牛津深圳版小学英语一年级上-1A教案完整版

牛津深圳版小学英语一年级上-1A教案完整版
一年级英语教案设计2012-2013年度第一学期
设计: 李爽
内容:牛津英语一年级上册
班级: 一年级(3、4、5)班
一年级（3、4、5）班英语教学工作计划
2012-2013学年度第一学期李爽
本人这学期担任一年级（3、4、5）班的英语教学工作。

为了更好的完成本学期的教学任务和提高学生的学习效率，制定以下教学计划。

一、学生基本情况分析
一年级新生，面临着学习习惯，生活习惯的培养，学生的能力也各不相同，有的上过幼儿园，有的没有接受过任何教育，这给教学带来了很大难度。

新教材难度大，对学生要求高，听说读写都要掌握，家长要重视和配合，共同努力培养学生的良好的学习习惯和方法。

二、教学要求
本学期使用的教材是新教材，本套教材根据牛津英语教材New English First! , New On Target! 和 New Oxford English, 由上海市中小学（幼儿园）课程改革委员会和牛津大学出版社（中国）有限公司合作改编、为了使教材更加的适合深圳学生的实际情况，又由深圳市教育科学研究院对现行英语教材（牛津上海版）进行适当改编。

教材提供两本书，一本学生用书和一本活动手册。

本教材一共有4个模块，每个模块包括三个学习单元和一个复习单元。

每一单元分Let＇s act. Let＇s talk. Let＇ｓ learn . Let＇act . Let＇s play. Let＇s enjoy六个版块。

整本书教学内容与学生生活紧密联系，围绕“文具，身体部位，家庭，数字，动物，颜色，食物”几个话题，学习简单的交际用语。

每一单元穿插字母音和形的学习。

本学期要求学生掌握的基础知识有：
1、学会问候语，自我介绍；
2、部分文具得名称；
3、学会身体部位名称；
4、学会介绍自己的家人和朋友；
5、学会10以内的数字和简单的水果名称；
6、学会几种食物的名称动物的名称；
7、学会问颜色；
8、学会简单的祈使句；
9、学会用what＇s this？问话。

三、学期教学总目标：1 激发小朋友学习英语的兴趣，培养他们学习英语的积极态度，
并具有一定的语音、语调，及良好的学习习惯和英语交际的能力，为以后学习打
下良好的基础。

2 能听懂、理解Let＇s act.中的句子,并能根据指令，做出动作
反应。

3能说Let＇s talk中的句子,能在情景中进行简单的交流.4.能认读Let＇
s learn中的单词.5 能做一些英语小游戏。

6 能唱Let＇s enjoy中的歌谣和小
诗,理解小故事。

四、具体措施
为了能够更有效的完成以上的教学任务，并给学生打下坚实的英语基础，现制定以下几项措施：
1. 对于单词，要求学生起码做到听、读过关，然后就是写和运用于句型当中。

