新标准英语第5册英语教案

Module 1 u nit 1 Do you use chopsticks in English?

Teach aims

Vocabulary: chopsticks. A knife and fork . rice. noodles etc Language: Do you use chopsticks / knife and fork in English/ China?

No, we don‘t. We use a knife and fork.

Function: Learn to talk about different habit of the people from different countries.

Key point:

Do you use chopsticks in England ?

No, we don‘t .We use a knife and fork.

Difficult point: Hard---easy chopsticks mess, chopsticks, a knife and fork.

Teach aids: CAI, tape, chopsticks, a knife and fork, head---dressing Teach procedures (period 1 ):

Warmer:

1.Say hello to the children

2.Introduce yourself to the students.

3.Invite the students to introduce themselves if they can.

Lead in:

Introduce the three people in the text .

Show the head---dressing of them.

Presentation

1 T: This morning I have some noodles for my breakfast. How about you? What do you eat? Buns? Milk? Rice? Dumplings? At the same time show the word cards. Lead to read them.

2.Among these foods, some are western ones , others are Chinese traditional ones .Can you divide them?

3.When we eat Chinese traditional food, we must use chopsticks or fork or knife? (At the same time show these things.) Yes, we use chopsticks for Chinese food. But the people in England use a knife and fork for their food. Lead to read chopsticks, fork and knife.

4.So chopsticks are hard for English people. But they are easy for Chinese people. Ask students to guess the meaning of hard and easy. Lead to read them several times.

5. Listen to the text once. Invite the students to say what they have got.

6. Play the cassette again, this time ask the students to imitate sentence by sentence, and translate them. Then read after the teacher, and the students point to the correct sentence.

Consolidation

1.Play a game. The teacher say a sentence at random, the students point

to it. To see who is the first one to find it out.

2.Practice in groups. Three students as a group.

Homework

Listen to the conversation for six times

Design of Blackboard

Module 1 Unit 1

Do you use chopsticks in England?

No, we don‘t.

We use a knife and fork.

Teach procedures for period 2

Warmer

1. Greetings. Can you remember your classmate‘s name? If you can remember one of them, please say hello to them.

2. Have a match between the teacher and all the students, to see who can remember the most names.

Revision

1.Show the things or the word cards, such as: chopsticks, a knife

And fork, rice, noodles, hamburger, and let the students get familiar with them.

2.Guess which card it is. The teacher hide a word card under a book .Let

students guess what it is.

3.Can you remember what are Chinese food and what are English food?

The teacher write those words on the blackboard, in two different circles. Then invite two students to draw chopsticks or a knife and fork under those words.

4.Finish the exercises on their Activity Book.

Design of blackboard

Chinese food English food

Module 1 Unit 2 I’m eating hamburgers and chips. Teach aims

Language:

What are you eating? I‘m eating hamburgers and chips. Function:

Talk about one‘s favorite food.

Moral education:

Know different eating habits of different countries.

Key points:

What are you eating? I‘m eating hamburgers and chips.

Difficult point:

V+ing.

Teach aids:

CAI word cards tape.

Teach procedures

Warmer

1.Greetings.

2.Free talk. Such as: What‘s your name? How old are you? What Food do you like?

Presentation

1.Show a picture in Activity 1. T: Look! Who is he? What is he

Eating? What is he using? Invite students to answer this questions. Then show the other pictures.

2.T: What (are) is Amy eating? She is eating hamburgers and chips

Is she using chopsticks? No ,she is using her fingers.

3.Play the tape. Students repeat it sentence by sentence. Then read After the teacher. (P1 or read it by rows)

4.Practice in pairs. One act as Amy, the other act as Daming.

Activities

1.Play a game

At first the teacher pretends to eat something. Let the students guess: what am I eating? S1. Are you eating a____?

T: Yes I am. No I am not.

Then students play this game in pairs.

2. Listen to the poem in Activity 4. And invite some students to translate it into Chinese. Then repeat after the tape. Practice in pairs.

2.Finish the exercise on their Activity Books.

