朗文少儿英语入门级A教案案例

朗文英语1a教学计划

朗文英语1a教学计划Lesson Plan for Longman English 1AClass: Longman English 1ALesson Topic: Introducing MyselfObjectives:1. Students will be able to introduce themselves in English using simple phrases and sentences.2. Students will be able to ask and answer basic questions about personal information such as name, age, and hobbies.3. Students will be able to use the present simple tense to talk about daily routines and activities.Materials:1. Flashcards with pictures of daily routines and activities2. Whiteboard and markers3. Handout with a fill-in-the-blank worksheet for introducing oneselfWarm-up (10 minutes):- Greet the students and ask them to sit in a circle.- Play a simple icebreaker game where each student says their name and one thing they like to do in English. For example, "My name is Sarah and I like to play soccer."Introduction (5 minutes):- Introduce the topic of the lesson by asking the students questions about themselves, such as "What is your name?" and "How old are you?"- Write the questions on the whiteboard and elicit answers from the students.Presentation (15 minutes):- Use flashcards to introduce vocabulary related todaily routines and activities, such as "wake up," "brush teeth," "eat breakfast," "go to school," "play soccer," etc.- Model simple sentences using the present simple tense, such as "I wake up at 7 o'clock" and "I eat breakfast at 8o'clock."- Encourage students to repeat the sentences after you and practice the pronunciation.Practice (20 minutes):- Hand out the fill-in-the-blank worksheet for introducing oneself.- Ask the students to work in pairs and take turns asking and answering the questions on the worksheet. Monitor and provide assistance as needed.- Afterward, have a few pairs of students share their introductions with the class.Production (15 minutes):- Divide the class into small groups and give each group a set of flashcards.- Ask the students to create a short skit using the flashcards to talk about their daily routines and activities. For example, one student can say, "I wake up at 7 o'clock," while another student acts out waking up.- Allow time for each group to practice and then perform their skit for the class.Review (10 minutes):- Review the vocabulary and sentences from the lesson by playing a quick game of "Simon Says" using the daily routines and activities. For example, "Simon says, 'Brush your teeth!'" or "Simon says, 'Go to school!'"- Encourage the students to use the target language as much as possible during the game.Homework (5 minutes):- Assign the students to write a short paragraph introducing themselves in English. They should includetheir name, age, hobbies, and one or two daily routines.Assessment:- During the practice and production stages, assess the students' ability to use the target vocabulary and sentences accurately and fluently. Provide feedback and support as needed.中文翻译：Longman英语1A课程教学计划课程：Longman英语1A课题：介绍自己目标：1.学生能够用简单的词组和句子用英语介绍自己。

朗文二年级1A教案(新)

朗文二年级1A教案(新)
第一课：认识字母 A
教学目标：
- 认识字母 A 的字形和发音
- 研究书写字母 A
- 研究使用字母 A 唱歌
- 培养学生的字母意识
教学准备：
- 字母卡片：A
- 黑板、白板和笔
- CD 播放器及配套音频
教学步骤：
1. 导入：
- 准备一张字母卡片 A，向学生展示并发音介绍字母 A。

