新深圳牛津小学英语五年级上册教案

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五年级上教案
Module 1 Getting to know each other
Unit 1 My future
课题：新版《牛津英语》五年级第一学期
课时：第一课时
Unit 1 My future P2,P3 Listen and say
教材分析
1. 新版《牛津英语5A》Listen and say 部分要求学生达到在熟读或背诵的程度下灵活运用和新句型。
这部分由两小部分组成，一部分是对话，另一部分是回答问题。回答问题这一小部分给学生提供了一
个很好的活动，旨在检测学生对课文的理解和句型的运用。教师应该多设置有效的活动让学生在活动中运用核心句型。
2. 本节课的内容是郭老师问四个学生关于他们想要做什么工作的一个对话。通过对话形式呈现主要内
容要求学生能够说出自己想做什么工作，为什么想做这种工作。学生很乐于说说自己理想的工作。
3. 对话内容中包含语法项目：want to be... Want to do ....要求学生能够正确理解和运用。
4. 本节课含有几个职业名词，教师会出示其他的职业名词，要求学生能够掌握更多的名词并且能说出
几句话。
学情分析
1. 五年级的学生已经掌握了一定的英语词汇，能够说出一些职业名词例如：doctor, teacher, fireman,
milkman等，需要老师在学习新课的时候复习一下加以巩固练习，加深印象，为之后的新句型打基础。
2. 五年级的学生已经接触过单三式的用法，但是用单三式的动词复述课文还是有一定难度的。
教学目标
一、知识目标
1. 学生能够听懂、会说并正确拼写下列单词和词组：future, in the future, cook, pilot, taxi driver,
teach,want。
2. 学生能够熟练运用核心句型：What do you want to be? I want to be a...对话。
二、语用能力培养目标
1. 学生能够正确区分want to be 和want to do 的用法。

2. 学生能在日常生活中说说自己将来想要成为的职业并且能够问问别人想要成为什么或者介绍别人
想成为什么。
三、情感态度目标
1. 通过职业单词的教授，让学生了解更多的职业名词。
2. 通过学习整个语篇，让学生懂得要好好学习才能实现自己的目标。
3. 把学生分为若干个小组，让学生在一个小集体中体会到学习的快乐。
四、学习策略目标
1. 直观学习策略：本堂课通过直观生动的图象(课文插图)，声音(课文音频和视频)，再现原文，提高学
生兴趣，提高课堂效率。
2. 活动学习策略：让学生以小组为单位讨论自己未来的职业。
3. 合作学习策略：学生以小组为单位复述课文，学会用第三人称的口吻介绍他人未来的职业，提高合
作学习的积极性，培养集体荣誉感。
五、文化意识目标
让学生了解更多的职业名词，了解其他国家的职业。
教学重点及难点
一、教学重点
1．学习单词：future, in the future, cook, pilot, taxi driver, want等的认读和使用。
2．句型：What do you want to be?和 I want to be a...的使用。
二、教学难点
1. 复述课文
3. 完成填空练习。
教学基本策略及设计思路
1.通过video的播放，让学生回答ask and answer 的问题。
2.通过free talk 引入新单词 cook， pilot， taxi driver。
3.通过听音模仿矫正学生的发音。
4.通过对话练习让学生灵活运用核心句型。
5.通过小组合作学习让学生复述课文。
6.通过填空练习检验学生对课文的理解。
7.通过写作文锻炼学生的写作能力。

资源的开发及说明
本节课我将教材资源、课堂资源、多媒体资源和网络资源进行了整合与优化，使本节课更加的有效、
高效。
(2)
教材资源
本节课的选材比较贴近学生实际、贴近学生生活，保证了教学内容与学生身边生活的相联系，使教
学内容更具现实的影响力。
(2)
课堂资源整节课认真贯彻了―以生为本‖的教学理念，充分利用身边可利用的学生资源，让学生之间互教、互
学、互助。同时在教学过程中，常常会发生一些随机事件，我也进行了及时的捕捉，有效利用，巧妙
转化，开发成为课堂教学中的动态生成性资源。
(2)
多媒体资源
充分利用多媒体资源，精心制作了学生喜爱的课件，使学生参与课堂的积极性提高。
(2)
网络资源
在网上筛选与本节课相关的辅助资料，使课堂更加精彩，有深度。
教学过程

教学环节教师活动

Free talk
帮助学生复习关于职
Ask:‖What do your
Answer the questions:
parents do? What can you
Pre- task
do? What do you like
preparation
doing?‖

wash the dishes.

Q3: I like helping my mother to
Q2: I can wash my clothes.
Q1: My father is a doctor.
的学习做铺垫。
业的名词并且为本课
预设学生活动设计意图

1. Teach the new words:
cook, pilot and taxi driver
and want.
2. Introduce the title ―In
the future‖
Ask：‖Do you want to
students learn the new words.
1.帮助学生学习新单
2. Learn the word‖future‖.
Answer:‖Yes, I do.‖

词。

2. 引入标题，帮助学生
理解future的用法。
3. 提供几个问题，并且
讲单词t each的含义和
用法，让学生带着问题
看视频回答问题。
4. 让学生听音模仿，两
个人一组问和答核心
句型。

5. 让学生用核心句型I
want to be a ...和 I
want to ...回答问题，练
习新句型和单词的使
用。
know what do the children
want to be in the future?‖
a video about
―Look and say‖.Ask some

4. Play the video of the
While- task
text again and let the
procedure
students repeat one picture

by one picture. Then let
them work in pairs to ask
and answer with the key
sentences.

questions in ―Ask and
answer‖.

(2)
Look at the video, learn the
word‖teach‖, answer the
questions.
(2)
read after the video , ask and
answer in pairs.
5. Ask:‖What do you want
5. Ss: I want to be a doctor.
to be?‖
in the blanks.
I want to teach children.

6. The students fill in the blanks.
the text in groups. 1. Retell the text in groups
Post-task
2. Write a composition
activity
1) Introduce themselves

with the key words and 2)Ss: Look at the paper and write
1)Ss introduce themselves .
2.
(2)
完成填空练习，检
查学生对课文的理
解及细节的掌握。

1. 小组合作完成复述
课文。
2. 介绍自己未来的职
业。

sentences.
2) show the paper and let
Ss finish the composition‖
3）Let the students
introduce other students‘
composition.
3) Introduce other students‘
composition.

3.介绍他人的未来职
业。德育渗透：好好学
习以实现自己的愿望。

Show the assignment
Assignment

板书设计
Unit 1 In the future

Unit 1 My future 第二课时

一、Pre-task preparations
1. 学生或教师准备一些亲人或朋友的图片，向班级展示并进行描述。
S1: This is my uncle. He can cook well. He
Try to remember
巩固本节课重点知识，
为下一课打好基础
cook cooks nice food What do you want to be?

pilot fly an aeroplane I want to be a....

taxi driver drives a bus I want to ...

likes cooking. He works in a is a cook.
S2: This is my mother. She likes Chinese. She works in a school.
She is a Chinese teacher.
(2)
使用本单元的核心句型及词汇引领学生朗诵儿歌。教师出示不同工作的照片或词卡，引
导学生把单词套入歌谣中。
What do you, what do you, what do you want to be?
I want to, I want to, I want to be a an ...
What do you, what do you, what do you want to be?
I want to, I want to, I want to be a an ...
二、While-task procedures
1. 听Listen and say 的录音，学生回答问题。
1） What does Peter want to be? (He wants to be a pilot.)
2） What do pilots do? They fly planes.
3） What does Kitty want to be? (She wants to be a doctor.)
4） What do doctors do? (They help (sick) people.)
5） What does Alice want to be? (She wants to be a teacher.)
6） What do teachers do? (They teach students.)
7） What does Joe want to be? (He wants to be a cook.)
8） What do cooks do? (They cook nice food.)
学生两人一组完成课本第3 页Listen and say的后续练习，巩固其内容。
(2)
学生听录音跟读课文。然后教师出示图片1，并示范介绍人物。
T: (show Picture 1) This is Peter. He wants to be a pilot. He wants to fly a plane.
学生结对子，分别介绍图2 Kitty，图3Alice和图4Joe。
然后请三名学生到前面依次示范。
S1: This is Kitty. She wants to be a doctor. She wants to help people.
S2: This is Alice. She wants to be a teacher. She wants to teach English in a school.
S3: This is Joe. He wants to be a cook. He wants to cook nice food.
(2)
出示Ask and answer，可出示更多职业及工作内容。学生走出座位，
在班内开展调查，了解彼此将来想从事的职业，并完成调查表。
T: Let‘s do a survey. Go and ask your friends what they want to be in the future.

S1: Hi,（ S2‘s name）. What can you do?
S2: I can swim. I can cook too.
S1: What do you like doing?
S2: I like eating.
S1: What do you want to be?
S2: I want to be a cook. I want to cook nice food.
Name
can
Likes doing
Wants to be
Wants to do
(2)
学生完成书面调查报告并在班内交流。
S1: （ S2‘s name） is my friend. He can swim
and cook. He likes eating. He wants to be
a cook. He wants to cook nice food.
三、Post-task activities
全班投票，看哪一种职业最受欢迎T: Who wants to be a doctor? Raise your hand. (Some
students raise hands. Write
the number of students on the blackboard, next to the job.)
T: Who wants to be a ... ( job)?...
T: Many of you want to be pilots. Why?
S1: We like flying planes.

