and retell the text.
2.Attributive/predicative adj.: new old dear cheap
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Pre-task preparation:
A. Review conj. to link contrasting
Ideas. _________ but ______.
While-task procedure:
A. dear cheap
1.Make a situation: go shopping
and want to buy a bag.
(Show two bags with the the price
tag, 100 Yuan and 20 Yuan)
To elicit : cheap dear
2. Ask them to make sentences
B.It is adj. But it is adj.
1.Show an old story book.
Ask: Is this story book new?
But I like this book. I can
Read some famous fairy tales.
(let the students using “but” to link
contrasting ideas.)
2. Ask the students hold up one of
your thing and say by the sentence.
C. Teaching “Look and read”
1.Play the cassette.
2. Ask a few students to read the text.
3.Lead the students to ask some questions to the classmates.
4.Ask the more able students to
retell the text.
Post-task activities1. Ask the students to work out the
sentences.in “Read and write”
(oral practice)
2.Write the sentences in the book.
3. PC P8
4. WB P8
A.Make sentences by “but”
1.Make the conversation in
the shop.
2. Make the sentences:
S1: My watch is 200 yuan, it
is dear.
S2: Look at this ballpen, it is
cheap. It is only 0.5 yuan.
1. Answer and learn the simple sentence.
Try to say: The story book is
old but it is nice.
2. Take up one thing and say
It is ______but it is_____.
1. Listen and follow.
2. Read the text.
3.Ask and answer
*Has kitty got a uniform?
*Why does Kitty need a new uniform?
* Where are they?
*What are they looking at?
*Which uniform does Kitty
want?
*How much is it?
*is it dear?
*Does Mrs Li buy it?
*Which uniform does Mrs Li
buy?
*How is the new uniform?
4.Look at the slide and retell
the text.
1.Have volunteers read out
the sentences.
2.Write in the book.
3.Do exercises.
Board Design
Feedback
Module 2 Me, my family and friends
Unit 1 Me
Teaching aims: P16
1.Using the simple present tense to describe habitual actions e.g. This is the way I wash my face.
2. Using Prep. To indicate time e.g. … at half past one in the afternoon.
Focus and difficulty:
1.
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Pre-task preparation:
1.Say the phrases about your daily
life.
2. Review the time: Hold up a clock and ask the time to the class.
3. Pop English
While-task procedure:
A.I ______ at __________.
1. Set a clock and say: I get up at six o’clock in the morning.
I go home at half past four.
(on board)
2. Each student say a sentence like
this.
B.Sing and act
1. Play the cassette,students listen
and follow their books.
2. Learn the song.
3.Substitution
4. Split the class into two groups.
Students A sing and do “in the
Morning.” Students B sing and do “ in the afternoon.”
5. Ask the class to sing and act the whole song together.
C. Point ,sing and act
1.Ask one student say: I___ at __.
2. Say: S1 gets up at six.
(on board)
3. Ask them work in pairs.
4. Learn the song.
Post-task activities1.A new song.
Draw a timetable on the board, divide the table into three rows. Write down the activities he/she usually does in the morning/afternoon/evening.
2. GB P13
1.Say the phrases they knew.
2.Look at the clock and say out the time.
3.Greeting with the classmates.
1.Listen and learn.
2.Ss: I _____ at ________.
1.Listen and learn.
2. Sing the song follow the tape.
3.Using the other phrase instead of the original.
4.Sing the song in groups.
5.Sing the song together.
1.S1: I get up at six.
2.Learn and learn.
3.S1: I ride my bicycle at
five o’clock.
S2: He rides his bicycle at five o’clock.
4.Listen and learn the song,
then sing it together.
1.Read the timetable and prepare for the singing.
Then the whole class sing together.
Clock
Clock
Cassette
Cassette
Board Design:
I get up at six o’clock.
He/She ges up at seven o’clock.
Group A (in the morning)
Group B (in the afternoon)
Group C (in the evening)
Get up
Play games
Paly the guitar
Wash my face
Go home
Go to bed
-s : rides comes gets wants needs eats cleans reads
-es: washes watches does goes
Feedback
一般現在時，是小學階段對于學生來說最難的內容，學生大都不能很好的理解。于是在課堂上，我用進行時一起進行比較，說的時候大家都回答得較好，但在書面練習時，效果就差強人意。
Module 2 Me, my family and friends
Unit 1 Me
Teaching aims: P17
1.Using the simple present tense to describe habitual actions
e.g. I go to school at half past seven.
2. Ask “Wh-” questions to find out the time e.g. What time do you get up?
3. Using prep. To indicate time. E.g. I go to bed at nine o’clock.
Focus and difficulty:
1.
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Pre-task preparation:
1.Revision
a. Sing the song on P16
b. Using the simple present tense to describe their daily life.
While-task procedure:
A. What time do you get up?
1.Ask this question and write it on the board and elicit it.
2.Practise in pairs.
3. Play the cassette and follow it.
3.Ask the students to be Ben and describe his daily life.
B.Think and write
1.Encourage the students to talk about themselves by asking the questions.
2.Write in their own information to complete the five sentence.
3.Ask the students to compare the time they do the same activity.
C.Look and write
1. Play the cassette “Ben’s day”
once more, remember the time and try to answer the questions.
2. Ask: What time does Ben go to school? (on board)
To elicit: He goes to school at seven.
4.Ask the students to ask the questions like the teacher.
5.Ask the students to tell the deskmates when Ben does the activities in “Look and Say”
5.Work in groups
6. Invite the students to write the
answers in”look and write”.
Remind them to add “s” or “es” after the action verbs.
Post-task activities1.WB P9
2.PC P9
a. Sing the song together.
b. Ss: I _____ at _______.
He/She ____ at _____.
1.Listen, learn and say.
2.S1: What time do you …
S2: I _____ at _______.
3. Listen and follow the tape.
4. Ss: I’m Ben. I __ at ___.
1. Think and answer.
2. Think and write.
3. e.g. He gets up at half past six but I get up at seven o’clock.
or He watches TV at seven p.m. but I do my homework at seven p.m.
1.Listen and rember the time when Ben do sth.
2.Try to answer:
He goes to school at seven.
Ss: What time does Ben…
4. Work in pairs:
e.g. Ben does his homework
at half past seven.
5. S1: What time do you come home?
S2: I come home at five.
S3: What time does S2 come home?
S4: He comes home at five.
6. Write the answers on own book.
Feedback
寫話對于五年級的學生來說也是一個重點內容，在考試中也時常有出現。也是在經過了一段時間的學習后，讓他們寫上幾句，欣喜的是他們有了一定的格式，但是錯誤還是比較明顯的，尤其是在一般現在時的運用上更是錯誤連連。
Module 2 Me, my family and friends
Unit 1 Me
Teaching aims: P18
1.Using the simple present tense to describe habitual actions
e.g. They eat their dinner at half past seven.
2. Ask “Wh-” questions to find out the time e.g. What time do you get up, Mr Cat?
3. Using prep. To indicate time. e.g. Min and Mog go home at six o’clock in the morning.
Focus and difficulty:
1.
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Pre-task preparation:
1.Describe your daily life orally.
While-task procedure:
A. Say and act
1. Say: Let’s meet Mr Cat.(Ask one student will be Mr. Cat)
2. Ask the students ask some questions to Mr Cat. Understand its habit.
B. Look and read
1. Say: Let’s meet Min and Mog, two lovely cats.
2.Ask the students to look at the book and read the sentences silently.
3. Play the cassette.
4. Put the wallpicture for 18 on the board. Let the students ask and
answer.
Post-task activities1.PC P10
2.WB P10
3.GB P15
1.Ss: I _______ at ______.
1.One student will be Mr Cat.
2.Ask some questions to Mr Cat.
e.g. Mr Cat, What time do you …?
1. Know the names of two cats.
2. Read and learn by themselves
3. Listen and follow.
4.Ask and answer
1)What time do Min and Mog get up?
2)What time do Min and Mog go outside.
3)what do they do?
4)What time do they eat their dinner?
5)What do they eat?
6)What do they do at six o’clock in the morning?
7)What do they do?
mask
wallpicture
Module 2 Me, my family and friends
Unit 1 Me
Teaching aims: P19
1.Using the simple present tense to describe habitual actions
e.g. I get up at half past six in the morning.
2. Ask “Wh-” questions to find out the time e.g. What time do you get up in the morning?
Focus and difficulty:
1.
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Pre-task preparation:
1.Revision
a.Describe your deskmate’s daily life.
b. Each student say a sentence about their daily life.
While-task procedure:
A. Do a survey
1.Play the cassette
2.PC P11. Students take turns to ask a member in the group about when they do the activities. The other students in the group record the answers.
3.Ask the students to read the sentences in “Read and write” when they have complete their survey.
4.The students confirm the information they have collected with the group members.
5.Draw a similar survey form on the board. Ask them to write down the number of students in the appropriate boxes.
6.Invite the students to read their reports to the class.
Post-task activities1. PC P12
2. GB P16-17
a. Point their own deskmates
and say: He ___ at _____.
b. Ss: I ______ at _______.
1. Listen and follow.
2.Work in groups.(four students make a group)
S1: What time do you eat breakfast?
S2: I eat breakfast at seven.
3.Know the meaning of “Read and write”
4.e.g. In our group, Two children get up at six. Two children get up at seven.
5.Write down the number of students in the boxes.
6. Read the reportstogether.
Module 2 Me, my family and friends
Unit 2 Are you happy?
Teaching aims: P20
1. Asking simple questions to obtain “Yes/No” responses e.g. Are you happy?
2. Using imperatives to give instructions e.g. Clap your hands.
Focus and difficulty:
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Pre-task preparation:
1.Pop English
2.Practise Verb. Phrases by playing “Simon says”
e.g. Clap/wave your hands.
Wash your face. Stamp your feet.
Nod your head. Stand up.
Sit down. Open your books. etc.
While-task procedure:
A.clap nod shout wave shake
1. Write the words on the board.
Write some words attach to them. (map not out bake)
2.Ask the more able student to be the teacher.(pronunciation)
3.Teach the meaning of the words by body language.
4.Ask them to make phrases.
B.Sing and act
1. Play the cassette.
2. Play the cassette again.
3.The third time, students listen,
sing and act.
4. Divide the class into four, each group sings and acts an action.
Post-task activityA new song
Encourage the students to sing the song again by adding more commands.(e.g. Touch your hair/nose/ears. Wash your hands/face, etc.)
1. Say “Actions”
2. Play a game: listen carefully and respond.
1.Look and think , how to read these words correctly.
2.One student will be the teacher,the others follow him.
3. Learn and act.
4. Using the verb. To make the phrase.
1.Listen and follow.
2.Listen and act.
3. Students listen,sing and act.
4. Work in group: sing and act.
Make the new song by
adding more commands.
Module 2 Me, my family and friends
Unit 2 Are you happy?
2. Using predicative adj. to describe people e.g. She is hungry.
Focus and difficulty:
1.
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Pre-task preparation:
1. Sing a song on P20
2. Revision:
1)Say the opposite words
2) Invite some students to act with different expressions.
3)Use adj. to describe people
While-task procedure:
A. sick
1. Using the body language or a sick face to elicit it.
B. Is Kitty hungry or full?
1. Invite students to act with different expressions to elicit it.
( on board)
2. Practice
1) Imitation
2) Practise by T and Ss
T: Are you ______ or ______?
3) Point to each face and work in pairs.
C.Read and answer
1. Students ask and answer the questions.
3.Ask students to write the answers on the board.
D. Say and act
1. Play the cassette.
2. Divide the students into three. Ask them to use the dialogue in “Say and act” to ask and answer about the feelings of the other characters.
3. Ask them to act out it.
Post-task activity1.PC P13
2.WB P11
1.sing a song.
1) e.g. happy--sad
2) e.g. hungry thirsty full sad angry afraid tired happy
3)e.g. Name is adj.
Why ?
1.Look and learn.
1. The students come to the front and act with different expressions.
1) Read the sentences.
2) Ss: I’m __________.
3) Work in pairs.
S1: Is Name ____ or _____?
S2: He/She is __________.
1.Answer the questions orally.
2.Write the key on the board.
1. Listen and follow the tape.
2. Work in groups. Act out the dialogue in “Say and act”.
3. Do the role-play.
Board Design
Feedback
選擇疑問句和回答是個難點，尤其是和一般疑問句的回答相比較。在聽力的考核中是個重點。課文的教授中，還加入了ill和sick的差別。
Module 2 Me, my family and friends
Unit 2 Are you happy?