- 让学生尝试模仿发音。

2. 认知：
- 把字母 A 的大写和小写形态写在黑板上，帮助学生辨认和理解字母 A 的形状。

- 让学生模仿书写字母 A，边写边念。

3. 操练：
- 分发练册，让学生完成练册上关于字母 A 的练。

4. 温故：
- 通过唱歌的方式回顾之前研究过的字母，包括字母 A。

- 教师带领学生一起唱《字母歌》。

5. 巩固：
- 听音乐，学唱《字母歌》。

- 让学生用字母卡片 A 拼出自己的名字并展示给全班。

6. 小结：
- 教师总结本节课学到的知识和技能，并强调字母研究的重要性。

7. 作业布置：
- 布置作业：在练册上完成关于字母 A 的书写和辨认练。

教学反思：
本节课通过多种方式让学生了解字母 A，并通过练和唱歌的方式巩固研究内容。

在教学过程中，学生积极参与，表现出良好的研究热情。

为了更好地巩固学生对字母 A 的认知，可以设计更多的练和游戏活动。

朗文一年级1A教案

Teaching PlanI .Teaching content: ChaPter 1. Starting school∏ .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: Goodmorning/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 theSs'interest.In . Main and difficult points1. Words and exPressions: The basic language Point of ChaPter 1.2. Grammar focus: Moral and Civic Education;good manners.IV. TeaChi ng aids: PiCtUreS CardSV . Time allotment:The 1st. PeriodI . Teaching task: Chapter 1 PartA∏ . TeaChing steps:Step 1. Warm-up(Greeting the class)T: GOOd mornin g/after noon ,boys and girls. I am Jacky,your Englishteacher . Can you greet me?Say HeIIoJacky. ” who would you like to greet me? You 're . Do you know my n ame?Ca n you greet me?P:Hello,Jacky./Good mornin g/after noon, Jacky.T:Very good.SteP 2. PreSe ntati on1. Write your n ame on the board.2. put on a n ame card( on a Stri ng arond your n eck.)Keep ing repeat ingMy n ame is...T:What is your n ame?Do you have an En glish n ame?Who has already got an En glish n ame?Ha nds up!What is your En glish n ame?P1: My English name is Mary.T:Hello,Mary.A nybody else?P2:I am...T:Good morni ng,...3. Write some com mon En glish n ames on the board.The n SPeak to PUPiIS who don 'have an En glish n ame.T:Look at these n ames.You Can choose one you like.You Can USe it in the CIaSSroom.You Can Write the n ame.the n you Can take it home and showyour Pare nts.you 're... How about KeVin or KeIVinSteP 3. PraCtiCeMake a short dialogue.The 2 nd PeriOdI . TeaChing task: ChaPter 1 Part B∏ . TeaChing steps:SteP 1. Warm-UP(Greet ing the CIaSS)T: GOOd mornin g/after noon ,boys and girls. I am Jacky,your Englishteacher . Can you greet me?Say Hello,Jacky. ” who would youlike to greet me? You 're . Do you know my n ame?Ca n you greet me?P:Hello,Jacky./Good mornin g/after noon, Jacky.T:Very good.SteP 2. PreSe ntati on1. Try adressing different PUPiIS,greeting them and getting them toin troduce themselves. LeSS able PUPiIS Can do this in groups to build UPcon fide nce.T: Good morni ng/afterno on ,Group B.P: Good mornin g/after noon, Jacky.2. Write Good morning/afternoon on board.Keep PraCtiSing this and other expressi ons around the class.3. Write key words and expressi ons on the board.4. E ncourage PUPiIS to repeat the PhraSeS and Senten CeS afteryou,act ing roles.SteP 3. PraCtiCeLiSte n to the tape.what Can you say?The 3rd. PeriOdI . TeaChing task: ChaPter 1 PartC∏ . TeaChing steps:SteP 1. Warm-UP(Greet ing the CIaSS)T: Good mornin g/after noon ,boys and girls. I am Jacky.Say Hello,Jacky. ” who would you like to greet me? You 're . Do you know my n ame?Ca n you greet me?P:Hello,Jacky./Good mornin g/after noon, Jacky.T:Very good.SteP 2. PreSe ntati on1. Arouse PUPiIS 'interest in reading by asking one or two questionsabout the story.T:Do you know who Bee no is?Can you point to Bee no?2. Pre-teach the key words and give the CIaSSroom Ian guage for teach ing them,eg:spell,prese nt.3. Tell PUPiIS to read the story once silently.4. Ask questio n about the story.①Who is the teacher?(Peter)②In PiCture One is it morni ng Or after noon?③There are four ChiIdren.do you know their name?Can you tell me onen ame?④How do you know?TeIl me a girl '/boy 'name.SteP 3. PraCtiCe1. Get PUPiIS to act the story in groups,cha nging n ames Where appropriate.ask one or two groups With lively inton ati on and reas on ably accurate PrOnUn Ciati on to come to the front to perform.2. Ask PUPiIS to spell their n ames.3. Check PUPiIS an SWerS to Part DThe 4th. PeriOdI . TeaChing task: ChaPter 1 PartD∏ . TeaChing steps:SteP 1. Warm-UP(Greet ing the CIaSS)T: Good mornin g/after noon ,boys and girls. Say HeIIo,Jacky. ” who would you like to greet me? You Ye . Do you know my n ame?Ca nyou greet me?2. Review the story.Get PUPiIS to act the story in groups,cha nging n ames Where appropriate.ask one or two groups With lively inton ati on and reas on ably accurate PrOnUn Ciati on 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. PracticeAsk pupils to say other known words with the same sound.I lL-th. PeriodThe 9I . TeaChing task: ChaPter 1 Part E∏ . TeaChing steps:SteP 1. Warm-uPT: Hello, boys and girls.Ss: Hello, Lucia.T: What 's your name ?Ss: My name is Mary.Step 2. Presentation1. 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 PlanI .Teaching content: ChaPter 2. NiCe to meet you∏ .Teaching goals:2. Basic language goals:Ss could master the usage of all the words and exPressions.Words: my father my mother my classmatemy brother my sister my friendExpressions: 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 theSs'interest.In . Main and difficult POints3. Words and expressions: The basic language point of Chapter 2.4. Grammar fOcus: CustOmary greetings.IV. TeaChi ng aids: PiCtUreS CardSV . Time allotment:The 1st PeriOdI . TeaChing task: ChaPter 2. Part A ⑴SteP1. Warm- uPDaily greeting:∏ . TeaChing steps:SteP1. Warm- uPDaily greeting:T: Hello, children.Ss: Hello, teacher .T: What is your name?Ss: My name is ______ .Step 2.Presentation1. 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 thebest.