上海牛津五年级上册英语语法总结【4篇】

英语语法是针对英语语言进行研究后，系统地总结归纳出来的一系列语言规则。英语语法的精髓在于掌握语言的使用， 以下是为大家整理的关于上海牛津五年级上册英语语法总结4篇 , 供大家参考选择。

上海牛津五年级上册英语语法总结4篇

上海牛津五年级上册英语语法总结篇1

上海版牛津英语单词 五年级上

Module 1 Unit 1

cross v. 英音：[krɔ:s]美音：[krɔs] 穿过

drink v. 英音：[driŋk]美音：[drɪŋk]喝 go out 出去

make a noise 英音：[nɔiz]美音：[nɔɪz]吵闹

mean v. 英音：[mi:n]美音：[min]意指

one pron. 一 or conj.或

out prep .通过…而出

road n. 英音：[rəud]美音：[rod]路

rubbish n. 英音：["rʌbiʃ]美音：["rʌbɪʃ]垃圾

sign n. 英音：[sain]美音：[saɪn]标志

smoke v. 英音：[sməuk]美音：[smok]抽烟

station n. 英音：["steiʃən]美音：["steʃən]车站

traffic light英音：["træfik]美音：["træfɪk]交通灯

underground n. 英音：["ʌndəgraund]美音：["ʌndɚ,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：[hwitʃ]美音：[hwɪtʃ] 哪一个

unit2

bigmac n.巨无霸

french fries n. 英音：[frentʃ]美音：[frɛntʃ] 英音：[fraiz]美音：[fraɪz]炸薯条

glue n. 英音：[glu:]美音：[glu]胶水

mcchicken 麦香鸡

paper n. 英音：["peipə]美音：["pepɚ] 纸

picnic n. 英音：["piknik]美音：["pɪknɪk]野餐

scissors n. 英音：["sizəz]美音：["sɪzɚz] 剪刀

tape n. 英音：[teip]美音：[tep] 胶带

vegetable n. 英音：["vedʒitəbl]美音：["vɛdʒətəb!]蔬菜

want v. 英音：[wɔnt]美音：[wɑnt]要

unit3

bake v. 英音：[beik]美音：[bek]烤

buy v.英音：[bai]美音：[baɪ] 买

cheap adj. 英音：[tʃi:p]美音：[tʃip] 便宜的

dear adj. 英音：[diə]美音：[dɪr]贵的

for prep. 英音：[fɔ:]美音：[fɔr] 为

need v. 英音：[ni:d]美音：[nid]需要

salt n. 英音：[sɔ:lt]美音：[sɔlt] 盐

uniform n. 英音：["ju:nifɔ:m]美音：["junə,fɔrm]制服

wear v. 英音：[wɛə]美音：[wɛr]穿

let’s英音：[lets]美音：[lɛts]让我们

module2 unit1

at(time) perp. 在…时

group n. 英音：[gru:p]美音：[grup] 小组

home adv. 英音：[həum]美音：[hom]回家

morning n . 英音：["mɔ:niŋ]美音：["mɔrnɪŋ]早上

mice n. 英音：[mais]美音：[maɪs]老鼠

night n. 英音：[nait]美音：[naɪt]夜间

outside adv. 英音：["aut"said]美音：["aut"saɪd]向外面

park n. 英音：[pɑ:k]美音：[pɑrk]公园

way n. 英音：[wei]美音：[we]方法

unit 2

be v. 英音：[bi:]美音：[bi]是 （三种形式：am,is,are）

cabbage n. 英音：["kæbidʒ]美音：["kæbɪdʒ]卷心菜

carrot n. 英音：["kærət]美音：["kærət]胡萝卜

dessert n.英音：[di"zə:t]美音：[dɪ"zɝt] 甜点心

doesn’t英音：[dʌznt]美音：[dʌznt]不

drink n. 英音：[driŋk]美音：[drɪŋk]饮料

know v. 英音：[nəu]美音：[no]知道

nod v. 英音：[nɔd]美音：[nɑd]点

on(days of the week) 在…的时候

potato n. 英音：[pə"teitəu]美音：[pə"teto]土豆

sausage n. 英音：["sɔ:sidʒ]美音：["sɔsɪdʒ]香肠

shout v. 英音：[ʃaut]美音：[ʃaut]叫喊

show v. 英音：[ʃəu]美音：[ʃo] 出示

sick adj. 英音：[sik]美音：[sɪk] 有病的

tea n. 英音：[ti:]美音：[ti]茶

unit 3

colour v. 英音：["kʌlə]美音：["kʌlɚ]给..着色

eighth num. 英音：[eitθ]美音：[etθ]第八

eleventh num. 英音：[i"levnθ]美音：[ɪ"lɛvnθ] 第十一

first num. 英音：[fə:st]美音：[fɝst]第一

fourth num. 英音：[fɔ:θ]美音：[forθ]第四

invitation n. 英音：[,invi"teiʃən]美音：[,ɪnvə"teʃən]请贴

ninth num. 英音：[nainθ]美音：[naɪnθ]第九

of prep. 英音：[ɔv]美音：[ɑv] …的

party n. 英音：["pɑ:ti]美音：["pɑrtɪ]聚会

picture n. 英音：["piktʃə]美音：["pɪktʃɚ] 画

second num. 英音：["sekənd]美音：["sɛkənd]第二

seventh num. 英音：["sevnθ]美音：["sɛvnθ]第七

sixth num. 英音：[siksθ]美音：[sɪksθ]第六

tenth num. 英音：[tenθ]美音：[tɛnθ] 第十

third num. 英音：[θə:d]美音：[θɝd]第三

thirtieth num. 英音：["θə:tiiθ]美音：["θɝtɪɪθ]第十三

twelfth num. 英音：[twelfθ]美音：[twɛlfθ]第十二

twentieth num. 英音：["twentiiθ]美音：["twɛntɪɪθ]第二十

twenty-first num. 英音：[,twenti"fə:st]美音：[,twɛntɪ"fɝst]第二十一

when adv. 英音：[hwen]美音：[hwɛn]什么时候

Module 3 unit1

Art [ɑrt] and Craft [kræft] 工艺美术

break n. 英音：[breik]美音：[brek]课间休息

by(bus.car,etc) 英音：[bai]美音：[baɪ]通过

Chinese n. Chinese英音：["tʃai"ni:z]美音：["tʃaɪ"niz]语文

Cupboard n. 英音：["kʌbəd]美音：["kʌbɚd]小橱

day(every day) n. 英音：[dei]美音：[de]天

English n. 英音：["iŋgliʃ]美音：["ɪŋglɪʃ]英语

Fan n. 英音：[fæn]美音：[fæn]风扇

Floor n. 英音：[flɔ:]美音：[flor] 层

handred num.[ hain,dri:d]百

lesson n. 英音：["lesn]美音：["lɛsn]课

maths n. 英音：[mæθs]美音：[mæθs]数学

music n. 英音：["mju:zik]美音：["mjuzɪk]音乐

physical英音：["fizikəl]美音：["fɪzɪk!]