主要通过单词游戏来检测。

2. 关于句型，要求他们熟练掌握书上的句式和句子并作简单的运用；对于基础较好的学生要求他们能够灵活运用。

主要通过短剧表演的形式来提高他们对于运用英语和他人沟通的兴趣与信心。

3. 因为新教材更贴近学生的真实生活，应多鼓励他们在日常生活中运用学过的知识和他们的朋友、家长进行沟通。

教学计划进度表
（2012～2013学年度第一学期）Module 教学内容课时数
Module 1 Getting to know you Unit 1 Hello！ 3 Unit 2 My classmates 3 Unit 3 My face 3 Revision 1 1
Module 2
My family, my friends
and me Unit 4 I can sing 3 Unit 5 My family 3 Unit 6 My friends 3 Revision 2 1
Module 3 Places and activities Unit 7 Let’s count 3 Unit 8 Apples, please 3 Unit 9 May I have a pie? 3 Revision 3 1
Module 4 The world around us Unit 10 On the farm 3 Unit 11 In the zoo 3 Unit 12 In the park 3 Revision 4 1
课时计划
第二周星期一第 2 节 2012 年 9 月 10 日Module 1 Getting to know you
Unit 1 Hello! Period 1
Language focus: Using the key words in context
e.g., morning, afternoon
Using formulaic expressions to greet people and bid farewell e.g., Hello. /Good morning. /Good afternoon./Goodbye.
Language skills: Listening
Identify the key words in an utterance by hearing the
pronunciation
e.g., morning, afternoon
Understand formulaic expressions of greetings and farewell
in context, and respond appropriately
e.g., Hello. /Good morning. /Good afternoon. /Goodbye.
Understand a simple story with the help of pictures, puppets
or the teacher’s body language
Speaking
Use formulaic expressions to greet people and bid farewell
in the appropriate context
e.g., Good morning. /Goodbye.
Step Contents Methods Purpose
Pre-task preparations Song: Good
morning.
Listen and sing the song.
巩固准备期学过的歌曲。

活跃课堂气氛，激发学生
学习兴趣。

Hello! I’m…The teacher greets with the
pupils, then the pupils greet to
the teacher.
在加师生间交流的同时操
练句型。

While-task procedures Hello! /Hi!
Watch the dialogue on the
screen. Kitty, Ben, Alice and
Tom meet at the school bus
stop.
创设情境，引出问候语。

激发学生学习的兴趣。

Goodbye!
They get on the school bus.
Alice and her mum say
“Goodbye.” to each other.
通过观看动画，直观理解
意思。

模仿动作，练习对
话。

Good morning!
Watch the dialogue. Listen and
say.
根据图片提示，理解什么
时候用“morning ”
Good afternoon!
Watch the dialogue. Say and
act.
编对话，将前面学的句子
串联起来，进行表演。

Post-task activities Introduce the five friends’ name. They are DANNY ,
EDDIE, ALLICE, KITTY and TOM.
熟悉本教材人物
Ask the students to make short dialogues in groups.
Then have the students listen to the song “Good
morning” on page5
巩固练习，学习歌曲，提
高学习兴趣。

Homework： 1. Sing the song “Good morning.”
2. Greeting to the parents in English.
Suggestion: 1、本堂课教学时我有意识地根据教学内容创设情境，引出问候语，活跃课堂气
氛，从而激发学生学习兴趣。

2、在教学过程中采用编对话的形式，将前面学的句子串联起来，并让学生进行
表演，这样的目的是为了更好的巩固教学内容。

3、
课时计划
第二周星期三第 1 节 2012 年 9 月 12 日Module 1 Getting to know you
Unit 1 Hello! Period 2
Language focus: Using the key words in context
e.g., morning, afternoon
Using formulaic expressions to greet people and bid farewell e.g., Hello. /Good morning. /Good afternoon./Goodbye.
Language skills: Listening
Identify the key words in an utterance by hearing the
pronunciation
e.g., morning, afternoon
Understand formulaic expressions of greetings and farewell
in context, and respond appropriately
e.g., Hello. /Good morning. /Good afternoon. /Goodbye.
Understand a simple story with the help of pictures, puppets
or the teacher’s body language
Speaking
Use formulaic expressions to greet people and bid farewell
in the appropriate context
e.g., Good morning. /Goodbye.
Step Contents Methods Purpose
Pre-task preparations Song: Good
morning.
Listen and sing the song.
巩固准备期学过的歌曲。

活跃课堂气氛，激发学生
学习兴趣。

Hello! I’m…The pupils greet to the teacher. 热身，操练句型。

While-task procedures Hi! I’m Danny.
Hello! I’m …
Act Danny, Eddie, Kitty, Alice.
抽签表演我们的小伙伴，
练习句字。

A school day
Show them movie，tell the story
“A school day” in “let’s act” on
student’s book page 4 slowly
and clearly, with the help of
picture, puppets and your body
language
Prompt your students to
complete the sentences when
necessary.
Ask the students to act out the
story “A school day” on page 4.
学习文章，用讲故事的方
法引导孩子练习学过的句
型。

