Unit 6 Lesson5

Lesson1 （1） Aims and demands:1.1.In this lesson the pupils learn to use: T-shirt, jeans, cap, socks, sweater, shoes, shirt, dress, shorts, trainers, skirt2.2.Play Play a a memory memory game.game.Teaching Important and Difficult Points:1.1.Spell Spell the the words words of of clothes.clothes.2.2.The The pronunciations pronunciations of of ‘jean ‘jean s s ’’ ‘shoe ‘shoe s s ’’ ‘trainer ‘trainer s s ’’ ‘sock ‘sock s s ’’ ‘short ‘short s s ’.’.Teaching Aids:A tape recorder; The word cards and pictures of the clothes.Teaching Process:Step 1: Warming up 1.Greetings: Good morning / afternoon, boys and girls. What day isit today?2.Sing the song: Emma hates pink.3.Spell the words of days.Step 2: Presentation 1.Lead in: Show the title of unit 6 ‘Clothes’ and read it several times.2.Ask Ss to say something about clothes in Chinese, then T showsthe corresponding pictures.T-shirt, jeans, cap, socks, sweater, shoes, shirt, dress, shorts,trainers, skirt (Spell the words one by one and compare ‘jeans’ ‘shoes’ with ‘ shorts’ ‘socks’.)Step 3: practice1.Listen to the tape, pointing to the words and follow it.2.A game: Mouth the word. (The whole— for each group’scompetition-- single)3.A guessing game: T says a letter, which is the fist letter of oneword. For example ‘s’, SS can guess what word it is.Step 5: ConsolidationStep 6: Homework1.Listen to and read the words 3 times.2.Draw the clothes they like.Lesson2 （2）Aims and demands:1.1.In this lesson the pupils learn to sing the song: My favourite T-shirt.Teaching Important and Difficult Points:1.1.The The phrases phrases and and sentence:sentence: My My favourite favourite ..is ..is ……Teaching Aids:A tape recorder; The pictures and word cards of clothes; Some masks of children; The picture of kite.Teaching Process:Step 1: Warming up / Review.1.Greetings: Good morning / afternoon, boys and girls. What day isit today?2.Sing the song: Emma hates pink.3.Review: From the song above, elicit the sentence ‘Emma hates pink. What’s your favourite colour?’— ‘What’s your favourite toy?’( My favourite toy is a kite. ) -- ‘What’s your favourite clothes?’ (T-shirt, jeans, cap, socks, sweater, shoes, shirt, dress, shorts, trainers, skirt) When Ss say the thing, T shows the picture.Step 2: Presentation1.A game: Helping the children wear the clothes. (Stick the mask on Bb and put on the clothes.)T: I’m … My favourite T-shirt is green. My favourite jeans is blue. My favourite cap is red and yellow. (Read it and Write the sentences on Bb.)2. Ask Ss to the front to choose their favourite clothes. Then putthem on children’s body and practice to say the target sentences.(Little teacher leads, others follow.)Step 3: Practice1. Practice in pairs: Show the clothes they have prepared and tell thepartner what colour is their favourite clothes.2. Show their beautiful pictures of clothes they chose and saysomething about it.4.Open the books to P50, Part 2: Listen twice and sing the song.5.A game: What’s wrong in the picture.Step 5: ConsolidationStep 6: Homework1.Listen to the tape 3 times and sing it.2.Copy the words about clothes 4 times on the books.3.Recite the words: T—shirt, jeans.Lesson 3 (3,4)Aims and demands:1.In this lesson the pupils learn to understand: Turn off the alarmclock. Get out of the bed. Put on your T-shirt. Shout ‘Oh, on!’2.Pupils learn to say the word: cycle helmet.3.Understand instructions and mime the actions.4.Listen and fill in the numbers.Teaching Important and Difficult Points:1.Understand instructions and mime the actions.Teaching Aids:Word cards and pictures of clothes; A tape recorder; A clock; The picture of cycle helmet.Teaching Process:Step 1: Warming up / Review1.Greetings:T: Good morning / afternoon, boys and girls. How are you today?What day is it today?2.Sing the song: My favourite T-shirt. (Two Ss sing in the front.)3.Spell the words: T—shirt, jeans.Step 2: Presentation1.Lead in: A guessing game (By listening to the sound of thealarm clock, SS guess what is in T’s hand— the alarm clock.Then show the clock and read it several times.)2.Situations: Draw a picture on the Bb, and ask SS what they arewhile drawing them. (a bed, a door, a window, a T-shirt, theshorts, the socks, the trainers, a cycle helmet) When show thecycle helmet, teach it several times.Turn off the alarm clock. (T pretends to be sleeping on thebed. When the clock alarms, T turns off it. Say it 3 times.)Get out of bed. ( T shows the action of getting up. )Put on your T–shirt. (Pretend to put on the T-shirt.)Put on your shorts. (Pretend to put on the shorts.)Put on your socks. (Pretend to put on the socks.)Put on your trainers. (Pretend to put on the trainers.)Put on your cycle helmet. (Pretend to put on the helmet.)Open the door. (Pretend to open the door.)Shout: ‘Oh, on.’ (It’s raining outside.Shout.)Step 3: Practice1.Learn it sentence by sentence.2.Listen to the story.3.Listen twice and mime the actions.4.Listen to the mixed order and mime the actions.5.A match among groups, listening to the mixed order and do theactions.6.A match among 5 Ss. (After saying one instruction, Ss they trytheir best to mime the action, if someone is the slowest one or do the wrong action, he or she will be quite. At last, just one S is thefinal winner.)7.Open to the books and listen and point.8.Listen again and number the pictures.Step 3: Homework1.Listen to the tape 3 times and do the actions.2. Recite the words: cap, dress.Lesson 4 (5,6)Aims and demands:1.In this lesson the pupils learn to understand: What’s his / her name?Ann is wearing (a blue skirt).2.Ding a logic puzzle.3.Deciding if written sentences are right or wrong.Teaching Important and Difficult Points:1.Listen to the details and distinguish the different clothes.2.SS can understand the sentences ‘…is wearing…’.Teaching Aids:Word cards and pictures of clothes, recorder;Teaching Process:Step 1: Warming up / Review1.Greetings:T: Good morning / afternoon, boys and girls. How are you today? What day is it today?2. Sing the song; My favourite T-shirt.3. Ask S to spell the words: cap & dress.Step 2: Presentation1.Lead in: Draw 2 stick figures on Bb, one is a boy, the other is a girl,Who are both wearing clothes. Write he and she. According to the stick figures, then do an introductive activities. Describe the clothing of one and ask Ss to guess which one it is.e.g He’s wearing a blue cap, a yellow T-shirt and blue jeans. Who itis.She’s wearing a pink dress, and brown shoes. Who it is.2.Do another descriptions about the clothing of pupils in class andothers gusee who it is. (A few examples.)E.g It’s a boy. He’s wearing blue jeans and black shoes. What’s hisname?It’s a girl. She’s wearing blue jeans and black shoes. What’s her name?