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. Practice1. T shows the pictures, Ss read the words.2. Ask Ss to read the words by themselves.The 2nd PeriodI . TeaChing task: ChaPter 2. Part A (2)∏ . TeaChing steps:SteP1. Warm- uPDaily greeting:SteP1. Warm- uPDaily greeting:Ss: Hello, teacher .T: What is your name?Ss: My name is ______ .Step2. Presentation1. Sing a song together .2. Review the words of family members. ( father mother 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 is6. Lead Ss to read the above pattern.7. Ask Ss to introduce their friends to all the classmates in the front.Step3. Practice1. Ask Ss to read the words and sentences.2. T shows other photos of pupils, Ss say “This is ______ ”The 3rd PeriodI . TeaChing task: ChaPter 2. Part A (3)∏ . TeaChing steps:brotherSs: Hello, teacher .T: What is your name?Ss: My name is ______ .Step2. Presentation1. Teach “he ”and “she ”. Through the pictures to be clear aboutthese 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. Practice1. Lead Ss to read the sentences on the blackboard.2. Listen to the CD and read the dialogue in Part A.Step4. HomeworkAsk Ss to draw a picture about their families and describe.The 4th PeriodI . TeaChing task: ChaPter 2. Part A (4)∏ . TeaChing steps:SteP1. Warm- uP1. Daily greeting:T: What is your name?Ss: My name is ______ .2. Sing a song.Step2. Presentation1. Ask Ss to show their pictures about their family members, and try tointroduce them in this way.2. T shows the Flash cards, Ss read the words out together , and then pickup 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. PracticePlay a game.T draws a picture about family members on the blackboard.Firstly, ask Ss to recognize who they are (father? mother? brother? orsister?)The 5th PeriodI . TeaChing task: ChaPter 2. Part B∏ . TeaChing steps:SteP1. Warm- uPDaily greeting:Ss: Hello, teacher .T: How are you?Ss: Fine, thank you.Step2. Presentation1. 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 aboutthe relationships of these people.4. Lead them to say out these children 's relationships like:This is _______ . He/She is my friend.Step3. Practice1. Write the right answer of Part B and ask Ss to copy by themselves.2. Check their books.Step4. Thought after classThe 6th PeriodI. TeaChing task: ChaPter 2. Part C∏ . TeaChing steps:Ss: Hello, teacher .SteP1. Warm- uPDaily greeting:T: How are you?Ss: Fine, thank you.Step2. Presentation1. 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.Practice1. Listen to the CD and read.2. Ask Ss to read the story follow the T .3. Ask Ss to read together .The 7th PeriodI. TeaChing task: ChaPter 2. Part D & PhOnics∏ . TeaChing steps:Ss: Hello, teacher .T: How are you?Ss: Fine, thank you.SteP1. Warm- uPDaily greeting:Step2. Presentation1. 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. Practice1. 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 PeriodI. TeaChing task: ChaPter 2. Part E & T ask F∏ . TeaChing steps:Ss: Hello, Lucia.T: How are you?Ss: Fine, thank you.Step2. Presentation1. Revise the greeting expressions learnt in this chapter by greeting SsSteP1. Warm- uPDaily greeting:T: Hello, children.1.Daily greeting:2. Ask Ss to do pair work.3. Check the answers of Part E.Step3. Practice1. 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 fingers.4. Play the song again and ask Ss to sing along.Step4. Thought after classThe 9th PeriodI . TeaChing task: ReViSiOn (ChaPter 2.)∏ . TeaChing steps:SteP1. Warm- uPtheirT: 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. Presentation1. T does the actions and Ss say the words to revise Good morning/ Goodafternoon/ Good evening.2. Play a game to revise the basic sentences.What is your name? My name is _________ .Step3. Practice1. 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 severaltimes.Step4. Thought after classThe 10 th PeriodI Teaching task: Revision C ( Chapter 2 )II Teaching steps:Step1 Warming up activities1 Daily greeting.2 Sing a song ( I love my family).Step2 Presentation '1 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.①Which classs is Mary in?②What did Mary lost?③What relationship are between Betty and Mary?Step 3 Practice1 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 HomeworkRecite Part C.Teaching PlanI Teaching content:Unit 3 My toysII Teaching goals:Basic language goals:Ss could master the usage of all words and expressions. Words: a doll a car a robot a balla bus a teddy bearone two three four fivesix seven eight nine tenExpressions: I have a ball.I have two ballsHe has three buses and five balls2 Ability goals:To improve the students 'abilities of speaking and listening.3 Emotion goalTo be confident during studying EnglishTo cultivate the students 'ability of group coorperation.III Main and difficult points.1 Words and expressions2 Grammar focus:I have a ballHe has two balls.IV Teaching aidsFlash cards, CD player , toysV Time allotment:The 1st Period I Teaching task: Part A (a)II Teaching stepsStep1 Warming up activities1 Daily greeting2 Sing a song.Step 1 Warming up activities1 Greeting.Step 2 Presentation1 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 Practice1 Look at the calendar on the book and read the numbers follow the Twith the fingers pointing to the words.2 Lead Ss to do some mathematic like:One + two = threethree + five = eightone + five = sixStep 4 HomeworkTo remember the numbers. The 2nd PeriodI Teaching task: Unit3 Part A ( b )II Teaching