第一篇：朗文Super kids unit2教案
备 课 记 录
第一节课
1)Greeting&warm up：打招呼，继续练习句型：Good morning, What’s your name? How are
you? Nice to meet you.热身运动：小歌曲
walking,walking,....jump,jump,jump....running.....now,let’s sit down
2)Roll call：点名，然后让学生自我介绍（先用手偶做示范）Hello,my name is XX,I’m
a boy/girl.I’m 8/9,Nice to meet you.3）Review：闪卡复习上节课的单词，然后指定目标单词，目标单词拍手读，其他原地
读
4）新内容：A)、拿出一张照片，This is my family,today we’re going to learn about the
family,this is my mother,this is my father.引出father，mother领读，拼读，书写，正音； 操练：大小声，n+1
B)、继续拿出刚才的照片，This is my father’s father,my father’s mother,并用
汉语解释，引出grandmother,grandfather,领读，拼读，书写，正音；操练：
pass the word,4,3,2,1
C)、整体操练father,mother,grandmother,grandfather：Whisper;
5）Close up:闪卡复习这四个单词，休息
第二节课
1）greeting&warm up：Classroom Song 2）Review:闪卡（冰山一角）复习单词，再次领读和简单操练孩子们不会的单词。确保
4个单词都能认读。
3）Presentation:A)、在黑板画出family tree，边画边复习father，mother，grandmother，grandfather，并引出sister，brother，然后用手比一个大圆，并说big，再比一个小圆，并说little，练几遍big和little，然后引出big sister，big
brother，little sister，little brother，领读，拼读，书写，正音，操练：
警察抓小偷，拍卡，找卡片,炸弹
B）、整体操练八个单词，游戏：1）神奇画布，让一个学生到黑板画一
个指定单词，其他人在下面齐声读该单词，看读几遍能画完，然后该学
生也读几遍 2）Tic-tac-toe，分成两组，各想好一个标志将今天所学八
个单词加上crayon贴在黑板上组成九宫格，每个队轮流读单词，读对就
可将自己的标志画在该格，看看哪个队先把三个单词连成一线3）单词
排排坐：拿出今天学的两个单词卡片，依次展示给大家看，然后扣上卡
片，让学生按照我展示的顺序说出刚才的单词，然后增加到3个，4个
F）、打开课本，指认练习point and say，然后标号 4）Close up: 闪卡复习今天所学八个单词，休息
第三节课
1）Greeting&warm up：Hi, everyone, nice to meet you.2）Review:闪卡复习单词，再次领读和简单操练孩子们不会的单词。确保8个单词都能
认读。
3）Presentation:A）、复习b、p的发音，然后同样用敲音方式引出v、f发音，练习发音
歌谣式读单词
B）、练习字母及本课单词的书写, 老师逐个检查每个孩子看书读8个单
词，并填写联络本。
第二篇：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:
第三篇：朗文3H教案模版
教案模版 Unit 1 Sally and Sam Meet – 1
一、教学内容：Unit 1 Sally and Sam Meet--Story Time
二、教学目标 1．语言技能目标
能够听懂Hi.Good morning.的问候语，并做出回应
能够在教师和图片的提示下，听懂故事
能够在教师的帮助下，听懂常用课堂指令并做出相应的动作
能够模仿录音，朗读故事
能够在教师的帮助下表演故事 2．语言知识目标
重点词汇：name, Sam, Sally
句型：Good morning.Hi.What’s your name?
My name is„.教学用语：Listen.Look.Say.Stand up.Sit down.Open your book.Close your book.Clap your hands.3．情感态度目标
喜欢听老师讲英语故事
喜欢和其他同学共同表演故事 4．学习策略和思维能力目标
能够观察到图片中的细节
能够运用已有的生活经验
能够通过图片猜测故事的大意 5．跨学科学习目标
涂色
手工制作手偶
手偶表演
三、教具与学具：主图、教师的名卡、Sam 和 Sally的手偶、活动手册T129、配套音像材料、剪子、水彩笔。
四、教学过程 Warm up 1． 师生问候
目的：使学生理解问候语及教师的英语名字；尝试与教师用英语交流；为下面讲故事活动做语言上的准备。
步骤：（1）教师用Hi.Good morning.的句型向学生问好，并启发学生做出回应；（2）教师带上英语名卡，用My name is „的句型介绍自己。2． TPR活动
目的：使学生对英语感兴趣；听懂日常教学用语。
建议：教师发出指令，并带领学生做出相应的动作。
Presentation
讲故事
目的：使学生理解故事大意；理解故事中的主要词汇和句型的意义；培养学生对图片的观察能力；培养学生通过图片对故事的猜测能力。
步骤：（1）请学生观察主图，请学生说一说看到的内容，允许学生说中文，但教师要用英语进行描述；（2）教师一边指图片上的相关内容，一边描述故事，将学生自然地带入故事的情境中。教师用适当的语速、丰富的表情和语调描述故事中的画面或图片，给学生提供一定量的语言输入，需要时可借助肢体动作帮助学生理解主要词汇及故事内容。其间，教师适时地向学生提出问题。（3）教师指读故事中的文字。问题参考：
What can you see in the picture? Can you see a cat? What is he doing? Do you like the story?
