朗文教材1A Unit1 Starting school
朗文英语1A-单词表(1)
Unit 1 Starting School！PartA- PartBgood好的morning早上boy男孩girl女孩sir先生、老师hello 喂、你好afternoon 下午 child 孩子（单数） children 孩子们（复数） Miss 小姐、老师goodbye 再见 name 名字what 什么 is 是 your 你的my 我的 I 我 am 是I’m= I am 我是PartC- PartDteacher 老师spell 拼写 please 请 welcome 欢迎thank you 你 Thank you.多Thanks. 多name’s = name is 名字是...what’s = what is 是什么 Mr 先生 Mrs 夫人、太太★evening 傍晚★new 新的★ present (adj) 现在的、出席的Unit 2 Nice to meet you！PartA- PartBclassmate 同学 father父亲、爸爸 mother 母亲、妈妈 brother 兄弟friend 朋友 sister 姐妹me 我 this 这PartC- PartDclass 班、全班同学 book 书 hi 喂，你好he 他 she 她how 怎么，怎样 are 是 fine 好、身体好in 在...里 come 来 with 和here 这里 nice 好的 meet 遇见，会面PartEtoo 也 look 看Unit 3 My toysPartA---PartBdoll 玩具娃娃 car 汽车 robot 机器人 ball 球 bus 公共汽车、巴士1 2 3 4 5teddy bear 玩具熊 one一 two二 three三 four四 five五6 7 8 9 10six六 seven七 eight八 nine九 ten十have 有 a 一个（只，条）Part C---Part Dpig 猪 big 大的 small 小的a lot of 很多、许多 about 关于；怎么 but 但是yes 是 it 它 see 看★only 唯一的、单独的、仅仅★toy 玩具Part E---Part Fthe 那（定冠词） here 这里 nice 好的meet 遇见；见面 too 也 look 看Unit 4 My pencil casePart A---Part Bpen 钢笔 pencil 铅笔 ruler 尺子 eraser 橡皮擦 sharpener 削刀pencil case 笔盒 bag 书包 play 玩an 一个（只，条） red 红色（的） blue 蓝色（的）yellow 黄色（的） pink 粉红色（的） brown 棕褐色（的）green 绿色（的） black 黑色（的） white 白色（的）orange 橙色（的） they 他们Part C---Part Dsorry 对不起、抱歉 no 不 not 不是next 下一个 day 天；日Part E--- Part Fright（corret）对的，正确的 start 动身、开始、出发 now现在、目前game 比赛、游戏、竞赛 again 又、再次★dear 哎呀；亲爱的；昂贵的★guess 猜测、想、认为Unit 5 We can do it！PartA- PartBskip跳绳read读书swim游泳draw画画climb爬write 写can 能 can’t = can not 不能PartC- PartDrun 跑 jump 跳 fast 快的 walk 走路 sad 伤心的high 高的 today 今天 sport 运动，运动会sports 有关运动的 help 帮助，帮忙 late 迟的，晚的find 找到，发现，查明 know 知道，认识，认出★race 赛跑PartE- PartFsing 唱歌 tree 树song 歌曲 story 故事Unit 6 Look at me！PartA- PartBbig eyes 大眼睛 small eyes 小眼睛long hair 长头发 short hair 短头发fat 胖的肥的 thin 瘦的 tall 高的 short 矮的PartC- PartDeye眼睛mouth嘴巴ear耳朵nose鼻子★curly hair 卷发★glasses 眼镜★twins 双胞胎★show 表演★rude 粗鲁的 at 在，于，向，对准 that 那，那个cute 可爱的，聪明的 be 是，在，存在PartE- PartF head 头knee 膝盖toe 脚趾★shoulder肩膀foot脚arm 手臂leg 腿hand 手。
香港朗文版一年级英语1a
香港朗文版一年级英语1aUnit 1 Starting SchoolGood morning。
boys and girls。
Hello。
sir or Miss。
Good afternoon。
children。
Goodbye。
everyone。
What is your name。
My name is ____。
Please spell it for me。
e to our class。
Thank you。
Thanks a lot。
My name’s _____。
What’s your name。
Mr。
or Mrs。
_____。
Good evening。
everyone。
This is the new school year。
Please be present.Unit 2 Nice to Meet YouHello。
XXX。
Nice to meet you。
Hi。
how are you。
I’m fine。
thank you。
Where are you from。
I’m from _____。
Come with me。
Here we are。
Nice to meet you too。
Look。
he/she is here too.Unit 3 My ToysI have a doll。
a car。
a robot。
a ball。
and a teddy bear。
One。
two。
three。
four。
five。
six。
seven。
eight。
nine。
ten。
I have a pig toy。
It’s big/small。
Yes。
I have a lot of toys。
What about you。
But it’s the only toy I have。
See。
it’s he re。
Nice to meet you。
Look。
he/she has a toy too.Unit 4 My Pencil CaseI have a pen。
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: afternoonboygirlhellomorning name teacher card children Miss Sir spell thankExpressions: 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 after you,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 onename?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 orplay 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:T: Hello, children.Ss: Hello, teacher.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:T: Hello, children.Ss: Hello, teacher.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:T: Hello, children.Ss: Hello, teacher.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:T: Hello, children.Ss: Hello, Lucia.