上海牛津全国版小学英语1AUnit3英语教案
牛津小学英语1A Unit 3 This is my mum.doc
牛津小学英语1A Unit 3 This is my mum课时：第一课时教学目标：1．能听懂、会说、会认单词：dad, mum, family, my.2．能听懂、会说、会认句子：this is my….3．会唱歌曲：the finger family.教学重点：１．能听懂、会说、会认单词：dad(daddy), mum(mummy), family, my２．能听懂、会说、会认句子：this is….教学难点：掌握this is 的发音，my 的意思。
教具准备：实物投影，cai, finger family members.学具准备:学生带一张家庭照并且做一个helen 的头饰。
finger family members.教学过程：step1: warm –up1.greetings: good morning .2.sing a song: good morning to you.3.(hold up a card of helen and point to her)look, this is helen. (put the card on the head)hello, i’m helen. how are you?(greet with some student.)step 2: presentation1.who wants to be helen? choose one to put on the card..let’s say hello to helen.2.helen is our new friend. she know nothing about you.i will introduce you to her. 3.t points to a student and says: helen, this is. say the name of the student. helen and the student have a greeting.4.do the same several times. write this is on the board. ask students to look at my mouth and liten ./s//s/, this; / z//z/, is.5.students listen and repeat. ask some one to say the phrases.6.ask students to introduce their deskmate to helen using this is .7.helen will introduceher family to you.8.(cai) helen: look at my family photo. this my mum. this is my dad.this is me.9.hold up a card of mrs brown . say this is helen’s mum. ask students to listen and learn to say mum.10.t and ss put the card of helen on the head. point to mrs brown and say: this is my mum.11.the same way to teach this is my dad..stick the cards(mrs brown, mr brown, helen) on the board. this is my mum. this is my dad. this is me. ask ss to repeat.13.draw a big heart around the three cards.say this is my family. ask ss to say family.14.we all have a family. a happy family. take off the card of helen. say this is my family. yes or no?15.show my family to ss. say this is my family. this is my mum. this is my dad. this is me.step 3: consolidation and practice1.play a game. show a photo of one’s family.hide the child and mum. ask whose mum is this? if it’s yours, you should say this is my mum.then show the child, check the answer.2.like the same: whose dad is this? this is my dad. 3.like the same: whose family is this? this is my family.4.ask some ss to point their family members and say this is my…5.can you introduce your family to us? ask some to the front to introduce.step 4: learn a new song—the finger family1. point to mr brown. say this is my dad. this is my daddy.dad ,daddy, it’s the same.课时：第一课时教学目标：1．能听懂、会说、会认单词：dad, mum,family, my.2．能听懂、会说、会认句子：this is my….3．会唱歌曲：the finger family.教学重点：１．能听懂、会说、会认单词：dad(daddy), mum(mummy), family, my２．能听懂、会说、会认句子：this is….教学难点：掌握this is 的发音，my 的意思。
牛津小学英语1A教案 Unit 3
牛津小学英语1A教案Unit 3
牛津小学英语1A《Unit3Thisismymum》教学案例
学生分析：
1、小学一年级的学生，年龄小，好动、爱玩，好奇心和好胜心都很强，对一切新鲜事物都感兴趣，尤其是刚刚开始接触英语，学生的新奇感特别强，在英语课堂上也表现的特别积极。
2、经过前两个单元的训练，学生已经掌握了一些基本的学习方法，能听懂一些课堂指令，能进行一些简单的口语问候。
教材分析：
1、本节课是Unit7的第一课时，本教学设计适合小学一年级起点的学生。
2、本节课的教学设计是以学生的日常生活为题材，包括了
“mum,dad,teacher”等学生异常熟悉、易于接受的课题，遵循思想性、趣味性、灵活开放性等原则，采用探究式、发现式的学习方法，促使学生拓展视野，培养学生的创新精神和实践能力。
3、学生对人物称呼等的教学比较感兴趣，对这些熟悉的称呼易于接受，学生学过了这些单词后，能在日常生活中正确运用，真正做到学以致用。
教学策略、方法:
任务驱动型教学:小学英语新课程标准要求，合理地设计教案，在课堂上有计划地组织任。
牛津英语1A第三单元教案(小学)上海版
牛津英语１Ａ第三单元教案（小学）上海版一、教学目标通过本单元的学习，学生将能够： 1. 理解并能正确朗读单词：cat, dog, pig, duck, bird。
2. 熟练掌握以下句型和表达： - What’s your name? - My name is [name]. - How are you? - I’m [feeling]. - Nice to meet you. - Goodbye. 3. 能够用英语进行简单的自我介绍，并能询问他人的姓名和感受。
二、教学重点1.掌握单词的发音和意义。
2.学会正确使用以下句型：–What’s your name?–My name is [name].–How are you?–I’m [feeling].三、教学过程1. Warm-up（热身活动）在黑板上写出单词cat、dog、pig、duck和bird，然后教师出示刚写的单词的图片，让学生通过观察图片指认并朗读相应的单词。
2. Presentation（呈现）教师出示一幅卡通图片，上面有五个动物，然后教师问学生：“What animals do you see?”学生回答后，教师指着每个动物并朗读相应的单词，帮助学生正确理解单词的发音和意义。
3. Practice（练习）Activity 1: Listening Practice（听力练习）播放教材录音，让学生听录音并跟读。
Activity 2: Speaking Practice（口语练习）教师将学生分成小组，每个小组选一名代表来进行对话练习。
先给学生一些示范对话，然后让学生进行自由对话练习。