education英音：[,edjukeiʃn]美音：[,ɛdʒu"keʃən] n. 教育

quarter n. 英音：["kwɔ:tə]美音：["kwɔrtɚ] 一刻钟

science n. 英音：["saiəns]美音：["saɪəns]科学

subject n. 英音：["sʌbdʒikt]美音：["sʌbdʒɪkt]科目

then adv. 英音：[ðen]美音：[ðɛn]接着

timetable n. 英音：["taim,teibl]美音：["taɪm,teb!]课程表

tram n. 英音：[træm]美音：[træm]电车

unit2

case(pencil case) 英音：[keis]美音：[kes] 盒

eighty num. 英音：["eiti]美音：["etɪ]八十

fifty num. 英音：["fifti]美音：["fɪftɪ] 五十

money n. 英音：["mʌni]美音：["mʌnɪ] 钱

ninety num. 英音：["nainti]美音：["naɪntɪ]九十

note n. 英音：[nəut]美音：[not]纸币

seventy num. 英音：["sevnti]美音：["sɛvntɪ]七十

sixty num. 英音：["siksti]美音：["sɪkstɪ]六十

unit 3

bin n. 英音：[bin]美音：[bɪn]垃圾箱

dangerous adj. 英音：["deindʒərəs]美音：["dendʒərəs]危险的

play with英音：["plei wið]美音：["ple wɪð]玩

pool n. 英音：[pu:l]美音：[pul]水池

swimming ["swɪmɪŋ] pool 游泳池

why adv . 英音：[hwai]美音：[hwaɪ]为什么

module 4 unit1

bar n. 英音：[bɑ:]美音：[bɑr]栅栏

country ["kʌntrɪ] park [pɑrk] 乡村公园

crocodile n. 英音：["krɔkədail]美音：["krɑkə,daɪl]鳄鱼

if conj. 英音：[if]美音：[ɪf]如果

jungle n. 英音：["dʒʌŋgl]美音：["dʒʌŋg!]丛林

peel n. 英音：[pi:l]美音：[pil]剥

them pron. 英音：[ðem]美音：[ðɛm]

Through prep. 英音：[θru:]美音：[θru]穿过

Zoo n. 英音：[zu:]美音：[zu]动物园

Zoo-keeper英音：["ki:pə]美音：["kipɚ] n. 饲养员

unit2

become v. 英音：[bi"kʌm]美音：[bɪ"kʌm]变成

body n. 英音：["bɔdi]美音：["bɑdɪ]躯体

caterpillar n. 英音：["kætə,pilə]美音：["kætɚ,pɪlɚ]毛虫

cocoon n. 英音：[kə"ku:n]美音：[kə"kun] (昆虫的)卵袋

feeler n. 英音：["fi:lə]美音：["filɚ]触角

insect n. 英音：["insekt]美音：["ɪnsɛkt] 昆虫

lay v. 英音：[lei]美音：[le]下

spell v.英音：[spel]美音：[spɛl] 拼

wing n. 英音：[wiŋ]美音：[wɪŋ] 翅膀

unit3

aquarium n. 英音：[ə"kwɛəriəm]美音：[ə"kwɛrɪəm] 水族馆

catch v. 英音：[kætʃ]美音：[kætʃ] 赶上

diver n. 英音：["daivə]美音：["daɪvɚ]跳水者

dolphin n. 英音：["dɔlfin]美音：["dɑlfɪn] 海豚

from prep. 英音：[frɔm]美音：[frɑm]从…

garden n. 英音：["gɑ:dn]美音：["gɑrdn] 花园

high adj. 英音：[hai]美音：[haɪ]高的

island n. 英音：["ailənd]美音：["aɪlənd]岛

lake n. 英音：[leik]美音：[lek]湖

map n. 英音：[mæp]美音：[mæp]地图

ocean n. 英音：["əuʃən]美音：["oʃən] 海洋

place n. 英音：[pleis]美音：[ples]地方

plant v. 英音：[plɑ:nt]美音：[plænt]种

seal n. 英音：[si:l]美音：[sil]海豹

shark n. 英音：["ʃɑ:k]美音：["ʃɑrk]鲨鱼

theatre【英】=theater n. 英音：["θiətə]美音：["θɪətɚ] 剧场

tower n. 英音：["tauə]美音：["tauɚ] 塔

visit v. 英音：["vizit]美音：["vɪzɪt]游览

上海牛津五年级上册英语语法总结篇2

2011学年第 一 学期

学科成绩统计表

五（1）班

教师教学计划

（2006学年度第一学期）

制定日期：9/7

姓名

陆晓英

学科

英语

年级

五

班级

五（1）

班

级

情

况

分

析

班级基本情况分析

本班共有42人。

班级同学中除个别同学以外，许多同学英语基础薄弱，尤其是外地的插班生。同时，学习的习惯也比较差。相对而言，要提高整体的水平存在着一定的难度。本学期，我们又转进4位新同学，一个星期观察，发现他们由于教材不一样，学习环境变化，所以心里造成差异，不太适应这里的教学，学习情况也不太理想。

教学质量目标

尽量达到区成绩

措施

1．抓好学生的学习习惯培养。

2.充分运用电教媒体进行教学。模仿是基础，英语教学中的模仿离不开录音、投影及图片的运用，媒体的运用能调动学生学习的积极性

3.分层次布置作业。根据学生掌握知识的程度，布置不同的作业。

4.及时进行补差。对学习有困难的学生进行无偿补课。

5．做好教师和家长之间的联系.

6．继续做好后进生的补缺补差工作，争取不让一个学生掉队。

教学研究

课题研究

完成日期

公开课

开课日期

单元测验安排

周次

内容

周次

内容

4

Moudule 1

8

Moudule 2

12

Moudule 3

14

Moudu1e 4

教学进度表

（2006学年度第一学期）

陆晓英

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.

1.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

这课是关于交通灯的，内容应该还是比较简单的，但是学生的比较薄弱，反馈的效果不好，连traffic light的读音都有问题，让我觉得有些没底了。

Module 1. Getting to know you

Unit 1. Can I do this?

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.

1.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

看似简单的一课，其实是一种表示请求的用法，学生在some和any间出现了混淆，我在课上加强了指导，但收效不是很大，尤其在练习的环节上，出现的问题更多，看来以后还是要加强指导。

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.