2.Using “Wh-“ questions to find out various kinds of specific information about a person
e.g. Which bag does Kitty want?
3.Using the simple present tense to express interests
e.g. I don’t like the black one but I like the green one.
Focus and difficulty:
1.
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Pre-task preparation:
1.Revision
1) the simple present tense
T: What do you want for school?
2) Ask: If you are hungry or thirsty, what do you like? What don’t you like?
While-task procedure:
A. She/He doesn’t like…
1. On board:
I like the blue bag.
I don’t like the blue bag.
She likes the red bag.
She doesn’t like the red bag.
(Compare the two sentences, find out the differences of them.
2.Turn the following into negative sentences orally.(on board)
B. Which bag do you like?
1. Collect some classroom objects and put them on the desk.(the same kind, different shape, color or size)
Say: I’ve got some pencils. This pencil is short. That pencil is long. Which pencil do you like?
(on board)
2.Using the objects to work in pairs.
C.Read and Write
1. Ask the students to read silently.
2. Play the cessette.
3.Ask some questions about it.
(S—T S---S)
What day is Kitty’s birthday?
What does Kitty want?
Which bag dies Kitty want?
Which bag dies Alice want?
Which bag dies Ben want?
4. Ask them act out the dialogue with their group member.
5. Students work in pairs to put
√ × in the table. Ask them to find out which bag each character wants.
6. Ask and answer by themselves.
D.Ask and answer
1. Play the cassette.
3.Work in pairs with a different partner.
Post-task activityWB P12
1) S1: I want a new bag.
S2: He wants a new bag.
2) S1: I like rice.
S2: I don’t like rice.
1.Look, think and find out the differences of them.
2.Change the sentences into negative sentences orally.
1.Put the objects on the board.
Try to answer:
I like the (short) one.
2.Ask and answer.
1.Read the text silently.
2.Listen and follow the tape
3. Ask and answer according to the dialogue.
4. Act out the dialogue in “Read and write.”
5.Put √ ×in the table
5.S1: Which bag does Kitty like?
S2: She likes_________
She doesn’t like____
1. Listen and follow the tape.
2.S1:Does Kitty like the black one?
S2: No, she doesn’t like the black one but she likes the green one.
S3: Does ___ like the green one? …
Board Design:
I like the blue bag. 1. He goes to school at seven.
I don’t like the blue bag. 2. She wants a pair of glasses.
She likes the red bag. 3. Ben comes home at four.
She doesn’t like the red bag. 4. Alice rides her bicycle at five a.m.
Which pencil do you like? I like the ________ one(pencil).
1.You want a new bag. 1. I want a new dress.
2. She likes yellow rulers. 2. He likes the yellow bag.
3.I get up at six o’clock. (否定句, 一般疑問句, 肯否回答, 劃線提問)
4. He reads the book in the evening.
5. Denny likes to eat chocolate.
Module 2 Me, my family and friends
Unit 2 Are you happy?
1.Using nouns to identify objects e.g. cabbage
2.Asking “wh-“ questions to find out various kinds of specific information
e.g. What do you like?
3.Using conj. to link contrasting ideas
e.g. I like water but I don’t like tea.
Focus and difficulty:
1.
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Pre-task preparation:
1.Pop English
2.Review the food vocabulary items. Divide the menu into six
parts: Meat and Fish, vegetables
Rice and noodles, Fruit, Desserts, Drink.
While-task procedure:
A. menu
1. If you sit in the restaurant, what will the waiter give you ?
To elicit: menu
B . carrots cabbage
sausages patatoes
1. Hold up the pictures of these food on the board. Ask students to put the pictures in each part accroding to the different kinds.
2. Ask one of them to be the leader, others follow him/her.
3. Describ and guess.
4. Encourage them to say any other food they know.
C. vegetables desserts
1. Point to the pictures and introduce them.
2.Say any other word about vegetables or desserts, teacher write down.
D. What do you like?
What don’t you like?
1. Write the sentence on the board.
2. Using the two questions to practise.
E.Read and act
1. Play the cassette.
2. Ask the students to read the two questions in “about you”. Ask them to write down all the food items they like and dislike.
3.Ask and answer in “Look and read”
4. Ask them to work in pairs again to look at the answers of their partners in “About you”. ask them to find out what they both like and dislike.
5. Invite groups to report back.
Post-task activity1.Make a menu
Distribute drawing paper to each group, draw the menu, write the words on it, including the price.
2. Wb P13
1. Say and act.
2. Draw the pictures about the six parts. Sort out the food vocabulary which the students have learnt.
1. Try to say.
1.Put the pictures in each part. Then put the word cards under the pictures.
2. Imitate the words.
3. S1: It’s long and red.
Touch it,it’s smooth.
Ss: A sausage.
1.Look and say.
3.Such as: tomato lettuce cucumber, etc.
1. Look at the menu and ask the students
2. Work in pairs, ask and answer.
I like ___but I don’t like ___
1.Listen and follow it.
2.Write on the book:
I like______________ but I don’t like ____________.
3.S1: What do Min and Mog like? And what don’t they like?
S2: They like _____ but they don’t like _______.
4.Ss: We like ________.
5. S1: What do you like and what don’t you like?
S2,3: We like ______ but we don’t like _____.
1.Make the menu by themselves.
Feedback
What don’t you like?在平時的日常用語中出現的不多，所以學生不是很熟悉，在課文中加強了學習。而菜單中出現了大量的單詞，讓學生一下子沒有了頭腦。我們采取了分段記憶，給了大家信心，尤其是一些基礎本來薄弱的同學，也有了一定的積極性。
Module 2 Me, my family and friends
Unit 3 A birthday Party
1.Using nouns to refer to dates e.g. My birthday is on the fourth of February.
2.Ask “wh-”questions to find out various kinds of specific information about a person.
e.g. When’s your birthday, Kitty?
3. using prep. To indicate time e.g. My birthday is on the fourth of February.
Focus and difficulty:
1.
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Pre-task preparation:
1. 1. Revision
1)Cardinal numbers by asking students to do some counting.
How much is ten plus thirty?
How many … are there …?
2)Review the months
Ask: Which month do you like?
Why?
While-task procedure:
A.ordinal number:
first second third
1.Have a competition. Who can run fast?
To elicit: first second third.
(On board.)
B.ordinal numbers: 4th-----99th
1. Ask students write the cardinal numbers on the board.
2. Make an example on the first number of each row.
(four-----fourth)
3. Encourage students do the rest.
4.Ask them to look at the book on P25.
5. Ask them to find out the rules.
C. On the fourth of February
1. Elicit the phrase straightly.
2/4(Feb.4): the fourth of February
February the fourth
2.Practice
(May. 1 Jun. 1 Mar. 8
Sep. 10 Apr.5 Feb. 14)
C.My birthday is on__________.
1. Play the cassette.
2. Ask the students to circle their birthday on the calendar in “Look and Say”.
3. Invite the students to write their birthdays in ordinal numbers on the board.
4.Practise in the whole class.
5. Invite the students to report back.
Post-task activity1.Play a remember game
1)Arrange the students to sit in rows. Ask the last student to come to your desk. Give a card to each of them and ask them to remember.
Check them if right or not.
1) Listen and answer the questions.
2) S1: I like May.
My birthday is in May.
1.Try to say:
______ is the first/second/
third.
1.Write the cardinal numbers on the board.
(4—12 13—19 20—90 )
2.Look and think.
3.Try to add “th” behind the cardinal number.
4.Read the book on P25, and try to correct the ordinal numbers on the board.
5.Find out the rules.
(fifth twelfth twentieth …)
1.Look and read.
2. Look at the board and respond the date.
1.Listen and follow it.
2.Circle their birthday on the calendar.
3.Write the birthdays in
ordinal numbers on the board, then tell the class.
4. Talk about the date of own birthday, and tell to
the class
5. Feedback:
Student’s name birthday is
on ___________.
1)Look at the card and
remember the date on the card.
2)Pass the word to the
student sitting in front
of them.
3) The first student of
of each row writes the message on the board.
Feedback
生日是個最大的難點，因為單詞的難度相對比較大，量也大，而且句型對于學生來說也有很大的難度。這種模式以前也沒有出現過，學生又開始出現了抵觸的心理，我又開始犯愁了，單詞的背誦是英語學習中的重點，而這關過不了學生的英語成績是很難提高的。該怎么辦那？
Module 2 Me, my family and friends
Unit 3 A birthday Party
1.Using nouns to refer dates e.g. twenty---first
2.Asking “wh-”questions to find out various kinds of specific information about a person.
e.g. When’s your birthday ?
3.Using the simple present tense to express simple truths e.g. My birthday’s on the… of …
4.Using prep. To indicate time e.g. My birthday’s on the … of …
Focus and difficulty:
1.
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Pre-task preparation:
1.Sing the song.
2.Revision
1)the ordinal numbers.
3)Show a calendar, there are some dates on it.(They are the dates of the students’ birthday.)
While-task procedure:
A. twenty-fifth thirty-first
1. Write “Jul.25 May. 31” on the board.
2. Help the students find out the
correct answers.
B. When is your birthday?
1.Elicit the sentence by the revision 3.
Ask: When is _______’s birthday?
2. Practice
C. Do a survey
1. Divide the class into groups. Students do a survey using the dialogue on the page.
2. Draw a big survey on the board,
invite a student to do the recording. The groups take turns to report their results.
January
2
February
4
March
5
April
1
May…
…
3.PC P15.
Post-task activity1.Play the cassette
2.WB P14
3.Ask their parents’ birthday.
1) Say the ordinal numbers from first to twentith, and to ninetieth
4)Look at the calendar
try to say
S1: Today is my birthday.
My birthday is on___ .
1. Discuss how to read the dates on the board.
(on the twenty-fifth of Jul. or on the twentieth-fifth of the July.)
2. Read the numbers correctly.
1.S1: Her/His birthday is
on _________.
2.Work in pairs.
S1:When is your birthday?
S2: My birthday is _____.
1.Work in groups, ask
and answer .
2.One student do the
recording. The groups
take turns to report their
results.
3.Work in pairs to
complete the dialogue
orally.
Board Design
Feedback
Module 2 Me, my family and friends
Unit 3 A birthday Party
1. Asking “wh-”questions to find out various kinds of specific information about a person.
e.g. Which car do you like?
2.Using the simple present tense to make requests e.g. I want a car.
3. Using indenfinite pron. To refer to objects. E.g. I like that one.
Focus and difficulty:
1.
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Pre-task preparation:
1. Review: tell to the class when your parents’ birthdays are.
2.Review colours using classroom objects.
While-task procedure:
A.Which … do you like?
1. Show two toys cars with the different colour.
Ask: What colour are the cars?
Which car do you like?
2.Practice
B. Say and act
1. Play the cassette. Listen and ollow.
2. Ask them to close their books.
1)What does Eddie want for his
birthday?
2)Where do they go ?
3)Which car does Eddie like?
3. Practice
C. Ask and answer
1. Play the cassette.
2. Ask and answer by T and Ss.
Which … do you like?
Which one?
3.Practice
4. Invite pairs to report back.
Post-task activity1.PC P17 Now listen
2.WB P15
1. My father’s birthday is …
My mother’s birthday is…
2.Ask and answer
S1: What colour is/are…
S2: It’s/They’re …
1.Try to answer:
I like the red car(the red one).
2.Work in pairs.
S1: Which …do you like?
S2: I like the …
1.Listen and follow it.
2. Answer the questions
1)A toy car.
2)They go to the toy shop.
3) The red car.
3. Act out the dialogue
using the objects
1. Listen and follow it.
2. I like that one.
The (yellow) one.
3.Work in pairs, look at picture2—5, use the
dialogue in picture 1
to find out the items
the partners like.
4.S1: Which…does…like?
S2: He/She like …
1. Listening practice
Board Design
Feedback
Which和What colour是兩個區別的重點。也是一個混淆點，尤其是顏色的劃線更是混淆了同學們的判斷。于是，在關于定語的修飾上給同學進行了滲透。Which的提問還有單、復數的差別，確實存在著一定的難度。
Module 2 Me, my family and friends
Unit 3 A birthday Party
1. Asking “wh-”questions to find out various kinds of specific information about a person.
e.g. What are you doing, Eddie?
