牛津深圳版小學(xué)英語一年級上-1A教案完整版

一年級英語教案設(shè)計2012-2013年度第一學(xué)期設(shè)計:李爽內(nèi)容:牛津英語一年級上冊班級:一年級(3、4、5)班一年級（3、4、5）班英語教學(xué)工作計劃2012-2013學(xué)年度第一學(xué)期李爽本人這學(xué)期擔(dān)任一年級（3、4、5）班的英語教學(xué)工作。為了更好的完成本學(xué)期的教學(xué)任務(wù)和提高學(xué)生的學(xué)習(xí)效率，制定以下教學(xué)計劃。一、學(xué)生基本情況分析一年級新生，面臨著學(xué)習(xí)習(xí)慣，生活習(xí)慣的培養(yǎng)，學(xué)生的能力也各不相同，有的上過幼兒園，有的沒有接受過任何教育，這給教學(xué)帶來了很大難度。新教材難度大，對學(xué)生要求高，聽說讀寫都要掌握，家長要重視和配合，共同努力培養(yǎng)學(xué)生的良好的學(xué)習(xí)習(xí)慣和方法。二、教學(xué)要求本學(xué)期使用的教材是新教材，本套教材根據(jù)牛津英語教材NewEnglishFirst!,NewOnTarget!和NewOxfordEnglish,由上海市中小學(xué)（幼兒園）課程改革委員會和牛津大學(xué)出版社（中國）有限公司合作改編、為了使教材更加的適合深圳學(xué)生的實際情況，又由深圳市教育科學(xué)研究院對現(xiàn)行英語教材（牛津上海版）進行適當(dāng)改編。教材提供兩本書，一本學(xué)生用書和一本活動手冊。本教材一共有4個模塊，每個模塊包括三個學(xué)習(xí)單元和一個復(fù)習(xí)單元。每一單元分Let＇sact.Let＇stalk.Let＇ｓlearn.Let＇act.Let＇splay.Let＇senjoy六個版塊。整本書教學(xué)內(nèi)容與學(xué)生生活緊密聯(lián)系，圍繞“文具，身體部位，家庭，數(shù)字，動物，顏色，食物”幾個話題，學(xué)習(xí)簡單的交際用語。每一單元穿插字母音和形的學(xué)習(xí)。本學(xué)期要求學(xué)生掌握的基礎(chǔ)知識有：1、學(xué)會問候語，自我介紹；2、部分文具得名稱；3、學(xué)會身體部位名稱；4、學(xué)會介紹自己的家人和朋友；5、學(xué)會10以內(nèi)的數(shù)字和簡單的水果名稱；6、學(xué)會幾種食物的名稱動物的名稱；7、學(xué)會問顏色；8、學(xué)會簡單的祈使句；9、學(xué)會用what＇sthis？問話。三、學(xué)期教學(xué)總目標(biāo)：1激發(fā)小朋友學(xué)習(xí)英語的興趣，培養(yǎng)他們學(xué)習(xí)英語的積極態(tài)度，并具有一定的語音、語調(diào)，及良好的學(xué)習(xí)習(xí)慣和英語交際的能力，為以后學(xué)習(xí)打下良好的基礎(chǔ)。2能聽懂、理解Let＇sact.中的句子,并能根據(jù)指令，做出動作反應(yīng)。3能說Let＇stalk中的句子,能在情景中進行簡單的交流.4.能認讀Let＇slearn中的單詞.5能做一些英語小游戲。6能唱Let＇senjoy中的歌謠和小詩,理解小故事。四、具體措施為了能夠更有效的完成以上的教學(xué)任務(wù)，并給學(xué)生打下堅實的英語基礎(chǔ)，現(xiàn)制定以下幾項措施：1.對于單詞，要求學(xué)生起碼做到聽、讀過關(guān)，然后就是寫和運用于句型當(dāng)中。主要通過單詞游戲來檢測。2.關(guān)于句型，要求他們熟練掌握書上的句式和句子并作簡單的運用；對于基礎(chǔ)較好的學(xué)生要求他們能夠靈活運用。主要通過短劇表演的形式來提高他們對于運用英語和他人溝通的興趣與信心。3.因為新教材更貼近學(xué)生的真實生活，應(yīng)多鼓勵他們在日常生活中運用學(xué)過的知識和他們的朋友、家長進行溝通。教學(xué)計劃進度表（2012～2013學(xué)年度第一學(xué)期）Module教學(xué)內(nèi)容課時數(shù)Module1GettingtoknowyouUnit1Hello！3Unit2MyclassmatesUnit3MyfaceRevision1331Module2Myfamily,myfriendsandmeUnit5MyfamilyUnit6MyfriendsRevision2Unit4Icansing333331Module3PlacesandactivitiesUnit7Let’scountUnit8Apples,pleaseUnit9MayIhaveapie?331Revision3Module4TheworldaroundusUnit10OnthefarmUnit11InthezooUnit12IntheparkRevision4331課時計劃第二周星期一第2節(jié)2012年9月10日Module1GettingtoknowyouUnit1Hello!Period1Usingthekeywordsincontexte.g.,morning,afternoonUsingformulaicexpressionstogreetpeopleandbidfarewelle.g.,Hello./Goodmorning./Goodafternoon./Goodbye.Languagefocus:Languageskills:ListeningIdentifythekeywordsinanutterancebyhearingthepronunciatione.g.,morning,afternoonUnderstandformulaicexpressionsofgreetingsandfarewellincontext,andrespondappropriatelye.g.,Hello./Goodmorning./Goodafternoon./Goodbye.Understandasimplestorywiththehelpofpictures,puppetsortheteacher’sbodylanguageUseformulaicexpressionstogreetpeopleandbidfarewellintheappropriatecontexte.g.,Goodmorning./Goodbye.SpeakingStepContentsMethodsPurpose鞏固準(zhǔn)備期學(xué)過的歌曲?；钴S課堂氣氛，激發(fā)學(xué)生學(xué)習(xí)興趣。Pre-taskpreparationsSong:Goodmorning.Listenandsingthesong.Hello!I’m…Theteachergreetswiththepupils,thenthepupilsgreettotheteacher.在加師生間交流的同時操練句型。Watchthedialogueonthescreen.Kitty,Ben,AliceandTommeet創(chuàng)設(shè)情境，引出問候語。激While-taskproceduresHello!/Hi!attheschoolbusstop.發(fā)學(xué)生學(xué)習(xí)的興趣。