第一篇：新世纪英语一年级教案1A 课后反思
1A 课后反思
Unit 1 Hi, Birdie![课后反思] 在本单元的教学中，我利用两首英语歌曲来帮助学生学习相关的课堂用语，大大提高了学生学习英语的兴趣，收到良好的效果。教授新单词的部分我选择的动物木偶的教具，从而使学生很快就接受了新学的单词。对话部分采用了听录音，教师配合动作的形式，形象生动的展示对话的内容。总体而言，本单元的教授学生接受很快，对以后的教学工作来说是一个很好的开端。
Unit 2 Good morning, Miss Wang.[课后反思]
在本单元的课文内容中，重点内容是教授人物，让学生了解在西方国家中对于未婚女子和成年男子的称呼，以“Miss”与“Mr”为难点，我尽量用多种形式让学生理解并记住这两个对人的称呼。Wonderland的板块中，教授新人物的同时，用不同性别的人物图片来完成对“Miss”与“Mr”的机械操练，并将这些人物适当的加在句型中进行操练，学生学习的效果良好；Grand Theatre板块中，以让学生分角色表演对话的形式进行情景交流，真实的再现生活中的对话，并指出对话中“Miss”与“Mr”还有表示对老师的称呼，使学生比较形象地了解了对话的意义；课堂用语的一环中，我结合手势动作让学生明白老师要求的英语课堂用语，同时用以前学过的课堂用语巧妙将新授的内容结合起来，让学生很快就能接受了。在这个环节中，我还创造了一个小细节：让学生叫我的名字（Shirley）来运用到新学的课堂用语中，学生反应相当热烈，积极参与我创设的情景中（Eg: Shirely!Come here.How are you ? etc.）；Disneyland板块中，是一首好听的英语歌曲，旋律轻快，活泼，学生很喜欢这首歌曲。学生接受本单元的内容总体来说良好。当然部分学生对于“Miss”与“Mr”的读音有待加强练习。
Unit 3 What’s your name?
[课后反思] 在本单元的教学内容是以人物的姓名为重点，让学生了解在西方国家人们的姓与名的顺序和汉语是有区别的，让学生能熟练地辨别中文汉语拼音姓名和英语姓名。Wonderland的板块中，我为学生一一展示了汉语拼音的姓名和英语姓名，使学生能一开始就能区分之间的不同之处，然后结合句型 “What’s your name? I’m …”进行操练，使学生能够通过这个句型来询问别人的姓名，达到交流的目的，学生学习的效果良好；Grand Theatre板块中，我戴上Nancy Green的头饰进行角色扮演，很自然地为学生呈现了一堂英语课开始的情景，比较形象的再现了课文中的内容，使学生了解了对话的意义；课堂用语的一环中，我运用一个模仿动作的小游戏来加强学生学习的兴趣，用形象的肢体语言使学生很快理解新句子要表达的含义，在游戏中学习，在游戏中巩固，学生反应很热烈；Disneyland板块中，是一首朗朗上口的儿歌，我有为这首儿歌配上一些动作，学生跟着老师边做边说，学得相当快。学生接受本单元的内容总体来说良好。
Unit 4 Who’s He?
[课后反思] 在本单元的教学内容中，以家庭成员为整个单元的重点，让学生了解利用名词所有格来表达家庭成员之间的关系。Wonderland的板块中，在教授新这些家庭成员的时候，我将本单元中的某一人物的全家福拿出来给学生们展示，形象的介绍了每一个家庭成员，以及他们的特征，将这些特征编成小诗，学习容易记忆，然后结合句型 “Who’s he? He’s …”进行操练，并且还请学生自己带来自己家庭成员的照片为大家介绍和利用新句型相互询问，学生学习的效果良好；Grand Theatre板块中，我用一张姚明的照片来引出“tall”这个单词，学生能很快地记住，同时我模仿Mr King站在椅子上，视觉上的震撼让学生能脱口而出“Wow, so tall.”很自然地将学生的注意力引到课文对话中，比较形象的再现了课文中的情景，使学生了解了对话的意义；课堂用语的一环中，我运用小游戏来加强学生学习的兴趣，用形象的肢体语言使学生很快理解新句子要表达的含义。学生接受本单元的内容总体来说良好。
Unit 5 Who’s She?
[课后反思] 在本单元的教学内容中，同样是以家庭成员为整个单元的重点，让学生了解利用名词所有格来表达家庭成员之间的关系。Wonderland的板块中，在教授新这些家庭成员的时候，我将本单元中的某一人物的全家福拿出来给学生们展示，形象的介绍了每一个家庭成员，以及他们的特征，将这些特征编成小诗，学习容易记忆，然后结合句型 “Who’s she? She’s …”进行操练，并且还请学生自己带来自己家庭成员的照片为大家介绍和利用新句型相互询问，学生学习的效果良好；Grand Theatre板块中，我先介绍Tom’s sister, Carol，让学生来形容她的特征，引出cute这个单词，让学生学会用这样的单词去适当的赞美别人，学生能很快地记住，然后我角色扮演来展示课本上的对话内容，比较形象的再现了课文中的情景，使学生了解了对话的意义；课堂用语的一环中，我运用一个精短的Chant来加强学生学习的兴趣，用形象的肢体语言使学生很快理解新句子要表达的含义。学生接受本单元的内容总体来说良好。
Unit 6 Who are you?
[课后反思] 在本单元的教学内容中，同样是以人物的职业为整个单元的重点，使学生懂得今后无论从事什么职业都要具备主动为他人服务的意识。Wonderland的板块中，在教授新这些人物的职业的时候，我首先介绍了自己的职业，从而引入新课，然后将图片一一展示给学生，形象的介绍了每一个人物的职业，以及他们的特征和称呼；重点介绍了Mr.和Mrs.之间的区别。接着，结合句型 “Who’s she? She’s …”进行操练，并且还请学生为大家介绍和利用新句型相互询问，学生学习的效果良好；Grand Theatre板块中，我先介绍Bill Lee, the postman.然后邀请一个学生和我合作，展现一段邮递员送信的生活情景，也比较形象的再现了课文中的情景，使学生了解了对话的意义；课堂用语的一环中，我用形象的肢体语言使学生很快理解新句子要表达的含义，其实本环节的内容学生已经很熟悉了；Disneyland板块中，是一首朗朗上口的英文小诗，学生跟着韵律很快的学会它。学生接受本单元的内容总体来说良好。
Unit 9 Is it a Tiger?
[课后反思] 本课教学内容主要是有关于生肖动物的。我利用这个方面的内容在课堂中进行一定的拓展，让学生了解十二生肖的读法。一.运用肢体的模仿提高学生课堂的注意力。学生对本课中的小动物很感兴趣，特别是对我带到课堂中的那几个玩具动物，于是我利用实物引出新句型 “”，然后利用新句型带出新授单词，在学习的过程中还让学生对这些小动物进行模仿，学生们学的很愉快。二.多媒体的教学辅助使课堂更具有生命力。生肖动物是中国特有的传统文化，我利用生肖的排列顺序，让学生猜小动物，学生们很投入，很积极地将新学的单词进行了巩固，达到了很好的效果。当然也有部分学生因为不知道生肖这个传统文化，导致他猜不出小动物，学生的知识面还有待拓展。
第二篇：一年级小学综合英语(1A)教案
一年级小学综合英语（1A）教案
教研组：一年级
教材：小学综合英语1A
本学期完成单元：UNIT 1—12 教学内容分析：
本册教材是《小学综合英语》一年级上册，主要是围绕问候语、人名、文具、数字等主题进行单词和句子的教学。一年级小朋友刚接触英语半学期，学习兴趣很浓，接受能力、模仿能力很强，学习习惯初步养成，但由于年龄的特点，注意力容易分散，所以在本学期，还有待培养学生的良好的学习习惯，训练学生的听说能力。
全册教学目标：
1、培养良好的学习习惯，激发学生学习英语的兴趣；
2、培养学生纯正的语音、语调；
3、能根据教师的简单指令做事情，自己也能发号简单的指令；
4、能运用所学的知识进行简单的交流；
5、能唱简单的英文歌曲，能说简单的英文歌谣；
6、能看图说出单词，听到单词说出物品；
7、初步了解外国文化习俗。
Unit 1
GOOD MORNING.单元教学目标：
“四会”单词：Mummy/ Daddy/ Tony / Miss Xu “三会”句子：Good morning.Good afternoon.单元重点、难点：morning与afternoon 在句中的区别 课时安排：2课时
教具：录音机，图片，电脑课件PPT, 头饰
教学过程：
第一课时
Step 1 Warming up 1.Greeting: Say hello to the class and talk about the new year.Step 2 Presentation 1.T: Boy and girl ,look at this picture the back.Can you guess ,Who is she ? S: She is Tony’s mummy.T: That’s right.(Pastes the picture on the blackboard)2.Do the same with the picture of Daddy/Tony/Miss Xu.3.T: look at this picture? Can you guess, Whet time is it ? S: It’s in the morning.T: Yes ,very good.Read after me , morning morning morning.S: morning morning morning 4.Do the same with the picture of afternoon.5.Play the tape, pausing after each expression to have S repeat.6.Show S how to act the dialogue.7.Divide the class into two groups.8.Pair working.9.S follow the tape Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板书设计：
Unit One Mummy Daddy Tony Miss Xu
Good morning.Good afternoon.Good evening.Good night.第二课时
Step 1 Warming up 1.Greeting Step 2 Revision 1.T show the pictures and let S repeat the Sentence.2.T teach each Sentence.T: Good morning, Mummy
S: Good morning.(afternoon)3.S follow T to read the words.4.Play the tape and practice.(Review the words)Step 3 Presentation 1.S listen to the tape.2.S follow T to do some actions.3.Play the tape.4.Model this by pointing to the pictures while chanting.Step 4 Summary and homwork 1.Talk with the parents and say morning to classmates.1.Good morning(afternoon), Miss(Mr.)… 2.Ask some students to have a role play 3.And then play a game: Music chair Homework 1.Listen to the tape of Unit 1.2.Read the Unit 1,twice.板书设计：
Unit One Mummy Daddy Tony Miss Xu
Good morning.Good afternoon.Good evening.Good night.单元小结
通过本单元的学习，学生学会了向他人问好的方法，达到了与人交流的目的，并在小组活动中得到了与人合作的体验。
Unit 2 HELLO 单元教学目标：
“四会”单词：Hello.Goodbye.Kitty/Mimi/Pip “三会”句子：
单元重点、难点：hello与goodbye 在句中的区别 课时安排：2课时
教具：录音机，图片，电脑课件PPT, 头饰
教学过程：
第一课时
Step 1 Warming up 2.Greeting: Say hello to the class and talk about the new year.Step 2 Presentation 1.Warming up(have a chant): Good morning, Mummy.2.Open your book on page one.Read the text.3.Introduce three new friends, Kitty/Mimi/Pip 4.Stand up!and Say hello to new friends.5.Read the text fellow the teacher.6.Play the tape and pause after each sentence.7.Close your books and listen.Play the tape again Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板书设计：
UNIT 2
HELLO
Hello.Goodbye.第二课时
Step 1 Warming up 1.Greeting Step 2 Revision 1.T point to words while listening to the tape.2.Play the tape again and have Ss repeat.3.After enough practice, point to the pictures at random and have Ss say the words.Step 3 Presentation
1.While pointing to the pictures of Kitty, Mimi and Pip in the book, model the dialog.2.Ss listen and repeat.3.After enough practice, ask Ss to act out the dialog in pairs.Step 4 Sing a song :Hello Homework 1.Listen to the tape of Unit 1-2.2.Read and Unit 1-2 to your father and mother.板书设计：
UNIT 2
HELLO
Hello.Goodbye.单元小结
通过本单元的学习，学生学会了向他人问好的方法，达到了与人交流 的目的，并在小组活动中得到了与人合作的体验。
Unit 3 This is Alan 单元教学目标：
“四会”单词：Hello.Goodbye.Kitty/Mimi/Pip “三会”句子：I am John/Tony.Happy birthday.Thank you.This is Alan/Kitty/Mimi.How old are you ?