Practice 1． 朗读故事
目的：帮助学生把声音与词形对应起来；模仿故事录音的语音语调朗读故事；培养指读的习惯。
步骤：（1）教师播放故事录音，同时指到相应图片内容。学生看主图，听故事；（2）教师再次播放故事录音，同时指到相应的句子。学生看句子，听故事；（3）教师请学生打开书，边听边指，跟读故事；（4）教师和全班学生分角色朗读故事；（6）教师请学生两人一组，分角色朗读故事。2． 制作手偶
目的：通过动手操作进一步识别故事中的人物
步骤：（1）教师用T129给做示范；（2）教师发给学生T129复印材料，用英语发出指令，请学生按步骤操作；（3）在学生操作过程中，教师反复播放故事和P4歌曲的录音。
Application
手偶表演
目的：激发学生的学习兴趣；加强对故事的理解；熟练的使用英语进行问候。
步骤：（1）教师利用手偶和学生分角色表演；（2）教师请学生两人一组进行表演；（3）请学生调换角色再表演一次；（4）教师请部分学生在全班同学面前做展示。
Homework
Dear Mum and Dad,Today I can „
Listen to the story on P2 Read the story
Make the finger puppets Act out the story
(name)(parents’ name)反应互动模式，寓教于乐，魅力无穷
“朗文3H少儿英语”品牌教材是朗文结合了最新的少儿英语教材结构、教学手段和本土化的中国少儿英语学习特征为中国少儿制定的最佳教学方案，“知识交叉，三步互动，反应型记忆”三大教学法有机结合，构成了最适合中国少儿英语学习的教学模式。
1、“朗文3H少儿英语”知识交叉教学法： 突破传统教学理念，颠覆传统教学步骤，把字母、音标、单词、句型等一系列的英语知识在少儿初始学习阶段进行交叉融合，同步传授，符合少儿智力特征，使少儿的英语学习更加具有效果性。
2、“朗文3H少儿英语”三步互动教学法：
“朗文3H少儿英语”互动式的融合了游戏活动导入、英语知识学习与练习巩固教程三步教学方法，符合少儿心理特征，使少儿在轻松愉悦的环境中英语水平得到全面迅速的提升。
3、“朗文3H少儿英语”反应型记忆学习法：
少儿在英语学习初期主要通过反应型记忆而非凭借单纯记忆进行学习，“朗文3H少儿英语”通过教师授课中的反应型记忆学习法结合教材中的反应型记忆教程设计，符合少儿生理特征，使少儿很快掌握语言反应学习能力，为后期的英语认知学习打下良好的基础。
教学特色：反应互动模式，寓教于乐，魅力无穷 “朗文3H少儿英语”品牌教材是朗文结合了最新的少儿英语教材结构、教学手段和本土化的中国少儿英语学习特征为中国少儿制定的最佳教学方案，“知识交叉，三步互动，反应型记忆”三大教学法有机结合，构成了最适合中国少儿英语学习的教学模式。
1、“朗文3H少儿英语”知识交叉教学法： 突破传统教学理念，颠覆传统教学步骤，把字母、音标、单词、句型等一系列的英语知识在少儿初始学习阶段进行交叉融合，同步传授，符合少儿智力特征，使少儿的英语学习更加具有效果性。
2、“朗文3H少儿英语”三步互动教学法： “朗文3H少儿英语”互动式的融合了游戏活动导入、英语知识学习与练习巩固教程三步教学方法，符合少儿心理特征，使少儿在轻松愉悦的环境中英语水平得到全面迅速的提升。
3、“朗文3H少儿英语”反应型记忆学习法： 少儿在英语学习初期主要通过反应型记忆而非凭借单纯记忆进行学习，“朗文3H少儿英语”通过教师授课中的反应型记忆学习法结合教材中的反应型记忆教程设计，符合少儿生理特征，使少儿很快掌握语言反应学习能力，为后期的英语认知学习打下良好的基础。
作者：Beat Eisele, Catherine Yang Eisele等 出版社：Pearson-Longman 美国培生(朗文)教育出版集团
适用对象：幼儿园、小学儿童(6-12岁)
册数：全套七册
作者简介：
Beat Eisele 多年来担任英语老师、教学顾问以及师训讲师，拥有超过12年以上的丰富经验，亦曾获得台湾英语教育杰出贡献奖！内容简介：
Hip Hip Hooray!是朗文专为亚洲儿童设计出版，使用最新教学理念“故事教学法”注入的一套系统教材，畅销日、韩、台湾、香港等国家及地区。每册都以不同的经典童话故事为主轴，如城乡老鼠、小精灵与鞋匠、杰克与豌豆等，通过故事引出词汇、句型、对话，辅以歌曲、韵文、游戏等来启发孩子。现已在上海近30所著名小学、培训中心的少儿英语培训课程中使用。书籍特色：
1.活泼的歌曲及韵文更能激发学生的学习动机。2.以文法及单字来建构主要的语言。
3.Phonics 发音韵文帮助学生了解字母与声音的关系。
4.Practice 练习页提供听，说及写的多元练习。5.透过游戏复习主要语言并且建立信心。
6.可抽取式小书让学生有机会诠释故事。