示范对话： - A: What’s your name? - B: My name is Amy. - A: Nice to meet you, Amy. - B: Nice to meet you, too.4. Production（输出）Activity 1: Role Play（角色扮演）教师与学生进行角色扮演，学生扮演一个动物，教师扮演一个人，使用学过的句型进行对话练习。
上海牛津英语1A教案 Unit 3 My abilities
上海牛津英语1A教案Unit 3 Myabilitiesunit 3 my abilities1、teaching aims: ss can use imperatives to give simple instructions, such as : raise your hand.2、teaching aids: tape recorder3、language skills:listeninglocate specific information in response to simple instructions speakinguse modeled phrase to communicate with other learners.4、teaching period: 1[1]teacher’s activityss’ activityremarkspre-task1. ask ss to listen and act. revise the classroom instruction language student have learnt. eg. stand up please.give me…show me a…2. say’open your book. who can act? raiseyour hand.”and move your hand to give ss a hint. let the students copy you.3.say ‘put it down’ and put down your hand to let the ss understand its meaning.ask the ss to repeat the words and the action.4.say ‘show me your book.’ move your hand to explain the meaning.let the ss copyyou.while-task1.have the class listen and act according to your commands raise your hand, put it down andshow me your book.repeat several times until they can act freely.2. say the commands in random order and ask individuals to act accordingly.3. open the ss’ book to page 12. play the cassette tape for ‘raise your hand. ask some ss to act it and the rest of the class to judge right or wrong.4.repeat the process with ‘put it down’and show me your book.’5.divide the class into groups of four to practise acting the commands. in each group,one student gives commands and the others do the action. then let them changeroles.6.select groups to act the commands to the class.post-taskplay a match:who is the quickest to respond? ask every student to act according to your commands(including the commands in unit1 andunit2).the quickest student to act will be the winner. students listen and act.ss act.students copy and follow.students repeat the word and act.students copy.ss carry out the commands.ss repeat the commands and act.individual ss carry out the commands.ss listen to the tape.ss act.the other students judge right or wrong.ss repeat.ss do pair work.ss change their roles.ss act the commands to theclass.ss play a match.通过口令复习，引入新课，激发学生爱好，消退学生的惊慌。
三年级英语上册教案Module 1 Unit3 第1课时牛津上海版(三起)
Unit3 Are you Kitty? 第1课时教学设计【内容来源】上海教育出版社（2013年版）三上Module1 Unit3【主题】Look and learn, Read and circle【课时】第1课时一、教学目标(Teaching aims)1．呈现不同男孩和女孩的照片，引出Look and learn中的单词boy和girl，帮助学生学习词汇。
2．通过Read and circle的练习,帮助学生巩固所学词汇。
二、教学重难点(Teaching points and difficulties)1．词汇：boy, girl, am, no, not, yes2．日常用语：Goodbye!三、教学准备(Teaching preparation)课间、音频四、教学过程(Teaching process)Pre-task preparations1．播放歌曲How are you? 的录音,让学生跟唱, 以复习前两个单元所学的语言。
2．用两个手偶表演情景对话，引出句型l’ m a boy/girl．T: (show a puppet boy) Hello! I’m Jack．I’m a boy(show a puppet girl) Hello，Jack! I’m Cathy．I’m a girl．While-task procedures1．出示Kitty的图片，介绍Kitty，引出单词girl。
请个別女生说I’m a girl．T: (point to Kitty in the picture) This is Kitty．Kitty is a girl．Girl．(point to some girls in the class)．．．is a girl．．．．is a girl too．Girl．Ss: Girl．T: Girls, please stand up and say “I’m a girl” ．S1: Tm a girl．S2: I’m a girl．…T: Who is a girl?S1: (point to a girl in the class)．．．is a girl．出示Joe和Peter的图片，引出单词boy，然后请个别男生仿说I’m a boy．T: (show Joe’s picture) A girl?Ss: No．T: Joe is a boy．Boy．Ss: (point to a boy in the class)…is a boy．T: Boys, stand up and say “I’m a boy”．S1: I’m a boy．S2: I’m a boy．2．Listen and guess:猜谜游戏。
Module1Unit3Myface(教案)牛津上海版(试用本)英语一年级上册
2023学年研究课教学研究方案课题：Oxford English 1A (Shanghai Edition)1A Module1 Getting to know youUnit 3 My face 学科：英语班级：设计、执教者：本次研究重点：探索有效策略，赋能师生成长一、学情分析：（学习材料、学生情况分析）【教材内容】Module 1是整册书的开始，所以要做到，在教学中参考《学习准备期教学指导意见》，结合学生年龄特点，选择生动有效的教学方法进行教学。
为他们今后更好地参与英语学习奠定基础。
运用“任务型活动”的教学理念，在教学中通过设计的多样的活动，让学生在活动中学习英语并能体验到英语学习的快乐。
本课教会学生通过My face 来认识自己。
教材中只出示了eye 和 ear 的单数，教师在教学时，要适当提醒学生eyes 和ears 。
my face与学生自身密切相关，课堂上，教师可设计一些小游戏调动学生积极性。
如：盲人摸。
