第一篇：1A Unit 2牛津英语1A教案
OXFORD ENGLISH 1A
Unit 2 Numbers Period 1
Let’s act
Teaching topic: Let’s act Language focus:
Using imperatives to give simple instructions
e.g.Give me …, please.Using nouns to identify classroom objects e.g.rubber Language skills: Listening Locate special informaion in response to simple instructions.Speaking Use modelled phrases to communicate with other learners Materials: Student’s Book 1A page 7
Cassette 1Ａ Cassette player
Wallchart Pre-task preparation 1 Revise the classroom objects vocabulary.Ask the students what do you have in your bag? Invite individuals to answer the question with the words they have learnt.Ask the class to put their personal items on the desks.Put up the wallchart on the board and tell a story like this: Sam and his classmates enjoy drawing.One day their teacher told them that they could each draw a picture.The students were happy to do this.However,the teacher told them that must share some of their things.They need to ask politely if they want to share some of their things.They need to ask politely if they want to borrow something.Sam didn’t have a rubber so he said to the girl sitting next to him, ‘Give me a rubber,please.’
She was happy to share with him.Ann didn’t have a ruler so she said to Tom politely, ‘Give me a ruler, please.’ The teacher was happy that everyone was sharing their things.She aslo liked their pictures.3 Ask some questions such as the following: What did Sam want?
What did he say? What did Annn want?
What did she say? While-task procedure 1 Play the cassette tape for ‘Give me a rubber, please’.Ask some students to act it and the rest of the class to judge right or wrong.2 Repeat the process with ‘Give me a ruler, please.’ Open the Students’s Book to page 7 and ask the students to say the two sentences.4 Divide the class into groups of four to practise acting the story.5 Select groups to act the strory out to the class.Post-task activity 1 Let pairs of students substitude ‘ruler’ and ‘rubber’ with some other words they have learnt and act the dialogue.2 Distribute white drawing paper to each student.Tell them that they can use their pencils and rulers,ect.To draw a picture of their classroom.If they need to borrow something, they mest say ‘Give me…, please’ to their classmates.在教授“Give me a …..”的同时，扩展“Here you are.”。形成问答结合的教学情境。让学生使用实际中的物品作对话和表演，以增强对所学句子的印象，同时对前一单元所学文具等单词进行复习。
设计比赛游戏的环节，以组为单位，开火车作对话，记录比赛时间和成绩。
Period 2
Let’s talk Language talk:
Using formulaic expressions to greet people
e.g.Hi, May.Using formulaic expressions to introduce oneself e.g.Hello, I’m May.Language skills: Speaking Use modelled phrases to communicate with other learners Open an interaction by introducing oneself Open an interaction by greeting someone politely Open an interaction by introdeucing your friends Materials: Student’s Book 1A page 8
Cassette 1Ａ Cassette player
Wallchart Pre-task preparation A Greeting: 1 Say ‘Hello’ to the students.Prompt them to return the greeting ‘Hello, Miss…’ Encorage the students to say ‘Hello’ to as many classmates as possible.Say ‘Hi’ to the students.Prompt them to respond ‘Hi’.Explain that ‘Hi’ is informal and for use between students.They must say ‘Hello’ when they greet you and other adults.4 Encourage the students to say ‘Hi’ to each other.B Intruducing yourself： Hold up a muppet.Say ‘Hello, I am…’ Then point to yourself and say ‘Hello, I’m Miss …’ Repeat several times.2 Say ‘Hello, I’m Miss...’ to individual students, to elicit ‘Hello, I’m …’ 3 Encourage the students to greet each other and introduce themselves to each other.C Introducing your friends: 1 Introduce the muppet to students.Ask the students to greet the muppet.2 Ask Who’s your friend? Can you introduce himher me? Prompt individual students to introduce their friends.3 Encourage the students to introduce their friends to each other.While-task procedure 1 Put up the Wallchart on the board so that all the students can see it.2 Play the casstte tape for page 8.Students listen and follow in their books.3 Play the cassette tape again.Students listen and repeat several times.4 Divide the class into groups of thrree.Practise the dialogue in groups.5 Select groups to act the strory out to the class.Post-task activity Extend the task by having the same groups practise the dialogue, substituting with their own names.Select groups to act the dialogue.Check the students’ pronuciation, and correct if necessary.Consolidition
通过对句型的讲授和操练，使学生学会如何用英语向同学问好，介绍自己、介绍朋友给别人。主要采用表演的形式进行。向学生介绍Hi 和 Hello用法及区别，分对象进行表演练习。
Period 3 Let’s learn Language focus: Using numbers to count from one to six Language skills: Listening Locate specific information in response to simple instructions Materials: Sudents book and cassette Boxes with various objects inside Pre-task preparation 1 Hold up a jar of sweets.Say Look.Do you like sweets? How many sweets are their in the jar? You all know how to count.Today we will learn how to count one, two,three,four,five,six in Enlish.If you learn all of numbers, you can have the sweets.2 Have six rulers ready.Hold up the first ruler and ask ‘What’s this?’ to elicit ‘A ruler.’ Introduce the new number words by adding the rulers one by one.Count slowly ‘one,two,three,four,five,six’.Repeat, and encourage the students to count together.4 Put the munber cards on the board.Then put the word cards next to them and read.Students repeat.While-task procedure 1 Open the Students’s Book to 9.Play the cassette tape and allow students to follow orally untill they are familiar with the words.Ask the students to point to each word as it is being read out.2 Put the same number of objects on a table in front of the class.Use a poniter to point and count with the students.3 Divide the class into six groups.Add on or take away objects but always keep the number within the range of 1 to 6.4 Listening activity: Every students if given 6 sweets.Read out a number within the range of 1 to 6.When the students hear the number, they count out the correct number of sweets and put them in their hands.Walk around the classroom and check.Post-task activity Divide the class into groups.Prepare some boxes with Various kinds of objects inside.Ask each group to choose one kind of object and count.Consolidition
使学生熟悉认读1---6个数字，用拍手、手势等方式练习对数字的快速反应和迅速认读能力。呈现课件，以歌谣的形式操练这几个数字。
重点强调three的发音；four和five的发音区别。
Period 4 Let’s play Language focus: Using imperatives to give simple instructions e.g.Show me.Using numerals to count numbers Language skills: Listening Locate specific information in response to simple instructions Speaking Use modelled phrases to open and maintain an interaction Materials: Cassette and cards Pre-task preparation 1 Say a number, e.g.One.The students show the number with their finger(s)and repeat as it is being read out.2 Prepare some cardboard rectangles for small group activity.On each draw six rows across and a vertical line parallel to the right margin.Inside the long rectangle spaces, draw 1 to 6 small objects,e.g.row 1 has 2 objects, row 2 has 6 objects, etc.Let the students count and invite individuals to come up and put the correct word card for each number onto the board near the margin.3 Ask Can you show me the numbers? Can you clap? Can you say he numbers from 1 to 6? While-task procedure Act: 1 Put up one finger and say ‘Show me one’.Students copy.Continue with ‘two’, ‘three’, ‘four’, ‘five’, ‘six’with students copying.2 Without doing the action,randomly select students and say ‘Show me…’ Students respond by doing the action and saying the number.3 Clap and count ‘One, two, three, four, five, six’.Students repeat the words only.Then say and do ‘Clap-one, two, three, four,five,six’.Students say and mine ‘Clap-one,two…’ Select students and say ‘Say-one,two,three…’.Students repeat.5 Play the cassette tape.Students listen and follow in their books.6 Play the cassette again.Encourage the students to say and act with you and the cassette.7 Invite individual students, groups or the whole class to say and act following you commands.Guess: 1 Put a number of objects into a big box.Ask students ‘How many?’ 2 Let individual students make their guesses.Take out objects and count together with the students.3 Students can take turns to put in objects for the class.Post-task activity Divide the class into groups of four.Call out any number from1 to 6 plus the name of any object students have learnt.Get individual sduents to use the sentences structure ‘Give me …,plese’ to collect number of objects from their classmates.Consolidition
本节是对所学数字的复习和使用课，先带领学生复习1—6的说法，使之能正确认读。让学生边做边说，用手势表示几就说几。让学生在前面带领其他学生做，也可以用身边的物品进行操练。设计游戏，猜一猜书包里面有几本书、几支笔、几个橡皮等，猜中者加分。
Period 5 Let’s enjoy Language focus: Using imperatives to give simple instructions e.g.Pick up sticks.Language skills: Speaking Pronouce correctly words in connected speech by linking words togther and using appropriate stress.Materials: Cassette and wallchart Pre-task preparation 1 Hold up number card ‘1’ and ask sduents to say it in English.Then say ‘Show me one’.Students respond by putting up one finger.Continue with 2 to 6.2 Ask the students to clapsay any number from one to six.3 Finally, flash word cards for them to read and ask them to show their fingers to indicate the actual number.While-task procedure 1 Put up the wallchart one the board.Point t the tree in the picture.Ask and answer yourself ‘What’s this? It’s a tree’.2 Repeat step 1 but ask the class to answer‘ It’s a tree’.Invite individuals to come up ,ponit to the tree and say' It’s a tree’.4 Poit to a stick and say ‘Is it a tree? No, it’s a stick.Many sticks, pick up sticks.Invite the students to say and do the action.5 Ask the students to say the rhyme and do the action, then act in front of the classroom Post-task activities Divide the class into groups.Have each groupact the rhyme.The best group will be the winner.Consolidition 用卡片、听音等形式复习所学数字，同桌一个做手势，一个说出这个手势的数字，比一比哪组最快、最正确。
学习歌谣，和动作一起配合着边演边说。分组比赛、分男女生比赛，最后试着背诵下来。
第二篇：1A牛津英语复习计划
金茂小学2012学第一学期一年级牛津英语（修订本）
复习计划
教材分析:
一、学习内容和要求
（一）Vocabulary(词汇)
1、各单元Look and learn 中的词汇： 要求：（1）看图片或实物说单词。
（2）听、模仿跟读单词，了解单词含义。
（3）认读单词。内容：
Module 1
morning afternoon / book ruler pencil rubber / eye mouth face nose
ear
Module 2
read sing draw / father mother grandfather grandmother me he she / fat thin tall short Module 3 one two three four five six / apple
pear
peach
orange / hamburger pizza cake pie Module 4
chick duck cow pig / bear tiger monkey panda / red
blue green yellow
2、课内拓展词汇：
要求：（1）模仿跟读单词，了解单词含义。
（2）能看图说单词。Module 1 pen bag pencil-box ballpen / head hand arm foot
Module 2 write jump run swim / brother sister / big small young old Module 3 seven eight nine ten /banana watermelon lemon/ biscuit hot dog
Module 4 cat dog sheep horse/ lion elephant zebra/ red pink brown
（二）Daily expressions（日常会话）
要求：
1、能根据图片或生活场景进行日常对话。例：问候、借物、购物。
2、能根据情景进行角色扮演。
3、认读句子并理解含义。
内容：各单元Look and say中出现的对话。
Module 1
1.Hello!
