第一篇:精编 外研版 (一起)一年级英语下册 全套教案
Module 1 Jobs Unit 1 He’s a doctor.一、准备阶段: Ⅰ 教学目标: 情感目标:乐于感知并积极尝试使用英语,真诚的向别人介绍家人,从而增进友谊.知识目标:运用She’s „He’s„
能力目标:培养学生听说读She’s„He’s„及能视觉感知:doctor,nurse的能力。Ⅱ 教学重点;能够听说读写She’s „He’s„ Ⅲ 教学难点: 能正确运用She’s „He’s„ Ⅳ 辅助资源:
挂图、录音机、磁带、图片
二、教学过程: I.Warming up 师生问候
II.Revision: 教师展示上一册Module10 Unit2的韵句This is Mother Panda.的图片,带领学生复习韵句.III.Presentation: 1.教师课前准备一些花木兰替父出征故事的图片,请学生猜猜图中的人物是谁,由此导出SB Unit1活动1.教师引导学生看SBUnit1活动1的动画或挂图,告诉学生:”今天,Lingling和Amy一起去参观画展,展厅有关于花木兰和神笔马良的画作, Amy不认识他们,Lingling向Amy一一介绍.”
2.教师播放活动1的动画或录音,在听录音的过程中注意语音语调.3.教师注意板书,可在黑板上贴出花木兰和马良的图片,在图片下方分别写上”She’s a girl.”和He’s a boy.”这两个句子.注意用红色粉笔醒目的书写”She’s和He’s”
4.呈现课文:
出示一张自己小时候与父母在一起的照片.教师指着自己小时候的照片,让学生猜猜是谁.用英语怎么说,告诉学生,学习过今天的课文之后就知道怎么说了.(学生带着问题看挂图听录音既巩固了刚学过的单词还学习了新单词和句子 放录音,学生边听边指出句子。
跟录音朗读课文。学生分角色朗读课文。Unit 2 She’s a nurse.一、准备阶段: Ⅰ 教学目标: 情感目标:培养学生学习英语的兴趣。
知识目标:运用She’s„及单词driver ,policeman,pupil.能力目标:运用She’s„He’s„介绍他人职业.Ⅱ 教学重点:
学习句型:She’s„He’s„
掌握单词:driver ,policeman,pupil, Ⅲ 教学难点: 部分学生能初步运用: driver ,policeman,pupil, Ⅳ 辅助资源:
挂图、录音机、磁带、图片
二、教学过程: I.Warming up 请学生演唱他们喜欢的英文歌曲.II.Revision: 教师请几位学生展示上节课的课后作业,用”This is my fathermother..”来介绍自己制作的”Family Tree”.教师可以将制作精美的图片收集起来进行展览.III.Presentation: 1.教师播放Unit2活动1的录音或动画,请学生看动画或挂图.教师引导学生理解语境:Amy到Lingling 家做客,Lingling 兴奋地拿出一张登有她爸爸照片的报纸给Amy 看,并介绍她爸爸的职业.2.再次播放录音或动画,请学生跟读.”driver”是新单词,教师可展示多张司机的照片图片或卡通片,带领学生说:”He’s a driver.She’s a driver.”
3.呈现课文:
教师向学生介绍自己家人的职业,学生可能听不太懂.教师告诉学生:”今天我们要学习如何介绍家人的职业.IV.Practice: 1教师播放活动2的录音,请学生看图或者动画,引导学生理解课文语境:Amy到Daming 家做客,Daming拿出影集给Amy看,并介绍他的家人.2.教师再次播放录音,学生逐句跟读.3.男女生对话,或者分组练习对话.4.进行看图说句子的游戏.V.Summary: Module 2 Location Unit 1 Where’s the bird?
一、准备阶段: Ⅰ 教学目标: 情感目标:在小组活动中能与其他同学积极配合和合作.知识目标:学习句型Where’s the bird? It’s inonunder my hat.能力目标:培养学生识别物品位置的能力。Ⅱ 教学重点;1.学习句型:Where’s the bird ? It’s inonunder my hat.2.掌握单词及词组:inonunderhat Ⅲ 教学难点: 掌握表示地点和方位的词 Ⅳ 辅助资源:
挂图、录音机、磁带、图片、课文VCD
二、教学过程: I.Warming up TPR活动。教师边说边做:”Right hand up.Right hand down.”学生跟着教师边做边说。II.Revision: 教师在黑板上贴出猫的图片,询问学生是否记得之前学过的关于猫的韵句,如果学生想不起来,教师可以展示韵句”I’m a cat,cat,cat in a cap,cap,cap.”及其图片,请学生说韵句.III.Presentation: 1.教师用简笔画在黑板上画一个手提包,再把猫的照片贴到包里面的位置上,说”The cat is in the bag.”然后展示活动1的挂图,请学生注意观察小猫的位置.可以用类似的方法讲”on”.2.教师戴上魔术帽,告诉学生:”熊猫Panpan 很会表演魔术,我们来向他学习如何表演,为参加班级即将举行的英语魔术表演选拔赛做准备.3.教师请学生看活动2的挂图,向学生:”熊猫Panpan变了几次小鸟的位置?”(三次)然后引导学生注意小鸟的位置发生了那些变化,进而讲解”in,on,under”这三个单词.4.教师播放录音或动画,请学生跟读,注意模仿语音语调.IV.Practice: 1.完成活动3,播放录音,请学生看图,理解语义,并跟读.然后请学生两人一组进行练习.2.Play a game` V.Homework Unit 2The toy car is under the bed.一、准备阶段: Ⅰ 教学目标: 情感目标:在小组活动中能与其他同学积极配合和合作.知识目标: 学习句子:The toy car is under the bed.能力目标:全体学生能运用”It’s inonunder„”说明物品的位置.Ⅱ 教学重点;1.学习句型The toy car is under the bed.2.掌握单词及词组:inonunderhat Ⅲ 教学难点:掌握表示地点和方位的词 Ⅳ 辅助资源:
挂图、录音机、磁带、图片
二、教学过程: I.Warming up 师生相互问候 II.Revision: 复习上节课的魔术表演,进行新的语言训练.(此活动既使学生的作业得以反馈,复习了已学过的知识,又为本课的新内容做好铺垫。)III.Presentation: 1.教师展示活动2的挂图,问学生:”Daming 怎么啦?妈妈为什么批评他呢?”原来Daming 没有整理好自己的房间,把玩具等物品随意丢在了床下.学习完今天课文后,我们一起来帮助他整理房间吧.2.教师呈现活动2的挂图,请学生先看看Daming床下都有什么物品,并用汉语说出这些物品的名称,有能力的学生可以用英语说.3.教师播放录音,请学生边看动画挂图,圈出书中表示位置的单词.4.再次播放录音.请学生逐句跟读,请学生模仿录音中妈妈的语音语调.看那个小组读的最好.5.完成活动3,请学生先看挂图,说出各个物品的名称.然后播放录音,请学生根据录音进行连线.V.Summary: 请学生总结今天所学的重点句子和单词。VI Homework 听本单元录音,注意模仿语音语调.向家人展示本单元自己最喜欢的内容.Module 3 Location Unit 1Where’s the orange cat? 教学目标
知识目标:Where’s the orange cat? 2.能力目标:全体学生能听、读、说Where’s the orange cat?/How many„? 3.情感目标: 能积极参与各种课堂学习活动,学会观察事物。教学重点:
Where’s„?/How many„?eleven/twelve 教学用具:录音机,卡片,课件。教学过程: 一.热身复习
Sing a song(活跃气氛,提高学生的注意力)二.呈现课文 1.学习课文
教师表演变颜色的魔术(可以用颜色卡或颜色加颜色变成新颜色的方法),请学生说出相应的颜色。2.知识输入:
教师问学生:“Where’s the orange cat? Do you know?”然后,教师展示活动2的第一幅图,告诉学生:“今天要开展我藏你找的游戏,我把东西藏好后,将由你们找出来。要想赢得游戏,就得先好好学习课文。”
3.教师请学生看活动2的挂图,问学生:“Daming和Amy看到了什么。“
4.播放活动2的录音,请学生边听录音边看挂图,然后回答问题:“Where’s the orange cat? ”
5.再次播放录音,学生逐句跟读。在 跟读数小猫的数量所用的语言时,可以请学生一边数挂图上的小猫,一边重复句子。
6.教师教新单词“eleven”时可以呈现已学过的单词“seven”,并把“eleven”和“seven”中的“even”用相同颜色突出显示。7.请学生完整跟读课文,并要求学生分角色、分男女生、分小组朗读课文或表演。
三、1.完成活动3,请学生看图,理解对话内容,然后播放录音,请学生跟读。
2.完成活动4,请学生先看图,明确各个物品的颜色和位置。接下来请学生两人一组模仿例句进行问答,最后请几组学生到讲台展示。
Unit 2 How many green birds? 教学目标: 1.知识目标:
How many green birds?Let’s count.one,two,three,four„eleven,twelve.2.能力目标:
a、能听、说、认读How many? eleven,twelve.b、用How many?询问物品的数量。3.情感目标:
能积极参与各种课堂学习活动,学会观察事物。4.教学重点:
How many green birds?Let’s count.one,two,three,four„eleven,twelve.5.教学难点:
用How many?询问物品的数量。6.教学用具:录音机、卡片、课件 教学过程:
一、热身复习
1、Greeting with Ss.2.Play a game.(猫和老鼠)设计意图:激发学生学习兴趣
二、任务呈现和课文导入
教师告诉学生:“今天我们要继续数数,数一数大家为希望小学的同学们捐赠学习用品的数量.”
三、任务准备 1.学习课文
a、教师展示活动2的挂图或动画,问学生:“两位小朋友在做什么呢?”原来他们看到树上 有很多的小鸟感到很好奇,于是想数一数到底有多少
b、教师播放课文录音,请学生回答两个问题:how many birds can you see? How many green birds? c、再此播放录音请学生逐句跟读:注意模仿语音语调,当听到数字的时候学生可以边听边看图数数
d、最后请学生分角色、分男女生、分小组朗读课文和表演。2.巩固操练
a.完成活动三播放录音,请学生根据录音判断图片正误,教师核对答案 b.完成活动4教师播放歌曲录音,学生边听边数数,并跟着唱。
Module 4 Animal Body Unit 1 This is I my head.一 教学内容
新标准英语第二册Module4 Unit1 This is my head.二 教学目标
能听懂,会读,会说并能灵活运用单词 head ,face ,nose ,mouth ,ear ,eye。三 教学重点和难点
单词的教授,单词的发音以及单词的熟练运用。四 教具准备
课件,图片,单词卡片 五 教学过程
Step 1 Warming-up Greeting: T: Good morning, boys and girls!S: Good morning, Miss Ding!Step 2 Revision 播放课件
T: Now look at the screen, what can you see? What’s this? 课件中先快速闪烁几种职业的人:nurse, teacher, doctor, driver让学生猜并回答 S: She/he is a„
然后再快速闪烁几种有上面职业特征的物品: bus, dress, coat, bag让学生猜并回答 S: This is her/his„ 然后让学生把两句话连起来说.Step 3 Presentation ⑴T: OK, very good!What’s this? S: It's a flower(在一个学生头上贴上一朵小花)T:(问其他学生)Where's the flower? S: 在某某某头上 引出head(Show a picture)Read the word “head” after the teacher.Teacher must emphasize the pronunciation.Use team work or group work to practice.让学生边说边touch their head.⑵T:(Take out a star)What's this? Unit 2 These are your eyes。教学目的:
认知与说明身体部位,初步感知英语名词的单复数的形式。教学重难点:
运用“This is my „these are „”介绍自己的身体部位 教学准备:图片,录音机,小星星 教学过程:
一、热身活动 师生互相问候,二、复习
1.开展听指令,做动作的游戏,巩固上节课学习的身体部位的名词。
2.教师课前准备蜘蛛的挂图或简笔画在黑板上画一只小蜘蛛,然后问:“How many legs?”