Unit 1 My future 第三课时
一、Pre-task preparations
1. 用―chain game‖活动复习句型。
S1: Hello,（ S2‘s name）! What do you want to be?
S2: I want to be a taxi driver. I want to drive a taxi. What do you want to be,（ S3‘s name）?
S3: I want to be a teacher. I want to teach children.
(2)
出示一些动物的照片，与学生讨论动物的特长和它们可以胜任的工作。

T: (show the picture of a dog) What‘s this?
Ss: It‘s a dog.
T: What are dogs good at?
Ss: They are good at smelling. They are good at running.
T: Yes. Many dogs have jobs. There are police dogs and guard dogs.
可出示其他照片，如鸽子（送信）、猫（捉老鼠）、马（交通工具）、大象（搬运木材）
等，让学生针对各动物的特长展开有关工作的讨论。
二、While-task procedures
1. 学生默读故事― Froggy‘s new job ‖。然后让学生介绍人物。
T: (point to Froggy) What‘s his name?
S1: His name‘s Froggy.
T: Yes. Froggy is a frog. What can frogs do?
S2: They can swim very well.
S3: They can jump.
和学生问答，巩固对故事的理解。教师提问，学生带着问题阅读文章，然后小组讨论回
答问题。
(Picture 1)
1) What does Froggy wants to be? (He wants to be a pilot.)
2) Does he like flying? (No, he doesn‘t. He‘s afraid of flying.)
(Picture 2)
1) What does Froggy want to be now? (He wants to be a singer.)
2) Can he sing well? (No, he can‘t.)
(Picture 3)
1) What does Froggy hear? (He hears a chick crying for help.)
2) What does he do? (He jumps into the lake and saves the chick.)
(Picture 4)
1) What is Froggy‘s new job? (A lifeguard.)
2) Does he like his new job? (Yes, he does.)
2. 学生再次阅读故事，教师在黑板上写出每幅图的关键词, 学生根据图片及关键词复述
故事。

Picture1: wants to be, pilot, fly a plane, afraid of, flying
Picture 2: singer, not good at singing
Picture 3: chick, lake, jumps, save
Picture 4: good at swimming, lifeguard, new job
3. 指导学生完成课本第5 页Read a story 的后续练习，然后填空完成内容概要。
4. 出示一组含有字母组合sk 的单词，请学生跟读并记住sk 的发音。如：desk, mask,
task,disk, ask。
T: sk, sk, desk, desk. Ss: sk, sk, desk, desk.
T: sk, sk, mask, mask. Ss: sk, sk, mask, mask.
然后播放Learn the sounds 的录音，请学生跟录音模仿朗读儿歌。鼓励学生模仿录音中
的语音语调。还可与较早前学过的语音ckk 比较，给出几个单词，让学生归类。
Ck: clock， rock， knock， tick- tock， chick
sk: ask， desk， mask， task， disk
三、Post-task activities
1. 学生玩找工作的游戏。一学生抽取写有职业的纸牌，其他人扮演面试官（如两到三
人）对其兴趣、特长等进行提问，然后面试官决定该学生是否能获得该工作。
S1: (pick a card of a teacher)
S2: What do you want to be?
S1: I want to be an English teacher.
S2: Do you like children?
S1: Yes, I do.
S3: Are you good at English?
S1: Yes, I am.
S4: (to S2 and S3) Do you think ( S1‘s name )
can get this job?
Ss: (vote) Yes! (to S1) You get this job

五年级上册牛津英语Unit 2 Going to school
教学内容与目标

教学内容
功
能
语
言
知
识
语音
语
言
技
听
说
核心句型、
日常用语
词汇
问候、介绍 1. 询问交通方式
2. 介绍交通方式
1. How do you come to school?
2. I come to school on foot.
by, walk, Ms, underground, take, after, hour, bus stop, by bus, far
from, on foot, by bike, by car, get off
字母组合sp的发音（wasp, crisp ）
听懂有关上学的交通方式的对话。
用How do you come to school?询问对方上学的交通方式。
用I come go to school ... He She comes goes to school ...介绍
自己或他人去某地的交通方式。
能读读懂有关上学的交通方式的对话。
阅读短文，了解Ms Guo上班的路程。
写正确书写本单元核心词汇
正确书写本单元的核心句型：How do you come to school? I come
to school on foot.
能用简短的语句描述自己上学和家人上班的交通方式。
教学目标
教学重点：核心词汇与重难点句型
了解字母组合sp在单词中的发音
教学难点：表示不同交通方式的短语on foot, by bus等所用的介词不同。
区分go to school和come to school的用法。

Unit2 Going to school(第一课时)
1.知识目标：帮助学生学习Look and learn中的新短语，并能通过Listen and say的情景对话，帮助学生掌握句型How
do you come to school? I come to school…
2.能力目标：能用How do you come to school?询问对方上学的交通方式，并用I come to school…告诉对方自己上学的

交通方式。
3.情感态度目标：通过这节课的教学，培养低碳环保意识，采用合理的出行方式。
二、Key point:词汇：by, by bike, by bus, by car, on foot, walk.句型：How do you come to school? I come to school on foot.
三、Difficultpoint:1.表示不同交通方式的短语on foot,by bus等所用的介词不同。2.区分go to school和come to school
的用法。
四、Teachin gaids:多媒体课件，光盘。
五、Teaching and learning methods :
1. 教法：根据词汇教学的特点和学生的学情实际，在本节课中我采用了任务型教学法和游戏活动教学法进行教学。2. 学法：学生通过小组合作、小组比赛等活动来学习新词汇，从而运用所学动词短语来表达自己上学的交通方式。
六、Teaching steps:
Step one:
1)Lead in
2) Free-talk
Introduce the topic
Step two: Presentation:
1)Learn the new phrases: a. Follow the teacher
ntothetapeandfollowthetape
2)Play games, practice these new words : a. True or false b. Look ands ay
3) Listenandsay:atethetext by yourselves.
4)Role-play the text:
5)Fill in the blanksaccordingtothe dialogues.
6)Compl eteJill‘ree:Consolidation:1)Doasurveyinyourgroups. 2)ur:Summary:Stepfive:Home
work: offthinkandwriteofpage13.2. Make up the similar x:Blackboarddesign:newphrases: bybike,by
bus,by car,onfootnewsentences:--Howdoyoucometoschool?—I come toschoolbybus.

Content

Aims
(Period 2)
1. Using Wh- questions to find out means of transport e.g. How do you come
to school?
2. Using prepositions to indicate means of transport e.g. I come to school by
bus.
Language focus 1. Using Wh-questions to find out means of transport e.g. How do you come
to school?
2. Using prepositions to indicate means of transport e.g. I come to school by
bus.
Teaching aids PPT, etc
Procedures
Step Teachers‘ activity Students‘ activity Purpose
1. Show a rhyme 1. Say a rhyme
复习儿歌，让学生
on page 7 on page
进入学习状态。
T: Ben and Kitty come to school 7

Pre-task from Monday to Friday. How
preparation
do they come to school? Let‘s say

a rhyme.

2. Show a rhyme and explain the 2. Say a rhyme about
difference between come and go
―come‖ and ―go‖
to the students Go to school.
Go to school. Come to school.
Come to school. School is there.
School is there. Go there.
Go there. Go to school.
Go to school. School is here.
School is here. Come here.
Come here. Come to school.
Come to school.

3. Ask some questions 3. Answer the questions
Does Ben walk to school? No, he doesn‘t.
Does Kitty rides her bike to
No, she doesn‘t.
school?

1. Teach: I come to school … 1. Learn: I come to
a. Elicit
school …
Ben: I ride my bike to school. ( I a. Listen
While-task come to school by bike.)
procedure
b. Read
I come to school by bike. b. Say
I come to school by bike.
c. Show the sentence
I alwaysnever c. Think and say
sometimesusuallyoften come to I alwaysnever
school _______. sometimesusuallyoften
( by bus, by taxi, by underground, come to school _______.
by ship, by car, by van, by plane, ( by bus, by taxi, by
by train …)
underground, by ship, by
car, by van, by plane, by

train …)
d. Elicit
Kitty: I walk to school. ( I come d. Listen
to school on foot.)
T: Kitty comes to school on foot.
She lives near school. e. Say a rhyme
I live near school.
e. Show a rhyme I walk to school.
I live near school. I come to school on foot.
I walk to school. On foot? Yes! On foot!
I come to school on foot.
I don‘t live near school.
On foot? Yes! On foot! I ride a bike to school.
I don‘t live near school.
I come to school by bike.

通过儿歌区别单词
come和go, 帮助学
生理解记忆。

利用儿歌中的句型
引入新授句型，使
学生容易理解。

加入频度副词操练
句型，让学生有更
多内容表达。

利用儿歌渗透，让
学生理解根据距离
远近选择不同的交
通方式出行。

I ride a bike to school.
I come to school by bike.
By bike? Yes! By bike!

f. Show some phrases and ask the
students make a new one
Ride my bike by bike
Walk on foot
Take a bus by bus
Take a taxi by taxi
Take the underground
by underground
Take a ship by ship
Take a car by car
Take a van by van
Fly by plane
Take a train by train

2. Teach: How do you come to
school?
a. Elicit the pattern
T: Do you come to school on
foot?
S1: No, I don‘t.
T: How do you come to school?
S1: I come to school ______.

b. Ask and answer

c. Show some activities
Go to my grandparents‘ home
Go to schoolcome to school
Go home
Go to Shanghai Zoo
Go to Zhongshan Park
Go to Shanghai Museum
Go to the bakery
Go to the post office
Go to Nanjing Road
… …

3. Teach: leave and arrive
By bike? Yes! By bike!

f. Make a new one
I live near school.
I ______ to school.
I come to school ______.
_______? Yes! ______!