steps:seven － two = five four － one = three ten － five = fiveStep 2 Presentation1 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, twoballs, three balls. Etc.3 Teach the vocabulary using the flash cards or toys.. This T: This is a car . Say “car ”. Repeat follow me. Car . I have a car ismy car .4 Keep asking “How many? ”Focus on the plurals: one bus, two busesT: How many robots?S1: I have two robots.Step 3 Practice1 Listen to the CD and read the words.The 3rd PeriodI Teaching task: Unit 3 Part A (c)II Teaching steps:1 Greeting.2 Play a game.Step 2 Presentation1 Review the words with Flash cards2 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 PracticeUse number cards to match the numbers and words. Draw out a cardand a toy from your bags.The 4th PeriodI Teaching task: Chapter 3 Part BII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Play a game.Step 1 Warming up activities.1 Greetings.Step 2 Presentation1 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 …4 Ask Ss to look at the pictures and count how many 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 PracticeThe5th Period I Teaching task: Chapter 3 Part CII Teaching steps:toys2 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 Practice1 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 PeriodI Teaching task: Chapter 3 Part D& PhonicsStep 1 Warming up activities.1 Greetings.Step 1 Warming up activities.1 Greetings.2 Listen to the CD and read Part C.Step 2 Presentation1 Lead Ss to read the story.2 Ask Ss to answer the questionsHow 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| sounds or play video in the Super E-book.Step 3 Practice1 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 PeriodI Teaching task: Chapter 3 Part Eand |p|2 Review the new word.Step 2 Presentation1 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 Practice1 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 8thPeriodI Teaching task: Chapter 3 Part FII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Review the numbers 1-10.Step 2 Presentation1 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 Practice1 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 HomeworkTeaching PlanI Teaching content:Chapter 4 My pencil caseII Teaching goals:Basic language goals:Ss could master the usage of all words and expressions. Words: a pen a pencil a ruleran eraser a sharpener a pencil casered blue yellow pink browngreen black whiteExpressions: I have a ball.I have two ballsHe has three buses and five balls2 Ability goals:To improve the students 'abilities of speaking and listening.3 Emotion goalTo be confident during studying EnglishTo cultivate the students 'ability of group coorperation.III Main and difficult points.1 Words and expressions2 Grammar focus:I have a ballHe has two balls.IV Teaching aidsFlash cards, CD player , toysV Time allotment:The 1stPeriod I Teaching task: Chapter 4 Part A (a)II Teaching steps:Step 1 Warming up activities.1 Greetings.Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation1 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 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 Practice1 Listen to the CD and repeat.2 Ask Ss to make a phrase with the words of school things and colours.Step 4 HomeworkThe2nd Period I Teaching task: Chapter 4 Part A (b)II Teaching steps:2 Sing a song.theStep 2 Presentation1 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 Practice1 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 HOmeWOrkThe 3rd PeriOdI Teaching task: ChaPter 4 Part A (c)II Teaching stePs:2 Sing a song.Step 2 Presentation1 Review the new words.2 Ask Ss to make sentences with these words.Step 1 Warming up activities.1 Greetings.Step 1 Warming up activities.1 Greetings.3 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 Practice1 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 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 HomeworkThe4th Period I Teaching task: Chapter 4 Part A & BII Teaching steps:theStep 2 Presentation1 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 Practice1 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 PeriodI Teaching task: Chapter 4 Part CII Teaching steps:Step 1 Warming up activities.1 Greetings.Step 2 Presentation1 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 'tTom 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 Practice1 Listen and read.2 Check pupils 'answer of Part D.3 Read the story again.Step 4 HomeworkRead the story and recite.The 6th PeriodI Teaching task: Chapter 4 Part CII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation1 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 playb) ThiS isn '…c) Oh, dear!d) the next day.4 Lead Ss read the above sentences.Step 3 Practice1 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 HomeworkRecite the story.The 7th PeriodI Teaching task: Chapter 4 Part D & PhonicsII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation1 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 Practice1 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 HomeworkRecite the storyThe 8th PeriodI Teaching task: Chapter 4 Part EII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation1 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 Practice1 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 HomeworkRecite the storyThe 9th PeriodI Teaching task: Chapter 4 Part FII Teaching steps:Step 1 Warming up activities.1 Greetings.。