I am six.单元重点、难点：This is …
How old are you? 课时安排：2课时
教具：录音机，图片，电脑课件PPT, 头饰
教学过程：
第一课时
Step 1 Warming up 1.Greeting: Say hello to the class.Step 2 Presentation 1.Show the Picture of Tony.Then T say, “ Today is Tony’s birthday.Let’s sing “ Happy Birthday” to Tony.”
2.Ask and answer: How old is Tony? He’s six.3.T: “One day Alan Receives an invitation letter.Originally is Tony holds the birthday party.Let’s go to Tony’s birthday party.” 4.Use the story to teach the new Sentence.5.Play the tape, pausing after each expression to have Ss repeat.6.Ss to act out the dialog in pairs.Play the tape again Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板书设计：
I am John/Tony.Happy birthday.Thank you.第二课时
Step 1 Warming up 1.Greeting Step 2 Revision 1.Point to a Alan in the picture and say “ Who is he ?” Then have S1 answer “He is Alan.” T says “How old are you ?” S: “He’s six.” 2.Have Ss look at the first picture.Model the dialog.3.Listen to the tape and repeat.After enough practice, have S1 comes to the front of the class and point to different Ss asking How old are you? Other classmates answer.Step 3 Presentation
1.Point to Picture A and have Ss to count the candles.2.Play the tape for number 1 and then pause.Write number 1 on the board.3.Continue with the rest.4.Ss listen to the questions on the tape and respond with the correct answer for them.[Ss: I’m eight.]
5.Using the target language, have Ss ask and answer each other in pairs.Step 4 Sing a song :
1.Have Ss look at the pictures and ask “ How old is Tony? He’s nine.” 2.Continue with Alan/John/Tony.3.Play the tape and sing along.Homework 1.Listen to the tape of Unit 3.2.sing the song to parents.3.Rend the Unit3.板书设计：
This is Alan/Kitty/Mimi.How old are you ?
I am six.Goodbye.单元小结
通过本单元的学习，学生学会了向他人介绍自己和好朋友，还有询问别人年龄的方法。达到了与人交流的目的，并在小组活动中得到了与人合作的体验。
Unit 4 Who’s he?
单元教学目标：
“四会”单词：apple /baby /carrot/door
“三会”句子：Who is he /she? He/She is Alan/Linda.How are you ?
I am fine ,thank you.单元重点、难点：句型：How are you? I am fine, thank you.课时安排：2课时
教具：录音机，图片，电脑课件PPT, 头饰
教学过程：
第一课时
Step 1 Warming up Greeting: Say hello to the class and talk about the new year.Step 2 Presentation T: Open your books.Who’s this?(Point to Tony)
Ss: Tony.T: Repeat.He’s Tony.Ss: He’s Tony T: How are you ? Ss: How are you ? T:I am fine ,thank you.Ss: I am fine ,thank you.1.Do the same with the other character.2.Play the tape.3.Play the tape, pausing after each sentence to have Ss repeat.4.Without the tape, show Ss how to act out the dialog with more expression.5.Divide the class into two groups, each group representing a different character.6.Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板书设计：
Unit 4 Who is he ? Who is he /she?
He/She is Alan/Linda.第二课时
Step 1 Warming up Greeting Step 2 Revision 1.Have Ss look at the first picture.2.Point to Tony and then ALan.Model the dialog.3.Repeat with the second picture.T: Listen and repeat.4.After enough practice, encourage Ss to act out the dialog in pairs.Step 3 Presentation
1.Play the tape for number 1 and then pause.T: Which picture is it? [Sweep your hand over the pictures.] Write Number 1.2.Write number 1 on the board.3.Continue with the rest.Step 4 Sing a song : 1.Play the tape.T: Sing together.2.Play the tape again and sing along.3.Divide the class into two groups.One group sings the questions, the other sings the answers.Homework 1.Listen to the tape of Unit 4.2.Read the text
3.review the new words apple/baby/carrot/door.板书设计：
Unit 4 Who is he ? Who is he /she?
He/She is Alan/Linda.How are you ?
I am fine ,thank you.单元小结
通过本单元的学习，学生学会了向他人问好的方法和询问他人名字与回答的句型，达到了与人交流的目的，并在小组活动中得到了与人合作的体验。
Unit 5 She is my mother.单元教学目标：
“四会”单词：mother/father/sister/brother/friend.“三会”句子：Who is he /she?
He/She is my mother/father/sister/brother/friend.单元重点、难点：区分各家庭成员的称呼 课时安排：2课时
教具：录音机，图片，电脑课件PPT, 头饰
教学过程：
第一课时
Step 1 Warming up Greeting: Say hello to the class and talk about the new year.Step 2 Presentation 1.T: Look at the family tree, Who can tell me, Who is he ?
Ss: father.T: Repeat.He is my father.Ss: He is my father.2.Do the same with the other characters.1.Play the tape.2.Play the tape, pausing after each sentence to have Ss repeat.3.Without the tape, show Ss how to act out the dialog with more expression.4.Divide the class into two groups, each group representing a different character.5.Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板书设计：
Unit 5 She is my mother.Who’s he?
He’s my father.Who’s she?
She’s my mother.第二课时
Step 1 Warming up Greeting Step 2 Revision 1.Have Ss look at the first picture.Model the dialog.2.Repeat with the second picture.T: Listen and repeat.3.After enough practice, encourage Ss to act out the dialog in pairs.Step 3 Presentation
1.Play the tape for number 1 and then pause.T: Which picture is it? [Sweep your hand over the pictures.] Write Number 1.2.Write number 1 on the board.3.Continue with the rest.Step 4 Sing a song :
1、Play the tape.T: Sing together.2、Play the tape again and sing along.3、Divide the class into two groups.One group sings the questions, the other sings the answers.Homework 1.Listen to the tape of Unit 5.2.Read and Unit 1-5 to your father and mother.板书设计：
Unit Five She is my mother.Who’s he?
He’s my father.Who’s she?
She’s my mother.单元小结
通过本单元的学习，学生学会了家庭成员的名称，学会了介绍自己家人的句型，达到了与人交流的目的，并在小组活动中得到了与人合作的体验。
Unit 6 Sit down.单元教学目标：
“四会”单词：Stand up/Sit down/Come in/write/draw “三会”句子：Stand up/Sit down/Come in/write your name/open your book/close your book.单元重点、难点：学会指令的应用，并作出正确的反应。课时安排：2课时
教具：录音机，图片，电脑课件PPT, 头饰
教学过程：
第一课时
Step 1 Warming up Greeting: Say hello to the class and talk about the new year.Step 2 Presentation 1.T: Look at me.What do I do?
Ss: You stand up.2.Do the same with the other characters.3.Play the tape.4.Play the tape, pausing after each sentence to have Ss repeat.5.Without the tape, show Ss how to act out the dialog with more expression.6.Divide the class into two groups, each group representing a different character.Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板书设计：
Unit 6 Sit down.Stand up Sit down Come in write your name open your book close your book.第二课时
Step 1 Warming up Greeting Step 2 Revision 4.Have Ss look at the first picture.Model the dialog.5.Repeat with the second picture.T: Listen and repeat.6.After enough practice, encourage Ss to act out the dialog in pairs.Step 3 Presentation
1.Play the tape for number 1 and then pause.T: Which picture is it? [Sweep your hand over the pictures.] Write Number 1.2.Write number 1 on the board.3.Continue with the rest.Homework 1.Listen to the tape of Unit 6.2.Read Unit 6 to your father and mother.板书设计：
Unit 6 Sit down.Stand up Sit down Come in write your name
open your book close your book.单元小结
通过本单元的学习，学生学会了常用的课堂指令，并能根据指令做出相应的动作。提高了学生运用英语交流的积极性，并在小组活动中得到了与人合作的体验。
Unit 7 What is this? 单元教学目标：
“四会”单词：pen/pencil/rubber/school bag/rler “三会”句子：What is this? It is a…
单元重点、难点：熟悉几种常用的文具，并能运用句型互问互答。课时安排：2课时
教具：录音机，图片，电脑课件PPT, 头饰
教学过程：
第一课时
Step 1 Warming up Greeting: Say hello to the class and talk about the new year.Step 2 Presentation
2.T: Look at me.What is this? It is a pencil.2.Do the same with the other characters.3.Play the tape.4.Play the tape, pausing after each sentence to have Ss repeat.5.Without the tape, show Ss how to act out the dialog with more expression.6.Divide the class into two groups, each group representing a different character.Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板书设计：
Unit 7 What is this?
What is this? It is a pencil.Rubber.Pen.School bag.Ruler.第二课时
Step 1 Warming up
Greeting Step 2 Revision 7.Have Ss look at the first picture.Model the dialog.8.Repeat with the second picture.T: Listen and repeat.9.After enough practice, encourage Ss to act out the dialog in pairs.Step 3 Presentation
1.Play the tape for number 1 and then pause.T: Which picture is it? [Sweep your hand over the pictures.] Write Number 1.2.Write number 1 on the board.3.Continue with the rest.Homework 1.Listen to the tape of Unit 6.2.Read Unit 6 to your father and mother.板书设计：
Unit 7 What is this?
What is this? It is a pencil.Rubber.Pen.School bag.Ruler.单元小结
通过本单元的学习，学生学会了几种常用的文具，并能运用句型介绍
自己的文具。提高了学生运用英语交流的积极性，并在小组活动中得到了与人合作的体验。
Unit 8 Open the window, please.单元教学目标：
“四会”单词：window/blackboard/cupboard/door/monitor “三会”句子：Open/close the window/door/cupboard, please.Clean the blackboard, please.Give me a pencil, please.Here you are.Thank you.单元重点、难点：学会指令的应用，并作出正确的反应。
学会跟同学借东西的表达方式。课时安排：2课时
教具：录音机，图片，电脑课件PPT, 头饰
教学过程：
第一课时
Step 1 Warming up Greeting: Say hello to the class and talk about the new year.Step 2 Presentation 3.T: Open the window, please ,Tony
Ss: Yes , Miss Chen..2.Do the same with the other characters.3.Play the tape.4.Play the tape, pausing after each sentence to have Ss repeat.5.Without the tape, show Ss how to act out the dialog with more expression.6.Divide the class into two groups, each group representing a different character.Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板书设计：
Unit 8 Open the window, please.Open/close the window/door/cupboard, please.Clean the blackboard, please.Give me a pencil, please.Here you are.Thank you.第二课时
Step 1 Warming up Greeting Step 2 Revision 1.Have Ss look at the first picture.Model the dialog.2.Repeat with the second picture.T: Listen and repeat.3.After enough practice, encourage Ss to act out the dialog in pairs.Step 3 Presentation
1.Play the tape for number 1 and then pause.T: Which picture is it? [Sweep your hand over the pictures.] Write
Number 1.2.Write number 1 on the board.3.Continue with the rest.Homework 1.Listen to the tape of Unit 8.2.Read Unit 8 to your father and mother.板书设计：
Unit 8 Open the window, please.Open/close the window/door/cupboard, please.Clean the blackboard, please.Give me a pencil, please.Here you are.Thank you.单元小结
通过本单元的学习，学生学会了常用的指令，并能根据指令做出相应的动作。提高了学生运用英语交流的积极性，并在小组活动中得到了与人合作的体验。
Unit 9 I am sorry, I don’t know.单元教学目标：
“四会”单词：apple/tomato/orange/pear/carrot/lemon “三会”句子：How do you spell apple, Tony?