(Write the target sentences on Bb. Ask Ss to answer with ‘It’s (Bob)’) Step 3: Practice1.Open the books and read the names of the pupils. (Part 5)2.Listen to the tape and point to the pictures.3.Listen again and write the names in the blanks.4.Check the answers.5.(Part6) Explain the meaning of ‘ right’ and ‘wrong’. And ask SS toread the sentences themselves. Then explain if necessary.6.Do the exercise and check the answer by oral.Step 3: Homework1.Listen to the tape 3 times and point to the pictures.2.Recite the words: socks & sweaterBlackboard design / Note:Lesson 5 (7, 8)Aims and demands:1.In this lesson the pupils learn to understand:Mike is wearing agreen cap, a red T- shirt, green jeans, black socks and brown shoes.2.Read a short descriptive text and colour a picture accordingly.3.Colour a picture and producing a short descriptive text.Teaching Important and Difficult Points:Producing a short descriptive text according to the picture they draw. Teaching Aids:Word cards and pictures of clothes, recorder; three white pitures with a boy on it.Teaching Process:Step 1: Warming up / Review1.Greetings:T: Good morning / afternoon, boys and girls. How are you today? What day is it today?2. Sing the song; My favourite T-shirt.3. Ask S to spell the words: socks & sweater4.Review the sentence pattern: (Mike) is wearing (a green cap).①A game: Ask 5 Ss to stand in a line and T describes the wearing ofS, then says “ 1,2,3”. Others bend their knees quickly. If one reacts slowly or wrongly, he / she will be quit.②A game: Another 5 Ss stand in a line, T describes one pupil, others guess who it is.Step 2: Presentation1.Lead in: Show the pictures of the clothes and ask what it is and whatcolour it is. Then elicit the phrases like ‘a green cap’ ‘blue jeans’…then T shows a boy in white and writes some descriptions about him on Bb, like ‘ Peter is wearing a green cap, ared T-shirt, blue jeans and yellow shoes.’ After reading the sentence above and colour the boy according to the decriptions.2.Ask SS to read the sentence above.3.Open the books and read the text fist and then colour the picture.(Part 7)4.Colour the picture and write the text accordingly. (Part 8)Step 3: Practice1.Try to read the text to the partner, which they wrote by themselves.2.Ask a singe S to read his or her text.Step 3: Homework1.Read the text 3 times.2.Recite the words: shoes & trainersAims and demands:1.In this lesson the pupils learn to the sentence: Run out of the door.2.Read the poem and remember it with the help of a skeleton text. Teaching Important and Difficult Points:Read the poem and remember it with the help of a skeleton text. Teaching Aids:Word cards and pictures of clothes, recorder;Teaching Process:Step 1: Warming up / Review1. Greetings:T: Good morning / afternoon, boys and girls. How are you today? What day is it today?2. Sing the song; My favourite T-shirt.1.Spell the words of the clothes in the mucis.2.Ask S to spell the words: shoes & trainers3.Review: Mime the actions. (P51)Step 2: Presentation1.From the actions, elicit the phrase “ put on…” Write it on Bb andread it for several times. Then replace the word after ‘put on’ and ask Ss to be the little teacher to teach.Step 3: Practice1.T calls S’ name and gives an instruction to him or her ‘ put onyour…’, the student do the corresponding action or uses the picture they have prepared (to a few Ss) and say ‘OK’2.Practice in pairs.3.A game: Ask Ss in one line to make sentences with ‘ put on…’4.Listen to the poem and elicit the new sentence: ‘Run out of thedoor.’5.Listen to the poem again and try to say it according to the picture onBb.6.Say the poem by different roles (boys and girls) .Then exchange.7.Cover the text, just look at the skeleton to say the poem.Step 4: Homework1.Listen to the poem and say it 3 times.3.Recite the words: shirt & skirtLesson 7 (10,11,12)Aims and demands:1.In this lesson the pupils learn to the sentence: What am I wearing?2.Do a word puzzle, draw and colour the clothes.3.Match indefinite articles with singular nouns plus adjectives. Teaching Important and Difficult Points:1.Do a word puzzle, draw and colour the clothes.2.Match indefinite articles with singular nouns plus adjectives. Teaching Aids:Word cards and pictures of clothes, recorder;Teaching Process:Step 1: Warming up / Review1. Greetings:T: Good morning / afternoon, boys and girls. How are you today? What day is it today?2.Say the poem.3.Spell the words of the clothes in the music.4.Ask S to spell the words: shirt & skirtStep 2: Presentation1.Describe all the pictures of clothes. T just teach three, the rest aretaught and learnt by Ss.‘a green T-shirt’ ‘blue jeans’ ‘green shorts’(write the phrases on Bb and read.)2.Pick up all the pictures and mix them, then ask Ss to stick them to thecorrect pictures.3.A guessing game: Ask S to the front to the game with T. They arestanding back to back and guess the colour of the clothes of each other. “ What am I wearing?” “ I think…”When play this game, learn the language. And ask another two Ss to show.Step 3: Practice1.Practice in pairs and show it in class.2.Do the exercise of Part 11: Complete the puzzle. Draw and colour theclothes.3.Do the exercise of Part 12.Step 4: Homework1.Read the contents 3 times.2.Recite the words: shorts。