Sing a song
Then have the students listen to
the song “Good morning” on
page 5 and sing along using
hand motions.
缓解课堂气氛，在愉快
的气氛中复习学过的歌
曲。

Post-task
activities Ask the students to make short dialogues in groups. 巩固练习，学生自主选择搭档进行表演。

Homework：Read student book P2.3.4
sing “good morning”
Suggestion: 1、本节课同时注意了学生听力能力的培养。

2、不足：在学生编对话时，应该多加辅导，不能只求形式，更应注重实际效果。

课时计划
第二周星期五第 1 节 2012 年 9 月 14 日
Module 1 Getting to know you
Unit 1 Hello! Period 3 Language focus: Using a common pattern to introduce oneself
e.g., I’m…
Language skills: Listening
Understand the pattern I’m Kitty.
Understand formulaic expressions of greetings
e.g., Nice to meet/see you.
Identify some English names
e.g., Kitty, Alice, Tom, Ben, Eddie, Danny and Miss
Fang
Speaking
Use a common pattern to introduce oneself
e.g., I’m…
Use formulaic expressions to greet people politely
e.g., Good morning./Goodbye.
Step Contents Methods Purpose
Pre-task preparations Hi. I’m…Show the characters of Unit1.
Use the finger puppets to have
them introduce themselves.
活跃课堂气氛，激发
学生学习兴趣。

While-task procedures Hello! I’m…
Hi. I’m…
Ask the students to play the
roles in Unit 1.
根据低年级的年龄特
点，模仿和表演是学
生所喜爱的活动，能
激发学生学习的兴
趣。

Post-task activities Workbook P2 Listen and number. 巩固练习，训练学生
的听力能力。

Workbook P4 Look and say.
Draw and write.
检查学生的掌握程
度。

Homework：Sing the song.
Suggestion: 1、在教学时我能根据低年级的年龄特点，采取模仿和表演这样的学生所喜爱的活动，极大地能激发学生学习的兴趣。

2、不足：为了赶时间，教学中不能面向全部学生，有些学生不能积极的参与到教学活动中，时不时会开小差，有待于想出更好的方法，让这些学生养成良好的学习习惯，在他们开小差时，根据实际情况来减少开小差的机会，提高学习效率。

课时计划
第三周星期三第 1 节 2012 年 9 月 19 日Unit 2 My classmates
Period 1
Language focus: Using nouns to identify school supplies e.g., rubber
Using simple language to point out objects e.g., A book!
Language skills: Listening
Listening
Understand some words used for common school
supplies
e.g., book, ruler, pencil, rubber
Locate specific information in response to simple
instructions
e.g., A book!
Speaking
Pronounce the key words correctly
e.g., book, ruler, pencil, rubber
Use modeled phrases to communicate with other students
e.g., A book!
Pronounce words in connected speech correctly by linking them together and using appropriate stress
Pre-task preparations Contents Methods Purpose
Sing a song
Daily talk
How are you?
----Fine, thank you.
Good morning!
Good morning!
歌声能活跃气氛，营
造英语氛围。

While-task procedures Contents Methods Purpose
pencil 1. Ask and answer.
T: Now let’s draw a picture.
2. The teacher point to the pencil
and say: one, one, one, one pencil
Book, rubber, ruler T: What else do you have in your
bag?
S: Book, rubber, ruler.
通过师生问答既复习
了所学学习用品为新
课做下铺垫，又培养
学生用英语交流的能
力。

One pencil
Two pencils
1.Show one pencil: one, one
pencil
Show another pencil: one, one
pencil
Put 2 pencils in all: two, two
pencils
通过实物演示理解英
语单复数。

Post-task activities Contents Methods Purpose
Game (出示各种文具、水果、食品等图
片)
T: Do you want them? Please ask
me.
通过游戏巩固句型的
掌握程度，同时培养
学生之间互相帮助的
习惯。

S1: Pencil/ rubber/…, please.
S2: OK. Here you are. Homework：Listen and read the words.
Suggestion: 1、通过师生问答既复习了所学学习用品为新课做下铺垫，又培养学生用英语交流的能力。