2.Using the present continuous tense to describe an action taking place at the time of speaking e.g. I’m making some invitations.
3. Using possessive adj. to show possession E.g. This is your present.
Focus and difficulty:
1.
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Pre-task preparation:
1.Free talk
2.Revision
1) A memory game
2) “Wh-”question
While-task procedure:
A. invitations
1. Hold up the invitations, such as wedding invitation and party invitation, to elicit the word.
2.This Saturday is Eddie’s birthday
Let’s see what is Eddie doing?
Let’s help him.
3.Play the cassette.
4. Ask and answer
B. How to make an invitation?
1.Ask them open their books.
2. Ask one able student to teach other students.
C. Read and say
1. Play the cassette.
2. Work in groups.
Post-task activity1.Distribute the drawing paper to each student. Ask them to follow the steps and make their own invitation cards.
2.Send the invitation to their classmates.
1.Ask and answer
1) Remember classmates’
birthdays, then tell to the class.
2）Ask and answer by
“Wh-” question.
1.Look and learn.
3. Listen and follow it.
4.S1:When’s Eddie’s party?
At What time?
1.Read the steps of making an invitation.
2.Learn the steps one by
one.
1.Listen and follow it.
2.Act out the dialogue.
1.Follow the steps to make a nice invitation.
2.Send the cards to the
friends.
Module 2 Me, my family and friends
Unit 3 A birthday Party
1. Asking “wh-”questions to find out specific information e.g. What am I doing?
2. Asking simple questions to obtain”Yes/No” responses
e.g. Do you want a sandwich or a cake, Danny?
3. Using the simple present tense to express interests e.g. I don’t like juice.
Focus and difficulty:
1.
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Pre-task preparation:
1.Free talk
2.Revision
1) Review the verb. and verb phrases
2) Review the present continuous tense.
3) Ask: If you’re hungry/thirsty, do you want … or …?
While-task procedure:
A. Look and say
1. Play the cassette.
2. Play a guessing game to elicit it.
B. Ask and answer
1. Write “A birthday party” on the board. Draw a big table as well.
2. Play the cassette.
3. Work in groups
Post-task activity1.WB P16
2.PC P18
1) Say the verbs.
2) I ‘m __________.
3)I want_________.
1. Listen and follow it.
2. S1( Do an action)
What am I doing?
S2---S6: You’re (writing. )
1. the students come to the board and put the food or drinks pictures they like on the board.
2.Listen and follow it.
3. Do the role-play.
Module 3 Places and activities
Unit 1 A day at school
Language skills:
Listening:
Locate specific information in response to simple instructions or questions.
Identify key words in an utterance by recognizing the stress.
Speaking:
Use modelled phrases and sentences to communicate with teachers and other learners.
Maintain an interaction by providing information in response to factual questions.
Reading:
Locate specific information in a short text in response to questions.
Writing:
Develop written texts by adding personal ideas and information when a model or framework is provided.
Period 1
Language focus:
Using nouns to identify objects.
Using the introductory ‘there’ to express facts.
Using numerals to show quantities.
Procedures
Contents
Methods
Purpose
Pre-task procedure
Daily talk
Sing a song
Teacher does it with the students.
Sing “Our school”
While-task procedure
Talk about our own school.
Oral competition
Look and read
Read and write
Talk about our own school using some questions:
1.Is our school big?
2.Is our school clean?
3.Do you see some flowers and trees?
4.Do you think our school is beautiful?
5.Do you like our school?
Invite some more able students to say something about our own school.
Tell the students: today Wendy will introduce her school to us, let’s listen to the tape, then ask some questions about it:
1.Is Wendy’s school big or small?
2.Who is her teacher?
3.How many children…
4.How many fans…
Introduce: hundred floor cupboard Explain to students that when they count the number of floors in a building, they do not include the ground floor.
Ask the students to look at the two tables in Read and write. Students read the passage again to find out the amount of each item in the tables.
Students work in pairs to check answers, e.g. How many…are there in Wendy’s school? …
There are…
Post-task activities
Divide the class into groups. Distribute a sheet of drawing paper to each group, Ask the students to draw the floor plan of their ideal school.
Encourage the more able students to write some sentences to describe their own ideal school.
Assignment
Workbook page 17
Listen and read.
Do a survey about our school and class.
Feedback
序數詞的運用和基數詞是個難點，學生很容易混淆，同時，the后加序數詞也是個重點。要進行強化練習。
Period 2
Language focus:
Using the introductory ‘there’ to express facts.
Asking ‘How’ questions to find out the quantity.
Procedures
Contents
Methods
Purpose
Pre-task preparation
Sing a song
Daily talk
Sing together.
Do it in pairs.
While-task procedure
How many…?
There are…
A survey
Read and write
Divide the students into groups, have them talk each other to check the survey.
Draw a table similar to the one in the Student’s Book on the blackboard.
Groups take turns to report back. The rest of the class check answers.
Students stay in groups. Ask them to write a few sentences about their school using the information they have collected.
Ask them to follow the sample sentences in Read and write.
Post-task activities
Invite some more able students to read the paragraph for the class.
Assignment
Listen and read
Grammar Practice Book 5A page 27
Period 3
Language focus:
Using nouns to identify events.
Using the simple present tense to express interests, feelings and opinions.
Using adverbs to indicate sequence.
Procedures
Contents
Methods
Purpose
Pre-task preparation
Songs
Greetings
Sing a song.
Do some daily talk with the students.
While-task procedure
Introduce “timetable”
Introduce the subjects
Listen to “Look and Read”
Questions about “Ben’s timetable”
It’s… to…
e.g. It’s two to two.
Group work: write a day’s timetable
Ask and answer
Put my timetable in my notebook, ask “What’s in my notebook? Have a guess.” To elicit “timetable”
Stick my timetable on the blackboard, and talk about it.
Ask “Where’s your timetable?” and “What subjects have you got?” to introduce the subjects by showing the different textbooks or some classroom objects.
Play the recording. Students listen and follow in their books. Give the students a few minutes to read the text silently.
Ask: 1. How many lessons does Ben have every day?
2. Which day does he like?
3. Which subject does he like?
4. What time does he…?
Invite individuals to answer my questions
1.Introduce the time by showing a clock face, and practice more.
2.Ask the students to look at the pictures in Look and Write. Give them a few minutes to decide which subjects the pictures represent. The students write the words in the blanks.
Divide the students into groups. Ask each group to write a day’s timetable on the blackboard. e.g. Group One writes the timetable for Monday. Remind the students not to refer back to their timetable in their handbooks.
Groups check against each other’s work.
Ask the students to do “Ask and answer” in pairs, then invite some pairs to report back.
Post-task activities
Design the ideal timetable
Encourage the students to design their ideal timetable for a week in groups. Ask them to think of the subjects they like, the number of breaks they want and the time, etc.
Assignment
Listen and read
Write a day’s timetable
Workbook page 18
Feedback
課程的單詞相對有些難度，尤其是體育的拼寫，所以在教學時根據音標進行了拼寫練習，同時，就for和to的用法進行了分析。
Period 4
Language focus:
Using the simple present tense to express habitual actions.
Using the simple present tense to express simple truths.
Using prepositions to indicate means.
Procedures
contents
Methods
Purpose
Pre-task preparation
Song
Greetings
Daily talk
Sing a song.
Students greet each other.
While-task procedure
How do you go to school?
I go to school by…
Means of transport
Look and Learn
Look and Say
Questions about ”Look and Say”
Do a survey
1.Ask the students: How do you go to school? To elicit : I go to school by…
2.Review and introduce means of transport by showing the pictures the students collected.
e.g. taxi, tram, ferry car…
Play the recording, students listen and repeat.
1.Play the recording,. Ask the students to find out how each character goes to school, students listen and follow in their books.
2.Ask the students to close their books.
Ask the students to close their books. Ask: How does… go to school? Allow the less able students to answer my questions by holding up an appropriate picture to show the means of transport or by saying: By… Prompt the more able students to say… goes to school by…
Students work in groups to find out how their group members go to school. Ask the students to look at the bar chart in Do a survey. Ask each group to draw a similar chart to show how their group members go to school.
Ask the students to follow the sample sentences in Do a survey and write a report. Groups take turns to report back.
Post-task activities
Encourage the students to make a dialogue using new sentences.
Assignment
Workbook Page 19
Feedback
交通工具的提問是不存在什么問題的，但是同意句的轉換還是有很大難度，比如I go to school on foot.= I walks to school.等。
Period 5
Aims:
1. Review the old lessons.
2. Have a dictation.
3. Do some exercises.
Procedures:
1.Revision: Words and sentences.
2.Have a dictation.
3.Exercises:
A. Translate:
(1). on the first floor
(2). some offices
(3). a hundred children
(4). four fans
(5). every day
(6). seven subjects
(7).Chinese and English
(8). a quarter to twelve
B. Sentence:
(1). There are two floors in my school. (How many)
(2). There are one hundred children in my school. (question)
(3). I like Chinese. (Which)
(4). He has English at two o’clock. (What time)
Unit 3 Follow the signs
Language skills:
Listening:
Locate specific information in response to simple instructions or questions.
Identify main ideas.
Speaking:
Use modelled phrases and sentences to communicate with teachers and other learners.
Reading:
Locate specific information in a short text in response to questions.
Identify main ideas from a text with teacher support.
Writing:
Develop written texts by putting words in a logical order to make meaningful phrases or sentences.
Gather and share information, ideas and language by using strategies such as brainstorming, listing.
Period 1
Language focus:
Learners identify signs and rules.
Learners talk about the rules and signs usually found in a swimming pool.
Procedures
Contents
Methods
Purpose
Pre-task procedure
Rhyme
Greetings
Song
Say the rhyme.
T-S
While-task procedure
swimming pool
ball games
dangerous
rules for the swimming pool
Say and act
T: (Talk with the students) Can you swim? Do you like swimming? Where do you swim? To elicit : swimming pool
S: (read)
T: (give some hints) Who is the man? How is the man? What are the children doing? To elicit: ball games dangerous
T: Let’s write some rules for the swimming pool.
S: (discuss and write)
Tape
S: (read)
Post-task activities
Rules for different places
Divide the students into groups and ask them to make rules for school, classroom, park, library. etc.
Assignment
Workbook page 22
Listen and read.
Feedback
各種規則從四年級考試一直有涉及，學生的反映也基本沒什么大問題，而且祈使句的練習也能基本完成。
Period 2
Language focus:
Using the present continuous tense to describe an action taking place at the time of speaking.
Learners talk about the rules and signs usually found in a park.
Procedures
Contents
Methods
Purpose
Pre-task preparation
Say the rhyme
Daily talk
In a park
Say the rhyme together.
Do it in pairs.
T: (show a picture)
S: (say some rules for the park)
While-task procedure
In the park
Questions about the text
Act out the dialogue “In the park”
Tape
S: (listen)
S: (repeat)
T: When do they go to the park?
What time does a girl come?
What time does a man come?
What signs can you see in the park?
Students stay in groups to practise acting the dialogues in “Look and Say”.
Use the dialogue to talk about other things which are prohibited in the park.
Post-task activities
Make some bookmarks
Ask the students to think of some rules and signs for the parks.
Students write a prohibition and a sign on a rectangle piece of paper and make a bookmark.
Assignment
Listen and read
Grammar Practice Book 5A page 35
Feedback
祈使句與you can’t的轉換是本節課的一個主要內容，同時，我還加入了no+ing的一個練習。
Period 3
Language focus:
Using the present continuous tense to describe an action taking place at the time of speaking.
Using prepositions to indicate position/place.
Procedures
Contents
Methods
Purpose
Pre-task preparation
Songs
Greetings
Sing a song.
Do some daily talk with the students.
While-task procedure
Introduce Country Park
Introduce the background
Put the sentences in order
Look and talk
Read and write
Read the story
T; (show a picture) Which Country Park do you like?
Ask Ss to draw pictures.
Tell the students that the Lis are going to have a picnic in the Country Park.
T:(ask the students to put in order)
Ask the students to look at the pictures in Look and Talk.
Ss: (work in pairs to match the sentences and the pictures)
Invite pairs of students to read the story to the class.
Post-task activities
Write a new story
T: Ask the students into groups.
Ss:(discuss and write)
Assignment
Listen and read
Grammar Practice Book 5A page 35
Feedback
North, south, east, west表示方位的詞進行了補充，同時，教授in the … of
Period 4
Language focus:
More oral practice.