听命令快速指，听口令画五官等。
课后，可请学生与家长共做游戏，将课内英语教学延伸到课外。
【学习基础】在本科时教学之前，小朋友已经经历了学习准备期、M1U1和M1U2的教学，已经掌握了课堂上课的流程与行为习惯的用语，在适应了课堂节奏后，小朋友们将学习五官的英语表达。
通过之前课时的学习，学生已掌握铅笔、橡皮、尺、书本的说法，也学会了一些和文具有关的动作的说法和一首儿歌。
对于常用的问候语记忆起来比较容易，但是在认读单词方面还是有所欠缺，在这个方面应该有所着重。
教学活动的设计应以学生为主体，以主题为线索，以活动为中心，让学生通过做事、通过思考、通过合作来体验语言，体验生活，体验学习的过程与快乐，在“用”中发展思维能力、创新意识和各种语言应用能力。
【学生兴趣】学生处于学习外语的黄金年龄阶段。
对学习外语有强烈的好奇心，和浓厚的间接兴趣。
他们模仿能力强，记忆力好，这对学习外语十分有意。
但他们由于年龄小，所以他们有好动，注意力集中时间有限的特点。
上海版牛津3AModule1Unit3period2教案
Period 2Title M1U3 How old are you?Ask and answer Play a game.Aims Basic aims:1.Knowledge aimsUsing the wh-questions to find out a person’s age.. How old is...? He’s/She’s ...Using yes/no questions to ask about specific information.. Are you eight? Yes, I am./No, I’m...2.Ability aims:Using the key words and sentences to communicate with others in theappropriate situations.Using pair work or group works to have them master the sentence structure.3. Emotional aims:Understanding west ern countries’ language and culture, don't ask a lady herageDeveloping aims:To combine Unit1 and Unit2, introduce their friends and recommendthemselves..Main points Using yes/no questions to ask about specific information.. Are you eight? Yes, I am./No, I’m...Difficult points Using the wh-questions to find out a person’s age. . How old is...? He’s/She’s ...Teaching aids Multi mediaProceduresSteps Contents Methods PurposePre-taskpreparationGreetingsRevision. T-Ss / T-SHow are you?I’m fine.Just so so.……Sing a song<Ten little Indian boys>..T: How many Indian boys?S1: One two three. Threeboys.Read and recite the wordsfrom 1-10/10-13.Do some exercises:.:3+5= 9-2=课前的问候和复习围绕前几课所学内容，帮助学生复习巩固知识。
牛津英语1A第三单元教案(小学)上海版
牛津英语１Ａ第三单元教案（小学）上海版topic unit 3 my abilities 1partlet’s actaims and demand1. using imperatives to give simple instructions .2. locate specific information in response to simple instructions .3. using modeled phrases to communicate with other learners.main pointslocate specific information in response to simple instructions .difficult pointsusing modeled phrases to communicate with other learners.teaching toolstape ,cardsteaching approaches step一、teaching organization. t: class begins. good morning,boys and girls. s: good morning ,miss zhu . t: sit down ,please.step 二、revision.1. revise the classroom instruction language students have learnt , eg: stand up ,please . come me pen\etcask the students to listen and act. 2.say :open your book . who can act? (raise your hand) and move your hand to give students a hint .let the students copy you.teaching approachestime3.say “put it down”and “put down your hand to let the students understand its meaning .ask the students to repeat the words and the action.4.t: show me your book . move your book.(hand to explain the meaning)step 三、pretation.1. have the class listen and act according to your commands “raise your hand ,put it down”and “show me your book .(repeat several times until they can act freely.)2. say the commands in random order and ask individual to act accordingly.3. open the students book to page 12. play the tape for “raise your hand”ask some students to act it and the rest of the class to judge right or wrong .4. repeat the process with “put it down”and “show me your book”.5. divide the class into groups of four to practice acting the commands .in each group ,one student gives commands and the other do the actions .then let them change roles. 