7.教师手册中包含全彩缩小版学生本，三步骤的教案，简单易行的游戏介绍。
配套教材： CDs
教学支持：(在线观看产品导览 1.招生家长说明会 PPT 学生用书
下载PPT)
作业本
2.招生DM图档；教室布置海报 教师手册
3.教学进度表；语言能力分析表 教学字卡
4.多媒体教学 PPT；DEMO剧教学挂图 本
5.教务管理表格；家长指引手册 6.节庆学习单、每课可影印学习单
7.每课口试、笔试随堂测验卷
8.分级测验卷；每册期中、期末试卷
学生用书分册介绍：
点击试看
Hip Hip Hooray!(1)
适用年龄：5-7 岁(小学低年级)教学主题：城乡老鼠
Town Mouse and Country
Mouse
Hip Hip Hooray!
(2)
点击试看
适用年龄：7-8 岁(小学低年级)教学主题：小精灵与鞋匠
The Elves and the Shoemaker
Hip Hip Hooray!(3)
教学主题：杰克与豌豆
点击试看
适用年龄：9 岁以上(小学中低年级)Jack and the Beanstalk
Hip Hip Hooray!
(4)
教学主题：拇指仙童
Tom Thumb
点击试看
适用年龄：9 岁以上(小学中低年级)
Hip Hip Hooray!(5)
级)
教学主题：海角一乐园
点击试看
适用年龄：10 岁以上(小学中高年
The Swiss Family Robinson
Hip Hip Hooray!(6)
级)
教学主题：汤姆历险记
点击试看
适用年龄：10 岁以上(小学中高年
The Adventures of Tom Sawyer
Hip Hip Hooray!Starter
年级)
教学主题：字母教学
点击试看
适用年龄：4-7 岁(幼儿园或小学低
第四篇：朗文快捷英语IV教案
朗文快捷英语IV Exit 1 Friends and neighbors Lead-in 1.Gloria had just moved into Michael’s building.She is asking him a question about one of the rules of the building.What do you think they are saying to each other? 2.Vincent is having a problem with something in his house.He is calling his neighbor David and is asking him for advice.What do you think Vincent and David are saying to each other? Focal Points 1.Greet someone and introduce yourself, using noun clauses 2.Ask for information about a neighborhood, using embedded questions.3.Ask permission to do something 4.Offer to help someone, using gerunds.5.Ask a favor of someone 6.Give advice about home repairs, using should and gerunds.7.Inquire about home repair services, using embedded questions.8.Discuss home repairs, using embedded questions.Functions
1.Greeting people.2.Offering to help.3.Appreciation.4.Permission.5.Requests.6.Advice-suggestions.7.Asking for and reporting information.Exit 2 Calling people going places Lead-in 1.Amy is talking to an airline ticket agent on the telephone.What do you think they are saying to each other? 2.Emily is leaving a message for Alice, who isn’t there.What do you think Emily and the person who has answered the phone are saying to each other?