三、课文教学
1.教师请学生看活动2的挂图,告诉学生:”小蜘蛛不知道自己身体部位的名称,正在向蜘蛛妈妈询问。
2.播放活动2的录音或动画,请学生认真观察挂图,问学生:“小蜘蛛向妈妈提出了什么问题。”
3.再次播放录音或动画,请学生边听边跟读,也可以让学生指着书中的图数一数小蜘蛛有几只眼睛。
4.教师告诉学生:“不同的蜘蛛,眼睛数量也不同。如果有学生感兴趣,请查阅更多地资料。四训练巩固
完成活动3,请学生认真看图,理解活动要求。请学生两人一组,进行问答练习。完成活动4学习歌曲。
四、总结
老师与学生共同回顾今天所学习的内容,要求学生能够掌握并且正确认识身体的各个部位的名称。五 家庭作业
1.复述课文内容。2.唱英语歌曲。
Module5 UNIT1 They're cows 教学目标:
1.知识技能目标:学会farm、cow、pig、chicken、egg等单词,以及句型 What are they? They’re „.2.运用能力目标:学会用句型What are they ?来询问多个物体的名称,并会相应地用句型They’re „ 来描述多个物品的名称。3.素质教育目标:感受英语课堂的趣味性。教学任务:
1.学习任务:What are they ? They’re cows.And look at these.What are they? They’re pigs.2.运用任务:1.SB Unit 1 活动3 2.记忆游戏。3.转圈游戏。
4.AB Unit 1 练习1和练习2。5.画画说说。教学重点:
单词farm、cow、pig、chicken、egg以及句型 What are they ?They’re „是本课的教学重点。教学难点:
区分句型What’s this ?This is „以及句型What’re they ? They are „的用法是本课的教学难点。教学用具: 多媒体课件;
动物图片(每张图片上都要有多只同样的动物)。教学程序:
一、复习激活
1.教师热情地和学生打招呼,然后带领学生演唱上一个模块的歌曲《Heads Shoulders》;2.展示上一个单元的课后作业。请学生将自己画的手和脚的图片贴到黑板上,并引导他们用英语表达These are my hands.These are my feet.二、任务呈现 UNIT2 It's thin 【教学内容】
1.学习单词thin,fat,baby,little,big。2.学习句子It’s fat/thin/little/big.【教学目标】 技能目标:
1.会读、会说thin, fat, baby, little, big ,pink.等单词。.2.听懂句子It’s thin.It’s fat.They’re black and white.They’re little.They’re pink.3.能使用形容词描述动物的特征。运用能力目标:
1.让学生感受英语课堂的活跃性,让学生在日常生活中能运用所学语言。
2.培养学生积极与人合作,虚心向他人学习积极运用英语进行表达和交流,共同完成学习任务的能力。素质教育目标:
了解农场生活,培养积极的生活情趣和态度。【教学重点】
1.熟练掌握下列单词
thin, fat, baby, little, big 2.能听懂、会说、会读以下句子: It’s thin.It’s fat.They’re black and white.They’re little.They’re pink.【教学难点】
单词和句型的正确运用。【教学意图】
1.熟练掌握本单元的单词和句型。2.能使用形容词描述动物的特征。【教具准备】
1.教材相配套的教学录音带。2.单词卡片及相关图片。【教学过程】
Step 1.Warming-up 1.教师与学生热情问候,并带领大家一起TPR前面模块学习的英文童谣《Heads,Shoulers》。
Module6 UNIT1 These snakes are short.【教学内容】
1.学习snake long short zoo tall big 等单词。2.学习句型These are„.【教学目标】
能正确使用所学句型和单词,能正确对动物或其他的物品的特征进行描述。
【情感目标】
教育学生,人类和动物是朋友,要爱护小动物,保护大自然。【教学重点】
1.能听懂、会说、会读以下句子: These snakes are long /short, The giraffes are tall.And I’m short.And look at the elephant!They are very big.2.能正确使用所学句型和单词,正确对动物或其他物品的特征进行描述。
【教学难点】
学习新词汇和新句型,能正确使用形容词对动物或其他的物品的特征进行描述。【教具准备】
1.教材相配套的教学录音带。2.教学挂图。3.动物的小卡片。【教学过程】
Step 1.Warming-up 1.教师和学生热情打招呼问好,并一起演唱上一单元的英文歌曲 2.一起说唱上节课老师和学生一起自编的英语童谣,并配上一定的动作。Fat fat I am fat Thin thin I am thin Little little I am little Big big I am big.Step 2.Presentation 教师向学生出示two dogs, two cats, two birds, two snakes的图片。T:What are they? S: They are_______ T:What color are they? S: Green and yellow
UNIT2 they‘re little and cute 【教学内容】
1.学习单词thin,fat,baby,little,big。2.学习句子It’s fat/thin/little/big.【教学目标】 技能目标:
1.会读、会说thin, fat, baby, little, big ,pink.等单词。.2.听懂句子It’s thin.It’s fat.They’re black and white.They’re little.They’re pink.3.能使用形容词描述动物的特征。运用能力目标:
1.让学生感受英语课堂的活跃性,让学生在日常生活中能运用所学语言。
2.培养学生积极与人合作,虚心向他人学习积极运用英语进行表达和交流,共同完成学习任务的能力。素质教育目标:
了解农场生活,培养积极的生活情趣和态度。【教学重点】
1.熟练掌握下列单词
thin, fat, baby, little, big 2.能听懂、会说、会读以下句子: It’s thin.It’s fat.They’re black and white.They’re little.They’re pink.【教学难点】
单词和句型的正确运用。【教学意图】
1.熟练掌握本单元的单词和句型。2.能使用形容词描述动物的特征。【教具准备】
1.教材相配套的教学录音带。2.单词卡片及相关图片。【教学过程】
Step 1.Warming-up 1.教师与学生热情问候,并带领大家一起TPR前面模块学习的英文童谣《Heads,Shoulers》。
Module7 Unit l There is a cat in the tree.【教学目标】
1.学习语句: There is a cat in the tree.2.单词:animal ,can ,hepe 3.能口头运用“there be ”造句。
【学习任务】.There is a cat in the tree 【语言功能】 使用“there be”造句。
【教具准备】 录音机, 磁带, 教学挂图, 活动图片, 中国地图等。
【教学环节】
一、热身复习:
1、师生问候。
2、展示前一模块所学的韵句,请学生说出韵句。
3、教师指着韵句的插图问学生:“How many animals can you see?”学生或许还不能回答问题由此导入活动1,二、课文导入:
教师告诉学生:“今天我们要观察图片,用There Be。。描述图片内容,开始之前,我们先来学习课文,看看如何使用这一机构。
三、课文教学:
1.展示活动2的挂图,请学生观察理解图片内内容,2.教师播放活动2的录音,请学生圈出“There is ”。3.再放录音,请学生边听边看书边跟读 4.请学生分角色模仿课文对话
四、任务完成。
1.完成活动3情学生看图听录音逐句跟读。
五、作业。
听本单元录音注意模仿语音语调。
Unit2 there ara three brown monkeys.【教学目标】: 1.学习语句: there ara three brown monkeys.2.能口头运用“there be ”造句。
【学习任务】:there ara three brown monkeys.【语言功能】:使用“there be”造句。
【教具准备】: 录音机,磁带,教学挂图,动物单词卡片等。【教学环节】:
一、热身复习:
1、教师热情地和学生打招呼。
2、请学生一起ishuoSbUnit1活动1的语句,巩固对“there be”结构的理解。
3、播放录音,请学生先完整的听一边,整体感知,在播放录音,请学生逐句跟读,可以请学生多听几遍录音,直到能基本说出每个语句。
4、再播放录音,请学生完整跟读,直到学生能基本完整的说出整个语句。
三、课文教学:
1.展示活动2的挂图,先请学生看图理解课文情;熊猫妈妈和小熊猫参观动物园,因为小熊猫不认识动物园中的动物,熊猫妈妈就向小熊猫一一介绍。
2.播放录音请学生整体感知。
3.再听一遍录音。请学生逐句跟读。这里的重点是:“there are„”结构 4最后播放录音,请学生模仿语音语调跟读
四、任务完成:
1、完成运用任务3。
2、选择完成活动 4,练习歌曲。
3、完成活动5做看图找异同的游戏。
五、作业
听本单元录音模仿语音语调。
Module 8 Unit1 There’s a pair of shorts under that duck.教学目标:
1、Knowledge of the language(语言知识与能力目标)a.There’s a pair of shorts under that duck.b.a pair of, shorts,shirt.2、Emotion attitude(情感目标)
了解体育锻炼的好处,培养良好的习惯。教学重点难点: There’s a pair of shorts under that duck.教学过程设计: A、Warming up.(热身)a.Greeting—Sing the song
B.Presentation and Practice(新知呈现与操练)教师告诉学生:“今天我们每个人都要介绍自己喜欢的动物图片,并且要在自己的小组内评选出本组最喜欢的图片,然后向全班展示和介绍。不过在开展这个活动之前,我们先来学习课文吧。课文学习
1.展示活动2的挂图,先请学生看图,看是否能尝试用“There be ”描述图片内容。
2.教师播放录音和动画,请学生边看动画或边听录音便看图,告诉学生听完后回答下面的问题:Daming的鞋子到哪去了呢?(被鸭子穿走了。)
3.再次播放动画或录音,请学生逐句跟读。要引导学生注意到指示牌“Beach Pool”,即海滩泳池,教师要给学生解释:“这里是允许游泳的海滩,因为这里有安全措施。
4.这里的“a pair of,over there“都只能要求学生理解。5.最后播放录音,请学生完整跟读。训练巩固
1.完成活动3,教师播放录音,请学生跟读。
2.完成活动4,学生看图,理解活动要求。然后两人一组进行练习。
家庭作业
听本单元录音,注意模仿语音语调。
UNIT2 There are two footballs under my desk.【教学内容】
1.学习单词football,basketball,ping-pong 2.学习句子There are two footballs under my desk.【教学目标】 技能目标:
1.会读、会说football,basketball,ping-pong等单词。.2.听懂句子There are two footballs under my desk.运用能力目标:
1.让学生感受英语课堂的活跃性,让学生在日常生活中能运用所学语言。
2.培养学生积极与人合作,虚心向他人学习积极运用英语进行表达和交流,共同完成学习任务的能力。【教学重点】
1.熟练掌握下列单词:football,basketball,ping-pong 2.能听懂、会说、会读以下句子:There are two footballs under my desk.【教学难点】
单词和句型的正确运用。【教学意图】
1.熟练掌握本单元的单词和句型。2.能使用形容词描述动物的特征。【教具准备】
1.教材相配套的教学录音带。2.单词卡片及相关图片。【教学过程】
Step 1.Warming-up 1.教师与学生热情问候
2.播放动画或录音,请学生看图,并逐句跟读,注意模仿语音语调。
Step 2.Presentation 1.教师告诉学生:“今天我们要从大家带来的动物图片中选出若干张大家最喜爱的图片,贴到教室的专栏里进行展览,不过在这之前,我们要先来学习课文Step3.课文学习
1.展示活动2的挂图,请学生理解语境:上完体育课,Lingling没来得及归还体育用品,于是就搬着一筐球来到教室,结果她一不小心把筐打翻了,球散落到教师各处,在大家的帮助下,Lingling把球又都找回来了。2.播放动画或录音,请学生边听边看动画或录音,进一步了解故事的主要内容。
Module9 UNIT1 I like football.Teaching contents: ①新单词we和like ②I like „We like„.They like„三个句型并能在创设情景中运用
Teaching keys: 新单词we和like并围绕“运动”这一主题掌握运用I like „We like„.They like„三个句型
Teaching difficulty: 让学生了解掌握I like „We like„.They like„三句话的含义,并运用于不同的情景中。
Teaching preparation: 单词卡片、小红花、录音机、磁带、尺子
Step 1 Warm-up
1、Greeting T: Good morning, boys and girls.Ss: Good morning, miss 温.2、(课件、录音)Let’s chant Football, ↗(升调)football, ↘(降调)let’s play football.Basketball, ↗basketball, ↘let’s play basketball.Swimming, ↗ swimming, ↘let’s go swimming.Ping-pong, ↗ping-pong, ↘let’s play ping-pong.T: Just now, the chant is about sports, 这首歌谣是关于运动的,ok, today, let’s talk about sports.3、(单词卡片sport)老师教读、升降调读、拼读,解意、用手书空,开火车读,小老师教读、分小组比赛
4、(教师相机拿出单词卡片 like,做上手势)T:I like sport.Do you know this word?(师教单词like): 老师教读,升降调读、解意、拼读,用手书空,开火车读,小老师教读、分小组比赛
Step 2 Presentation
1、(做出踢球的动作)T:So many people like sports.OK!Look!Do you know this sport? Ss:足球。T:(师拿出like)I like football.我喜欢足球。
师教句子:I like football.(I :双手放在胸前;like:左手做good状,右手在上打圈;football:作脚踢足球状,)
(教完I like football.后,依次出现打篮球、游泳、打乒乓球的图片,并教I like basketball, I like swimming, I like ping-pong)
3、(师指一学生)T:I like football.Do you like football? 生:YesNo.师:(对说Yes的学生,拍拍学生的肩)We like football.Do you know this word “we”?(师教授新单词we,并板书,教读、解意、升降调读、拼读,书空,开火车读,小老师教读、分小组比赛)
4、用同法练习We like basketball.We like swimming.We like ping-pong.5、Let’s play a game.S1: I like footballbasketballswimmingping-pong.S2(拍同桌肩):We like footballbasketballswimmingping-pong 此时,教师引出:They like footballbasketballswimming Ping-pong.(师拿出卡片复习they,板书,解意、升降调读、老师教读,书空,开火车、分小组比赛)
7、分小组练习:I like „We like„.They like„ Step 3 Learn the text T: You know so many sports.Panpan and his friends are talking about the sports, too.Let’s have a look.1、翻书31页2题,听音,了解大意,标号
2、听录音跟读
3、老师教读
4、完成书31页第3题,看图说话 Step 4 Extension 录音)Let’s chant I like football and swimming.I like running ,how about you? I like ping-pong I like basketball, how about you? We like football and swimming.We like running, how about you? We like basketball, how about you?
3、师:我们这首chant还没有学完,请小朋友们帮忙用they来创编这首歌谣,看看谁最能干? 第2 / 3页
4、师小结:小朋友们这么想为祖国争光,那你们小从就要锻炼了身体,好好学习,将来才会成为对祖国有用的人,让我们再一次打开书看一看今天学的内容你掌握了吗?(再次巩固复习课文)板书:
Module 8 Unit1 I like football.I football.We(四线三格)like(四线三格)basketball.They swimming.ping-pong.Unit 2 whats your favourite sport?
一、准备阶段: Ⅰ 教学目标: 情感目标:培养学生学习英语的兴趣。
知识目标:运用She’s„及单词driver ,policeman,pupil.能力目标:运用She’s„He’s„介绍他人职业.Ⅱ 教学重点:
学习句型:She’s„He’s„
掌握单词:driver ,policeman,pupil, Ⅲ 教学难点: 部分学生能初步运用: driver ,policeman,pupil, Ⅳ 辅助资源:
挂图、录音机、磁带、图片
二、教学过程: I.Warming up 请学生演唱他们喜欢的英文歌曲.II.Revision: 教师请几位学生展示上节课的课后作业,用”This is my fathermother..”来介绍自己制作的”Family Tree”.教师可以将制作精美的图片收集起来进行展览.III.Presentation: 1.教师播放Unit2活动1的录音或动画,请学生看动画或挂图.教师引导学生理解语境:Amy到Lingling 家做客,Lingling 兴奋地拿出一张登有她爸爸照片的报纸给Amy 看,并介绍她爸爸的职业.2.再次播放录音或动画,请学生跟读.”driver”是新单词,教师可展示多张司机的照片图片或卡通片,带领学生说:”He’s a driver.She’s a driver.” 3.呈现课文:
教师向学生介绍自己家人的职业,学生可能听不太懂.教师告诉学生:”今天我们要学习如何介绍家人的职业.IV.Practice: 1教师播放活动2的录音,请学生看图或者动画,引导学生理解课文语境:Amy到Daming 家做客,Daming拿出影集给Amy看,并介绍他的家人.2.教师再次播放录音,学生逐句跟读.3.男女生对话,或者分组练习对话.4.进行看图说句子的游戏.Module10 UNIT1 Let's play football!教学目标:
1、知识技能目标:学会新单词football, basketball, ping-pong, swimming
2、运用能力目标:能够运用“Let’s play.../ Let’s go swimming.”去邀请他人参加体育活动。
3、情感能力目标:让学生感受英语课堂的活跃性,让学生在日常生活中能运用所学语言。教学重点: 1.熟练掌握本单元的重点单词。
2.能听懂、会说、会读以下句子:Let’s play./ Let’s go swimming 3.邀请他人参加体育活动。
教学用具:卡片、录音机、磁带、ping – pong等。教学过程:
一、Greetings 1.Say hello to all the students.2.A free talk.(from one to another)
二、Presentation 1.T:Today we are going to learn Module7 Unit 1Let’s play football.First show the picture.What’ s this?- football(粘图片在黑板上)。Teach the word “football”.Read the word.2.T: Look at me, children.What am I doing? S1: Basketball.T: Yes, I am playing basketball.Do you like basketball? S2: Yes, I do.T: Let’s play basketball.(教授单词:basketball)3.拿出实物乒乓球问 Is it a football?Teach the word ping-pong.4.T: Oh, I’m so hot.Are you hot? Ss: Yes.T: Let’s go swimming!Come on kids!Ss: Yes.Let’s go!
三、Practise 1.Play a game “What’s missing?”
2.Let two students come to the front and do some actions.Let the students guess.football----I like football.Let’s play football.basketball---I like basketball.Let’s play basketball.ping-pong----I like ping-pong.Let’s play ping-pong.四、Text
1、Listen to the tape and read the text.2、Role play.五、Homework
1、Listen to the tape and read the words and sentences
2、试着用英语邀请别人参加一项体育运动。板书设计:
Module7 Unit1 Let’s play football.Let’s play football.basketball ping-pong Let’s go swimming.Unit 2 lets sing 教学目标:
We have Christmas in England.We sing songs.We have a Christmas tree.We give presents.We eat peanuts and sweets.功能:
表达节日问候以及描述过节时的风俗习惯
教学用具:a recorder, word cards, pictures 教学程序:
1、热身复习
1)请学生到教室前面,拿着自己过春节是场景的图画或者照片向同学描述自己是如何过春节的。
2)请学生展示收集到的关于其他节日的图画,并在全班进行汇报交流。学生可以说:“At...we say...We have...”
2、课文导入
1)老师播放SB Unit2活动4的圣诞歌曲,请学生欣赏。老师也可以在教室里挂一些圣诞小饰物来烘托气氛。欣赏歌曲过后,老师询问学生:“What festival is it?”引导学生回答:“Christmas.”老师教授新单词“Christmas”。
2)假定今天是圣诞节,老师扮演成圣诞老人,向学生问候圣诞快乐,并介绍西方人过圣诞节的风俗习惯。
3、课文教学
1)老师把本课的挂图贴在黑板上,播放录音,呈现SB Unit2活动1的内容。请学生边听录音边指出相应的图画。放第二遍录音前,老师提出一些问题,例如:“What are they? What do they say on Christmas Day? What do they do on Christmas Day?”请学生带着问题继续听录音,试着找到具体的答案。听第三遍录音时,请学生打开书,边听边跟读,同时画出新单词与难点。老师讲解新单词与难点,帮助学生理解并掌握课文内容。
2)老师可以播放录音,每句话后停顿,请学生跟读。老师注意纠正学生的语音。
3)最后请学生以小组为单位分角色表演课文,并在全班展示。4)完成SB Unit2活动3。把全班学生分成若干个三人小组。老师告诉学生他们将就节日庆祝展开讨论。每组对话都要和一种节日有关。
4、课文学习1)学习SB Unit2活动4的歌曲。老师出示圣诞节的图片营造出节日的气氛。
2)学习SB Unit2活动6的字母。
3)把字母和单词相结合,编成歌谣并学习。然后请学生进行单词的扩展练习。
第二篇:外研版小学英语一起一年级下册教案
Module1:
Unit 1
He’s a doctor.Teaching Aims: Review the sentence pattern “This is my…”
Review the words: grandpa, grandma, friend, father, mother, brother, sister.Learn to say “He’s / she’s… He’s / she’s a ….” Importance and Difficulties: Distinguish “He’s …” from “She’s …” Students Analysis: “He’s / She’s …” are not difficult in their pronunciation, do more exercises to differ them from each will enough.Teaching Aids: Tape recorder
tape
a doll
Cards
head ornaments
Teaching Procedures: Step 1: Warming up Sing to greeting.Review colors: Show color cards and ask the Ss “What color?”
Review some words: Show some cards and ask the Ss “What’s this?” Let’s count.(From one to twelve.)Step 2: Revision Teacher shows cards and Ss look and say “Father….” Sticker these cards on the blackboard and read after T.Read the words group by group.Ss say: “This is my father….”