2、通过实物演示使学生能够较好的理解英语单复数的运用。

3、通过游戏的方式来检查学生巩固句型的掌握程度，同时培养学生之间互相帮助的习惯。

不足：大后半节课稍显内容偏少些，还可以增加一些书面内容，不局限于口语的提高。

课时计划
第三周星期五第 2 节 2012 年 9 月 21 日Unit 2 My classmates
Period 2
Language focus: Using imperatives to give simple instructions
e.g., Give me…, please.
Using formulaic expressions to offer people things e.g., Here you are.
Using formulaic expressions to express thanks e.g., Thank you.
Language skills: Listening
Understand formulaic expressions used to offer people
things
e.g., Here you are.
Locate specific information in response to simple
instructions
e.g., Give me…, please.
Speaking
Use formulaic expressions to offer people things
e.g., Here you are.
Use formulaic expressions to express thanks
e.g., Thank you.
Pronounce the phrases and sentences correctly
Pre-task Contents Methods Purpose
preparations Song Listen and sing the song “Good
morning.”歌声能活跃气氛，营造英语氛围。

Revise the classroom objects vocabulary. (1) T: What do you have in
your bag?
(2) Let them put their personal
items on the desks.
问答的形式既复习
了所学学习用品为
新课做下铺垫，又培
养学生用英语交流
的能力。

While-task procedures Contents Methods Purpose
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.
故事的形式，激发是
小朋友英语学习的
兴趣，创造了良好的
学习氛围。

Game T: Children, can you do me a
favor? Give me a …, please.
通过游戏边说边练，
巩固所学。

Here you are.
Thank you.
Say and act:
Give me a …, please.
Here you are.
Thank you.
Post-task activities Contents Methods Purpose Dialogue (S-S) Ask and answer.
Give me a …, please.
Here you are.
Thank you.
通过游戏巩固句型
的掌握程度，同时培
养学生之间互相帮
助的习惯。

Homework： 1. Listen and read the sentences.
2. Act out the dialogue.
Suggestion: 1、以讲故事的形式来激发小朋友英语学习的兴趣，很好的创造了良好的学习氛围。

2、以师生问答的形式既复习了所学学习用品为新课做下铺垫，又培养学生用英语交流的能力，学生的参与率很高。

3、注意了学了新内容及时进行巩固，以机械、半机械和活用操练的方式层层提高，较好的对新授内容进行了复习巩固。

今天的课总体上来说比较成功。

课时计划
第四周星期一第 1 节 2012 年 9 月 24 日Unit 2 My classmates
Period 3
Language focus: Using imperatives to give simple instructions
e.g., Give me…, please.
Using formulaic expressions to offer people things e.g., Here you are.
Using formulaic expressions to express thanks e.g., Thank you.
Language skills: Listening
Understand formulaic expressions used to offer people things
e.g., Here you are.
Locate specific information in response to simple instructions
e.g., Give me…, please
Speaking
Use formulaic expressions to offer people things
e.g., Here you are.
Use formulaic expressions to express thanks
e.g., Thank you.
Pronounce the phrases and sentences correctly
Pre-task preparations Contents Methods Purpose
Quick response:
Touch your…
Touch my…活跃气氛，复习
旧知。

While-task procedures Hi, Alice! It’s
you!
Look! This is
your mouth.
Song: My face
1. Show the picture
“Hi, Alice! It’s you!”
Point to the picture and say: It’s you!
2. Say and act: Look!
Point to the picture and say: This is your
mouth.
3. Ask and answer:
No, it’s not me!
My face:
Eye and ear,
And mouth and nose,
Mouth and nose,
Mouth and nose.
1. Read the sentences.
2. Listen to the tape.
3. Listen and sing the song.
4. Sing and act.
利用图片演示，
操练句型。

唱唱跳跳，表演
歌曲，增加学生
学习的兴趣。

Post-task activity WB: P.12 and
13
Part D and Task
Do the exercise on the workbook. 通过练习，巩固
句型。