Homework

Recite the poem.

Design of Blackboard

What are you eating?

I‘m eating hamburgers and chips.

Module 2 UNIT 1 We’ve making a cake .(Period 1) Teach aims

Language:

What are you doing? We‘ve making a cake?

Vocabulary;

Make, cake, idea, instead, lovely.

Function:

Talk about the things that people are doing.

Moral education:

Take care of each other.

Key points

What are you doing? I‘m_____

V+ing.

Difficult points:

Be quiet! I‘m working. Go and make a cake in stead!

Teach aids;

CAI word cards tape

Teach procedures: for period 1

Warmer

1.Let‘s say the poem together.

2.Find your friends. Each student finds a friend. As his or her Partner. They can sit together when they are allowed to cooper ate a

dialogue.

Lead in

1.T: What‘s your favorite food?

S1: I like____-

T; Do you like cake? Look! Sam and Amy are making a cake for Mum and Dad.

2.Hang up the picture, introduce the people there.

Presentation

1.Give students several minutes to look at the picture and the teacher play the tape once. Then ask the students what they have got.

2. Ask some questions about the dialogue. Such as: What is Mum doing? What is Dad doing?

The teacher writes the conversation on the Bd . Then lead to read it. Teacher should explain the meaning of reading, working, instead.

3.Play the cassette, this time pause after each sentence, let the Ss Repeat after it.

Invite some Ss to translate it in to Chinese .

Lead to read those difficult sentences several times.

4. Read the conversation by roles. The teacher reads as Mum, boys read as Dad, boys and girls read as Sam and Amy.

5.Practice in pairs, four Ss as a group to read the conversation.

Homework

Listen to the tape for several times. Try to read out the dialogue.

Teach notes

Design of blackboard

Module 2 Unit 1

What are you doing?

We‘re making a cake.

We‘re = we are

Module 2 Unit 1 W e’re making a cake. (Period 2) Warmer

1.Greetings

2.Play a game. Do an action , let Ss guess what I am doing.

S1: You are running /eating / sleeping /playing football /reading /swimming /drawing /watching TV / singing / drinking.

Revision.

1. Revise the verbs. Such as running, jumping, eating, sleeping, drinking, playing the flute /drums, playing football /basketball.

Write these words on the blackboard.

2. Lead to read these words and expressions. Then have a match between the boys and the girls. Invite one boy and one girl to come to the blackboard. The teacher says a word, to see who is the first one to point to it.

3.Practice the conversation in pairs.

A: What are you doing?

B (do an action) I‘m running.

4.Repeat the sentence after the tape.

Task

Make something by themselves. Such as: make a paper plane, a kite, etc. And then talk about it

What are you doing?

I‘m making a paper boat.

Homework

Copy the words (in) of Module 2.

Design of Blackboard

What are you doing?

I‘m ________.

Module 2 Unit 2 I’m watching TV.

Teach aims

Vocabulary: watch TV, listen to music, eat the cake.

Language: What are you doing? I‘m watching TV.

Function: Talk about the things that people are doing.

Learn to sing the song..

Moral education: Try to make things by yourself.

Key points: What are you doing? I‘m watching TV.

Teach aids: CAI word cards picture.

Teach procedures:

Warmer

1.Greetings.

2.Listen to a song.

Presentation

1.Learn to sing the song . Sing after the tape sentence by sentence.

2. Show the correct page. Look at the picture in Activity

3. At first, point to the pictures, and then asks the Ss to practice in pairs.

3. Invite some pairs of Ss to act their dialogue in the class.

4. T: Do you want to know if Amy and D1 Sam have finished their cake. Let‘s listen to the tape. Then answer my questions.

A: How is their cake?

B: What is mother doing?

C: What is father doing?

5.Play the tape. Repeat after it.

6.Give them three minutes to practice the dialogue, the whole story. The invite some pairs of them to act the story.

Consolidation

1. Play the game in Activity 3. At first let Ss read the words once. Then the teacher makes some examples, and invite some pairs of Ss to act their dialogue. Then can work in pairs of two.