Ss review to say: “This is my school bag….” Learn the word “friend.” Read after teacher.Learn to say “This is my friend.” Step 3: Presentation Teacher points to several Ss and says “She’s … / He’s …” Explain with gestures.Write “She’s …” and “He’s…” on the blackboard.Read the sentence pattern.T shows some head ornaments, Ss look and try to say “She’s Lingling.He’s Daming….” Read “She’s Lingling.He’s Daming.…” after T.Ask some Ss to go to the front and stand in a line.Ss look and say “She’s…” / “He’s…” Step 4: Consolidation Teacher makes a model.Ss try to introduce his friend like “She’s… / He’s …”.Teacher points and says “She’s a pupil.” Or “He’s a pupil.” Ss learn to say.Teaching Notes:
Module 1:
Unit 2
She’s a nurse.Teaching Aims: 1.Review the points of the module.2.Learn to introduce a people like “She’s…/ She’s a nurse.” 3.Do the exercises of the module.Importance and Difficulties: He’s / She’s a pupil.Words: doctor, pupil, teacher.The exercises of the module.Students Analysis: We have learnt many words in the module: father, mother, brother, sister, grandpa, grandma, friend, pupil, doctor and so on, so it is necessary to review them in today’s lesson, and put the words in the sentence patterns: This is my…/ He’s/she’s…
Teaching Aids: Tape recorder a big pencil
a doll
Cards
head ornaments
Teaching Procedures:
Step 1: Warming up Sing to say hello.Review the chant: Where’s the pencil? Ss say the chant together.Put a pencil in different place, Ss look and answer teacher’s question “Where’s the pencil?”
Put a school bag on the desk, ask “Where’s the school bag?” Ss answer.Put a big pencil in / on / under the school bag, Ss look and say its location.Step 2: Revision Review the sentence “Look at the tree.” And “Look at the window….”
Review the sentence “So many birds.” And the sentence pattern “So many…” Review to say “Let’s count.” Count from one to twelve.Look the cards and answer “Father / mother / …” quickly.Introduce those cards like “This is my brother./ …” Look and say “This is my pencil….” Review the chant:
She, she, she.She’s Amy.3 He, he, he.He’s Daming.Read the chant after T.Say your classmates’ name.(She’s… / He’s …)Step 3: Presentation Teacher points several Ss and says “She’s a pupil./ He’s a pupil.” Learn the word “pupil.” Ss read the word.Some Ss stand up, the others look and say “She’s a pupil./ He’s a pupil.” Look at the head ornaments and say “She’s a pupil./ He’s a pupil.” Teacher shows the card and says “He’s a doctor.” Learn the word “doctor.” Step 4: Do the exercises Activity book: Exercise 2 on page 7
Exercise 3 on page 9
Teaching Notes:
Module2:
Unit 1
Where’s the bird? Period 1 Teaching Aims: Understand the meaning of the text.Review the sentence pattern “A cat is in the box./ Where’s my pen?” Describe the location like “It’s in / on/ under..” Importance and Difficulties: The sentence pattern: “A cat is in the box.” Try to ask: “Where’s the orange cat?”
Students Analysis:
We have learnt the pattern “Where’s the…?”last week, so it is a consolidation of last period, just add some new points: Where’s the orange cat?
Teaching Aids: Tape recorder
tape
a doll Pictures
Cards
Teaching Procedures:
Step 1: Warming up Greeting to Ss with a song.A TPR game: Listen and do.T: “Stand up!Sit down!Open your book!Point to the window.Point to the door….” Step 2: Revision Show four cards.T: “What’s this?” / “This is …” Read the four words in high and low voice.Read fast.T: “If you know, please stand up and read it fast.” Show the wall chart.Describe the location of the pen or the cat in the wall chart.Step 3: Presentation T points to the wall chart and asks: “Where’s the pen?” Ss answer: “It’s …” Write the two sentences on the blackboard: Where’s the pen? It’s in the hat.Read them after T in correct pronunciation and intonation.Ask several Ss to repeat.5 Read group by group.Step 4: Practice Ss ask T: “Where’s the pen?” T answer.Group 1 ask, group 2 answer from teacher’s points.Change.Group 2 ask and group 1 answer.Practice with your partner.Show some dialogues.Step 5: Presentation T draws 3 pictures on the blackboard: A red pen is in the hat.A green pen is on the hat.A yellow pen in under the hat.T asks: “Where’s the green pen?”….Ss answer.Write the 2 sentences on the blackboard.Read after T.Ask several Ss repeat it.Read group by group.Step 6: Practice T points to the picture, Ss ask: “Where’s the yellow pen?”… T answer.Group 1 ask and group 2 answer, then change.Practice with partner.Show your dialogue.Step 7: Consolidation A game: Look and guess.“Please look at my mouth, and guess the sentence.”
Teaching Notes
Module3:
Unit1 Where is the orange cat? Teaching Aims: 1.Review the sentence pattern “Where’s the orange cat?”
2.Learn to guess the location of object with “Is it under/ in / on…?” Notes: Importance and Difficulties: Use the sentence: “Is it under / in / on the bed?” to ask the location.Students Analysis: It is not easy for the kids to use the sentence: “Is it under / in / on the bed?” to ask the location.Use the same thing to change its location each time will easier to the kids.Teaching Aids: Tape recorder tape a doll book
Cards school bag
box
pen
Teaching Procedures:
Step 1: Warming up Sing a hello song to greet with each other.Play a guessing game.“Please look at my gestures, and then guess the animal I mime.” Step 2: Revision Answer teacher’s question accord to the card.“What’s this?” / “Is it a monster?”
Read the four words: doll, bear, bed, and balloon.A game: I hide, you guess.“Look, I hide a card;please guess what the card is.” Look and answer.(Teacher put some stationery, and asks the location.)Write the four sentences on the blackboard: Where’s the cat?
It’s in the box.Where’s the orange cat?
It’s under the box.Read after teacher and correct their pronunciation and intonation.Ask several students read them.7 Read the four sentences group by group.Step 3: Presentation and practice Teacher hides a school bag, a book, and a box under the table.Then put a pen in one of them.(in the school bag, on the box, or under the book…)Ss try to guess the location of the pen.“Is it …?” Write the two sentences on the blackboard: Is it under the bed?
Yes, it is.Read after teacher.Ask several students read it.Read fast group by group.Continue to play the game.Step 4: Consolidation Read the 4 sentences after teacher again.Play a game: Hear and read fast.(Listen to teacher’s sentence, and then read it fast group by group.)Step 5: Ending
Summarize the class.Sing and say goodbye.Teaching Notes:
Module3:
Unit2
How many green birds? Teaching Aims: Learn the numbers: 11 and 12.Understand the sentences “Look at the tree.” “So many birds!” and “Let’s count.” Importance and Difficulties: The pronunciation of “eleven and twelve”.The sentence “Look at the tree.”
Students Analysis: In fact, most students have learnt the words: eleven and twelve already, but most of them didn’t catch the right pronunciation of the sound /v/, pay more attention here in class.Teaching Aids: Tape recorder
tape
a doll
Cards
Teaching Procedures:
Step 1: Warming up Sing and say hello.Review the chant.Read the chant together with gestures.Review the four words: balloon, bed, bear, and doll.(A game: T writes the four words on the blackboard, and then read three of them;Ss say the word T doesn’t read.)Step 2: Presentation and practice A game: Listen and do.(T: “Point to the ceiling.Point to the window.Stand up!Open your book.Sit down!Close your book.Look at the door.”)
T makes gesture to explain the sentence “Look at the door.” Continue to play the game.(Look at the teacher.Look at the ceiling.Look at the floor.Look at the window….)T shows several cards and asks “What’s this?”(tree)Teach the new word “tree”.Read and mime a tree.T: “Look at the tree.” Get the Ss to look at the tree card.9 Write the sentence “Look at the tree.” On the blackboard.Read and make gestures.Stick the wall chart on the blackboard.Get the Ss to look at the big tree.T: “Look at the tree.So many birds!”
Make gesture to explain the phrase “so many…”.Write “So many birds!” on the blackboard.Read after T and then read together.T: “Oh, how many birds? Let’s count.” Teach “Let’s count.”
Write it on the blackboard.Read and correct their pronunciation.Count the birds in the tree together.“OK, now, let’s count, how many birds? One, two, and three…” Teach the number eleven and twelve.T: “How many birds?” Ss: “Twelve birds.” Step 3: Consolidation Read the sentence on the blackboard again.Fast reaction: Listen to teacher’s sentence and repeat it fast group by group Teaching Notes:
Module 4:
Unit 1
This is my head.Teaching Aims: 1.Understand the meaning of the module.2.Learn the three new words: head, mouth, eye.3.Can survey like: This is my head / mouth / …
Importance and Difficulties: 1.The pronunciation of “mouth”.2.Do the survey.Students Analysis: This module is funny, the kids like to show their body.The problem is the three words’ pronunciation, like /e/, /ai/ and “th”.Practice more here.Teaching Aids: Tape recorder
tapes
cards CD-ROM
Teaching Procedures:
Step 1: Warming up Sing to greeting each other.Sing a song.Step 2: Revision Review some words: Bus, doctor, dress, nurse, driver, coat A game: I do, you say.Read them fast.Review to say: “She’s / He’s ….” Review to say: “This is his / her….” Step 3: Presentation T shows a picture of a head.T asks: “What’s this?” Ss try to answer.(a head)
Learn to say “head”.Point your head and read “head” in a little game.Read head in a chant.Learn to say “This is my head.”
Learn the word “mouth” and “eye” in the same way.Learn to say “This is my mouth / eye.” Step 3: Practice Read the 3 words again.Fast reaction: I say, you point.I point, you say.T points, Ss say “This is my head/…” Step 5: Consolidation Get the Ss to say “This is my pencil./ …”
Listen to the tape and try to understand the text.Read the text after the tape-recorder.Teaching Notes:
Module 4:
Unit 2
These are your legs.Period 1 Teaching Aims: Understand and try to say the sentence: “These are…” Review the words and learn a new body word: leg.3.Learn a song: Heads, shoulders.Importance and Difficulties: 1.The pronunciation of the sentence: “These are…” 2.The English song: Heads, shoulders.Students Analysis: “These are …” is a difficult point to the kids, make simples first and then let them find the order of “these are +-s”, it will be a great help.Teaching Aids: Tape recorder
tapes
cards stationery
Teaching Procedures:
Step 1: Warming up Greeting each other.Words game: Ask and answer.Review to say “This is his / her….” Step 2: Revision Review these body words in a game: ask and answer.Review to survey “This is my / your….” Step 3: Presentation T points to an eye and asks: What’s this? Ss: This is an eye.T points to the other eye and asks: What’s this? Ss: This is an eye.T asks: How many eyes do you have? Ss: Two eyes.T points to her eyes and say “These are my eyes.”
Ss learn to say “These are my eyes.” Ss say the sentence one by one.Write the sentence on the blackboard.T points to her legs and says “These are my legs.” Ss point to their legs and say “These are my legs.” Ss learn to say the word “leg”.T point to ears, Ss look and say “These are my ears.” Step 4: Practice A game: T point, Ss look and say: This is my head./ These are my eyes...T shows a pencil to Ss, Ss: This is a pencil.T shows 4 pencils to Ss, Ss: These are pencils.T shows more stationery and asks Ss: What’s this? / What are these? A game: I show, you say.I say, you show.Step 5: Learn the song CD-ROM: Listen to the song
Turn to page 17 and read the words of the song.Sing follow T sentence by sentence and do the actions.Sing the song together with CD-ROM.Teaching Notes:Module 5:
Unit 1
They’re cows.Period 1 Teaching Aims: 1.Understand the meaning of the module.2.Learn four new words: cow, pig, chicken and egg.3.Understand “What are they? They are …”
Importance and Difficulties: 1.Try to speak “What are they? They are…”
2.The pronunciation of the words: chicken and egg.Students Analysis: Animals always the children’s favorite, but today’s animals are not easy to catch.We can make the words into some chant, so that it will be easier to catch them.Teaching Aids: Tape recorder
tapes
cards CD-ROM
pictures
wall chart
Teaching Procedures:
Step 1: Warming up Sing the song
Greeting each other.Step 2: Revision Review words: a game: Ask and answer chant T points, Ss look and say “This is my head…./ These are my ears….”T shows some stationery, Ss look and say “This is a pencil…./ These are erasers….” Step 3: Presentation Turn to page 18.Observe the pictures and listen to teacher.Get the Ss to understand the text.Learn the word “cow”:
A.Observe picture 2.B.Learn the new word “cow”.C.Get the Ss count “How many cows?”
D.Learn to say “They are cows.”
E.Say it group by group.F.T asks: What are they? Ss answer.G.Learn to say “What are they?”
H.Say it one bye one.Learn the other new words: pig, chicken, egg.Picture 3: pig---pigs Picture 4: chi ken---chickens Picture 5: egg---eggs Word games: A.Chant
B.Left and right Step 4: Practice Page 19: activity 2.Read after T.Read group by group.Read the conversation one by one.Blackboardwriting:
Teaching Notes:
Module 5:
Unit 2
It’s thin.Period 1 Teaching Aims: Learn the new words.Understand the text.Importance and Difficulties: The new word “thin”.The meaning of the text
Students Analysis: The text is not easy to the kids, actually they cannot express their meaning like this, today’s key points is learn to describe the things, like “It’s thin/ fat/ little/ pink” etc.Teaching Aids: Tape recorder
tapes
cards stationery
Teaching Procedures:
Step 1: Warming up Sing to greeting.Sing a song.Step 2: Revision Words chant: Ask and answer chant Watch the CAI and review the sentence patterns: What are they? They are cows.Game: T imitates the animal’s voice;Ss guess “What are they?” Step 3: Presentation Observe the wall chart of the text.Learn to say: mother pig, father pig … Watch the card and learn to say “baby pig”.Look at the father pig and learn the new word: fat.Look at the mother pig and learn the new word: thin.Count: How many baby pigs? Six.17 Look at the baby pigs and learn the new words: big, little Read those words and do the actions after T.Watch the card and learn the new word “pink”.Step 3: Practice Review the colors.T points, Ss read the words.T says the word, Ss do the actions.T do the actions, Ss says the word.Words chant.Watch the pictures and say: This is a panda.It’s fat.This is a monkey.It’s thin.This is a baby pig.It’s little.This is a father pig.It’s big.Blackboardwriting:
Teaching Notes:
Module 6:
Unit 1
These snacks are short.Period 1 Teaching Aims: 1.Understand the meaning of the module.2.Learn four animal words: snake, giraffe, elephant, lion 3.Try to understand and learn “long, short, tall, and short”.Importance and Difficulties: Understand the 2 meaning of the word “short”.The pronunciation of “giraffe”.Students Analysis: The four animal words“snake, giraffe, elephant, lion” is not popular as “dog、cat、fish and fish”, there will be more time to read them out.Especially the pronunciation of “giraffe and elephant”.Teaching Aids: Tape recorder
tapes
cards CD-ROM
pictures
wall chart
Teaching Procedures:
Step 1: Warming up Greeting each other.Review: cow, pig, chicken, egg Step 2: Revision Review “They’re …”
Read activity 2 on page 19.Express time: Describe the picture on page 20.(The pig’s family)
(The chicken’s family)Step 3: Presentation Lingling and Amy went to the zoo today.Learn the word: zoo
Learn to say: Let’s go to the zoo.Observe picture one and find the animal.Learn the new word: snake Read the word after T and correct Ss’ pronunciation.Read the word in a little game: High and low voice Learn the new words “giraffe, elephant, lion” in the same way.Game: Fast reaction Game: I say, you do./ I do, you say.Point and say: They’re snakes.…
Look at the picture and try to understand “long, short, tall”.Read those words.Game: I do, you say.T do the actions, Ss say the word.Step 4: Ending Read all the words together.Sing to say goodbye.Blackboardwriting:
Teaching Notes:
Module 6:
Unit 2
They’re little and cute.Period 1 Teaching Aims: Learn the new words “cute” and “scary”.Try to say: The baby lions are cute.The mother lion isn’t cute.It’s scary.Importance and Difficulties: 1.Try to introduce the lion’s family.2.The pronunciation of “isn’t”.Students Analysis: “Cute and scary” are adjective verbs.We can understand their meanings by our activities easily.The difficult point is their pronunciations.Teaching Aids: Tape recorder
tapes
cards stationery
Teaching Procedures:
Step 1: Warming up Sing to greeting each other.Words game: Ask and answer chant Step 2: Presentation T: Amy and Lingling went to the zoo.They are watching the lions.Learn to express: baby lion Count: “How many baby lions?”