Hi!
Good morning!
Good afternoon!Goodbye!
2.Give me a ruler，please.Here you are.Thank you.Module 2
How are you? Fine, thank you.Module 3 1.Apples, please.2.Can I help you?
How many apples?
May I have a hamburger, please?
Four apples.Here you are.Here you are.Thank you.Thank you.（三）Sentence pattern（基本句型）
要求：（1）听懂句子，理解意思。
（2）能模仿、认读句子。
（3）能灵活替换运用。
内容：各单元Look and say中出现的句子。
Module 1
Look!This is my face.This is your mouth.Touch your face.Module 2 1.What can you do?
I can sing.2.This is my mother.(father…)
This is me.3.Who’s he? He’s my grandfather.Who’s she? She’s my grandmother.4.This is Danny.He’s my classmate.He’s fat.He can read.This is Kitty.She’s my friend.She’s thin.She can dance.Module 3 How many books?
Two books.Module 4 1.What’s this? It’s a chick.What’s that? It’s a cow.2.Is this a monkey? Yes, it’s a monkey.Is that a bear? No, it’s a panda.3.What colour is it？
It’s yellow.Colour the pencil green.（四）Activities(歌曲和儿歌)
要求：能熟练诵读。
内容：P5、P9、P13、P17、P21、P25、P29、P33、P37、P41、P45、P49
二、学习习惯培养
1、养成每天听录音10-15分钟并模仿跟读的习惯。
2、养成认真倾听、大胆说、大声读的习惯。
3、养成指读的习惯。
三、学生现状分析：
本学期我任教一年级1班、2班，1班有学生33人，2班有学生35人。两个班级中有部分的学生在幼儿园或多或少学过一些英语，但是还是有大部分孩子刚从外地过来，从没接触过英语。对于这些新入学的小学生来说要同时面对中文和英语两门新的语言的学习（特别是刚从外地与打工父母过来的，普通话表达还有问题），在一定程度上有些困难，因此我要在培养他们对英语的学习兴趣、学习习惯、学习方法等方面，多花些功夫，使他们喜爱英语这门学科，继而学有所得。
四、复习目标:
让学生通过复习课的复习与巩固，对本册书中出现的语法、词汇和基本的日常会话进行回顾和总结，使学生运用所学语言知识进行熟练的交流，提高学生的学习兴趣和学习能力的同时，将本学期所学的语言点进行较细致的整理，有条理地强化、巩固与理解，使学生通过复习对所学知识更加有条理、更加清晰，使他们的学习水平有一个质的飞跃。
五、复习措施:
1、充分有效利用四十分钟课堂教学时间，使学生通过复习课对本学期的知识内容进行有效地梳理，再次消化和理解课本中出现的知识内容以及开拓学生的视野。
董翠红
2012-12-21
第三篇：上海小学牛津英语一年级1A M3U1
1A M3U1
Class________ Name___________No__________
I.Lookandread(朗读下列单词和词组)
1.one2.two3.three4.four5.five6.six7.seven
8.eight9.nine10.ten11.classroom12.count13.little
14.rabbit15.howmany16.paperrabbits17.Twogirls18.eightrubbers19.nineboys II.Readthesentences(朗读下列句子，并进行替换操练)
1.Howmany_____ ? ________ ________.(1)rulers,four(2)pens,five(3)rabbits,seven
2.CounttheOne,two,three…Five pencils.(1)rulers,four(2)pens,five(3)rabbits, seven
III.Lookandread(读出下列电话号码)
(1)68973132(2)58650426(3)62785043(4)50335489
Lookandread(读出下列邮政编码)
(1)201208(2)430027(3)537039(4)816214
IV.Answer the questions(正确回答下列问题)
1.Howareyou?
2.Whatcanyoudo?
3.Whoishe?(我的爷爷)
4.Howmanyrabbits?(两只)
5.Givemethreepencils,please.6.Whatcanyourclassmatedo?
V.Introduceyourfather(用所给句型介绍你的爸爸,至少5句话)
Look!Thisismyfather.He’stall /short.He’sthin / fat.Introduceyourclassmate(用所给句型介绍你的同学,至少5句话)
Look!Thisismyclassmate.She’s / He’s…… … … He can…
第四篇：牛津英语1A班家长会解说词
牛津英语1A班家长会解说词实录
（预热：强调纪律、引导气氛 灌输守时观念）
（幻灯片1）尊敬的各位学生家长，各位老师，亲爱的同学们：
大家好！
欢迎各位家长百忙之中前来参加这次家长会，大家的到来，对学校是一种关心和支持，对孩子是一种鼓励和鞭策，所以，我代表清华学校牛津1A班的老师和同学们向各位家长表示衷心的感谢和热烈的欢迎！（掌声）
孩子们的掌声里透着高兴和激动，（指学生）你，告诉我，为什么？ ①今天可以表演节目（今天是个汇报成绩，展示自己的日子）②今天可以领到奖品（今天是个获取奖励，分享喜悦的日子）③今天有爸爸妈妈来（今天的课堂上多了一些特殊的听众，他们就是平时离我们最近、对我们最亲的爸爸妈妈、爷爷奶奶、叔叔阿姨们，所以，希望大家用灿烂的笑容、精彩的节目、响亮的声音，表现出一个最出色的自己，好不好？）
今天是8月4日，下周还有三天，清华学校暑假班的课程就要全部结束了。我们选择在这个时候召开家长会，一是汇报成绩，二是交流心得，期待能够与各位家长在牛津1A班的大部分孩子即将升入三年级英语学习刚刚起步的时候达成一致，形成合力，共同推动孩子健康自然地成长。往年的家长会，我们采取的是三个牛津1A班的家长集体座谈的方式，今年，经过反复考虑，我们决定按班级分别举行，主要目的，还是为了让交流更充分，沟通更全面。按照惯例，我们的家长会简简单单，不邀请所谓的专家、领导讲话，不安排家长和学生代表致辞，实实在在，后面坐着家长，前面站着老师，中间拥围着我们共同的希望——这些可爱的孩子们，就我们关心的话题，聊一聊，说一 说。下面，我向各位家长介绍一下参加这次家长的几位老师。这位是……这位是……这位是……，每年的牛津1A班，我们都会选配最过硬的老师，原因很简单，1A是起点，也是希望。
好，“教育成就梦想，家校共育希望”。下面家长会进入第一个环节——学校简介（幻灯片2）
因为在座的大多数家长和同学今年暑假是第一次接触清华学校，所以，下面，我把学校的基本情况向大家做一简要汇报。
清华学校创办于2006年6月，（幻灯片3-1）这是2008年滕州市教育局根据省教育厅的统一要求为学校重新换发的办学许可证；（幻灯片3-2）2006年12月，清华学校被滕州团市委定为青春创业重点扶持基地；（幻灯片3-3）2007年5月，经过层层推举，清华学校校长赵新顺利当选“滕州市十佳创业青年”，（幻灯片3-4）并在当年的五四青年节庆祝表彰大会上代表全市青年做了典型发言。
所以，和周边这些大大小小的培训班相比，清华学校的办学资质是比较规范的。当然，规范的资质也意味着压力和责任。（幻灯片4-1）所以，六年来，学校始终坚持“环境美化，设施优化，师资强化，管理细化”的思路，（幻灯片4-2）“以专注的态度办专业的教育”，努力打造滕州最好的教育培训学校。
（幻灯片5-
1、5-2）目前，学校有青少年宫和滕州剧院两处教学点，两处教学点一南一北，互相支撑，浑然一体。这么多年来，之所以没有盲目扩建分点，主要原因是（幻灯片5-3）想最大限度地“凝聚最优秀的教学师资，实施最严谨的业务管理”。大家都知道，教师是一个学校的核心和生命，学校的办学意图要通过老师来实现，学校的教学期待要通过老师来完成，很多培训学校选用的教材大同小异，但演绎这套教材的老师水平有高有低。目前情况来看，民办培训学校选 配和培养一个好老师，非常不容易。盲目扩建分点，分点越多，优质教学资源就会被稀释得越淡薄。所以，我们的理念是（幻灯片5-4）“不求最大，只求最精”，在滕州这个城市的一个角落，我们能办出属于我们自己的骄傲和荣耀，陪伴和引领一帮孩子愉快成长就足够了。