第五课时Lesson 35: FutureTransportation投我以桃，报之以李。

《诗经·大雅·抑》翰辰学校李道友组长重点单词smooth adj.平稳的；平坦的；光滑的float v. 漂浮transporter n. 运输车；输送器allow v. 允许form n. 形式；形状重点短语travel at the speed of light 以光速行驶all the time 一直；向来allow sb. to do sth. 允许某人做某事重点句子 1.I hope someone will invent one in thefuture. 我希望将来有人能发明一个。

2.A transporter would send you from oneplace to another very，very quickly. 运输机将送你从一个地方到另一个非常,非常快。

3.A transporter would allow you totravel at the speed of light. 这种交通工具能让你以光速行驶。

4.In these shows，people use new formsof transportation all the time. 在这些节目中，人们总是使用新型的交通工具。

教学难点让学生介绍自己所了解的未来交通工具环节1 新课导入Show the pictures to the students.Let them guess：1.What is the boy riding in Picture 1？2.What is the name of the train in Picture 2？Let the students answer the questions in class.设计意图：明确本课的教学内容，引导学生进入本课的话题。

环节21.Listen to the tape and fill in the blanks with te correct words you hear.(1)Sam hopes someone will________a hoverboard in the future.(2)A transporter can go very________.(3)Sam likes to watch the shows about the________.2.Read the passage and decide if the following statements are true or false.(1)A hoverard would be like an airplane.(2)A transporter can travel at the speed of light.(3)In everyday life，people can use new forms of transportationall the time.3.Work in groups.Practice the text.Then prsent it in front of the class.When the students act，they an use their own words.4.Finish the task in groups.Then after a few minutes，let some students read their passage in front of the cass.5.Math the words with the correct descriptions in Exercise 1.Readthe passage and finish off Exercise 2.6.Work in groups，talk about the inventions you know.7.Finish off Exercise 3 i “Let’s Do It！”.8.要点点拨。

