牛津深圳版小學(xué)英語(yǔ)一年級(jí)上-1A教案完整版

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