大家请看（幻灯片6），经过六年时间的发展，清华学校的办学环境和教学条件已经有了明显改善。每间教室都配备了电视机、DVD、录音机这些必备的教学设施。每口教室都安装了空调，这一点，牛津1A班的同学应该深有感触，今年暑假，有段时间天气很热，但我们的教室里还是很清凉的，对不对？另外，我们为高年级的同学购买了一套听力训练无线电发射装臵，在5口教室尝试安装了多媒体教育，现在看来，情况很好，下步要在所有教室推广使用。（幻灯片7）尤其需要一提的是，去年以来，为加强对教师教学行为的监控和对学生学习过程的管理，我们在每口教室和教学区内外安装了视频监控，老师的教学更规范了，学生的学习更认真了。
教师情况简介…….2011年检全市第一名
清华学校的基本情况就为大家介绍到这儿。各位家长和孩子们选择了清华，清华将努力给大家最丰厚的回馈。
下面，家长会进入第二个环节，这也是同学们期待已久的环节——表彰奖励（幻灯片8）
时间过得飞快，暑假班的课程眼看就要结束了，在这里，老师要认真地告诉大家：每一位同学都顺利地完成了暑假班的学习任务，都将获得一份属于自己的奖品。但是怎么给大家评奖、发奖呢，我们经过商量，决定根据大家的学习特点，把同学们分成三个小组分别奖励：第一组叫智慧之星，第二组叫勤学之星，第三组叫未来之星。有的家 长可能会问：你们下周不是还要组织一次考试吗？为什么不等到考试成绩出来以后再评奖发奖呢？我们要告诉家长的是：和最后的考试成绩相比，我们更看重孩子在学习过程中的表现。英语是门语言，只要是认真坚持，努力学习了，进步是必然的。也结合这次发奖，传递关于学习过程的两个重要的概念。
（幻灯片9-1）“习惯：小时候你是习惯的主人，长大后你是习惯的奴隶”（指读，齐读）
什么意思呢？“小时候你是习惯的主人”，小时候，你想养成什么样的习惯都可以，趴着写字、歪头看书、上课老迟到、说话不文明、抬手爱打人，但这些坏习惯一旦养成，就会像狗皮膏药贴在你身上，甩都甩不掉，你一不留神就会表现出这些坏毛病，还会让人喜欢吗？长大后你是习惯的奴隶，这句话提醒大家：一定要养成好的学习习惯，否则，会给自己带来很多麻烦。我们每周发给大家一次的学情反馈卡里面就有对学习习惯的要求，比如；按时到校情况、作业完成情况等等
（幻灯片9-2）“效率：抓住每一分钟学习，不如抓住学习的每一分钟”（指读，齐读）
什么意思？跟绕口令似的。“抓住每一分钟学习”，这好像是每一个妈妈对孩子的期望，恨不得一天24小时摁在书桌上学学学，可是，学生的心思放在学习上了吗？暑假班，我们一次三节课，秋季，我们一次四节课，一般情况下，前半节课复习上次学过的内容，后半节课巩固强化这次学习的内容，中间新授，这个时间和环节安排足够大家学会老师交给的知识。可是，有些同学上课老是走神，不能盯着黑板看，围着老师转，能学好了吗？“抓住学习的每一分钟”，强调的是学习要专心。有位伟人说过“玩要玩得痛快，学要学得踏实”，就是这个意思。我们的学情反馈卡里也有这方面的要求。好了，废话不再多说了，同学们已经等不及了。下面开始发奖。首先颁发的是“智慧之星”奖。这批同学暑假班期间的学习表现堪称完美，老师非常满意。他们是……（幻灯片10-12345678）
请走到前面来，赵校长要把奖品发给大家。让我们以热烈的掌声向他们表示祝贺！
接下来颁发的是“勤学之星”奖。这批同学的刻苦精神和学习毅力让老师惊叹！他们是……（幻灯片11-12345678）
掌声在哪里？
下面颁发的是“未来之星”奖。这批同学在暑假班期间表现出了良好的语言天赋和学习潜质，但偶尔或多或少会有一些小毛病，老师相信：只要他们能再认真一点，他们将会是最优秀的。他们是……（幻灯片12-12345678）
掌声送给他们。
（幻灯片13）现在每个同学都拿到了属于自己的奖品，这奖品不仅是一种物质奖励，也是一种荣誉和骄傲，这荣誉不仅属于你，更属于你们后面坐着的爸爸妈妈、爷爷奶奶、叔叔阿姨们。下面，请大家把奖品交给各自的家长，回来做好，准备表演节目。
（鼓励学生给出一个最认真的表现，端正做好）虽然大家分三组领奖，但是不管你获得了哪种奖励，都希望大家相信自己是最好的，好吗？
下面，家长会进入第三个环节——欢歌笑语 乐起来，让我们用最快乐的姿态庆贺我们暑假班学习的收成！
有请—— ***老师
根据节目进程播放幻灯片14、15、16、17、18（字母歌、律动操、学习口号、感恩父母）
感谢孩子们精彩的表演和真诚的声音。从一笔一划地写出26个字母、清晰响亮地唱出26个字母，孩子们的英语学习之路才算是真正开始了。大家可能没有注意，会前发给各位家长的袋子里有孩子们送给家长的一份礼物——那是代表了他们最高水平的26个字母的书写。也许家长还不太满意，但是，请大家注意，那些还有些稚嫩的笔划里，我们应该能看出孩子的认真和紧张。有了这份认真，学习还有什么不可能？我提议，让我们用最热烈的掌声向孩子们表示赞许和祝贺！
下面，家长会进入第四个环节，也是这次家长会的重头戏——你言我语沟通碰撞。设想着，我们先结合孩子的英语学习谈谈学校的想法，抛砖引玉，然后接受大家的询问，回答大家的问题。
首先分别送给各位家长和孩子们两个词。第一个词——（幻灯片19-1）平和
平和是一种心态，平和是一种境界，只有心态平和了，才能推动孩子自然成长。但是现在，关于孩子的学习，整个社会的气氛并不平和，我们看到更多的是贪功冒进、轻浮急躁，很多家长，完全是为了满足自己的心理需要，不是因为“孩子学而让孩子学”，而是因为“人家学所以我要学”，盲从、跟风，很多孩子学这练那，忙得不亦乐乎，家长也跟着疲惫不堪。但是，大家有没有注意到这样一种现象？：一个5岁的孩子，学口才、练画画、弹钢琴、当主持，什么都学，和周边同龄的孩子相比，确实非常醒目和突出，但是等这个孩子长到9岁的时候，他和身边9岁的孩子并没有什么太大的不同；中国少年科技大学的综合在合肥，前几年声名显赫，它每年都要从全国各地招录10来个10多岁的孩子，这些少年当年也是声震全国，但是四年的大学之后，他们现在在干什么？普通人而已。还有一种情况，在座的各位家 长要引起高度重视：有些城里的孩子，在校外培训班里学了两年、三年，甚至四年、五年的英语，升入初中之后稍占优势，但很快就被农村一天校外培训班也没上过的孩子追上来，成绩反而不如农村的孩子，这是很不正常的，为什么会这样？结合当前滕州校外培训班的实际情况，我认为：一是家长选错了课程。现在社会上有太多所谓速成、捷径、宣讲什么学了之后就能怎么怎么样的课程，这纯粹是一种概念性的炒作，这些教材的出现，主要是为了迎合家长的心理和市场的需要，基本上是一些东拼西凑的东西，它根本不尊重学生的年龄特点和学习规律，甚至把高年级应该学习和接触的内容直接搬到了低年级。学生的年龄段特点和理解力水平决定了，有些东西，他听不懂，学不全，那么，这些一知半解、皮毛性的东西能支撑学生走多远？我跟老师们讲：我们办班的目的，是追求一定的经济效益，但是，在实现经济效益的路上，一定要找到教育的感动，有些培训学校，过于注重短期效应，只为挣钱，不考虑孩子的长远发展，大量开设一些迎合市场的时尚的、概念性的课程，短时间看，进步很快，可学上两年，原地踏步，不能支撑学生向高水平发展，不仅学习上不去，还误导了学生，这是极不负责任的。二是，家长选错了学校，不对培训学校进入横向的比较和纵深的考察，只是简单地打听打听或是看看环境、问问价格，就草率做出了决定。如果学校的办学不规范、教师不称职、管理不认真，它交给孩子的东西又能帮助孩子走多远？有的家长说：学学就比不学强，一位思想家说过：误用时间比虚掷时间损失更大。英语这门学科，学偏了不如不学。以我们的英语教学为例，谈两个亲身经历的事情：一是英语音标的学习。前几年，很多家长到学校报名，要求很强烈，必须先学音标，说哪哪个学校说了，音标就像汉语拼音一样，学了音标就能读单词，学了音标就能读句子，不学音标，就到别的学校去。大家请注意，英文是一种拼音文字，它和中文不同，中文是一种图画 文字，除了一部分形声字之外，我们看到一个字，猜想出的是他的意思，而不是读音，所以要先集中学习拼音然后再练习认字，英文本身就是一种拼音文字，我们看到一个单词，虽然不认识，但是也能模模糊糊猜出它的读音来，孩子年龄小，最大的优势就是善于模仿和机械记忆，等他有了一定量的单词积累之后，他自己就会有一种感觉：哎，这几个字母组合到一块，老是发这个音，他已经有了音标的模糊概念，这时候，我们顺理成章，点透窗户纸，利用一个假期或一个学期的时间，全面系统地专门讲述音标，包括48个音素的标准发音和字母组合拼读规律，一步到位，保证初中的学习一顺百顺。音标是一项复杂、精密的系统，孩子的年龄还小，接受能力有限，它模仿单词发音，老师慢慢矫正、引导，就算错了，错的是一个单词，如果非得生硬地从技术的角度讲音标或者降低难度讲讲皮毛性的音标知识，对孩子绝对是个伤害，毁掉的是整个英语。前几年，个别培训学校开了简易音标，很多孩子学了，学的时候，觉得挺管用，两年过后，发现坏了，它使用符号代码来标注音标的发音，准确性、系统性能高了吗？学生到了初中还能再使用这个音准差距特别大的代码来拼读单词？看似走了捷径，其实绕了弯路。第二件事：剑桥教材的舍弃。学校刚创办的时候，我们也使用剑桥英语教材，到目前为止，全国各地培训学校使用剑桥英语这套教材的还能占到40%。这是因为上个世纪90年代初，校外英语培训刚刚兴起的时候，这套教材就已经出现，市场上没有别的教材可选，这么多年，大家习惯了。这套教材好不好？好！它的单课容量相当大。但是，现在孩子学习英语的起点越来越早，以前是五年级才开始重视英语，现在到了3年级，我们幼儿英语部的100多名学生平均年龄只有4岁半。