1.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

这是本Unit难度最大的一课，在教学过程中，发现学生的朗读都存在很大的问题，这是与生活相关的一课。但是，有的东西与我们实际还存在着一定的差异，所以，我又加强了人文方面的熏陶。

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.

7.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.

师生

Board Design:

Feedback

want的句型是本学期的重点，虽然与以前学的like的很相近，但学生还是不能理解，在今天的课中我还与后面的need句型想结合进行了扩展，以方便于后面的学习。

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?

1.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

上麦当劳的一课是同学们最感兴趣的，毕竟与生活实践非常贴近，可以说，这是开学至今大家上课最积极的一课。可喜的是，在发音上也很标准，可能真的是这课的内容比较吸引学生的注意吧。但毕竟不是每篇课文都如此的。

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?

1.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…?

1. 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

今天的课中有学生这样问：“老师，什么样的名词是不可数名词。”“物质名词都是不可数名词。”我顺口就答道。“那什么样的是物质名词？”我顿时语塞。这要和学生怎么解释那，毕竟纯语法的东西，还是学生很难理解的。课后不禁在想，这牛津教材，又要口语，又兼顾语法还真是难啊。

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.

1.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几乎完全一样的句型，在做题时也完全是如此的，但是学生的反馈却完全像新知识一样，让我原本好的心情有些沮丧。尤其在句型的转换和适当形式两个板块，真不知道该如何进行语法渗透。

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

1.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是哪两个单词的组合？”“let is”下面的异口同声让我都不知道说什么了。“let’s是let us, let后面加的是宾格。”看着他们的点头，觉得孩子们真是天真，但学习的重担又让他们的脸上严肃了很多。

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.

1.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.

1. 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.

1.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

一般现在时，是小学阶段对于学生来说最难的内容，学生大都不能很好的理解。于是在课堂上，我用进行时一起进行比较，说的时候大家都回答得较好，但在书面练习时，效果就差强人意。

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.

1.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

写话对于五年级的学生来说也是一个重点内容，在考试中也时常有出现。也是在经过了一段时间的学习后，让他们写上几句，欣喜的是他们有了一定的格式，但是错误还是比较明显的，尤其是在一般现在时的运用上更是错误连连。

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.

1.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.

1. 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.

A 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?

Teaching aim: P21

1. Using conj. to express alternatives e.g. Is Kitty hungry or full?

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.

1.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

选择疑问句和回答是个难点，尤其是和一般疑问句的回答相比较。在听力的考核中是个重点。课文的教授中，还加入了ill和sick的差别。

Module 2 Me, my family and friends

Unit 2 Are you happy?

Teaching aims: P22

1.Using the ximple present tense to express simple truths

e.g. Kitty,it’s your birthday on Saturday.

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.

WB 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).

Put the following into negative sentences. Change the sentences

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, 一般疑问句, 肯否回答, 划线提问)

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?

Teaching aims: P23

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.

1.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?在平时的日常用语中出现的不多，所以学生不是很熟悉，在课文中加强了学习。而菜单中出现了大量的单词，让学生一下子没有了头脑。我们采取了分段记忆，给了大家信心，尤其是一些基础本来薄弱的同学，也有了一定的积极性。

Module 2 Me, my family and friends

Unit 3 A birthday Party

Teaching aim: P24

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.

1.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

生日是个最大的难点，因为单词的难度相对比较大，量也大，而且句型对于学生来说也有很大的难度。这种模式以前也没有出现过，学生又开始出现了抵触的心理，我又开始犯愁了，单词的背诵是英语学习中的重点，而这关过不了学生的英语成绩是很难提高的。该怎么办那？

Module 2 Me, my family and friends

Unit 3 A birthday Party

Teaching aim: P25

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.

1.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

Teaching aim: P26

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.

1.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是两个区别的重点。也是一个混淆点，尤其是颜色的划线更是混淆了同学们的判断。于是，在关于定语的修饰上给同学进行了渗透。Which的提问还有单、复数的差别，确实存在着一定的难度。

Module 2 Me, my family and friends

Unit 3 A birthday Party

Teaching aim: P27

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.

1.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

Teaching aim: P28

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

1.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

序数词的运用和基数词是个难点，学生很容易混淆，同时，the后加序数词也是个重点。要进行强化练习。

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

课程的单词相对有些难度，尤其是体育的拼写，所以在教学时根据音标进行了拼写练习，同时，就for和to的用法进行了分析。

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

交通工具的提问是不存在什么问题的，但是同意句的转换还是有很大难度，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

各种规则从四年级考试一直有涉及，学生的反映也基本没什么大问题，而且祈使句的练习也能基本完成。

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

祈使句与you can’t的转换是本节课的一个主要内容，同时，我还加入了no+ing的一个练习。

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表示方位的词进行了补充，同时，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:

The 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.

让学生自由的运用所学的知识介绍在农场内或在森林中的各类动物。提高学生的英语口语表达能力。

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：

在这一课中主要介绍了猴子这种动物，它的外表特征以及生活习性，句子的结构主要是It is… It can… It has… It likes… 这几类句子的一般疑问句以及肯定和否定回答，这些是本课的重点也是本课的难点。特别是Does it like….? 学生较多的回答Yes, it likes.很容易范此类的错误。

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:

Teaching 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

让学生分别扮演课文中的三个角色，学生自编对话并表演体验学习英语的乐趣。

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：

本课是上一课的延续，本课也充分体现了牛津英语的特点，简短有趣的故事，生动活泼的语言，让学生在故事中学习语言，在故事中运用语言，在教学的过程中教师对学生的故事表演做一定的指导，也可通过提问回答的形式帮助学生对课文的理解。

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

Teaching 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.

可让学生看图相互之间进行pair work，运用所学的知识对各类动物的特点进行描述，再进行选择一种动物进行叙述。

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.