Procedures
contents
Methods
Purpose
Pre-task preparation
Greetings
Daily talk
T-Ss
While-task procedure
Look and Say
Read the dialogue
Tell the students read: Rose and Kitty’s dialogue
Ask:
How many children are there in their school?
Which subject does kitty like?
How does Kitty go to school?
Invite the students to read and act out.
Post-task activities
Look and Say
Read together.
Talk in pairs like “Look and Say”
Act out the dialogue.
Assignment
Listen and read.
Recite.
Period 5
Aims:
1. Review the old lessons.
2. More oral practice.
Procedures
Contents
Methods
Purpose
Pre-task preparation
Daily talk
Revision
Act out the dialogue.
Ask and answer.
While-task procedure
Ask and answer
1.Introduce: Ben and Kitty are in the supermarket. They are buying some food for a picnic.
2.Listen to the recording. Students listen and repeat.
3.Ask and answer:
What do you want?
What food do you want?
What drinks do you like?
How much money have you got?
Post-task activity
Dialogue
1.Work in pairs.
2.Act out the dialogue.
3.Make a new dialogue and write.
Assignment
Listen and read.
Write: In the supermarket.
Period 6
Aims:
Reviewing the old lesson.
More oral practice.
Have a dictation.
Do some exercises.
Procedures
Contents
Methods
Purpose
Revision
1.Read and write.
2.Words and sentences.
3.Listen and circle
1.Read together.
2.T say Ps follow.
3.Read together.
4.Underline these sounds in these sentences.
5.Put the words in the right columns.
6.Read together.
7.Ask and answer.
More oral practice
1.Look and say.
2.Ask and answer.
1.Work in pairs.
2.Make a dialogue.
3.Act out.
Have a dictation.
Words and sentences.
Listen and recite.
Do some exercises
1.Match and write
2. Match, write and put the pictures in the right order.
3. Look and write.
1. Look at the signs.
2.Ask and answer.
3.Read and write.
1.Read the sentences.
2.Match the pictures and the sentences.
3.Read the story.
1.Look at the pictures.
2.Do the exercises orally.
3.Fill in the blanks.
Assignment
Listen and read.
Revision.
Module 4. The nature world
Unit 1 Wild animals
Teaching aims: P44
Using the simple present tense to express simple truths
Using modals to talk about ability
Focus and difficulty:
Modal verb:canThe simple present tense
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Song
Greetings
Daily Talk
Sing
T-Ss
Talk about the animals they like and describe
it
Animals on a
farm
Introduce:
jungle
Look and
read
Ask and
answer
1) T: show pictures
2) Ask: What animals can you see on a farm
/ in a jungle?
1) Invite individual students to provide a few
examples of each.
2) Introduce: jungle
3) Ask the students to put pictures of
domestic animals and wild animals.
4) Review: monkey
5) Ask: Where can you find a monkey?
to elicit: in a jungle
in a zoo
1) Listen to the tape.
2) Students follow in their books.
1) S: Work in pairs to answer the questions.
2) Invite pairs of students to do a role-play.
讓學生自由的運用所學的知識介紹在農場內或在森林中的各類動物。提高學生的英語口語表達能力。
1. Workbook
page 24
1) Students work in pairs to complete the
dialogues.
2) Read and act the dialogues.
Grammar
Practice Book
5A page 36
教后感：
在這一課中主要介紹了猴子這種動物，它的外表特征以及生活習性，句子的結構主要是It is… It can… It has… It likes… 這幾類句子的一般疑問句以及肯定和否定回答，這些是本課的重點也是本課的難點。特別是Does it like….? 學生較多的回答Yes, it likes.很容易范此類的錯誤。
Module 4. The nature world
Unit 1 Wild animals
Teaching aims: P45
Using modals to talk about ability
Using the simple present tense to express interests
Using simple questions obtain ‘Yes/ No’ responses
Focus and difficulty:
Using simple questions obtain ‘Yes/ No’ responsesTeaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
1. Sing a song
2. Daily Talk
What can…
do?
They can…
S: Sing and act
1) Ask the students to make a list of wild
animals
2) Ask and answer
1. Introduce:
crocodile
2. Look and
say
3. Act the story
out
4. Ask and
Answer
5. Poem
1)Use the word and picture cards to introduce
2)Read: crocodile
3)Invite the students to describe the animals
1)Play the recording: Look and say.
2)Students listen and repeat.
3)Read the story in role-play.
1)Invite some groups of students to act
In front of class
1)Ask the students to answer the questions
in Ask and answer.
2) Work in pairs
1)Play the recording: Poem
2)Ask the students to write the new poem
3)Students discuss and write
讓學生分別扮演課文中的三個角色，學生自編對話并表演體驗學習英語的樂趣。
Workbook
Page 25
1)Students read and complete the dialogues
orally in pairs
2)Select pairs to read and act the dialogues
3)Students complete the task individually
Grammar
practice book
5A page 37
教后感：
本課是上一課的延續，本課也充分體現了牛津英語的特點，簡短有趣的故事，生動活潑的語言，讓學生在故事中學習語言，在故事中運用語言，在教學的過程中教師對學生的故事表演做一定的指導，也可通過提問回答的形式幫助學生對課文的理解。
Module 4. The nature world
Unit 1 Wild animals
Teaching aims: P46
Using modals to talk about ability
Asking ‘Wh-’ questions to find out various kinds of specific information about an animals
Focus and difficulty:
Using simple questions obtain ‘Yes/ No’ responses
Using ‘Wh-’ questions to find out various kinds of specific information about an animalsTeaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
1.Song
2.Daily Talk
1)Sing an English song
2)Talk about the wild animals
1.Look and
write
2.Draw and
write
3.Read a
poem
1)Ask the students to read the table of
animals in Look and write
2)Tick the animals they can see.
T: Can you see a crocodile?
S1: Yes, I can. ( No, I can’t. )
1)Read: Draw and write
2)Write about an animal in the picture in Look and write.
This is a ________.
It is ________. ( size )
It is ________. ( colour )
It lives in…( Where does it live? )
It can…( What can it do? )
It eats ______. (What does it eat? )
1)Play the recording: Read a poem
2)Students listen and follow in their books
3)Invite individual students to read the poem.
可讓學生看圖相互之間進行pair work，運用所學的知識對各類動物的特點進行描述，再進行選擇一種動物進行敘述。
Workbook
Page 26
1)Read the questions about a monkey and
Cirle the answers.
2) Check the answrs.
Grammar Practice Book
5A page 38 and
39.
Consolidation
Grammar Practice Book
5A page 38 and
39.
本課的重點在于語言知識的運用，是讓學生選擇一種動物進行描述，對于本篇寫作，教師可采用分層的形式，對于有一定能力的同學，可讓他們進行適當的擴展，充分運用所學的知識量，對于一般的同學可讓他們仿照課本上的內容來寫。
Module 4. The nature world
Unit 2 Butterflies
Teaching aims: P47
Using the simple present tense to express simple truths
Using adjectives to describe objects
Using nouns to identify objects
Focus and difficulty:
Using adjectives to describe objects
Using nouns to identify objects
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Warm-up
1.Ask and answer
2.Say the poem like page 46
Revision
1.True or false
a.sweet bread b. green bring
c. jungle monkey d. Wild fire
e. arms animals f. this thin
2.Change the sentences
a.It’s a brown monkey.
b.They are black and white.
c.I want the red dress.
Make an enlarged copy of Photocopiable page 34 for each group of students. Remind students to bring some felt pens or crayons. Cue the cassette.
Look and say
1.Mount your students’ work on the display board.
1.Read the text.
2.Copy and recite the words: butterflies, know, ugly, let’s=let us, cocoon, spell, in English.
Ask and answer
Say the poem like page 46
2.Photocopiable page 34 for each group of students
3.Invite individual students to draw insects on the board. Ask: What’s this?/What’s that? To elicit: This is/That is a … or I don’t know.
4.Play the recording: Look and say. Students listen and follow in their books.
5.Play the recording again. Students listen and repeat.
6.Say: Look at the butterfly in your book. Is it ugly or beautiful? To elicit: It’s beautiful. Say: Look at the big cocoon in your book. Invite individual students to draw a cocoon on the board. Encourage the students to guess what a cocoon is. Introduce: cocoon.
7.Draw a butterfly on the board. Point to different parts of the butterfly and ask: What’s this ?how do you spell that in English?
8.Divide students into groups. Make an enlarged copy of Photocopiable page 34 for each group. Students word in groups to make a poster by labelling different parts of the butterfly. Remind the students to share the word among the group. Let them choose which members of the group do the colouring or the writing, etc. Themselves.
9.Encourage the students to give a title to their poster.
10.Encourage the more able students to make similar posters of different topics, e.g. insects, animals, plants, etc.
1.A spelling game
a.Split the class into two groups. The two groups take turns to point to an object in the classroom and ask: How do you spell that in English? The other group gains one mark for providing a correct answer.
b.Give the students ten to fifteen minutes to play the game.
c.Students can also play the game in groups or in pairs.
1. Read the text.
2. Copy and recite the words: butterflies, know, ugly, let’s=let us, cocoon, spell, in English.
Feedback
本課的一個重點就是How do you spell that in English?在課堂中，就介詞這個板塊也進行了鞏固性練習，但學生的反饋不是很理想。
Module 4. The nature world
Unit 2 Butterflies
Teaching aims: P48
Using imperatives to give instructions
Using the simple present tense to express interests
Focus and difficulty:
Using the simple present tense to express interests
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Warm-up
Revision
1.T or F
Butterfly sun ( ) egg leaves ( )
Insect white ( ) grow open ( )
Come cocoon ( )
Draw a series of pictures similar to the ones in the Student’s Book, on the board, to show the grown of a butterfly.
Look and read
Point, ask and answer
Point to the pictures on the board. Ask:
a. What’s this?
b.What’s are these?
c.How do you spell that in English?
Students work in pairs to ask and
Photocopiable
1.read
2.copy and recite: insect, lay, lay eggs, become, caterpillar, grow, come out
Ask and answer
Do the exercises.
1.Introduce: caterpillar
2.Play the recording: Look and read. Students listen and follow in their books.
1.Ask the students to look at the pictures in Point, ask and answer.
2.tell their partners what the pictures represent using the dialogue in Point, ask and answer.
3.Clean the board. Invite students to draw: caterpillars, cocoons, eggs and butterflies on the board.
4.Ask the students to close their books. Tell the class that they are going to use the pictures on the board to show the life-cycle of butterflies. Encourage the whole class to arrange the pictures in the right order.
5.Display the Wallpicture for page 48. Encourage the more able students to talk about the life-cycle of butterflies. Ask the following questions to guide the students:
a.Where do butterflies lay eggs?
b.What will the eggs become?
c.What do caterpillars eat?
d.What do caterpillars make?
e.What do we call these little houses?
f.What comes out from a cocoon?
6.Provide some vocabulary items on the board for the intermediate and less able students.
1.Distribute a copy of Photocopiable page 35 to each student. Ask the students to match the negatives with the pictures.
2.Allow the less able students to match the pictures in pairs. Invite pairs of students to match the pictures orally, using the first question. The rest of the class check answers.
3.Students stay in pairs. They take turns to ask or spell the words, using the second question. Students complete the crossword individually.
Feedback
這篇課文在本學期中也是最難得之一，詞匯量大，而且集中了一般現在時的句型，而且我們班級的學生基礎很是薄弱，所以在課堂中能夠很好讀會課文的學生都不多。同時，在一般現在時的講解中，許多學生都與現在進行時相混淆，所以，在后面的練習課中要加以鞏固。
Module 4. The nature world
Unit 2 Butterflies
Teaching aims: P49
Using the simple present tense to express semple truths
Using proper nouns to refer to places
Focus and difficulty:
Using proper nouns to refer to places
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Warm-up
Revision
Make a butterfly
Ask: Have you got any questions?
Play the recording: Make a butterfly.
Divide the class into groups. Distribute a sheet of drawing paper to each student. Ask the students to follow the instructions in the Student’s Book and make butterflies.
1.Distribute a piece of polystyrene board to each group. Ask each group to follow the instructions on Photocopiable page 36 and make a model. Encourage the students to add flowers and grass. Encourage the students to share the work among themselves.
Photocopiable
1.Read
2.Recite the words and sentences: use, cut out
Topic: How do butterflies come out?
1.Listen and write.