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:T: Hello, children.Ss: Hello, teacher.T: Nice to meet you.Ss: Nice to meet you, too.2. Sing a song < I love my family>Step2. 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.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 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 schoolthings and colours. Step 4 HomeworkThe 2nd PeriodI Teaching task: Chapter 4 Part A (b)II Teaching steps:Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentationa) 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.2 Sing a song.Step 2 Presentation2 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.2 Play a game.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.2 Play a game.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.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’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.2 Sing a song.Step 2 Presentation。
朗文教材1AUnit1Startingschool
For While-task procedure
1. Ask the students to read after E-book.
2.Play the“magic hand”game.
3. Ss can read after T.
4. Ss can read the words clearly and correctly.
5. Answer the questions.
For Post-task activity
1. Point and say out the words clearly and correctly.
2. Communicate with others by using the sentences.
在教学过程中，可以借助图片、玩偶和肢体语言让学生理解对话意思，本单元的知识相对较简单，所以学生应该较感兴趣。
教材分析
朗文教材1A的第一单元主要是学习我们日常生活中日常问候语和自我介绍，学生们应该较感兴趣，但是除了让学生学习书上的新词汇及句型以外，还要教会学生更进一步描述各种场合的与人问候、交流。所以学生要一时运用起来还是有一些困难。
教
材
分
析
和
安
排
重点
1. To learn to greet with others and introduce themselves.
2. To converse about feelings, interestsand experiences.
3. To train the pupils’abilities of listening and speaking.
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 thankExpressions: 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 canmake dialogues by themselves.3.Emotion goal:Cultivate the Ss’ ability of group cooperation further. Stimulatethe 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 liketo 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 after you,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 aboutthe 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 is thebest.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 littleteacher.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, and tryto introduce them in this way.2.T shows the Flash cards, Ss read the words out together, and thenpick 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:T: Hello, children.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 clearabout 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 by themselves.2.Check their books.Step4. Thought after classThe 6th PeriodⅠ. Teaching task: Chapter 2. Part CⅡ. Teaching steps:Step1. Warm- upDaily greeting:T: Hello, children.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:T: Hello, children.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 & Task FⅡ. Teaching steps:Step1. Warm- upDaily greeting:T: Hello, children.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:T: Hello, children.Ss: Hello, teacher.T: Nice to meet you.Ss: Nice to meet you, too.2. Sing a song < I love my family>Step2. 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 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.① Which classs is Mary in?② What did Mary lost?③ What 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 PeriodI 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 willgive 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?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, saythe 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 rubout 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.