2. Learn to sing the song. First learn to say the words, then sing it sentence by sentence.

Homework:

Listen to the tape.

Design of Blackboard

Module 2

What are you doing?

I‘m watching TV.

Module 3 Unit 1 These ducks are very naughty. (period 1) Teach aims

Language: What are these /those? These /those are _____. Vocabulary: naughty, dragon boat, row , lake, feed, get out. Function: Learn to describe a place.

Moral Education: We should love animals.

Key points: What are these /those? These /Those are ……

Difficult points: The difference between this and (are) those, that and those.

One duck, two ducks, this and that, these and those

Teach aids: CAI tape word—cards.

Teach procedures for periods 1

Warmer

1.Greetings

2.say the poemin Module 1 and sing the song in Module 2.

Lead in

Show a picture of a park. Ask the Ss . What can you see in the picture ? How many ducks can you see? What‘s this? What are these? What‘ s that? What are those?

Compare one duck two ducks

One boat two boats

Presentation.

1.Hang up the picture of the text. Ask these questions:

A: How many people are there?

B: Who are they?

C: What are they doing?

2. Write the new words on the Bb, such as duck, boat, dragon boat, lake, row, feed, get out, explain the meaning for them. And then lead to read; and at the same time do the actions to help them to understand.

3. Play the tape once. Invite the Ss to look at their books, and answer my questions.

Such as: How many people are there?

Who are they? Where are they?

What do they see? What are they doing?

4. Play the tape again pause after each sentence, help the Ss to understand the meaning. Do some gestures to indicate the meanings.

5. Play the tape, this time let Ss repeat after it. Or repeat after the teacher. Then read by roles.

6. T show some pens, rulers etc. Tell them the difference between this and these. What‘s this? What are these? What‘s that? What are those?

Task

1. T point to the pictures in Activity 3, and ask them, what are these? These are dragon boats. Invite two Ss to answer, and then invite two Ss to ask and answer. At last, give Ss three minutes to practice this dialogue in

pairs. And act it in the class.

2. Finish the exercises on their Activity Book. At first, let them find out what are single forms and what are plural forms. And explain ―This is ‖ is for single form, while ―These are_____‖ is for plural forms. Homework

Listen to the tape and copy the new words.

Design of Blackboard

Module 3

What‘s this? What are these.

This is a/an___ These are____.

What‘s that? What are those?

That is a/an___. Those are____.

Module 3 Unit 1 Teach procedures for period 2 Warmer

1.Greetings

2.Revise the words. Show the word cards. Ss read them loudly.

3.Free talk. Ask and answer this question. What are these? What are Those?

Presentation

1. Play a game. Invite some Ss to come to the blackboard, draw something on the Bb, then he or she asks. What‘s this? What are these?

2. Play another game. The teacher do some gestures, let the Ss guess what‘s the meaning of it. Such as: Let‘s feed the ducks. People row on this lake: What are those? They ?re dragon boats. These ducks are very naughty.

3. Play the cassette, let Ss repeat after it. Invite individual Ss to repeat the difficult sentences.

Task

1. Finish the interesting exercises on their Activity Books. Find the words. The teacher should better draw the table on the Bb, let Ss spell the words, and write the letter on the table. Then search the letters and form into another word. It‘s interesting, the Ss will love it.

2. Ask Ss to ask and answer question about the picture in Activity 4 on their Activity Books. Then match the pictures and the sentences.

Homework

Read the text in Activity 1,, and invite their parents to sign their names. Design of Blackboard

Module 3

What is this? This is a/an_____.

What are these? These are______.

Module 3 Unit 2

Teach aims

Language: This is Sam‘s sweater. These are Sam‘s trousers. Vocabulary: Naughty, dragon boat, row, lake, feed, get out, wet, shorts. Function: Describe singles and plurals.

Key point: These are Sam‘s trousers. And those are Amy‘s shorts. Difficult points: These are _____. Those are_____.

The pronunciation of trousers.

Teach aids: CAI tape word cards pictures.