Feeler body wing cut out use practice oxford
2.Change the sentences.
a.I like the red and black insect.
b.Andy needs the long paints.
1.Ask the students to read the instructions in Make a butterfly.
Introduce: use; cut out
2.Students listen to the recording.
3.Play the recording again. Students listen and repeat.
4.Ask each student to make two identical butterflies.
5.Students stay in groups. Ask the students to put the their butterflies on the group’s desk. Ask the students to talk about the butterflies they like and dislike, using the dialogue in Make a butterfly.
6.Invite individual students to report back. They tell the class the butterflies their group members like and dislike. Ask: Which one does (name) like?
1Distribute a copy of Photocopiable Page 36 to each student. Ask the students to follow the instructions and stick their two identical butterflies on a piece of thread. Then students tie their butterflies on a piece of string. Ask them to tie each end of the string to a long thick chopstick.
2.Encourage the students to talk about their butterflies using the dialogue in Step 6.
3.Display the students’ models in the classroom.
4.Encourage the students to look at the models and talk about the butterflies they like and dislike, using the dialogue in their Student’s book.
Module 4. The nature world
Unit 3 Parks and places in China
Teaching aims: P50
Using the simple present tense to express semple truths
Using prepositions to indicate place
Using proper nouns to refer to places
Focus and difficulty:
Using prepositions to indicate place
Using proper nouns to refer to places
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Warm-up
Revision
Point and say
1.Ask the students to look at the pictures in Point and say. Students then put a tick or a cross to show whether they know or do not know a place.
2.Point to the map on the wallpicture . ask: Where is Tiananmen Square? Is it in Shanghai? Is it in Beijing? To elicit: It’s in Beijing.
Divide the class into groups. Ask the students to put their postcards or photographs on the group’s desk. Tell them to put pictures or postcards of the same place together first.
1.Read
2.Copy and recite the words: place, in China, Tiananmen Square, Yu Garden, West Lake, San Ya, Li River, Ocean Park, Science Museum, Century Park, Shanghai TV and radio Tower, the Bund
Topic: Where do you go in your holiday?
1.fill in the blanks.
Garden lake square river park tower century radio museum bund
2.Change the sentences.
a.I am going to school.(一)
b.He plays with the dog everyday.（一）
3.Point to a picture on the wallpicture and ask: Do you know this place? to elicit: I know this place. /I don’t know this place.
4.Introduce: place.
5.Introduce: Tiananmen Square, Yu Garden, West Lake, San Ya, Li River and Ocean Park.
6.Play the second dialogue in Point and say. Students listen and follow in their books.
7.Ask the students to make postcards by sticking the pictures or photographs onto a small piece of drawing paper. Ask the students to write the name of the place on the back of their postcard. Introduce more places in China to the more able students: Science Museum, Shanghai Zoo, Shanghai Museum, the Bund, Shanghai TV and Radio Tower, the Century Park.
8.Divide the students into pairs. Ask them to do the role-play of a tourist and a shop assistant. The tourist is choosing some postcards in a shop. Asking the students to talk about the places using the two dialogues in Point and say.
9.Remind the students to use the right preposition, e.g. on Hainan Island, in Shanghai.
1.Ask the students to stick their pictures on the drawing paper and make a brochure for the tourists. Allow the students to arrange their pictures and postcards in a way they like. For example, they can introduce the places they like most first.
2.Encourage them to write a few sentences to describe the places. For example, Do you know this place? It is (a place). It is beautiful. It is on/in (a place). You can go there by (a mode of transport). Etc.
3.Encourage the students to exchange their work. Put their brochures into the class library.
Feedback
特殊名詞的大小寫是考試的一個重點內容，所以在新課時我就進行了區別，還請了個別同學到黑板上進行書寫，利于記憶。同時，島嶼用on也進行了強調。
Module 4. The nature world
Unit 3 Parks and places in China Butterflies
Teaching aims: P51
Using modals to ask for permission
Using predicative adjectives to describe conditions
Focus and difficulty:
Using modals to ask for permission
Using predicative adjectives to describe conditions
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Warm-up
Revision
Look and read
1.Divide the students into six groups. Ask each group to design a sign for one of the places listed in their books. Invite a member from each group to draw a sign on the board. The rest of the students grass the place each sign represents.
Ask and answer
1.Read
2.Copy and recite: map, Hong Kong, Aquarium, shark, dolphin, seal, theatre,
Topic: Where are you going?
1.listen and choose
a. break bread b. house horse
c. listen lesson d. Signs Science
e. seals seas f. Shark sharp
g. pool poor h. Dive drive
2.change the sentences
a.We can see the fishes.（特）（一般）
b.Don’t go to the Ocean Park.（兩種肯定句）
c.I am going to Hong Kong.（特）
2.Ask the students if they have visited Hong Kong and Ocean Park there. Divide the class into groups. Ask the students to look at each other’s pictures of Ocean Park. Walk round the class. Ask the students if they know the English names for any of the attractions. Make use of your students’ pictures to introduce some of the attractions in Ocean Park, e.g. Ocean Theatre, Shark Aquarium, etc. Ask: What animals can you see in Ocean Park? Introduce: shark, dolphin and seal, using the Word and Picture Cards.
3.Ask the students to look at the map of Ocean Park in their Student’s Book. Ask: Where can you see the (animals/plants)? Introduce: Fish Aquarium, Shark Aquarium, etc. Ask the students to repeat after you.
4.Play the recording: Look and read. Students listen and follow in their books.
1.Play the recording again. Students listen and repeat.
2.Divide students into pairs. Ask the students to do the role-play using the map and the dialogue in Ask and answer. Remind the students to refer to the words given in Ask about.
3.Invite pairs of students to act the dialogue in front of the class. Ask the class to listen carefully and check if their classmates are suggesting the right place to go.
4.Divide the class into groups of six. Distribute a copy of Photocopiable page 37 to each student. Tell students that they are going to do the recording. Each member in a group introduces an attraction. Ask the group leader to read the opening.
5.Play the recording. Students listen and vote for the best group.
Module 4. The nature world
Unit 3 Parks and places in China
Teaching aims: P52
Using the present continuous tense to describe an action taking place at the time of speakingFocus and difficulty:
Using the present continuous tense to describe an action taking place at the time of speaking
Predict the meaning of unfamiliar words by using context or picture cues
Teaching procedures:
Teacher’s Activities
Student’s Activities
Method
Time
Aid
Warm-up
Revision
Look and read
Ask and answer
1.Read
2.Copy and recite: visit, catch, at the top of , from, from…to, high.
Topic: In Ocean Park
1.Jane is going to the Fish Aquarium.
2.They are going to the restaurant.
3.I go to the Yu Garden every Saturday.
4.We are going to the dive pool by bus.
5.She can see some island.
1.How do you go to Ocean Park? To elicit: I go to Ocean Park by… Tell students that they are going to listen to a story about Janet and Simon’s visit to Ocean Park.
2.Play the recording: Look and read. Students listen.
3.Introduce: tower and island, using the Word and Picture Cards.
4.Play the recording again. Students listen and repeat.
1.Ask the students to read the questions in Ask and answer.
2.Students wok in pairs to give an answer to each question.
3.Distribute a copy of Photocopiable page 38 to each student. Ask the students to read the story in their books again and to write a similar story about their visit to a park.
4.Allow the students to work in pairs to complete the task.
5.Invite individual students to read their story to the class.
6.Put all your students’ work together in a folder and keep the folder in the class library.
7.Spot the differences
a.Distribute a copy of Photocopiable page 39 to each student.
b.Divide the students into groups. Ask them to look at the pictures on their sheet and spot the differences. Encourage them to take turns to tell their group member.
c.Students complete the task.
d.Invite individual students to write on the board.
e.Students who can spot all the differences are winners.
Feedback
這是一篇很好的閱讀課文，涉及的句型也比較多，有利于學生進行系統的運用，同時，本課涉及了很多的介詞詞組填空等，讓每位同學得以復習。在課文中出現的diver一詞也很容易與driver一詞混淆，所以在課堂中進行了對比，收效甚大。
Unit 1&2
一、重點、難點歸納
1．冠詞a, an, the
(1)a 用于輔音音素開頭的單數可數名詞前，如：a pen, a book, a university
an用于元音音素開頭的單數可數名詞前，如：an egg, an hour, an honest boy, an uncle
the用于再次提到的人或事物前，如：I have a new schoolbag. The schoolbag is black.
(2)哪些情況必須使用the：
A．____________________________________如：Please open the door.
B．____________________________________如：The sun goes up in the east.
C．____________________________________如：Who is the tallest girl in our class?
D．____________________________________如：the old
E．____________________________________如：the Smiths
(3)不加the的情況：
A．____________________________________如：have breakfast, play basketball, speak English.
B．____________________________________如：in 2011, in winter
C．____________________________________如：my pen, this book
2．一般現在時
一般現在時表示經常發生的動作或存在的狀態、日常行為、習慣或客觀事實等。
常用時間狀語有：______________________________________________.
當主語是第三人稱單數時，謂語動詞要用第三人稱單數形式，其變化規則是：
A．____________________________________
B．____________________________________
C．____________________________________
D．特殊：have----has
二、重點句式
1. be friendly to = be kind to = be nice to 對……友好的
2. why not do sth. = why don’t you do sth. 為什么不……
E.g.Why not stay at home instead of going outside on such a rainy day?
3. sb spend money/time on sth.
sb. spend money/time (in) doing sth.
sb. pay money for sth.
sth. cost sb. time/money.
It. takes sb. time to do sth.
三、話題
學習如何交朋友和規劃我們的每日生活。
過關檢測
一、詞匯
1. We can get a lot of i__________ from the Internet.
2. My friend invited me to dinner at a French r__________ yesterday.
3. The two pairs of shoes are both beautiful, it’s difficult for me to c__________.
4. We can’t go out until we c__________ our homework.
5. She looks so young, I can’t guess her real a__________.
6. Tom always w__________ his face and brushes his teeth before he goes to bed.
7. Sandy goes to have the swimming lesson t__________ a week.
8. Snake is a kind of very d__________ animal.
9. Everyone is here e__________ Tony. I don’t know where he is.
10. Why didn’t you come to school yesterday? Please tell me the r__________.
二、短語翻譯
at school one of the best
next to in glasses
make phone calls to on weekdays
be late for ahead of sb.
on the rails take up
在左邊 對某人友好
去游泳 吃早餐
在去…….的路上 照顧
半小時 在途中
在閑暇時 洗碗
三、重點句式及語法
A 按要求作相應的句型轉換
1. Miss Liu usually spends an hour in correcting papers.（改為同義句）
It usually ___________ Miss Liu an hour ___________ ___________ papers.
2. The volunteers were friendly to visitors during 2010 Shanghai Expo.（劃線提問）
___________ were the volunteers ___________ ___________during the 2010 Shanghai Expo?
3. Why don’t you visit a student’s family in the evening?（改為同義句）
___________ ___________ ___________a student’s family in the evening?
4. My parents own a big restaurant.（劃線提問）
___________ ___________your parents own?
5. It’s about two kilometers from the school to my home.（劃線提問）
___________ ___________ ___________ it from the school to my home?
B 根據中文完成句子
1 Phelps 是世界上最好的游泳者之一。
Phelps is one of _________ _________ _________ in the world.
2 四年前他擔任教師的工作。
He _________ _________ a teacher four years ago.
3 我們學校的校運會持續了三天。
Our school sports meeting _________ _________ three days.
4 你將來想做什么工作？
What do you want to be _________ _________ _________?
5 我經常打電話給我的朋友。
I often _________ _________ _________ _________ my friends.
6 因為我沒有說真話，所以媽媽生氣了。
Because I didn’t _________ _________ _________, my mother _________ _________.
C 語法鞏固練習
1. ---- Do you have the key to _________ blue car?
---- I think _________ key is on the desk.
A.the;the
B.the;\
C.\; the
D.a;a
2. ---- Are you good at playing _________ basketball or playing _________ piano?
----- Both.
A.a;a
B.the; the
C.the; \
D.\; the
3. We can see _________ full moon on the evening of August _________ fifteenth every year.
A.the; a
B.a; a
C.a; the
D.the; the
4. She never _________ her problems with her parents.
A.discuss
B.discusses
C.is discussing
D.are discussing
5. _________ Mary _________ her hair every day?