Goodbye!Theygetontheschoolbus.Aliceandhermumsay“Goodbye.”toeachother.Watchthedialogue.Listenandsay.通過觀看動畫，直觀理解意思。模仿動作，練習(xí)對話。Goodmorning!根據(jù)圖片提示，理解什么時候用“morning”Goodafternoon!Watchthedialogue.Sayandact.編對話，將前面學(xué)的句子串聯(lián)起來，進行表演。熟悉本教材人物Introducethefivefriends’name.TheyareDANNY,EDDIE,ALLICE,KITTYandTOM.Post-taskactivitiesAskthestudentstomakeshortdialoguesingroups.Thenhavethestudentslistentothesong“Goodmorning”onpage5鞏固練習(xí)，學(xué)習(xí)歌曲，提高學(xué)習(xí)興趣。1.Singthesong“Goodmorning.”2.GreetingtotheparentsinEnglish.Homework：1、本堂課教學(xué)時我有意識地根據(jù)教學(xué)內(nèi)容創(chuàng)設(shè)情境，引出問候語，活躍課堂氣氛，從而激發(fā)學(xué)生學(xué)習(xí)興趣。。Suggestion:2、在教學(xué)過程中采用編對話的形式，將前面學(xué)的句子串聯(lián)起來，并讓學(xué)生進行表演，這樣的目的是為了更好的鞏固教學(xué)內(nèi)容。3、課時計劃第二周星期三第1節(jié)2012年9月12日Module1GettingtoknowyouUnit1Hello!Period2Usingthekeywordsincontexte.g.,morning,afternoonUsingformulaicexpressionstogreetpeopleandbidfarewelle.g.,Hello./Goodmorning./Goodafternoon./Goodbye.Languagefocus:Languageskills:Identifythekeywordsinanutterancebyhearingthepronunciatione.g.,morning,afternoonUnderstandformulaicexpressionsofgreetingsandfarewellincontext,andrespondappropriatelye.g.,Hello./Goodmorning./Goodafternoon./Goodbye.Understandasimplestorywiththehelpofpictures,puppetsortheteacher’sbodylanguageListeningUseformulaicexpressionstogreetpeopleandbidfarewellintheappropriatecontexte.g.,Goodmorning./Goodbye.SpeakingStepContentsMethodsPurpose鞏固準(zhǔn)備期學(xué)過的歌曲?；钴S課堂氣氛，激發(fā)學(xué)生學(xué)習(xí)興趣。Pre-taskpreparationsSong:Goodmorning.Listenandsingthesong.Hello!I’m…Thepupilsgreettotheteacher.熱身，操練句型。Hi!I’mDanny.Hello!I’m…抽簽表演我們的小伙伴，練習(xí)句字。While-taskproceduresActDanny,Eddie,Kitty,Alice.AschooldayShowthemmovie，tellthestory“Aschoolday”in“l(fā)et’sact”onstudent’sbookpage4學(xué)習(xí)文章，用講故事的方法引導(dǎo)孩子練習(xí)學(xué)過的句型。slowlyandclearly,withthehelpofpicture,puppetsandyourbodylanguagePromptyourstudentstocompletethesentenceswhennecessary.Askthestudentstoactoutthestory“Aschoolday”onpage4.Thenhavethestudentslistentothesong“Goodmorning”onpage5andsingalongusinghandmotions.Singasong緩解課堂氣氛，在愉快的氣氛中復(fù)習(xí)學(xué)過的歌曲。鞏固練習(xí)，學(xué)生自主選擇搭檔進行表演。Post-taskactivitiesAskthestudentstomakeshortdialoguesingroups.ReadstudentbookP2.3.4sing“goodmorning”Homework：1、本節(jié)課同時注意了學(xué)生聽力能力的培養(yǎng)。2、不足：在學(xué)生編對話時，應(yīng)該多加輔導(dǎo)，不能只求形式，更應(yīng)注重實際效果。Suggestion:課時計劃第二周星期五第1節(jié)2012年9月14日Module1GettingtoknowyouUnit1Hello!Period3Usingacommonpatterntointroduceoneselfe.g.,I’m…ListeningLanguagefocus:Languageskills:UnderstandthepatternI’mKitty.Understandformulaicexpressionsofgreetingse.g.,Nicetomeet/seeyou.IdentifysomeEnglishnamese.g.,Kitty,Alice,Tom,Ben,Eddie,DannyandMissFangUseacommonpatterntointroduceoneselfe.g.,I’m…UseformulaicexpressionstogreetpeoplepolitelySpeakinge.g.,Goodmorning./Goodbye.StepContentsMethodsPurposeHi.I’m…ShowthecharactersofUnit1.Usethefingerpuppetstohave活躍課堂氣氛，激發(fā)學(xué)themintroducethemselves.生學(xué)習(xí)興趣。Pre-taskpreparationsWhile-taskproceduresHello!I’m…Hi.I’m…AskthestudentstoplaytherolesinUnit1.根據(jù)低年級的年齡特點，模仿和表演是學(xué)生所喜愛的活動，能激發(fā)學(xué)生學(xué)習(xí)的興趣。鞏固練習(xí)，訓(xùn)練學(xué)生的聽力能力。WorkbookP2Listenandnumber.Post-taskactivitiesWorkbookP4Lookandsay.Drawandwrite.