Focal Points 1.Learn how to make different kinds of telephone calls, using imperatives.2.Call for transportation and recreation reservations, using embedded questions and short answers.3.Make person-to-person collect calls.4.Understand transportation safety rules, using imperatives and reported speech.5.Ask about transportation, using embedded questions.6.Leave telephone messages, using noun clauses and embedded questions.Functions
1.Asking for and reporting information.2.Attracting attention.3.Want-desire.4.Offering to help.5.Offering to do something.6.Initiating conversation.7.Checking and indicating understanding.8.Asking for repetition.9.Apologizing.10.Instructing.Exit 3 Personal finances Lead-in 1.Susan and Peter are talking about how much cash they need to get at the bank for the weekend.What do you think they are saying to each other? 2.Jeff is talking to a bank officer about taking out a loan.What do you think Jeff and the bank officer are saying to each other? Focal Points 1.Discuss family budgeting, using should and have to 2.Discuss paying bills, using time expressions.3.Discussing balancing a checkbook.4.Complain about mistakes on bills, using the passive voice.5.Learn about banking practices and procedures, using embedded questions.6.Discuss loan applications, using embedded questions.7.Evaluate the affordability of items, using the present perfect tense.8.Provide information for a credit card application.Functions
1.Remembering/Forgetting 2.Asking for and reporting information 3.Advice-suggestions 4.Obligation 5.Certainty/uncertainty 6.Initiating a topic 7.Hesitating 8.Checking and indicating understanding 9.Likes and dislikes 10.Agreement/ Disagreement
Exit 4 Rules and Regulations at School Lead-in 1.Janet is a passenger n Frank’s car.Frank just did something he should not have.What do you think Janet and Frank are saying to each other? 2.Mrs.Taylor is talking to her son about a telephone call she just received from her son’s teacher.What do you think Mrs.Taylor and her son are saying to each other? Focal Points 1.Ask whether things are allowed, using impersonal expressions with you.2.Tell people they aren’t allowed to do things.3.Understand traffic violations, using different verb tenses.4.Understand traffic violations, using perfect modals 5.Discuss parent-teacher communication, using reported speech.6.Discuss notes to a teacher, using reported speech.7.Discuss student performance in school, using embedded questions.8.Discuss grades and evaluation, using the passive voice, the past tense, and should have.Functions
1.Permission 2.Requests.3.Asking for and Reporting information.4.Possibility/Impossibility 5.Intention.6.Surprise-Disbelief.7.Attracting attention
Exit 5 At Work Lead-in 1.Barry is asking his supervisor for feedback on something he has just done at work.What do you think Barry and his supervisor are saying to each other? 2.Doris is depending on her employee, Marta, to do something important at work.What do you think Doris and Marta are saying to each other? Focal Points 1.Offer to help someone at work, using want + object + infinitive and should have 2.Ask for feedback on job performance, using the present perfect tense.3.Give feedback on job performance, using could have, supposed to, and short answers.4.Correct someone at work 5.Warn someone about a dangerous situation, using had better.6.Make promises to fulfill responsibilities, using the present real conditional.Functions 1.Offering to do something 2.Approval/Disapproval 3.Correcting 4.Warning 5.Advice-suggestions 6.Promising 7.Asking for repetition 8.Gratitude