本课的重点在于语言知识的运用，是让学生选择一种动物进行描述，对于本篇写作，教师可采用分层的形式，对于有一定能力的同学，可让他们进行适当的扩展，充分运用所学的知识量，对于一般的同学可让他们仿照课本上的内容来写。

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

本课的一个重点就是How do you spell that in English?在课堂中，就介词这个板块也进行了巩固性练习，但学生的反馈不是很理想。

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

这篇课文在本学期中也是最难得之一，词汇量大，而且集中了一般现在时的句型，而且我们班级的学生基础很是薄弱，所以在课堂中能够很好读会课文的学生都不多。同时，在一般现在时的讲解中，许多学生都与现在进行时相混淆，所以，在后面的练习课中要加以巩固。

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

特殊名词的大小写是考试的一个重点内容，所以在新课时我就进行了区别，还请了个别同学到黑板上进行书写，利于记忆。同时，岛屿用on也进行了强调。

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.（两种肯定句）

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

Focus 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

这是一篇很好的阅读课文，涉及的句型也比较多，有利于学生进行系统的运用，同时，本课涉及了很多的介词词组填空等，让每位同学得以复习。在课文中出现的diver一词也很容易与driver一词混淆，所以在课堂中进行了对比，收效甚大。

上海牛津五年级上册英语语法总结篇3

Unit 1&2

一、重点、难点归纳

1．冠词a, an, the

(1)a 用于辅音音素开头的单数可数名词前，如：a pen, a book, a university

an用于元音音素开头的单数可数名词前，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)哪些情况必须使用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的情况：

A．____________________________________如：have breakfast, play basketball, speak English.

B．____________________________________如：in 2011, in winter

C．____________________________________如：my pen, this book

2．一般现在时

一般现在时表示经常发生的动作或存在的状态、日常行为、习惯或客观事实等。

常用时间状语有：______________________________________________.

当主语是第三人称单数时，谓语动词要用第三人称单数形式，其变化规则是：

A．____________________________________

B．____________________________________

C．____________________________________

D．特殊：have----has

二、重点句式

1. be friendly to = be kind to = be nice to 对……友好的

2. why not do sth. = why don’t you do sth. 为什么不……

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、话题

学习如何交朋友和规划我们的每日生活。

过关检测

一、词汇

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、短语翻译

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

在左边 对某人友好

去游泳 吃早餐

在去…….的路上 照顾

半小时 在途中

在闲暇时 洗碗

三、重点句式及语法

A 按要求作相应的句型转换

1. Miss Liu usually spends an hour in correcting papers.（改为同义句）

It usually ___________ Miss Liu an hour ___________ ___________ papers.

2. The volunteers were friendly to visitors during 2010 Shanghai Expo.（划线提问）

___________ were the volunteers ___________ ___________during the 2010 Shanghai Expo?

3. Why don’t you visit a student’s family in the evening?（改为同义句）

___________ ___________ ___________a student’s family in the evening?

4. My parents own a big restaurant.（划线提问）

___________ ___________your parents own?

5. It’s about two kilometers from the school to my home.（划线提问）

___________ ___________ ___________ it from the school to my home?

B 根据中文完成句子

1 Phelps 是世界上最好的游泳者之一。

Phelps is one of _________ _________ _________ in the world.

2 四年前他担任教师的工作。

He _________ _________ a teacher four years ago.

3 我们学校的校运会持续了三天。

Our school sports meeting _________ _________ three days.

4 你将来想做什么工作？

What do you want to be _________ _________ _________?

5 我经常打电话给我的朋友。

I often _________ _________ _________ _________ my friends.

6 因为我没有说真话，所以妈妈生气了。

Because I didn’t _________ _________ _________, my mother _________ _________.

C 语法巩固练习

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、重点、难点归纳

1．一般过去时

一般过去时表示过去某一时间所发生的动作或存在的状态，一般与表示过去的时间连用。一般过去时的句子中谓语动词要用过去式。

动词过去式变化规则：

（1）

（2）

（3）

（4）

（5）不规则动词的过去式要逐个记忆。

常见的表示一般过去时态的时间状语有：

2．When引导的时间状语从句

The sky went dark when we arrived.

When引导的时间状语从句可放主句前面或后面，放在主句前面时要用逗号与主句隔开。

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. 过去常常做某事

be used to doing sth 习惯于做某事

be used to do sth. 被用来做某事

二、重点句式

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)如果形容词用来描述不定式行为者的性格、品质的，用_____, 这类形容词有______________________________________________.

(2)如果形容词仅仅用来描述事物，用___________。这类形容词有____________________________________.

3．see sb. do/doing sth.

感官动词see, watch, observe, notice, look at, hear, listen to, smell, taste, feel + do 表示动作的完整性；+doing表示动作的片断。

E.g. I saw him work in the garden yesterday.

I saw him working in the garden yesterday when I passed there.

三、话题

学会如何处理麻烦问题和谈论业余爱好。

过关检测

一、词汇

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、短语

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、重点句式及语法

A 语法巩固练习

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 根据汉语完成句子。

1 他上学经常迟到，所以他的班主任对他很生气。

He is always late for school so his class teacher _________ ____________ ____________ him.

2 你可以和我们一起去或者待在家里。

You can ___________ go with us _______ stay at home.

3 晚上熬夜对你的健康不好。

_________ ____________ late at night is bad for your health.

4 我过去常常在这条河里游泳。

I _________ ____________ __________ in the river.

5 世界各地的人们来到北京观看奥运会。

People from _________ ____________ _________ ____________came to China for the Olympics.

6 他喜欢广交朋友。

He likes _________ ____________ _________ ____________ friends.

7 字母PTO代表什么？

What do the letters PTO _________ ____________?

Unit 5&6

一、重点、难点归纳

1．指示代词this / that, these/those的区别：

在比较级中，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．可数名词复数变化规则：

（1）

（2）

（3）

（4）

（5）

名词复数形式的不规则变化

（1）oo变ee

（2）man变men

（3）单复数同形

（4）其他：child---children, mouse---mice

3．一般将来时will do和be going to do

用于将来时的时间状语有：

下列情况常用be going to do

（1）表示说话人根据现在已有的迹象，判断将要或即将发生某种情况。

E.g. There are many clouds in the sky, it ______________(rain).

（2）表示主语现在的意图或现已作出的决定。

E.g. He isn’t going to see his elder brother tomorrow.

另will, shall可用于反意疑问句中。

Let’s play basketball tomorrow, ______________?

Let us play basketball tomorrow, __________________?

二、重点句式

1. as +原级+ as “跟……一样…..”

not as/so +原级+as

……times as ….as “是…….几倍”

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…..不仅……而且……

以上短语谓语采用“就近原则”。

both…..and… 两者都

三、话题

认知和了解百科全书的用处及著名的人物

过关检测

一、词汇

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、短语

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、重点句式

A 按要求作相应的句型转换

1. I can’t speak French. My father can’t speak French, either.（同义句转换）

__________ my dad __________ I __________ speak French.

2. We go shopping twice a week. （划线提问）

__________ __________ __________ you __________ shopping?

3. Taking photographs is both his hobby and his job.（同义句转换）

Taking photographs is his hobby __________ __________ __________ his job.

4. Disney was born in the USA.（改为否定句）

Disney __________ __________in the USA.