I am sorry, I don’t know.单元重点、难点：熟悉几种常见的水果，并能运用句型互问互答。
课时安排：2课时
教具：录音机，图片，电脑课件PPT, 头饰
教学过程：
第一课时
Step 1 Warming up Greeting: Say hello to the class and talk about the new year.Step 2 Presentation 4.T: Look at me.What is this? Ss: It is an apple.T: How do you spell apple, Tony? Ss: I am sorry, I don’t know.T: I know.A-p-p-l-e.2.Do the same with the other characters.3.Play the tape.4.Play the tape, pausing after each sentence to have Ss repeat.5.Without the tape, show Ss how to act out the dialog with more expression.6.Divide the class into two groups, each group representing a different character.Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板书设计：
Unit 9 I am sorry, I don’t know.How do you spell apple, Tony? I am sorry, I don’t know.I know.A-p-p-l-e.第二课时
Step 1 Warming up Greeting Step 2 Revision 10.Have Ss look at the first picture.Model the dialog.11.Repeat with the second picture.T: Listen and repeat.12.After enough practice, encourage Ss to act out the dialog in pairs.Step 3 Presentation
1.Play the tape for number 1 and then pause.T: Which picture is it? [Sweep your hand over the pictures.] Write Number 1.2.Write number 1 on the board.3.Continue with the rest.Homework 1.Listen to the tape of Unit 6.2.Read Unit 6 to your father and mother.板书设计：
Unit 9 I am sorry, I don’t know.How do you spell apple, Tony?
I am sorry, I don’t know.I know.A-p-p-l-e.Ruler.单元小结
通过本单元的学习，学生学会了几种常见的水果，并能运用句型介绍水果。初步学会拼读单词。提高了学生拼读单词的积极性，并在小组活动中得到了与人合作的体验。
Unit 10 Ten apples.单元教学目标：
“四会”单词：one/two/three/four/five/six/seven/eight/nine/ten “三会”句子：one apple.Tow lemons….单元重点、难点：熟悉数字1-10，并能运用数字数数。课时安排：2课时
教具：录音机，图片，电脑课件PPT, 头饰
教学过程：
第一课时
Step 1 Warming up Greeting: Say hello to the class and talk about the new year.Step 2 Presentation 1.T: Look at me.What is this? Ss: It is a carrot.T: How many carrot? Ss: One T: One carrot.2.Do the same with the other characters.3.Play the tape.4.Play the tape, pausing after each sentence to have Ss repeat.5.Without the tape, show Ss how to act out the dialog with more expression.6.Divide the class into two groups, each group representing a different character.Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板书设计：
Unit 10 Ten apples.One carrot.Two lemons.Three bananas.Four sweets.Five eggs.Six cakes.Seven tomatoes.Eight oranges.Nine pears.Ten apples.第二课时
Step 1 Warming up Greeting Step 2 Revision 2.Have Ss look at the first picture.Model the dialog.3.Repeat with the second picture.T: Listen and repeat.4.After enough practice, encourage Ss to act out the dialog in pairs.Step 3 Presentation
1.Play the tape for number 1 and then pause.T: Which picture is it? [Sweep your hand over the pictures.] Write Number 1.2.Write number 1 on the board.3.Continue with the rest.Homework 1.Listen to the tape of Unit 10.2.Read Unit10 to your father and mother.板书设计：
Unit 10 Ten apples.One carrot.Two lemons.Three bananas.Four sweets.Five eggs.Six cakes.Seven tomatoes.Eight oranges.Nine pears.Ten apples.单元小结
通过本单元的学习，学生学会了1-10的说法，并能运用数字数数。
提高了学生学习英语的积极性，并在小组活动中得到了与人合作的体验。
Unit 11 That is a cat.单元教学目标：
“四会”单词：cat/panda/monkey/fish/bird/duck “三会”句子：This is a …
That is a …
单元重点、难点：熟悉几种常见动物，并能区分That 和This。课时安排：2课时
教具：录音机，图片，电脑课件PPT, 头饰
教学过程：
第一课时
Step 1 Warming up Greeting: Say hello to the class and talk about the new year.Step 2 Presentation
5.T: Look at me.What is this? Ss: This is a dog..T: What is that? Ss: That is a cat.2.Do the same with the other characters.3.Play the tape.4.Play the tape, pausing after each sentence to have Ss repeat.5.Without the tape, show Ss how to act out the dialog with more expression.6.Divide the class into two groups, each group representing a different character.Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板书设计：
Unit 11 That is a cat.What is this? This is a dog.What is that? That is a cat.第二课时
Step 1 Warming up Greeting Step 2 Revision
13.Have Ss look at the first picture.Model the dialog.14.Repeat with the second picture.T: Listen and repeat.15.After enough practice, encourage Ss to act out the dialog in pairs.Step 3 Presentation
1.Play the tape for number 1 and then pause.T: Which picture is it? [Sweep your hand over the pictures.] Write Number 1.2.Write number 1 on the board.3.Continue with the rest.Homework 1.Listen to the tape of Unit 11.2.Read Unit 11 to your father and mother.板书设计：
Unit 11 That is a cat.What is this? This is a dog.What is that? That is a cat.单元小结
通过本单元的学习，学生学会了几种常见的动物，并能运用句型介绍动物。提高了学生运用英语对话的积极性，并在小组活动中得到了与人合作的体验。
Unit 11 What letter is this? 单元教学目标：
“四会”单词：square/cirle/rectangle/star/triangle “三会”句子：What shap is this?
It is a …
单元重点、难点：熟悉几种常见的图形，认识26个字母。课时安排：2课时
教具：录音机，图片，电脑课件PPT。
教学过程：
第一课时
Step 1 Warming up Greeting: Say hello to the class and talk about the new year.Step 2 Presentation
6.T: Look at me.What shape is this? Ss: It is a aquare..T: What number is that? Ss: It is eight.2.Do the same with the other characters.3.Play the tape.4.Play the tape, pausing after each sentence to have Ss repeat.5.Without the tape, show Ss how to act out the dialog with more expression.6.Divide the class into two groups, each group representing a different character.Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板书设计：
Unit 12 What letter is this?
What letter is this? It is B.What number is this? It is eight.What shape is this? It is a square.第二课时
Step 1 Warming up Greeting Step 2 Revision 16.Have Ss look at the first picture.Model the dialog.17.Repeat with the second picture.T: Listen and repeat.18.After enough practice, encourage Ss to act out the dialog in pairs.Step 3 Presentation
1.Play the tape for number 1 and then pause.T: Which picture is it? [Sweep your hand over the pictures.] Write Number 1.2.Write number 1 on the board.3.Continue with the rest.Homework 1.Listen to the tape of Unit 12.2.Read Unit 12 to your father and mother.板书设计：
Unit 12 What letter is this?
What letter is this? It is B.What number is this? It is eight.What shape is this? It is a square.单元小结
通过本单元的学习，学生学会了几种常见的图形和26个字母，并能
运用句型介绍图形，提高了学生运用英语对话的积极性，并在小组活动中得到了与人合作的体验。