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 aboutthe 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 PeriodI Teaching task: Chapter 4 Part A (a)II Teaching steps: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 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.2 Sing a song.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.2 Sing a song.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.2 Play a game.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.2 Play a game.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.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’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。
最新香港朗文版一年级英语1a
Unit 1 starting schoolgood 好的morning 早上boy 男孩girl 女孩sir 先生，老师hello 你好afternoon 下午child 孩子（单数）children 孩子们（复数）Miss 小姐goodbye 再见name 名字what 什么is 是your 你的my 我的I 我是am 是I’m=I am teacher 老师spell 拼写please 请welcome 欢迎thank 谢谢you 你thank you thanks 多谢name’s =name is 名字是…. What’s = what is 是什么Mr 先生Mrs 夫人evening 傍晚new 新的present 现在的、出席unit 2 nice to meet youclassmate 同学father 父亲mother 母亲brother 兄弟friend 朋友sister 姐妹me 我this 这class 班级book 书hi 喂，你好he 他she 她how 怎么are 是fine 好in 在….里come 来with 和here 这里nice 好的meet 遇见too 也look 看unit 3 my toysdoll 玩具娃娃car 汽车robot 机器人ball 球bus 公共汽车、巴士teddy bear 玩具熊one 一two 二three 三four 四five 五six 六seven 七eight 八nine 九ten 十have 有 a 一个pig 猪big 大的small 小的yes 是的a lot of 很多，许多about 关于，怎么but 但是it 它see 看only 唯一的toy 玩具the 那here 这里nice 好的meet 遇见too 也look 看unit 4 my pencil casepen 钢笔pencil 铅笔ruler 尺子eraser 橡皮擦sharpener 削笔刀pencil case 笔盒bag 书包play 玩an 一个red 红色blue 蓝色yellow 黄色pink 粉红色brown 棕褐色green 绿色black 黑色white 白色orange 橙色they 他们sorry 对不起no 不not 不是next 下一个day 天right(corret)对的，正确的start 动身now 现在game 比赛again 再dear 亲爱的guess 猜测unit 5 we can do it!Skip 跳绳read 读书swim 游泳draw 画画climb 爬write 写can 能can’t=can notRun 跑jump 跳fast快的walk 走路sad 伤心的high 高的today 今天Sport 运动会sports 有关运动的help 帮忙late 迟的find 找到know 知道Race 赛跑sing 唱歌tree 树song 歌曲story 故事Unit6 look at me！ear 耳朵eye 眼睛nose 鼻子mouth 嘴巴big eyes 大眼睛small eyes 小眼睛long hair 长头发short hair 短头发fat 胖的thin 瘦的tall 高的short 矮的curly hair 卷发glasses 眼睛twins 双胞胎show 表演rude 粗鲁的at 在that 那，那个cute 可爱的be 是head 头knee 膝盖toe 脚趾hand 手shoulder 肩膀foot 脚leg 腿arm 手臂。
朗文英语1A-Chapter-1
Period 1 Made by 梁倩滢
Enjoy a song~!
Hello.
Hi.
早上好
Good morning. Good morning.
中午好
Good afternoon. Good afternoon.
Goodbye！
Bye！
Miss
Sir
Good morning.
Good morning
.
Practice: Choose.（选择）
Miss
Sir
Good afternoon , children.
Good afternoon ,
Brown.
Words
boy
girl children
Miss
Sir
Sentences
What is your name?
Good morning,__si_r__.
Question2: What are they doing? Morning roll call!(早点名)
Tom.
Present, sir.
Good morning.
What is your name? My name is Beeno.
Question3:What is his name?
G1
G2
Competitionຫໍສະໝຸດ Round 2G1
G2
Competition
Round 2
G1
G2
Let’s chant!
你好！你好！ Hello! Hello!
早上见面 morning!
Good
中午相见 Good afternoon!
朗文1A Chapter1 Starting school第一课时
So,if we want to know sb’s name, you can ask:
Teach: name. what is your name? My name is…
6.Look. Who’s this? What do they say?
Now，I am Tom. Who wants to be Jerry?
Ss count together:
ONE-TWO-THREE…
Ss read after the T together
Ss：Mr Xu/Mr Lu
Ss read after the T
Ss：My name is…
What is your name? My name is…
This is Tom/Jerry.
Teach: children, We are children
Game: Respond quickly
(boy- I am a boy. girl-I am a girl children-we are children)
4.Look, this is me, I am a teacher.
(指男老师who’s he?)
师表演对话。
师生表演对话
师生玩name game.
Ss sing the name song together.
What is your name?
Ss watch the video.
Yes.
给学生面具扮演Miss Brown，“What is your name?”
学生扮演Tom和Mary，“I am Tom..”“I am Marry”.
This is Li Jiaqi, and this is Hong Jue.