这些孩子再按照剑桥教材编排的学习进度来学习英语，很显然不行了。因为孩子的年龄小，虽然有了一定的学习经验，但是有些语法的学习依然很吃力。剑桥英语一共4个级别，预备级、一级、二级、三级，级别与级别之间的难度跨度相当大，从一级下里面就开始出现大量语法，剑桥三级里，八种语言时态全部出现，它的口号是，三级下来，可以达到高中水平，请问，一个五年级的孩子，怎么完全达到高中水平？我们以前使用剑桥英语的时候，每周六开业务研讨会，老师们都很郁闷：一个语法常识，给中学生讲，一句话就行，给小学生讲，得举上60个例子，然后说：遇到这样的问题，就这样答，碰到这样的提问，就这么说。结果，出力不讨好，学生学得似是而非、乱七八糟。而且，一周一次课，有限的上课时间里，老师忙于大量单词和语法的教学，一个劲地记记记、背背背，就只能放弃对学生语音的规范和语感的培养，而语音的规范性和语感的清晰度恰恰是决定学生初中、高中甚至大学英语水平的最用的基础性素养。所以，很多学剑桥的孩子，学来学去，记住了很多单词和句子，但是多数发音有问题、语感不清晰、知识杂乱不条理，到了初中，农村来的孩子，早起晚睡，一个月，集中大量记忆单词，很快就会追上他们，再加上一些自制力差的城里学生因为小学在培训班提前学过大量的初中知识，结果看看这个见过，看看那个认识，反而不能跟着老师系统地学习，一旦掉队，追都追不上。这个问题，老师们看的很清楚，但是，家长不知道，因为学生只要是参加了校外英语的培训，应付校内的考试还是比较轻松的。后来，我们果断舍弃了剑桥英语教材，选用了牛津英语，牛津英语是上海、江苏、东北三省校内正规教材，没有一丝商业化的气息，它讲究的是“小步子，快节奏”，一本一本，看似不厚，但是一年下来，我们能学四本，一节课，单词量不是太大，但是学生轻松愉快的记牢了，规范了口语，强化了语感，而且，牛津英语单词的复现率特别高，前面出现的，在后面的学习中一定会再次出现，它的主题性也特别强，这个单元，要讲交通工具，全是各式各样的交通工具，要讲学习用具，都是形形色色的学习用具，便于学生在生活中 集中使用这些单词。如果说剑桥给学生的是立杆见效但不长久的知识性教学，那牛津给学生的则是小火慢工的素养性铺垫，这两年，我们的学生数量增幅比较大，大部分都是小学升入初中的学生感觉到好处以后介绍来的。所以，第一句话（幻灯片19-2）:不要相信任何捷径，尊重教育规律。不要看到孩子多认识几个单词，就特别高兴，要把关注点放到语音和语感上，别强调什么超前学习，孩子该学什么就认真学好是最重要的。
第二句话（幻灯片19-3）：“不要太过苛责，给学生成长过程”。很多家长，放学的时候，教室的门一开，就开始指着书让学生认，这是什么，那是什么，一个不会，气急败坏。心情是可以理解的，做法不可取。英语的学习需要过程，有些知识的学习不是一次就能完成的，比如说单词的朗读，他至少要经历初步模仿-细节修正-反复强化-最后定型的过程，小时候，我们学说话，“爸爸”、“妈妈”，也不是一下子就能说得很清晰、响亮和圆满的。如果学生正处在新知识学习的过程中，表现稍微不好就横加指责，对学生不太公平。而且，我们不太主张家长对学生的英语学习进行专业性指导。因为，以前我们上学那会儿的发音理念、发音方式，现在都出现了很大变化，再说，这么多年没用，很多知识都还给课本了。举个例子：汉语的停顿，讲究字正腔圆、抑扬顿挫，停顿之间的意义是相对完整的，英语呢，停顿在单词中间长音和重音的地方。硬教，可能会让孩子无所适从。家长要做的是什么，给孩子创设一个听英语的环境，买个小录音机，不间断播放经典英文歌曲或英语磁带，让孩子用耳朵去捕捉英语发音的细节变化；给孩子营造一个使用英语的环境，鼓励他说，至于说得对不对，这是我们的责任，我们比你还紧张，每次课的前半节课，我们都会安排复习环节，目的就是巩固强化。所以，用欣赏的眼光看待孩子，给他一个成长的过程，其实也是给自己一个过程。第三句话（幻灯片19-4）：“别太重视分数，关注素养积淀”。现在，考双百的孩子越来越多了，其实，家长也都明白，双百和90没有多大的差距，也决定和意味不了什么？但是，我们被整个社会氛围裹挟着，身不由己，孩子一旦考糟了，光是异样的眼光和舆论的压力都受不了。可是，我们没有办法改变社会，但是我们可以改变自己在孩子没有考好时的心态，那就是不要太看重分数，给孩子正确引导。以英语考试来说，现在，各个学校的英语教学都不是太规范，老师的教学能力也不敢恭维，考试不是全市统一组织的，而是老师拉张卷子出几个题就考了，有些题型，小孩压根没见过，缺乏相应的应试技巧，再加上题量不大，一个不留神，错一道题，5分没有了，所以，考不好，完全没必要紧张。另外，眼下，还有一种情况，家长们要引起重视，就是：校内老师平时不好好教课，把学生带出去收费辅导或者卖给别的培训学校，他们往往以学生考试成绩不好为由向家长强行推荐学校，连试卷都不给家长看，这种冲破道德底线、丧失职业良心的教师出的题、阅的卷，分数有什么好重视的。今年，我们学校受到了这方面的冲击，刚开始真以为我们的教学管理出了问题，后来才知道被黑了，我们不反对老师向家长推荐学校，但是，不给为了钱出卖自己的职业道德和学生的学习前程。所以，敬请家长注意，我们要把目光放在对学生学习状态的关注上，只要孩子还喜欢学，基础还算厚实，一切都不是问题。小学的分数能决定什么，两眼只盯着分数是不明智的。
第二个词：（幻灯片20-1）：期待。
什么是期待？期待就是相信孩子并且付出足够的时间等待。（幻灯片20-2）：期待可以产生奇迹。我给大家讲两个故事：一个是美丽的传说，一个是科学的实验。（幻灯片20-3）：皮格马利翁效应（幻灯片20-4）：罗森塔尔实验 传说古希腊国王皮革马利翁爱上了一尊美女雕像，于是，整天向她倾诉自己的爱恋，结果，雕像 活了。
著名心理学家罗森塔尔来到一个小学校，他向一个班级的班主任要来学生名册，用笔随意圈画了几个人，对老师说这几个人将来一定出息。罗森塔尔是权威呀，听了他的话，老师和学生倍受鼓舞。老师对着几个学生另眼相看，这几个学生也自信满满，结果大有成就。
这两个故事都说明：期待是可以产生神奇的力量的。纳闷，怎样传递自己对孩子的期待呢？
现在的家长不外乎三种形式：
母亲：喋喋不休 絮絮叨叨 恨不得孩子抓住每一分钟学习，这样只会让孩子反感、抵触；
父亲：声色俱厉，甚至棍棒相加，这样只会让孩子畏惧、闪躲； 常态：心血来潮，忽冷忽热，表扬，完美无缺，热情洋溢，批评，一无是处，劈头盖脸，这样只会让孩子茫然和困惑。
我们建议（幻灯片20-5）：客观描述性评价 描述事件经过+讲述事件结果+恳谈个人感受
正面强化、负面强化，最重要的是真诚付出期待，现在的孩子聪慧、敏感，一个不经意的而眼神、一句下意识的话语，都可能让孩子捕捉到对他的否定和失望，心情降到冰点，进步从何谈起？
（维持纪律：现在到了孩子们的时间）再送给学生两个词： 第一个词：选择（幻灯片21-1）： 什么是选择？（选择就是做决定）
生活中经常需要选择，比如你去郊游，来到一个三叉路口，你需要——选择，选择了一条正确的路，你就能到达想去的地方，选择了一条错误的路，那就好南辕北辙
如果你是一只大鸟，你会选择翱翔天空；如果你是一条战船，你 会选择乘风破浪。我们是学生，我们应该选择——
学习，好好学习
（幻灯片21-2）：没有学不好的学生，只有不好学的学生 这是我们学校墙壁标语中的一句话，原来叫：没有学不好的学生，只有不会教的老师，后来我们觉得这对老师不太公平，把他改了一下。学生不好学，一是家长推动的不好，二是老师引导的不好，三是，学生本身，压根就没选择好好学习。
给大家讲一个故事：老鹰
老鹰是世界上寿命最长的鸟之一，它能活到70岁。但是在40岁的时候，它需要作出一生当中最艰难而又痛苦的一次选择。这个时候，它的爪子已经老化了，无法准确地抓取猎物；它的嘴巴又弯又长，甚至垂到了胸脯上；它的羽毛又大又重，甚至不能飞翔。这时候的老鹰，几乎是死路一条。
如果你是老鹰，你是选择等死呢？还是选择死里求生？ 所有的老鹰都会选择艰难地挪到一个人迹罕至的寂寞的地方，在那里，它用自己的嘴巴狠狠地撞击岩石，一下，一下，直到把老旧的嘴壳撞掉，然后，静静地等着新的嘴壳长出来；接着，它用新长出的嘴壳把自己的指甲一个一个地拔掉，然后，等着新的指甲长出来；最后，它用新长出的指甲把自己的羽毛一根一根地拔掉，然后，等着新的羽毛长出来。这个过程大概需要三个月，整整150天。鲜血淋漓的150天之后，这只老鹰又有了重回蓝天的力量。
同学们想一想：如果这只老鹰怕疼，或者，在这150天里，它没坚持住，还能重新成为空中霸主吗？（不能）
所以，（幻灯片21-3）：选择了就不能放弃！第二个词：（幻灯片22-1）：感恩 什么是感恩？（学生作答）分开来解释，感，是感谢，恩，是恩情
如果：小草感谢阳光给了它温暖，大树感谢雨露给了它滋润，我们应该感恩谁？感恩什么呢？
（学生作答：父母、老师、亲人、朋友）引导学生答得具体、深刻些
（父母给了生命，老师给了智慧……）大家说得非常好，但是感恩可不是说说就行的，它不仅需要说在嘴上，更需要记在心里，表现在行动上。再给大家讲个故事：
一个小女孩，年龄比同学们大点。这一天，和妈妈闹了别扭，一生气，摔门，咣的一声，出去了。他在大路上走走逛逛，看看沿路的风景，瞅瞅过往的车辆，时间不知不觉过去了，到了中午，肚子咕咕叫了。大家肚子饿了怎么办？（回家吃饭）可是小女孩不回去，生着气哪！她来到路边一个小面馆，一位白发苍苍的老婆婆正在给客人煮面，看着她可怜巴巴的模样，给她盛了一碗粗面条。小女孩接过面条，狼吞虎咽，三下五除二吃了个精光，然后，眼泪哗哗的。老婆婆很奇怪，问她怎么了，小姑娘把和妈妈闹气的事告诉了老婆婆，说：我妈妈要是像您这么好就好了！老婆婆叹了口气，说：孩子，我不过是给了你一碗面，你就这么激动；你妈妈一日三餐天天为你操劳，你怎么不知道感激呢？小姑娘听了老婆婆的话，突然明白了，赶忙跑回家，向妈妈到了歉，后来，表现得可好了！