Write “The baby lions ” on the blackboard.Read after T.Observe the baby lions and learn the new word: cute.Learn to say: “The baby lions are cute.” Read row by row.21 Observe the mother lion and learn the new word: scary.Learn to say: “The mother lion isn’t cute.It’s scary.” Correct the pronunciation of “isn’t”.Read the sentence team by team.Step 3: Practice Text: Listen to the tape.Understand the meaning of the text.Try to read the text.Read the text after T sentence by sentence.Read the text by themselves.Page 24: Activity 2 Look and say.Blackboard-writing:
Teaching Notes:
第三册Module7 Unit1 There is a cat in this tree.一、教材分析:
本单元是《新标准英语》(三年级起点)第三册第模块第一单元的内容,根据《小学英语新课程标准》提出的目标,其中一个非常重要的目标就是要激发学生学习英语的兴趣,培养他们学习英语的积极态度,使他们初步建立学习英语的自信心,使他们初步具备用英语进行简单日常交流的能力。
二、学生分析:
四年级学生已经接触了一年的英语,大部分学生对英语仍有着浓厚的兴趣,为以后延续这个兴趣建立基础,所以就要让他们积极主动的参与到英语的学习中,通过借助多媒体等多种激励方式,激发学生积极参与,大胆实践,体验成功的喜悦,有了成就感有了信心,就能够更好的展示自己.三、教学目标与要求
语言知识目标:全体学生会运用there is,horse.、语言技能目标:全体学生能认读there is,horse.全体学生能说There is a girl in this photo.She’s riding a horse.I can’t see her face.情感态度价值观:通过体验There is 的重音,初步感知中外文化异同。并调动学生积极参与各种课堂教学活动。
四、教学重点与难点
1、重点:初步熟悉句型:There is …
2、难点:课文中大量语句的阅读。
五、教学过程
I.Warm-up 利用课前1分钟,跟学生Free talk.能说出带ing的动词词组。“木头人”游戏用来复习现在进行时句型。选择一名同学躲在讲台桌后,让他做出五个词组的动作,然后,我说:“Freeze!”他就定格好某一个动作。全班同学齐问他:What are you doing?我则让同学们来猜
3.听音找词。通过这个环节,让学生自己来找出老师读到的单词或者词组。生词老师会用字母拼出来,让学生初步认识单词,只要求学生会跟读。词组是学过的,老师会直接读出来。让学生找出来,并做出相应动作。看谁速度快!II.Presentation 1.播放活动一的录音,让学生跟着节奏跟读。你能说出你听到的那些单词吗? 2.播放活动二的视频,请学生认真看。试着理解课文内容。问学生What are Sam,Amy and Daming doing? 3.师说There are so many photos in ActivityTwo.Let’s see what are in these photos?请学生带着问题再次听录音,同时圈出There is…并试着找出问题的答案。4.播放视频,请学生模仿跟读。
III.Consolidation:
1.自己画一幅某人正在做某事的图片,用There is….和正在进行时进行描述。There is a boy in this photo.He’s swimming.2.Homework:
回家后找一些你家中比较有特点的照片,试着用There is…in this photo.He’s ….进行描述。下节课把那些照片带过来,跟大家分享一下吧!板书设计:
Module7 Unit1 There is a horse in this photo.reading a book
riding a bike
There is _________in this photo.swimming
It’s
playing football
He’s
______________.drinking milk
She’s
Module 8 Unit1 There’s a pair of shorts under that duck.教学目标
1、Knowledge of the language(语言知识与能力目标)a.’s a pair of shorts under that duck.b.a pair of, shorts,shirt.2、Emotion attitude(情感目标)
教学重点难点
There’s a pair of shorts under that duck.教学过程设计
A、Warming up.(热身)a.Greeting—Sing the song<> b.展示活动1的挂图,问学生小狗在干什么? B.Presentation and Practice(新知呈现与操练)
课文学习
1.展示活动2的挂图,先请学生看图,看是否能尝试用“There be ”描述图片内容。2.教师播放录音和动画,请学生边看动画或边听录音便看图,告诉学生听完后回答下面的问题:Daming的鞋子到哪去了呢?(被鸭子穿走了。)3.再次播放动画或录音,请学生逐句跟读。要引导学生注意到指示牌“Beach Pool”,即海滩泳池,教师要给学生解释:“这里是允许游泳的海滩,因为这里有安全措施。
4.这里的“a pair of,over there“都只能要求学生理解。5.最后播放录音,请学生完整跟读。训练巩固
1.完成活动3,教师播放录音,请学生跟读。
2.完成活动4,学生看图,理解活动要求。然后两人一组进行练习。家庭作业
听本单元录音,注意模仿语音语调。
Module 8 Unit2 There are two footballs under my desk.教学目标
1、Knowledge of the language(语言知识与能力目标)a.’s a pair of shorts under that duck.b.a pair of, shorts,shirt.2、Emotion attitude(情感目标)
教学重点难点
There’s a pair of shorts under that duck.教学过程设计
A、Warming up.(热身)a.Greeting—Sing the song<> b.展示活动1的挂图,问学生小狗在干什么? B.Presentation and Practice(新知呈现与操练)
课文学习
1.展示活动2的挂图,先请学生看图,看是否能尝试用“There be ”描述图片内容。2.教师播放录音和动画,请学生边看动画或边听录音便看图,告诉学生听完后回答下面的问题:Daming的鞋子到哪去了呢?(被鸭子穿走了。)3.再次播放动画或录音,请学生逐句跟读。要引导学生注意到指示牌“Beach Pool”,即海滩泳池,教师要给学生解释:“这里是允许游泳的海滩,因为这里有安全措施。
4.这里的“a pair of,over there“都只能要求学生理解。5.最后播放录音,请学生完整跟读。训练巩固
1.完成活动3,教师播放录音,请学生跟读。
2.完成活动4,学生看图,理解活动要求。然后两人一组进行练习。
Step1 : Chant Tiger, tiger ,big big tiger Snake, snake, short short snake Elephant, elephant, long nose elephant Giraffe, giraffe, tall tall giraffe These ____are ___.Step 2 闯关游戏:
拯救美亚公主 Animals are our friends.(动物是我们的朋友)Love animals(爱护动物)Protect animals(保护动物)Are they long? Yes, they are.These snakes are short.These snakes are long.The giraffes are tall.I am short.The elephants are very big.Thank you!I’m Mei Ya(美亚公主).* Kerry How many animals can you see? How many animals can you see? How many ping-pong balls in the classroom? How many footballs in the classroom? How may basketballs in the classroom?
Step3: watch and answer: listen the passage and number the pictures 听录音,给下面的课文图片排序号。
Step4: listen and number: 1 2 3 4 Look at the pictures carefully and finish the sentences.同学们请认真看图来完成对话吧!
Step 5:look and say: Lingling, there’s a basketball under my chair.Oh no!Sorry There are two footballs under my desk.Oh, there are two footballs under my desk.Lingling, there are five ping-pong balls here.Oh, it’s Daming.Ha ha….Let’s read passage and repeat.孩子们让我们来跟读吧!
Step6: Let’s read the passage one by one.孩子们,我们来玩排火车读课文嘞!show time Look at the pictures carefully and finish the sentences.同学们请认真看图来完成对话吧!
Step7: look and say: These ____are ___.pencils pencils short long These girls are tall.These girls are short.These pencils are short.These pencils are long.These trees are short.These trees are tall.The tigers are big.The cats are small.勇敢的小朋友们,我们美丽的可爱的美亚小公主正被恶毒的魔王困在阴森的城堡万神殿里,希望聪明,机智, 勇敢,有爱心的你帮帮她吧!时间紧迫,赶快行动吧!第一关 Hi,欢迎你来到我神秘的黄金宫殿,我是殿神--阿比西,想营救公主,先要过我这一个关,想打败我们,那就看看你能不能采集到8朵血木菊。Who can read? 谁会读? snake elephant giraffe tiger Who can read? 谁会读? long tall small short 第二关 Hi,欢迎你来到我神秘的白金,我是殿神--古拉齐,想营救公主,看看你的本领,能否说出每组不同类的单词.赢得3朵血木菊。elephant snake zoo long giraffe short they he she 第一关 第三关 Hi,欢迎你来到我神秘的紫铜宫,我是殿神--克里司,想营救公主,还要过我这一个关,想打败我们,那就看看你能不能采到这7朵毒玫瑰。* 家庭作业
听本单元录音,注意模仿语音语调。
Module9:
Unit 1
I like football.Period 1 Teaching Aims: 1.Understand the meaning of the module.2.Learn to use the sentence patterns “I like…” and “We like…”
Importance and Difficulties: Distinguish “I” and “we”.Use “I like…” and “We like…” in daily life.Students Analysis: I have mentioned “I like ×××” many times in the past periods, so it’s not a difficult thing for them to express “I like…”(just chance the names to things is ok.)In this period we should distinguish “I & We”, make gestures can do it.Teaching Aids: Tape recorder
tapes
cards pictures
wall chart
Teaching Procedures:
Step 1: Warming up Greeting each other.Revision:
a.The words of animals.b.The sentence pattern: Let’s…
(Pay more attention on “Let’s sing.” And “Let’s dance.”)Step 2: Presentation T makes some gestures and say: “I like football.” Ss guess the meaning of the sentence.Write the sentence on the blackboard and read.Learn to express “I like…”(Sports)Learn to express “I like…”(Color)Express: I like…(animals)
Tell “I like…” to your classmates.T makes some gestures and say: “We like football.” Ss guess the meaning of the sentence.Write the sentence on the blackboard and read.Learn to express “We like…”(Sports)Learn to express “We like…”(Color)Express: We like…(animals)
Tell “We like…” to your classmates.Tell the story of the text, and ask them retell it.Step 3: Practice Find “I like …” and “We like…” in the text.Read these sentences.Say and do after T: I like… We like… Fast reaction.Game: Look T’s gestures and say the sentences Page 31: Activity three
(Look at the pictures and say sentences.)Blackboard-writing:
Teaching Notes:
Module9:
Unit 2
What’s your favorite sport? Period 1 Teaching Aims: 1.Learn to say “sport, colour, and animal.”
2.Understand the sentence “What’s your favourite sport?” then try to speak it out.Importance and Difficulties: The pronunciation of “favourite”.Can answer the question: What’s your favourite sport?
Students Analysis: After learning: I/ We/ They like…, today’s task is asking one’s hobby: What’s your favourite sport? And we can chance the “sport” into colour/ animal and so on.Teaching Aids: Tape recorder
tapes
cards
Teaching Procedures:
Step 1: Warming up Sing to greeting.Step 2: Revision 1.Review these sentence patterns: I like football.We like football.They like football.2.CAI: Show some pictures, Ss look and say.3.Page 31: Activity two: Reading.4.Game: Gestures and sentences.Step 3: Presentation Game: Guessing Review some colors.Learn to say the word: color Review some animals.Learn to say the word: animal Review some sports.30 Learn to say the word: sport Game: Who’s calling me?
Read the 3 new words again row by row.T: “What’s your favorite sport?” Make the Ss understand it.Write it on the blackboard.Learn to read it.Correct the pronunciation of the word “favorite”.Say the sentence one by one.Blackboard-writing:
Teaching Notes:
Module 10:
Unit 1
Let’s play football!Period 1 Teaching Aims: 1.Understand the meaning of the module.2.Learn to say the phrases: play football / basketball / ping-pong/ go swimming 3.Can say the right phrase according to the actions or pictures.Importance and Difficulties: The pronunciation of “ basketball”.Students Analysis: Even though sports are the first time we meet, the kids are familiar the sports name, such as: football, ping-pong and so on.Except learn to say the sports name, I should also tell them: do more exercises after class!Have a good healthy is the most important thing in everyone’s life!
Teaching Aids: Tape recorder
tapes
cards pictures
wall chart
Teaching Procedures: Step 1: Warming up Sing to greeting each other.Words chant: fat, thin, big, little, long, short, tall… animal words Step 2: Presentation T: Today, Sam and Daming have some sports.Show the wall chart.Observe picture one and learn the new word: football Introduce them some message about football.Write the word on the blackboard.Read after T.Game: High and low voice Learn the new word “basketball” in the same way.Game: T points, Ss read.(group by group)Learn the new word “ping-pong” and “swimming” in the same way.32 Step 3: Practice Look the teacher’s gestures and guess the meaning of “play”.Learn the new word: play.Little game: Bomb Learn to say: play football / basketball / ping-pong Look at the picture and learn to say “go swimming”.Read and do the actions.Game: I say, you do./ I do, you say.Page 27: activity 3
(Read the words)
(Look the picture and say the phrase.)Blackboardwriting:
Teaching Notes:
Module 10:
Unit 2
Let’s sing!Teaching Aims: Review the sports.Learn to say “sing” and “dance”.Importance and Difficulties: The pronunciation of “tired.” Use “Let’s sing/ dance” freely.Students Analysis: We have two different sounds of “dance”, the American sound and the English sound, we choose the one which is in our tapes.And I also will let them know the differences of the word “dance”.Teaching Aids: Tape recorder
tapes
cards
Teaching Procedures:
Step 1: Warming up Step 2: Revision 1.Show them some animal cards and ask: “What are they?” “They’re…” 2.Show them the balls, ask: “What’s this? This is …” 3.Stick the pictures of balls on the blackboard.4.T points, Ss read the words group by group.5.T does the actions, Ss look and say the phrase group by group.6.Review to say the whole sentence “Let’s play….” 7.Open the books, read the text on page 26.8.Read the activity 2 on page 27.9.Activity 3 on page 27: Listen to the teacher’s words, and number the pictures.10.Point and say: “Let’s play…./ Let’s go…” Step 3: Presentation 1.T: “Let’s play football.No, I’m hot.”
2.Review to say “No, I’m hot.” 3.Learn to say “No, I’m tired.” 4.Read row by row.5.T shows a picture and teaches the new word “sing.” 6.Get the Ss say: Let’s sing.7.Makes a gesture, and learn to say: “Let’s dance.”
8.Write the sentence on the blackboard: Let’s sing and dance.9.Read after T.Step 4: Practice 1.Turn to page 28, try to read the text.2.Read the text after T.3.Page 29: Chant.(Look and say.)
(Read and chant.)Blackboard-writing:
Teaching Notes:
第三篇:一年级英语全套教案
Lesson 1 教学内容:Lesson1:Hello 课时 教学目的:1:能听、说、辨认:hello hi name 2:认识与本课有关的几个人物:Da Ming(大明)Amy(埃米)Sam(山姆)教学重点、难点:单词:hello hi name 句型:What’s your name? My name is.教学准备:词汇卡片 三个头饰 教学过程:
一、开始上课
1、因为本单元是开学第一个单元,有很多同学对英语一无所知,所以在教课过程中,尽量使用简单的英语口语,必要的地方一定使用汉语教学,尽量给学生创设一个良好的学习环境,教师可以通过手势、表情、动作等示意学生加深理解。如:说Stand up, please和 Sit down, please时,教师可以用手势:双手向前平伸,手心朝上摆动示意学生起立,相反表示坐下。.教师用英语说:Now class begins.然后借助手势让学生起立,用英语向学生问好。T:Good morning,class!S:Good morning,teacher!
然后用英语说:Sit down,please.并同时做出请学生坐下的手势。
教师向学生解释 Good morning的意思,并告诉学生下午好应说“Good afternoon”。用手势介绍teacher和class这两个词,然后要全班用相同的语句来应答。
T:Good morning,class!Ss:Good morning,teacher!T:Good afternoon,class!Ss:Good afternoon,teacher!
反复训练几次,直到学生练熟为止。教师可以反复重复:Stand up.及Sit down,please.等用语,让学生们做出相应的动作,直到确信学生已经能听懂为止。
2、教师用英语向学生做自我介绍。
教师告诉全班学生:We’re going to learn Lesson One today.并用中文(今天我们学习第1课)重说一遍,让学生听懂即可,并板书Lesson One在黑板上。教师拿出事先准备好的写有自己姓名的汉语拼音卡片,指着自己,对学生说:My name is×××.
二、新课
1、Hello/Hi,My name is.分两部分教授此用语: 学习HELLO: hello 与hi可以互用。都表示“喂,你好。”但hi比hello用得更多,显得更随和亲近。尤其美国年轻人所使用。打电话时不用hi用而hello。熟人、朋友见面时,彼此仅仅说声Hi!就可以了。用hello时,不能Hello, hello, hello!这样反复使用。边做动作边说hello,让学生模仿练习。
2、角色扮演: 要求自告奋勇的学生个别同老师练习对话。当叫起一名学生时,说Stand,please并做出 让该学生起立的手势。要求学生说:Hello.My name is 一对一练习
将学生按两人一组分开,进行对话练习。一个学生说:Hello.My name is 另一个学生回答Hi My name is
2、What’s your name? 手偶游戏
老师每只手上戴一个手偶,通过模拟对话来演示What’s your name?的含义。
教师缓慢地将What’s your name?朗读几遍。在说完Say it,please后,鼓励全班同学一起朗读几遍。角色扮演
让自告奋勇的学生进行练习。
3、教科书:L1 N1、2 将第1课中的3个主要人物介绍给学生。用汉语告诉学生这3个人物将贯穿全书始终。Jenny住在加拿大,LiMing住在中国。老师将Amy Daming Sam Lingling I live in China 写在黑板上。带领全班朗读。一对一练习:
将学生分成两组进行如下练习:
甲:Hello.My name is What’s your name? 乙:Hello.My name is
三、结束课堂教学 小结本课内容
作业:画自己的肖像。并写上自己的名字。What’s your name? My name is 重点指导学生用拼音书写姓名的方法。
中国人的姓名用汉语拼音拼写,但要注意:拼写时,姓与名分开,姓和名的第一个字母分别大写。老师举例说明。
板书设计: Lesson1 Hello What’s your name? Hello My name is.Hi 教学反思:
Lesson 2 教学内容:Lesson2:Boy,Girl and Teacher.课时 教学目的:
1、使学生能听、说、认识、口头运用单词:teacher,boy,girl能理解并口头运用:What’s his/her name?