Exit 6 Rights and responsibilities Lead-in 1.Henry is returning something to a store because there is a problem with it.What do you think Henry and the sale person are saying to each other? 2.Greg is talking to Stella about a problem he is having in his apartment building.What do you think Greg and Stella are saying to each other? Focal Points 1.Express dissatisfaction with products, using short answers.2.Express dissatisfaction with services, using different verb tenses.3.Make requests of neighbors, using short answers and sequence of tenses.4.Discuss housing repair problems, using reported speech and sequences of tenses.5.Complain about housing problems, using the present perfect tense.6.Discuss employee rights.7.Discuss taking legal action.8.Discuss citizen’s rights Functions
1.Complaining 2.Satisfaction/ Dissatisfaction 3.Advice-Suggestion 4.Focusing attention 5.Preference 6.Requests 7.Asking for and reporting additional information 8.Want-desire 9.Apologizing 10.Intention.11.Certainty.12.Disappointment
Exit 7 Friends ,Family, and Co-workers Lead-in 1.Lisa and Jasmin are having a discussion about something.Are they agreeing or disagreeing with each other? What do you think they are saying? 2.Alan and Karen are complaining about something at work that they wish were different.What do you think they are saying to each other? Focal Points 1.Agree with someone using emphatic sentences and tag questions.2.Disagree with someone.3.Give compliments, using adjectives and question formation.4.Express opinions, using adjectives.5.Discuss television viewing, using adjectives 6.Express concerns, using wish-clauses and the present unreal conditional.7.Admit something to someone, using the past unreal conditional.8.Discuss important issues, using gerunds, wish-clauses, and hope-clauses Functions
1.Agreement/Disagreement.2.Likes/Dislikes 3.Admitting.4.Asking for and reporting information.5.Regret 6.Sympathizing 7.Wish—hope 8.Complimenting
Exit 8 Strategies for communicating saying good-bye Lead-in 1.Indicate conversations, using tag questions and short answers.2.Politely interrupt people 3.Asking for and give clarification 4.Clarify statements, using reported speech and sequence of tenses.5.Say good-bye to someone by expressing obligation.6.Express opinions about controversial issues Focal Points 1.Clarification.2.Interrupting 3.Focusing Attention.4.Agreement/Disagreement 5.Asking for repetition 6.Leave Taking 7.Obligation.8.Checking and indicating understanding 9.Asking for and reporting information Functions 1.Clarification 2.Interrupting 3.Focusing attention 4.Agreement/Disagreement 5.Asking for repetition 6.Leave taking 7.Obligation 8.Checking and indicating understanding 9.Asking for and reporting information
第五篇：朗文Super kids unit2-2教案
备 课 记 录
第一节课
1)Greeting&warm up：打招呼，复习上节课学的song：What’s this?
2)Roll call：继续练习自我介绍句型：Good morning.My name is XX.I’m a boy/girl.I’m 8/9.Nice to meet you.3）Review：a、复习第二单元课文，活动：Whispers,我来用嘴型说课文里的句子，让学生猜出我说的是什么
b、闪卡复习第二单元八个单词，穿插拼读、音节的划分（Who’s he? mother!How do you spell”mother”?)按照mother、grandmother、father、grandfather、big sister、little sister、big brother、little brother的顺序来复习单词，并让学生当堂掌握mother、father的拼写。
4）新内容：A)、句型练习Who’s he? He’s my father.Who’s she? She’s my mother.先我来提问Who’s he? Who’s she?让学生回答；然后用卡片让学生来互相提问回答,并 区分she和he的区别（一个学生出列，其他学生排好队，该学生从旁边依次走过每个人，并快速说出he,she,看看能不能一个不错）
B）1：把一个球给一个学生，并说Thank you，让该学生重复，再说You are welcome，让该学生重复。每个学生进行重复练习后，简单讲解着两句话的意思。然后练习问答：对一个学生说Thank you，让其回答You are welcome.2：拿着球，做出向一个学生投的样子，然后说Are you ready?引导学生回答Yes，然后将球投给该学生。然后让该学生上来投球，并练习该句型。
C)、将这三个句型写在黑板上，边指边读，确保每个学生每个单词都能认识，并强调who’s 为who is的简写形式，he’s/she’s为he is/she is的简写形式。
第二节课
1）review&warm up：复习单词的拼写：准备好一些写好字母的纸片发给每个学生，然后我说一个单词，让学生来用手里的纸片拼出单词，看看谁拼的又快又准。
复习句型Who’s he? He’s my father
Who’s she?She’s my mother.（用闪卡来问答接龙）
2）Presentation:A)、复习课文出现的人物：Chip, Donny, Beth, Toni，Peter,Mojo.活动：每个学生拿一张人物角色卡片，任意说一个其他人的名字，然后被说到的人再说一个其他的名字，依次传下去。
B)、在黑板贴出挂图，一起领读课文，同时讲解每句话，每个单词，争取让学生能认知每个单词（活动：捉迷藏，让学生用手遮住眼睛并数3、2、1，然后我用一张纸挡住一个单词或句子，学生睁开眼睛并说出被挡住的部分）
C）、打开课本，point and say 活动：单词课文接龙，每人一个单词进行接龙游戏，让学生能够集中精力来读课文
D)做课本build it,practice it 练习
第三节课
1）Greeting&warm up：Sing a song 2）复习课本的语音部分，并练习拼读。活动：在黑板写一个元音，准备学过的所有辅音放到盒子里，让学生抽辅音，然后跟元音拼读 3）处理练习册，填写联络本
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