5. Why not go out for a walk?（同义句转换）

__________ __________ going out for a walk?

B 根据汉语完成句子

1 我和我的弟弟都不喜欢踢足球。

___________ I ___________ my brother ___________ playing football.

2 埃及以它的金字塔而闻名。

Egypt ___________ ___________ ___________its pyramids.

3 她跟他一样富有。

She is ___________ ___________ ___________him.

4 在一个小时内完成它是不可能的。

___________ ___________ ___________to finish it in an hour.

5 去散散步怎么样呢？

___________ ___________ going for a walk?

Unit 7

一、重点、难点归纳

1．方位介词in, on, beside, under, over, above, below, next to, in front of, in the front of, behind, between, among的用法。

2．some与any

（1）当问句表示邀请或请求，或期待对方给予肯定的回答时用some。

E.g. Would you like some tea?

（2）any表示“无论什么”时，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一起构成复合不定代词。其作主语时，谓语动词用___________形式；形容词修饰不定代词时，形容词要放在不定代词之____________。

Nobody __________ (know) his name.

I have _____________(important, something) to tell you.

在定语从句中，先行词为指物的不定代词时，只能用__________；先行词为指人的不定代词时，只能用__________。

二、重点句式

1．too….to…. “太……而不能…..” = not adj.(其反义词) 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. “选择做某事”

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.

动词ing作主语时，谓语动词用单数。可以与it is….to do sth. 互换。

= It is fun to fish.

三、话题

认知和了解科幻文章的特点和其启发思维的作用，了解部分有名的科幻小说家。

过关检测

一、词汇

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、短语

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、重点句式

A 按要求作相应的句型转换

1. The film is very boring. We don’t want to watch it.（改为简单句）

The film is ____________ boring for us ___________ ___________.

2. Playing football well is not easy. （改为同义句）

___________ 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.（改为感叹句）

___________ ___________ ___________ ___________ Jay Chou is!

5. I prefer to play basketball rather than watch TV.（改为同义句）

I ___________ ___________ play basketball ___________ watch TV.

B 根据汉语完成句子

1 这条河的水太脏了，以致鱼儿都活不了。

The water in the river is ___________ ___________ for fish ___________ live in it.

2 在大街上踢足球是很危险的。

___________ ___________ dangerous ___________ ___________ football in the street.

3 《哈利. 波特》是一部多么精彩的电影啊！

___________ ___________ wonderful film Harry Porter is!

4 你能告诉我怎样解决这道数学题吗？

Excuse me, could you tell me ___________ ___________ ___________ ___________the maths problem?

5 郎郎小时候宁愿玩游戏也不愿意弹钢琴。

When he was a child, Langlang ___________ ___________ play games ___________ ___________the piano.

上海牛津五年级上册英语语法总结篇4

Module 1 Unit 1

1.whose notebook

2.mess

5B 词汇表

1.谁的笔记本

2.混乱，肮脏

3. What a mess!

3. 真乱！

4.in his father’s workshop

5.a lot of nails

4.在他爸爸的车间里

5.许多钉子

6.fall into the floor

7.a magic stone

6.落在了地板上

7.一块神奇的石头

8.a magnet

9.stick to the stone

8.一块吸铁石

9.粘在了石头上

10.put the stone near the nails 10. 把石头放在钉子附近

11.whose scarf 11. 谁的围巾

12.brush, paint, crayon, school bag 12. 画笔，绘画颜料， 蜡笔， 书包

13.mine, yours, ours, his, hers, its, theirs 13. 我的(东西)，你的(东西)，我们的(东西)，他的(东西)，她的(东西)，它的( 东西)，他(她，它)们的(东西)

●mine 是 I 的名词性物主代词yours 是 you 的名词性物主代词ours 是 we 的名词性物主代词his 是 he 的名词性物主代词hers 是 she的名词性物主代词its 是 it 的名词性物主代词theirs 是 they 的名词性物主代词

●Whose school bag is this?

本句是一个由 whose 引导的特殊疑问句，询问所属关系，句式结构为“ whose+

名词+be 动词+其他？”用“ It’s / They’re +名词性物主代词 .”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

形容词性物主代词和名词性物主代词的区别：

形容词性物主代词 +名词，相当于形容词，置于名词前面，如 This is my book.

名词性物主代词 + be, be+名词性物主代词，如： This book is yours. Where’s mine? (yours 相当于 your book, mine 相当于 my book)

名句欣赏：

●So said, so done. 说到做到，言出必行。

●A friend without faults will never be found. 没有十全十美的朋友。

●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. 一个和尚挑水喝， 两个和尚抬水喝，三个和尚没水喝。

补充单词：

fountain pen / ‘ fauntinpen / 水笔 dictionary / ‘dik∫əneri / 字典

blackboard eraser / ‘blækbɔ:d i’re izər / 黑板擦

set square 三角尺

pencil sharpener 卷笔刀 rough book 草稿本

marking pen 记号笔 straightedge /‘streitedʒ / 直尺

1.an interesting insect 1. 一种可爱的昆虫

2.a green caterpillar 2. 一条绿色的毛毛虫

3.a brown cocoon 3. 一个棕色的茧

4.a beautiful blue butterfly 4. 一只漂亮的蓝色蝴蝶

5.an ugly duckling 5. 一只丑小鸭

6.beautiful (反义词) ugly 6. 漂亮的，丑陋的

7.silkworm 7. 蚕

8.make a lot of silk 8. 吐很多蚕丝

9.silkworm cocoon 9. 蚕茧

10.moth (two moths) 10. 蛾(两只蛾)

11.once 11. 曾经

12.the bright blue sky 12. 明亮的蓝天

13.puppy 13. 小狗

●First⋯ Nest⋯ Then⋯ Finally⋯ 首先,, 接着,, 然后,, 最后,,

在英语里，常用此句型表达事情发生的先后顺序。

●Do you know how it grows? 你知道它是怎样成长的吗？

本句是一个主句 +从句的复合句，从句 how it grows 作 know 的宾语，其语序必须是陈述语序，即连接词（ how）+主语（ it） +谓语（ 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 ⋯ 它曾经是 ,, 现在它是 ,,

本句含有一般过去时和一般现在时，用来对比介绍某人或某物过去和现在的

状态，表示人或物前后发生的变化。 介绍过去的状态时， be 动词 is 或 are 要变成was 或 were。

●It was a white egg.

这是一个含有一般过去时的句子。一般过去时表示的动作或状态都已成为过

去，常与表示过去的时间状语如： once, yesterday, last week (month, year) , (two hours) ago等连用。

例： My mother was ill yesterday.

When I was a child, I often played football in the street.

名句欣赏：

●Dog does not eat dog. 同类不相残。

●Kill two birds with one stone. 一石二鸟。

●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.