第三篇：一年级教案课后反思
一年级教案课后反思
一年级教案课后反思1
刚入学的小学生天真活泼，具有好动的天性。他们对体育活动具有广泛的兴趣，他们把体育看成“玩”，只要能活动就感到满心欢喜，表现兴趣盎然，不知疲倦，但整个学习阶段兴趣不够稳定，对呆板单调的活动容易产生厌倦情绪。
小学一年级体育课是学生上体育教育课的入门阶段。有其自身的发展特点。有些小学一年级体育教学存在模式僵硬、成人化色彩浓，或教学直奔主体等缺陷，阻碍着小学生全体参与。用游戏教学法，可避免以上缺陷，较好的完成小学一年级教学。
根据多年教学经验与实践，使我认为要改变这一现状，上好小学一年级体育课，就要因势利导，富趣味于教学，寓游戏于教学，既能保证智力的发展，又能帮助学生培养手脑并用能力，一方面实现教学目标，完成学习任务，另一方面也培养了学生热爱体育活动的习惯，为终身体育锻炼思想打下基础。
1、启发学生的天性
爱玩、爱活动是孩子的天性，把一年级学生的体育教材解剖、拆零，用游戏来主导，使教材游戏化，溶娱乐、趣味、知识、教学为一体，满足学生爱玩、好动的心理和生理要求，同时也完成了教学任务。
把体育教材的内容，根据具体情况，化整为零，分别放到几个游戏中去进行教学，效果就比较理想。比如，教材中的队形内容集合、解散、立正、稍息，通过站圈的游戏，边做边提出要求，学生就能很好的理解和掌握。在课前用彩色粉笔画好与学生人数同样多的圈，每种颜色的圈又组成一种队形图案。铃声响了，首先要带领学生们做游戏——站圈。教师让每个学生自由选择一个圈站好，看谁动作快。而后教师指导学生出圈，比谁最听指挥。重复几次，每次提出一个要求，学生们很自然的理解了集合、解散的含义，学会了立正、稍息的站姿，并能根据教师一定的口令做出规范的动作。
2、发挥学生的'直观模仿能力
小学生想象思维较弱，直观模仿较强。因此，在小学特别是一年级学生能够体育课教学中，要充分发挥学生的直观模仿能力，教师通过各种直观的教具、摸板或示范中进行直观化教学。如体育教材中的跳跃内容，通过游戏化处理，施教于课堂，收效也很好。
把一年级学生教材溶进游戏活动中，能帮助学生在充满乐趣的课堂活动中，逐渐从适应体育活动开始，到学会体育活动、体育锻炼，从而锻炼他们的身心，培养学生德、智、体、美等各方面平衡发展的兴趣，并为中高年级体育教学乃至终身体育打好基础。
一年级教案课后反思2
如何在枯燥的课堂上，活跃学生的积极性，让课堂不会太死板，课堂氛围不会太压抑？在体育课教学过程中，我们该如何自找麻烦，让课堂火起来？
我认为在一年级的体育教学中，学生理解能力和应用能力都比较差，在教学过程中，要避免长篇大论，让学生把有效的注意力集中起来，如果仅仅是只强调“说教”是不科学的，还必须同“爱好”结合起来。通过体育游戏等趣味活动来启发学生理解教学内容，做到潜移默化。
在教学中可以大胆的利用小组活动形式，培养他们良好的性格，这对于同学们提高体育锻炼的兴趣，增强对运动技能的掌握有很大的帮助。让学生在课堂学习中，既要尊重学生的个性运动需要，也要让学生学会体育基本技能的基本要求。要重视培养学生必要的课堂习惯，小组合作学习习惯的养成。
每一个教学活动的目标指向要清楚，过程要落实，要有实在的成效，真正让孩子学有所得。如何落实体育常规教学，是今后我在教学中一定要强化认识的`方面，引导自己不断在实践中成长。通过抓好体育常规教学，不仅能培养学生的创新精神、竞争意识、团结合作、热爱集体等优良品质。而且能使学生在体育锻炼中，养成良好的个性品质，更是学生身心健康最集中的体现。一名合格的体育教师能不能上好体育课，能不能为学生提供科学、安全、健康的锻炼机会，培养他们的创造力、竞争力。使学生在心理健康学习得到真正的锻炼，是最好的评价标准。
一年级教案课后反思3
一、激趣导入
师：今天，老师给同学们请来了一位新朋友──奥特曼（贴出奥特曼图）。他听说一⑼班的同学聪明又能干，认识了不少拼音朋友，今天也来我们的教室跟我们学习拼音。大家欢迎吗？希望大家好好学习，也帮他学好拼音。
二、学习韵母
1、请出韵母宝宝ao，学习ao：
师：奥特曼刚才悄悄告诉老师他的名字的第一个字“奥”就是他想认识的第一位拼音朋友，你们知道这位朋友是谁吗？（板书：ao āo áo ǎo ào）。.指名认读、跟读。说说发音特点。.标调读（师：给它们送上四顶帽子，戴在谁的头上？）一起读读、打乱次序读、开火车读。（师检查、正音）
师：奥特曼请老师带来了一面旗，谁能告诉老师是什么旗呢？（出示奥运会的会标——五环旗）的奥运会将在祖国北京举行，全国人民都很高兴。奥运会的“奥”就是这些拼音朋友中的`哪一位呢？（请学生找出带调ào的卡片）
2、请出韵母宝宝ou，学习ou：
师：刚才，我们跟韵母宝宝ao这么亲热，韵母宝宝ou也急着要跑出来跟 我们交朋友。（板书：ou ōu óu ǒu òu）指名读、小组读、齐读.指名认读、跟读。说说发音特点。.标调读（师：给它们送上四顶帽子，戴在谁的头上？）一起读读、打乱次序读、开火车读。（师检查、正音）
师：听说奥特曼来我们班做客，老师去菜场买了好多菜准备中午招待客人，可是，有一种东西老师忘了它叫什么名字，谁能帮帮老师？（出示莲藕实物）“藕”就是这些拼音朋友中的哪一位呢？（请学生找出带调ǒu的卡片）
3、请出韵母宝宝iu，学习iu：
师：（做接电话动作）奥特曼来电话了，他说他跟我们学拼音很快乐，想跟我们继续认识新的拼音宝宝。瞧，韵母宝宝iu 也急急忙忙赶来和我们交朋友了。（板书：iu iū iú iǔ iù ）指名读、小组读、齐读.指名认读、跟读。说说发音特点。.标调读（师：给它们送上四顶帽子，戴在谁的头上？）一起读读、打乱次序读、开火车读。（师检查、正音）
师：奥特曼和小朋友成了好朋友，现在想来采访大家：你们夏天最喜欢什么活动？（出示游泳图）瞧，这两位小朋友游得多快乐呀！“游” 就是这些拼音朋友中的哪一位呢？（请学生找出带调的iú卡片）
4、识记ao ou iu：
师：（做跟奥特曼说悄悄话的动作）刚才，奥特曼有点不好意思地跟老师说，认识了那么多韵母宝宝，他有点记不住。同学门有什么好办法帮助奥特曼记住这些韵母宝宝吗？
（学生方法：多读几遍，多听几遍，多写几遍，贴在墙上经常看，打到电脑里放大强化记忆，编句顺口溜。顺口溜：棉袄、棉袄，ao ao ao； a在前o在后，ao ao ao； 奥特曼来了ao ao ao；莲藕、莲藕，ou ou ou； o在前u在后，ou ou ou；海鸥飞翔ou ou ou；鱼儿游游iu iu iu iu……）
过渡：奥特曼跟小朋友学到了不少知识，很高兴，想送给小朋友一件小礼物。（赠礼物，表现最好先得到，下课以后大家都有。）
三、巩固练习
1、带调拼音卡片ao ou iu打乱次序一起读。
2、师生搭配念顺口溜。
3、游戏活动：
摘苹果，师生搭配念顺口溜，指名学生认苹果，认对了，送苹果。如：iū iū iū 什么iū？
四、书写指导
ao ou iu的四声。
五、板书设计
ao ou iu
āo áo ǎo ào
ōu óu ǒu òu
iū iú iǔ iù
一年级教案课后反思4
教材分析：
这是一篇抒情意味很浓的散文，名为写秋雨，实际在写秋天。课文的内容丰富多彩，作者抓住秋天的特点，从秋天的到来写起，写了秋天缤纷的色彩，秋天的丰收景象，还有深秋中各种动物、植物准备过冬的情景。
课文把秋雨作为一条线索，将秋天众多的景物巧妙地串起来，从整体上带出一个美丽、丰收、欢乐的秋天。使学生通过课文生动的描写，体会秋天的美好，感受课文的语言美，是编选这篇课文的主要意图；这也是本篇课文的教学重点。课文使用了多种修辞手法，或把秋雨人格化，或把秋雨比喻成生活中常见的东西和事物，或很含蓄地抒发感情，这些被艺术化了的语言，会给学生造成理解上的困难，是教学上的一个难点。
学生分析：
学生在阅读过程中，会涉及到一些词语的理解。多数词语可以联系语言环境来理解。比如第二自然段的“五彩缤纷”，这个词语比较抽象，但是当我们读完了这一段，眼前浮现出黄色的银杏树、红红的枫叶、金色的田野和美丽的菊花时，就自然而然地知道五彩缤纷指的是什么意思了。课文的语言很美，有些句子富有诗意，需要好好体会品味。如“秋天的雨，是一把钥匙。……把秋天的大门打开了。”“秋天的雨，有一盒五彩缤纷的颜料。”“黄黄的叶子像一把把小扇子，扇哪扇哪，扇走了夏天的炎热”“红红的枫叶像一枚枚邮票，飘哇飘哇，邮来了秋天的凉爽。”“秋天的雨，吹起了金色的小喇叭，它告诉大家，冬天快要来了。”理解这些句子时，一要联系上下文和自己平时的生活积累；二要反复朗读品味。学生理解上有困难，比如课文的第一自然段，讲秋天是在人们不知不觉中来到的，为什么会不知不觉？因为秋雨虽凉，但不冷，使人爽快，不大，润物无声；朗读的时候，声音要轻一些，要给人轻松舒服的感觉，这样教学，学生会觉得容易些。
学习目标：
1．会认8个生字，会写12个生字。正确读写“清凉、留意、扇子、炎热、邮票、凉爽、柿子、菠萝、钥匙、气味、香甜、粮食、油亮亮、杨树、丰收”等词语。
2．正确、流利、有感情地朗读课文，读出对秋大的喜爱和赞美之情，背诵自己喜爱的部分。
3．读懂课文内容，感受秋天的美好。
4．积累好词佳句。
教学重点：有感情地朗读课文，了解秋雨的特点，感受秋雨的美。
教学难点：学生理解总分的句式，及含蓄、艺术化的语言。
教具准备：秋天的雨的课件
板书设计：
是一把钥匙
秋天的雨 五彩缤纷的颜料 美丽、丰收、欢乐
藏着气味
吹起小喇叭
教学流程：
一、谈话导入，寓情导学。
1．教师谈话导入新课。
教师引述：小朋友，现在是什么季节？对秋天。秋天来了，呈现在我们眼前的是一幅美丽的画卷，让我们用优美的词语来赞美一番吧！
2．齐读课题。（板书：秋天的雨）
二、初读课文，感知内容。
1．检查上节课的学习情况。
师出示词语
（1）谁愿意领读这些词。学生自主发现问题，教师一起纠正。
（2）请同学们以自己喜欢的方式把课文读一遍，边读边回忆上节课的内容，秋天的雨是从哪几个方面写的？
生说。师板书：是一把钥匙
五彩缤纷的颜料
藏着气味
吹起小喇叭
师出示课件让学生读。
三、精读课文，品析内容。
（一）、一场秋雨一场凉，秋天总给我们阵阵凉意，师范读第一自然段，学生仔细听，看作者是抓住什么特点来写的？
（1）学生说体会，教师指导读。
（2）男女生读。
（二）、体会五彩缤纷。
默读第二自然段，边读边把描写颜色的词用波浪线画出来。一会儿汇报。
1、出示画面（一）重点体会、美读描写银杏树的句子。
（1）学生读句子（课件出示句子）。
（2）去词体会。
如果我把句子当中的“扇哪扇哪、飘哇飘哇’去掉，自己再来读读看，好不好？为什么？
（“扇哪扇哪”让我们仿佛看到银杏叶像一把把黄色的小扇子，轻轻地、轻轻地帮我们扇走了夏天的炎热）
（3）指导朗读。运用联系上下文和一边读、一边想象、一边做动作的方法，走进情境，美读课文。
（4）个别读、全班读。
2、出示画面（二）体会描写枫树的句子。
（1）学生自主体会读。
（2）学生做上动作再读一次。
3、出示画面（三、四）。
（1）师引导学生观看画面，拓展语言，体会丰收的词：海洋、你挤我碰。
（2）个别读。
4、看录像，感悟“五彩缤纷”。
小朋友们，这么美的景色，想不想去看一看？让我们一边看，一边读出它的美丽吧。
（多媒体出示课文中所描写的景色，学生根据画面读相关文字。）
（三）、体会“气味的香甜”。
秋天到了，不光庄稼丰收了，水果也丰收了。
（1）师引读学生想象秋雨里还会有什么味道？
（2）重点理解勾住。
（3）秋天的雨多香啊！带着这样的体会，美美地读。
（四）、吹起小喇叭，体会欢乐。
（1）师生互动读一读。
（2）学生自主感悟朗读。
这么快乐的景象，就让我们来快乐地读一读吧。放开声音读出你的快乐，自己读自己的。
四、拓展、积累，升华感情。
1、小朋友们，说说看，你看到了一个怎样的秋天？
（教师根据学生的回答，相机板书：美丽、欢乐……）
2、齐读最后一段。
五、做自己喜欢的一项。
（1）收集描写秋天的词句，背诵本课喜欢的段落。
（2）把秋天的景物画下来。
（3）和爸爸、妈妈一起去秋游，把看到的、想到的、感受到的写下来。
秋天的雨反思
是一首很具有美感的.散文诗，以秋天的雨为线索，将秋天的众多景物描写巧妙地串起来，形成了一个美丽、丰收、欢乐的秋天。语言文字的美感染了每一个幼儿，他们从文字中的确也感受到了秋天的美。
为了让幼儿能够真正感受散文中优美的意境，我重复的给孩子看课件，让他们找一找秋天有些什么景色，丰富知识经验。有了知识经验的丰富，在第一环节中我就进行了提问：你喜欢秋天吗？为什么？“我喜欢秋天，因为秋天有很多的水果。”“我也喜欢秋天，因为秋天有很多的颜色，非常的漂亮。”------小朋友都争着回答，还有的幼儿会用优美的话来说呢。
孩子们的记忆力很不错，看了一遍课件之后，有个别孩子就能答出：“把黄颜色给了谁？（银杏）”，虽然孩子们的生活经验不是很足，但看了生动形象的课件之后，很快就能回答出来。但是孩子们在秋天的气味方面，我可以让他们先闻一下橘子的香味，菠萝的香味……这样，他们就能充分的体验到秋天的好多气味。
综合本次欣赏活动，我在教学中运用了多种方法，让幼儿在动静交替中充分感受到了秋天的美。
一年级教案课后反思5
回想这学期以来所做的工作为了完成学校安排的教学计划要求进续期我努力教学不断提高教学水平下面就将工作情况总结一下也便今后工作和教学中不断进步和提高。
一、教学工作
为了上好一节高效的体育课教学中本着立足本岗针对体育学科的特点和学生年龄特征、心理发展规律、兴趣爱好等奉献给学生一个快乐、开放、互动、自主、探究的体育课堂具体做法：
了解学生、认真备课认真学习《体育课程标准》深钻教材立足学生发展从学生的角度来考虑教学。我深知要备好一节高效的课就必须了解学生。了解学生主要是了解学生的思想情况和知识基础同时还要了解各个学生的身体条件、意志品质等方面的特点差异及存在的问题。从学生实际出发制定教学要求根据孩子们好动爱玩的特点我把教材内容利用游戏的形式展现在课堂上这些游戏本身又具有很大的趣味性同时针对性很强而且又是贯彻素质教育的基本手段。既能培养学生的基本活动能力又能锻炼身体可为学生的.学习打下良好的基础。
二、课间活动
本学期为了丰富学生的课间活动内容我们体育组根据学生的兴趣爱好为学生搭设了锻炼的平台和展示的空间主动为各个班级推荐了内容符合学生的游戏活动并协助练习.