科普版五年级上册英语第六课课文The sixth lesson in the fifth grade English textbook is about science popularization. This lesson aims to introduce students to various scientific topics in an engaging and accessible way. Through this lesson, students will learn about different scientific concepts and phenomena, such as the water cycle, rocks and minerals, and the solar system. By making science interesting and relatable, the lesson helps students develop a curiosity and appreciation for the world around them.五年级英语教科书的第六课是科学普及课。

这节课的目的是以一种引人入胜和易懂的方式向学生介绍各种科学主题。

通过这节课，学生将学习不同的科学概念和现象，如水循环、岩石和矿物以及太阳系。

通过使科学有趣而相关，这节课帮助学生培养对周围世界的好奇心和赞赏。

Science popularization is important for students of all ages. It helps them understand the world around them and encourages them to ask questions and seek answers. By engaging with scientific knowledge, students can develop critical thinking skills and a deeper appreciation for the natural world. Science popularization alsopromotes a lifelong love of learning and exploration, inspiring students to pursue further study in science and related fields.科学普及对于各个年龄段的学生都是重要的。

Unit 6 We’re watching the games. Lesson 35同步练习一. 写出下列单词和短语的中文意思。

1.Watch the high jump2.The long jump3.Run4.Jump二. 用所给的动词适当形式填空。

1.- We are ____ (play) tennis.2.- What are you ______ (do)?3.- They ______(be) watching football.4.- He ______(be)______(do) the high jump.三．将单词按正确的顺序排列。

1.mujp_____2.awthc_____3.unr______4.onlg _____5.ihgh_____6.nnerru___四. 根据书中提供的内容写一段对话。

______________________________________________________________________________________________________五. 英翻汉。

1. What are they doing?__________________________2. I am doing the high jump.__________________________3. My father is a good runner._________________________4. My mother is watching the long jump.__________________________六. 按照例句写出相应的形式。

例：Clean the room I am cleaning the room.1. Do the high jump___________________________2. Do the long jump___________________________3. Run___________________________4. Watch the game___________________________七. 单项选择。

Unit 5Lesson 1 Our townTeaching Aims:1.Review the structures:What is Ken doing?He’s reading (the map).2.Learn the structures:Where is the (supermarket)?It’s (near) the (park).It’s between the (zoo) and the (school).3.Have the students understand this story.4.Enable the students act this story in the scene, and have them get interesting in the study.Teaching important and difficult points:1.Enable the students understand the story.2.Enable the students act the story in their groups.Teaching Aids: wall pictures, tape, cards.Teaching steps:Step 1 Set the scene1.Show a map and write “a map” on the blackboard. Model the word for the students. Have them repeat it.2.Elicit “town” from the map, and write it on the blackboard. Have them repeat it.Step 2 Model the dialog1.Present the cards of this Unit. Hold up the card of park. Say the word and have the students repeat it.2.Repeat the procedure for the other cards.3.Take the words into the sentences.A: What’s this?B: It’s a (park).4. Show word “between”. And then, have two students come to the front, and the teacher stand between them so that have the students understand its meaning. Have the students read it after the teacher.5.Repeat the procedure for word “near”.6.Write dialog “Where is the (supermarket)?”“It’s (near) the (park).” on the board and explain it. Model to read. Have the students repeat.7.According to the map, do action “Ask and Answer”.Step 3 Talk about the storyHave the students open their books at page 50 and 51. Point to the title “Our town”. Read the words aloud to the students. Then ask some questions about the each picture.Step 4 Story1.Play the tape without stopping. Have the students look at the pictures asthey listen.2.Play the tape again, pausing after each new picture. Have the students repeat the words each time.Step 5 Set homeworkEncourage the students to try to introduce where are their house in their town.板书设计：Lesson 1 Our town教学反思：Lesson 2 Words to learnTeaching Aims:1.Review the structures:Where is the (movie theater)?It’s (behind) the (school).It’s between the (park) and the (train station).2.Learn the vocabulary about some buildings.3.Have the students get interesting in the study.Teaching important and difficult points:Enable the students use the buildings for asking and answering. Teaching Aids: vocabulary cards, sentences cards, and tape.Teaching steps:Step 1 Review1.Review the words about some buildings who had learned. Ask, “What’s this?” Elicit, “It’s a (school).”2.Do action “Read them out quickly”.Step 2 Words to learn1.Have the students open their books at page 52. When the teacher play the tape, have them touch the matching words.2.Play the tape again. This time, stop the tape after each word and have the students repeat it.3.Play the tape again without stopping. Have the students say the words along with tape.4.Pick up the cards and model the words. Have the students repeat one by one.5.Divide the students into five groups, having a competition “Say it out quickly!”(游戏规则：教师任意抽取一张建筑名称卡片，让各组学生抢答，哪一组最快说出这个单词哪一组就能获得一分奖励。