Teach procedures

Warmer

1.Greetings.

2.Sing a song: ―Make a cake‖

3.Show the pictures and sentences in Activity 1. invite the Ss to

read out the sentences. Or act as the little teacher to read.

Presentation

1. Ask one student to draw a T-shirt on the Bb, and color it. The T ask, what‘s this? It‘s green.

2. The T hangs up the picture on the Bb. Let Ss look at it and at the same time. Listen to the tape, and try to guess what they are talking about.

3.The teacher points to the picture, and ask these questions, what

are those /these? whose trousers are these? Whose shirt is this?

4. Play the cassette again, this time pause after each sentences, let Ss repeat after it. And at the same time invite some Ss to explain the meaning of it.

5. Write the main sentence on the Bb, and lead to read it. Explain Amy‘s and Sam‘s. and make some examples to them.

Task

1.Learn to sing the song. Row your boat. First lead to read the sentences. One by one , then lead to sing it.

2. Finish the exercise on their Activity Books. Pay attention to the writing form of this and that, these and those.

Homework

1.Listen to the tape.

2.Copy the words in Module 2

Design of Blackboard

Module 3 Unit 2

This is Sam‘s sweater.

These are Amy‘s shorts.

新标准第五册全册英文教案

新标准第五册全册英文教案 全册教材分析 <新标准英语>供三年级起始用第五册是供五年级上学期使用的，是外研社和英国麦克米伦公司共同推出的我国第一套中小学一条龙英语教。.这套教材是根据教育部制定的<国家英语课程标准>和<小学英语教学基本要求>编写而成的。 本教材的设计和编写体现了外语教学思想的继承和发展。在分析、研究许多种国内外小学英语教材的基础上，取其精华，博材众长，形成了本套教材特有的编写体系。同时又吸收了国内外英语作为外语教学的理论和成功经验，把这些教学理论和实践经验同我国的小学外语教学实际相结合，以形成我国小学英语的外语教学模式和教学方法。 本册教材具有以下特点： １、注重学生语言运用能力的培养，突出语言的实践性和交际性，同时也突出语言的真实性和实用性。 ２、注重学生自学能力和学习策略的培养，为学生进一步学习或终身学习奠定基础。 ３、注重中外方化的双向交流，使学生通过学习，培养未来跨方化交际所需要的能力。 ４、注重学习兴趣的培养，以不同方式最大限度地激发学生的学习动机。 ５、注重融合学科内容，加强学科之间的整合和渗透，让学生通过英语学习来获得其他学科的知识。 ６、注重教材的灵活性和可操作性，以满足不同层次学生的要求。 ７、注重教学资料的配套，为学生提供良好的学习环境，帮助学生拓展自我发展空间。 ８、注重中小学各阶段的衔接，以保证各学段的顺利过渡，全面提高中小学英语教学的质量。

在本册中，我们要跟着Lingling 和Smart一家去英国访问，并了解一引起关于英国的情况。在本册中将继续学习讲述过去发生的事情，还要学习谈论物品的归属，描述能力，表达允许或不允许做某事，开始比较系统地复习归纳单词的读音，从而初步了解英语的一些语音规则。同时还将开始学习如何完成语句，从现在到小学结束要逐步学习独立地写出完整的语句。 教学重点：讲述过去发生的事情；谈论物品的归属；描述能力；表达允许或不允许做某事；如何完成语句等。 教学难点：完成语句 教时：40课时