共5页，当前第1页12345teaching approachestime 6. select group to act the commands to the class.step 四、play game. play a match. who is the quickest to respond? ask every student to act according to your commands. the quickest student to act will be the winner.step 五、consolidation. read three sentence .step 六、hw. listen to the tape and read them.topic unit 3. my abilities 2partlet’s talkaims and ing formulaic expressions to ask for one’s age and e modelled phrases to communicate with other learners.3.open an interaction by eliciting a response.main pointslearn:how old are you ? i’m five years old.difficult pointslearn: how old are you ? i’m five years old.teaching toolsthe tape ,cards. teaching approaches step 一、teaching orgnization. t: class begins. hello,boys and girls. s: hello,miss zhu t: sit down .please.step 二.revision.1. listen and act according to your commands :raise your handput it downshow ,me your book .2. say the commands in random order and ask individuals to act accordingly .3.open the student’s book to page 12.teaching approaches play the cassette tape for “raise your hand”ask some students to act it and the rest of the class to judge right or wrong.step 三、preparation.1.put up the wallchart on the board and tell a story like this:one day sam and may went to the beach with mummy and daddy ,they had swim-suits on and were doing some warm-up exercises before getting into the water .there was a fat man sitting nearby. look at the fingers and toes .they were so round .as sam was kicking up his foot.this man asked “how old are you?”sam answered “l’m five years old”may kown how to count,so she help up five fingers. sam and may had a happy time at the e muppet to elicitanswer to the question “how old are you?if the students only give a one word response such as “five”say “i am five years old”let them copy.3.play the cassette tape forpage 13.students listen and follow in their books.4.play the tape again.students listen and repeat several time .students may have trouble saying the word “years”help them to drill the correct pronunciation. 5.group the students into pairs .allow them to practice asking and answering the question:how old are you?i’m five years old.teaching approaches6.select pairs to act out the rold play to the class.step 四、post –task activities.1. extend the task by having the same groups practice the dialogue,substituting with their own ages.2. select pairs to act the modified dialogues check student’s pronunciation,and correct if necessary .step 五、consolidation. wb page 9step 六、hw listen to the tape .topic unit 3 my abilities 3partlet’s learnaims and ing verbs to indicate momentary actions .eg: read sing dance jump 2.pronounce words properly.main pointslearn the verbs.difficult pointsread the verbsteaching toolsthe tape,card.teachingapproachesstep 一、teaching orgnization. t: class begins. hello,boys and girls. s: hello,miss zhu t: sit down .please.step 二.revision.1. extend the task by having the same groups practice the dialogue .t: how old are you?s: i’m six \seven \five. (substituting with their own ages,)2. select pairs to act the modified dialoguce .check student’pronuncition and correct if necessary.s: how old are you?s:i’m .teaching approachesstep 二、pre-task preparation.1. put up the picture cards for the new words “drow,read,write ,jump,sing dance”on theboard.2. point to the picture card for the word “draw”and “dance”ask the student to repeat.3. repeat step 2 with the other five action words .step 三、while-task procedure.1.say the words “draw”.ask one student to do the action and the rest of the class to judge right or wrong.2.repeat step 1 with the other five action words .3.point to each picture card on the board and say the words slowly ,ask the class to listen and repeat.4.wirte the words below the pictures read the words slowly,let the students copy you.5.open the students book to page 14 ,play the cassette and allow student to follow orally until they familiar with the words .ask the students to point to each picture as being readout.6.put up the picture and word card on the board in randon order.ask individual students to come up and re-arrange them by putting the word cards below their corresponding picture cards ,as shown in their student’s books.teaching approachesstep 四、past –task activities.1. show any one of the word cords to pairs of students .ask one to read the word and the other to do the action.2. hide any one of the word cards at your back and ask individal students to guess which