大家看，感恩，可不是说到就能做到的哟。再给大家讲一个爱的故事吧！
这是一个发生在四年前的真实的故事，在座的有些家长可能听到过。
那是一场惨烈的大地震，一阵地动山摇之后，一个美丽的城市在绝望中倒成了一片废墟，救援队员火速赶来，映入眼帘的到处是倒塌 的房屋，死亡的气息笼罩在每一个人的心头，他们开始了紧张的救援工作。一名救援队员扒开一处倒塌的房屋，惊慌地发现一个死去多时的妇女。这个妇女的姿势很怪异，她双膝跪在地上，上身向前趴着，用自己瘦弱的脊背死死撑起一块从上掉落下来的冰冷的水泥板，她在保护什么？是什么让她以命相护？救援队员带着疑问挪开了年轻妇女僵硬的身体，他身下护着的是一个孩子。孩子还小，安静地睡着，他甚至不知道灾难的降临和妈妈的离开。救援队员在孩子的衣服里发现一个手机，手机还停留在发送短信的状态，短信的内容是：孩子，你如果活着，请记住，妈妈爱你！
听完这个故事，告诉我，什么感受？想说什么？
伟大的母亲，其实每一个亲人都会为我们做出无私的牺牲。只是，我们平时没有用心去体会。更多的时间，我们在撒娇、任性、惹气。现在，我问大家：为了自己，学习累、苦的时候要坚持；为了父母、亲友，为了所有疼爱我们的人，我们怎么办？
好了，换个轻松的话题，（幻灯片23）暑假班的课程马上就要结束了，大家看，现在，我们处在哪个阶段？
英语学习就像是一个斜坡推球的过程，靠的就是坚持和积累，一旦松手，前功尽弃。所以——选择了就不要 放弃
（幻灯片24）秋季课程 适合大家的 英语 牛津1B 汉语 贝贝口才 七彩阅读 自然作文 费用 优惠家长意见征求
第五篇：上海版牛津1A全册教案
Unit 1
My classroom
The First Period Teaching contents: Let‟s act(Page 2)Teaching aims: 1.知识目标：能用祈使句Stand up, please.Sit down, please.Open your book.Close your book.给出简单指令。
2.能力目标：能听懂简单指令并做出反应。
3.情感目标：激发学生学习的兴趣，使学生寓教于乐。Difficult and key points:能用所学的命令相互交流。Teaching aids: A cassette player, book, and bag.Teaching procedure: Step1: Warming-up
Introduce: Hello, children.I‟m---.I‟m your teacher.I love you.You can say “hello” to me.This is our classroom.It‟s big and clean.We all love our classroom.Step2: Presentation
1.Learn to say and act: Stand up, please.(1).Look, I‟m sitting now.I can stand up.Teacher does the action and say: Stand up.Students look and listen.Repeat several times and ask the students to stand up.(2).Try to say.(3).Practice between the teacher and the students.T: Stand up, please.Ss: Stand up, one, two.2.Learn to say and act: Sit down, please.(1).I want to sit down.Teacher do the action and say.(2).Try to say.(3).Practice between the girls and the boys.3.Say and act: Open your book.(1).Show a book.Look at the book.It‟s Tom‟s.Tom, I can open your book..Say slowly: Open your book.(2).Learn, and then work in pairs.S1: Open, open, open your book.S2: Open, open, open my book.(3).Say: Close your book.The same with b.Step3: Practice 1.Play the cassette, follow and repeat.2.Practice: one give the command, the others do the action.Step4: Homework
Board-writing design:
Teaching reflections:
The Second Period Teaching contents: Let‟s talk(Page 3)Teaching aims: 1.知识目标：学会问候语How are you?及回答Fine, thank you.学会Good morning.问候早上好。2.能力目标：熟练运用句子交流。3.情感目标：教育学生做到礼貌待人。Difficult and key points:
How are you? Good morning.的问候语。Teaching aids: A cassette player, a puppet.Teaching procedure: Step1: Warming-up 1.Sing a song 2.Make quick response.(Stand up, please.Sit down, please.Open your book.Close your book.)Step2: Presentation
1.Learn to say: Good morning.(1)Take out a puppet, then say:” Good morning.”(教师边说边作挥挥手的动作)。
(2)Practice greeting---Good morning.Good morning.a.Practice between T and Ss.b.Work in pairs.c.With your good friend.2.Learn: Good afternoon.(The same: step1 a, b)3.Learn: How are you? Fine, thank you.(1).Take out the puppets.Elicit: how are you? Fine, thank you.(2).Imitate and practice.(3).Practice.a.Ask more able students to practice with teacher.b.Work in pairs.c.Chain drill around the class.S1: How are you? S2: Fine, thank you.How are you? S3: Fine, thank you.How are you?(to s4)
(4).Play the cassette.The students follow and repeat.Prepare the dialogue in groups of four.Step3: Consolidation
1.Get the students to act out the dialogue in page 3.2.Get the students to go around the classroom and greeting their friends.Step4: Homework Board-writing design: Teaching reflections:
The Third Period Teaching contents: Let‟s learn(Page 4)Teaching aims: 1.知识目标：学会pencil, pen, ruler, rubber, bag等学习用品。2.能力目标：运用各种方法简单描述物品。3.情感目标：教育学生热爱学习。
Difficult and key points: 单词的发音和识记。
Teaching aids: A cassette player, picture cards and word cards.Teaching procedure: Step1: Warming-up
1.Listen and act and say.Stand up, please.Open the book, and so on.2.Greet individuals “Good morning, Good afternoon, how are you?”