I don‘t live near school.
I _______ to school.
I come to school ______.
_______? Yes! ______!

2. Learn: How do you come
to school?
a. Listen and read
How do you come to
school?

b. Ask and answer
Ss: How do you come to
school, ______?
S1: I come to school _____.
I livedon‘t live near school.

c. Pair work
S1: How do you _______?
S2: I _________ byon
______. I livedon‘t live
near ________.

3. Learn: leave and arrive
a. Guess and say
S1: Do you come to school
byon ______?

自编儿歌，检查学
生是否能灵活运
用。

在学习了答句的基
础上，引出问句，
使学生容易理解。

问答练习，巩固新
授句型。

与生活实际联系，
让学生灵活运用所
学知识表达。

a. Elicit the word
T: … comes to school byon
b. Read the words and
_____. Guess: How do I come phrases: leave, arrive
to school? leave leave home
T: … sometimes …
leave school
T: I sometimes come to school by arrive arrive home
bike. I leave home at 7:25. I arrive at school
arrive at school at 7:45. I arrive in Shanghai
sometimes come to school on
foot. I leave home at 7:15. I 4. Do a survey
arrive at school at 7:45. a. Listen
b. teach the words: leave, arrive Fill in the table on page 11

b. Role play with the teacher

I come to school …
4. Do a survey
I leave home at …
a. Elicit
I arrive at school at …
T: I come to school by bike. I
leave home at 7:25. I arrive at c. Give a report to the class
school at 7:45. When do you ______ comes to school
leave home and arrive at school? byon _______. HeShe
leaves home at about
b. Role play with a student _________. HeShe
How do you come to school? arrives at school at about
When do you leave home? _____.
When do you arrive at school.

c. Show a report as an example
Peter comes to school by bus. He
leaves home at about seven thirty.
He arrives at school at about eight
o‘clock.
Post-task
activity

学习单词leave和
arrive,并能理解含
义区别。

通过调查的方式，
巩固所学知识。

用语段汇报的方
式，训练学生表达
能力。

1. Read all the dialogue and say>
2. Fill in the blanks 2. Fill in the blanks
读一读、填一填，
Alice lives near school.
检查并巩固学生对
She _____ to school every
课文内容的理解程
day. She _____ home at a
度。
quarter to eight. Kitty

comes to school ____

_____. She ______ walks

to school with _______.

Peter _______ live _____

school. He comes to

3. Make a new dialogue
school _____ ______. He
______ home at about
_____ ______ and arrives at
school at about ______
______.
3. Make a new dialogue

通过编对话的方
式，希望学生能将
所学知识灵活运用
并输出。

Unit 2 Going to school 第三课时

课题：Unit2 Going to school
课型：篇章阅读
Period2 story: Ms Guo‘s journey to work
1. 我能通过看图片、听录音、画路线图、原声模
仿、小组练读等活动，正确朗读和认读，有能力
的复述故事中的语句，能够理解故事大意。
解
2.通过朗读和联系语境，我能基本认读课文中出
读
现的生词：underground station,bus stop,get off,take
目
the train,half an hour以及介词to,at的用法并了解
标
其含义
3.通过故事，继续强化理解一般现在时动词单三
形式的用法和意义
学习流程： < br>复习旧知、引入话题—解读目标—出示任务1完成自学对学群学—出示任务2完成群学—展示—点评—检测
学习
导航台（方法指导）
方式
1. Look the picture in P11，and
listen to the tape.
菜单栏（相关知识）测一测
the train,half an hour以及介词to,at的用法并了解其含义
2. 了解一般现在时，动词的变化
难点：1. 认读并理解故事中出现的生词短语：get off,take
故事的寓意。
重点：1.培养学生的阅读理解、朗读故事以及复述故事的
能力
2.了解故事大意，能够正确朗读和认读故事。理解
自
学
(2)
an underground
under+ ground
用适当的介词填空，完成句
子。练习册P11

Answer the question:
Where is Ms Guo ‗s home?
Is it far from her school ?
What‘s the name of Her school?
2. Listen and find the name of the
streets
playground
off-get on
n指大型车站 stop
公交车停靠点
+地点，表示在较小的
地点
to+地点，表示打算要去
往的目的地

(2)
Read and complete the map at
Page11

Talk about Ms Guo‘s journey and
draw a map following the teacher.

对

学

There be 句型表示―某处
有某物‖指静物所处的位
置。注意比较have的用法

1. Compare the maps， select the 地点名词、街道名、12路
best work in groups and show it
公交车，每个单词首字母
in the front of the class.
群
words in each paragraph
学
3. Read the story , then retell it
according to your maps.

都要大写
Key words for retelling
Green Street-an underground
–walk-take the train-get off
–at park Street Station-take
bus-to Spring Street-half an
hour- get off-walk to
2. Discuss and underline the key

群
学
1. read the story again， circle
― V.+s‖.

2. Think and discuss:

When does V. need ―s‖?

walks
gets off
takes

Mr Smith__(cook)nice food.
He is a cook.

Miss Green___(drive) a taxi.
She is a driver.

MrYang__(help)people.
She is a doctor.
1. listen to the tape and tell the story to your family.
2. Think about your home. Draw a map and say how to school.
3. Exercise Book P11 Fill the blank

Unit 3 My birthday
Content (Period 1)
1. To learn the following new words: first, second, third, fourth,
Aims fifth, sixth, party, begin, bring, favourite
2. To learn the expressions of time: the first of …
3. To encourage students to use the new words.
4. To encourage students to read more interesting books.
Language focus To use the words and phrases correctly.
Teaching aids Multi-media, PPT, etc
Procedures
Step Teacher‘s activities Students‘ activities Purpose
Pre-task 1. Sing a song. 1. Sing a song.
轻快的歌曲为课堂
preparation 2. Daily talk. 2. Answer the questions.
营造轻松的氛围。
How many months are there
日常对话围绕水果
in a year?
展开，为本课埋下伏
What are they?
笔。
While- task (2) To teach: the first of …
1. To learn: the first of …
通过实际的日期学
procedure
To elicit: What‘s the date

习单词，并感知日期
today? (2) Look and read.
的表达方式。
(2) Show the phrase

the first of September (2) Look and say.

(2) Show more dates. The first of …

(3) Try to say:
通过三个节日的表
(3) Introduce three festivals. _______ is on the _______.

We usuallyoftensometimes…
述，巩固所学知识。

(4) Guess Eddie‘s birthday.
通过自编文本，让学
(4) Play a game. 2. To learn: partybeginbring
生在较真实的语境
2. To teach:

Post-task
activity
Assignment:
Content

Aims
partybeginbring
Introduce Eddie‘s birthday
party.
(1) Show the new words.
(2) Read the paragraph.
(3) Show the short dialogue.
3. To teach: favourite
Introduce Eddie‘s gift from
Danny.
(1) Show the new word.
(2) Read the paragraph.
4. To teach: second
Introduce Eddie‘s gift from
Kitty.
(1) Show the new word.
(2) Read the paragraph.
5. To teach: thirdfifth
Introduce Eddie‘s gift from
Alice.
(1) Show the new words.
(2) Read the paragraph.
6. To teach: fourthsixth
Introduce
(1) Show the new words.
(2) Show a movie.
1. Show the questions.
2. Fill in the blanks.
3. Show the key words.
(1) Read the new words.
(2) Read the paragraph.
(3) Act out the short dialogue.
3. To learn: favourite

(1) Read the new word.
(2) Read the paragraph.
4. To learn: second

(1) Read the new word.
(2) Read the paragraph.
5. To learn: thirdfifth

(1) Read the new word.
(2) Read the paragraph.
6. To learn: fourthsixth

(1) Read the new words.
(2) Enjoy the movie.
中初步感受单词。

通过主人公一一拆
礼物的环节，让学生
感知first, second,
third中所表达的顺
序的含义。

通过学生喜欢的哈
利波特系列书，学习
较简单的序数词。
1. Read and answer.
2. Read and fill in the blanks.
3. Retell the story.
1. Read and copy the new words on P2-3.
2. Listen to the tape and read after it.
复习形式由易到难，
紧扣教材的教学内
容。

Language focus
Teaching aids
Step
Pre-task
preparation
While-task
procedure
(Period 2)
(2) To learn the following new word, phrase and sentences:
wear, invitation, the … of … (date)
When‘s … birthday? It‘s on …
2. To encourage students to make sentences.
3. To encourage students to act out the dialogue.
4. To encourage students to invite their friends to their birthday parties.
To use the sentence structure correctly.
Multi-media, PPT, etc
Procedures
Teacher‘s activities Students‘ activities Purpose
1. Show a song. 1. Enjoy the song.
通过歌曲温习上一
2. Review Eddie‘s
2. Answer the questions.
课时的序数词。
birthday party. 3. Guess.
由上一课时的内容
3. Show another birthday
引出本课时，起到承
party.
上启下的作用。
1. To teach: invitation 1. To learn: invitation
通过让学生从邀请
(1) To elicit: (1) Look and think.
卡上的内容自己寻

Post-task activity
Whose birthday is it?
Here‘s an birthday
invitation.
(2) Show the new word.

(2) To teach:
When is … birthday?
(1) Show the new
sentence.
(2) Show the new word:
nineteenth
(3) Show more pictures.
(4) Try to compare: when
what time.
3. To teach: wear
Elicit: What is an ‗orange‘
party?
Show the new word.
4. Show the dialogue.
5. To elicit: It is the 19
th

of September now. The
children are at Peter‘s
birthday party.
(1) Show the flash.
(2) Finish the exercise
1. Show a flash.
2. Make a birthday
invitation.