A.Do; wash
B.Do; washes
C.Does; wash
D.Is; washing
Unit 3&4
一、重點、難點歸納
1．一般過去時
一般過去時表示過去某一時間所發生的動作或存在的狀態，一般與表示過去的時間連用。一般過去時的句子中謂語動詞要用過去式。
動詞過去式變化規則：
（1）
（2）
（3）
（4）
（5）不規則動詞的過去式要逐個記憶。
常見的表示一般過去時態的時間狀語有：
2．When引導的時間狀語從句
The sky went dark when we arrived.
When引導的時間狀語從句可放主句前面或后面，放在主句前面時要用逗號與主句隔開。
E.g. He was doing his homework when I came into his room.
= When I came into his room, he was doing his homework.
3．used to do sth. 過去常常做某事
be used to doing sth 習慣于做某事
be used to do sth. 被用來做某事
二、重點句式
1．What about…? = How about …?
What about having some bread? = Would you like some bread?
2．It is adj. of/for sb. to do sth.
(1)如果形容詞用來描述不定式行為者的性格、品質的，用_____, 這類形容詞有______________________________________________.
(2)如果形容詞僅僅用來描述事物，用___________。這類形容詞有____________________________________.
3．see sb. do/doing sth.
感官動詞see, watch, observe, notice, look at, hear, listen to, smell, taste, feel + do 表示動作的完整性；+doing表示動作的片斷。
E.g. I saw him work in the garden yesterday.
I saw him working in the garden yesterday when I passed there.
三、話題
學會如何處理麻煩問題和談論業余愛好。
過關檢測
一、詞匯
1. A thief s___________ a lady’s purse and ran away.
2. There are sixty m___________ in an hour.
3. We must care for our parents w___________ question.
4. The problem is very difficult. Please tell me how to d___________ with it.
5. Would you please speak slowly? I can’t f___________ you.
6. I like drawing very much. H___________, my mother always says that it is not useful for my study.
7. I can’t b___________ it! It can’t be true!
8. China is an old country with a long h___________.
9. Some people like c___________ special things, such as match boxes or stamps.
10. This district is becoming the c___________ of Guangzhou.
二、短語
deal with in the past change one’s mind tell a lie
be able to think of hurry up
1. As a doctor, he has to __________ different patients.
2. He __________ suddenly for no reason. All of his friends feel confused.
3. It’s not good for a child to __________.
4. The man __________ solve the problem. I’m sure of that.
5. Time passes, but you are still living __________.
6. __________ or we’ll be late for the train.
7. Charles learned to __________ love as something important.
三、重點句式及語法
A 語法鞏固練習
1. What about ________ the film about Tangshan Earthquake with us tonight?
A.to see
B.seeing
C.saw
D.did see
2. Ten years ago Guangzhou __________ as big as it __________ now.
A.isn’t; is
B.wasn’t ;is
C.wasn’t; was
D.isn’t; was
3. ---- What ___________ she __________ in the garden yesterday morning?
---- She __________ nothing.
A.was;find;found
B.did;find;found
C.did;find;find
D.was;found;found
4. It will be difficult _________ the problem in such a short time.
A.solve
B.solved
C.solving
D.to solve
5. You can come to my house __________ you are free.
A.when
B.before
C.where
D.because
6. __________ Leo __________ live here?
A.Does;use to
B.Did; use to
C.Did; used to
D.Are; used to
7. When the children saw a snake, they __________ very afraid.
A.are
B.is
C.was
D.were
B 根據漢語完成句子。
1 他上學經常遲到，所以他的班主任對他很生氣。
He is always late for school so his class teacher _________ ____________ ____________ him.
2 你可以和我們一起去或者待在家里。
You can ___________ go with us _______ stay at home.
3 晚上熬夜對你的健康不好。
_________ ____________ late at night is bad for your health.
4 我過去常常在這條河里游泳。
I _________ ____________ __________ in the river.
5 世界各地的人們來到北京觀看奧運會。
People from _________ ____________ _________ ____________came to China for the Olympics.
6 他喜歡廣交朋友。
He likes _________ ____________ _________ ____________ friends.
7 字母PTO代表什么？
What do the letters PTO _________ ____________?
Unit 5&6
一、重點、難點歸納
1．指示代詞this / that, these/those的區別：
在比較級中，常用that/those指代前面所提到的事物。
E.g. The population is larger in China than that in India.
2．可數名詞復數變化規則：
（1）
（2）
（3）
（4）
（5）
名詞復數形式的不規則變化
（1）oo變ee
（2）man變men
（3）單復數同形
（4）其他：child---children, mouse---mice
3．一般將來時will do和be going to do
用于將來時的時間狀語有：
下列情況常用be going to do
（1）表示說話人根據現在已有的跡象，判斷將要或即將發生某種情況。
E.g. There are many clouds in the sky, it ______________(rain).
（2）表示主語現在的意圖或現已作出的決定。
E.g. He isn’t going to see his elder brother tomorrow.
另will, shall可用于反意疑問句中。
Let’s play basketball tomorrow, ______________?
Let us play basketball tomorrow, __________________?
二、重點句式
1. as +原級+ as “跟……一樣…..”
not as/so +原級+as
……times as ….as “是…….幾倍”
E.g. Her skin is as white as snow.
I have 10 times as many books as you.
2. neither ….nor…. 既不……也不…..
either…or…. 要么…….要么…..
not only….but also…..不僅……而且……
以上短語謂語采用“就近原則”。
both…..and… 兩者都
三、話題
認知和了解百科全書的用處及著名的人物
過關檢測
一、詞匯
1. We can find lots of u_________ information in the encyclopedia.
2. Many dinosaurs were g_________ and ate plants. Others were dangerous and ate meat.
3. Lily and I are such good friends that we hardly have any s_________. We tell each other everything.
4. Giant pandas are rare and are p_________ by law in China.
5. My grandparents prefer living in the c_________, because the air is fresh.
6. Elephants are h_________ animal. They are the heaviest animal on land.
7. What fine weather it is! The sun is s _________ brightly.
8. People around the world hope to live in p_________. No one likes war.
9. The little girl was so frightened of the dog that she kept s_________.
10. Mike’s mother wants to have a meeting with Miss Li. Can you please a_________ an appointment for her?
二、短語
According to in one’s opinion from now on in peace rather than
1. I will study hard __________________. I want to catch up with the others.
2. __________________ the teacher, our test will be on next Monday.
3. We didn’t want to have a war. We just want to live __________________.
4. I stayed calm __________________ get angry.
5. __________________, an encyclopedia can help our study very much.
三、重點句式
A 按要求作相應的句型轉換
1. I can’t speak French. My father can’t speak French, either.（同義句轉換）
__________ my dad __________ I __________ speak French.
2. We go shopping twice a week. （劃線提問）
__________ __________ __________ you __________ shopping?
3. Taking photographs is both his hobby and his job.（同義句轉換）
Taking photographs is his hobby __________ __________ __________ his job.
4. Disney was born in the USA.（改為否定句）
Disney __________ __________in the USA.
5. Why not go out for a walk?（同義句轉換）
__________ __________ going out for a walk?
B 根據漢語完成句子
1 我和我的弟弟都不喜歡踢足球。
___________ I ___________ my brother ___________ playing football.
2 埃及以它的金字塔而聞名。
Egypt ___________ ___________ ___________its pyramids.
3 她跟他一樣富有。
She is ___________ ___________ ___________him.
4 在一個小時內完成它是不可能的。
___________ ___________ ___________to finish it in an hour.
5 去散散步怎么樣呢？
___________ ___________ going for a walk?
Unit 7
一、重點、難點歸納
1．方位介詞in, on, beside, under, over, above, below, next to, in front of, in the front of, behind, between, among的用法。
2．some與any
（1）當問句表示邀請或請求，或期待對方給予肯定的回答時用some。
E.g. Would you like some tea?
（2）any表示“無論什么”時，可以用于肯定句。
E.g. You many come any day you like.
3．some, any, every, no能和body, one, thing一起構成復合不定代詞。其作主語時，謂語動詞用___________形式；形容詞修飾不定代詞時，形容詞要放在不定代詞之____________。
Nobody __________ (know) his name.
I have _____________(important, something) to tell you.
在定語從句中，先行詞為指物的不定代詞時，只能用__________；先行詞為指人的不定代詞時，只能用__________。
二、重點句式
1．too….to…. “太……而不能…..” = not adj.(其反義詞) enough to do sth.
E.g. We are too short to reach the apple.
= We are __________________reach the apple.
2. I would rather choose a book.
would rather + do sth. “選擇做某事”
would rather do A than do B = prefer to do A rather than do B
E.g. I would rather stay at home than go out in such hot weather.
= I prefer to stay at home rather than go out in such hot weather.
3． Fish is fun.
動詞ing作主語時，謂語動詞用單數。可以與it is….to do sth. 互換。
= It is fun to fish.
三、話題
認知和了解科幻文章的特點和其啟發思維的作用，了解部分有名的科幻小說家。
過關檢測
一、詞匯
1. You can’t h__________ your mistakes. They will be discovered on day.
2. The fire men b__________ the window and climbed into the room.
3. It’s rude to play j__________ on others.
4. The man shot at the bird, but he didn’t h__________ it.
5. The policeman caught the murder, so Tom feels s__________ now.
6. A good sense of smell is very i__________ in making perfumes.
7. W__________ your help, we could never have work out this problem in such a shout time.
8. To my s__________, he had finished reading the book in less than two days.
9. Mary’s dog can sit, count numbers and shake hands with people. She is m__________ cleverer than I expected.
10. I just watched a TV p__________ about space.
二、短語
sound like in fact play jokes on all over the world tell … the truth
1. On April Fools’ Day, people often ____________________ their friends.
2. Going shopping ____________________a good idea.
3. You’d better __________ me _______________.
4. People from ____________________ came to watch the 2010 Asian Games.
5. ____________________, Guangzhou won the final basketball match.
三、重點句式
A 按要求作相應的句型轉換
1. The film is very boring. We don’t want to watch it.（改為簡單句）
The film is ____________ boring for us ___________ ___________.
2. Playing football well is not easy. （改為同義句）
___________ not easy ___________ ___________ football well.
3. How can I pass the exam? Could you tell me?（合并句子）
Could you tell me ___________ ___________ ___________ the exam?
4. Jay Chou is a wonderful singer.（改為感嘆句）
___________ ___________ ___________ ___________ Jay Chou is!
5. I prefer to play basketball rather than watch TV.（改為同義句）
I ___________ ___________ play basketball ___________ watch TV.
B 根據漢語完成句子
1 這條河的水太臟了，以致魚兒都活不了。
The water in the river is ___________ ___________ for fish ___________ live in it.
2 在大街上踢足球是很危險的。
___________ ___________ dangerous ___________ ___________ football in the street.
3 《哈利. 波特》是一部多么精彩的電影啊！
___________ ___________ wonderful film Harry Porter is!
4 你能告訴我怎樣解決這道數學題嗎？
Excuse me, could you tell me ___________ ___________ ___________ ___________the maths problem?
5 郎郎小時候寧愿玩游戲也不愿意彈鋼琴。
When he was a child, Langlang ___________ ___________ play games ___________ ___________the piano.
Module 1 Unit 1
1.whose notebook
2.mess
5B 詞匯表
1.誰的筆記本
2.混亂，骯臟
3. What a mess!
3. 真亂！
4.in his father’s workshop
5.a lot of nails
4.在他爸爸的車間里
5.許多釘子
6.fall into the floor
7.a magic stone
6.落在了地板上
7.一塊神奇的石頭
8.a magnet
9.stick to the stone
8.一塊吸鐵石
9.粘在了石頭上
10.put the stone near the nails 10. 把石頭放在釘子附近
11.whose scarf 11. 誰的圍巾
12.brush, paint, crayon, school bag 12. 畫筆，繪畫顏料， 蠟筆， 書包
13.mine, yours, ours, his, hers, its, theirs 13. 我的(東西)，你的(東西)，我們的(東西)，他的(東西)，她的(東西)，它的( 東西)，他(她，它)們的(東西)
Keys:●mine 是 I 的名詞性物主代詞yours 是 you 的名詞性物主代詞ours 是 we 的名詞性物主代詞his 是 he 的名詞性物主代詞hers 是 she的名詞性物主代詞its 是 it 的名詞性物主代詞theirs 是 they 的名詞性物主代詞
●Whose school bag is this?