Homework Say and act: Look! This is your…
Sing and act the song.
课时计划
第四周星期三第 2 节 2012 年 9 月 26 日Suggestion: 今天的教学形式多样，学生比较配合，所以复习效果很好。

Unit 3 My face
Period 1
Language focus: Understand some expressions of introducing the parts of a face. Use modeled sentences to communicate with other students.
Language skills: Listening
Understand formulaic expressions of introducing
the parts of a face
e.g., eye, mouth, face, nose, ear
understanding pronouns that show which item is
being referred to
e.g., Look! This is my ….
Identifying the key words in an utterance by
hearing the pronunciation
Speaking
Using modeled phrases to communicate with other
students
e.g., Look! This is my …
Beginning an interaction by introducing the parts
of a face
e.g., Look! This is my….
Pre-task preparations
Contents Methods Purpose
1. Song /Good
morning/
1. Sing the song 愉快的气氛，有利
于孩子学习英语
2. A rhyme
3. Daily talk
e.g. Hello. Good morning.
Please introduce
yourself. 2. Say the rhyme
/A book, a pencil/
3. Say or do something the
teacher asks.
建立良好的口语
学习气氛
While-task procedures 1. Show the media.
Look at the clown and
listen to what does he
say.
2. Look at Jack, this is
his face.(action)
3. Look, this is my
face. (action)
4. Teach “mouth,
nose, eye，ear” just
like step 1 and 2.
5. Make a rhyme.
6. Song /My face/
7. Quick response:
Ask the students to
point to their organs.
8. Game: Introduce
the parts of your
body.
1. Listen and say hello to Jack.
2. Learn “face”
A, Say the word
B, Say “my face” “your
face”(action)
C, Rhyme “face, face, my face,
face, face, your face”
3. Say the sentence.
4. face, face, my face, face,
face, your face…ear, ear, your
ear.
5. Sing together
6. Point to the parts of the
body.
7. Hello, I’m …
This is my…
学习关于JACK
学习五官的单词，
孩子们更新换朗
读歌谣，所以放在
诗歌和歌谣里面
学习五官更有效。

让学生放松，提高
兴趣。

加强单词和句型
的训练。

展示例句，让学生
进行实际操练。

Post-task activities Point to and introduce the parts of your face. Make sure the students understand the new words.
Homework：Listen and read the sentences.
Draw a picture of your partner.
Suggestion: 学生更喜欢诗歌，和歌谣。

注意this is 连读的发音。

需要多多练习。

课时计划
第四周星期五第 2 节 2012 年 9 月 28日
Unit 3 My face
Period 2
Language focus: Using imperatives to give simple instructions
e.g., Give me…, please.
Using formulaic expressions to offer people things
e.g., Here you are.
Using formulaic expressions to express thanks
e.g., Thank you.
Language skills: Listening Locating specific information in response to
simple instructions.
e.g. touch your face. Understanding imperatives.
e.g. Touch your face
Speaking Pronouncing the words, phrases and sentences correctly
Using imperatives to give simple instructions e.g., touch your face.
Pre-task preparations
Contents Methods Purpose 1. Song /
My face /
2. Daily talk
e.g., Hello.
Good
morning.
Please
introduce
yourself.
3. Read
the words
with the
cards.
1. Sing together
2. Say or do
something the
teacher asks.
3. Read together
and point to
their body.
建立口语环
境
通过问答的
形式，对单
词进行复
习.
1.Show the
media.
1. Look
carefully.
While-task procedures
Look, this
is Eddie.
Eddie,
touch
your
face( acti
on)
2. Eddie:
This is my
face.
Elicit the
new word
“touch”
3.Touch
your face,
boys and
girls.(T/P,
P/T, P/P)
4. Make a
rhyme.
2. Read together
and do the
action.
3. This is my
face.
4. Touch, touch,
touch your
face…
复习词汇
学习新句子
玩游戏，巩
固单词，学
习新句型
Post-task activities Dialogue
Play a game
Touch your face.
This is my face.
Touch your
通过游戏巩
固句型的掌
握程度，练
习反应程
课 时 计 划
第 六 周 星期 一 第 2 节 2012 年 10 月 8日
nose …
度。