朗文小学一年级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 thankExpressions: 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 yougreet 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 repeatingMy 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 mon 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 after you,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 e to the frontto 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 e 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 is the best.4.Teach Ss how to act the different roles. As a teacher reads the words, the Ssdo 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: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 brother sister me )3.T shows the pictures, Ss say the words.4.T says the words, Ss catch the pictures.5.Teach Ss how to introduce people with the pattern “This is _____”6.Lead Ss to read the above pattern.7.Ask Ss to introduce their friends to all the classmates in the front.Step3. 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 about thesetwo 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, and try tointroduce them in this way.2.T shows the Flash cards, Ss read the words out together, and then pick upone 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:T: Hello, children.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 about therelationships 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 CⅡ. Teaching steps:Step1. Warm- upDaily greeting:T: Hello, children.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 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 & PhonicsⅡ. Teaching steps:Step1. Warm- upDaily greeting:T: Hello, children.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 & Task FⅡ. Teaching steps:Step1. Warm- upDaily greeting:T: Hello, children.Ss: Hello, Lucia.T: How are you?Ss: Fine, thank you.Step2. Presentation1.Revise the greeting expressions learnt in this chapter by greeting Ss2.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 their fingers.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:T: Hello, children.Ss: Hello, teacher.T: Nice to meet you.Ss: Nice to meet you, too.2. Sing a song < I love my family>Step2. 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 several 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, toys V Time allotment:The 1st PeriodI 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 e up.4 In order to keep Ss’attention, e 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 thesentence.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. Step4 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 PeriodI Teaching task: Chapter 4 Part A (a)II Teaching steps: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 inthe 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 schoolthings and colours.Step 4 HomeworkThe 2nd PeriodI Teaching task: Chapter 4 Part A (b)II Teaching steps:Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation1 Review the new words.a) Look at the flash cards and read.b) pete 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.2 Sing a song.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.2 Play a game.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.2 Play a game.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.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) e 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。
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.。
香港朗文1A Chapter1导学单
1A Chapter1 Starting School开学了一. 重点单词和短语【Part A/B】1.good 好的2.morning早上3.boy男孩（boys男孩们）4. girl女孩（girls女孩们）5.sir先生6.hello你好7.what 什么8. is 是9.your你的，你们的名字11.my 我的12.I 我13.am是14.afternoon 下午15.children孩子们（child孩子）16.goodbye 再见17.evening傍晚18. night夜晚19.Miss女士【Part E】1.here这里 card姓名卡二.重点句型1.Good morning!早上好！2.Good afternoon!下午好！3.Good evening! 晚上好！4.Good night! 晚安！5.Goodbye! 再见！6.Bye!再见！7. -What is your name? 你叫什么名字？-My name is Tom. 我的名字是Tom.-I am Mary. 我是Mary。
8.-Good afternoon, Children! 下午好，孩子们！-Good afternoon, Miss Brown. 下午好，Brown老师。
9.-Can you spell your name? 你能拼出你的名字吗？-Yes, I can. 是的，可以。
No, I can’t. 不，我不会。
三．知识拓展【Part C】1.I am your teacher. 我是你们的老师。
2.Present,sir. 到，老师。
3.Spell your name,please.请拼出你的名字。
4.We know. B-E-E-N-O. Beeno.我知道。
B-E-E-N-O。
5.Welcome, Beeno. 欢迎你，Beeno。
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Good afternoon to you!
②Read the sentence one by one.
③Read in group.
4. Teach:Goodbye!
①Read the word.
②Pair work.
③Bomb Game.
Post-task activity
3. Sum up.
作业布置
1.Readthe words and the sentences.
2. Listen to the tape and read for 5 times.
板书设计
1AUnit1 Starting school（Part A）
Hello! I’m…. Hi! I’m….
Good morning,…! Good morning,…!
1. Flash the cards.
2. T points and Ss say.
3. T asks and Ss answer.
4. Ss askand Ss answer.
5. Sum up.
ForPre-taskpreparation.
1. Singasong.
2. Freetalk with students.
ForPre-taskpreparation.
1. Greeting with students.
2. Chant.
3. Free talk.
4. Read the words by using theflash cards.
ForWhile-taskprocedure
1. Review and learn the words .
2. Teachto express:Good morning!
①Read and chant:Good morning to you!