檢查學(xué)生的掌握程度。Homework：Singthesong.1、在教學(xué)時我能根據(jù)低年級的年齡特點，采取模仿和表演這樣的學(xué)生所喜愛的活動，極大地能激發(fā)學(xué)生學(xué)習(xí)的興趣。2、不足：為了趕時間，教學(xué)中不能面向全部學(xué)生，有些學(xué)生不能積極的參與到教學(xué)活動中，時不時會開小差，有待于想出更好的方法，讓這些學(xué)生養(yǎng)成良好的學(xué)習(xí)習(xí)慣，在他們開小差時，根據(jù)實際情況來減少開小差的機會，提高學(xué)習(xí)效率。Suggestion:課時計劃第三周星期三第1節(jié)2012年9月19日Unit2MyclassmatesPeriod1Usingnounstoidentifyschoolsuppliese.g.,rubberUsingsimplelanguagetopointoutobjectse.g.,Abook!Languagefocus:Languageskills:ListeningUnderstandsomewordsusedforcommonschoolsuppliese.g.,book,ruler,pencil,rubberLocatespecificinformationinresponsetosimpleinstructionse.g.,Abook!ListeningPronouncethekeywordscorrectlye.g.,book,ruler,pencil,rubberUsemodeledphrasestocommunicatewithotherstudentse.g.,Abook!SpeakingPronouncewordsinconnectedspeechcorrectlybylinkingthemtogetherandusingappropriatestressPre-taskpreparationsSingasongDailytalkContentsHowareyou?Fine,thankyou.Goodmorning!Goodmorning!ContentsMethods歌聲能活躍氣氛，營造英語氛圍。PurposePurposeWhile-taskproceduresMethodspencil1.Askandanswer.T:Nowlet’sdrawapicture.2.Theteacherpointtothepencilandsay:one,one,one,onepencilBook,rubber,rulerT:Whatelsedoyouhaveinyourbag?S:Book,rubber,ruler.通過師生問答既復(fù)習(xí)了所學(xué)學(xué)習(xí)用品為新課做下鋪墊，又培養(yǎng)學(xué)生用英語交流的能力。OnepencilTwopencils1.Showonepencil:one,onepencilShowanotherpencil:one,onepencilPut2pencilsinall:two,twopencils通過實物演示理解英語單復(fù)數(shù)。Post-taskactivitiesContentsMethodsPurposeGame(出示各種文具、水果、食品等圖片)T:Doyouwantthem?Pleaseaskme.S1:Pencil/rubber/…,please.S2:OK.Hereyouare.通過游戲鞏固句型的掌握程度，同時培養(yǎng)學(xué)生之間互相幫助的習(xí)慣。Homework：Listenandreadthewords.1、通過師生問答既復(fù)習(xí)了所學(xué)學(xué)習(xí)用品為新課做下鋪墊，又培養(yǎng)學(xué)生用英語交流的能力。2、通過實物演示使學(xué)生能夠較好的理解英語單復(fù)數(shù)的運用。3、通過游戲的方式來檢查學(xué)生鞏固句型的掌握程度，同時培養(yǎng)學(xué)生之間互相幫助的習(xí)慣。Suggestion:不足：大后半節(jié)課稍顯內(nèi)容偏少些，還可以增加一些書面內(nèi)容，不局限于口語的提高。課時計劃第三周星期五第2節(jié)2012年9月21日Unit2MyclassmatesPeriod2Usingimperativestogivesimpleinstructionse.g.,Giveme…,please.Usingformulaicexpressionstoofferpeoplethingse.g.,Hereyouare.Usingformulaicexpressionstoexpressthankse.g.,Thankyou.Languagefocus:Languageskills:ListeningUnderstandformulaicexpressionsusedtoofferpeoplethingse.g.,Hereyouare.Locatespecificinformationinresponsetosimpleinstructionse.g.,Giveme…,please.Useformulaicexpressionstoofferpeoplethingse.g.,Hereyouare.SpeakingUseformulaicexpressionstoexpressthankse.g.,Thankyou.PronouncethephrasesandsentencescorrectlyPre-taskpreparationsSongContentsListenandsingthesong“Goodmorning.”Methods歌聲能活躍氣氛，營造英語氛圍。問答的形式既復(fù)習(xí)了所學(xué)學(xué)習(xí)用品為新課做下鋪墊，又培養(yǎng)學(xué)生用英語交流的能力。MethodsPurposePurposeRevisetheclassroomobjectsvocabulary.(1)T:Whatdoyouhaveinyourbag?(2)Letthemputtheirpersonalitemsonthedesks.While-taskproceduresContentsLearntosay:Givemearubber.(1)Sayastorylikethis:We’redrawing.ButIhaven’tarubber.SoIsaytoapupil:Givemearubber,please.Thenletthepupilgivemearubber.(2)Turntootherpupilsandsay:“Givemearubber,(ruler,pen,pencil,book,bag)please.”故事的形式，激發(fā)是小朋友英語學(xué)習(xí)的興趣，創(chuàng)造了良好的學(xué)習(xí)氛圍。(3)Listenandsayafterthetape.GameT:Children,canyoudomeafavor?Givemea…,please.通過游戲邊說邊練，鞏固所學(xué)。Hereyouare.Thankyou.Sayandact:Givemea…,please.Hereyouare.Thankyou.Post-taskactivitiesContentsMethodsPurposeDialogue(S-S)Askandanswer.Givemea…,please.Hereyouare.