新标准大学英语第三册languageinuse-unit

word formation: compound words 1 Find more examples of each use of hyphens in the passage We are all dying .? I’ve double- and triple-checked it. (compound verb) ? budding crypt-kickers (compound noun) ? a rear-view mirror (compound adjective) ? the once-a-year holiday to Florida or Spain (compound adjective) ? back-burner stuff (compound adjective) ? standing at the corner of the Co-op (compound noun) ? a sepia-coloured relative that no one can put a name to (compound adjective) 2 Rewrite the phrases using compound adjectives. 1 a party which is held late at night (a late-night party) 2 a library which is well stocked (a well-stocked library) 3 a professor who is world famous (a world-famous professor) 4 some advice which is well timed (some well-timed advice) 5 a population which is growing rapidly (a rapidly-growing population) 6 an economy which is based on free market (a free-market economy) 7 a boat trip which lasts for half an hour (a half-hour boat trip) It’s what / how … that … 3 Rewrite the sentences using It’s what / how … that … 1 What other people think of us is determined by how we behave. It’s how we behave that determines what other people think of us. 2 What sort of job we are going to end up doing is usually determined by our character. It’s what our character is that usually determines what sort of job we are going to end up doing. 3 What we do as a career isn’t always determined by the marks we get at university. It isn’t always what marks we get at university that determine what we do as a career. 4 How we react to life’s problems is often determined by our childhood experiences.

新标准英语第五册

新标准英语第五册Module 4 Unit1 It’s mine教学设计 一、教学目标： （1）语言知识目标：A、掌握单词mine/yours/hers/his。B、掌握句型It’s mine/yours/hers/his 。 （2）语言技能目标：使学生在语境、合作、交流中体会、理解mine/yours/hers/his的意思，并能用I t’s mine/yours/hers/his表明物品的所属关系。 二、教学重点：能清晰准确地发出本课所教单词的音。 三、教学难点：理解运用名词性物主代词mine; yours; his; hers；Ling ling’s。 四、教学准备：教学图片、录音机 五、教学过程： （一）热身 T：Hello! Boys and girls! Good morning! First, let’s play the“Simon says”game. If you’re wron g, you’ll stand here and replace me. Clear? T：Now, let’s beg in, Simon says touch your ear. Simon says point to your head. Nod you head. Simon says touch your partner’s shoulder. Point to her desk. Simon says pick up you pen and say it’s my pen. … T：OK! You’re wonderful! （通过游戏活跃课堂气氛并复习形容词性物主代词，为学习名词性物主代词作铺垫。） (二)呈现mine, yours, his, hers. It’s mine/yours/hers/his. It isn’t mine/yours/hers/his T：Where is my coat? I feel a little cold.（教师事先放一件外套在教室某个角落） S：Oh, It’s your coat. Here you are! T：Thank you! Oh, It’s my coat! It’s mine. Now, boys and girls, please touch your coat and say“It’s my coat, it’s mine. ” Read one more time. T：It’s my coat, it’s mine.(板书) T：Who can use “book”make a sentence like this. Who can try? S1：It’s my book, it’s mine. T：Clever boy! Any more?

新标准综合英语第三册答案

新标准综合英语第三册答案 Unit 1 Active reading(1) 3 1.(b) 2. (c) 3. (c) 4. (d) 5. (c) 6.(a) .resistance 4.ambitious 6.script 7. impressive (1)attendance (2)ambitious (3)productive(4)impressive (5)resistance (6) script (7) acceptance 1.mortgage 2.deck 4.costal; 1.(b) 2. (a) 3. (b) 4. (b) 5. (b) 6. (a) 7. (b) 8. (b) Active reading (2) (1)triple (2)cemetery (3)rear(4)biography(5)cram (6)budding(7)finite (8) elapse ; cemetery ; ; biography 1. (a) 2. (b) 3. (a) 4. (a) 5. (b) 6. (b) 7. (a) 8. (a)

1. (a) 2. (b) 3. (b) 4. (a) 5. (a) 6. (b) 7. (b) 8. (b) 9.(a) Language in use late-night party 2. a well-stocked library 3. a world-famous professor 4. some well-timed advice 5. rapidly-growing population 6. a free-market economy 7. a half-hour boat trip ’s how we behave that determines what other people think of us. ’s what our character is that usually determines what sort of job we are going to end up doing. isn’t always what marks weget at university that determine what we do as a career. is often what we experienced in our childhood that determines how we react to life’s problems. ’s what our genetic clock is and what changes we make to it that determine when we die. wasn’t just that the shops were all closed for Thanksgiving, but there was no one in the street. wasn’t just that she spent all her time at college going to parties, but she took the time to gain a first-class degree. wasn’t just thatthey weren’t listening to what he said, butit seemed as if they weren't at all interested. wasn’t just thatI was upset，but I felt as if I was gomg to burst out