Step2: Presentation 1.Learn to say: bag.(1).Show the object, ask: What is it, children?(2).Teacher say bag slowly, students follow.(3).Point to the word card, say it one by one.(4).Try to say sth about the bag.E.g.This is a bag, its red.2.Learn to say: rubber.(1)Guessing game, what‟s in the bag? Oh, look, it‟s a rubber, a big rubber.(2).Learn to say the word.(3).Look at the picture card and word card, read.(4).say phrases: a big rubber, a white rubber.3.Learn to say: ruler.(1)Come here.Close your eyes.Touch it.Guess, what is it?(2).Follow the teacher.(3).Make the sentences about ruler.2.Learn to say: pencil and pen(1)Using the objects to elicit the words.(2)Learn to say short dialogue.3.Practice,(1).Repeat or clap.(2).What is missing.(3).Scatter the picture and the word card on the blackboard.Ask students make matching pairs.Step3: Consolidation
1.Get the class to revise together.2.Consolidation Game: Which group wins? Say the phrases.Step4: Homework Board-writing design: Teaching reflections:
The Fourth Period Teaching contents: Let‟s play(Page 5)Teaching aims: 1.知识目标：学会说说这首儿歌。2.能力目标：正确模仿语音语调说说儿歌。3.情感目标：懂得与同学友好相处。Difficult and key points:说儿歌的完整性。Teaching aids: A cassette player, samples of cards.Teaching procedure: Step1: Warming-up 1.Sing a song 2.Listen and act and say 3.Greet: Good morning.How are you? Step2: Presentation 1.The first verse(1).Learn: paper a.Show a pencil and paper, say: Look, I can draw a dog on the paper.Say slowly, paper.b.The students follow.Point to the word card and say it.c.Say some phrases: a paper bag, a paper plane------(2).Learn to say: I can see.(教师运用肢体语言教学): I can see.Students try to say
(3).Learn to say: for you and me a.Guess: what‟s in my hand? … Oh, yes, they‟re two rubbers.This is for you, and this is for me.You can Also say : for you and me.b.Follow the teacher.Say and act(4).Read the rhyme slowly line by line(5).The students try to say 2.The second verse the same to step 1.3.Play the cassette for the rhyme, student follow and read the rhyme 4.Practice the rhyme Invite pairs of students to act out the rhyme to the class Step3: Consolidation
Say the rhyme again with group 1,2 saying one verse and group 3,4 the next.Step4: Homework
Board-writing design:
Teaching reflections:
The Fifth Period Teaching contents: Let‟s enjoy(Page 6)Teaching aims: 1.知识目标：歌曲中的问候及物体的描述。2.能力目标：能学会表演唱歌。3.情感目标：礼貌待人，热爱学习。
Difficult and key points:歌曲中句子与动作的协调配合。
Teaching aids: A cassette player, pictures, object, book, bag and so on.Teaching procedure: Step1: Warming-up 1.Listen and act and say 2.Read the picture cards in this unit 3.Match the picture cards and the word cards Step2: Presentation
1.Greet the students “Good morning” “Good afternoon” and the response.2.Learn to say: teacher(1)Point to the teacher and say: I‟m a teacher, say slowly.Students point to the teacher ,say it.(2)Rhyme: teacher, teacher, good morning, teacher.3.To learn: school(1)(Show a picture)Look, children, this is our school.We go to school every day.Say: school(2)Follow and repeat 4.To learn: I take my bag and book to school.(1)Ask: What‟s this? Yes, this is a bag and this is a book.You take a bag and a book to school every day
(2)Say slowly: I take my bag and book to school.(动作和学习用品协调配合)Follow the teacher(3)Say and act.(Hold up the bag and book)5.Play the cassette(1)Students listen and follow(2)Boys sing and girls act, then change.6.Play the cassette again Sing with them for a few minutes.Encourage them to sing along with the cassette.Step3: Consolidation
1.Sing: Good morning.(用其它学习用品代替bag, book.)2.Act out the song.Step4: Homework Board-writing design:
Teaching reflections:
The Sixth Period Teaching contents: Let‟s act(Page 2-6)Teaching aims: 1.知识目标：
①能用祈使句Stand up, please.Sit down, please.Open your book.Close your book.给出简单指令。
②学会问候语How are you?及回答Fine, thank you.学会Good morning.问候早上好。
③听、说、认读pencil, pen, ruler, rubber, bag等学习用品。
④说唱歌谣和歌曲
2.能力目标：熟练运用句子交流，能听懂简单指令并做出反应。3.情感目标：激发学生学习的兴趣，使学生寓教于乐。Difficult and key points:单词和句子的认读。Teaching aids: A cassette player, samples of cards.Teaching procedure: Step1: Warming-up 1.Sing a song 2.Say the chant 3.Greet: Good morning.How are you? Step2: Presentation 1.Good morning , 2.How are you ?
I am fine, thank you.3.One , two ,Stand up.Three , four , Sit down.Five ,six , open your book.Seven ,eight , close your book.4.Good morning , Good morning!How are you ? I am fine , I am fine , thank you.Step3: Consolidation Open the books Turn to P2 Listen to the tape Read follow the tape Step4: Homework Board-writing design:
Teaching reflections:
Unit 2
Numbers The First Period Teaching contents: Let‟s act(Page 7)Teaching aims: 1.知识目标：
(1)Learn to say the sentence: Give me …, please.(2)Learn to use the sentence to ask for something in the classroom.2.能力目标：
(1)Using imperatives to give simple instructions.E.g.give me…, please.(2)Using nouns to identify classroom objects.E.g.rubber 3.情感目标：同学之间要互相帮助，互借学习用品。Difficult and key points: 注意please的读音及用法。Teaching aids: Common classroom objects, e.g.book, rubber Teaching procedure: Step1: Warming-up
Sing a song(歌声能活跃气氛，营造英语氛围。)Step2: Revision
1.Revise the classroom objects vocabulary.(1)T: What do you have in your bag? S: book pen pencil ruler rubber bag(2)Let them put their personal items on the desks.(3)Say the rhyme:------Paper, a pencil.I can see.Paper, a pencil.For you and me!
(通过师生问答,既复习了学习用品为新课做下铺垫,又培养学生用英语交流的能力)Step3: Presentation Learn to say: Give me a rubber.1.Say a story like this: We‟re drawing.But I haven‟t a rubber.So I say to a pupil: Give me a rubber, please.Then let the pupil give me a rubber.2.Turn to other pupils and say: “Give me a rubber,(ruler, pen, pencil, book, bag)please.”
3.Listen and say after the tape.(通过真实场景更能让学生融入其中，掌握更牢固。听录音能帮助学生正音。)Step4: Consolidation
1.Game: T: Children, I‟m hurry.I want to eat a cake.Give me a cake, please.S: OK.Here you are.(T-S)(1)(出示各种文具、水果、食品等图片)T: Do you want them? Please ask me.S: Give me a banana(apple, mooncake, pen…), please.(S-T)(2)(S-S)Ask and answer.Step5: Homework
Board-writing design:
Teaching reflections:
The Second Period Teaching contents: Let‟s talk.(Page 8)Teaching aims: 1.知识目标：Using formulaic expressions to greet people, introduce oneself and your friends.2.能力目标：能正确介绍自己和别人: e.g.: I’m „ This is „ 3.情感目标：同学之间要团结、有礼貌。
Difficult and key points:区别I‟m„与 This is„的用法。Teaching aids: Wallchart 1A.Teaching procedure: Step1: Warming-up 1.Sing a song <
1.Learn to say: Hello, May.(1)Greeting :(T-S)T: Hello.S: Hello, Miss …(2)(S-S)S1: Hello, May.S2: Hello, Tim.（可以采用开火车，同桌之间，好朋友之间互相问好。）2.Learn to say: Hi, May.3.Introducing yourself.(1)Hold up a moppet.Say „Hello, I‟m …‟ then point to yourself and say „Hello, I‟m Miss...‟
(2)(T-S)T: Hello, I‟m Miss Zhang.(Repeat)
S: Hello, I‟m …(student‟s name)
(3)(S-S)Encourage the students to greet each other and introduce themselves to each other.4.Introducing your friends.(1)Ask one student to come to the front.Point he(she)and say: T: This is …(student‟s name).Point other student: T: This is …
(2)Ask who‟s your friend? Let the students introduce their friend(通过面对面介绍自己和朋友既可以加深印象又可以区别I‟m„与This is „的用法.)Step3: Consolidation Say and act.1.Put up the Wallchart on the board.2.Students listen and follow in their books.3.Divide the students in several groups.4.Act.Step4: Homework
Board-writing design:
Teaching reflections:
The Third Period Teaching contents: Let‟s learn.(Page 9)Teaching aims: 1.知识目标：Using numbers to count from one to six.2.能力目标：会用6个数字数所学的物品，适当学习其他数字。3.情感目标：培养学生节俭的好习惯。Difficult and key points: 会用数字数物品。Teaching aids: Word and picture Cards 1A.Teaching procedure: Step1: Warming-up
1.Sing a song <
S1: Hello, This is May.S2: Hello, May.2.Act in pairs.Step3: Presentation 1.Ask and answer.T: Now let‟s draw a picture.Give me a pencil, please.S: Here you are.(1)(2)(3)The teacher point to the pencil and say: one, one pencil The teacher let the students give him a pencil, again.Show one pencil: one pencil.Show another pencil: one pencil Put 2 pencils in all: two pencils(4)Teach other numbers: three, four, five, and six 2.Practice 6 numbers.(1)(2)(3)(4)Take out six rulers.Introduce the new numbers by adding the rulers one by one.Count slowly „one, two, three, four, five, six‟.Game: Call the numbers from 1-6.3.Count the objects with 6 numbers.(1)Hold up a jar of sweets.Let the students count the sweets.E.g.: one sweet, two sweets…(2)Game: Listening activity：
Every student is given 6 sweets.Read out a number within the rang of 1 to 6.When the students hear the number, they count out the correct number of sweets.Step4: Consolidation: Workbook page 6: 1.Listen and circle the number you hear.2.Listen and write the numbers.Step5: Homework
Board-writing design:
Teaching reflections:
The Fourth Period Teaching contents: Let‟s play(Page 10)Teaching aims: 1.知识目标：Using imperatives to give simple instructions and using numerals to count numbers.2.能力目标：Say and act.3.情感目标：培养学生的集体精神。Difficult and key points: How many„？ Teaching aids: A cassette player, pictures Teaching procedure: Step1: Warming-up 1.Sing a song 2.Daily talk Step2: Revision 1.Say a rhyme.(儿歌既可以增加气氛，又便于学生回忆数字。)2.Game: Call the numbers.(通过报数的游戏，复习巩固了数字又培养学生集体主义精神。)Step3: Presentation
1.Learn: show me, clap, say(1)Learn to say and act: Show me….Put up one finger and say „Show me one‟.Students copy.(2)(3)Continue with „two, three, four, five, six‟.Clap and count „one, two, three, four, five, and six‟ Students say and do „Clap-one, two, three, four, five, six‟(4)(5)Play the cassette tape.Game: Say and act quickly.(All the students stand up.)S1: Clap – two.(Show me…, Say…)Ss clap two.(If you are wrong, please sit down.)2.Guess.(1)(2)Show two fingers to the students.Ask „How many?‟ Let individual students make their guesses.Take out objects and count together with the students.(3)Students can take turns to hold objects and let others guess.Step4: Consolidation
让学生自由组合，互相发明令，互相做动作。
Step5: Homework
Board-writing design:
Teaching reflections:
The Fifth Period Teaching contents: Rhyme.(Page 11)Teaching aims: 1.知识目标：Learn to say the rhyme.2.能力目标：会融会贯通，用不同的词替换儿歌中的内容。3..情感目标：培养学生从小讲卫生的好习惯。Difficult and key points: Pick up sticks.Teaching aids: A cassette player, picture.Teaching procedure: Step1: Warming-up 1.Sing a song 2.Daily talk Step2:Revision(复习数字为学习儿歌做准备)1.Review the numbers: Show me one … Clap-two…
Say three… 2.Guess: How many„？ Step3: Presentation
1.Learn to say: It‟s a tree.(1)Put the Wallchart on the board.T: What‟s this?(It‟s a tree.)