②Read thesentence.Good morning,…!
③High/Low voice
④Quick response.
3. Teach:Good afternoon!
（3）Goodbye!
（4）What’s your name? My name is…. / I’m….
3. 学习策略目标：
创设有趣的情境，让学生在情境中使用基本单词和句型，通过跟读，小组竞赛，创设情境，TPR，儿歌等形式来掌握本课单词和核心句型。
4.情感态度目标：让学生热爱生活，增强学生对英语学习的兴趣，敢于用英语表达自己的情感！
2. Point and say.
3. Make the students read after the tape.
4. Play some Games.
ForPost-taskactivity
1.Read the words and sentences.
2. Ask the students to read out.
3. Free talk.
While-task procedure
1. Learn to express:Hello! I’m…. / Hi! I’m….
①Read the word after T.
②Group work
③Ss read one by one.
④Show some pictures and say:
Good morning,…!
Good afternoon,…!
Goodbye!
2. Tell the pupils that we will play some guessing games today. Ask them that: Can you help me? Then ask them to answer me by looking at the pictures or objects.
难点
To communicate with others by using the sentences.
教具
PPT, pictures, word cards
课时
Period 1
教
学
过
程
集体备课
个性备课
Pre-task preparation
1. Greetings.
2.Sing the letters, song.
教
材
分ห้องสมุดไป่ตู้
析
和
安
排
重点
1.To teachanduse thesentences.
2.To communicate with others.
难点
Learn to usethewords, being able to say the sentence with the words and being able to make a dialogue with others.
3. Talk with others.
4. Sum up.
作业布置
1. Write down the words.
2. Read and try to recite the sentences.
板书设计
1AUnit1 Starting school（PartB）
Hello! I’m…. Hi! I’m….
d. Use formulaic expressions to make suggestions.
2. 语言技能目标：
a.掌握并能熟练运用主要句型：
b. Use simple sentences to communicate with others.
e.g
（1）Hello! / Hi!
（2）Good morning! / afternoon!
课型
新授课
教学目标
1.To Review the letters.
2.To introduceand learn the new words.
3.To enable pupils tolearn and use the sentences.
4.To communicate with others by using the sentences.
While-task procedure
1.Bring somepictures or objectsto class and show them to the class or use the flash cards.
The main words and sentences:
Hello! I’m….
教具
PPT, pictures, word cards
课时
Period 2
教
学
过
程
集体备课
个性备课
Pre-task preparation
1. Greetings
2.Make and do a chant.
3. Free talk.
4. T flash cards and the Ss say out the words.
教学重点、难点
e the simple present tense to express interests.
e formulaic expressions to make suggestions.
e adverbs to express similar opinions.
e adverbs to express degree.
课题
1AUnit1 Starting school（Part B）
课型
新授课
教学目标
1. ToReviewthesentences with others about greettings.
2. To teachanduse thesentences.
e.g.What’s your name? My name is…. / I’m….
T:Hello! Good morning!
Ss:Hello! Good morning!
T:My name is…. What’s your name?
Ss:My name is…. / I’m....
3. Askthepupilswithdifferent ways.
Post-task activity
教
材
分
析
和
安
排
重点
1. To learn to greet with others and introduce themselves.
2.To converse about feelings,interests and experiences.
3. To train the pupils’abilities of listening and speaking.
单元主题
朗文教材1AUnit1 Starting school
教学内容
本周我们将学习朗文教材1A第一单元知识，该单元主要还是围绕学生们感熟悉的、贴近生活的有关新学期入学与人见面打招、问候和自我介绍等知识进行学习。主要句型涉及句型有：1.Hello! / Hi! 2. Good morning! / afternoon! 3.Goodbye! 4. What’s your name? My name is…. / I’m….
在教学过程中，可以借助图片、玩偶和肢体语言让学生理解对话意思，本单元的知识相对较简单，所以学生应该较感兴趣。
教材分析
朗文教材1A的第一单元主要是学习我们日常生活中日常问候语和自我介绍，学生们应该较感兴趣，但是除了让学生学习书上的新词汇及句型以外，还要教会学生更进一步描述各种场合的与人问候、交流。所以学生要一时运用起来还是有一些困难。