在开学初我重点抓了广播操因为一年级学生刚刚入学对广播操有些陌生如打不好基础一旦学生养成坏习惯在纠正就困难了。因此我主要是通过以下几点对广播操进行教学的。
第一加强对学生的思想教育使学生真正认识到做操的重要性和必要性培养学生重视做操、自觉做操、坚持做操、认真做操的良好习惯。
第二体育教师要正确运用示范。示范是体育教学的主要教学方法之一通过示范能使学生建立正确的动作表象。因此要求教师示范要清楚、准确、规范、优美。
第三讲解要少而精。我在广播操教学时的讲解主要是结合我的示范动作让学生加深对动作的理解。
第四口令要清楚、洪亮、准确。
第五纠正错误动作要及时。另外在广播操教学过程中其他各位班主任的大力支持。
总之今学期从学校的的实际出发为了学校的整体工作着想本着在我想到的该我做的力争达到最好努力提高教学水平搞好学校的体育教育。
一年级教案课后反思6
一年级大部分是6岁左右的孩子，刚进入学校，学习、生活习惯还不太适应，正在慢慢形成，学习新知识也需要老师一步一步手把手的教。俗语说“一口气吃不成胖子！”我想自己这种焦急的心理忘记了孩子们还是5、6岁不懂事的小朋友，正是处于启蒙教育阶段，很多方面需要老师引导，需要耐心和细致。
欲速则不达！从常规和排队抓起，教会孩子们记住自己上课的队形，然后才能慢慢教孩子们学习立定跳远，学习广播体操，学习前滚翻，学习其他内容。教会孩子们走，他们才会慢慢学跑，走都没有学会，就去学跑，确实是难为他们了，这就需要老师把握好主体方向。
有些班级队伍总是站不好，安静不下来，特别在室外就象放飞的鸟儿。老师上课发脾气，对于孩子们来说也许只能镇住几分钟，一会他们又忘记了，玩得忘乎所以。实践教学更需要的是经验和方法，一个老师的人格魅力并不是在于这个老师多么严厉，有多高的学历，关键在于如何教书育人，如何传授知识，能够寓教于乐，让学生轻轻松松学到知识。平时我试着去接触和了解孩子们，试着走进孩子们的世界，希望可以更利于自己的教学。
发现学生上课认真了，按照老师要求做了，哪怕是队伍排好，并且安安静静了，这一天我的心情都会很好。孩子们哪天疯玩，不听指挥了，我也会失落一整天，不知不觉心情起伏受学生上课的态度和效果影响。今天上一年级x、x班的课，孩子们排队集合比以前有进步，我心里就很高兴。特别是立定跳远考试的时候x班xxx小朋友跳出了155厘米的成绩，离满分156厘米只差1厘米了，不知为什么我很高兴，很自豪。相信只要稍微指导和训练一下，这个孩子就可以跳出满分的成绩，毕竟很多高年级的同学还达不到这个成绩。一个班级还是有很多人才的，需要老师用心去发现。有的孩子擅长画画，有的孩子有语言天赋，有的孩子擅长体育运动，还有的'孩子擅长音乐，人有所长，尺有所短，这就需要我们老师用发现的眼光来看待每一个孩子的闪光点，能够因材施教。不能总是盯着学生的缺点不放，扼杀了孩子们的天性和特长。
查询了一些关于孩子们心理特点的书刊，发现网上很难找到关于小学一年级体育教学的视频，发现体育课相比英语，语文等等其他学科已经落后了，关于体育类教学的参考书和教学碟片太少了。正是因为体育教师之间的经验交流太少，才导致体育教学相对其他主科的停滞和发展不前。希望自己能够在经验教训中积累和沉淀，在教学中迅速成长，能够获得长足进步！为推动小学体育教学的发展献出一份力量。
一年级教案课后反思7
课时
1课时
设计人
陈雪原
教学目标设计
1、在现实情境中认识人民币的单位元、角、分级它们之间的关系。
2、认识各种面值的人民币
1、操作法：通过操作人民币，初步感知人民币，认识人民币。
2、观察法：通过观察发现各种面值的热民币的特点，从而进一步认识人民币。
教学程序设计
教材处理设计
师生活动设计
一、谈话导入。
二、观察情境图，提出问题。
1、观察情境图
2、提出数学问题
三、解决问题
1、解决第一个红点问题“你存了多少钱”。
从了解本班学生的存钱罐导入新课
引导学生观察情境图，提出数学问题，然后由情境图回到现实中来，一本班同学的存钱罐为素材开展学习活动。
提出的问题：
你存了多少钱？
你认识下面的人民币吗？
第一个红点标示的问题“你存了多少钱”是认识人民币的单位元、角、分及它们之间的关系。教学时采用以下几个环节进行：1、首先是策略问题，即怎样才能知道存了多少钱，面对这么多钱怎样数。
2、教师为每个小组准备面值不同的人民币，引导学生先分类，将面值相同的人民币放在一起。
3、夹流自己辨认不同面值人民币的方法，可以从人民币上的面值、正反面的颜色、图案等方面进行辨认。同时教师要向学生进行爱护人民币的教育。
师：课件出示情境图。
生：观察情境图，提出问题。
师：出示第一个红点问题“你存了多少钱”。提出问题怎样才能知道存了多少钱，面对这么多钱怎样数。
生：给人民币分类。
生：交流自己认识的人民币
师：教师向学生进行爱护人民币的教育。
教学程序设计
教材处理设计
师生互动设计
2、解决第二个红点问题“你认识下面的'人民币吗？”
四、课堂练习
五、课堂
4、认识乐园、角、分的基础上，组织兑换人民币的活动，如：“1角兑换多少分？”“1元兑换多少角？”从而得出1元=10角，1角=10分。
5、结合统计表中的数据解决红点标示的问题“你存了多少钱”。在认识人民币时，教师要注意充分展示学生的发现。在了解人民币的单位元、角、分之间的关系后及时组织自主练习，加深对人民币的认识。
第一个红点问题“你认识下面的人民币吗？”旨在引导学生对2元及2元以上人民币进行认识。学生已有一定的经验，教师引导学生独立解决。
自主练习第1题是认识现在流通的不同面值、版别的人民币及兑换人民币的题目，其中大面值人民币的认识是重点。练习时，教师仿照此题设计出更多的活动，尤其要重视“你还能怎样换”这个环节，提高联系的灵活性。
通过引导学生交流收获体会，复习本节课所学的知识。
生：兑换人民币。
师：组织交流1元=10角，1角=10分。
师：引导解决“你存了多少钱”这个问题。
生：解决问题后交流。
师：出示第二个红点问题“你认识下面的人民币吗？
生：独立解决问题。
师：出示自主练习第1题
生：自主练习
生：交流收获体会。
板书设计
我的存钱罐
1元=10角 1角=10分 1元=100分
人民币的面值有：1分 2分 5分
1角 2角 5角
1元 2元 5元 10元
20元 50元 100元
课后反思
由于人民币与学生的生活密不可分，学生在生活中对有关人民币的知识已有一定的经验。因此，在教学是要充分利用这些经验，创设学生熟悉的、生动地、有趣的情景，引导学生在解决一系列现实问题的过程中，经过独立思考与合作交流，系统的学习有关人民币的认识。在实践活动中让学生认识人民币，提高学生解决实际问题的能力。
一年级教案课后反思8
本学期我校体育工作在区教育局和学校的总体布署下，在学校领导的关心支持下，坚持德、智、体全面发展的正确方向，明确全民健身计划，在搞好学校体育工作的同时，紧紧围绕教育的实施，全神贯注抓好课堂教学，业余训练，使我校体育工作得到长足的发展，丰富了校园生活，增强了师生的身体素质，健全了学校体育教学制度。现就本学期我开展的体育工作做如下总结：
本着“健康第一”的指导思想，切实抓好体育教学工作我能认真研究贯彻执行新的《体育课程标准》，本着“健康第一”的指导思想，确立“以人为本”的体育教学目标，结合德育、智育和美育，促进学生身心的全面发展。在教学中能以现代课堂理念规范自己，进行有目的、有计划的教学实践，教科研意识强，教学水平有明显的提高。我能认真做到经常性地对教学工作进行反思、总结，及时发现问题，解决问题，逐步认识和掌握新课程标准下体育教学新的规律。根据所制定的体育教学工作计划及教学进度，结合教学的实际情况上好每节课，认真写好教学反思。平时能常抓不懈，有序开展体育新课程学校“体操”是反映学生整体面貌的'形象“工程”，是学校整体推进素质教育的一个窗口，抓好“体操”也是学校管理工作方面的一项重要内容。抓好“体操”更能促进学校的全民健身活动的开展。一学期来，我配合学校工作，继续严格规范广播操进出场的纪律及做操质量，做到出操静、齐、快，动作规范、美观。继续实施“领操周周换”制度，不断改进广播操动作质量，树立班上领操员榜样模范作用。一学期来，我利用体育课，带领学生坚持不懈进行日常训练，做到有计划，有记录，按时保质抓成效。期末进行达标检测，全班各项检查结果基本达到规定的标准。
第四篇：朗文一年级1A教案
Teaching
Plan Ⅰ.Teaching content: Chapter 1.Starting school Ⅱ.Teaching goals: 1.Basic language goals: Ss could master the usage of all the words and expressions.Words: afternoon
boy
girl
hello
morning
name
teacher
card
children Miss Sir
spell
thank Expressions: Good morning/afternoon.Hello.I am Mary.Good bye.What is your name?