Homework ：
Play the game with your parents and your friends. (Touch your face …) Sing a song
Suggestion:
Touch your ….. 句型需要多练习。

Unit 3 My face
Period 3
Language focus: Using imperatives to give simple instructions
e.g., Give me…, please.
Using formulaic expressions to offer people things
e.g., Here you are.
Using formulaic expressions to express thanks
e.g., Thank you.
Language skills: Listening
Understanding a simple story
with the help of picture and
the teacher’s body language. Speaking
Pronouncing the words.
Phrases and sentences
correctly.
Using modeled sentences to
communicate with other
students
e.g. this is your face.
Pre-task preparations
Contents Methods Purpose 1. Make a
rhyme with
the words.
1. face, face, my
face, face, face,
your face…ear,
ear, your ear
复习短语为
以后的学习
打下坚实的
2. Introduce the parts of your body. 2. Hello, I’m …
This is my…
基础
While-task procedures 1. Listen to
the tape
and read
the book.
2. Game:
(four a
group) Ask
one student
act as a
puppet.
1. Listen and
read.
2. This student
should do
actions
according to the
commands of
the other
students.
在游戏中学
习，巩固句
型。

Post-task activities Finish
workbook
P10 —P 11 完成练习，
检查孩子本
课学习情况
Homework：Rewrite the mistakes of your workbook.
Suggestion: 单词放在句子中认读上没什么问题，但是如果把单词分开来
读，反映稍慢。

课时计划
第六周星期三第 2 节 2012 年10 月 10 日Module 2 My family, my friends and me
Unit 4 I can sing. Period 1
Language focus: Using verbs to indicate actions e.g. read sing dance draw
Language skills: Listening
Identifying the key words in
an utterance by hearing the
pronunciation
e.g. read sing dance draw Speaking
Pronouncing the key words
correctly
e.g. read sing
Pre-task preparations
Contents Methods Purpose Warming-up
1.Do some
greetings
eg: Hi!,
Good
morning.
Good
afternoon.
Goodbye.
How are you?
2.Say some
rhymes
<A book, a
pencil>
3. Watch the
flash and try to
通过快速应
答的方式来
巩固旧知
识，可以快
速的把学生
带到英语学
习的氛围中
来。

可朗诵一些
学生以前的
儿歌，给学
生成功的体
验经历，调
understand the meaning by teacher’s presentation. 动学生学习英语的积极性,并复习I can句型,为新授服务。

通过铅笔引出画图和花朵。

While-task procedures 1.To learn :
draw
1. Teacher
teaches the word
flower and
draw, and asks:
What can I do?
Then answer by
himself ”I can
draw.” “I can
draw a flower.”
2. Students look
at the pictures,
word cards and
read the word.
3. Students
repeat the
word, phrase,
rhyme after
teacher.
I can draw, I can
draw,
I can draw a
引出单词,
激发学习兴
趣。

注意图、词
的呈现，让
学生能音、
形、图（意）
统一起来。

用图文结合
的方式，操
练单词，熟
悉句型。

课时计划
第七周星期五第 2 节 2012 年 10月 15 日
Unit 4 I can sing.
Period 2
Language focus: Using the modal verb can to express abilities e.g. I can…
Language skills: Listening
Understanding the expression
of abilities
e.g. I can read .
identifying specific information
in response to questions
e.g. what can you do?
I can …..
Speaking
Using formulaic expressions to
indicate one’s abilities
e.g. I can… .
Pre-task preparations
Contents Methods Purpose 1．To
learn : sing
1. Teacher use
mouth to elicit
mouth’s function,
eat and sing
2. Teacher asks
what can I do ?
And then answers
by himself. I can
sing.
3. A rhyme
Mouth, mouth, I
can read,
Mouth, mouth,
read a book,
Mouth, mouth, I
教师通过
嘴巴的功
能引出嘴
巴的用处，
朗读，吃东
西，sing。