通過游戲鞏固句型的掌握程度，同時培養(yǎng)學(xué)生之間互相幫助的習(xí)慣。Thankyou.1.Listenandreadthesentences.2.Actoutthedialogue.Homework：Suggestion:1、以講故事的形式來激發(fā)小朋友英語學(xué)習(xí)的興趣，很好的創(chuàng)造了良好的學(xué)習(xí)氛圍。2、以師生問答的形式既復(fù)習(xí)了所學(xué)學(xué)習(xí)用品為新課做下鋪墊，又培養(yǎng)學(xué)生用英語交流的能力，學(xué)生的參與率很高。3、注意了學(xué)了新內(nèi)容及時進行鞏固，以機械、半機械和活用操練的方式層層提高，較好的對新授內(nèi)容進行了復(fù)習(xí)鞏固。今天的課總體上來說比較成功。課時計劃第四周星期一第1節(jié)2012年9月24日Unit2MyclassmatesPeriod3Usingimperativestogivesimpleinstructionse.g.,Giveme…,please.Usingformulaicexpressionstoofferpeoplethingse.g.,Hereyouare.Languagefocus:Usingformulaicexpressionstoexpressthankse.g.,Thankyou.Understandformulaicexpressionsusedtoofferpeoplethingse.g.,Hereyouare.Locatespecificinformationinresponsetosimpleinstructionse.g.,Giveme…,pleaseLanguageskills:SpeakingListeningUseformulaicexpressionstoofferpeoplethingse.g.,Hereyouare.Useformulaicexpressionstoexpressthankse.g.,Thankyou.PronouncethephrasesandsentencescorrectlyPre-taskpreparationsQuickresponse:Touchyour…ContentsTouchmy…Methods活躍氣氛，復(fù)習(xí)舊知。PurposeWhile-taskproceduresHi,Alice!It’syou!Look!Thisisyourmouth.Song:Myface1.Showthepicture“Hi,Alice!It’syou!”Pointtothepictureandsay:It’syou!2.Sayandact:Look!Pointtothepictureandsay:Thisisyourmouth.利用圖片演示，操練句型。唱唱跳跳，表演歌曲，增加學(xué)生學(xué)習(xí)3.Askandanswer:No,it’snotme!的興趣。Myface:Eyeandear,Andmouthandnose,Mouthandnose,Mouthandnose.1.Readthesentences.2.Listentothetape.3.Listenandsingthesong.4.Singandact.WB:P.12and13PartDandTask通過練習(xí)，鞏固句型。Dotheexerciseontheworkbook.Post-taskactivityHomeworkSayandact:Look!Thisisyour…Singandactthesong.Suggestion:今天的教學(xué)形式多樣，學(xué)生比較配合，所以復(fù)習(xí)效果很好。課時計劃第四周星期三第2節(jié)2012年9月26日Unit3MyfacePeriod1Languagefocus:Understandsomeexpressionsofintroducingthepartsofaface.Usemodeledsentencestocommunicatewithotherstudents.Understandformulaicexpressionsofintroducingthepartsofafacee.g.,eye,mouth,face,nose,earunderstandingpronounsthatshowwhichitemisbeingreferredtoLanguageskills:Listeninge.g.,Look!Thisismy….IdentifyingthekeywordsinanutterancebyhearingthepronunciationUsingmodeledphrasestocommunicatewithotherstudentse.g.,Look!Thisismy…Beginninganinteractionbyintroducingthepartsofafacee.g.,Look!Thisismy….SpeakingPre-taskpreparationsContentsMethodsPurpose1.Song/Goodmorning/2.Arhyme3.Dailytalk1.Singthesong2.Saytherhyme/Abook,apencil/愉快的氣氛，有利于孩子學(xué)習(xí)英語建立良好的口語學(xué)習(xí)氣氛e.g.Hello.Goodmorning.Pleaseintroduceyourself.3.Sayordosomethingtheteacherasks.1.Showthemedia.1.ListenandsayhellotoJack.2.Learn“face”A,SaythewordB,Say“myface”“yourface”(action)C,Rhyme“face,face,myface,face,face,yourface”3.Saythesentence.4.face,face,myface,face,face,yourface…ear,ear,yourear.學(xué)習(xí)關(guān)于JACK學(xué)習(xí)五官的單詞，孩子們更新?lián)Q朗讀歌謠，所以放在詩歌和歌謠里面學(xué)習(xí)五官更有效。讓學(xué)生放松，提高興趣。加強單詞和句型的訓(xùn)練。Lookattheclownandlistentowhatdoeshesay.2.LookatJack,thisishisface.(action)3.Look,thisismyface.(action)4.Teach“mouth,nose,eye，ear”justlikestep1and2.5.Makearhyme.6.Song/Myface/7.Quickresponse:Askthestudentstopointtotheirorgans.8.Game:Introducethepartsofyourbody.While-taskprocedures5.Singtogether6.Pointtothepartsofthebody.7.Hello,I’m…Thisismy…展示例句，讓學(xué)生進行實際操練。