2.Ability goal:
To improve the Ss’ ability of listening and speaking.Students can make dialogues by themselves.3.Emotion goal: Cultivate the Ss’ ability of group cooperation further.Stimulate the Ss’ interest.Ⅲ.Main and difficult points 1.Words and expressions: The basic language point of Chapter 1.2.Grammar focus: Moral and Civic Education;good manners.Ⅳ.Teaching aids: Pictures
cards
Ⅴ.Time allotment:
The 1st.Period Ⅰ.Teaching task: Chapter 1 PartA Ⅱ.Teaching steps:
Step 1.Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls.I am Jacky,your Englishteacher.Can you greet me?Say “Hello,Jacky.”
who would you like to greet me? You’re
.Do you know my name?Can you greet me? P:Hello,Jacky./Good morning/afternoon,Jacky.T:Very good.Step 2.Presentation 1.Write your name on the board.2.put on a name card(on a string arond your neck.)Keeping repeating My name is...T:What is your name?Do you have an English name? Who has already got an English name?Hands up!What is your English name? P1：My English name is Mary.T:Hello,Mary.Anybody else? P2:I am...T:Good morning,...3.Write some common English names on the board.Then speak to pupils who don’t have an English name.T:Look at these names.You can choose one you like.You can use it in the classroom.You can write the name.then you can take it home and show your parents.you’re...How about Kevin or Kelvin？ Step 3.Practice
Make a short dialogue.The 2nd Period Ⅰ.Teaching task: Chapter 1 Part B Ⅱ.Teaching steps:
Step 1.Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls.I am Jacky,your Englishteacher.Can you greet me?Say “Hello,Jacky.”
who would you like to greet me? You’re
.Do you know my name?Can you greet me? P:Hello,Jacky./Good morning/afternoon,Jacky.T:Very good.Step 2.Presentation 1.Try adressing different pupils,greeting them and getting them to introduce themselves.Less able pupils can do this in groups to build up confidence.T: Good morning/afternoon,Group B.P: Good morning/afternoon,Jacky.2.Write Good morning/afternoon on board.Keep practising this and other expressions around the class.3.Write key words and expressions on the board.4.Encourage pupils to repeat the phrases and sentences after you,acting roles.Step 3.Practice Listen to the tape.what can you say?
The 3rd.Period Ⅰ.Teaching task: Chapter 1 PartC Ⅱ.Teaching steps: Step 1.Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls.I am Jacky.Say “Hello,Jacky.”
who would you like to greet me? You’re
.Do you know my name?Can you greet me? P:Hello,Jacky./Good morning/afternoon,Jacky.T:Very good.Step 2.Presentation 1.Arouse pupils’ interest in reading by asking one or two questions about the story.T:Do you know who Beeno is?
Can you point to Beeno? 2.Pre-teach the key words and give the classroom language for teaching them,eg:spell,present.3.Tell pupils to read the story once silently.4.Ask question about the story.①Who is the teacher?(peter)②In picture one is it morning or afternoon? ③There are four children.do you know their name?Can you tell me one name? ④How do you know?Tell me a girl’s/boy’s name.Step 3.Practice 1.Get pupils to act the story in groups,changing names where appropriate.ask one or two groups with lively intonation and reasonably accurate pronunciation to come to the front to perform.2.Ask pupils to spell their names.3.Check pupils answers to Part D
The 4th.Period Ⅰ.Teaching task: Chapter 1 PartD Ⅱ.Teaching steps:
Step 1.Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls.Say “Hello,Jacky.”
who would you like to greet me? You’re
.Do you know my name?Can you greet me? 2.Review the story.Get pupils to act the story in groups,changing names where appropriate.ask one or two groups with lively intonation and reasonably accurate pronunciation to come to the front to perform.Step 2.Presentation(Phonics)1.Get pupils to look at my mouth while you pronounce the/g/sound or play the video in the Super E-Book.Lool at my mouth.Say after me.2.Play the phonic game in the Super E-Book.3.Ask the pupils to look for anther word with the same sound(goodbye.)4.Suggest English names that pupils can use in the class beginning with the same sound.T:Does everyone have a name beginning with a/g/sound?Can you tell me who has a name beginning with /g/? Here are some names:Gary,Gilbert,Gordon,Grace【Write them on the board.】
Step 3.Practice
Ask pupils to say other known words with the same sound.The 9th.Period
Ⅰ.Teaching task: Chapter 1 Part E Ⅱ.Teaching steps:
Step 1.Warm-up Daily greeting.T: Hello, boys and girls.Ss: Hello, Lucia.T: What’s your name ? Ss: My name is Mary.Step 2.Presentation 1.Revise learnt expressions by greeting different pupils and getting them to introduce themselves.T: What is your name ? S1: My name is _______.T: Good afternoon,________.S1: Good afternoon, Lucia.2.Lead pupils to do pair work like the above mentioned.3.Go round the class to check pupils’ understanding.4.Make a name card for your partner.Step 3.Practice
Make a short dialogue.Teaching
Plan Ⅰ.Teaching content: Chapter 2.Nice to meet you Ⅱ.Teaching goals: 2.Basic language goals: Ss could master the usage of all the words and expressions.Words: my father
my mother
my classmate
my brother
my sister
my friend Expressions: This is ______.Nice to meet you.Nice to meet you, too.How are you? I am fine, thank you.How are you ? I am fine, too.2.Ability goal:
To improve the Ss’ ability of listening and speaking.Students can make dialogues by themselves.4.Emotion goal: Cultivate the Ss’ ability of group cooperation further.Stimulate the Ss’ interest.Ⅲ.Main and difficult points 3.Words and expressions: The basic language point of Chapter 2.4.Grammar focus: Customary greetings.Ⅳ.Teaching aids: Pictures
cards
Ⅴ.Time allotment:
The
1st
Period
Ⅰ.Teaching task: Chapter 2.Part A(1)
Ⅱ.Teaching steps:
Step1.Warm-up
Daily greeting:
T: Hello, children.Ss: Hello, teacher.T: What is your name?
Ss: My name is _______.Step 2.Presentation 1.Play a game: T says, Ss do.2.T shows the pictures and lead the Ss to read the words.(T writes the words on the blackboard.)3.Ask Ss to read the words group by group to see which group is the best.4.Teach Ss how to act the different roles.As a teacher reads the words, the Ss do the action, then ask some students to be a little teacher.5.T points the words, Ss read them out.Step3.Practice 1.T shows the pictures, Ss read the words.2.Ask Ss to read the words by themselves.The
2nd
Period Ⅰ.Teaching task: Chapter 2.Part A(2)Ⅱ.Teaching steps:
Step1.Warm-up
Daily greeting:
T: Hello, children.Ss: Hello, teacher.T: What is your name?
Ss: My name is _______.Step2.Presentation 1.Sing a song together.2.Review the words of family members.(father mother brother sister me)3.T shows the pictures, Ss say the words.4.T says the words, Ss catch the pictures.5.Teach Ss how to introduce people with the pattern “This is _____” 6.Lead Ss to read the above pattern.7.Ask Ss to introduce their friends to all the classmates in the front.Step3.Practice 1.Ask Ss to read the words and sentences.2.T shows other photos of pupils, Ss say “This is______”
The
3rd
Period Ⅰ.Teaching task: Chapter 2.Part A(3)Ⅱ.Teaching steps:
Step1.Warm-up
Daily greeting:
T: Hello, children.Ss: Hello, teacher.T: What is your name?
Ss: My name is _______.Step2.Presentation 1.Teach “he” and “she”.Through the pictures to be clear about these two words.2.Give examples to introduce others with the two words.Eg: He is my classmate.She is my sister.3.Ask Ss to introduce their partners with this pattern: This is Peter.He is my brother.This is Cherry.She is my sister.Step3.Practice 1.Lead Ss to read the sentences on the blackboard.2.Listen to the CD and read the dialogue in Part A.Step4.Homework
Ask Ss to draw a picture about their families and describe.The
4th
Period Ⅰ.Teaching task: Chapter 2.Part A(4)Ⅱ.Teaching steps:
Step1.Warm-up
1.Daily greeting:
T: What is your name?
Ss: My name is _______.2.Sing a song.Step2.Presentation 1.Ask Ss to show their pictures about their family members, and try to introduce them in this way.2.T shows the Flash cards, Ss read the words out together, and then pick up one group to read the words one by one.3.Look at the books and ask Ss to say the content of Part A about: Where is it? Who are they? What are they doing? 4.Listen to the CD and read the dialogue.5.T leads them to read one sentence by one sentence.Step3.Practice
Play a game.T draws a picture about family members on the blackboard.Firstly, ask Ss to recognize who they are(father? mother? brother? or sister?)
The
5th
Period Ⅰ.Teaching task: Chapter 2.Part B Ⅱ.Teaching steps:
Step1.Warm-up
Daily greeting:
T: Hello, children.Ss: Hello, teacher.T: How are you?
Ss: Fine, thank you.Step2.Presentation 1.Take out a photo and ask Ss to do introduction with “This is _____” or “He/She is ______.” 2.Listen to the CD and read Part A.3.Ask Ss to look at the pictures carefully to make themselves be clear about the relationships of these people.4.Lead them to say out these children’s relationships like: This is ________.He/She is my friend.Step3.Practice 1.Write the right answer of Part B and ask Ss to copy by themselves.2.Check their books.Step4.Thought after class
The
6th
Period Ⅰ.Teaching task: Chapter 2.Part C Ⅱ.Teaching steps:
Step1.Warm-up
Daily greeting:
T: Hello, children.Ss: Hello, teacher.T: How are you?
Ss: Fine, thank you.Step2.Presentation 1.Ask Ss to look at pictures on P1 and P2 and answer Qs: What is the bee’s name?(Beeno.)What did Mary lost?(Her book.)Which class did Mary in?
(Class1A.)Who is Betty?
(Mary’s classmate.)2.Listen to the CD and ask Ss to talk about the main content of this story.3.Lead Ss to read the story one sentence by one sentence.Step3.Practice 1.Listen to the CD and read.2.Ask Ss to read the story follow the T.3.Ask Ss to read together.The
7th
Period Ⅰ.Teaching task: Chapter 2.Part D & Phonics Ⅱ.Teaching steps:
Step1.Warm-up
Daily greeting:
T: Hello, children.Ss: Hello, teacher.T: How are you?
Ss: Fine, thank you.Step2.Presentation 1.Listen to the CD and read Part C.2.Ask some questions: Which class does Mary in? What is the meaning of “friend”? What does “classmate” mean? 3.Ask Ss to finish Part D.4.Check the answer.5.Let Ss to look at T’s mouth when pronounces /h/ Step3.Practice 1.Play the phonics game.2.Ask Ss to say more words with the sound of /h/ 3.Listen to the CD and read Part D.The
8th
Period Ⅰ.Teaching task: Chapter 2.Part E & Task F Ⅱ.Teaching steps:
Step1.Warm-up
Daily greeting:
T: Hello, children.Ss: Hello, Lucia.T: How are you?