学生在通
过朗读儿
歌，练习及
复习单词，
read,
eat ,and
can eat,
Mouth, mouth, eat
an apple,
Mouth, mouth, I
can sing.
Mouth, mouth,
sing a song.
sing。

2.To learn: dance 1. Teacher uses a
puppet to elicit
dance.
2. Teacher asks
students “what can
you do ?”
通过唱歌
跳舞的玩
偶引出
dance。

While-task procedures Review “I
can …”
1.Show famous
people’s picture of
“Liu Xiang” and
“Yao Ming” to
review “I can …”
2. Teacher asks
students to use the
given sentence
pattern to say their
own abilities
通过名人
图片巩固
新句型，运
用旧句型。

通过训练
灵活运用
新句型。

Post-task activities Talk about
your
abilities
Please talk about
your abilities with
your partner and
use these
学会在日
常生活中
使用句型。

课 时 计 划
第 七 周 星期 一 第 2 节 2012 年 10 月17日
sentences.
“hello, I am …/ good morning ,I am …. I can sing /dance/draw/read ”
Homework ：
1. Sing the new song to their family.
2. Read p16--p17.
Suggestion:
Unit 4 I can sing.
Period 3
Language focus: Asking wh-questions to find out a person’s ability e.g. what can you do?
Using verbs to indicate actions
e.g. I can sing.
Language skills: Listening
Identifying specific
information in response to
questions
e.g. what can you do ?
I can….
Speaking
Using modeled phrases to
begin an interaction and main
training it by providing
information in response to
factual questions
e.g. I can sing.
Beginning an interaction by
eliciting a response
e.g. what can you do?
I can…
Pre-task Contents Methods Purpose
preparations
Activity
In turn, hold up the six pictures of actions at random. Ask the students to say and do the corresponding actions.
e.g.
what can Alice do ?(holds up the picture of Alice, who is singing)
sing （do the action）学会答句，通过老师与一学生简单的问答，学生应该能很快明问句的含义。

并掌握本课重点单词和句型。

While-task procedures Review
Have the
students ask and
answer in
succession
according to the
picture.
e.g. what can
you do?(holds a
flashcard for
drawing)
I can draw.
看谁反映最
快，同时激
发学生的兴
趣。

What can you do ?(hold a flashcard for singing.
I can sing.
Post-task activities More
Practice
Do a survey on
student’s book
page 18.
Have the
students do
“Look, listen
and play” on
workbook page
20. Ask the
students to ace
out the short
dialogue.
在场景中运
用所学，提
高实际运用
语言的能力
Homework：Finish the survey after class
Ask your friends and parents about their abilities
Suggestion:
课时计划
第八周星期一第 2 节 2012 年 10 月 22日
Unit 5 My family.
Period 1
Language focus: Using pronouns to identify people e.g. me Using nouns to identify family members
e.g. mother ,father, grandfather, grandmother
Language skills: Listening
Identifying the key words in
an utterance by hearing the
pronunciation
Speaking
Using modeled phrases to
communicate with other
students
Pronouncing the words,
phrases and sentences
correctly
Pre-task preparations
Contents Methods Purpose 1. To ask
students to
read the
rhyme
Eye, eye, this
is my eye.
Nose, nose,
this is my
nose.
Ear, ear, this
is my ear,
Mouth,
mouth, this is
my mouth.
2. To ask
students to
touch and say
“this is
my …”
1.Read the
rhyme
2. To do the
action and say
活跃课堂
气氛为后
面新授作
准备。

While-task procedures 1. To elicit
the sentence
“this is me.”
2. To elicit
father and
mother read
the rhyme
1. To say after
teacher “This is
me.”
2. To answer
questions
使学生理
解me的含
义。

学会使用
句型this
is…
3. To play a game:
When teacher says father, number 1, the first line of a group to go to the blackboard and the touch the picture of father
4. To elicit grandmother, use mother to elicit grandmother To elicit grandfather, use father to elicit grandfather 3. Follow the
teacher and
read the new
words.
4. To play the
game
5. To learn the
new words grandmother,
grandfather
朗读儿歌
熟悉单词。