朗文一年级1A教案

Teaching PlanⅠ.Teaching content: Chapter 1. Starting schoolⅡ.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 points1.Words and expressions: The basic language point of Chapter 1.2.Grammar focus: Moral and Civic Education;good manners.Ⅳ. Teaching aids: Pictures cardsⅤ. Time allotment:The 1st. PeriodⅠ. Teaching task: Chapter 1 PartAⅡ. 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. Presentation1.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. PracticeMake a short dialogue.The 2nd PeriodⅠ. Teaching task: Chapter 1 Part BⅡ. 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. Presentation1.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 afteryou,acting roles.Step 3. PracticeListen to the tape.what can you say?The 3rd. PeriodⅠ. Teaching task: Chapter 1 PartCⅡ. 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. Presentation1.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. Practice1.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 DThe 4th. PeriodⅠ. Teaching task: Chapter 1 PartDⅡ. 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. PracticeAsk pupils to say other known words with the same sound.The 9th. PeriodⅠ. Teaching task: Chapter 1 Part EⅡ. Teaching steps:Step 1. Warm-upDaily greeting.T: Hello, boys and girls.Ss: Hello, Lucia.T: What’s your name ?Ss: My name is Mary.Step 2. Presentation1. 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. PracticeMake a short dialogue.Teaching PlanⅠ.Teaching content: Chapter 2. Nice to meet youⅡ.Teaching goals:2.Basic language goals:Ss could master the usage of all the words and expressions.Words: my father my mother my classmatemy brother my sister my friendExpressions: 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 points3.Words and expressions: The basic language point of Chapter 2.4.Grammar focus: Customary greetings.Ⅳ. Teaching aids: Pictures cardsⅤ. Time allotment:The 1st PeriodⅠ. Teaching task: Chapter 2. Part A (1)Ⅱ. Teaching steps:Step1. Warm- upDaily greeting:。