宁当鸡头，不当凤尾。

补充单词：

camel / ‘kæm l / 骆驼 leopard / ‘lepəd / 豹

kitten / ‘kitn / 小猫 duckbill / ‘dʌk bil / 鸭嘴兽

kangaroo / ,kæŋgə‘ ru : 袋鼠 squirrel / ‘skwirəl / 松鼠

1.a lorry 1. 一辆货车

2.too noisy outside 2. 外面太吵了

3.outside (反义词 ) inside 3. 在外面，在里面

4.another loud noise 4. 另一种噪音

5.sit on the sofa and watch a cartoon 5. 坐在沙发上看卡通片

6.a pop group 6. 一支流行乐队

7.at City Square 7. 在城市广场

8.have great fun 8. 玩得很开心

9.want to play some loud music for Ben 9. 想为 Ben 演奏一些喧闹的音乐

10.play the drum loudly 10. 响亮地打鼓

11.at all 11. 根本，完全

12.a noisy place 12. 一个喧闹的地方

13.live on Mars 13. 住在火星上

14.everywhere 14. 到处

15.ask and answer the questions with 15. 和你的同学提问并回答问题

your classmates

Expressions日常用语

Not at all. 一点儿也不。

Not at all. 也用于回答感谢，意为“不用谢，不客气” ；用于回答道歉，意为“没关系”；用于回答带有感谢性质的客套话，意为“没什么，哪里哪里” 。

一般过去时的动词变化归纳如下 ：

(1)一般情况下，动词词尾加 -ed,如：

work –worked; play –played; want –wanted; act –acted

(2)以不发音的 -e 结尾动词，动词词尾加 -d,如：

live –lived; move –moved; taste–tasted; hope–hoped

(3)以辅音字母 -y 结尾的动词，把 -y 变为 i 再加-ed,如： study –studied; copy –copied; cry –cried; carry –carried

(4)以辅音字母结尾的重读闭音节动词，双写词尾辅音字母，再加 -ed,如： stop –stopped

(5)不规则动词的过去式变化规律性不强，须多加记忆，如：

go –went; make –made; get–got; buy –bought; come–came; fly –flew

名句欣赏：

●Do well and have well. 善有善报。

●Choose an author 作( 者) as you choose a friend. 择书如择友。

●Bad news has wings. 好事不出门，坏事传千里。

●Don’t put off till tomorrow what should be done today. 今日事，今日毕。

补充单词：

ambulance / ‘ æmbjuləns /救护车 carriage / ‘kærid ʒ / 四轮马车

jeep / dʒi:p / 吉普车 warship / ‘wɔ: ,∫ɪp / 军舰

jet / dʒet / 喷气飞机 spaceship / ‘spe ɪs ,∫ɪp /宇宙飞船 sports car 跑车 racing car 赛车

helicopter / ‘helik ɒptə / 直升飞机 ferry / ‘feri / 渡轮

mail car 邮车 yacht / j ɑ:t / 快艇，游艇

1.healthy (反义词 ) 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. 一天一个苹果，医生远离我！

5.some pork 5. 一些猪肉

6.much beef 6. 许多牛肉

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. 我最喜欢的食物

14.play sport very often 14. 经常运动

15.eat too much sweet food 15. 吃太多甜食

16.a lot of hamburgers and chocolate 16. 很多汉堡和巧克力

17.a lot of soft drinks 17. 很多软饮料

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. 做些运动

21.all day and all night 21. 整日整夜

22.in the end 22. 最后

●That’s not healthy either.

句子中的 either, 意为“也”，常用于否定句末尾。在英语中 too 也有“也”的意思，但它用于肯定句中或句末。

●a lot of 与 some的用法

a lot of = lots of, 意为“大量，许多”，修饰可数名词复数或不可数名词。当 修饰可数名词时， a lot of = many; 当修饰不可数名词时， a lot of = much。some 意为“一些”，后面可以加不可数名词或可数名词复数，一般用于肯定句中，在否定句与疑问句中， some 要变为 any。当修饰不可数名词时， some

= a little, 当修饰可数名词时， some = a few。

例句： A lot of time has been wasted. 很多时间被浪费了。 (a lot of = much) A lot of people have been present.已有许多人到了。 (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.房间里有一些椅子。 (some = a few)

名句欣赏：

●Never offer to teach fish to swim. 不要班门弄斧。

●Happiness lies first of all in health. 幸福首先在于健康。

●As you brew (策划，酿成 ) so you must drink. 自作自受。

●Bread is the staff to life. 民以食为天。

补充单词：

mutton / ‘ mʌtn / 羊肉 lamb / læm / 羔羊肉

duck 鸭肉 goose 鹅肉

steak / steik / 牛排 fatty meat / ‘ fæti: / 肥肉

lean meat / li:n / 瘦肉 drumstick / ‘drʌmstik / 鸡腿

eggplant 茄子 turnip / ‘ tз:nɪp / 萝卜

mushroom / ‘mʌ∫rum / 蘑菇 bamboo shoot / bæm ‘ bu/: ∫u:t / 竹笋

cucumber / ‘kju:kʌmbə/ 黄瓜 white gourd / gʊr:d / 冬瓜

1.see a film at City Cinema 1. 在城市影院看电影

2.Snow White 2. 《白雪公主》

3.Toy Story 3. 《玩具总动员》

4.Rabbit Run 4. 《兔子赛跑》

5.Swan Lake 5. 《天鹅湖》

6.a beautiful princess 6. 一个美丽的公主

7.ticket 7. 票

8.ticket office 8. 售票处

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. 七个小矮人

13.run away from a farm 13. 从一个农场逃跑

14.three tickets for Snow White 14. 三张《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. 今晚去电影院

18.a magic mirror 18. 一面魔镜

19.fair (fairer, the fairest) 19. 美丽的（更美丽的，最美丽的）

20.the fairest of all 20. 所有人中最美丽的

21.take sb. into the forest 21. 把某人带进森林

22.fall asleep 22. 入睡

23.wake up 23. 醒来

24.happen 24. 发生

25.find out 25. 寻找出

26.want to kill 26. 想杀了

日常用语：

Here we are. 我们到了。

Shall we go to see a film this afternoon?

shall 是一个情态动词，表示“将要，要不要，应该”等意思，语气比较委婉。用于疑问句表示请求给予指示、征询对方意见、主动提供帮助等时，常用句型

“ Shall I / we ⋯?”,意思是“ ,, 好吗？” “要不要 ,, ？” 。这种文句没有固定的肯定或否定回答模式，可根据实际情况表明对待意见的态度。

名句欣赏：

●No news is good news. 没有消息就是好消息。

●He knows most who speaks least. 大智若愚。

●Respect yourself, or no one else will respect you. 要人尊敬，必须自重。

1.subject 1. 科目

2.Chinese, English, Maths, Art, Music, 2. 语文，英语，数学，美术，音乐，

IT, PE, 信息技术，体育

3.look at the timetable 3. 看课程表

4.lunch break 4. 午休

5.my timetable for today 5. 我今天的课程表

6.a short break after each class 6. 每节课后一个短暂的休息时间

7.new word 7. 新单词

8.count from one to ten 8. 从一数到十

日常用语：

What about you? 你们呢？

●a short break 意为“短暂休息，小憩一会儿” 。Break, 名词，意为“暂停，休息”。

例： Let’s have a break.让我们休息一会儿。

●have 的 用 法 小 结 ： 1)“有”，强调“所属关系” ，表示“拥有”。例： I have a computer.