Pointtoandintroducethepartsofyourface.Makesurethestudentsunderstandthenewwords.Post-taskactivitiesListenandreadthesentences.Drawapictureofyourpartner.Homework：Suggestion:學(xué)生更喜歡詩歌，和歌謠。注意thisis連讀的發(fā)音。需要多多練習(xí)。課時計劃第四周星期五第2節(jié)2012年9月28日Unit3MyfacePeriod2Usingimperativestogivesimpleinstructionse.g.,Giveme…,please.Usingformulaicexpressionstoofferpeoplethingse.g.,Hereyouare.Usingformulaicexpressionstoexpressthankse.g.,Thankyou.Languagefocus:Languageskills:Locatingspecificinformationinresponsetosimpleinstructions.Listeninge.g.touchyourface.Understandingimperatives.e.g.TouchyourfacePronouncingthewords,phrasesandsentencescorrectlyUsingimperativestogivesimpleinstructionse.g.,touchyourface.SpeakingPre-taskpreparationsContentsMethodsPurpose1.Song/Myface/2.Dailytalke.g.,Hello.Goodmorning.Pleaseintroduceyourself.3.Readthewordswiththecards.1.Singtogether2.Sayordosomethingtheteacherasks.3.Readtogetherandpointtotheirbody.建立口語環(huán)境通過問答的形式，對單詞進行復(fù)習(xí).1.Showthemedia.Look,thisisEddie.Eddie,touchyourface(action)2.Eddie:Thisismyface.Elicitthenewword“touch”3.Touchyourface,boysandgirls.(T/P,P/T,P/P)4.Makearhyme.1.Lookcarefully.2.Readtogetheranddotheaction.3.Thisismyface.復(fù)習(xí)詞匯學(xué)習(xí)新句子玩游戲，鞏固單詞，學(xué)習(xí)新句型While-taskproceduresPost-taskactivities4.Touch,touch,touchyourface…DialogueTouchyourface.Thisismyface.Touchyournose…通過游戲鞏固句型的Playagame掌握程度，練習(xí)反應(yīng)程度。Playthegamewithyourparentsandyourfriends.(Touchyourface…)SingasongHomework：Suggestion:Touchyour…..句型需要多練習(xí)。課時計劃第六周星期一第2節(jié)2012年10月8日Unit3MyfacePeriod3Languagefocus:Usingimperativestogivesimpleinstructionse.g.,Giveme…,please.Usingformulaicexpressionstoofferpeoplethingse.g.,Hereyouare.Usingformulaicexpressionstoexpressthankse.g.,Thankyou.UnderstandingasimplestorywiththehelpofpictureLanguageskills:Listeningandtheteachersbodylanguage.Pronouncingthewords.Phrasesandsentencescorrectly.Usingmodeledsentencestocommunicatewithotherstudentse.g.thisisyourface.SpeakingPre-taskpreparations1.Makearhymewiththewords.2.Introducethepartsofyourbody.Contents1.face,face,myface,face,face,yourface…ear,ear,yourear2.Hello,I’m…Methods復(fù)習(xí)短語為以后的學(xué)習(xí)打下堅實的基礎(chǔ)PurposeThisismy…1.Listentothetapeandreadthebook.2.Game:(fouragroup)Askonestudentactasapuppet.1.Listenandread.在游戲中學(xué)習(xí)，鞏固句型。While-taskproceduresPost-taskactivities2.Thisstudentshoulddoactionsaccordingtothecommandsoftheotherstudents.P10—P11Finishworkbook完成練習(xí)，檢查孩子本課學(xué)習(xí)情況Homework：Rewritethemistakesofyourworkbook.單詞放在句子中認讀上沒什么問題，但是如果把單詞分開來讀，反映稍慢。Suggestion:課時計劃第六周星期三第2節(jié)2012年10月10日Module2Myfamily,myfriendsandmeUnit4Icansing.Period1Usingverbstoindicateactionse.g.readsingdancedrawLanguagefocus:Languageskills:Identifyingthekeywordsinanutterancebyhearingthepronunciatione.g.readsingdancedrawListeningPronouncingthekeywordscorrectlye.g.readsingSpeakingPre-taskpreparationsContentsMethodsPurposeWarming-up1.Dosomegreetingseg:Hi!,Goodmorning.Goodafternoon.Goodbye.Howareyou?2.Saysomerhymes<Abook,apencil>通過快速應(yīng)答的方式來鞏固舊知識，可以快速的把學(xué)生帶到英語學(xué)習(xí)的氛圍中來?？衫收b一些學(xué)生以前的兒歌，給學(xué)生成功的體驗經(jīng)歷，調(diào)動學(xué)生學(xué)習(xí)英語的積極性,并復(fù)習(xí)Ican句型,為新授服務(wù)。通過鉛筆引出畫圖和花朵。