(2) Read the new word.

(2) To learn:
When is … birthday?
(1) Read the new sentence.
(2) Look and read.

(3) Pair Work.
(4) Compare the sentences.

(2) To learn: wear

Read the new word.
4. Act out the dialogue.
5. Look and read

(1) Enjoy the flash
(2) Try to act it out
找有用的信息，培养
了学生的思维能力。

通过学生感兴趣的
人物的生日，学习新
句型。

1. Enjoy the flash.
2. Make a birthday
invitation.
Assignment:

Content

Aims
Language focus
Teaching aids
Step
1. Read and copy the text on P2, P4.
2. Listen to the tape and read after it.
通过让学生自制生
日邀请卡，让学生了
解到友谊的珍贵。

(Period 3)
1. To learn the cardinal numeral and ordinal numeral (from 1-31).
2. To consolidate the new sentence and expressions of time:
When is your birthday? It‘s on the … of JanuaryFebruary…
3. To know others‘ birthdays and learn to take care of others.
To use the sentence structure correctly.
Multi- media, PPT, etc
Procedures
Teacher‘s activities Students‘ activities Purpose

Pre-task 1. Show a song.
preparation 2. Free talk
通过歌曲引
出1-20的表
达方式，同时
带动学生学
习兴趣。
While-task 1. Teach cardinal numeral from 1. Learn cardinal numeral from 13
procedure 13 to 30. to 30.
(1) Show the words. (1) Read the words.
通过教师归
(2) Do quick response (2) Finish the exercise
纳总结，便于
2. Teach ordinal numeral from 7 2. Learn ordinal numeral from 7 to
学生掌握较
to 30. 30.
为枯燥的基
(1) Show the tips. (1) Read the tips.
数词和序数
(2) Show the table. (2) Fill in the table.
词的正确表
3. Elicit a summer birthday 3. About a summer birthday
述。
(1) Show a flash. (1) Enjoy the flash.

(2) Look and say. (2) Try to say:

… is my favourite month.

Because my birthday is on …

Post-task Pair Work. Ask and answer.
对话操练加
activity
强了学生交
流的机会和
能力。
Assignment (1) Do ask and answer with your friends orally
(2) Do some written exercises

板教
书学
设反
计思

Module
2 Relationship

Unit 4 Grandparents
Period One
1. 能掌握新词组write an e-mail, go shopping, play chess的读音与含义；
2. 能运用句型--- Do you live with …?--- What do you usually do with …?来询问他
人，并能做出正确回答；
3. 了解祖辈的居住情况，能用频率副词或词组来表达日常生活和长辈们一起做的
1. Enjoy the song.
2. Ask and answer

Aims

Teaching
aids

Steps
Pre-task
preparation
事情；
4. 学会关注长辈的日常生活，体现家庭幸福感，学会尊敬老人。
PPT, tape recording, etc.
Teaching procedure
Student‘s activities
What do you often do with your
grandparents?

1) Ask and answer:
Do you live with your grandparents?
Yes, I do. I live with my grandparents.
No, I don‘t. I don‘t live with my
grandparents.
2) Learn: talk on the Internet telephone

Listen to the dialogue then match

1. Read the massage.
2. Answer the questions:
a. what do you usually do with…?
1. Read the massage.
2. Try to ask: what do you usually do with
with your grandparents?

1. Read the massage.
2. Do pair work:
--- what do you usually do with…? ---
I ….

1. Read it.
I _______visit my grandparents.
I visit my grandparents ________.

2. Ask and answer:
what do you usually do with…?
I ______________.

3. Make a dialogue:
A: What do you do with your grandparents?
B: I _______ with my grandparents.

Teacher‘s
activities
1. Daily Talk

2. Ask and
answer

―how
often‖

a. Show Alice‘s
massage

b. Show Kitty‘s
massage

c. Show Peter‘s
massage

2. Learn ― how
often‖
a. show ―how
often‖
b. Ask: How
often do you visit
your
grandparents?

c. Show some
pictures of
activities

d. Show some
pictures of
activities with
Purpose
通过问答问问学
生的在家与爷爷
奶奶做些什么，
是否与他们住在
一起。复习上节
课内容。

采用书本知识，
让学生听一听，
三个小朋友的家
庭状况。
读第一个小朋友
的信息，初步感
知what do you
usually do
with…?

读第二个小朋友
的信息，引导学
生尝试提问。

读第三个小朋友
的信息，鼓励学
生，模仿对话。

通过图片，让学
生讨论一下自己
喜欢的活动。

While-task
procedure

grandparents

Post- task
activities
1、Show the flash
of the text

2. Show Mary‘s
e-mail
1. Watch the flash of ―Look and say‖.
2. Read the dialogue together.
3. Answer the questions

1. Read Mary‘s e-mail
2. Fill in the table
Homework
1. 听P24，抄写单词句型。
2. 读P24对话
3. 做一个调查并完成表格，问答如下：
--- _____, do you live with your grandparents? --- _______.
--- What do you do with your grandparents? --- ________.

进一步提问学
生，和自己的爷
爷奶奶喜欢哪些
活动，激发学生
对自己祖父辈的
热爱。
对话的听、看、
读和回答等，系
统巩固与复习本
课的句型。
通过阅读查找信
息完成表格。
回家作业，加强
对对话内容和新
句型的巩固和使
用。

Period Two

1. 初步阅读故事并理解大意；
Aims
2. 能运用所学过的句型较完整地描述重阳节；
3. 了解中国传统的节日文化。
Teaching aids PPT, Tape recording, etc.
Teaching procedure
Procedures Teacher‘s activities Students‘ activities Purpose
Pre – task 1. Show some rhymes Read
读一读儿歌，活跃气氛，
preparation 2. Show some riddles Read and guess
复习旧知。
3. Tell Ps my favourite food and Discuss favourite food
通过猜一猜的游戏，引入
festival and festival
节日这一主题。
While – task 1. Play the movie Listen to a poem
从诗歌引出新授主题重
procedures
阳节,渗透中国传统文化。
2. Teach: The Double Ninth 1. Read
Festival is a traditional Chinese 2. Talk about the other
Festival. traditional Chinese
festivals.
______ is a traditional
Chinese Festival.
3. Play the movie Enjoy the movie.
通过录象，帮助学生生动

Post –task
activities

Homework

感知节日氛围。
4. Play the tape Listen and match
通过听力训练与学习，使
学生初步了解中国传统
节日的时间。
5. Show some pictures of food Talk about the special
结合生活经验，了解不同
Chinese food.
的节日，所吃的特殊的传
When I see the ____, I
统食品。
think _____ Festival is
coming.
6. Show the pictures. 1. T asks, Ps answers
利用图片，帮助学生结合
Lead in activities. 2. Do pair work
生活经验，了解重阳节人
What do you do on this day? (P1-Pn)
们开展的各项活动。
On this day, I usually 3. Try to say
_____.Sometimes I____. On this day, I usually
_____ or____.
Sometimes I ____.

1. Show a passage. Read and fill in the
根据表格所出示的核心
blanks.
内容，模仿―重阳节‖一文
的文本，口述最喜欢的节
日。
2. Show the form. Introduce the festival
you like
1. Listen to the tape and read the text P20
口、笔头练习相结合，进
2. Read and complete: The _______ Festival
一步巩固学生所学知识。
Period Three

1. 复习本单元主要句型
Aims
―What do you do with…? & How often …‖的使用及回答；
2. 学习P21上的儿歌，音标及发音。
Teaching aids PPT, recording, etc.
Teaching procedure
Steps Teacher‘s activities Student‘s activities Purpose
Revision 1. Think and say 1) Ask and answer
通过问答复习本单

元的重要句型。

2. Look and say 1) Say something according to the
根据所给的表格中
table
的信息说说与这些

人的关系，已达到巩

固所学的效果。

Listen and 1. Listen and enjoy 1) Listen and enjoy
通过听儿歌回答问
enjoy 2) Answer the questions
题，完成填空，朗读
3) Read the rhyme
4) Fill in the blanks to finish the
等形式学习儿歌。
rhyme

Learn
sound

the 1. Teach the sounds

1) Say more words that sound
2) Try to read the words
3) Listen and circle
4) Read and judge
Homework
1. 听P26-29，复习本单元单词、句子。
2. 作文：I and my grandparents

通过让学生说说指
定音标的单词对所
学音标进行活学活
用。并且在听听圈圈
以及读读判断对错
的过程中检测学生
掌握情况。

笔头作业，跟进复习
内容。

5A Module 2 Realationship
Unit 5 Friends
Content
Aims
Teaching focus
Teaching Aids
Step
Pre-task
preparation
(Period 1)
1. To learn the following new words: same, different, both, all
2. To encourage students to use the new words.
To use the words correctly
Multi- media
Procedures
Teacher's activities Students' Purpose
activities
1. Enjoy a song. 1. Enjoy a
歌曲将学生带入轻松
song.
的英语学习氛围。
Talk:

e.g.
通过问答，复习所学
What‘s the date today?
2. Daily Talk.
句型，并引出新授内
When‘s your birthday?
容
Who‘s your best friend?
What does heshe like doing?
What do you often do with himher?
teach: same, different
1)To elicit:(Show Peter)
Hello! I‘m Peter. I‘m Eddie‘s Friend.
I‘m eleven years old. I‘m in Class 1
Grade 5. I like playing badminton. I
often play badminton with Eddie after
school. Today is the 16
th
of October. It‘s
my birthday. I receive a bag of presents.
It‘s from my uncle.
2) Show a bag:
What‘s in the bag?
3) Show two trucks and two cars.
4)Read: (the) same