2)“吃，喝”，相当于 eat 和 drink.

例： I have breakfast at home.

I have some juice.

3)have和一些表示某种活动的名词连用，意为“举行，进行” 。例： We have no classes on Sunday.

We are going to have a meeting this week.这周我们要开个会。

4)“用，作用，借用”

例： Excuse me, may I have your pen?打扰了，我可以用用你的钢笔吗？

5)“邀请，招待”

例： Thank you for having me. 感谢你们邀请我。

6)have还与其他词构成一些常见的固定搭配：

have a rest 休息一会儿， have a good time 过得愉快， have a look 看一看，

have a talk 交谈， have a cold 患感冒等等。

●It ’s time for Chinese class.

It ’s time for + n. 意为“该是 ,, 的时候了”或“ ,, 时间到了。 ”等同于 It’s time to + do sth.

例： It ’s time for a rest.

It ’s time for have a rest.

名句欣赏：

●Seek the truth from facts. 实事求是。

●Pour water into a sieve. 竹篮打水一场空。

●A good beginning makes a good ending. 善始善终。

●A good book is the best of friends, the same today and forever. 一本好书，相伴一生。

补充单词：

Chemistry / ‘kemistri / 化学

Biology

/ bai ‘ɒlədʒi / 生物

Politics / ‘pɒlitiks / 政治

History

/ ‘histri / 历史

Geography / dʒi ‘ ɒɡrrəfi / 地理

Science

/ ‘ sɑiəns / 科学

1.look at the sign 1. 看这个标志

2.walk one’s dog 2. 遛狗

3.sit on the bench 3. 坐在长椅上

4.the park keeper 4. 公园管理员

5.telephone, toilet 5. 电话，厕所

6.Don’t litter! 6. 禁止乱丢垃圾！

7.above (反义词 ) 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，不应该

10.get into the park 10. 进入公园

11.want to pick the flowers 11. 想要摘花

12.get out of here 12. 从这出去

13.throw the rubbish 13. 扔垃圾

14.the path of stones 14. 石子路

15.stepmother 15. 继母

16.say to oneself 16. 自言自语

17.on the way to the forest 17. 在通往森林的路上

18.drop the stones 19. 丢石头

20.in the middle of the forest 20. 在森林深处

21.in the middle of 21. 在,, 中间

22.lost 22. 迷路的

23.follow them back home 23. 跟随它们回家

反身代词：

反身代词用来加强名词或代词的语气， 表示“由自己”、“亲自”、“本人”等意思。通常跟在名词、代词后面，但也可用于句尾。此时的反身代词应该重读。

myself 我自己， yourself 你自己， himself 他自己, herself 她自己， itself 它自己,

ourselves 我们自己， yourselves 你们自己， themselves 他们(她们，它们 )自己

名句欣赏：

●Look before you leap. 三思而后行。

●Where there’s life there’s hope. 留得青山在，不怕没柴烧。

●A friend in need is a friend indeed. 患难见真情。

●An hour in the morning is worth two in the evening. 一日之计在于晨。

常见的标志：

Pull 拉 Push 推 Shut 此门不通

Knock 敲门 No admittance 闲人免进 Keep to the right 靠右行

No overtaking 禁止超车Parking permitted 允许停车No parking 禁止停车

Sold out 售完 Buffet 小卖部

No spitting 禁止吐痰

Look out 小心；注意

Please shut the door! 请随手关门！ Please don’t touch! 请勿动手！ Save water, please! 请节约用水！ Care plants! 爱护花草！

Don’t litter the floor! 不要随地扔东西！

Do not ruin trees and flowers! 勿折花草！

1.the weather report 1. 天气预报

2.blow strongly 2. 吹得猛烈

3.blow my plants down 3. 吹倒了我的庄稼

4.make my plants strong 4. 使我的庄稼长得茁壮

5.thirty degrees 5. 30 度

6.storm, stormy 6. 暴风雨，有暴风雨的

7.fog, foggy 7. 雾，有雾的

8.complete the table 8. 完成表格

9.the temperature 9. 温度

10.wet (反义词 ) dry 10. 潮湿的，干燥的

11.my favouite season 11. 我最喜欢的季节

12.a long time ago 12. 很久以前

13.some chickens 13. 一些鸡

14.plant some rice 14. 种植一些水稻

15.build a new house 15. 盖了一座新房子

16.stay in his house 16. 待在他的房子里

17.warm and comfortable 17. 又暖和又舒适

18.enjoy himself 18. 享受自己

19.will be 19. 将会

20.come from the East China Sea 20. 从中国东海岸登陆

21.a typhoon 21. 一场台风

What’s the weather like today?

这是一个由疑问代词 what 引导的询问天气状况的特殊疑问句，注意： like 在本句里不能译为“喜欢” ，而要译为“ ,, 怎么样” 。它的同义句为：

How is the weather today?