新标准大学英语1综合教程课后答案,1

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奋好学的奖章。 （2）明天行吗？明天只是个谎言；根本就没有什么明天，只有一张我们常常无法兑现的期票。明天甚至压根儿就不存在。你早上醒来时又是另一个今天了，同样的规则又可以全部套用。明天只是现在的另一种说法，是一块空地，除非我们开始在那里播种，否则它永远都是空地。你的时间会流逝（时间就在我们说话的当下滴答滴答地走着，每分钟顺时针走60秒，如果你不能很好地利用它，它就会走得更快些），而你没有取得任何成就来证明它的存在，唯独留下遗憾，留下一面后视镜，上面写满了“本可以做”“本应该做”“本来会做”的事情。 7.(1)Students differ about whether they should have their future mapped out when they are still at university .Some think they should have a definite goal and detailed plan, so as to brace themselves for any challenges, whereas some others think they don’t have to think much about the future , because future is full of uncertainties. （2）After a very careful check-up ,the scientist was told he had got a fatal disease .Although he knew that his life was ticking away ,instead of complaining about the fate ,the scientist decided to make the best of the remaining days ,and speed up the research project he and his colleagues initiated ,and have a shot at completing it ahead of schedule. Unit2 Active reading

外研版新标准小学英语第一册至第十二册单词表

第一册一 bye [bai] 再见（口语）goodbye [?gud'ba?] 再见 hello ['hel?u? he'l?u] 你好hi [hai] 你好，嗨 I'm 我是 二 a [ei] 一（个、件）afternoon ['a:ft?'nu:n] 下午bird [b?:d] 鸟 boy [b?i] 男孩 girl [g?:l] 女孩 good [gud] 好 morning ['m?:ni?] 早晨，上午my [mai; mi] 我的 name [neim] 名字 panda ['p?nd?] 熊猫 What's 是什么 三 eight [e?t] 八 five [faiv] 五 four [f?:] 四nine [nain] 九 no [n?u] 不，不是one [w?n] 一 seven ['sev?n] 七 six [siks] 六 ten [ten] 十 three [θri:] 三 two [tu:] 二 yes [jes] 是 四 ball [b?:l] 球 black [bl?k] 黑色blue [blu:] 蓝色colour ['k?l?] 颜色green [gri:n] 绿色的red [red] 红色 white [(h)wait] 白色yellow ['jel?u] 黄色五 door [d?:? d??] 门down [daun] 向下 up 向上 it's 它是

Ms 女士 open ['?up?n] 打开 point [p??nt] 指，指向 sit [sit] 坐下 s tand [st?nd] 站 to [tu:; t?? tu] 去、到、向window 窗 六 and [?nd; ?nd? nd] [?nd] 和cat [k?t] 猫 classroom ['kla:srum] 教室desk [desk] 书桌 dog [d?g] 狗 our ['au?] 我们的 seat [si:t] 座位 teacher ['ti:t??] 教师 that [e?t] 那个 this [eis] 这个 七 book [buk] 书 crayon ['krei?n] 蜡笔eraser [i'reiz?] 橡皮擦 pen [pen] 钢笔pencil ['pensl] 铅笔 pencil box 铅笔盒 ruler ['ru:l?] 尺 school bag [sku:l] 书包 八 box [b?ks] 盒子 fox [f?:ks] 狐狸 house [haus] 房子 kite [kait] 风筝 look [luk] 看 九 birthday ['b:θde?] 生日 for [f?:; f?] 为了……happy ['h?pi] 幸福的；高兴地how old 几岁 thank [θ??k] 感； welcome ['welk?m] 欢迎 you're 你是 十 balloon [b?'lu:n] 气球 bear [b??] 熊 bed [bed] 床 doll [d?l] 玩偶，娃娃