3.Watchtheflashandtrytounderstandthemeaningbyteacher’spresentation.1.Tolearn:draw1.Teacherteachesthewordfloweranddraw,andasks:引出單詞,激發(fā)學(xué)習(xí)興WhatcanIdo?Thenanswerbyhimself”Icandraw.”趣?！癐candrawaflower.”2.Studentslookatthepictures,wordcardsandreadthe注意圖、詞的呈現(xiàn)，讓學(xué)生能音、形、圖word.While-taskprocedures3.Studentsrepeattheword,phrase,rhymeafter（意）統(tǒng)一起來。用圖文結(jié)合的方式，teacher.Icandraw,Icandraw,Icandrawaflower.操練單詞，熟悉句型。2.Toteach:read1.Teacherasksstudentstoreadtherhymetoelicittheword“read”and“Ican讓學(xué)生在真實的朗讀活動中理解read的含義，并鞏read”.固draw,一舉兩得。2.TeacheraskswhatcanIdo?Andthenanswersbyhimself.Icanread.朗讀兒歌，練習(xí)read,同時復(fù)習(xí)book，mouth,新舊結(jié)合。3.ReadarhymeRead,read,Icanread,Read,read,readabook,Read,read,withmymouth.Playagame1.Playagame:quickresponse通過不同形式的活動讓學(xué)生快速有效地鞏固今天所學(xué)的知識。Post-taskactivities1.listentothetapeonpage142.Readthenewwords.Homework：Suggestion:課時計劃第七周星期五第2節(jié)2012年10月15日Unit4Icansing.Period2Usingthemodalverbcantoexpressabilitiese.g.Ican…ListeningLanguagefocus:Languageskills:Understandingtheexpressionofabilitiese.g.Icanread.identifyingspecificinformationinresponsetoquestionse.g.whatcanyoudo?Ican…..Usingformulaicexpressionstoindicateone’sabilitiese.g.Ican….SpeakingPre-taskpreparationsContentsMethodsPurpose1．Tolearn:sing1.Teacherusemouthtoelicitmouth’sfunction,eatandsing2.TeacheraskswhatcanIdo?Andthenanswersbyhimself.Icansing.3.Arhyme教師通過嘴巴的功能引出嘴巴的用處，朗讀，吃東西，sing。學(xué)生在通過朗讀兒歌，練習(xí)及復(fù)習(xí)單詞，read,eatMouth,mouth,Icanread,,andsing。Mouth,mouth,readabook,Mouth,mouth,Icaneat,Mouth,mouth,eatanapple,Mouth,mouth,Icansing.Mouth,mouth,singasong.2.Tolearn:dance1.Teacherusesapuppettoelicitdance.通過唱歌跳舞的玩偶引出dance。2.Teacherasksstudents“whatcanyoudo?”Review“Ican…”1.Showfamouspeople’spictureof“LiuXiang”and通過名人圖片鞏固新“YaoMing”toreview“Ican…”句型，運用舊句型。Teacherasksstudentstousethegivensentence通過訓(xùn)練靈活運用新句型。2.patterntosaytheirownabilitiesWhile-taskproceduresTalkaboutyourabilitiesPleasetalkaboutyourabilitieswithyourpartnerandusethesesentences.“hello,Iam…/goodmorning,Iam….Icansing/dance/draw/read”學(xué)會在日常生活中使用句型。Post-taskactivities1.Singthenewsongtotheirfamily.2.Readp16--p17.Homework：Suggestion:課時計劃第七周星期一第2節(jié)2012年10月17日Unit4Icansing.Period3Askingwh-questionstofindoutaperson’sabilitye.g.whatcanyoudo?Usingverbstoindicateactionse.g.Icansing.Languagefocus:Languageskills:Identifyingspecificinformationinresponsetoquestionse.g.whatcanyoudo?Ican….ListeningUsingmodeledphrasestobeginaninteractionandmaintrainingitbyprovidinginformationinresponsetofactualquestionse.g.Icansing.Beginninganinteractionbyelicitingaresponsee.g.whatcanyoudo?SpeakingIcan…Pre-taskpreparationsContentsMethodsPurposeActivityInturn,holdupthesixpicturesofactionsatrandom.Askthestudentstosayanddothecorrespondingactions.e.g.學(xué)會答句，通過老師與一學(xué)生簡單的問答，學(xué)生應(yīng)該能很快明問句的含義。并掌握本課重點單詞和句型。whatcanAlicedo?(holdsupthepictureofAlice,whoissinging)sing（dotheaction）ReviewHavethestudentsaskandanswerinsuccessionaccordingtothepicture.e.g.whatcanyoudo?(holdsaflashcardfordrawing)Icandraw.看誰反映最快，同時激發(fā)學(xué)生的興趣。While-taskproceduresWhatcanyoudo?