2、通过学生的实践活动,充分培养他们合作学习精神,能运用所学知识进行简单的口语对话 教学重点、难点:掌握teacher,girl,boy,能用What’s his/her name?进行对话交流。教学准备:单词卡片 手偶
板书设计:Lesson2:Boy,Girl and Teacher.boy girl teacher What’his/her name? 教学过程:
(一)开始上课和复习1.师生问候:Hello!/Hi!2.复习:What’s your name?用手偶的形式提问让学生做答,激发学生的兴趣。
(二)新课教学boy.girl teacher 1.教师指着班内的某个男孩说:This is a boy.然后出示教师卡片boy,领读单词,接着介绍His name is _____.(说出这位学生的名字)然后引导学生说下面的对话:教师:What’s his name? 学生:His name is _____.教师: Very good!Please read after me.His name is _____.学生:His name is _____.教师:Very good!然后教师指着某个男生问学生:What’s his name?学生:His name is _____.然后教师可以让勇敢者来提问,然后鼓励这位勇敢者,曾强他们的自信。教授单词girl,teacher和句子What’s her name?同上述方法.2.播放录音,学生进行听读练习。
3运用游戏巩固练习。做记名字的游戏。游戏规则:让十名自告奋勇的学生面对全班站在教室的前面,教师站在这一排学生的一端。第一个人说:My name is Hong.第二个人说:My name is Bing.和Her name is Hong.(指着第一个人说)第三个人说:My name is Ming.和 Her name is Hong.(指着第一个人说)His name is Ming.(指着第二个人说)这个游戏一直进行到这一排的最后一个人 4.以小组为单位编对话。运用前面所学知识并结合新知识
(三)教科书L2N1-3 播放录音,学生看书跟读。操练:
讲授Point to a 和Show me a 的指令,通过使用这些指令,复习boy girl 和teacher,要求学生快速回答。
变换内容,训练句型。
(三)结束课堂教学。作业:对话练习。教学反思: Lesson 3 教学内容:Lesson3:How Are You? 课时 教学目的:
1、能听说辨认的单词:book chair desk
2、能正确理解句型并进行口语交际。教学重点、难点:book chair desk How are you ? I’m fine, thanks.What’s this? It’s a 教学准备:单词卡片 手偶 教学过程: 开始上课和复习问候
用Hello和Hi问候全班,要求学生回答Hello!操练
通过练习Point to a 和Show me a 的指令句型,复习boy girl teacher三个词。用手偶练习句型What’s his/her name?(二)新概念
1、How are you ? I’m fine, thanks.教科书:
播放录音,让学生看书中的对话,讲解How are you ?表现对别人的关心,Fine是一个标准回答方式。角色扮演
让学生和教师一起进行如下对话: 师:Hi,my name is.What’ 生:My name is.How are you? 师:I’m fine.How are you? 生:Fine,thanks.一对一练习:
将全班分成两人一组,进行对话练习。
2、Song: “How are you?” 教科书:L3N2 播放录音之前,先熟悉歌曲中的歌词。鼓励学生练习说出歌曲中的歌词。然后,教师为学生做示范,再让学生跟录音学唱,一边唱,一边做动作。
3、What’s this? It’s a 示范:
手指一本书、一把椅子或一张桌子,让学生跟老师反复读单词。每次指一件物品说:What’s this? It’s a 然后变换其他单词进行练习。播放录音,学生看书跟读。
4、游戏What’s this?
(三)结束课堂教学 唱“How are you?” 作业:
根据上下文或汉语提示,完成下列句子。1.-What’s this? -It’s _____ ______(书桌)2.This is _____ ______.(男孩)
3.Hello, my ______ is Dany._____ your name, please? 板书设计:Lesson3:How Are You? book chair desk How are you ? I’m fine, thanks.What’s this? It’s a 教学反思:
Lesson 4 教学内容:Lesson4 Where? 课时1 教学目的:
1、知识与技能:能听、说单词school。能正确理解并进行口语交际。Nice to meet you.Where is the ?There it is.2、情感态度价值观:培养学生互相帮助、团结友爱的优良品质。教学重点、难点:本课重点单词和句子。教学准备:磁带、单词卡片 板书设计: Lesson4 Where? school Where is the ? Nice to meet you.There it is.教学过程: 开始上课和复习: 问候
唱“How are you?” 新概念
1、Nice to meet you 用汉语告诉学生,当一个人第一次遇到某个人时,可以说: Nice to meet you。缓慢重复几次,并让学生随老师一起重复。角色扮演
同自告奋勇的同学联系以下对话: Hello,My name is ,What’s your name? My name is.Nice to meet you.《教科书》:L4N1 播放录音,让学生看书跟读。教学侧记 做游戏:
2、Where is ? There it is.示范
把老师的书藏于教室的某个地方,假装找不到,边找边说Where is my book?数次,并通过手势表达老师的意思。假装突然看到了书,边指着书,边大声说:There it is!让一个学生为你拿过来,并说:Thanks!把Where is ?There it is.写在黑板上,全体同学随老师重复朗读。《教科书》:L4N2 播放录音,让学生看书跟读。一对一练习:
让学生同伙伴练习造句:Where is ?告诉学生用不同的单词(book desk chair)和his/ her/ my /your 变换提问题。回答的学生也应变换答案:There it is.I don’t know.结束课堂教学:
作业:
1、练习本课对话。
2、将本课单词、句子写一写。
教学反思:
Lesson 5 教学内容: Lesson 5 1 2 3 4 5
课时 1 教学目的:知识与能力:
1、能听、说单词:one two three four five
2、能正确理解的句型:May I have ? 情感态度与价值观:培养互相帮助的优良品质。教学重点、难点:本课应掌握的单词句型。教学准备: 录音机、单词卡片 板书设计: Lesson 5 1 2 3 4 5 one two three four five May I have ? please 教学过程: 开始上课和复习: 问候
用Hello,class.How are you?问候全班,鼓励学生回答:Fine,thanks.How are you?教师然后回答 Fine,thank you.唱“How are you?” 新概念
1、Numbers one to five 示范
把one two three four five写在黑板上.在每个单词旁边写下数字1---5.手指每个单词,教师先朗读数遍,然后再让学生朗读数遍.教师举起手指,帮助学生一起数.再举起几本书,和学生一起从1数到5,在复数后强调突出s.教科书: 播放录音,让学生跟读.操练
让学生一起数1---5,(说单词),并伸出相应的手指数。
2、May I have ,please? Thanks.示范
向一位勇敢的学生要一本书,教师边说:May I have the book,please?边示以动作表达该句的意思。当学生把书教给教师,教师应说:Thanks.May I have the/your ,please?(book,chair desk)May I have it, please?(随意指一件物品)通过翻译教授单词please 时,应把它写在黑板上。教师说Sa y it, please 和Again,please后,鼓励学生跟自己重复几次。
手指词汇卡,练习说May I have ,please?数次。教科书第二部分:
让学生看有关对话的插图,用汉语描述插图的内容,根据画面判断发生了什么事情? 播放录音跟读。一对一练习
让学生每人选择一个伙伴,用one 至 five和book,chair desk等单词练习向对方要东西。学生也可以通过实物或图片进行练习。结束课堂教学
《活动手册》
1、2题。教学反思:
Lesson 6 教学内容:Lesson 6 A B C D 课时 教学侧记
教学目的:
1、学生能说、会认Aa Bb Cc Dd
2、了解、初步认知这四个字母在单词中的发音
3、学唱《ABCD》英文歌曲
4、培养学生克服困难、相互合作的精神 教学重点、难点:能听说辨认字母Aa Bb Cc Dd 能正确运用句型Good-bye!Bye!See you later!教学准备:字母卡片 录音机 板书设计 Lesson 6 A B C D Aa Bb Cc Dd Good-bye!Bye!See you later!apple book cat door 教学过程: 开始上课和复习
1、教师运用下列词语与学生互相问候 Good morning How are you ? Fine,Thanks
2、做游戏“SIMON SAYS” 游戏“SIMON SAYS”句式: Where is my ? Here it is!Thanks.新授
1、Aa Bb Cc Dd 教师可用汉语讲解:英语共有26个字母,出示26个字母张贴画来说明,让学生观察:每个字母有两种字体,大写字体在名字、标题和句子中有特殊的用途
教学字母Aa,板书并出示单词apple,强调字母a在单词中的发音,再出示 name same,强调字母a的发音
教学字母Bb 和Dd 板书领读,然后出示book,说明book中字母b的读音,说明中字母的读音/ b/再出示desk 中d的读音/d/。在Bb、Dd之间写上字母Cc,领读几遍,出示cat说明cat中c的读音/k/。再出示chair,讲明ch相连发音/tf/和汉语拼音中的ch发音相似
2、做练习:
教师在黑板上再为学生演示怎样顺箭头写出每一个字母 第2题 要求学生填写以ABCD开头单词的第一个字母
3、Song“ABCsong”
首先,让学生听歌,边听边手指相应字母 逐行教唱
4、Good-bye.See you later.这部分学生自学:先看图片,猜猜李明和JENNY正在说什么,分成小组表演 结束课堂教学 唱“ABC song” 教学反思:
Lesson 7 教学内容: Lesson 7 How Many?
课时 1 教学目的:知识能力:
1、能听说单词pen pencil marker blackboard 能正确运用句型:How many do you have? 情感态度与价值观:在活动中提高学习英语的兴趣。教学重点:本课 掌握的单词、句型 教学准备:录音机 单词卡片 教学过程: 开始上课和复习: 问候
用Good morning/afternoon,class.How are you today?问候全班。鼓励学生回答:Fine thanks,How are you?教师回答Fine, thank you.唱“ABC SONG” 操练
教师手指字母表张贴画中的Aa Bb Cc Dd,让学生和自己一起朗读字母。让学生读出每个字母。问学生每个字母的发音。新概念
1、Blackboard marker pen pencil pencil case 示范
运用多种方法介绍新单词。如:用动词演示,呈现实物,画图,手指张贴画的图片,把每一个新单词写在黑板上,逐个朗读数次。教科书第一部分
让学生看教室的图片,看他们用英语能说出几种东西。播放录音,让学生看书跟读。《活动手册》第1、2题
2、How many do you have? 角色扮演
教师逐个叫起学生,引导进行如下对话: May I have , please?(复习1到5的单词)教科书第二部分 随录音跟读第二部分 操练
教授学生疑问句:Is this a ?例如: What’s this? It is a pencil.Is this a pencil? Yes!Is this a book? No.告诉学生yes或no 是回答Is this a ?问题的正确答案。结束课堂教学
板书设计: Lesson 7 How Many? pen pencil marker blackboard pencil case How many do you have? 教学反思:
Lesson 8 教学内容: Lesson 8 Again,please 课时
教学目的:知识与能力:能听、说本单元的四会单词和句型 情感态度与价值观:培养互相帮助的优良品质。教学重点、难点:应掌握的单词句型。教学准备: 录音机、单词卡片 教学过程:
开始上课和复习: 问候
唱“How are you? 操练
借助实物和词汇卡片,运用下列疑问句复习本单元学过的单词和句子结构。What’s this? Is this a ? How many do I have? Where is the ? 一对一练习
让学生寻找伙伴,并练习下列对话: Hello, my name is ,What’s your name? My name is.How are you? I’m fine.How are you? I’m fine, thanks.测试
板书设计: Lesson 8Again,please 教学反思
Lesson 9 教学内容:Lesson 9 My Friend 教学目的: 1.知识目标:
课时 a.掌握字母Ee,Ff,Gg,Hh的正确书写。b.听、说、读写单词he,she,friend。
c.能够运用句型He/She is a boy/girl。He/She is my friend。This is…..2.能力目标:
能够运用本课所学的词,句型向大家介绍朋友。
教学重点、难点:学会本课本中的所学单词及句型,并能够运用。字母e,f,g,h的发音。
教学准备:字母卡片,单词卡片,he,she,friend 的贴片,手偶,录音机。教学过程:
一、开始上课、复习阶段
1、Greeting 2.Revision Part Two : New Concepts(新授知识)1.he , she , friend.a.教师手中拿着he , she , friend 的贴片。指着在复习环节叫过的学生说: T : What’s his name ? Ss : His name is …..T : Yes!His name is…..He is a boy.He is my friend.教师边说边将he 和friend 的贴片靠近该同学,让同学们明白he , his 与 boy 是相匹配的。T : What’s her name ? Ss : Her name is ….T : Good!Her name is ….She is a girl.She is my friend.教师边说边将she 和friend 的贴片靠近该学生,让同学们明白she , her和 girl是相匹配的(将he, she,friend贴在黑板上)He is my friend.She is my friend.b : Practice in pairs 三个人一组 c : Play a game.“Stop!Go!” 教学侧记
2.This is ….a.教师将已经准备号的手偶展示出来 T : Look here!Boys and girls!Ss : Wa.T : What’s this ? Ss : It’s a tiger.T : Yeah!What’s his name ? Do you know ? Ss : No.T : His name is Bell.What’s hia name ? Ss : His name is Bell.3.Ee , Ff , Gg , Hh(教师在上课之前画好四线三格)。a.sing a song T : Are you tired ? Ss : Yes!
T : Let’s sing a song , ABC Song.Ss :(Sing this song)b.呈现新知识:
教师依次拿出带有本课新授字母单词的卡片。T : Look!What’s this ? It’s an erase.What’s this ? Ss : It’s an erase.教师带领学生反复读 eraser 并将单词卡片贴在四线三格F.T : 谁能告诉老师它的第一个字母是什么? S1 : E.S2 : E.T :Take out your finger(拿出你的小手和我一起写。)Write with me.其他三个字母的教学过程同Ee相同,在教字母的过程中,将其发音也教给孩子们。c.Play a game.Part Four: Class closing.本节课的教学就是以教材内容为载体,通过师生共同参与的学习活动的组织,充分调动师生教与学的积极性,进而让学生在群体学习过程中自主参与学习,形成积极模仿,大胆开口练习的学习习惯。板书设计: Lesson 9 My Friend Ee ,Ff, Gg, Hh He/She is a boy/girl。He/She is my friend。This is 教学反思:
Lesson 10 教学内容:Lesson 10 Open , Close 教学目的:1. 知识目标:
a.掌握字母I i , J j , K k , L l 的正确写法。
b.听、说、读、写单词 door , eraser , window , open , close。c.能运用open , close 说短语。
课时 2. 能力目标:
能够听懂带有open和colse短语的指令,并能够运用open和close说指令。3. 情感、态度、价值观:
通过学习物品的单词,使学生养成爱护公共物品的好品德。
教学重点、难点:a 掌握字母的正确书写以及四会单词。b能听懂open , close的指令。教学准备:单词卡片、单词贴条、录音机 教学过程:
一、开始上课、复习阶段
1、Greeting 2.Revision Part Two : New Concepts(新授知识)教师将准备好的单词贴条依次拿出。T : What’s this ? Ss : It’s a blackboard / book / chair / desk / boy / girl / pencil / teacher / erase.T : Yes , very good!T : Now , What’s this ?(教师拿出单词卡片 door)。Ss :(在这儿,胆子大的同学就会说)It’s 门。T : Good!It’s a door.(将单词卡片贴在黑板上)。Ss : It’s a door.T : Door.Ss :Door!教师带领学生反复读数遍。Window 的教法与door相同。
2、Ii、Jj、Kk、Ll ,(教师在上课之前画好四线三格)。a.sing a song T : Are you tired ? Ss : Yes!
教学侧记
T : Let’s sing a song , ABC Song.Ss :(Sing this song)b.呈现新知识:
教师依次拿出带有本课新授字母单词的卡片。T : Look!What’s this ? It’s an ice cream What’s this ? Ss : It’s an ice cream 教师带领学生反复读ice cream并将单词卡片贴在四线三格F.T : 谁能告诉老师它的第一个字母是什么? S1 :.i S2 : i.T :Take out your finger(拿出你的小手和我一起写。)Write with me.其他三个字母的教学过程同Ii相同,在教字母的过程中,将其发音也教给孩子们。第三部分:
Play a game :“Simon Says”.只有发布命令的人说“Simon says”时,命令才有效。a.教师说,学生做。起到一个演示的作用。b.学生说,学生做。板书设计:Lesson 10 Open , Close I i , J j , K k , L l door , eraser , window , open , close
教学反思:
Lesson 11 教学内容:Lesson 11 :Red、Yellow Blue
课时 教学目的:学生能熟练的运用red、yellow、blue三个单词描述身边事物的颜色。并且能利用与之相关的短语及句子进行口语会话。
教学重点、难点:red、yellow、blue What co lour is it? It’s ____.教学准备:单词卡片 教学过程:
一、以歌激趣,活跃气氛 ① Greetings ② Sing a song “How are you?”(师生、生生之间边握手边唱歌)
二、热身复习,活跃思维
① 学生做“小老师”利用单词卡片或实物复习以前学过的单词。(chair、desk、pencil、marker、eraser、window、tree、lion、key、door、book、fish、hand、cat、school、apple)
② 全班边做动作边说歌谣,复习1至5的数字。(注:自编歌谣):一是one,二是two,三是three,四是four;伸出小手数一数,one、two、three、four、five;five、five 是老五。
三、创设情景,引入新课
① 教师问同学们:DO you like drawing pictures?(你们喜不喜欢画画?)