Ss: tree
T: It‟s a tree.Ss repeat.(2)Point to the ruler say: It‟s a ruler.(Rubber, pencil, pen, book…)
2.Learn to say: Pick up sticks.(1)Point to the stick and ask: Is this a tree? Ss: No.T: It‟s a stick.Stick-stick-stick.Ss repeat.(2)Take out sticks and put them on the floor.T: 老师这样作对吗？应该怎么样？ Ss: 不能乱扔垃圾，要捡起来。
T: Good.Pick up sticks.(边说边做。)Students say and act.3.Learn the whole rhyme.(1)(2)Listen to the tape and repeat it.Say and act.Step4: Consolidation
1.Divide them into several groups.Say and act the rhyme.Which group will be the winner? 2.用所学的物品代替tree, sticks.自己编儿歌。Step5: Homework
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Unit 3
My abilities The First Period Teaching contents: Let‟s act(Page 12)Teaching aims: 1.知识目标：Locate specific information in response to simple instructions.2.能力目标：Use modeled phrases to communicate with other learners.3.情感目标：To be discipline in the classroom.Difficult and key points: Using imperatives to give simple instructions.Teaching aids: A cassette player Teaching procedure: Step1: Warming-up 1.Sing a song 2.Daily talk Step2: Revision 1.Listen and act: Listen to the commands and do some actions in a quick response.e.g.: Stand up, please.Give me … Show me … Step3: Presentation
1.Give students a hint;ask “Open your book.Who can act? Raise your hand.”
Elicit: Raise your hand.Say: Raise your hand.2.Do the action and give the instructions: Put it down.Repeat and act: Put it down.3.Give the hint and say: “Show me your book.” Repeat and act: Show me your book.(通过用动作暗示，使学生理解)(伴随动作出现新课内容，再鼓励学生边说边做，连接“音”与“义”。)Step4: Consolidation 1.Listen and act 2.Ask individuals to listen and act 3.Play the cassette tape 4.Let some students to act according to the commands.5.Divide the class into groups of four, act the commands.One student gives commands, the others do the actions.6.Play a match: Who is the quickest to respond?
Act according to the teacher‟s commands.The quickest student to act will be the winner.Step5: Homework
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The Second Period Teaching contents: Let‟s talk(Page 13)Teaching aims: 1.知识目标：Using formulate expressions to ask for one’s age, and respond 2.能力目标：Use modeled phrases to communicate with other learners 3.情感目标：Communicate with each other politely Difficult and key points: Using formulate expressions to ask and answer Teaching aids: Wallchart, a Muppet, a cassette player Teaching procedure: Step1: Warming-up Sing a song
Step2: Revision
1.Count from “one” to “eight”
2.Show the objects to review the words e.g.: three books, six rubbers 3.Say the rhyme
(通过数数、数物体、讲儿歌，复习数字，为新课做准备)Step3: Presentation 1.Hold the pictures of a boy and a girl in both hands, ask: How old are you? Elicit: I am four years old.I am five years old.Try to repeat.2.Ask individuals: How old are you? 3.Say “How old are you?” 4.Ask and answer in pairs 5.Play the cassette tape for page 13.Listen and follow Step4: Consolidation 1.Ask and answer in pairs 2.Select pairs to act out the role-play to the class.3.Act out the role-play in pairs, using their own ages.4.Select pairs to act out the modified dialogues.5.Work book page 9(1)Listen and tick the correct age.(2)How old are you? Draw the correct number of candles.Then color them.(3)Listen and respond quickly.(使学生在理解的基础上尝试用句型进行初步的交际
培养学生活用知识的能力，从知识的学习转为技能的训练)Step5: Homework
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The Third Period Teaching contents: Let‟s learn(Page 14)Teaching aims: 1.知识目标：Pronounce words properly 2.能力目标：Using verbs to indicate momentary actions 3.情感目标：To be active in school lives Difficult and key points: Using verbs to indicate momentary action correctly Teaching aids: Word cards, picture cards, a cassette player Teaching procedure: Step1: Warming-up 1.Sing a song Step2: Revision 1.Act and say Listen to the commands and do some actions in a quick response.2.Say the chant: “Show me---Clap---”
(复习旧知，培养学生的听力和说话能力，复习学过的动词，为新课做准备)Step3: Presentation
1.Point to the picture card for the word “draw” and say “draw”.Repeat the word 2.Act and say
3.Show the word card and say the word 4.Repeat step 1-3 with „read‟, „write‟, „jump‟, „sing‟ and “dance” 5.Play the cassette.Point to the words as it is being read out.6.Say the words(利用图片，让学生在单词的发音与意义之间建立联系,训练学生的听力，和单词的识别能力)Step4: Consolidation 1.Say the word;one student does the action and others to judge right or wrong 2.Repeat or clap 3.Match the words and the pictures 4.Say and act in pairs 5.Play the game: What is missing? 6.Work book page11: Can you find the word in the puzzle? Step5: Homework
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The Fourth Period Teaching contents: Let‟s play(Page 15)Teaching aims: 1.知识目标：
(1)Using modal verb „can‟ to express abilities(2)Using formulaic expression to express thanks 2.能力目标：
(1)Open an interaction by expressing one’s ability(2)Open an interaction by expressing thanks 3.情感目标：Express their thankful feelings to their teacher Difficult and key points: Pronounce „thank‟ correctly Teaching aids: Word cards, picture cards, a cassette player Teaching procedure: Step1: Warming-up Sing a song
Step2: Revision
1.Say and act: Hold up the cards, read and do the actions 2.Match the picture and the words
Individual students choose a picture card, put up a word card next to it and read Step3: Presentation 1.Say “Can you draw? I can draw”.Do the action to elicit the new sentences 2.Learn to say the sentences---I can draw.---I can sing.3.Open the books to page 15: Tell the story 4.Play the cassette tape: Listen and repeat 5.Ask “what can May do?” “What does she say?” 6.Read the story Step4: Consolidation
1.Ask “What can you do?” Students answer individually 2.Students tell their stories to their partners.I can---3.Students tell their stories to the class 4.Work book page12(1)Draw a line from the speech bubble to the correct child(2)How about you? What can you do? Step5: Homework
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The Fifth Period Teaching contents: Let‟s enjoy(Page 16)Teaching aims: 1.知识目标：Using modal verb ‘can’ to express abilities 2.能力目标：Open an interaction by expressing one‟s abilities 3.情感目标：Learn to work hard to be advantage Difficult and key points: Pronounce the phrases clearly
Teaching aids: A cassette player, tape, a book, a pencil and some paper Teaching procedure: Step1:Warming-up 1.Sing a song 2.Daily talk Step2: Revision 1.Find out the words 2.Read the words 3.Find out the objects: Say “I can draw(read…)” Students find out the object which is necessary 4.Guessing game Do the action and give the hints, students say the sentences “I can…” Step3: Presentation
1.Say “I can sing.Can you sing? Yes? Let‟s learn a new story.” 2.Point to the pictures and say the sentences 3.Read the verses of the song 4.Play the cassette tape(1)Listen to the song(2)Sing with the tape Step4: Consolidation
1.Play the game: Ask three students to hold „a pencil‟, „paper‟, „a cassette tape‟
Others point to them and sing each verse.2.Sing the song in groups 3.Act and sing
(运用多变的形式，提高歌曲的表现力，增加学生的兴趣)Step5: Homework
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Unit4
My body The First Period Teaching contents: Let‟s learn(Page 19)Teaching aims: 1.知识目标: 学会用单词eye, ear, nose, mouth, face来表述人体部位。2.能力目标：开动脑筋，猜一些简单的和课文内容相关的谜语。3.情感目标：让学生在听听、说说、玩玩的动态学习过程中体验英语的无处不在和学习英语的快乐。
Difficult and key points: 单词的发音和识记。
Teaching aids: A cassette player, picture cards and word cards.Teaching procedure: Step1: Warming-up
Sing a song(歌声能活跃气氛，营造英语氛围。)Step2: Pre-task preparation Play a game:‘What is missing？’
Draw a face on the board with the features missing.Ask students to find out the missing parts.Step3:While-task procedure 1.New word: eye(1)Play the game to elicit the new word: eye