朗文一年级1A教案

Teaching PlanⅠ.Teaching content: Chapter 1. Starting schoolⅡ.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 points1.Words and expressions: The basic language point of Chapter 1.2.Grammar focus: Moral and Civic Education;good manners.Ⅳ. Teaching aids: Pictures cardsⅤ. Time allotment:The 1st. PeriodⅠ. Teaching task: Chapter 1 PartAⅡ. 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. Presentation1.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. PracticeMake a short dialogue.The 2nd PeriodⅠ. Teaching task: Chapter 1 Part BⅡ. 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. Presentation1.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 afteryou,acting roles.Step 3. PracticeListen to the tape.what can you say?The 3rd. PeriodⅠ. Teaching task: Chapter 1 PartCⅡ. 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. Presentation1.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. Practice1.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 DThe 4th. PeriodⅠ. Teaching task: Chapter 1 PartDⅡ. 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. PracticeAsk pupils to say other known words with the same sound.The 9th. PeriodⅠ. Teaching task: Chapter 1 Part EⅡ. Teaching steps:Step 1. Warm-upDaily greeting.T: Hello, boys and girls.Ss: Hello, Lucia.T: What’s your name ?Ss: My name is Mary.Step 2. Presentation1. 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. PracticeMake a short dialogue.Teaching PlanⅠ.Teaching content: Chapter 2. Nice to meet youⅡ.Teaching goals:2.Basic language goals:Ss could master the usage of all the words and expressions.Words: my father my mother my classmatemy brother my sister my friendExpressions: 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 points3.Words and expressions: The basic language point of Chapter 2.4.Grammar focus: Customary greetings.Ⅳ. Teaching aids: Pictures cardsⅤ. Time allotment:The 1st PeriodⅠ. Teaching task: Chapter 2. Part A (1)Ⅱ. Teaching steps:Step1. Warm- upDaily greeting:T: Hello, children.Ss: Hello, teacher.T: What is your name?Ss: My name is _______.Step 2.Presentation1.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 isthe best.4.Teach Ss how to act the different roles. As a teacher reads thewords, the Ss do the action, then ask some students to be alittle teacher.5.T points the words, Ss read them out.Step3. Practice1.T shows the pictures, Ss read the words.2.Ask Ss to read the words by themselves.The 2nd PeriodⅠ. Teaching task: Chapter 2. Part A (2)Ⅱ. Teaching steps:Step1. Warm- upDaily greeting:T: Hello, children.Ss: Hello, teacher.T: What is your name?Ss: My name is _______.Step2. Presentation1.Sing a song together.2.Review the words of family members. ( father mother brothersister 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. Practice1.Ask Ss to read the words and sentences.2.T shows other photos of pupils, Ss say “This is______”The 3rd PeriodⅠ. Teaching task: Chapter 2. Part A (3)Ⅱ. Teaching steps:Step1. Warm- upDaily greeting:T: Hello, children.Ss: Hello, teacher.T: What is your name?Ss: My name is _______.Step2. Presentation1.Teach “he” and “she”. Through the pictures to be clear aboutthese 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. Practice1.Lead Ss to read the sentences on the blackboard.2.Listen to the CD and read the dialogue in Part A.Step4. HomeworkAsk Ss to draw a picture about their families and describe.The 4th PeriodⅠ. Teaching task: Chapter 2. Part A (4)Ⅱ. Teaching steps:Step1. Warm- up1. Daily greeting:T: What is your name?Ss: My name is _______.2. Sing a song.Step2. Presentation1.Ask Ss to show their pictures about their family members, andtry to introduce them in this way.2.T shows the Flash cards, Ss read the words out together, andthen 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. PracticePlay 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 PeriodⅠ. Teaching task: Chapter 2. Part BⅡ. Teaching steps:Step1. Warm- upDaily greeting:Ss: Hello, teacher.T: How are you?Ss: Fine, thank you.Step2. Presentation1.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 beclear 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. Practice1.Write the right answer of Part B and ask Ss to copy bythemselves.2.Check their books.Step4. Thought after classThe 6th PeriodⅠ. Teaching task: Chapter 2. Part CⅡ. Teaching steps:Step1. Warm- upDaily greeting:Ss: Hello, teacher.T: How are you?Ss: Fine, thank you.Step2. Presentation1.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 ofthis story.3.Lead Ss to read the story one sentence by one sentence.Step3. Practice1.Listen to the CD and read.2.Ask Ss to read the story follow the T.3.Ask Ss to read together.The 7th PeriodⅠ. Teaching task: Chapter 2. Part D & PhonicsⅡ. Teaching steps:Step1. Warm- upDaily greeting:Ss: Hello, teacher.T: How are you?Ss: Fine, thank you.Step2. Presentation1.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. Practice1.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 PeriodⅠ. Teaching task: Chapter 2. Part E & T ask FⅡ. Teaching steps:Step1. Warm- upDaily greeting:Ss: Hello, Lucia.T: How are you?Ss: Fine, thank you.Step2. Presentation1.Revise the greeting expressions learnt in this chapter by greetingSs2.Ask Ss to do pair work.3.Check the answers of Part E.Step3. Practice1.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 theirfingers.4.Play the song again and ask Ss to sing along.Step4. Thought after classThe 9th PeriodⅠ. Teaching task: Revision (Chapter 2.)Ⅱ. Teaching steps:Step1. Warm- up1.Daily greeting:Ss: Hello, teacher.T: Nice to meet you.Ss: Nice to meet you, too.2. Sing a song < I love my family>Step2. Presentation1.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. Practice1.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 forseveral times.Step4. Thought after classThe 10th PeriodI Teaching task: Revision C ( Chapter 2 )II Teaching steps:Step1 Warming up activities1 Daily greeting.2 Sing a song ( I love my family).Step2 Presentation’1 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.①Which classs is Mary in?②What did Mary lost?③What relationship are between Betty and Mary?Step 3 Practice1 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 HomeworkRecite Part C.Teaching PlanI Teaching content:Unit 3 My toysII Teaching goals:Basic language goals:Ss could master the usage of all words and expressions. Words: a doll a car a robot a balla bus a teddy bearone two three four fivesix seven eight nine tenExpressions: I have a ball.I have two ballsHe has three buses and five balls2 Ability goals:To improve the students’ abilities of speaking and listening.3 Emotion goalTo be confident during studying EnglishTo cultivate the students’ ability of group coorperation.III Main and difficult points.1 Words and expressions2 Grammar focus:I have a ballHe has two balls.IV Teaching aidsFlash cards, CD player, toysV Time allotment:The 1st Period I Teaching task: Part A (a)II Teaching stepsStep1 Warming up activities1 Daily greeting2 Sing a song.Step 2 Presentation1 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 Practice1 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 = fivethree + five = eight four－one = threeone + five = six ten－five = fiveStep 4 HomeworkTo remember the numbers.The 2nd PeriodI Teaching task: Unit3 Part A ( b )II Teaching steps:Step 1 Warming up activities1 Greeting.2 Sing a song.Step 2 Presentation1 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 busesT: How many robots?S1: I have two robots.Step 3 Practice1 Listen to the CD and read the words.The 3rd PeriodI Teaching task: Unit 3 Part A (c)II Teaching steps:1 Greeting.2 Play a game.Step 2 Presentation1 Review the words with Flash cards2 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 PracticeUse number cards to match the numbers and words. Draw out a card and a toy from your bags.The 4th PeriodI Teaching task: Chapter 3 Part BII Teaching steps:Step 1 Warming up activities1 Greetings.2 Play a game.Step 2 Presentation1 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 …4 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 PracticeThe 5th PeriodI Teaching task: Chapter 3 Part CII 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 Practice1 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 PeriodI Teaching task: Chapter 3 Part D& PhonicsII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Listen to the CD and read Part C.Step 2 Presentation1 Lead Ss to read the story.2 Ask Ss to answer the questionsHow 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 Practice1 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 PeriodI Teaching task: Chapter 3 Part EII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Review the new word.Step 2 Presentation1 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 Practice1 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 PeriodI Teaching task: Chapter 3 Part FII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Review the numbers 1-10.Step 2 Presentation1 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 Practice1 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 HomeworkTeaching PlanI Teaching content:Chapter 4 My pencil caseII Teaching goals:Basic language goals:Ss could master the usage of all words and expressions. Words: a pen a pencil a ruleran eraser a sharpener a pencil casered blue yellow pink browngreen black whiteExpressions: I have a ball.I have two ballsHe has three buses and five balls2 Ability goals:To improve the students’ abilities of speaking and listening.3 Emotion goalTo be confident during studying EnglishTo cultivate the students’ ability of group coorperation.III Main and difficult points.1 Words and expressions2 Grammar focus:I have a ballHe has two balls.IV Teaching aidsFlash cards, CD player, toysV Time allotment:The 1st Period I Teaching task: Chapter 4 Part A (a)II Teaching steps:Step 1 Warming up activities.1 Greetings.Step 2 Presentation1 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 Practice1 Listen to the CD and repeat.2 Ask Ss to make a phrase with the words of school things and colours. Step 4 HomeworkThe 2nd PeriodI Teaching task: Chapter 4 Part A (b)II Teaching steps:Step 1 Warming up activities.1 Greetings.Step 2 Presentation1 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 Practice1 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 HomeworkThe 3rd PeriodI Teaching task: Chapter 4 Part A (c)II Teaching steps:Step 1 Warming up activities.1 Greetings.Step 2 Presentation1 Review the new words.2 Ask Ss to make sentences with these words.3 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 Practice1 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 HomeworkThe 4th PeriodI Teaching task: Chapter 4 Part A & BII Teaching steps:Step 1 Warming up activities.1 Greetings.Step 2 Presentation1 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 Practice1 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 PeriodI Teaching task: Chapter 4 Part CII Teaching steps:Step 1 Warming up activities.1 Greetings.Step 2 Presentation1 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 Practice1 Listen and read.2 Check pupils’ answer of Part D.3 Read the story again.Step 4 HomeworkRead the story and recite.The 6th PeriodI Teaching task: Chapter 4 Part CII Teaching steps:Step 1 Warming up activities.1 Greetings.Step 2 Presentation1 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 playb) This isn’t …c) Oh, dear!d) the next day.4 Lead Ss read the above sentences.Step 3 Practice1 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 HomeworkRecite the story.The 7th PeriodI Teaching task: Chapter 4 Part D & PhonicsII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation1 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 Practice1 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 HomeworkRecite the storyThe 8th PeriodI Teaching task: Chapter 4 Part EII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation1 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 Practice1 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 HomeworkRecite the storyThe 9th PeriodI Teaching task: Chapter 4 Part FII Teaching steps:Step 1 Warming up activities.1 Greetings.。