Ss: Fine, thank you.Step2.Presentation 1.Revise the greeting expressions learnt in this chapter by greeting Ss 2.Ask Ss to do pair work.3.Check the answers of Part E.Step3.Practice 1.Tell the main idea of the song in Part F.2.Listen to the CD and sing the song.3.Play the song and tell pupils to follow the words with their fingers.4.Play the song again and ask Ss to sing along.Step4.Thought after class
The
9th
Period Ⅰ.Teaching task: Revision(Chapter 2.)Ⅱ.Teaching steps:
Step1.Warm-up
1.Daily greeting:
T: Hello, children.Ss: Hello, teacher.T: Nice to meet you.Ss: Nice to meet you, too.2.Sing a song < I love my family>
Step2.Presentation 1.T does the actions and Ss say the words to revise Good morning/ Good afternoon/ Good evening.2.Play a game to revise the basic sentences.What is your name?
My name is _________.Step3.Practice 1.Listen to the CD and read Part A.2.Ask some Ss to recite the dialogue.3.Listen to the CD and read Part C.4.Point to the important sentences of story in Part C and read for several times.Step4.Thought after class
The
10th
Period I Teaching task: Revision C(Chapter 2)II Teaching steps: Step1 Warming up activities 1 Daily greeting.2 Sing a song(I love my family).Step2 Presentation’ T show s the Flash cards, Ss read the words out.2 Ask Ss to make sentences with the words like: This is Peter.He is my classmate.3 Recite Part A together.4 Read the story in Part C and answer the questions.① Which classs is Mary in? ② What did Mary lost? ③ What relationship are between Betty and Mary? Step 3 Practice Listen to the CD and read Part C.2 Point out the key words and expressions of the story write them on the blackboard and read again.Step 4 Homework
Recite Part C.Teaching Plan I Teaching content:
Unit 3 My toys II Teaching goals: Basic language goals: Ss could master the usage of all words and expressions.Words: a doll a car a robot a ball
a bus a teddy bear
one two three four five
six seven eight nine ten Expressions: I have a ball.I have two balls
He has three buses and five balls 2 Ability goals:
To improve the students’ abilities of speaking and listening.3 Emotion goal
To be confident during studying English
To cultivate the students’ ability of group coorperation.III Main and difficult points.1 Words and expressions 2 Grammar focus:
I have a ball He has two balls.IV Teaching aids
Flash cards, CD player, toys V Time allotment:
The I Teaching task: Part A(a)II Teaching steps
Step1 Warming up activities 1 Daily greeting
Period
1st 2 Sing a song.Step 2 Presentation 1 Introduce the number from 1~10 and write them on the blackboard.2 Lead them to read and then ask Ss to count them one by one.3 If someone counts the wrong number or doesn’t know how to count, I will give him/her a punishment to jump and other students help him/her to count together.Step 3 Practice 1 Look at the calendar on the book and read the numbers follow the T with the fingers pointing to the words.2 Lead Ss to do some mathematic like:
One + two = three
seven－two = five
three + five = eight
four－one = three
one + five = six
ten－five = five Step 4 Homework
To remember the numbers.The
2nd
Period I Teaching task: Unit3 Part A(b)II Teaching steps: Step 1 Warming up activities
Greeting.2 Sing a song.Step 2 Presentation
Review the numbers.2 Introduce the new words with Flash cards.Show an opaque bag with small objects in it in my bag.Oh!It is a ball.Is there only one ball? No? There is another ball.Let’s count.How many balls? One ball, two balls, three balls.Etc.3 Teach the vocabulary using the flash cards or toys.T: This is a car.Say “ car”.Repeat follow me.Car.I have a car.This is my car.4 Keep asking “How many?”
Focus on the plurals: one bus, two buses T: How many robots? S1: I have two robots.Step 3 Practice 1 Listen to the CD and read the words.The
3rd
Period I Teaching task: Unit 3 Part A(c)II Teaching steps: 1 Greeting.2 Play a game.Step 2 Presentation 1 Review the words with Flash cards 2 Write the numbers on the board first, then the words.Let pupils point and read the words.Correct their pronounciation when necessary.T: Who would like to be a teacher? Let’s count together.Group A, say the numbers.Listen carefully: Three.This is three.Repeat.Three.Very good.Etc.3 Rub out the words only.Try to get Ss to say the numbers in random.Demonstrate first, then ask Ss to come up.4 In order to keep Ss’ attention, come to the board, then suddenly rub out different numbers and get Ss to say the missing words.(numbers).Continue until you have rubbed out all the numbers.Get Ss to count from one to ten in groups and individually.Step 3 Practice
Use number cards to match the numbers and words.Draw out a card and a toy from your bags.The
4th
Period I Teaching task: Chapter 3 Part B II Teaching steps:
Step 1 Warming up activities
Greetings.2 Play a game.Step 2 Presentation 1 Review the new words with Flash cards.2 Lead students to count numbers one by one.3 Listen to the CD and read Part A.Write down the basic sentence: I have … Ask Ss to look at the pictures and count how many toys Peter/Tom/Mary has.5 Ask Ss to make up a short dialogue in groups.e.g.I have a robot.I have nine balls.To underline we use a/an instead of one for singular nouns and we add s in the end.Put es on the end of plural nouns which ending in s, sh, ch, x or z and some nouns ending in O.Step 3 Practice
The
5th
Period I Teaching task: Chapter 3 Part C II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Review the new words.Step 2 Presentation.1 Arouse pupil’s interest in reading by asking one or two questions about the story.What are the children playing with?
What toys can you see? 2 Listen to the CD and ask pupils to answer:
Whose house is it?
What toys does Danny have?
Are Danny’s robot big?
Is Sue’s robot big? 3 Interpret the story and read one sentence by one sentence.Step 3 Practice 1 Listen to the CD and read the story.2 Lead pupils to read the story.3 Ask pupils to read by themselves.Step 4 Homework.The
6th
Period I Teaching task: Chapter 3 Part D& Phonics II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Listen to the CD and read Part C.Step 2 Presentation 1 Lead Ss to read the story.2 Ask Ss to answer the questions How many pigs does Danny have? Who has five robots? Who has a big robot? 3 Ask Ss to read the story together.4 Finish Part D & check the answers.5 Get pupils to look at my mouth while pronounce the |b| and |p| sounds or play video in the Super E-book.Step 3 Practice Play the phonics game in the Super E-Book.2 Ask pupils to look for one more word for each sound(ball, Pippy).3Tell pupils to hold a piece of paper in front of their mouths when they say the |b| and |p| sounds.The paper will move when they say |p|, because more air should be pushed out of the mouth.The
7th
Period I Teaching task: Chapter 3 Part E II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Review the new word.Step 2 Presentation 1 Ofer an opaque bag full of toys and ask some Ss to get someone, then say the sentence.e.g.I have a doll.I have two robots.2 Also ask someone to get a toy from the bag and ask other Ss to guess what she/he has.e.g.She has five cars.He has two robots.3 Listen to the CD and read PartE.4 Ask Ss to look at the 4 pictures in Part E and write the right name in the blanks.Step 3 Practice Lead Ss to read the Part E again.Play the phonics game in the Super E-Book.2 Ask Ss to make up a short passage about Sam and Tina with pictures.The
8th
Period I Teaching task: Chapter 3 Part F II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Review the numbers 1-10.Step 2 Presentation 1 Count the numbers group by group.2 Write these numbers on the blackboard and ask someone to read.3 Look at the picture on P18 and ask how many teddy bears there are.4 Play the CD and listen.5 Teach Ss to sing the song one sentence by sentence.6 Lead them to dance with the music.Step 3 Practice 1 T leads Ss to sing and dance for 3 times.2 Choose some students to perform in the front.3 The whole class sing and dance follow the music.Step 4 Homework
Teaching Plan I Teaching content:
Chapter 4 My pencil case II Teaching goals: Basic language goals: Ss could master the usage of all words and expressions.Words: a pen a pencil a ruler
an eraser a sharpener a pencil case red blue yellow pink brown green black white Expressions: I have a ball.I have two balls
He has three buses and five balls 2 Ability goals:
To improve the students’ abilities of speaking and listening.3 Emotion goal
To be confident during studying English
To cultivate the students’ ability of group coorperation.III Main and difficult points.1 Words and expressions 2 Grammar focus:
I have a ball He has two balls.IV Teaching aids
Flash cards, CD player, toys V Time allotment:
The
1st
I Teaching task: Chapter 4 Part A(a)II Teaching steps: Step 1 Warming up activities.1 Greetings.Period 2 Play a game.Step 2 Presentation 1 Teaching the colours with the flash cards.Demonstrate by naming the colour of an object in the classroom.Match it with the correct flash card.Repeat with all the colours.T: Look!I have a pen.What colour is it? It is red.Show me/Point to something red in the classroom.The card is yellow.The pencil is yellow.Can you show me something yellow? What is black? What is white? The pen is black.The wall is white.My shoes are black.My hair is black.Etc.2 Now teach the vocabulary.First show the flash cards with the words covered.Then write the words on the board and teach the pronunciation.Rub out the words and get pupils to say the words.T: Read after me.P-E-N.Pen.Who can spell “pen”? Step 3 Practice 1 Listen to the CD and repeat.2 Ask Ss to make a phrase with the words of school things and colours.Step 4 Homework
The
2nd
Period I Teaching task: Chapter 4 Part A(b)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 Review the new words.a)Look at the flash cards and read.b)Compete who can read the words fastest.c)T leads Ss to read again.2 Introduce pupils to the article “an”.T: Speak after me.Be very careful: an apple, an eraser, an elephant, Pencil? A pencil? Pen? A pen.Eraser? An eraser.3 Introduce it and they.T: I have a pencil sharpener.What colour is it? It is pink./ One … It is …/ Two … They are …/ Three … They are … Step 3 Practice 1 Play a game.Give pupils key words, then ask them to make sentences.e.g.Two, ruler, pink.I have two rulers.They are pink.Step 4 Homework
The
3rd
Period I Teaching task: Chapter 4 Part A(c)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 Review the new words.2 Ask Ss to make sentences with these words.Introduce when a name/she/he is at the beginning of a sentence, we will use “has” instead of “have”.e.g.May has two pencils.She has a ruler.He has five erasers.Step 3 Practice 1 Show them key words, let Ss make sentences.e.g.Tom, three, pen, red.Tom has three pens.They are red.2 Write these sentences on the bb and lead Ss to read.Draw three big circles on the board.The representatives write the quantity in the circile and the object in the third circle.The groups get five points for writing the words correctly.I f they can say the sentences correctly, they can get an extra ten points.Step 4 Homework
The
4th
Period I Teaching task: Chapter 4 Part A & B II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Review the words.a)with flash cards.b)listen and repeat.c)make sentences.2 Ask Ss to look out the picture on P20.Q: a)How many children are they? b)Who are they? c)What does Peter have? d)What does Mary have? 3 Listen and read the dialogue.Step 3 Practice 1 Ask questions about Sally and Tom.a)What does Sally have? b)What colour are they? c)What does Tom have? d)What colour are they? Step 4 Homework Read the dialogue and recite.The
5th