words.step 五、consolidation. wb page 10 what can may do ?tick the correct word. wb page 11 can you find the word in the puzzle?colour the boxes.step 六、hw . listen to the tape and read the words.topic unit 3 my abilities 4partlet’s playaims and demand1. using modal verb “can”to express abilities .2. using formulaic expressions to express thanks .3. open an interaction by expressing one’s abilities.main pointsthe sentence struction “i can read \ etc”.difficult pointsread the sentences.teaching toolsthe pictures, cards.teaching approachesstep 一、teaching orgnization. t: class begins. hello,boys and girls. s: hello,miss zhu t: sit down .please.step 二.revision.1. show any one of the wordcards to pairs of students .ask one to read the word and the other to do the action.2. hide any one of the word cards at your back and ask individual students to guess which word?3. t: how old are you?(answer this question one by one).step 三、pre-task preparation.1. hold up the six action word cards and ask individual students to read and do the actions.teaching approaches2. put up the picture cards for the new words on the board. ask individual students to come up and choose a artain card.then put up the corresponding word card next to it and read the word .3. practice the sentence : can you draw (sing ,dance ,write ,read ) you can do many things.step 二、1.open the student’s book to page 15. tell the story in the students’mother tongue. 2.read the story in english ,imitating a girls’voice ,explain the meaning of “can”. 3.play the tape .the students look at each picture in their books, listen and repeat . 4. t: what can may do ? what does she say ? invite individual to repeat may’s words and do the actions.5. practice reading the story once or twice with the students as they point to each picture :walk around to see if they are able to follow the sequence correctly.step 三、sing the song .1. write the six action words on the board read one of the word and ask individual students to come up and circle. the word you just read ,then practice reading the words together.2. put a book ,a pencil and some paper, and a cassette tape on the table in front of you.共5页，当前第4页12345teaching approaches3. ask you act out each action ,ask students to say “i am -----.”4. open the students’book to page 16 .point to each picture and disscuss.5. read the verses’of the song slowly ,let students repeat word on this for a while.6. let them listen to the song .sing for them a few times, sing for them allow them to sing with the tape.step 四、consolidation. wb page 12. a: draw a line from the speech bubble . b: how about you? what can you do ?tick the sentence.step 五、hw. read ,sing.。
牛津英语1A第三单元教案(小学)上海版
牛津英语１Ａ第三单元教案（小学）上海版牛津英语１Ａ第三单元教案（小学）上海版牛津英语１Ａ第三单元教案（小学）上海版topic unit 3 my abilities 1partlet’s actaims and demand1. using imperatives to give simple instructions .2. locate specific information in response to simple instructions .3. using modeled phrases to communicate with other learners.main pointslocate specific information in response to simple instructions .difficult pointsusing modeled phrases to communicate with other learners.teaching toolstape ,cardsteaching approaches step一、teaching organization. t: class begins. good morning,boys and girls. s: good morning ,miss zhu . t: sit down ,please.step 二、revision.1. revise the classroom instruction language students have learnt , eg: stand up ,please . come me pen\etcask the students to listen and act. 2.say :open your book . who can act? (raise your hand) and move your hand to give students a hint .let the students copy you.teaching approachestime3.say “put it down”and “put down your hand to let the students understand its meaning .ask the students to repeat the wordsand the action.4.t: show me your book . move your book.(hand to explain the meaning)step 三、pretation.1. have the class listen and act according to your commands “raise your hand ,put it down”and “show me your book .(repeat several times until they can act freely.)2. say the commands in random order and ask individual to act accordingly.3. open the students book to page 12. play the tape for “raise your hand”ask some students to act it and the rest of the class to judge right or wrong .4. repeat the process with “put it down”and “show me your book”.5. divide the class into groups of four to practice acting the commands .in each group ,one student gives commands and the other do the actions .then let them change roles.。