1) Listen to
创设情境，通过Peter
Peter.
的自我介绍，引出收

到的生日礼物，通过

礼物的比较，学习新

单词。

While-task
procedure

different
5)Golden eyes:
the same or different
6)Show some pictures then ask:
Are the …the same or different?
They are the samedifferent.
7) Read and fill.
the same different
a. I have two cats. They have _______
colour. Look at the dogs. They have
_____ colours.
b. Look at the two pencils.
One is sharp. One is blunt. They
are______.
c. Kitty and Mary are at ______school.
They often go to school together.
d. My brother and I are twins. But we
are in ______ classes. I‘m in Class A.
He‘s in Class B.
e. Tim likes running. Peter likes
swimming. They have ____hobbies.
teach: both, all
1) Show Peter‘s bag.
To elicit: both, all
T: There are two same trucks and two
different cars in the bag. What else in
the bag?
Look, there are two robots and four
books. The robots are both hard. And
the books are all soft.
2) Read: both, all
3) Compare:
both box ( )
4) Show some pictures and let the Ss try
to say.
e.g.
The____ are bothall _____.
5) Show some pictures then ask and
answer.(WbP33)
T: Peter and Eddie are good friends.
A: What do they do on Friday?
B: They both all read story books.
2) Guess:
What‘s in the
bag?
3) Look
carefully.

4) Read the
new words.

5) Golden eyes.

6) Answer the
question then
work in pairs.

7) Read and
fill.

1) Look and
listen.

2) Read the
words.
3) Compare the

通过猜一猜，激发学
生的学习兴趣，引起
学生对包里的礼物的
关注。

机械操练，巩固新单
词。

通过问答，提高学生
的英语语言运用能力

小练习的设计，进一
步提高学生对新授单
词的运用的正确性，
提高学生对语段的理
解能力。

通过比较，自然引出
新授内容。

语音的比较，可以帮
助学生纠正读音。

Post-task
activity
1. Show a paragraph.
Peter‘s presents
Peter is a _____ of Class 1, Grade 5. He
is ______ years old. Today is the 16
th
of
_______. It‘s his _____. He receives a
______ of presents. It‘s _____ his
uncle. What‘s in the bag? Look, there
are some trucks, cars, robots and books.
The trucks are ______.The cars are
______.The robots are _____ hard.
____ the books are soft. Peter likes the
books best. His friend, Eddie likes the
books too. They _____ read books on
Friday.
2. Show some questions.
Whose friend is Peter?
When‘s his birthday?
What‘s in the bag?
Where are the presents from?
Are the trucks the same or different?
How are the robots?(bothall)
3. Show the key words and the pictures.
words.

4) Look and
say.

5) Ask and
answer.
1. Read and
fill.

2. Answer the
questions.

3. Retell the
story.

看图片来说一说，进
一步加深学生对两个
单词的理解。

这一个练习，既使学
生对所学知识有了一
个回顾，又提高了学
生英语阅读能力。
Assignment 1. Read and copy the new words on P21.
2. Listen to the tape and read after it.

Content
Aims
(Period 2)
encourage students to express one‘s likes

Teaching focus
Teaching Aids
Procedures
Step Teacher's activities
Pre-task
preparation
e.g. I like skating and riding bicycles.
2. To remind the students to use the new words properly.
same, different, both, all
3. To encourage students to talk about their friends.

Multi-media
Students'
activities
1. Listen and
enjoy.
2. Daily talk.
Purpose
复习跟本课学习内
容相关的内容，把学
生快速带入英语学
习氛围中。

提出问题，使学生带
着问题观看，为下一
步的学习买下伏笔。

在师生问答中，学习
新知识

朗读第一段内容，使
学生对诗歌有所感
知。

在问答理解的基础
上，尝试让学生读一
读，填一填，为下面
的独立编写诗歌打
下基础。
While-task
procedure
1. Listen and enjoy.
talk
e.g.
Hi, … How old are you?
Where do you live?
What do you like doing?
teach: Look and read P25
1)To elicit:
Show four children on P25 and some
questions.
a. Who are they?
b. How old are they?
c. What are they from?
d. What do they like doing?
2) Watch the flash.
3) To teach:P1
a. Ask some questions.
T: Who‘s he?(Johnny)
Where is he from?
(From Room 205)
What does he like doing?
b. Listen to the radio about P1
c. Show the first paragraph.
4)To teach P2
a. Ask some questions.
Who‘s she?
How old is she?
Does she like skating and riding bicycle?
b. Read and fill.
Hi! I‘m _____ from Room ____. I am
_______. I like _____ and _______.
How about you?
5)To teach :P3
a. Show some information about Tony.
Tony 8 from Room 505
running playing football
b. To encourage Ss to talk about Tony.
This is___________.
He‘s from_________.
He‘s______________.
He likes__________.
learn:
Look and say
1)
Look and listen
carefully.

2) Watch the
flash.
3)To learn:P1
a. Answer the
questions.

b. Listen to the
radio about P1
c. Read the first
paragraph.
4) To learn P2
a. Answer the
questions.
b. Read and fill.

5) To learn :P3
a. Look at the
information.

b. Talk about

How about you?
6)To teach:P4
a. Listen to the paragraph:P4
b. Listen and judge.
I‘m Kelly from the fifth floor.( )
I‘m ten and my sister is four( )
I like doing many things.
I‘d like to play with all of you.
c. Read the paragraph in small groups.
7) Show some information then let the Ss to
read and fill.
Johnny is a boy from______.
He‘s_____. He likes _____ and ___. Annie
is a girl from ____. She can ____ and ___.
Tony is from ______. He‘s ____ years old.
He likes _____ and ______.
Kelly is from the _____ floor.
She‘s ____ and her sister is four. She likes
doing these ____too. She wants to play
___of you.
2. Read the verse.P25
3. Show some information and let the Ss to
make a new verse.
Name: Mike
Class: 6A
Age:12
Likes: football and tennis

Name: John
Class: 2C
Age: 8
Likes: Swimming

Name: Lisa
Class: 3B
Age: 8
Likes: Dancing

Name: Simon
Class; 4D
Age: 9
Likes: singing and reading
Tony.

6)To learn:P4
a. Listen to the
radio.
b. Listen and
judge.

C. Read it in
small groups.
7) Read and fill.

2. Read the
verse.
3. Make a new
verse in small
groups.

2. Read and
write.
a. Fill in the
blanks.
b. Read the
verses.

通过介绍，进一步提
高学生英语语言运
用能力。

通过听一听，辨一
辨，理解新授内容。

小组朗读，训练学生
的英语朗读能力。

通过阅读、填写，回
顾所学内容，提高学
生的英语阅读能力。

Post-task
activity
1. Write about you.(P25)
a. Fill in the blanks.
b. Invite Ss to read their verses.
good friend and I
a. Think and complete.
My I
friend
Name
Age
Birthday
Room
Hobby
Dream
job
b. Try to say:
This is my friend.
HeShe is…
HisHer birthday is on…
HeShe likes…
We can…
We both…
1. Read the text fluently.
2. Make a new verse.
3. Read and complete.(WBp35 ,H)
Assignment

Content
Aims
Teaching
focus
Teaching
Aids
Ste
p
Pre
-tas
k
pre
par
atio
n

分组编诗歌，提高学
生的英语语言运用
能力，激发学生的学
习兴趣。
1. Read and
write.
a. Fill in the
blanks.
从说到写，从句子到
b. Read the
语段的训练，进一步
verses.
提高学生的写作能

力。
2. My good
friend and I
a. Think and
complete.

b. Try to say.

(Period 3)
1. To learn the following sounds: dr pr
2. To encourage students to read the new words according to the sounds.
To judge the sound correctly.
Multi-media
Teacher's activities
Procedures
Students' activities
1. Say a chant.

Purpose

节奏轻快的儿歌渲
染学习的氛围，巩固
所学知识。

1. Show a chant.
Friends, friends, I have three friends.
Same, same, we are in the same
school.
Different, different, we are in
different classes.
Play, play, we all like playing.

Read, read, we all like reading.
2. Read and choose.
3. Show a table then show the model.
Who like…(doing)
e.g.
I
Alice, Peter painting
hav
Alan, playing
e
Molly, volleyball
two
Emily
frie
Elaine, watching TV
nds.
Tony,
The
Jimmy
y
Fanny, Ken riding bicycles
are
Alice and Peter. Peter likes painting.
Alice likes painting too. They both
like painting.
teach:
ile-1) Watch the flash.
tas2) Show the rhyme.
k 3) Ask some questions about the
prorhyme.
ced4) Read the rhyme.
ure
2. Teach: dr:, pr
1) Watch the flash.
2) Show some words
3) Listen and circle.
4) Read and judge.
Pos
t-ta
sk
acti
vity
Ass
ign
me
nt
1. Show some sentences.
2. Show a passage.

2. Read and choose.
3. Try to say.

通过教师的指引，让
学生操练句型，起到
举一反三的效果。
learn the rhyme
1) Watch the flash.
2) Try to read.
3) Answer the questions.

4) Read the rhyme together.
2. Learn dr:
1) Watch the flash.
2) Read the words.
3) Listen and circle.
4) Read and judge.
1. Look and write.
2. Read and answer.