Period I Teaching task: Chapter 4 Part C II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Review the words.2 Show a pencil case and ask Ss to say what is in it.e.g.three pencils, a sharpener, two green erasers, no pens.3 Ask Ss to look at the pictures on P21.Q: a)Where are the children? b)What are they waiting for? 4 Listen and answer.Qs: a)Why can’t Tom play with Charlie? b)Where is Charlie in Picture 3? c)In picture 3, is the school bag Charlie’s? d)In picture 3, is the pencil case Charlie’s? 5 Interpret the story and read the story one sentence by one sentence.Step 3 Practice 1 Listen and read.Check pupils’ answer of Part D.3 Read the story again.Step 4 Homework
Read the story and recite.The
6th
Period I Teaching task: Chapter 4 Part C II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 Ask Ss to answer questions.a)What are the children doing? b)Whose pencil case does Charlie have? c)What happened later? 2 Listen to the CD and read.3 Pick out the important points.a)come and play b)This isn’t … c)Oh, dear!d)the next day.4 Lead Ss read the above sentences.Step 3 Practice 1 Ask Ss to read the story by themselves.2 Invite some Ss try to retell the story with their own words.3 Lead them to act the story.Step 4 Homework
Recite the story.The
7th
Period I Teaching task: Chapter 4 Part D & Phonics II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 Listen and read the story.2 Look at the picture on P22 and talk about what they are in the pencil case.3 Ask Ss to write the names.4 To check the answers.5 Get pupils to look at your mouth while you pronounce the /e/ sound or play he video.T: Look at my mouth.6 Play the phonics game.7 Ask pupils to say the words hen and bed.Make sure they pronounce the words correctly./e/ /en/ /hen/ /e/ /ed/ /bed/ Step 3 Practice 1 Ask pupils to imagine that they are making a hesitation sound ‘eh’.As if do not know the answers to the T’s question.2 Ask pupils to say other known words with the same sounds.Step 4 Homework
Recite the story
The
8th
Period I Teaching task: Chapter 4 Part E II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Go through Tom’s description with pupils.Ask questions to check their understanding.a)How many pencils does Beeno have? b)What colour are they? c)How many erasers does Beeno have? d)What colour is it? 2 For less able pupils, you can write down key words on the board for their reference.e.g.five, black, pencils.3 Tell pupils to draw and colour the stationery in Beeno’s pencil case.Go round the class checking their understanding.4 Ask pupils to listen to Tom’s description of the stationery in Ting Ting’s pencil case.They write down the number of things in Ting Ting’s pencil case.5 Check pupils’ answers to Part E.Step 3 Practice 1 Let a student to be a little teacher, the other students read after him/her.2 Let students read the texts one by one.Step 4 Homework
Recite the story
The
9th
Period I Teaching task: Chapter 4 Part F II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 Tell pupils that they are going to play a game.T: Let’s play a game.I’m going to divide you into groups of four.2 Demonstrate how to play the game by saying, e.g.In my pencil case, I have a blue ruler.Then pass a pencil case to the pupil next to you 3 The pupil next to you, has to hold the pencil case and extend the sentence with the words.e.g.In my pencil case, I have a blue ruler and two red pencils.Step 3 Practice 1 Let a student to be a little teacher, the other students read after him/her.2 Let students read the texts one by one.Step 4 Homework
Recite the story
Teaching Plan I Teaching content:
Chapter 5 We can do it!II Teaching goals: 1.Basic language goals: Ss could master the usage of all words and expressions.Words: climb draw jump read run sing skip swim
Walk write can English Expressions: I can swim.I can’t read.Can you run ? 2 Ability goals:
To improve the students’ abilities of speaking and listening.3 Emotion goal
To be confident during studying English
To cultivate the students’ ability of group coorperation.III Main and difficult points.1 Words and expressions 2 Grammar focus:
Can you … ?
I can/ can’t ….IV Teaching aids
Flash cards, CD player, toys V Time allotment:
The
1st
Period I Teaching task: Chapter 5 Part A(a)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Greet pupils and revise greetings.2 Revise spelling and counting using “can”.T: You can all spell your name now.Can you spell my name ? I can spell my name.My name is Lucia.L-U-C-I-A.Everyone can count from one two three… Can you count the buses? One bus, two buses…
I can draw a car.Who can draw a ruler? 3 Write “can” on the board and underneath write the names of the things pupils might be able to draw.Ask questions and put a tick next to the things pupils can draw.Write “can’t” on the board and put a cross next to the things pupils can’t draw.Recycle all taught vocabulary.Step 3 Practice Make dialogues:
T: I can’t draw a fish.I can draw a ball.Can you …? Ss: Yes, I can./ No, I can’t.The
2nd
Period I Teaching task: Chapter 5 Part A(b)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Mime swimming to teach the word ”swim”.T: Who can swim? Can you swim? P: I can swim./ I can’t swim.T: Those who can swim, hands up.Those who can’t swim, stand up.2 Teach all the new vocabulary(skip read write climb)in the same way.You can also use pictures.Write all the words on the board.T: Can you skip?
P: Yes, I can.(Put a tick)
No, I can’t.(Put a cross)3 Point to objects in the classroom.T: Can you say the names of the things in the classroom? How many things can you say in English? Can you say this in English?
P: Yes, I can./ No, I can’t.Step 3 Practice
Pair work.The
3rd
Period I Teaching task: Chapter 5 Part A(c)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Review the new words.Read together with Flash Cards.Eg: skip skip
I can skip.Read the words line by line.Read out the words quickly.2 Review the basic sentences.T: I can draw.Can you draw? P: Yes, I can.I can draw an apple.3 Ask Ss to practice in pairs.Step 3 Practice In pairs pupils ask each other questions to practice using can and can’t.Eg: Can you skip, Mary?
Yes, I can.Can you climb?
No, I can’t.The
4th
Period I Teaching task: Chapter 5 Part A&B II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 T does the actions, Ss guess the words.2 Listen to the CD and read the dialogue in Part A.Step 3 Practice 1.Ask Ss to look at P26.T: What can Kate do? P1: She can draw.T: What can Peter do? P2: He can climb.2.Ask Ss to complete the sentence by speaking.3.T writes down the right answer on the board.Let Ss copy them down.4.Check their handwriting.Step 4 Consolidation 1.Ask Ss to make sentences with Flash Cards.Eg: I can swim.I can’t climb.Can you write?
The
5th
Period I Teaching task: Chapter 5 Part C(a)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Ask some questions.T: Can you run? S1: Yes, I can.2 Creat a situation: We are going to have a sports meeting.T: What can you do? S1: I can jump.T: He can jump.He can run too.(Write on the blackboard)T: Who can run fast? Ss: I can run fast.3.Ask Ss to look at the pictures on P27---28 and answer the following questions.1)Who can run fast and jump? 2)Can Ricky run too? Step 3 Practice Make dialogues:
The
6th
Period I Teaching task: Chapter 5 Part C(b)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Ask some questions.1)What can Kelly do? 2)What can Ricky do? 2 Listen to the CD and answer the following questions.1)Who is Coco? 2)Can he run fast? 3)Who is late? 4)Can Coco run fast at last? 3 Interpret the story, write the important phrases and sentences on the board.Step 3 Practice 1.Listen to the CD and repeat.2.Ask Ss to read the story follow T.3.Ask Ss to talk about why Coco can run fast at last in groups.S1: Coco is late.S2: Coco feels worried.S3: Coco must run fast.The
7th
Period I Teaching task: Chapter 5 Part D & Phrases II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Review the words.Step 2 Presentation 1 Read the story and answer the following questions.1)Which animals can run fast? 2)Can Ricky run? 3)In picture 6 can Coco run fast? 2 Get pupils to act the story in groups.Ask one or two groups with lively intonation and reasonably accurate pronunciation to come to the front to perform.3 Check pupils’ answers to Part D.Step 3 Practice
1.Get pupils to look at your mouth while you pronounce the /k/ sound or play the video.2.Play the phonics game.3.Ask pupils to look for two more words with the same sound.4.Ask pupils to tell you other known words beginning with the same letters and sound.Dram the on the board.The
8th
Period I Teaching task: Chapter 5 Part E II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Introduce “Mimi” She is clever ask Ss to look at the pictures and ask: 1)Can she read a book?
2)Can she write a story? 3)Can she sing a song?
4)Can she climb a tree? 2.Revise he/she.3.Revise the question form.Eg: Peter can walk.Can Peter walk?
Can he walk ? Step 3 Practice
1.Pupils do pair work.They ask their partner to report two things he/she can do and he/she cannot do.2.Pick out one or two pairs.Ask one of the pupils to report one thing his/her partner can do.Then ask whether the partner can do another thing.Eg: Mary can swim.Can she climb?
No, she can’t.3.Check pupils answers to Part E.The
9th
Period I Teaching task: Chapter 5 Part F(a)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song 3.Recite the important words and sentences.Words: Ask Ss to read out according to the flash cards.Play a game(I say you do)Sentences: Ask Ss “ Can you skip?” Step 2 Presentation 1.Tell pupils to fill in their personal information in the table.They tick the things they can do.2.Ask pupils to get in groups of four.They put their counters on the start.3.They take turns to throw the dice and move their counters according to the number on the dice.Step 3 Practice
1.Work in pairs.They ask their partner to report two things he/she can do and he/she cannot do.2.Ask one of the pupils to report one thing his/her partner can do.Then ask whether the partner can do another thing.The
10th
Period I Teaching task: Chapter 5 Part F(b)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.3.Review the sentences:
Ask and answer “Can you … ?”
Ask Ss to answer according to the chant.Step 2 Presentation 1 Tell pupils to fill in their personal information in the table.2.When they move to a circle with an action, they say whether they can do that action according to the information in their table.If they can, they throw the dice again.If not, they will miss one turn.Step 3 Practice 1.Pupils do pair work.2.They ask their partner to report two things he/she can do and he/she cannot do.3.Play the game and check which group is the winner.Teaching Plan I Teaching content:
Chapter 6 Look at me!II Teaching goals: Basic language goals:
第五篇：新世纪大学英语4课后答案
大英读写课后习题答案
Unit1
Working with words and expressions
（Translation）
段落翻译
Human beings live in the realm of nature.They are not only dwellers in nature, but also transformers of it.With the development of society and its economy, people tend to become less dependent on nature directly, but indirectly their dependence grows.Human beings are connected with nature by “blood” ties.No one can live outside nature.However, the previous dynamic balance between man and nature has shown signs of breaking down.Problems such as the population explosion, ecological imbalance and the shortage of natural resources have become major factors keeping human society from being further developed.Professor Spirkin holds that the only choice for human being is the wise organization of production and care for Mother Nature.Uint4 Working with words and expressions
（Translation）
Uint5
Working with words and expressions
（Translation）
段落翻译
Uint6
（Translation）
段落翻译
Uint7 Working with words and expressions 1.（Translation）
段落翻译
Uint8 Working with words and expressions 1.（Translation）
段落翻译
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