(holdaflashcardforsinging.Icansing.MorePracticeDoasurveyonstudent’sbookpage18.Havethestudentsdo“Look,listenandplay”on在場景中運用所學(xué)，Post-taskactivitiesHomework：FinishthesurveyafterclassAskyourfriendsandparentsabouttheirabilitiesSuggestion:課時計劃第八周星期一第2節(jié)2012年10月22日Unit5Myfamily.Period1Usingpronounstoidentifypeoplee.g.meUsingnounstoidentifyfamilymemberse.g.mother,father,grandfather,grandmotherLanguagefocus:IdentifyingthekeywordsinanutterancebyhearingthepronunciationLanguageskills:SpeakingListeningUsingmodeledphrasestocommunicatewithotherstudentsPronouncingthewords,phrasesandsentencescorrectlyPre-taskpreparationsContentsMethodsPurpose1.ToaskstudentstoreadtherhymeEye,eye,thisismyeye.1.Readtherhyme2.Todotheactionandsay活躍課堂氣氛為后面新授作準(zhǔn)備。Nose,nose,thisismynose.Ear,ear,thisismyear,Mouth,mouth,thisismymouth.2.Toaskstudentstotouchandsay“thisismy…”1.Toelicitthesentence“thisisme.”2.Toelicitfatherandmotherreadtherhyme3.Toplayagame:Whenteachersaysfather,number1,thefirstlineofagrouptogototheblackboardandthetouchthepictureoffather4.Toelicitgrandmother,usemothertoelicitgrandmotherToelicitgrandfather,usefathertoelicitgrandfather1.Tosayafterteacher“Thisisme.”2.Toanswerquestions3.Followtheteacherandreadthenewwords.4.Toplaythegame使學(xué)生理解me的含義。學(xué)會使用句型thisis…朗讀兒歌熟悉單詞。游戲中鞏固單詞。由舊單詞引新單詞，降低難度，幫助記While-taskprocedures5.Tolearnthenewwordsgrandmother,grandfather降低難度，幫助記憶。1.Tousethesentencepatterntosayaboutthephoto1.TolookatthepictureandsayPost-taskactivities1.Read“l(fā)ookandlearn”afterthetape2.Takeaphotoofyourfamily3.IntroduceyourfamilytoyourclassmatesHomework：Suggestion:課時計劃第八周星期五第2節(jié)2012年10月24日Unit5Myfamily.Period2Usingnounstoidentifyfamilymemberse.g.mother,father,grandfather,grandmotherusingpossessiveadjectivestoexpresspossessione.g.mymotheraskingwh-questionstofindoutaperson’sidentitye.g.whoisshe?Languagefocus:Languageskills:Identifyingthekeywordsinanutterancebyhearingthepronunciatione.g.mother,father,grandfather,grandmotherListeningUsingmodeledphrasestobeginaninteractionandmaintrainingitbyprovidingresponsestofactualquestionsSpeakinge.g.whoisshe?She’smygrandmotherPre-taskpreparationsContentsMethodsPurpose1.ToshowaphotoofPeter’sfamily2.Toaskstudentstotakeouttheirphotosoftheirfamilyandtosayabouttheirfamily1.ToguessthefamilymembersofPeter2.Toshowthephotooftheirfamilyandsayabouttheirfamily通過Peter的家庭照片引入主題。學(xué)生自己的照片更能引起學(xué)生的好奇心和學(xué)習(xí)興趣。Toshowsomeotherpictures.(Ben,Alice,Kitty,Danny)andaskstudents“WhoToanswerquestionsishe/she?”While-taskprocedures1.Toelicitthesentence“Heismy….Sheis….”2.Toaskstudentstomatch1.Toknowthedifferencebetweenheandshe2.Tomatch在學(xué)生介紹的環(huán)節(jié)中自然引入heis..sheis通過match來區(qū)分he和she.Todopairwork1.Tomakeamodelofthepairworkandaskstudentstodopairwork2.Toplayagame:同桌對話操練句型。通過游戲，復(fù)習(xí)句型和舊句型。ToplayagameToaskonestudenttocometothefrontoftheclassandlookattheblackboard,andaskanotherstudenttosay“hello,hi,goodmorning”justlikethatandthenaskallotherstudentstoaskthestudentinthefrontoftheclass“***,***,whoishe/she?”andthenthestudentguess.Post-taskactivities1.Read21afterthetape2.Askaboutyourclassmates’familyHomework：Suggestion:課時計劃第九周星期三第2節(jié)2012年10月26日Unit5Myfamily.Period3Usingpronounstoidentifypeoplee.g.sh’smygrandmother.Usingformulaicexpressionstoconfirmordenye.g.Yes./No.Languagefocus:Identifyingthekeywordsinanutterancebyhearingthepronunciatione.g.mother,father,grandfather,grandmotheridentifyingspecificinformationinresponsetoquestionsE.g.she’smygrandmother.Identifyingspecificinformationinresponsetoquestionse.g.Yes./No.Languageskills:SpeakingListeningUsingmodeledphrasestobeginaninteractionandmaintrainingitbyprovidingresponsestofactualquestionse.g.whoisshe?She’smygrandmotherbeginninganinteractionbyelicitingaresponsee.g.whoisshe?IssheAlice?Yes,she’sAlice.Pre-taskpreparationsContentsMethodsPurposePutyourfamilyphotoontheblackboard.Introduceyourfamilymemberstothestudentsslowlyandclearly,usingthesentencethisismy…Showyourfamily’sphotos.e.g.Thisismyfather.Thisismymother.thisismygrandfather.Thisismygrandmother.Thisisme.對所學(xué)內(nèi)容進一步鞏固和加強。與實際生活聯(lián)系起來。1.Toplayagameheorshe2.Toasksomestudentsabouttheirphotooftheirfamily3.Toaskstudentstoreadarhymeandmakeanewrhyme1.Toplaythegame2.Totrytousethenewsentencepatterntosayabouttheirfamily通過游戲中不同身份的出現(xiàn)和區(qū)分，使學(xué)生靈活理解知識點。抽個別學(xué)生用新句型回答問題。3.ToreadtherhymeandmakeanewrhymeWhile-taskprocedures朗讀兒歌熟悉句型，創(chuàng)造新兒歌增加趣味性。ToaskstudentstoreadathymeToreadarhyme跟讀兒歌，復(fù)習(xí)句型。Post-taskactivitiesReadEnglishbookpage20—22。Finishworkbook22.23.Homework：Suggestion:課時計劃第九周星期五第2節(jié)2012年10月26日Unit6Myfriends.Period1Usingadjectivestodescribepeoplee.g.thin,fat,tall,short.Languagefocus:Languageskills:Identifyingthewordsinanutterancebyhearingthepronunciatione.g.thin,fat,tall,short.Identifyingspecificinformationinresponsetosimplequestionse.g.who’she/she?He/She’s…ListeningPronouncingwords,phrasesandsentencescorrectlye.g.thinusingmodeledphrasesandsentencestointuroducesomeonee.g.look!ThisisBen.He’stall.SpeakingPre-taskpreparationsContentsMethodsPurpose1.Saysomechants.2.Greetings.PupilstrytosaythechantT:Hello.I’mMissHuang.P:Hello,MissHuang.兒歌為學(xué)生營造一個輕松愉快的英語學(xué)習(xí)氛圍。給學(xué)生實際運用日常英語的能力。1.Song“Postman&policeman”2.Toteach“tallshort”.1.Listenthissongandenjoyit.2.Tolearn“tallshort”.1)Listentotheteacherandthink.2）Observethedifferentplaceofthetwopostmen.Imitatetosaytallandshortwiththeactions.3)LookatthepicturesAndsayYaoMing,YaoMingHello,Hello,HelloYaoMing,YaoMingTall,Tall,Tall,LiuXiang,LiuXiang.Hi,Hi,Hi,LiuXiang,LiuXiang.Short,short,short.通過觀察兩個郵遞員的不同之處，讓學(xué)生從視覺上對高矮有所理解?，F(xiàn)在的學(xué)生對明星十分熟悉和喜愛。我們可以通過列舉學(xué)生喜歡的明星來激發(fā)學(xué)生說的欲望。吸引學(xué)生的興趣、激發(fā)學(xué)生學(xué)習(xí)的欲望。讓學(xué)生將所學(xué)的新知識融入到日常生活1)Look,children.Whatishe?Heisapostman.2)Pointtothetallpostmanandshortpostman.3)Letthestudentstomakeachant.4)Showsomepicturesandintroducethem.5)Whoistall\shortinmyclassroom?Whoistall\shortinmyclassroom?3.Tolearn“fatthin”1)Showacartoon“fenddy”.2)HowistheFenddy?Heisfat.3)Thin4)ComparefatFenddyandthinFenddy.Toeducatethestudentsnotbefastidiousaboutfood...While-taskprocedures4)TousetallandshorttodescribeYaoMingandLiu中。Xiang.ThisisYaoMing.Heistall.ThisisLiuXiang.Heisshort.5)Thestudentswillmakesomeexamples.3.Lookattheslidewithstronginterest.Tolearnfat卡通人物深受學(xué)生的喜愛。學(xué)生很樂于學(xué)習(xí)新單詞,并將它們在同學(xué)面前表演出來。教育學(xué)生不能挑食。Tolearnthin.ObserveDon’tbefastidiousaboutfood.Post-taskactivitiesDosomeexercisesMatchthepictureandwords.Playagame.反饋學(xué)生的學(xué)習(xí)情況。1.Listentothetape2.Tousetheadjectivestodescribethediffere