通过单词的听读，掌
握字母组的发音规
律。

通过不同类型的练
习巩固字母组的发
音。
通过阅读和问答，提
高学生的英语阅读
能力。

1. Read the sounds and the words on P35.
2. Listen to the tape and read after it.

5A Module 2 Realationship
Unit 6 Family life

课题
Module2 Unit 6 Family life
Period one

学习目标

1．能听、说、认读单词, bathroom, bedroom, living room和kitchen，并能在实际情
景中加以运用。
2．能听懂并发出一些指令，如： Watch TV. Read abook.
3．能用下列语言简单介绍自己的家：I am watching TV inthe living room . I‘m
reading a book in the bedroom ….
4．培养学生对家的热爱

1、1．能听、说、认读单词, bathroom, bedroom, livingroom和kitchen，并能在实
重、难点
际情景中加以运用。
2．能用下列语言简单介绍自己的家：I am watching TV inthe living room . I‘m
reading a book in the bedroom.
教学准备

教学过程
教学环节
课前准备
Step One: Warmingup
1. Step 1： Warming up
1. Greetings.
2. Freetalk：
3. Whatabout you?
新课呈现
Step Two:New lesson
1. What do you want to be ?
A: What do you want tobe ?
B: I want to be a ...
A: Why?
B: I want to be adoctor . I want to help people .
2. Ask and answer .
3. Act on the blackboard .
4. What does Kitty want to be? (Show the ppt to
children)
A: What doesKitty want to be ?
B: She wantsto be a pilot.
教学内容

师生相互问候，学生根
据教师的指令做动作，
做好课前热身活动。
让学生首先感知课题，
以便更好的了解和接受
新知识.

1. Students look at the
screen carefully and
learn the new words.
根据孩子好奇心和求知
欲的心性，用图片调动
孩子学习的积极性，同
时视觉效果能让孩子积
极去思考和加深记忆.
2. 学生通过听录音，老
师说汉语,学生说英
语等游戏练习单词。
3. 学生画一画自己的
房间。
4. 学生做根据英语做
教学活动
教学

A: Why?

chant.
拓展学习

Step 3 extension

．介绍自己的家人生活
T: (多媒体出示一张新的home图。) Look, boys and
girls, It is my newhome. You can see a living room, a …. I
canwatch TV in the living room, I can read a book in the
study …. Can you introduce your home now?
Ss: Yes.
T: Takeyour pictures and introduce your home with your
partner.（多媒体出示师示范语言，学生同桌介绍自己的
家。）
T: Now, who can introduce your home to the wholeclass?（请
部分学生向全班介绍自己的家。）
T: Welldone! Now, please walk around the class and

Thinkand say
. 学生分组介绍自己的
家庭，并在教室向其他
学生展示自己的成果。
introduce your home to yourfriends. （学生在教室自由走动，
向朋友介绍自己的家。）
（学生的感情升华，同时发挥孩子的想象力，培养孩子对
家和生活的热爱

达标检测
StepFour: Ask and answer according to page 5.

课堂小结
Step rk
1. Please introduce your home to yourfriends
2. Listen to and read thepassage in ―Listen and say‖.
3. Finish Workbook pages 32 and35.

板书设计

Unit 6 Family life
I‘m doing my homework.

bathroom wash my hair

bedroom make a modeplane
living room do my homework
kitchen cook dinner

课题
Unit 6 Family life

课型阅读课
学习目标

1、学生能够阅读小故事，能简单的复述小故事。
2、Words: evening turn off look at the stars watch TV read storybook
tell us astory play word games

教学重、难
Words: evening turn off look atthe stars watch TV read storybook tell us a
story play word games
点
教学准备
PPT,cards

教学过程
教学环节教学内容教学活动

课前准备

Step One: Review

复习正在进行时的表达。
小组合作

朗读课文
Step Two:Read a story
1. Learn ―Read a story‖ byyourselves.

听力练习

整体感知
Listento the radio .

Read the story

Listen
合作交流
3. Show themain sentences.

解决问题
Discuss the main sentences
Guessing the meaning of themain sentences.( 出示课

件PPT）

⑴ we are looking at the stars

(2) I usually read storybooks beforebedtime
(3) now I‘m playing word games withmy family
4. 找出文中动词的ing.
小组展示
4. Read the story a few times .

Read to your classmates .
Learn the –ing
拓展延伸
Step Three: 播放 ―Read a story‖的图片，让孩子们根
Listenagain .
反馈矫正
据图片复述句子。
Step Four:Retell the short story.

课堂小结
Summarize
Homework
Read theshort passages

板书设计
Unit 6 Family life
turnoff look at the stars
watch TV read storybook
tell usa story play word games

Module 3 Out and about Unit 7At the beach

题目
Module 3 Out and about Unit 7At the beach Period one

教学重、难点
1、能听说读写词汇：beach,enjoy,collet,sea,letter,put,know,year;
2、会熟练使用句型:…isare …ing….描述正在发生的事。且能运用一般疑问句―Is
Are …ing…?Yes,…,…isn‘taren‘t.‖询问他人是否正在做某事，并作出准确的回答。
. 教学目标
1、能听说读写词汇：beach,enjoy,collet,sea,letter,put,know,year;
2、会熟练使用句型:…isare …ing….描述正在发生的事。且能运用一般疑问句―Is
Are …ing…?Yes,…isare. No,…isn‘taren‘t.‖询问他人是否正在做某事，并作出准确的回答。
教学准备
PPT cards
. 教学过程
Step One: Warming up
1. Greeting
2. Sing a song

Listen and enjoy

StepTwo: New lesson
1.出示一些海滩及大海的照片，学习Look and learn 的词汇，并导入主题。
T：Look at these photos. It‘s the beach.
……
2. Learn ―Listenand say‖
让学生看图片，听短文，回答教师的问题
（1）让学生进行接龙比赛；
（2）学生以大组为单位，试着将短文复述出来。
3. 改编Listen and enjoy 中的歌谣

StepThree: ―Listen and say‖
1. Read byyourselves .
2. Role play.
3. Read loudly .
Step Four: Homework.
1.
2. Do exercises .
7．板书设计
Unit 7 At the beach
Is Paul collecting shells?
Yes, he is.

题目
Module 3 Out and about Unit 7At the beach Period two

教学重、难点
1.学习Say and act;
2、能正确读出 “fr”“gr”“tr” 在单词中的发音。
教学目标
1、

学习Say and act;
2、

能正确读出 “fr”“gr”“tr” 在单词中的发音。
教学准备
PPT,cards
教学过程
Step One: Review
StepTwo: Presentation
1. Read the story by yourselves.
2. Answer my question.
⑴ Where are the children?
⑵ What‘s Sally doing?
⑶ What are they doing?
3、 Listento the tape
4、 Pairwork

StepThree :Learn fr,gr,tr
fruit grandpa tree
StepFour: Read it loudly .
StepFive: Summarize
Stepsix: Homework
the passage on page 48 twice.
2―Say and act‖ one time .

6．板书设计
Unit 7 At the beach
⑴ Where are the children?
⑵ What‘s Sally doing?
⑶ What are they doing?

Module 3 Out and about Unit 8An outing
Period one

词汇：map,hill,find,another,lake,key,think,atthe top of through
句型：What are you doing？及其回答
1.能听懂一次寻宝活动过程中的对话。
2.用What are you doing?询问他人正在做的事情，并能做出回答。
3.体验寻宝活动的过程，感受经过努力获得成功的乐趣。
5. 教学准备
PPT cards
6. 教学过程
Step One: Warming up
1. Greeting
2. Sing a song
播放Listen and enjoy中有关小熊一家的儿歌，让学生跟读。
StepTwo: New lesson
Learnthe new words.
1.出示一些风景照片，导入核心单词hill及lake。
T：Our friends are on an outing like outing? What places do you like? (show a picture of hill)Do
you likethis place?is a hill.
Ss:.
T：(show a picture of lake).What aboutthis place? It‘s a place with ‘s a you know the West
Lake?It‘s abeautiful place in Hangzhou,China.
Response.呈现风景图片，学生快速说出hill还是lake。
3.出示一副知名风景区的地图，引出单词map,并让学生标出hill,lake.

Tis a map.A map tells us wheredifferent places are,and how we canto these you find lakesand hills
in the map？
Listen and say.
StepThree:
1.看图，听音，回答问题。
1）Where are the children?
2）How many children are on the treature hunt?
3）What are they doing？
1）Where is the Big Stone？
2）What does the first letter say？
3）What does the other letter say？
4）Do they see the diamond?
5）What is the diamond?
a story.
The children are at_____.They are looking for the_______.The Big Stone is on Green read
the____.They find the Big Stone .There is a _________.It say,―You can find a ______ at the top
of________.‖The children are at the top of ________.They find another ,―Look down and
____________________.‖The children see a ____.It is like abig diamiond.
3.学生扮演Alice,Peter,Joe及Kitty几个角色，分组表演对话。
the sentences in order. 示范如何玩Play a game投骰子的游戏，然后让学生分组玩游戏，帮助学生
巩固核心句型。
Step Four: Check
1.---What is Peter doing?
---He islooking at the map .

bear is reading a book ______fishing.

3.---Look,here‘s a letter.
---Let ______,You can find a diamond on the hill.

Step Five: Homework.