本句是一個由 whose 引導的特殊疑問句，詢問所屬關系，句式結構為“ whose+
名詞+be 動詞+其他？”用“ It’s / They’re +名詞性物主代詞 .”回答。
如： --Whose sweater is this?
-- It ’s mine.
-- Whose books are these?
-- They’re Lucy’s.
I
you
he
she
it
we
they
my
your
his
her
its
our
their
mine
yours
his
hers
its
ours
theirs
me
you
him
her
it
us
them
形容詞性物主代詞和名詞性物主代詞的區別：
形容詞性物主代詞 +名詞，相當于形容詞，置于名詞前面，如 This is my book.
名詞性物主代詞 + be, be+名詞性物主代詞，如： This book is yours. Where’s mine? (yours 相當于 your book, mine 相當于 my book)
名句欣賞：
●So said, so done. 說到做到，言出必行。
●A friend without faults will never be found. 沒有十全十美的朋友。
●No man can do two things at once. 一心不可二用。
●One boy is a boy, two boys half a boy, three boys no boy. 一個和尚挑水喝， 兩個和尚抬水喝，三個和尚沒水喝。
補充單詞：
fountain pen / ‘ fauntinpen / 水筆 dictionary / ‘dik∫?neri / 字典
blackboard eraser / ‘bl?kb?:d i’re iz?r / 黑板擦
set square 三角尺
pencil sharpener 卷筆刀 rough book 草稿本
marking pen 記號筆 straightedge /‘streited? / 直尺
1.an interesting insect 1. 一種可愛的昆蟲
2.a green caterpillar 2. 一條綠色的毛毛蟲
3.a brown cocoon 3. 一個棕色的繭
4.a beautiful blue butterfly 4. 一只漂亮的藍色蝴蝶
5.an ugly duckling 5. 一只丑小鴨
6.beautiful (反義詞) ugly 6. 漂亮的，丑陋的
7.silkworm 7. 蠶
8.make a lot of silk 8. 吐很多蠶絲
9.silkworm cocoon 9. 蠶繭
10.moth (two moths) 10. 蛾(兩只蛾)
11.once 11. 曾經
12.the bright blue sky 12. 明亮的藍天
13.puppy 13. 小狗
Keys:●First? Nest? Then? Finally? 首先,, 接著,, 然后,, 最后,,
在英語里，常用此句型表達事情發生的先后順序。
●Do you know how it grows? 你知道它是怎樣成長的嗎？
本句是一個主句 +從句的復合句，從句 how it grows 作 know 的賓語，其語序必須是陳述語序，即連接詞（ how）+主語（ it） +謂語（ grows） +其他成分。
例句： Do you know where I am from? I think he can come to my party.
●It was? Now it is ? 它曾經是 ,, 現在它是 ,,
本句含有一般過去時和一般現在時，用來對比介紹某人或某物過去和現在的
狀態，表示人或物前后發生的變化。 介紹過去的狀態時， be 動詞 is 或 are 要變成was 或 were。
●It was a white egg.
這是一個含有一般過去時的句子。一般過去時表示的動作或狀態都已成為過
去，常與表示過去的時間狀語如： once, yesterday, last week (month, year) , (two hours) ago等連用。
例： My mother was ill yesterday.
When I was a child, I often played football in the street.
名句欣賞：
●Dog does not eat dog. 同類不相殘。
●Kill two birds with one stone. 一石二鳥。
●Don’t put all your eggs in one basket. 不要把一切希望寄托在一件事上。
●It is better to be the head of a dog / lizard than the tail of a lion.
寧當雞頭，不當鳳尾。
補充單詞：
camel / ‘k?m l / 駱駝 leopard / ‘lep?d / 豹
kitten / ‘kitn / 小貓 duckbill / ‘d?k bil / 鴨嘴獸
kangaroo / ,k??g?‘ ru : 袋鼠 squirrel / ‘skwir?l / 松鼠
1.a lorry 1. 一輛貨車
2.too noisy outside 2. 外面太吵了
3.outside (反義詞 ) inside 3. 在外面，在里面
4.another loud noise 4. 另一種噪音
5.sit on the sofa and watch a cartoon 5. 坐在沙發上看卡通片
6.a pop group 6. 一支流行樂隊
7.at City Square 7. 在城市廣場
8.have great fun 8. 玩得很開心
9.want to play some loud music for Ben 9. 想為 Ben 演奏一些喧鬧的音樂
10.play the drum loudly 10. 響亮地打鼓
11.at all 11. 根本，完全
12.a noisy place 12. 一個喧鬧的地方
13.live on Mars 13. 住在火星上
14.everywhere 14. 到處
15.ask and answer the questions with 15. 和你的同學提問并回答問題
your classmates
Expressions日常用語
Not at all. 一點兒也不。
Not at all. 也用于回答感謝，意為“不用謝，不客氣” ；用于回答道歉，意為“沒關系”；用于回答帶有感謝性質的客套話，意為“沒什么，哪里哪里” 。
Keys:一般過去時的動詞變化歸納如下 ：
(1)一般情況下，動詞詞尾加 -ed,如：
work –worked; play –played; want –wanted; act –acted
(2)以不發音的 -e 結尾動詞，動詞詞尾加 -d,如：
live –lived; move –moved; taste–tasted; hope–hoped
(3)以輔音字母 -y 結尾的動詞，把 -y 變為 i 再加-ed,如： study –studied; copy –copied; cry –cried; carry –carried
(4)以輔音字母結尾的重讀閉音節動詞，雙寫詞尾輔音字母，再加 -ed,如： stop –stopped
(5)不規則動詞的過去式變化規律性不強，須多加記憶，如：
go –went; make –made; get–got; buy –bought; come–came; fly –flew
名句欣賞：
●Do well and have well. 善有善報。
●Choose an author 作( 者) as you choose a friend. 擇書如擇友。
●Bad news has wings. 好事不出門，壞事傳千里。
●Don’t put off till tomorrow what should be done today. 今日事，今日畢。
補充單詞：
ambulance / ‘ ?mbjul?ns /救護車 carriage / ‘k?rid ? / 四輪馬車
jeep / d?i:p / 吉普車 warship / ‘w?: ,∫?p / 軍艦
jet / d?et / 噴氣飛機 spaceship / ‘spe ?s ,∫?p /宇宙飛船 sports car 跑車 racing car 賽車
helicopter / ‘helik ?pt? / 直升飛機 ferry / ‘feri / 渡輪
mail car 郵車 yacht / j ɑ:t / 快艇，游艇
1.healthy (反義詞 ) unhealthy 1. 健康的，不健康的
2.very important 2. 非常重要的
3.a glass of milk 3. 一杯牛奶
4.An apple a day keeps the doctor away! 4. 一天一個蘋果，醫生遠離我！
5.some pork 5. 一些豬肉
6.much beef 6. 許多牛肉
7.tomato (pl.) tomatoes 7. 番茄
8.potato (pl.) potatoes 8. 土豆
9.cabbage (pl.) cabbages 9. 卷心菜
10.some vegetables 10. 一些蔬菜
11.some fruit 11. 一些水果
12.yesterday, today, tomorrow 12. 昨天， 今天，明天
13.my favourite food 13. 我最喜歡的食物
14.play sport very often 14. 經常運動
15.eat too much sweet food 15. 吃太多甜食
16.a lot of hamburgers and chocolate 16. 很多漢堡和巧克力
17.a lot of soft drinks 17. 很多軟飲料
18.in the fridge 18. 在冰箱里
19.some good ham 19. 一些好吃的火腿
20.do some exercise 20. 做些運動
21.all day and all night 21. 整日整夜
22.in the end 22. 最后
Keys:●That’s not healthy either.
句子中的 either, 意為“也”，常用于否定句末尾。在英語中 too 也有“也”的意思，但它用于肯定句中或句末。
●a lot of 與 some的用法
a lot of = lots of, 意為“大量，許多”，修飾可數名詞復數或不可數名詞。當 修飾可數名詞時， a lot of = many; 當修飾不可數名詞時， a lot of = much。some 意為“一些”，后面可以加不可數名詞或可數名詞復數，一般用于肯定句中，在否定句與疑問句中， some 要變為 any。當修飾不可數名詞時， some
= a little, 當修飾可數名詞時， some = a few。
例句： A lot of time has been wasted. 很多時間被浪費了。 (a lot of = much) A lot of people have been present.已有許多人到了。 (a lot of = many)
I had some beef for breakfast yesterday. 昨天早餐我吃了一些牛肉。(some = a little)
There are some chairs in the room.房間里有一些椅子。 (some = a few)
名句欣賞：
●Never offer to teach fish to swim. 不要班門弄斧。
●Happiness lies first of all in health. 幸福首先在于健康。
●As you brew (策劃，釀成 ) so you must drink. 自作自受。
●Bread is the staff to life. 民以食為天。
補充單詞：
mutton / ‘ m?tn / 羊肉 lamb / l?m / 羔羊肉
duck 鴨肉 goose 鵝肉
steak / steik / 牛排 fatty meat / ‘ f?ti: / 肥肉
lean meat / li:n / 瘦肉 drumstick / ‘dr?mstik / 雞腿
eggplant 茄子 turnip / ‘ tз:n?p / 蘿卜
mushroom / ‘m?∫rum / 蘑菇 bamboo shoot / b?m ‘ bu/: ∫u:t / 竹筍
cucumber / ‘kju:k?mb?/ 黃瓜 white gourd / g?r:d / 冬瓜
1.see a film at City Cinema 1. 在城市影院看電影
2.Snow White 2. 《白雪公主》
3.Toy Story 3. 《玩具總動員》
4.Rabbit Run 4. 《兔子賽跑》
5.Swan Lake 5. 《天鵝湖》
6.a beautiful princess 6. 一個美麗的公主
7.ticket 7. 票
8.ticket office 8. 售票處
9.entrance 9. 入口
10.exit 10. 出口
11.sit on the seat 11. 坐在座位上
12.seven dwarfs 12. 七個小矮人
13.run away from a farm 13. 從一個農場逃跑
14.three tickets for Snow White 14. 三張《白雪公主》的票
15.adult 15. 成人
16.have a look 16. 看一看
17.go to the cinema tonight 17. 今晚去電影院
18.a magic mirror 18. 一面魔鏡
19.fair (fairer, the fairest) 19. 美麗的（更美麗的，最美麗的）
20.the fairest of all 20. 所有人中最美麗的
21.take sb. into the forest 21. 把某人帶進森林
22.fall asleep 22. 入睡
23.wake up 23. 醒來
24.happen 24. 發生
25.find out 25. 尋找出
26.want to kill 26. 想殺了
日常用語：
Here we are. 我們到了。
Keys:Shall we go to see a film this afternoon?
shall 是一個情態動詞，表示“將要，要不要，應該”等意思，語氣比較委婉。用于疑問句表示請求給予指示、征詢對方意見、主動提供幫助等時，常用句型
“ Shall I / we ??”,意思是“ ,, 好嗎？” “要不要 ,, ？” 。這種文句沒有固定的肯定或否定回答模式，可根據實際情況表明對待意見的態度。
名句欣賞：
●No news is good news. 沒有消息就是好消息。
●He knows most who speaks least. 大智若愚。
●Respect yourself, or no one else will respect you. 要人尊敬，必須自重。
1.subject 1. 科目
2.Chinese, English, Maths, Art, Music, 2. 語文，英語，數學，美術，音樂，
IT, PE, 信息技術，體育
3.look at the timetable 3. 看課程表
4.lunch break 4. 午休
5.my timetable for today 5. 我今天的課程表
6.a short break after each class 6. 每節課后一個短暫的休息時間
7.new word 7. 新單詞
8.count from one to ten 8. 從一數到十
日常用語：
What about you? 你們呢？
Keys:●a short break 意為“短暫休息，小憩一會兒” 。Break, 名詞，意為“暫停，休息”。
例： Let’s have a break.讓我們休息一會兒。
●have 的 用 法 小 結 ： 1)“有”，強調“所屬關系” ，表示“擁有”。例： I have a computer.
2)“吃，喝”，相當于 eat 和 drink.
例： I have breakfast at home.
I have some juice.
3)have和一些表示某種活動的名詞連用，意為“舉行，進行” 。例： We have no classes on Sunday.
We are going to have a meeting this week.這周我們要開個會。
4)“用，作用，借用”
例： Excuse me, may I have your pen?打擾了，我可以用用你的鋼筆嗎？
5)“邀請，招待”
例： Thank you for having me. 感謝你們邀請我。
6)have還與其他詞構成一些常見的固定搭配：
have a rest 休息一會兒， have a good time 過得愉快， have a look 看一看，
have a talk 交談， have a cold 患感冒等等。
●It ’s time for Chinese class.