②(让同学们看图)Look at my picture.看看老师画的画漂亮吗?(出示一幅黑白图片)那么我们怎样会让它更漂亮? ③ 引出新课题:lesson 11 :colour(板书)
四、呈现新知,自主学习
① 利用多媒体课件画图引出要讲的生词。
② 电脑出示一片天空,点击出单词“blue”,再点单词出声音。学生模仿读音,“little teacher”领读。读的好的奖励一个“红星星”两排两排的读,男同学读,女同学读,“开火车”读单词……(板书)③ 点击白天的天空,出个无色的太阳,点击涂上红色,出单词“red”,点击发音.小组合作交流学习这个单词,然后汇报.鼓励鼓励发音不准的同学多读几遍,至读音准确.奖励“红星星”。一组一组的读。(板书)④ 点击黑夜的天空,出月亮,点击出黄色,出单词“yellow”读音;模仿读音one by one一个一个的读,一行一行的读,领读……(板书)教学侧记
⑤ 串读三个单词。
五、课间娱乐,歌谣助记
① 电脑出示自编歌谣,学生边休息边读。
歌谣:小朋友,来画画;画片天空是蓝色,blue、blue是蓝色;画个太阳红彤彤,red、red是红色;画个月亮是黄色,yellow、yellow是黄色。小朋友们比一比,看谁画的最美丽!
六、巩固练习、游戏助记
七、句型学习,实践运用 板书:What co lour is it? It’s ____.领读句子。
小组之内做此游戏。一组表演。
八、短语新授,拓展思维
电脑出示一个无色苹果,教师问学生:What’s this?(It’s an apple.)点击出单词“apple”接着问:How many apples?(One apple)点击出单词“one apple”点击出红色,师问“ What colour is it?”(It’s red)引导学生说:one red apple 其余几个短语由课件出示,学生自学。two yellow keys(两把黄色的钥匙)three blue chairs(三把蓝色的椅子)four blue markers(四根蓝色的彩笔)five red books(五本红色的书)
九、总结延伸,学以致用
学生总结本课所学内容,布置课下作业。
唱歌 “stand up, sit down”结束课堂教学。
师生互说“Goodbye!See you next class!板书设计:Lesson 11 :Red、Yellow、Blue red、yellow、blue What colour is it? It’s ____.教学反思:
Lesson 12 教学内容:Lesson 12 Pink, Orange, Purple, Green 课时 教学目的:1. 听、说、读单词cut, write, draw, scissors, pencils, markers 2. 听、说、读词组cut with scissors, write with pencils, draw with markers, walk to school 教学重点、难点:听、说、读单词cut, write, draw, scissors, pencils, markers以及词组cut with scissors, write with pencils, draw with markers, walk to school 1.能够运用词组
2.能够听懂有这些短语的指令
教学准备:圆盘(包括10种颜色),一把剪刀,三支铅笔,三支彩笔,单词卡片 教学过程: 开始上课和复习: 问候 操练
引导学生进行如下问答操练: What’s this? Is this a or a ? Do you have any/a ? Hou many do you have? 新授内容
1、Pink orange purple green 示范
举起紫色、橙色、粉色、绿色的物品,然后朗读表达这些颜色的单词。表述时可用不同的短语: This is(色彩名称)This colour is(色彩名称)教科书:L12N2 播放录音,让学生跟读。操练:
手指教室内粉色、橙色、绿色、紫色的物品,引导学生进行如下问答操练: 师:What colour is this?/What colour are they? 生:It’s.They are.师:Is this or ?/Are they or ? 生:It is/They are.教学侧记
2、Scissors pencils markers Cut write draw 示范 复习和等指令
教师可同时示范sc?issors和cut两词的含义。例如,举起一把剪刀,说几遍sissors,然后同全班一起读几遍,用汉语讲明sissors有两个臂,因此在英语中被视为两物,单词尾部常加s。用剪刀剪一下纸,同时应说cut和cut with scissors数次,然后让学生跟读几遍。讲解markers和draw pencils和write.教科书:L12N2 播放录音,让学生跟读。操练:
运用学生学过的新单词和其他单词,进行下面的问答训练: 师:Where is/are(the/your/his/her)pencil/markers/scissors 生:There it is./There they are.3.Song:This is way we walk to school.先听录音,然后再逐段教唱,并加上动作。教科书:L12N3 播放录音。教师与学生一起唱并加上动作。结束课堂教学:
让学生选一首自己喜欢的歌曲唱。作业:
1、练习写本课单词。2连线:
cut door draw pen write scissors open marker 板书设计:Lesson 12 Pink, Orange, Purple, Green cut, write, draw, scissors, pencils, markers Pink, Orange, Purple, Green 教学反思: Lesson 13 教学内容: Lesson 13 Black, White, Brown 课时 教学目的: 1.掌握Qq , Rr , Ss, Tt的正确书写。2.掌握单词in, on, under black white brown.3.掌握句型Where is it? It’s…
教学重点、难点: 1.方位单词in, on, under的拼写。2.掌握句型Where is it?It’s in/on/under将句型运用到生活实践中。教学准备:学生书桌上的文具 教学过程: 开始上课和复习问候 唱歌 新概念
1、Black white brown 示范
举起棕色、黑色和白色的事物,读出表示该颜色的单词。教师演示时,运用下面不同的用语: This is(色彩名称)This colour is It’s yellow.What colour is it? 教科书第一部分 播放录音,学生跟读。
2、In, on, under 教师把一件物品放在另一件物品的里面、上面或下面。通过如下句子结构多次进行练习。The scissors/marker are/is in /on/under the chair/desk.The pencil.book is in/on/undrer the.Where is the ? Is the in/on/under the.3、Qq , Rr , Ss, Tt 手指图片一边念一边指图片。播放录音跟读。
板书设计:Lesson 13 Black, White, Brown Qq , Rr , Ss, Tt Where is it? It’s… in, on, under I don’t know black white brown 教学反思: Lesson 14 教学内容: Lesson 14 6 7 8 9 10 课时 教学目的:知识目标:1.听、说、读、写数字单词six to ten 2.掌握句型How many? 能力目标:1.能根据所学的句型,进行简单的问答。2.能够跟节奏唱英文歌曲。教学重点:数字单词以及句型 教学难点:名词复数的发音
教学准备:一个装有很多各种数量的学习用具的神秘书包 教学过程: 开始上课和复习问候 唱歌 新概念
1、Numbers six to ten 教科书第一部分
利用数字张贴画介绍从6到10的英文数字单词。在讲解时,把每一个数字单词和数字写在黑板上。如:six6 播放录音跟读。操练
手指黑板上的数字进行问答练习。
师:What’s this? 生:It’s a.师:Is this a or a.生:It’s a 做游戏:
2、Song:“Stand up,Sit down” 在唱此歌前,应先教歌曲中的主要词汇。示范
通过动作演示jump look point reach sit stand。做动作时,鼓励学生同老师一起朗读单词。播放录音,让学生边听边看书中的图片。缓慢地唱每一句歌词,并加动作。随音乐完整演唱歌曲,并伴以动作。活动手册1---3题。
板书设计:Lesson 14 6 7 8 9 10 six seven eight nine ten up down stand sit 教学反思:
Lesson 15 教学内容:Lesson15Jenny’s Favourite Colour 课时 教学目的: a、通过本课学习,使学生掌握(正确地说、读、写、用)下列字母: Uu、Vv、Ww、Xx、Yy、Zz b、能认读与字母相匹配的单词:umbrella、vegetables、window、X-ray、yellow、zoo.c会使用句型“What’s your favourite colour?”来询问,进行简短对话。教学重点:字母Uu、Vv、Ww、Xx、Yy、Zz 教学难点:句型“What’s your favourite colour?” 及其回答。
教学准备:字母卡片Aa—Tt,“我是小小书法家”书写卡片,各种颜色的苹果卡片,课件,奖品小笑脸和小星星。教学过程: Step 1 热身
1、Greeting T : Hello, boys and girls.Ss: Hello, Miss Li.T : How are you today? Ss: I`m fine, thanks.How are you? T : I`m very well, thank you.2、Review(1)排列字母顺序。
小组成员迅速的把字母按顺序粘到小黑板上,完成字母的排列。(适时奖励)Uu(快速的在黑板上画出雨伞的简笔画)Tt: What’s this? Ss: Umbrella.Ss: 雨伞.Tt: Umbrella.It’s an umbrella.(板书Uu)让学生自己发现这些字母的特点。字母Uu、Vv、Ww、Xx、Zz的书写大小写一样。Step3、巩固练习
1、“我是小小书法家”
小恐龙Danny想把今天我们学的这些字母写下来,回去送给他的小伙伴们,可 Danny自己却不会写,让我们来帮他写下来,好吗?(提醒学生要用注意大小写,这是要送给Danny的,大家要认真书写。请一名自告奋勇的学生到前面示范。)教学侧记
2、游戏“Find Friend”
把字母卡片发给学生,其他学生唱“找朋友”,拿着卡片的学生迅速的找到他的伙伴。学生要大声读出手中的字母。
3、唱歌曲“ABC”
我们已经把所有的字母多学完了,让我们再来唱一遍字母歌吧。Step4 句型“What’s your favourite colour?” 及其回答。
1、游戏“Guess Colour” 用一个圆盘粘满各种颜色的苹果,同学们齐问:“What colour is it?”猜对颜色后就把苹果奖励给该同学。
2、出示手偶Danny.D: Miss Li, What’s your favourite colour? Tt: My favourite colour is blue.板书相应句型,领读多遍。
套上手偶向学生提问“What’s your favourite colour?” Ss: My favourite colour is…
(增加课堂的趣味性)
3、创编对话
小组派代表到前面表演。(奖励小笑脸)
(设计意图:培养综合语言运用能力)Step5 Class Closing
1、请学生说一说这节课学到了什么。
2、家庭作业
搜集用今天所学的字母开头的单词
板书设计:Lesson15Jenny’s Favourite Colour Uu、Vv、Ww、Xx、Yy、Zz What’s your favourite colour?”
教学反思:
Lesson 16 教学内容: Lesson 16 Again,please!课时 教学目的:能够认读、掌握、灵活运用apple、banana、grapes、melon、orange、strawberry.sixteen、seventeen、eighteen、nineteen、twenty、French fries、pizza、pop、donut、hot dog。
教学重点、难点:能把所学单词运用到日常口语交流当中,在适当的情境中能灵活运用。(2)了解西方饮食和饮食文化。
教学准备:单词卡片、水果实物、快餐店大挂图、售货员制服、快餐店食品 教学过程:
Part1: Sing a song.Part2: Greeting.T: Hello, everyone.S: Hello, teacher.T: Are you ready for a class? S: Yes.T: Good.Do you remember the No16 to No.20?n S: Yes.T: Now, Let’s play a game.one by one.say “one”to “twenty”.S1: one S2: two.S3:…
学生一直报数直至全班最后一名同学.T: Ok, you’re very clever.Next, we play a game ,too.Please you guess “What’s this?” T: What’s this? S1: It’s an apple/ an orange/ banana T: Yes/ No Part3: Role-Play In Pairs.1、黑板上出示若干个情景剧的题目。
2、将班中学生分成若干个小组。
3、各小组选题目和有关表演的道具准备对话。
4、表演对话(在表演前,班长在黑板上画好评价表,每小组表演后,有其它小组评价,班长在评价表记录)
5、选出优胜小组,小组长提前准备好的水果中选自己组喜欢的,然后课下组员共同品尝。Part5: Finish test《Activity book 16》 Part6: Choose “the star of Unit”
Part7: Class closing.板书设计: Lesson 16 Again,please!apple、banana、grapes、melon、orange、strawberry.pizza、pop、donut、hot dog。
seventeen、eighteen、nineteen、twenty、教学反思:
Lesson 17 教学内容: Lesson 17 Happy, Sad
课时 教学目的:(1)能够说,认识和口头运用happy, sad, body, head, hand, arm, leg, foot。
(2)使学生能理解并能口头回答How do you feel? I feel_____.学生能用英语指出自己的某些身体部位,并能通过别人的指令快速的找到相应的部位。教学重点、难点:
1、单词和句子(刚刚提到的)
2、学生对于“How do you feel ”和“Do you feel happy?”的区分。教学准备:
1、一张身体部位的挂图。
2、录音机和磁带,卡片。
3、手偶 教学过程:
(一)关注兴趣,导入情境
1、Greetings(利用“How are you?”和学生们打招呼)
2、Sing a song“How are you?”(老师和同学之间边握手边唱)
(二)创设情境,学习新知
1、T:Do you feel happy? I feel happy!(唱完歌曲,自然引出happy,让学生先感知)ok ,today we’ll learn our new lesson,Lesson 17 :Feeling感觉。领读课题。(简化课题,有助于化解难点。)
2、把表示高兴的卡片贴在黑板上,或是画一个笑脸,让学生自然的说出笑,或是高兴的,然后播放录音,让学生通过录音模仿happy的读音,板书,分组读单词,并且做动作。以此方法教授sad。
3、“小老师”领读单词,“Quickly answer”快速单词卡。两个词都比较简单,练习时间不用很长。
4、老师做动作,带表情说句子。“I’m happy(可做高兴状)”,“I’m sad(可做伤心状)”。学完单词后,我们只要做出这个动作,学生就能很容易的说出这个句子),鼓励学生大胆模仿。T: I’m happy接着说I feel happy!引出Feel 板书 这两个句子,feel 用彩色粉笔写,领读feel。
5、出示歌谣:Happy、Happy、Happy!Sad、Sad、Sad!I feel happy!I feel sad!边做表情边说歌谣。homework(作业)
1、自己话一幅自己的画像,标出Happy 或是Sad,并且标出身体的各个部位。
2、用汉语写出自己高兴或是不高兴的理由,各五个,然后用英语说。目的就是培养学生的应用英语的意识。
3、Say “Goodbye” to the children.板书设计 Lesson 17 Happy, Sad happy, sad How do you feel? I feel_____.body, head, hand, arm, leg, foot。
教学反思: Lesson 18 教学内容: Lesson 18 Hot ,Cold 课时 教学目的:知识目标:
1、使学生能认识和口头运用cold, hot, tired
2、使学生能理解并能口头回答Are you____? 能力目标:使学生能够听懂、并会说本课对话,并能运用所学的有关感觉和感情的词句进行对话。
情感态度价值观:让学生通过学唱本课歌曲,增强学生学习的兴趣。教学重点、难点:单词和句子 教学准备:录音机和磁带,卡片。教学过程:
1、今天的问候语可以开始操练 How do you feel? I feel____.Are you___?,这样,既复习上节课的内容,又为本节课的学习提前做好准备。
2、利用歌谣复习17课的身体部位,同时活跃课堂气氛。
3、可让学生提问教师How do you feel?教师边回答边用体态语帮助学生明白自己的意图,把单词cold, hot, tired呈现给学生,尽量为学生创造真实的语境进行学习。
4、鼓励学生运用自己的想象力,找伙伴并根据有关感受,包括冷、热、累的问答进行对话。
这里也可以利用一个歌谣。Hot、hot、hot、I feel hot;cold、cold、cold、I feel cold;Tired、tired、tired,I feel tired。歌谣节奏明快,学生乐于说唱。
5、学生可和教师边做动作边说短语sit and cry, fan your face, go to sleep, stamp your feet.6、英文歌曲中的一些内容在第17课已经学过,曲调也相当熟悉,教师可和学生边唱边做动作完成这一活动。
7、作业:完成活动手册。熟记歌谣,并且表演。鼓励学生自己尝试编歌谣。教学侧记
板书设计 Lesson 18 Hot ,Cold cold, hot, tired Are you____?