1.
2. Do exercises .
7．板书设计
An outing
at Green Hill(read a map)---on thehill(find a letter)----at the top ofGreen Hill(find another
letter)---atthe bottom of Green Hill(find a lake)

题目
Module 3 Out and about Unit 8An outing
Period two
学科

英语

教学重、难点
1.学习Read a story;
2、能正确读出 “fr”“gr”“tr” 在单词中的发音。
教学目标
1、学习Say and act;
2、能正确读出 “sl”“sn”“sw” 在单词中的发音。
教学准备
PPT,cards
教学过程
Step One: Review
StepTwo: Presentation
1. Read the story by yourselves.
2. Answer my question.
⑴ Where does Alice see a white rabbit?
⑵ What is the rabbit wearing?
⑶ What does Alice find in the hole?
3、 Listento the tape
4、 Pairwork
5、Role play
StepThree :Learn “fr”“gr”“tr”
Slide snap swap
StepFour: Read it loudly .
年级

五

StepFive: Summarize
Stepsix: Homework
the passage on page 54--55 twice.
2“Read a story ” one time .

6．板书设计
Unit8 An outing
⑴ Where does Alice see a white rabbit?
⑵ What is the rabbit wearing?
⑶ What does Alice find in the hole?

Module 3 Out and about
Unit 9 Around the city
Period one

Proce
Teacher‘s activities Students‘ activities
dure
Pre-ta1. Show a rhyme 1. Read a rhyme
sk
prepar
ation 2. Play a video of Shenzhen 2. Enjoy the video, then
Rush to elicit the topic. discuss

3. Help the students to review
the names and the functions of 3. Listen, read and discuss
different places. a. Where does heshe want
to go?
b. Where is the ____?
WhileTeach the structures and the Learn the structures and
-task lexis the lexis
proce1. Asks the students to listen to
dure the recorder and get the 1. Look, listen and think:
information. What road do you hear?

Purpose
朗读儿歌，回忆第一课时所
学词汇。
播放视频，创设情境，引出
话题。
听参赛者自我介绍，师生讨
论他们各自的目的地。
动画演示，初步感知如何问
路指路，熟悉身边路名的英
语表达方式。

2. Teach: How do I get to ____?
Walk along ____. 2. Learn: How do I get
a. Show a map and lead in
to …?
Walk along
b. Help the students to compare a. Read the map and
get to… with go to…
answer:
Where is the hospital?
b. Learn: How do I get
c. Help the students to practice
to …?
more * Compare: get to – go
to
* Make new sentences
* Read a chant

c. Learn: Walk along…
d. Look and say:
3. Teach: turn left right - Here I am. I‘m
Use the flash to elicit the phrase.
beside … How do I get to
the hospital?
4. Teach: - Walk along … You can
Turn …at the …crossing see … on the right left.
Show a picture of a long road 3. Learn: turn left right
and lead in the new phrases a. Look and learn
b. Quick response (TPR)
4. Learn:
crossingthe …
crossingat the …
crossingTurn …at
the …crossing.
a. Look, listen and
understand the meaning of
the phrases
b. Look and say:
*The ___ is at the ____
crossing.
* Walk along … Turn…at
the …. The hospital is …
Post-t1. Play the recorder 1. Listen and draw
ask
activit
y
2. Help the students to make a 2. Make a dialogue with
dialogue Linda
a. Show the way to Linda
b. Different ways to the
hospital
3. Monitor and help the students 3. Make a new dialogue
S1:Act as a contestant of
Shanghai Rush
Ss: Draw and show the
4. Show the pictures way to S1
动画演示，区分get to 和go
to，儿歌朗读，加深理解。
通过不停地改变人物位置，
创设情境，帮助学生辨别方
向，清楚表达。
听听做做，快速反应，调节
课堂气氛，检测学生理解。

动画演示，帮助学生理解。

看图说说不同路口的标志
性场所。
听录音画路线，呈现课文内
容，检测学生学习情况。
通过寻找到达医院的不同
线路，培养学生的读图能力
和发散性思维。
小组合作，角色体验，实践
所学。
照片呈现江镇的生活点滴，
激发学生热爱家乡之情。

4. Enjoy the photos:
Better Shanghai, Better
Life.
Assig
1. ★ Write down the way for Linda Jane SteveDan. 分层作业，各取所需，让每
nment
2. ★★Choose a place in Shanghai, draw the way from our 个学生在作业中巩固所学，
school to it, then write it down.
发展自我。
3. ★★★Try to draw the way from our school to Chuansha
Park, then write it down.

--- How do I get to …, please?
板
--- Walk along…
教

书
Turn left right at the …crossing.
学

设

反

计思

Period two

Procedures
Pre-task
preparation
Contents
1. Free talk

about the maps
3. Review some
places.
Methods
1. Ask and answer:
How do you go to another
new place?
2. Look at the maps and talk
about them.

3. Elicit the map of Alice‘s
neighbourhood.
Where is …? What do you
do…?

1. The first part 1. Elicit ―at the zoo‖
2. Listen to the narrator.
3. Ask and answer.

2. Elicit crocodile 1. Listen and enjoy.
2. Talk about the animals.
3. Elicit crocodile.
a. watch a video
b. read a mini passage

3. Act out the 1. Listen to the dialogue,
dialogue 2. Ask and answer.
3. Act out the second part.
Purpose
通过复习Alice‘s neighbour
的地图和各种地点的单词，
引出去动物园的情境。
While- task
procedure

通过讨论去动物园的路线，
引出第一段旁白。
学生通过语段，视频了解鳄
鱼的特征和习性。对鳄鱼有
具体的认知。
让学生扮演情境中的人物，
体验在动物园看地图时讨
论去看什么动物的情景。
4. Learn the third part 1. Elicit ―how to go…?‖
运用上两课时路线的描述
2. Talk about the ways in
表达，对动物园地图上的路

Post-task
activities
pairs.
3. Listen and read the third
part.
1. Act out the whole 1. Listen to the whole
dialogue dialogue.
2. Review the four parts.
3. Act out the dialogue.
线进行描述操练。

Homework

通过整个语段的再现，让学
生整体认读，然后进行角色
扮演，激发学生的学习兴
趣。
2. Fill in the blanks 1. Talk about the passage in
将故事转换为第三人称的
groups.
语段，让学生再读故事，加
2. Fill in the blanks.
强理解。
1. Listen and read the dialogue on P34.
在读，演的基础上，加入实
2. Act out the dialogue with your classmate.
际运用，将出发点替换，让
3. Look at the map of the zoo, start from the
学生对整堂课的内容进行
crocodile. Then find the ways to see elephants and
反馈。
snakes. At last, make another passage.

Period 3
Procedures
Pre- task
preparation
Contents Methods
1. Daily talk 1. Ask and answer:
2. Review the 2. What animals do they
routes in the zoo see?
3. What else do they
want to see? How do
they get there?

1. Teach: 1. Ocean
Ocean World Listen to the
introduction about four
oceans.
2. Choose the correct
meaning.
2. 1st paragraph 1. Listen and answer the
questions.
2. Read.
3. Say the route from
Alice‘s home to Ocean
World.

3. Sound ts dz 1. How is Ocean world?
2. Read the sentences.
3. Read the sounds and
the words.
4. shark
1. What do you see at
dolphin
Ocean World?
seal
2. Read the short
passages.
5. Sound s z 1. Tongue twister
Purpose
通过互相介绍和对话，互相熟悉；
复习旧知承上启下，自然过渡。
While- task
procedure

通过单词的音标拼读和对单词的英
文解释，了解单词的词义，为学生
运用英语词典进行自主学习打下基
础。
在去海洋世界的情境中，让学生看
着地图，描述从家到海洋世界的路
线，对本单元的核心句型进行强化
运用。
情境：到达海洋世界。同时把ts, dz
的发音教学都融入到对海洋世界环
境的整体描述中。
根据学生的兴趣，随机教学生词，
并朗读语段，训练学生读的能力。
观看视频，让学生对海狮、海豚的
cute and clever有直观地了解，
在seal的情境中，以绕口令的形式

2. Read the sounds and
the words.
3. Listen and circle.
6. 2nd paragraph do the Wangs
see at Ocean World?
2. Read and answer
引出s z的音标教学
Post-task
activities
Homework

通过问答，检验学生对语段的理解
情况，追问一个why,使问题成为开
放题，给学生一个充分发挥的空间。
7. 3rd paragraph 1. What do they see
听短文填空，训练学生听力理解能
then?
力。
2. Listen, choose and
complete.
3. Read the passage.
8. 4th paragraph 1. Lead in.
以对话形式进行操练，强化单元核
2. Dialogue.
心句型。
the 1. Watch the flash
让学生对课文有个整体概念，抓住
whole story 2. Read.
基本点。
3. Ask and answer.
1. Whale
以读一读、听一听的形式，获取更
information 2. Undersea Tunnel
多关于海洋世界的信息，提升情感。
1. Read after the tape: A visit to Ocean
第一个作业为基本任务，要求人人
World.
过关。
2. Write: (choose one of the title) ★My
第二个作业为分层选择任务，学生
favourite sea animal
可根据自己的能力选择相应的短文
★★A visit to ________
题目。