It ’s time for + n. 意為“該是 ,, 的時候了”或“ ,, 時間到了。 ”等同于 It’s time to + do sth.
例： It ’s time for a rest.
It ’s time for have a rest.
名句欣賞：
●Seek the truth from facts. 實事求是。
●Pour water into a sieve. 竹籃打水一場空。
●A good beginning makes a good ending. 善始善終。
●A good book is the best of friends, the same today and forever. 一本好書，相伴一生。
補充單詞：
Chemistry / ‘kemistri / 化學
Biology
/ bai ‘?l?d?i / 生物
Politics / ‘p?litiks / 政治
History
/ ‘histri / 歷史
Geography / d?i ‘ ?ɡrr?fi / 地理
Science
/ ‘ sɑi?ns / 科學
1.look at the sign 1. 看這個標志
2.walk one’s dog 2. 遛狗
3.sit on the bench 3. 坐在長椅上
4.the park keeper 4. 公園管理員
5.telephone, toilet 5. 電話，廁所
6.Don’t litter! 6. 禁止亂丟垃圾！
7.above (反義詞 ) below 7. 在,, 正上 , 在,, 下
8.mean 8. 表示,, 的意思
9.can’t, mustn’t, shouldn’t 9. 不可以，禁止，不應該
10.get into the park 10. 進入公園
11.want to pick the flowers 11. 想要摘花
12.get out of here 12. 從這出去
13.throw the rubbish 13. 扔垃圾
14.the path of stones 14. 石子路
15.stepmother 15. 繼母
16.say to oneself 16. 自言自語
17.on the way to the forest 17. 在通往森林的路上
18.drop the stones 19. 丟石頭
20.in the middle of the forest 20. 在森林深處
21.in the middle of 21. 在,, 中間
22.lost 22. 迷路的
23.follow them back home 23. 跟隨它們回家
Keys:反身代詞：
反身代詞用來加強名詞或代詞的語氣， 表示“由自己”、“親自”、“本人”等意思。通常跟在名詞、代詞后面，但也可用于句尾。此時的反身代詞應該重讀。
myself 我自己， yourself 你自己， himself 他自己, herself 她自己， itself 它自己,
ourselves 我們自己， yourselves 你們自己， themselves 他們(她們，它們 )自己
名句欣賞：
●Look before you leap. 三思而后行。
●Where there’s life there’s hope. 留得青山在，不怕沒柴燒。
●A friend in need is a friend indeed. 患難見真情。
●An hour in the morning is worth two in the evening. 一日之計在于晨。
常見的標志：
Pull 拉 Push 推 Shut 此門不通
Knock 敲門 No admittance 閑人免進 Keep to the right 靠右行
No overtaking 禁止超車Parking permitted 允許停車No parking 禁止停車
Sold out 售完 Buffet 小賣部
No spitting 禁止吐痰
Look out 小心；注意
Please shut the door! 請隨手關門！ Please don’t touch! 請勿動手！ Save water, please! 請節約用水！ Care plants! 愛護花草！
Don’t litter the floor! 不要隨地扔東西！
Do not ruin trees and flowers! 勿折花草！
1.the weather report 1. 天氣預報
2.blow strongly 2. 吹得猛烈
3.blow my plants down 3. 吹倒了我的莊稼
4.make my plants strong 4. 使我的莊稼長得茁壯
5.thirty degrees 5. 30 度
6.storm, stormy 6. 暴風雨，有暴風雨的
7.fog, foggy 7. 霧，有霧的
8.complete the table 8. 完成表格
9.the temperature 9. 溫度
10.wet (反義詞 ) dry 10. 潮濕的，干燥的
11.my favouite season 11. 我最喜歡的季節
12.a long time ago 12. 很久以前
13.some chickens 13. 一些雞
14.plant some rice 14. 種植一些水稻
15.build a new house 15. 蓋了一座新房子
16.stay in his house 16. 待在他的房子里
17.warm and comfortable 17. 又暖和又舒適
18.enjoy himself 18. 享受自己
19.will be 19. 將會
20.come from the East China Sea 20. 從中國東海岸登陸
21.a typhoon 21. 一場臺風
Keys:What’s the weather like today?
這是一個由疑問代詞 what 引導的詢問天氣狀況的特殊疑問句，注意： like 在本句里不能譯為“喜歡” ，而要譯為“ ,, 怎么樣” 。它的同義句為：
How is the weather today?
名句欣賞：
●A good friend is my nearest relation. 良友如近親。
●A good marksman may miss. 智者千慮，必有一失。
●A good medicine tastes bitter. 良藥苦口，忠言逆耳。
●A good winter brings a good summer. 瑞雪兆豐年。
1.changes in Shanghai 1. 上海的變化
2.give him a surprise 2. 給他一個驚喜
3.move the furniture 3. 移動家具
4.put the table next to the wall 4. 把桌子擺放到墻邊
5.move the picture and the lamp 5. 移動照片和臺燈
6.beside the cupboard 6. 在衣柜旁
7.on the bookshelf 7. 在書架上
8.under the cushion 8. 在靠墊下
9.look different 9. 看起來不一樣
10.between two shelves 10. 在兩個架子中間
11.What else? 11. 還有什么？
12.remember 12. 記得
13.on a big blue sofa 13. 在一張藍色的大沙發上
14.many years ago 14. 很多年以前
15.a small village 15. 一個小村莊
16.not many people 16. 沒有很多人
17.many of them 17. 大部分
18.fisherman 18. 漁民
19.later 19. 后來
20.come from other places 20. 來自其他地方
21.become a town 21. 變成了一個城鎮
22.a lot of tall building 22. 很多高樓大廈
23.from other countries (country) 23. 來自其他國家
24.the Shanghai History Museum 24. 上海博物館
25.tell the story of Shanghai 25. 講述上海的故事
26.a lot of photos 26. 很多照片
日常用語：
●Sounds fun. 聽起來很有趣。
●Yes, let’s do that. 好的，讓我們開始做吧。
●You’re right. 你對了。
●What else? 其他的呢？
Keys:●Let ’s move the furniture.
let ’s 表示說話人向對方提出建議。這是由“ let”帶頭的祈使句，通常表示建議，命令，請求或允許等。本句含有建議之意。其否定形式通常有兩種， not 位置不同，表達的意義也不同：
Don’t let the children make much noise. 不要讓孩子發出大的噪聲。 Let the children not make much noise. 讓孩子不要發出大的噪聲。
●let’s ? 包括對方在內， Let us? 不包括對方在內。
名句欣賞：
●Behind bad luck comes good luck. 塞翁失馬，焉知非福。
●Being on sea, sail; being on land, settle. 隨遇而安。
●Be swift to hear, slow to speak. 多聽少說。
補充單詞：
above 在,, 上方 below 在,, 下方 under 在,, 下面behind 在,, 后面 beside 在,, 旁邊 between 在,, 中間in front of 在,, 前面（指的是一個整體在另一個整體的前面）
on opposite 相反的 outside 在,, 外面 over 在,, 正上方
1.more things to learn 1. 學習更多的東西
2.at the Science Museum 2. 在科學博物館
3.The World of Robots 3. 機器人的世界
4.look at the ‘Piano Prince’ 4. 看這個“鋼琴王子”
5.really cool 5. 真酷
6.play the piano 6. 彈鋼琴
7.perform Beijing Opera 7. 表演京劇
8.dance beautifully 8. 跳得優美
9.help firefighters put out fires 9. 幫助消防隊員滅火
10.very useful 10. 非常有用
11.the Art Museum 11. 美術博物館
12.the History Museum 12. 歷史博物館
13.the Insect Museum 13. 昆蟲博物館
14.the Car Museum 14. 汽車博物館
15.the Railway Museum 15. 鐵路博物館
16.an ugly bug 16. 一個難看的小蟲子
17.learn a lot about insects 17. 學了很多關于昆蟲的知識
18.interesting 18. 有趣的
19.the ground floor 19. 在底層
20.the Louvre Museum 20. 盧浮宮
21.in Paris 21. 在巴黎
22.learn about human 人( 類) history and 22. 學習很多關于人類歷史進程和
many different cultures 不同文化的知識
23.thousands of paintings 23. 成千上萬幅畫
24.the most famous painting, 24. 世界上最著名的油畫 , the ‘Mona Lisa’ “蒙娜麗莎的微笑”
25.on one trip 25. 在一次旅行中
●the ground floor 和 the first floor 的區別：
在英國 the ground floor ，就是我們中國的一樓而 the first floor ，就是我們的二樓。
一樓： the ground floor ( 英國說法）； the first floor ( 美國說法） 二樓： the first floor ( 英國說法）； the second floor ( 美國說法） 樓層的說法在英、美語中的差異以此類推。
名句欣賞：
●A bird is known by its note, and a man by his talk. 聞其歌知其鳥，聽其言知其人。
●A blind man who leans against a wall imagines that i’ts the boundary of the world.
坐井觀天。
●A clear conscience is a soft pillow. 問心無愧，高枕無憂。
●A clear conscience is a sure card.光明磊落，勝券在握。
你喜歡參觀哪個博物館呢？快來了解一下有關博物館的英文詞匯吧！
Exhibition and Museum 展覽會博物館
? are now free to everyone. ? 現免費向公眾開放。
? will again be open to the public.? 再次向公眾開放。
Admission charge ￡4 門票 4 英鎊
Do not touch the exhibits / objects. 勿觸摸展品 / 物品。
Exhibition opening times: 開館時間：
Flash photograph is not permitted. 不準用閃光燈拍照。
Forthcoming exhibitions. 即將展出。
Open 10:30 am –6:00 pm every day throughout the year.
全面每天上午 10:30 – 下午 6:30 開放。Open 7 days a week. 每周 7 天開放。With access all day. 全天開放。
Module 4 Unit 2
1.western holidays 1. 西方節日
2.Merry / Happy Christmas ！ (12 月 25 日) 2. 圣誕快樂！
3.at Easter ( on a Sunday in March or April) 3. 在復活節
4.go on an egg hunt 4. 玩尋蛋的游戲
5.hide 5. 躲藏
6.chocolate eggs 6. 巧克力蛋
7.at Halloween (on the 31st of October) 7. 在萬圣節
8.at Thanksgiving (on the 4th Thursday of 8. 在感恩節
November)
9.make jack-o ’-lanterns 9. 做杰克燈
10.go trick-or-treating 10. 玩“不請客就搗蛋”游戲
11.pumpkin pie and pumpkin bread
12.turkey 12.
13.give presents to each other
11.
13.
南瓜餡餅和南瓜面包
火雞
互贈禮物
14.throw away 14.
15.sleigh 15.
扔掉
雪橇
16.have ‘ fancy-dress ’ party
17.play a trick 17.
16.
參加“化妝舞會”
惡作劇
名句欣賞：
You have to believe in yourself. Tha t ’ s the secret of success.
你必須相信自己，這是成功的關鍵。
—— Charles Chaplin （美國演員卓別林） The man who has made up his mind to win will never say ‘impossible ’. 凡是決心取得勝利的人是從來不說“不可能的” 。
—— Bonaparte Napoleon ( 法國皇帝拿破侖 )
Module 4 Unit 3
1.the giant ’ s garden 1. 巨人的花園
2.in the castle 2. 在城堡里
3.put up a sign 3. 貼了一張告示
4.at last 4. 最后
5.through a hole in the wall 5. 通過墻上的洞
6.break down the wall 6. 推到這座城墻
7.forever and ever 7. 永遠
8.from then on 8. 從那以后
9.never come late again 9. 再也沒有遲到過
名句欣賞：
A young idler, an old beggar. 少壯不努力，老大徒傷悲。
Where there is a will, there is a way. 有志者事竟成。
An hour in the morning is worth two in the evening. 一日之計在于晨。
Joke:
It was the Christmas season and the judge ( 法官) was in a merry mood ( 心情愉悅) as he asked the prisoner. ( 犯人)
‘ What is your offense? ’ ( 犯罪行為 )
‘I did my Christmas shopping early this year, ’ cried the prisoner. ‘ There’s nothing wrong with that, ’ said the judge. ‘ How early were you doing this shopping? ’
‘ Before the store opened, ’ answered the prisoner.
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