教学反思 Lesson 19 教学内容: Lesson 19 In, Out 课时 教学目的:
1、知识方面:学生会说,认识和口头运用nose, eye, ear, mouth;并能认识in, out, left, right。
2、能力方面:学生能唱本课歌曲第一段。
3、情感态度方面:关注学生的情感,营造宽松民主和谐的课堂气氛,通过多样性的活动和教学评价,激发学生学习英语的兴趣和积极性
教学重点、难点:
1、教学重点:nose mouth ear eye,2、教学难点:left,right; in,out 教学准备:录音机和磁带,卡片。教学过程:
1、今天的问候语可以穿插17和18两课的关于感觉的问候语,根据学生实际情况选择。
2、Sing an English song “If you’re happy and you know it” with the actions
3、教师通过自己的脸部说明单词eyes, ears, mouth, nose,注意理解:我们有两只眼睛和耳朵,所以要加s表明。利用“双簧游戏”练习表示身体部位的新旧单词。这里可以利用的游戏很多,可以根据学生爱好,随意的选择。
4、利用左右手引出单词left, right ;学生们几乎都听过兔子舞,可以利用里面的一句来练习左右。Left, left, right, right, go ,turn around, go ,go go!边说边做动作。向左跳一次,向右跳一次,前一次,转一圈。学生们喜欢这样节奏感强的说唱。
5、利用实物演示单词 in和out的意思;利用不同的实物进行多种操练。
6、学唱歌曲,不用解释歌词,让学生通过老师的动作来猜意思,最后解释。教学生读熟后跟录音边做动作边学唱。
7、作业:回家画一个人物,分别标出身体部位的单词。完成活动手册。
板书设计 Lesson 19 In, Out nose, eye, ear, mouth;in, out, left, right。
教学反思:
Lesson 20 教学内容: Lesson 20 Warm, Cool 课时 教学目的:
1、知识目标:
1、使学生能认识warm, cool;能说,认识和口头运用shoulder, stomach, elbow, knee, finger, toe。
2、能力目标:学生能唱本课歌曲。
3、情感态度价值观:培养学生练习运用所学知识解决实际问题,进行日常交际的能力。教学重点、难点: 教学重点: warm, cool以及身体部位的单词。
教学难点:this 和that的初步认识。教学准备:录音机和磁带,卡片。教学过程:
1、采用自然的与学生交谈的形式进行复习How do you feel? I feel hotcold.2、利用实物让学生亲身感受冷,热,温暖和凉爽,引出单词cool, warm,并演示This is warmcool.(如:给学生一杯温水告诉他This is warm…)
3、利用人体张贴画引出单词shoulder, stomach, elbow, knee, finger, toe;教师可组织学生进行巩固练习,如:对口型游戏,快速强答游戏或Simon says等游戏。
4、第三部分歌曲节奏明快,简单实用,可让学生先听一遍,然后和老师边做动作边唱。
5、作业:画这个人体图,表明每个部位,看谁画的好,奖励作业小明星卡。活动手册。
板书设计 Lesson 20 Warm, Cool warm, cool;
shoulder, stomach, elbow, knee, finger, toe。this 和that
教学反思:
Lesson 21 教学内容: Lesson 21 Look at your hair 课时 1 教学目的:
1、知识方面:听说读词组 long hair, short hair, straight hair , curly hair
2、能力方面:能用本课所学描述不同人的头发。
3、情感态度方面:关注学生的情感,营造宽松民主和谐的课堂气氛,通过多样性的活动和教学评价,激发学生学习英语的兴趣和积极性
教学重点、难点: 学会描述不同类的头发,并且实际运用。教学准备:
1、录音机(磁带)、单词卡片、不同头发的图片。
2、彩笔 教学过程:
1、不要忘记用学过的How do you feel 互相问候。
2、利用歌曲和歌谣复习身体部位。
3、教师摸着自己的头发介绍hair。可借助图画或自己、学生来说明long/short/straight/curly hair的意思;让学生根录音学习四个短语,出示歌谣:Long是长,short 是短,straight直,curly卷,头发形状多变幻,我的头发真好看!分别指同学们不同的头发,说头发。(让学生触摸到头发学习单词各学生留下深刻印象,有利于记忆单词)
4、利用图画展示头发的不同颜色,练习说短语blond, black, brown, red(hair)。
5、练习说句子。
6、利用歌曲帮助记忆,long hair, short hair;long hair, short hair;My hair is black, My hair is black;Curly hair ,straight hair, Curly hair ,straight hair, Her hair is blond, Her hair is blond!利用中文曲调翻唱英文歌曲的形式,学生们也很喜欢。
7、第三部分,可带领学生做动作,运用夸张的动作和语调练习long, short, big, little.“long”两臂上下伸开,表示长;“short”两臂收回,表示短;“big”两手张开画个大圈,表示很大;“ little”用两个手指做个特别小的圈。(学完单词后,教师做动作,学生就能很容易的说出这些单词。)
8、在黑板上画出不同的大(小)耳朵,长(短)腿等
等的怪物来讲授第二部分短语。(通过画图给学生一个直观的印象,对学生记忆、再现这些单词有益处;学生可发挥自己的想象力,自己画图,用所学的短语描述给同学听。)教学侧记
9、作业:画不同的头发,或是别的东西,用学到的六个形容词形容,并写下来。活动手册。板书设计 Lesson 21 Look at your hair long hair, short hair, straight hair , curly hair 教学反思: Lesson 22 教学内容: Lesson 22 Look at Your Eyes!课时 教学目的:
1、知识目标:使学生能认识blue,brown,black,green(eyes)和handsome,beautiful,pretty.2、能力目标:能用所学内容描述自己和他人,培养学生的口语运用能力。
3、情感态度价值观:通过歌谣、游戏等方式让学生愉快的学习英语。
教学重点、难点: 本课关于颜色的单词,并利用这些单词,描述人物的主要特点 学会描述不同的眼睛,形容不同的人。
教学准备:录音机(磁带)、单词卡片、不同头发的图片。教学过程:
1、利用图画进行提问:What colour are your/his/her eyes?让学生说出颜色或说My/His/Her eyes are___.(如有必要可进行提示)。
2、让学生自由结组,轮流问答关于眼睛颜色的一些问题,引导学生用所学内容进行问答练习(可放到小组中练习).3、告诉学生画一个怪物并涂上颜色,并运用所学知识描述图画。
4、利用简笔画展示小孩儿,男人和女人,并用动作和翻译说明beautiful, handsome, pretty这三个描述性的词汇。分别练习。
5、学生指着图片练习句子或自己画图,用所学的内容描述图画,如:He is handsome;She is beautiful;She is pretty.6、学唱歌曲,先解释歌词,教学生读熟后跟录音边做动作边学唱。歌曲让学生理解意思即可。
7、作业:作画配以英语注释。
板书设计 Lesson 22 Look at Your Eyes!blue,brown,black,green(eyes)handsome,beautiful,pretty.教学反思
Lesson 23 教学内容:Lesson23: Are you okay? 课时 教学目的:知识目标:通过听说读写的训练,能正确熟练地掌握本单元所学的单词.能力目标:初步学会情景对话中的出现的新句型.情感目标: 培养学生的口语交际能力。教学重点、难点:本课重点单词和句子。教学准备:磁带、单词卡片 教学过程:
一、情境导入,交流信息
1、全体学生问好:Good afternoon, class.2、出示单词卡片和词语卡.回忆上节课的单词.教师指名来读英语单词并说出汉语意思.或看汉语说英语.Open your book.二、整体感知,自主定向
教师出示单词卡片指名说出汉语,师读英语
三、自学讨论,集体交流
1、教师教学课题单词,同学们有不理解地地方请提出来。出示课件
2、教师自己先读,然后让学生读数遍以加强记忆。
3、教师在行间巡视指导。
4、提示学生自己可以结组也可以自己拼读或背读。
5、让学生自己来当一会小老师。
老师先做示范。在学生有错误或发音不对时教师要指正同时注意语气。教师说英语句子,让学生根据老师说的事情来回答短语.师:How do you today?Are you okay?
No.I have a headache.I feel sick.I have a stomachache What is the matter? I cut my knee.教师板书短语并让学生齐读.6、指导学生进行一对一游戏.教师行间观察学生的练习情况.7、教师检查练习情况.四、点拔归纳,质疑求异
让学生同桌进行一对一练习。学生提出在预习过程中遇到的问题。现在同学们自由结小组,互相讨论,解释本课内容的意思。
五、拓展训练,形成能力
1、同学们自由结组对话,读一边课文,并填写活动手册。
2、出示练习题堂堂清。
板书设计:Lesson23: Are you okay? I have a headache(stomachache)What is the matter?
Icut my knee(finge、elbow、toe、ear)
教学反思:
Lesson 24 教学内容:Lesson24:Again,please!
课时 教学侧记
教学目的:知识目标:巩固三单元的单词,复习所学的英语对话.通过游戏与练习,复习所学单词。能力目标:复习所学的新句型与交际用语。情感目标: 培养学生的口语交际能力。
教学重点、难点:通过游戏与练习, 复习所学单词及复习本单元的短语.理解并会应用正确书写单词,流利进行对话
教学准备:单词小卡片和小黑板
教学过程:
一、情境导入,交流信息
Hello ,class!What are you doing ? Today, we learn lesson 24:揭示课题并板书课题:请再做一遍!
二、整体感知,自主定向 让学生看书中单词,先自己复习
三、自学讨论,集体交流
1、教师出示卡片进行开火车游戏.教师把本单元所学的单词卡放在一个准备好的容器里,依次拿出让学生读出英语并说汉语.2、教师出示词语让学生说出英语并拼读单词.3、短语操练 教学侧记
4、口头问答
教师说英语句子,让学生根据老师说的事情来回答短语.师:How do you feel? What colour is your hair? What do they look like? How are you today? 教师板书短语并让学生齐读.5、回顾本单元的英语句子.教师提出问题让学生进行回答 师:Nice to meet you.Where is the school? What’s your name? What’s this?
6、指导学生进行一对一游戏.教师行间观察学生的练习情况.7、教师检查练习情况.四、点拔归纳,质疑求异
让学生自告奋勇上讲台来进行英语对话.,鼓励孩子们要大胆勇敢.教师作出评价,给予肯定和表扬.五、拓展训练,形成能力
1、教师和学生一起回顾这堂课并作出总结
arm body ear elbow eye finger foot hand head knee leg mouth nose shoulder stomach toe cold hot happy sad 板书设计: Lesson 24: Again, please!arm body ear elbow eye finger foot hand head knee leg mouth nose shoulder stomach toe cold hot happy sad
教学反思:
Lesson 25 教学内容:Lesson25:Family 课时 教学目的:知识目标:通过听说读写的训练,能正确熟练地掌握本课所学的单词.能力目标:能用英语介绍自己的家庭成员的关系。情感目标:培养敏捷的思维,及热爱父母的情感。教学重点、难点:本课重点单词及句型。教学准备:单词卡片。教学过程: 开始上课和复习问候
唱歌:让学生选一首最喜欢的歌曲。新概念
1、Cry(ing)laugh(ing)sing(ing)play(ing)talk(ing)示范
当教师和学生一块说cry,laugh,sing,和play时,应以动作演示这四个词的含义。把这几个词写在黑板上并且指着每个词让学生重复说。教科书第一部分
讨论书中的图画。尽量多用英语。例如: Point to someone laugh.Is he/she happy or sad? Where is someone talking? Why is the little girl crying? 播放录音,让学生看书跟读。操练 让一名自告奋勇的学生站在桌旁表演五个动作中任意一个动作并重新操练。还可以表演其他动作。
2、Family daughter son mother father 教科书第二、三部分
向学生说明他们将学习有关家庭的内容。
引导学生讨论书中关于Jenny的家庭和LiMing的家庭 的照片。例如,问学生是否注意到了照片中家庭成员的 排列情况。为什么要那样排列?通过叙述这些照片来复习词汇并把boy/man/son/father/girl/woman/daughter/ mother的概念联系起来。操练
领着学生操练关于家庭成员的句子。可画一个家庭草图,指着图提问: Is this a or a ? A.Is he a daughter? No,he’s a son/father.练习
要求学生画一幅自己家庭的图画并用新学的词汇标明。结束课堂教学 唱歌。作业
读句子,判断对错。
1、She is my father.()
2、Jenny is her mother’s son.()
3、He is LiMing’s father.()
4、She is Jenny’s mother.()
5、LiMing is a daughter.()板书设计:Lesson25:Family father---mather son daughter
教学侧记
教学反思:
Lesson 26 教学内容:Lesson26:LiMing’s Family 课时 教学目的:知识目标:通过听说读写的训练,能正确熟练地掌握本课所学的单词.能力目标:能用英语介绍自己的家庭(包括姓名、职业、高矮)。情感目标:学会关心家人、互亲互爱。教学重点、难点:本课重点单词及句型。教学准备:单词卡片。教学过程: 开始上课和复习问候
用学生学过的用语问候学生。唱歌 角色扮演
让学生组成三人一组,并轮流按以下方式练习对话。学生甲:做一种动作
学生乙:(对学生丙)What’s he/she’s doing? 学生丙: ing或者He’s/She’s ing.教师与学生一同复习一些动作。快速地完成这项活动。新概念
1、Businessman,doctor,student.My father/mather is a.讨论
介绍概念Businessman,doctor和student.。例如,让学生回忆并说出如果他们受伤谁能帮助他(nurse)。说明doctor是干什么的并说明LiMing的妈妈是一位医生。用同样的方式介绍 Businessman和student.教科书第一部分
让学生看书中的图画并用英语描述他们所知道的情况。
指着图并慢慢地给学生读每个句子。然后播放录音,让学生看书跟读。2 Short.tall 示范
通过比较图片、实物和在黑板上画图来说明。也可挑一高一矮两名学生演示。教师指着一名学生说:Short/tall.Tall/short.Say it,please.生:Short/tall.师:Ishe/she shotr or tall? 生:He/she is.教科书第二部分
当教师和学生一起说shotr,tall时,让学生指着图,播放录音,让学生看书跟读。小组练习。
3、Song:I “love you,You love me” 教科书第三部分
教学侧记 把这首关于家庭的歌曲一句一句地教给学生。然后放录音,让学生跟着唱。最后一句指的是一个孩子和他的父母。结束课堂教学
作业:将下列反义词连线。short tall curly
short straight long 板书设计:Lesson26: LiMing’s Family short tall student doctor businessman woman man 教学反思:
Lesson 27 教学内容:Lesson27:Jenny’s Family 课时 教学目的:知识目标:通过听说读写的训练,能正确熟练地掌握本课所学的单词.能力目标:能用英语简单介绍自己的家庭成员。情感目标:培养关心他人的品质。教学重点、难点:本课重点单词及句型。教学准备:单词卡片。教学过程: 开始上课和复习问候
用学生学过的用语问候学生。唱歌
游戏:练习上节课的句型。新概念:
Police office bus driver carpenter 讨论
让学生想想他们的家庭成员。学生能识别mother father son daughter.解释Jenny有一个妹妹和一个哥哥。在加拿大和一些其他国家,家中通常比中国的家庭人口多。让学生跟教师多读几遍这些词。
介绍police office carpenter bus driver然后随教师反复朗读。教科书第一部分
让学生看图并用英语描述他们所知道的一切。学生应能分辨出Jenny family Canada son daughter father mother school。指着图慢慢地给学生读句子。然后播放录音让学生看书跟读。操练
依据学生家庭实际情况练习相应的句型。
2、教科书第二部分
引导学生讨论书中所讲述的故事。例如,这些事件是在哪发生的?发生了什么事?让学生看着每个情景中人们所说的句子,并说出他们认识的词语。
播放录音,让学生看书跟读。然后解释生词,如:relax still poor cut.结束课堂教学
作业:画一张关于你家庭的画。写出正确单词:
ohmrte hftear nos autegrdh 板书设计:Lesson27: Jenny’s Family police office bus driver Where is ? carpenter brother sister 教学反思:
Lesson 28 教学内容:Lesson28:Brother,Sister 课时 教学侧记
教学目的:知识目标:通过听说读写的训练,能正确熟练地掌握本课所学的单词.能力目标:能用英语描述自家的一张照片。情感目标:培养认真观察的能力。会作自我介绍。教学重点、难点:本课重点单词及句型。教学准备:单词卡片。教学过程: 开始上课和复习问候
用学生学过的用语问候他们。唱歌 小组练习
复习上节课的句型。新概念
1、Brother Sister 教科书第一部分
让学生看图并描述他们能用英语表达的一切。问学生能认识照片旁边句子中的哪些词,并说说意思。用下列问题提示学生。
What is Jenny’s sister’s name? What colour is Lynn’s hair? Is the girl pretty? Who is Bob? What is Bob? Is Bob tall or short? Is the young man handsome? 播放录音,学生看书跟读。
2、Old young 示范
比较图片、物品和绘画来演示old young。看图片引导学生进行如下对话: 师:Old young.Say it,please.教学侧记 生:Old young 师:Is he/she old or young? 生: He/She is.练习;
在练习本上画四幅图,每幅图标上short 或 tall,old 或 young。当学生画完后,在小组中讨论并用英语完成图画描述。
手偶游戏。引出第三部分内容。教科书第三部分
和学生一起看着图画和词汇。问学生:How old is Jenny? How old is LiMing? How old is Danny?帮助学生说:He/She is years old.帮助他们说Jenny和LiMing母亲的年龄。
播放录音,让学生看书跟读。然后和全班同学一起大声地读每个句子。结束课堂教学
作业:练习做自我介绍。如 Myself Hello!My name is.I am a boy/girl.I am a student.I’m in Class 1Grand 3.I am years old.I am tall/short.板书设计:Lesson28: Brother,Sister brother sister How old are you? old young I’m years old.教学反思
Lesson 29 教学内容:Lesson29:Happy Birthday 课时 教学目的:知识目标:通过听说读写的训练,能正确熟练地掌握本课所学的单词.能力目标:能理解阅读课文内容。会唱生日歌。情感目标:培养同学之间互相关爱、团结、有礼貌。教学重点、难点:本课重点单词及句型。教学准备:单词卡片。教学过程: 开始上课和复习问候
唱歌:选学生最喜欢的歌曲唱。新概念
1、Birthday cake candle present party 示范
利用图片,用中文介绍birthday,然后用英语问学生What day is your birthday?让学生用汉语回答。再出示生日蛋糕、生日礼物和宴会的图片,问学生关于他们自己的生日情况。允许学生用动作和汉语表达他们的意思。教科书第一、二部分 播放录音,让学生看书跟读。
提问学生问题以检查他们的理解情况。尽量用英语。如: 师:Is Jenny happy? 生:Yes.师:Why?Why is Jenny happy?Because it’s Jenny’s 生: Birthday.师:Very good!How old is Jenny? 生 Ten.师:Very good!教学侧记
如果学生回答问题有困难,教师可自己先回答几遍。注意对话结束时Jenny问LiMing的那个问题Will you come to my birthday party?确保学生能理解。一对一练习
让学生找伙伴并一起练习对话。一名学生扮演Jenny,一名学生扮演LiMing。
2、Song: “Happy birthday” 这是给某个人过生日时唱的一首传统英文歌曲。通常是在某人吹生日蜡烛之前唱。一句一句地教唱这首歌。告诉学生在空白处填上一个人的名字。今天是Jenny的生日,所以我们唱她的名字。播放录音,和学生一起唱。结束课堂教学 作业:
在你生日的时候,你想让妈妈送你什么生日礼物?画一画,并涂上颜色。板书设计:Lesson29: Happy Birthday birthday cake candle Happy birthday to you!present party 教学反思:
Lesson 30 教学内容:Lesson30:The Family in Our House 课时 教学目的:知识目标:通过听说读写的训练,能正确熟练地掌握本课所学的句型.能力目标:理解并会唱这首歌曲,发挥自己的想象作出合适的动作。情感目标:培养诚实的品质。学会关爱家人,与家人和睦相处。教学重点、难点:本课重点句型。教学准备:单词卡片。教学过程: 开始上课和复习问候 唱歌 操练
用角色扮演的形式引导学生进行关于生日的问答练习。系列操练
用一系列操练练习。学生甲:How old are you? 学生乙:I am years old.学生丙:(指着学生乙问学生丁)How old is he/she? 学生丁:He/She is years old.学生戊:(重新开始系列操练)How old are you? 学生巳:I am years old.练过几遍后,再换其他学生重新开始操练。新概念
1、Song:“The Family in Our House.” 教科书第一部分
这是根据一首名叫的老歌改编的歌曲。本课先学一段。一句一句地教唱这首歌。向学生讲解歌词含义。播放录音,和学生一起跟唱。
2、教科书第二部分
这是另一篇关于Jenny家庭的故事,用学生知道的词语和用语表达意思,并把新词语列入上下文,以便使学生能猜出它们的意思。
引导学生快速讨论图中所讲述的故事。然后让学生找伙伴进行对话练习。播放录音,让学生看书跟读。然后帮助学生理解一些生词和用语如: I feel too sick to go to school!I feel much better now!You’re welcome!提问学生问题来检查他们的理解情况。Why does Mrs.Smith go to visit Dr.Liu? What’s the matter with Lynn? What does Lynn say? Does Lynn’s head really hurt? Does Lynn’s stomach really hurt? 结束课堂教学 作业:找一找,圈单词
r y e m s l p h b o n o b r o t h e r g m l a k n t b l e c r u l f a t h e r d l c t a l l g e r d n d h m i n f h i z m r s i s t e r j q u v o l d x l y o e s t d y o u n g k h f d a u g h t e r w daughter brother mother father family old young tall son sister 板书设计:Lesson30: The Family in Our House The family has afather.The mother finds a daughter.I feel too sick to go to school.教学反思:
第四篇:外研版小学英语三年级下册教案
外研版小学英语三年级下册教案
2011-05-19 17:09:47|分类: |标签: |字号大中小 订阅
新标准英语三年级起点第二册教案
Module 1 Alphabet
Unit 1 it’s the ABC Song
Teaching aims and demands
(1)The alphabet
Learn to sing the ABC Song.What’s your favourite song? It’s the ABC Song.(2)To foster students’ consciousness of good co-operation
Teaching key points and difficult points
(1)Sing the ABC Song
(2)What’s your favourite song? It’s the ABC Song.Teaching methods
(1)Total Physical Response
(2)Games
Teaching aids: cards audiotape wall map
Teaching procedures
Step 1: Warm up
Free talk with the students about their holiday.Step2: Leading
Have the students sing one or two songs they’ve learned before.Then ask”What’s your favourite song/” Explain the meaning and pronunciation of the word favourite Step3 Presentation
(1)Put the wall map on the blackboard.Have the students observe the letters.Compare the difference between the big letters and the small letters.Play the tape several times, the students listen, point and sing.(2)Show a set of cards about letters.Help the students read them.Play attention to correct the students’ pronunciation.(3)Finish SB Unit 1 Activity 3.The students sing and point the relevant pictures.Step 4 practice
(1)Play the game Count with the letters, Show the letters with gesture and Hold up the cards of the letters.(2)Do AB Unit 1 exercise 1
Step5: Homework
Sing the ABC Song to your family.新标准英语三年级起点第二册教案
Module 2 Zoo
Unit 1 they’re monkey
Teaching aims and demands:
1.Describe animals.2.What’s this? It’s….What’re they? They’re….Teaching key points and difficult points:
What’s this? It’s ….What’re they? They’re….Teaching methods:
1.Total Physical Response.2.Play games to go over animals.Teaching aids:
TV, Tape-recorder, pictures
Teaching procedures:
Step 1 Warm-up
1.Sings a English song “the ABC song”
2.Let’s watch TV about animals
3.Revision(复习):
Play a game “Point to animals” Teacher do action and let students guess animals Step 2 Presentation
1.创设情景,呈现任务。
创设“世界动物园需要招聘英语小导游”的情景Presentation,提出一定的任务及要求。
2.观看动画,整体感知。
3.教师展示声音及画面,让学生做听音猜动物的游戏,检查学生的自学情况。纠正个别单词错误发音,示范单词、句型的用法。
4.小组协作,并创编表演对话。让学生自己去探索、去发现描述动物特征的基本规律。
5.Let students listen to the tape follow the tape
6.let students act the text
Step 3
Homework:
1.Draw a picture about zoo.2.Make a dialogue in the zoo.新标准英语三年级起点第二册教案
Module 3 Playground
Unit 1I like football.Teaching content: Module 3 Playground
Unit 1 I like football.Teaching objectives:
1.Word and phrases: football, basketball table tennis, morning exercises
2.Sentences: I like …I don’t like …
Teaching properties: Tape-recorder, objects
Teaching procedures:
A.Song: Old MacDonald has a zoo.B.Free talk:
C.New concepts:
一.老师对同学们说今年10月我校将举行运动会,今天派我来调查一下你们都想参加什么项目,并统计一下人数.那么让我们来看看都有什么项目吧.老师出示足球,问What’s this ?引导同学们说football,找会的同学当小老师,教其他同学说此单词.然后老师将单词写在黑板上,让同学们一起书写,用同样的方法教basketball ,morning exercises,table tennis
游戏:老师说出任意三个单词,同学们找出老师没读的那个,也可以同桌的同学玩此游戏.二.老师再拿起足球,边玩边高兴的说I like football.然后将足球扔给接受较快的同学,让他模仿说此句型,再由他扔给其他任何一个同学,以此类推来操练此句型.老师将句型写在黑板上并画上笑脸.老师再在黑板上写上I don’t like …的句型.并画上哭脸,然后拿篮球说 I don’t like basketball.以同样的传球游戏操练此句型.三.老师让同学们听录音,听听Panpan的喜好变化,听听他最终喜欢什么体育项目,并引导同学们发现Panpan 是一个有困难就退缩的人,鼓励同学们要不怕困难,做事要坚持到底。
再让同学们听音模仿跟读课文,并练习表演课文。
四.现在我们已经学完了四个体育项目,那么你们帮我来完成学校安排给我的任务吧。安排四个组长拿好他们各自的球,分别到各组调查同学们喜欢的项目,如果该同学喜欢就说 I like …并站到该组长的后面,如果不喜欢就说I don’t like…并等待下一位组长的到来,最后统计一下人数。
Homework: 1.表演课文 2.按照单词表拼读新单词
新标准英语三年级起点第二册教案
Module 4Food
Unit1 Do you like meat?
Teaching content: Module 4 Food
Unit1 Do you like meat?
Teaching objectives:
1.Word and phrases: rice, meat, noodles, fish , milk
2.Sentences: Do you like …? Yes, I do.No, I don’t.Teaching properties: Tape-recorder, cards
Teaching procedures:
A.Chant:I like coffee, I like tea.B.Free talk: 汇报上节课的调查结果,并谈论一下你喜欢和不喜欢的事物
C.New concepts
一.老师扮演成厨师,对同学们说今天我要大显伸手,为你们做一顿丰盛的晚餐,我要先看看你们都喜欢吃什么。老师假装做菜的样子,拿出肉的图片说meat , I
like meat.Do you like meat? 引导同学用 Yes, I do.No, I don’t.来回答,并将句型和单词写在黑板上,以同样的方式教授rice , noodles ,fish , milk 并将事物卡片贴在黑板上事先画好的餐桌上。
同学看餐桌上的食物做一个接龙游戏来操练新句型,同学A问同学B , Do you like rice , B ? B做出回答后再问C , Do you like meat , C ?以此类推。
二.老师说今天MS Smart 一家也有一顿丰盛的晚餐,我们一起来看看吧。放第一遍录音,请同学们听听,他们家都做了哪些饭菜。
放第二遍录音,请同学们打开书,听听SamAmyLinglingTom 都分别喜欢什么食物,谁喜欢的和你一样,并简单强调一下说别人喜欢什么东西的时候要用likes。
再放一遍录音,同学们跟读模仿,仔细听第一幅图,并操练一下Pass me the…, please.Here you are.的句型。再熟读课文。
Homework: 1 小组表演课文,下节课展示口拼新单词。
Design
Module 4 Food Unit 1
meat?
rice ?Yes, I do.Do you likefish?
noodles?No, I don’t.milk?
新标准英语三年级起点第二册教案
Module 5 Time
Unit 1I get up at seven o’clock.Function: 1.Talking about “time”.2.Enable the Ss to say “get up” “go to school” “have lunch” “go home” “watch TV” “go to bed”.Teaching points: Grasp the important words and phrases.一、Warming up
1.Greetings: T: Hello, boys and girls.Ss: Hello, Miss Yang.T: What day is it today?
Ss: Todayis …….T:Are you happy?
Ss: Yes, we are.2.Saying a chant
One, two, three, four.Come in please and close the door.Five, six, seven, eight.Go to school and don’t be late.Nine, ten, nine, ten.Learn English again and again.3.Singing:“Good morning Sam?’’
二、New concept.1.T: Oh, you are so clever.Today, let us learn Module 5 Time Unit 1 I get up at seven O’clock.(Writing andReading)
T: Hello, boys and girls.What’s this?
Ss:It’s a clock.T: You are so clever.T: Do you know?What’s the time?(Explain in Chinese)Ss:8: 10
T:How to say in English?
Ss:Idon’t know.T:Ok, I will tell you.It'seightten.表示8点过10 分。或者tenpasteight.(past在这里指几点过几分未超过30)
T: When do you get up?(Explain inChinese 并做出动作)
T: I get up at 6 o’clock.What about you?
Ss: I get up at …….Practiceinpairs:Iget up at …….2.Do exercises:On the board write the following list
I get up at ……I go home at…..I have lunch at…..Divide the Ss into many groups and practice.3.Listen and say.Play the tape, pause itafter each utterance and let the Ssrepeat the sentences.4.Show the Ss some pictures.For example: “watchTV” “gotoschool’’“gohome”“’gotobed”andpracticethephrases.5.Text 1)Listen and look.2)Answerquestions :
What time does Daming get up?What time does Daming go home?
What time does Daming have lunch?
3)Read(in all kinds of ways)
三.Homework:
1)According to the sentences on the blackboard.T and Ss say a chant.2)Write the phrases 5 times and use them make 4 sentences.“get up”“go home”“go to bed”“have lunch”
第五篇:外研版四年级英语下册I_was_two_then教案(定稿)
一、教学目标: 1.能够听、说、认读本课的重点单词:was , then, grandparent,were, young,old, hair, so ,short,long.2.能初步理解并使用was ,were来谈论过去的事情和情况。能听懂、会读、理解课文大意。3.能发现人物和事物过去与现在的变化,培养学生善于观察的能力。
二、教学重点和难点:
1.听、说、认读单词:was , then, grandparent,were, young,old, hair, so ,short,long.2.能听懂、会读、理解课文大意。
3.使用 “was” “were”描述从过去到现在发生的变化。4.then的发音。
三、教具准备:录音机、磁带、多媒体课件、单词卡。
四、教学过程: Step1:Warming(Let's chant)
Tall, tall,tall.I am tall.Short, short ,short.You are short.Fat, fat ,fat.He is fat.Thin, thin ,thin.She is thin.Big, big,big.big.It’s big
Small, small, small.They are small!【设计意图】上课伊始,通过让学生和老师一起一边夸张的做动作,一边说chant,复习了学过的形容词,同时营造了一种欢快愉悦的课堂氛围。Step2: Presentation
(1)课件展示教师自己的近照和两岁时的照片。并出示句子:I was two then.Now I am 27.My hair was so short then.Now my hair is long.引出新单词was then hair so,运用单词卡教授,开火车读,男女生读。
(2)课件出示父母的图画。
T: Who is this? This is my father.T: Who is this? This is my mother.T:So we can say they are my parents.引出parents的单词。
(3)课件出示老奶奶和老爷爷的图画。并出示句子:This is my grandma.This is my grandpa.They are my grandparents.引出新单词grandparent,并运用单词卡,男女生,齐读操练。
(4)幻灯片展示教师爷爷奶奶的近照和他们的结婚照。They were young, then.Now they are old.引出单词were和yonug,并运用单词卡,进行多种形式的练读。利用卡片重点操练was,were.Step3: Practice 1
(1)幻灯片出示多幅图片,对过去式和现在时进行练习。尤其注意was和were的运用。
其间提示学生几组反义词的运用并进行巩固记忆。
yonug—old
new—old
short—long
short—tall
thin—fat
big--small Step4: Learn text T:Today ,we are going to learn Module 5 Unit 1 I was two then.(板书课题并读一读)Boys and girls, Amy went to Lingling’s house.She saw lots of photos.Amy was very interested in Lingling’s photos.What are they talking about? and what’s the changes.Let’s have a look.(Amy到Lingling家做客时,对Lingling家的几张老照片产生了兴趣。让我们一起来看看照片上有哪些人,他们与现在相比有些什么变化。)1.First , Now listen to the tape.让我们认真听课文。
2.Now listen to the tape again and answer the questions:再次听录音,并回答问题。(1).Who is that little girl?(2).How old was she then ?
(3).Was Lingling’s hair short then? T:Who can answer this questions ? 3.Now listen to the tape again and repeat.让我们认真听并跟读模仿课文。
【设计意图】这个步骤重点培养学生的听力水平,在学习课文之前,给学生以“任务”,让学生带着问题去听,通过听对话内容能回答简单的问题,培养学生积极的学习态度,良好的听力习惯。Step5: Practice 2 多媒体出多组图片,学生通过观察完成句子(现在与过去对比的图片)。Her hair was shor then.Her hair is long now.He is short then.He is tall now.They were small(thin)then.They were big(fat)now.I was 4 then.I am 10 now.We were young then.We are old now.【设计意图】通过照片的对比及图片的操练,进一步让学生明确了过去到现在发生的变化,做到了学以致用又培养了学生善于观察的能力。考虑到学情,我设计了用was, is和were, are进行看图填空,这样降低了学生表达的难度,尽量让每一个孩子都体会到成功的喜悦。
Step5.Summmerise
1、学生代表总结本节课的知识点,教师加以补充。
2、就学生本节课的表现进行评价,鼓励进步。T: Wonderful!A song for you!Listen to me carefully.3、教师示范唱《两只老虎》版自编歌曲。
I was two then.I was two then.Now I’m ten.Now I’m ten.I was short then.I was short then.Now I’m tall.Now I’m tall.4、师生齐唱。Step6.Homework
1、抄写本课新单词。
2、熟读课文,与同桌练习Activity 2对话,下节课进行表演。