名句欣赏：

●A good friend is my nearest relation. 良友如近亲。

●A good marksman may miss. 智者千虑，必有一失。

●A good medicine tastes bitter. 良药苦口，忠言逆耳。

●A good winter brings a good summer. 瑞雪兆丰年。

1.changes in Shanghai 1. 上海的变化

2.give him a surprise 2. 给他一个惊喜

3.move the furniture 3. 移动家具

4.put the table next to the wall 4. 把桌子摆放到墙边

5.move the picture and the lamp 5. 移动照片和台灯

6.beside the cupboard 6. 在衣柜旁

7.on the bookshelf 7. 在书架上

8.under the cushion 8. 在靠垫下

9.look different 9. 看起来不一样

10.between two shelves 10. 在两个架子中间

11.What else? 11. 还有什么？

12.remember 12. 记得

13.on a big blue sofa 13. 在一张蓝色的大沙发上

14.many years ago 14. 很多年以前

15.a small village 15. 一个小村庄

16.not many people 16. 没有很多人

17.many of them 17. 大部分

18.fisherman 18. 渔民

19.later 19. 后来

20.come from other places 20. 来自其他地方

21.become a town 21. 变成了一个城镇

22.a lot of tall building 22. 很多高楼大厦

23.from other countries (country) 23. 来自其他国家

24.the Shanghai History Museum 24. 上海博物馆

25.tell the story of Shanghai 25. 讲述上海的故事

26.a lot of photos 26. 很多照片

日常用语：

●Sounds fun. 听起来很有趣。

●Yes, let’s do that. 好的，让我们开始做吧。

●You’re right. 你对了。

●What else? 其他的呢？

●Let ’s move the furniture.

let ’s 表示说话人向对方提出建议。这是由“ let”带头的祈使句，通常表示建议，命令，请求或允许等。本句含有建议之意。其否定形式通常有两种， not 位置不同，表达的意义也不同：

Don’t let the children make much noise. 不要让孩子发出大的噪声。 Let the children not make much noise. 让孩子不要发出大的噪声。

●let’s ⋯ 包括对方在内， Let us⋯ 不包括对方在内。

名句欣赏：

●Behind bad luck comes good luck. 塞翁失马，焉知非福。

●Being on sea, sail; being on land, settle. 随遇而安。

●Be swift to hear, slow to speak. 多听少说。

补充单词：

above 在,, 上方 below 在,, 下方 under 在,, 下面behind 在,, 后面 beside 在,, 旁边 between 在,, 中间in front of 在,, 前面（指的是一个整体在另一个整体的前面）

on opposite 相反的 outside 在,, 外面 over 在,, 正上方

1.more things to learn 1. 学习更多的东西

2.at the Science Museum 2. 在科学博物馆

3.The World of Robots 3. 机器人的世界

4.look at the ‘Piano Prince’ 4. 看这个“钢琴王子”

5.really cool 5. 真酷

6.play the piano 6. 弹钢琴

7.perform Beijing Opera 7. 表演京剧

8.dance beautifully 8. 跳得优美

9.help firefighters put out fires 9. 帮助消防队员灭火

10.very useful 10. 非常有用

11.the Art Museum 11. 美术博物馆

12.the History Museum 12. 历史博物馆

13.the Insect Museum 13. 昆虫博物馆

14.the Car Museum 14. 汽车博物馆

15.the Railway Museum 15. 铁路博物馆

16.an ugly bug 16. 一个难看的小虫子

17.learn a lot about insects 17. 学了很多关于昆虫的知识

18.interesting 18. 有趣的

19.the ground floor 19. 在底层

20.the Louvre Museum 20. 卢浮宫

21.in Paris 21. 在巴黎

22.learn about human 人( 类) history and 22. 学习很多关于人类历史进程和

many different cultures 不同文化的知识

23.thousands of paintings 23. 成千上万幅画

24.the most famous painting, 24. 世界上最著名的油画 , the ‘Mona Lisa’ “蒙娜丽莎的微笑”

25.on one trip 25. 在一次旅行中

●the ground floor 和 the first floor 的区别：

在英国 the ground floor ，就是我们中国的一楼而 the first floor ，就是我们的二楼。

一楼： the ground floor ( 英国说法）； the first floor ( 美国说法） 二楼： the first floor ( 英国说法）； the second floor ( 美国说法） 楼层的说法在英、美语中的差异以此类推。

名句欣赏：

●A bird is known by its note, and a man by his talk. 闻其歌知其鸟，听其言知其人。

●A blind man who leans against a wall imagines that i’ts the boundary of the world.

坐井观天。

●A clear conscience is a soft pillow. 问心无愧，高枕无忧。

●A clear conscience is a sure card.光明磊落，胜券在握。

你喜欢参观哪个博物馆呢？快来了解一下有关博物馆的英文词汇吧！

Exhibition and Museum 展览会博物馆

⋯ are now free to everyone. ⋯ 现免费向公众开放。

⋯ will again be open to the public.⋯ 再次向公众开放。

Admission charge ￡4 门票 4 英镑

Do not touch the exhibits / objects. 勿触摸展品 / 物品。

Exhibition opening times: 开馆时间：

Flash photograph is not permitted. 不准用闪光灯拍照。

Forthcoming exhibitions. 即将展出。

Open 10:30 am –6:00 pm every day throughout the year.

全面每天上午 10:30 – 下午 6:30 开放。Open 7 days a week. 每周 7 天开放。With access all day. 全天开放。

Module 4 Unit 2

1.western holidays 1. 西方节日

2.Merry / Happy Christmas ！ (12 月 25 日) 2. 圣诞快乐！

3.at Easter ( on a Sunday in March or April) 3. 在复活节

4.go on an egg hunt 4. 玩寻蛋的游戏

5.hide 5. 躲藏

6.chocolate eggs 6. 巧克力蛋

7.at Halloween (on the 31st of October) 7. 在万圣节

8.at Thanksgiving (on the 4th Thursday of 8. 在感恩节

November)

9.make jack-o ’-lanterns 9. 做杰克灯

10.go trick-or-treating 10. 玩“不请客就捣蛋”游戏

11.pumpkin pie and pumpkin bread

12.turkey 12.

13.give presents to each other

11.

13.

南瓜馅饼和南瓜面包

火鸡

互赠礼物

14.throw away 14.

15.sleigh 15.

扔掉

雪橇

16.have ‘ fancy-dress ’ party

17.play a trick 17.

16.

参加“化妆舞会”

恶作剧

名句欣赏：

You have to believe in yourself. Tha t ’ s the secret of success.

你必须相信自己，这是成功的关键。

—— Charles Chaplin （美国演员卓别林） The man who has made up his mind to win will never say ‘impossible ’. 凡是决心取得胜利的人是从来不说“不可能的” 。

—— Bonaparte Napoleon ( 法国皇帝拿破仑 )

Module 4 Unit 3

1.the giant ’ s garden 1. 巨人的花园

2.in the castle 2. 在城堡里

3.put up a sign 3. 贴了一张告示

4.at last 4. 最后

5.through a hole in the wall 5. 通过墙上的洞

6.break down the wall 6. 推到这座城墙

7.forever and ever 7. 永远

8.from then on 8. 从那以后

9.never come late again 9. 再也没有迟到过

名句欣赏：

A young idler, an old beggar. 少壮不努力，老大徒伤悲。

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. 一日之计在于晨。

Joke:

It was the Christmas season and the judge ( 法官) was in a merry mood ( 心情愉悦) as he asked the prisoner. ( 犯人)

‘ What is your offense? ’ ( 犯罪行为 )

‘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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