朗文少儿英语入门级A教案案例

a.拿出红色铅笔和黄色铅笔分别问:pencil?pencil?
b.用两种颜色的笔分别画出剪刀,椅子等刚才学过的单词让学生认读.同时让学生认知两种颜色.
c.Classifying.(red things & yellow things)
10.导入What’s this? It’s a….
a. T: Showme…. S: (Pick itand show it)Ok.
2、考虑到学生在预备级中已经初步接触过本课单词，而且后面的教学内容中有It has….句型，所以增加了I have….这一句型，将下一步教学内容提前下放。此处教师将以明星漫画像引导学生使用形容词描述五官，为后面的猜谜做铺垫。然后请学生互相评价作品，最后请个别学生作完整的自我描述。这样做既落实了重点，又体现了过程评价。
《新派英语启蒙册》（A）第一单元第一次（presentation）课参考教案
项目
内容
备注
1）课时
45′×2
2）教学对象
5—7岁无英语基础幼儿或低年级小学生
3）教学目标
1.To identify people in the classroom.
2.To greet and take leave.
3.To identify classroom objects.
*1、能在教师的动作和表情的帮助下听懂描述动物五官的歌谣，并说出正确答案。
**2、能模仿教师学唱歌谣。
***3、能模仿教师改编新歌谣。
教学准备
1、教师准备：人的五官面具及五官图片各一；明星漫画像及形容词单词卡；
兔子、大象、熊猫面具各一；
2、学生准备：空白脸谱一张及水彩笔；
5.由老师的英文名字引出小朋友们的英文名字.

朗文一年级A教案

Teaching PlanⅠ.Teaching content: Chapter 1. Starting schoolⅡ.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 points1.Words and expressions: The basic language point of Chapter 1.2.Grammar focus: Moral and Civic Education;good manners.Ⅳ. Teaching aids: Pictures cardsⅤ. Time allotment:The 1st. PeriodⅠ. Teaching task: Chapter 1 PartAⅡ. 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. Presentation1.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. PracticeMake a short dialogue.The 2nd PeriodⅠ. Teaching task: Chapter 1 Part BⅡ. 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. Presentation1.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 afteryou,acting roles.Step 3. PracticeListen to the tape.what can you say?The 3rd. PeriodⅠ. Teaching task: Chapter 1 PartCⅡ. 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. Presentation1.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. Practice1.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 DThe 4th. PeriodⅠ. Teaching task: Chapter 1 PartDⅡ. 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.。