(2)Show the pictures of different people and the rabbit.Discuss the colours of their eyes to elicit the phrases:
e.g.: black eyes/ blue eyes/ red eyes „(观察不同国种人物和动物眼睛颜色的差别，了解异国文化，扩大知识面)(3)Say a rhyme:
Open your eyes.Don‟t be shy.Close your eyes.Tell me why.(通过琅琅上口的儿歌，在操练eye的同时使open，close的用法得以灵活运用，寓教于乐，边做边说边记忆)2.New word: ear(1)Compare two words: eye，ear(比较字形，引出新词，帮助理解记忆)(2)Point and say the new word: ear(3)Help animals find their own ears and introduce different kinds of ears.e.g.: long ears/ big ears/ small ears „
(为动物找他们正确的合适的耳朵，在游戏中联系实际，拓宽思路)3.Enjoy a song
(1)Listen to the song to elicit the new words:‘nose，mouth，face’(从歌曲中引出新词)(2)Compare the pronunciation of the words.Say the words correctly.(3)Encourage students to sing the song together while pointing to the different features.(在歌曲中巩固单词)Step4:Post-task activity Play a game: Guess the riddles.e.g.: It has two long ears and two red eyes.Its body is white and clean.Oh，it has a small mouth.It likes carrots.It runs quickly.Do you know what I like？
(运用猜谜游戏，激发学生求知欲，巧妙达到巩固新知的目的Step5: Consolidation Game: Listen and draw.Step6: Homework
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The Second Period Teaching contents: Let‟s act(Page 17)Teaching aims: 1.知识目标
（1）能听懂指令‘Touch your toes.Touch your arms.Wave your hand.’并能做出反应。
（2）学会用祈使句‘Touch your...Wave your …’结合相关内容发出指令。
2.能力目标：根据指令做出反应，并试着学会发指令。3.情感目标：在听命令做动作的游戏竞赛中体验学习的乐趣。Difficult and key points: 根据指令做出正确动作,并会用指令指挥他人.Teaching aids: A cassette player Teaching procedure: Step1: Pre-task preparation Play a match.‘ Who is the quickest to respond？’
(听令快速反应，复习旧知的同时顺理成章的引出下文)Step2: While-task procedure 1.‘Touch your …‟
(1)T:(Say the commands and do the actions to elicit the new sentence.)Have the class listen and follow the teacher.(2)Teach a rhyme about body parts: Touch your eyes, and touch you toes, touch your ears, and touch your nose.(边做动作，边说儿歌，理解含义，熟练句式)2.Wave your...(1)Compare the commands: Raise your hand.Wave your hand.(利用动作的演示区分两者的含义)(2)Ask students to listen to the teacher‟s commands and do the actions.(3)Quick response.(听令快速反应，在实践中进一步区别raise 和wave 的不同含义)3.“Who is the best little teacher？”Ask some more able students to order the commands.The others try to follow and act.Step3:Post-task activity Play a game:‘Simon Says’ Step4: Homework
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The Third Period Teaching contents: Let‟s talk(Page 18)Teaching aims: 1.知识目标：
(1)学会用单词hand、arm等表述人体部位。(2)能用句型‘This is my „’进行介绍。
2.能力目标：学会用This is my „„介绍自己身体各部位以及身边的事物。
3.情感目标：通过介绍，激发学生大胆表现自我的情感，并树立信心。Difficult and key points: 用This is my „„介绍自己身体各部位以及身边的事物。
Teaching aids: A cassette player, some cards.Teaching procedure: Step1: Pre-task preparation
1.Song：Encourage students to sing the song together.（优美的旋律、动听的歌曲，为学生创设一个轻松愉快的英语学习氛围）
2.Quick response.（1）Listen，say and point.(听音指向、听音判断，在复习的同时为进一步学习做准备）（2）Listen and judge.Step2: While-task procedure
1.Play a match: Who is the better painter? Draw a face on the board with all the features missing.Ask two students to close their eyes and draw the missing parts according to the commands.E.g.: Draw two eyes.(蒙眼画像，在竞赛中巩固旧知，导入新课)2.Introduction: hand，arm，leg，foot，toe…
(1)Teacher shows a doll to introduce its body parts，imitating a doll‟ s voice.(利用对娃娃的介绍引出其他人体部位)(2)Introduce the body parts.E.g.: This is my hand ……
3.Imitation: This is my hand …
(1)Prompt the students to follow the teacher.Point and say the sentences as following: E.g.: Hand，hand，this is my hand.Arm，arm，this is my arm „
(2)In pairs，students take turns to introduce their body parts and do the actions.(3)Select pairs to act out the role play to the class.Step3:Post-task activity
Group work: Encourage students to introduce their personal items to the class.E.g.: Look!This is my ruler.This is my book…
(从生活中，从自己身边寻找素材，提高实际运用英语的能力)Step4: Homework
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The Fourth Period Teaching contents: Let‟s play(Page 20)Teaching aims: 1.知识目标：能根据指令做出反应，例如：Draw a nose.2.能力目标：体验为自己画像的感觉并尝试着介绍。3.情感目标：全方面培养学生。
Difficult and key points:能听懂指令做出反映。Teaching aids: A cassette player, workbook Teaching procedure: Step1: Pre-task preparation Quick response.1.Listen，say and point.（听音指向、听音判断，在复习的同时为进一步学习做准备）2.Listen and judge.Step2: While-task procedure 1.Play a match.Who is the better painter？ Draw a face on the board with all the features missing.Ask two students to close their eyes and draw the missing parts according to the commands.E.g.: Draw two eyes.2.Draw a face.In groups，students draw their faces on page 20 and practice saying „This is my eye‟, etc.Step3: Consolidation Workbook page14: Underline the correct word in each box.Step4: Homework
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The Fifth Period Teaching contents: Let‟s enjoy(Page 21)Teaching aims: 1.知识目标: 会用名词描述身体部位 2.能力目标: 能学会表演唱歌。
3.情感目标: 保护身体，做个健康的宝贝。
Difficult and key points: 歌曲中句子与动作的协调配合。Teaching aids: A cassette player, pictures Teaching procedure: Step1: Pre-task preparation 1.Point and say from the head to the toe 2.Game: Listen and point to the correct part
Step2: While-task procedure
1.Play the cassette tape for the song and point to the features on your face at the same time.2.Sing to Ss and encourage them to follow.3.Boys sing and girls act, then change.4.Sing together while pointing to the different features on the clown‟s face.Step3:Post-task activity
Divide the class into an „eye‟ group, an „ear‟ group and so on.The „eye‟ group should not sing „ear‟, „mouth‟ or „nose‟, if they sing at the wrong time, they are out.See which group lasts the longest.Step4: Homework
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Unit 5 Fruit The First Period Teaching contents: Let‟s learn(Page 24)Teaching aims: 1.知识目标：Using nouns to identity objects.2.能力目标：Learn new words:grape,banana.正确区别melon与lemon。3.情感目标：培养学生团结协作精神。
Difficult and key points: 正确区别melon与lemon。Teaching aids: 水果单词和图片，水果篮，a picture of shop Teaching procedure: Step1:Warming-up
Sing a song and daily talk Step2:Revision 1.Say and act.(Smell,feel,taste the ….)
2.This is, this is, this is an apple.That‟s,that‟s,that‟s a pear.(利用水果图片，激发学生的学习兴趣)Step3:Presentation
1.Learn to say: apple, orange(1)Look, this is an apple.(Apple,apple,apple,this is an apple.)(2)Look, that‟s a pear.(Paer,pear,pear,that‟s a pear.)
(3)Practice two words: Say some sentences.(I like apple.I can see apple…)
2.Learn to say: pear, peach(1)Guess: What is it? Is it aan…..?It is a pear.(2)Is this a pear? It is a peach.(Peach,peach,peach,that‟s a peach.)(3)Practice two words: Say some sentences.3.Learn to say: melon, lemon(1)Do you like lemons?(Lemon,lemon,lemon,I like lemons.)(2)Do you like melons?(Melon,melon,melon,I like melons.)(3)Practice two words: Say some sentences.4.Learn to say : grape, banana.Step4:Consolidation 1.Read after the tape.2.What‟s the missing? 3.Play a game: Shopping(一个同学说单词，另外同学找图片和单词，贴在相应的位置，并标上价格，放进篮子，准备开店。)Step5: Homework
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The Second Period Teaching contents:Let´s act(Page 22)Teaching aims: 1.知识目标：Say and act three sentences:e.g.Smell(Feel, Taste)the lemon.2.能力目标：Practice new sentences with orange,melon,pear,pear,and grape.3.情感目标：It is good to eat more fruit.Difficult and key points: Three new words: smell, feel, taste Teaching aids: Tape, a cassette player, a picture of a shop ,some real fruit.Teaching procedure: Step1: Warming-up
1.Say a rhyme:1,2,3, I see an apple.4,5,6 pick up the apple.2.Sing a song:
1.Daily talk: Do you like apples? 2.Look at the picture, what can you see?(I can see…)
(出示水果店图片，让学生展开想象，水果店的水果有哪些？激发他们学习兴趣。)Step3:Presentation
1.Learn to say :Smell the lemon.(1)Do you like lemons?(2)Say: Smell the melon.(3)Smell, Smell, Smell.Smell the melon.(4)Smell the(apple, orange…)2.Learn to say: Feel the apple.
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