Module 4 The natural world
Unit 10 Wind
(Period 1)
1. 学习副词：happily, slowly, quickly, gently, strongly
Aims
2. 初步学习用副词形容、描述风
Language focus To use the words correctly.
Teaching aids Multi-media, PPT, etc
Procedures
Step Teacher‘s activities Students‘ activities Purpose
1. Daily talk. 1. Answer the questions.
日常对话围绕季节和天
Pre-ta
What season is it?
气展开，与本课时内容
sk
What season do you like? Why?
prepar
相联系。轻快的儿歌为
How is the weather?
ation
课堂营造轻松的氛围。
2. Say a chant 2. Enjoy the chant.
1. To teach: happy, happily 1. To teach: happy, happily
How do they feel? Answer the questions.
2. To teach: slowly quickly 2. To learn: slowly quickly
(1) Ask a boy to walk in the (1) Look and answer the
classroom. questions.
把happy, happily slowly,
(2) Show the new word. (2) Read the new word.
quickly, gently, strongly
3. To teach: gently strongly 3. To learn: gently strongly
等单词串联在一起，对
(1) Show the first picture for (1) Look and answer the
比着介绍风的速度。在
‗Look and say‘.
questions.
分片段学习的过程中，
While(2) Show the new word. (2) Read the new word.
从老师提问学生回答，
-task (3) Show the sentences (3) Complete the sentences
proce
然后学生再到阅读短
dure 4. Show the text on the P52 4. Read the text on the P52
文，从关键词入手，描
(1) Divide the students into (1) Read the passage
述图片；从依托文本到
groups. (2) Read the new word.
脱离文本，层层递进，
(2) Show the passage. (3) Answer the questions
让学生在问答和简单描
(3) Ask some questions. (4) Describe the two pictures.
述中加深印象。
(4) Show some key words.
5. Think and write(P53)
(1) Show the pictures.
(2) Ask some questions.
(3) Show the sentences.
1. Have the students do Part E
on the page 79 and check the
answers.
2. Show the passage A
Post-t(1) Ask some questions.
ask Where does Alex come from?
activitWhat season is it in Shenyang in
y February?
How is the weather there?
How are the wind and snow?
What does Alex do there?
3. Show the passage B
5. Think and write(P53)
(1) Look and listen.
(2) Answer the questions
(3) Complete the sentences.
1. Do Part E on the page 79.

2. Read the passage A
(1) Answer the questions

Content
复习形式由易到难，紧
扣本节课的教学内容。
最后尝试让学生用今天
所学的内容进行表达。

(1) Ask some questions.
Where does Jenny come from?
What season is it in Australia in
February?
How is the weather?
What can jenny do when the
wind is blowing gently?
What do people do when the
wind is blowing strongly?
Assig
nment
:

3. Read the passage A
(1) Answer the questions

1. Read and copy the new words on P53.
2. Listen to the tape and read after it.

( Period 2)
1. 复习副词：gently, strongly, slowly, quickly, softly, happily, 了解形容
词和副词的不用用法
2. 学习运用副词描写―风‖，并能在不同的天气情况下进行不同活动
3. 培养学生―Enjoy different weather, enjoy the life‖的情感
Language focus
正确使用形容词和副词
Teaching aids Multi- media, PPT, etc
Procedures
Step Teacher‘s activities Students‘ activities Purpose
Pre- ta1. Daily Talk 1. Answer and say
通过问答以及对上节课
sk
Q: What‘s the date today? It‘s …It‘s…Today is a …day. I
所学知识的回顾，自然过
prepar
like … days. Because …
What day is today？
渡，并埋下伏笔。
ation
How‘s the weather today?

Which kind of weather do
you like? Why?
While1. A riddle (the wind) 1. Guess the riddle
生动的教学手段, 提高学
-task
生学习兴趣,培养阅读和
proce2. Talk about the wind 2. How does the wind blow?
思维能力。
dure 1) learn : blow
通过问答，培养学生思维
2) gently & gentle
及训练听说能力，并为下

3) It blows … Because…
一环节的引出埋下伏笔。
4) Read the sentences

3. Elicit ―Winter holiday‖ 3. Say:

What‘s the winter
1) A riddle

holiday? 2) Say: Winter holidays are

What do you usually do coming. People go travelling to
锻
in different places for their holiday. I
通过Paul的自我介绍，
炼听力。
winter holidays?
like to go to … Because …
Do you like travelling in

winter holiday?
4. Paul‘s holiday
根据小语段，回答相应问
1) Listening to Paul‘s holiday
题，检测听力能力。并对

2) Answer about Paul‘s holiday
一般现在时人称的转换
Content

Aims

Post-t
ask
activit
y
Assig
nment
:

4. Elicit ―Paul‘s holiday ‖

5. Talk about the weather
in Harbin

1. Fill in the blanks
2. Reading
3. Answer
Where does Paul go back in his
winter holiday?

5. What‘s the weather like in
Harbin?
1) How does the wind blow?
2) More activities in winter
3) Paul likes winter very much.
Because he can … He has a good
time with his friend.
加以训练。
结合课文内容，对重点句
型进行操练。
回归到小语段，通过阅读
谈论冬天的有趣活动，增
加趣味性，寓教于乐。
1) The wind blows…
2) Ann‘s holiday

阅读填空，培养综合能
力。

1. Listen and read the text on P52
2. Finish the exercises on the workbook
3. Read two passages and finish some exercises
Contents

Aims
Teaching aids
Steps
Pre-ta
sk
prepar
ation
While
-task
proce
dure
Teacher‘s
activities
Say a rhyme
(Period 3)
1. 能掌握新单词made, wood；
2. 学习词组：be made of，了解不同的物品的构成材料及特点；
2. 了解不同材料制作的风铃发出的不同声音；
3. 能读懂故事并能复述、分角色表演。
PPT, flash, etc.
Teaching procedure
Student‘s activities
Say a rhyme about the wind
Purpose
朗读儿歌，让学生进入学习情
境。
Students Listen to
the story: What
are things made of

Learn the new word: made, wood
通过小故事学习词组，词组在故
Learn the phrase: be made of
事中的反复出现，帮助学生理解
e.g. My desk is made of wood.
和记忆。
The wood is smooth.

My scissors are made of steel.

The steel is shiny.

My ________ isare made of

________.
The ______ is ______.
get the
general idea of the 1. Watch the flash on P 55.
story. Answer the questions:

● How many animals are there in

this story? Who are they?

● What does Little Monkey

Duck Rabbit have?

2. Listen to the
Answer the questions:
story again.
● Are the wind- bells the same or

different?

● What is the Little Monkey

Duck Rabbit‘s wind-bell made of?

How does it sound?

________‘s wind-bell is made of

_________.

It is a _________ wind- bell.

It sounds ________.

3. Learn the story
Answer the questions:
step by step
1. Does Little Monkey Duck

Rabbit like his wind- bell? Why?

He likes his wind-bell, because

___________.

2. Does Little pig like his wind-

bell? Why?

3. Which wind-bell do you like

best? Why?

I like the ______ wind- bell,

because __________.

Watch the flash, read after the
4. Listen to the
story.
story and read
after it.
1. Try to retell the
1. Fill in the blanks.
Post- tstory.

ask

activit2. Act out the story
2. Act out the story in groups
ies

Home
work

1. Listen and read P70-71
2. Copy the new words and phrases on P55
3. Retell the story
先整体感知故事。
通过问答，帮助学生对整个故事
有个初步的概念和印象。

再听故事，深入了解故事中每一
个小动物风铃的制作材料及不
同的声音，并熟练掌握句型：Is is
made of ______.的用法。

分段学习，在整体感知故事的基
础上分段学习，并通过提问的方
式，帮助学生记忆和学习，为以
后的复述打下基础。

跟读故事，通过反复的听读不断
加深记忆，提高阅读理解能力。
通过提示循序渐进地对学生进
行口语训练，帮助学生复述故
事。

小组合作分角色尝试表演故事，
鼓励学生用自己的语言。
口头表述和书面作业相结合，帮
助学生巩固当日所学。

Module 4 The natural world
Unit11 Water
课题
Unit 11Water
课型
Peorid one

学习目标. 能听说读写本单元重点单词和词汇。
. 能够运用新句型Water comes from…和We use water to…描述水的来源及水的用
途，能简单描述水的形成过程。
. 了解水的重要性，知道应该节约用水。
了

能够运用新句型Water comes from…和We use water to…描述水的来源及水的用
途。
重、难点
水的来源及水的用途，能简单描述水的形成过程。
教学
. 了解水的重要性，知道应该节约用水。

教学准备
PPT

教学过程
教学环节教学内容

Greet with the teacher
师生相互问候，学生根据教师的指令做
动作，做好课前热身活动。
播放Listenand enjoy中有关小熊一家的儿
歌，让学生跟读。。
教学活动
课前准备
Step One: Warming up
1. Greeting
2. Free talk.
T: What is important in our life?
Ss: Money.
T: Ha …Sure. Anything else?
Ss:Water.
T: Yes.

李娜决赛时间-敬老院活动总结

竹篮打水-工会主席述职报告

摘抄500字-二级建造师模拟试题

吉林省职业技术学院-幼升小试题

济宁公务员-师德师风心得体会

广东广雅中学-高中生自我鉴定

综合素质评价-编头发的步骤及图片

喜帖怎么写-18个虚词

小学

中学

高等教育

人际交往：高等教育中的人际关系建立

在校园中成长：高等教育的个人发展

独立思考：高等教育培养批判性思维

社会责任：高等教育与社会公益

高等教育的挑战：应对学术压力

全方位发展：高等教育中的课外活动

世界舞台：国际化的高等教育体验

掌握技能：高等教育与职业发展

创新的摇篮：高等教育培养创造力

高等教育的价值：为未来投资

学术之旅：高等教育的挑战与机遇

探索专业道路：选择合适的学科领域

追求知识的殿堂：高等教育的重要性

升学大计：如何为高等教育做准备

进入高等教育的门槛：选择大学的要点

文档作者

温柔似野鬼°

禧珙丶怼舂

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