牛津英语1A Module 3 Unit 3 In the restaurant 教学设计
牛津英语1A Module 3 Unit 3 In the restaurant 教学设计执教者：上海市实验学校东校徐岚执教时间和地点展示课时间：2010年10月27日对象：一（4）班；地点：录播室教材分析牛津英语1AModule3的主题是Places and activities,分设In the classroom, In the fruit shop, In the restaurant三个场景展开教学活动。
本次执教的教材内容为牛津英语1A课本Module3Unit3。
通过场景In the restaurant来学习食物单词hamburger, pizza, cake, pie等和选择食物时的正确表达。
学情分析教学对象是一批刚入学两个月的新生，充满好奇心和求知欲，但注意力极容易分散。
英语学习基础参差不齐，接受能力也有明显差异。
通过两个月的学习学生能基本听懂教学课堂用语，会用简单的句子来打招呼。
本课是M3U3的第一课时，在M3/U1和M3/U2的学习中学生已掌握课本要求的水果单词和10以内的数词表达，会用句型How many ____s? I like _____.教学目标知识目标：1.学习有关食物的单词：hamburger, pizza, cake, pie;2.掌握简单描述食物的形容词：nice, delicious;3.掌握问他人征求食物的正确表达：May I have _________, please?能力目标：能够熟练、正确应用所学单词和句型向他人征求食物的表达，能对自己喜欢的食物展开简单描述和交流。
情感目标：通过学习正确的表达方式，感受礼貌态度是相互的，人与人之间应相互尊重。
教学重点和难点1.能正确、熟练地读出食物单词，并能简单描述该食物；2.在向他人点要食物时的正确表达，注意礼貌与不礼貌之分；3.能在特定场景中与同伴进行主题对话。
教学设计思路考虑到学生年龄特点，想到了小朋友喜欢的故事。
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教
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活
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教学活内容与主要问题的设置
9. Missing game. Let Ss tell which stationery is missed.
10. Listen to the tape, and read the new words after the tape.
Post-task activity
1. Guessing game: T: What’s on the desk? P: Bag. Then let Ss guess what’s in the bag.
Read the words.
Guessing game: T: What’s on the desk? P: Bag. Then let Ss guess what’s in the bag.
While-task procedure
1. T: What can you see in the classroom? (Hold up a pupil’s book.) Look, this is a book. Read: book. T: Have you a book? (The pupils hold up their books) P: book. Read it one by one.
7. (The same)Teach: ruler, rubber and bag, desk.
8. Show the pictures. T: Point to the ruler. Point to the rubber. Let Ss read the words. Match the pictures with the right words.
5. Ask students to look at a pencil and a pen. Play a game, quick response. Help them to distinguish these two words.
6. Show the sentence: I can see _______. Let students say the words they have learned.
课题Unit 3 This is my Mum
（1A）
课型
新授
课时
2
主备人
汤雪莲
教学日期
教
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要
求
Using nouns to identify common classroom objects.
Teaching Point
Learn words: book, pen, pencil, bag, ruler, rubber.
执教人修改内容
师生活动要点
3. T: Is this a book? Point to the pencil. Students will say no. then I will tell them it’s a pencil. Read: pencil. T: Have you a pencil? (The pupils hold up their pencils) P: pencil. Read it one by one: p, p, pencil
2. Activity. Let Ss show their stationery on the desk and say the word. Say show me your ruler, and ask Ss hold up the ruler, and repeat ruler.
Homework:
2. Chair drill around the class. Good morning. How are you? Fine, thank you. Then ask students to go around .the class to find his/her good friend to greet.
4. T: Is this a pencil? Point to the pen. Students will say no. Then I will tell them it’s a pen. Read: pen. T: Have you a pen? (The pupils hold up their pens) P: pencin
教
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难
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Pronounce words properly.
教
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Multimedia,
cassette
教
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内
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教学活动内容与主要问题的设置
执教人修改内容
师生活动要点
Pre-task preparation
1. Do the actions, e.g. stand up, please. Play a game: I say you do. This time I will ask a students to be teacher. And he should say: Stand up. Sit down.