游戏中巩
固单词。

由旧单词
引新单词，
降低难度，
帮助记忆。

Post-task activities 1. To use the
sentence
pattern to say
about the
photo
1. To look at the
picture and say
第八周星期五第 2 节 2012 年 10 月 24日
Unit 5 My family.
Period 2
Language focus: Using nouns to identify family members
e.g. mother, father, grandfather, grandmother using possessive adjectives to express possession e.g. my mother
asking wh-questions to find out a person’s identity e.g. who is she?
Language skills: Listening
Identifying the key words
in an utterance by hearing
the pronunciation
e.g. mother, father,
grandfather, grandmother Speaking
Using modeled phrases to
begin an interaction and
main training it by
providing responses to
factual questions
e.g. who is she? She’s my
grandmother
Pre-task preparations
Contents Methods Purpose 1. To show a
photo of 1. To guess 通过Peter
Peter’s family 2. To ask students to take out their photos of their family and to say about their family the family
members of
Peter
2. To show
the photo of
their family
and say
about their
family
的家庭照片
引入主题。

学生自己的
照片更能引
起学生的好
奇心和学习
兴趣。

While-task procedures To show some
other
pictures.(Ben,
Alice, Kitty,
Danny) and
ask students
“Who is
he/she?”
To answer
questions
1. To elicit the
sentence “He is
my ….She
is ….”
2. To ask
students to
match
1. To know
the
difference
between he
and she
2. To match
在学生介绍
的环节中自
然引入he
is ..she is
通过match
来区分he
和she.
Post-task activities 1. To make a
model of the
pair work and
ask students to
do pair work
2. To play a
game:
To ask one
student to
come to the
front of the
class and look
at the
blackboard,
and ask
another
student to say
“hello, hi, good
morning” just
like that and
then ask all
other students
to ask the
student in the
front of the
class “***,***,
who is
he/she?” and
then the
student guess.
To do pair
work
To play a
game
同桌对话操
练句型。

通过游戏，
复习句型和
旧句型。

课 时 计 划
第 九 周 星期 三 第 2 节 2012 年 10 月26日
Homework ：
1. Read page18-21 after the tape
2. Ask about your classmates’ family
Suggestion:
Unit 5 My family.
Period 3
Language focus:
Using pronouns to identify people
e.g. sh ’s my grandmother.
Using formulaic expressions to confirm or deny e.g. Yes./No.
Language skills: Listening
Identifying the key words in
an utterance by hearing the
pronunciation
e.g. mother, father,
grandfather, grandmother
identifying specific
information in response to
questions
E.g. she’s my grandmother.
Identifying specific
information in response to
questions e.g. Yes. /No. Speaking
Using modeled phrases to
begin an interaction and main
training it by providing
responses to factual questions
e.g. who is she? She’s my
grandmother
beginning an interaction by
eliciting a response
e.g. who is she?
Is she Alice?
Yes, she’s Alice.
Pre-task preparations
Contents Methods Purpose Put your
family
photo on
the
blackboard.
Introduce
your family
members to
the students
slowly and
clearly,
using the
sentence
this is my…
Show your
family’s photos.
e.g. This is my
father. This is
my mother .this
is my
grandfather.
This is my
grandmother.
This is me.
对所学内容
进一步巩固
和加强。

与
实际生活联
系起来。

While-task procedures 1. To play a
game he or
she
2. To ask
some
students
about their
photo of
1. To play the
game
2.To try to use
the new
sentence pattern
to say about
their family
通过游戏中
不同身份的
出现和区
分，使学生
灵活理解知
识点。

抽个别学生
用新句型回
答问题。

their family
3. To ask students to read a rhyme and make a new rhyme 3. To read the
rhyme and make
a new rhyme
朗读儿歌熟
悉句型，创
造新儿歌增
加趣味性。

Post-task activities To ask
students to
read a
thyme
To read a rhyme 跟读儿歌，
复习句型。

Homework：Read English book page 20—22。

Finish workbook 22.23. Suggestion:。