朗文一年级1A教案（新）

朗文一年级1A教案（新）Teaching PlanⅠ.Teaching content: Chapter 1. Starting schoolⅡ.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 points1.Words and expressions: The basic language point of Chapter 1.2.Grammar focus: Moral and Civic Education;good manners.Ⅳ. Teaching aids: Pictures cardsⅤ. Time allotment:The 1st. PeriodⅠ. Teaching task: Chapter 1 PartAⅡ. Teaching steps:Step 1. Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls. I am Jacky,yourEnglishteacher. 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. Presentation1.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. PracticeMake a short dialogue.The 2nd PeriodⅠ. Teaching task: Chapter 1 Part BⅡ. 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 wouldyou 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. Presentation1.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 afteryou,acting roles.Step 3. PracticeListen to the tape.what can you say?The 3rd. PeriodⅠ. Teaching task: Chapter 1 PartCⅡ. 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. Presentation1.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. Practice1.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 DThe 4th. PeriodⅠ. Teaching task: Chapter 1 PartDⅡ. 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. PracticeAsk pupils to say other known words with the same sound.The 9th. PeriodⅠ. Teaching task: Chapter 1 Part EⅡ. Teaching steps:Step 1. Warm-upDaily greeting.T: Hello, boys and girls.Ss: Hello, Lucia.T: What’s your name ?Ss: My name is Mary.Step 2. Presentation1. 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. PracticeMake a short dialogue.Teaching PlanⅠ.Teaching content: Chapter 2. Nice to meet youⅡ.Teaching goals:2.Basic language goals:Ss could master the usage of all the words and expressions.Words: my father my mother my classmatemy brother my sister my friendExpressions: 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 points3.Words and expressions: The basic language point of Chapter 2.4.Grammar focus: Customary greetings.Ⅳ. Teaching aids: Pictures cardsⅤ. Time allotment:The 1st PeriodⅠ. Teaching task: Chapter 2. Part A (1)Ⅱ. Teaching steps:Step1. Warm- upDaily greeting:T: Hello, children.Ss: Hello, teacher.T: What is your name?Ss: My name is _______.Step 2.Presentation1.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 isthe best.4.Teach Ss how to act the different roles. As a teacher reads thewords, the Ss do the action, then ask some students to be a little teacher.5.T points the words, Ss read them out.Step3. Practice1.T shows the pictures, Ss read the words.2.Ask Ss to read the words by themselves.The 2nd PeriodⅠ. Teaching task: Chapter 2. Part A (2)Ⅱ. Teaching steps:Step1. Warm- upDaily greeting:Ss: Hello, teacher.T: What is your name?Ss: My name is _______.Step2. Presentation1.Sing a song together.2.Review the words of family members. ( father mother brothersister 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. Practice1.Ask Ss to read the words and sentences.2.T shows other photos of pupils, Ss say “This is______”The 3rd PeriodⅠ. Teaching task: Chapter 2. Part A (3)Ⅱ. Teaching steps:Step1. Warm- upDaily greeting:Ss: Hello, teacher.T: What is your name?Ss: My name is _______.Step2. Presentation1.Teach “he” and “she”. Through the pictures to be clear aboutthese 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. Practice1.Lead Ss to read the sentences on the blackboard.2.Listen to the CD and read the dialogue in Part A.Step4. HomeworkAsk Ss to draw a picture about their families and describe.The 4th PeriodⅠ. Teaching task: Chapter 2. Part A (4)Ⅱ. Teaching steps:Step1. Warm- up1. Daily greeting:T: What is your name?Ss: My name is _______.2. Sing a song.Step2. Presentation1.Ask Ss to show their pictures about their family members, andtry to introduce them in this way.2.T shows the Flash cards, Ss read the words out together, andthen 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. PracticePlay 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 PeriodⅠ. Teaching task: Chapter 2. Part BⅡ. Teaching steps:Step1. Warm- upDaily greeting:Ss: Hello, teacher.T: How are you?Ss: Fine, thank you.Step2. Presentation1.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 beclear 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. Practice1.Write the right answer of Part B and ask Ss to copy bythemselves.2.Check their books.Step4. Thought after classThe 6th PeriodⅠ. Teaching task: Chapter 2. Part CⅡ. Teaching steps:Step1. Warm- upDaily greeting:Ss: Hello, teacher.T: How are you?Ss: Fine, thank you.Step2. Presentation1.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 ofthis story.3.Lead Ss to read the story one sentence by one sentence.Step3. Practice1.Listen to the CD and read.2.Ask Ss to read the story follow the T.3.Ask Ss to read together.The 7th PeriodⅠ. Teaching task: Chapter 2. Part D & PhonicsⅡ. Teaching steps:Step1. Warm- upDaily greeting:Ss: Hello, teacher.T: How are you?Ss: Fine, thank you.Step2. Presentation1.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. Practice1.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 PeriodⅠ. Teaching task: Ch apter 2. Part E & T ask FⅡ. Teaching steps:Step1. Warm- upDaily greeting:Ss: Hello, Lucia.T: How are you?Ss: Fine, thank you.Step2. Presentation1.Revise the greeting expressions learnt in this chapter by greetingSs2.Ask Ss to do pair work.3.Check the answers of Part E.Step3. Practice1.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 theirfingers.4.Play the song again and ask Ss to sing along.Step4. Thought after classThe 9th PeriodⅠ. Teaching task: Revision (Chapter 2.)Ⅱ. Teaching steps:Step1. Warm- up1.Daily greeting:Ss: Hello, teacher.T: Nice to meet you.Ss: Nice to meet you, too.2. Sing a song < I love my family>Step2. Presentation1.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. Practice1.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 forseveral times.Step4. Thought after classThe 10th PeriodI Teaching task: Revision C ( Chapter 2 )II Teaching steps:Step1 Warming up activities1 Daily greeting.2 Sing a song ( I love my family).Step2 Presentation’1 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.①Which classs is Mary in?②What did Mary lost?③What relationship are between Betty and Mary?Step 3 Practice1 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 HomeworkRecite Part C.Teaching PlanI Teaching content:Unit 3 My toysII Teaching goals:Basic language goals:Ss could master the usage of all words and expressions. Words: a doll a car a robot a balla bus a teddy bearone two three four fivesix seven eight nine tenExpressions: I have a ball.I have two ballsHe has three buses and five balls2 Ability goals:To improve the students’ abilities of speaking and listening.3 Emotion goalTo be confident during studying EnglishTo cultivate the students’ ability of group coorperation.III Main and difficult points.1 Words and expressions2 Grammar focus:I have a ballHe has two balls.IV Teaching aidsFlash cards, CD player, toysV Time allotment:。