外研版小学英语一起一年级下册教案
外研版小学英语(新标准一起)一年级下册全册教案
《英语》(新标准)(小学一起)一年级下册M1教学设计Step 4: Extension(7 minutes)Game: My familymember.Show the teacher’sphoto and introduceit as an example.Students talk abouttheir photos ingroups.Introduce familymembers’occupations.Try to learn morewords ofoccupation.让孩子们自带全家福照片,并在小组内交流,目标语言在真实的生活情境中得到充分练习,加深了孩子们对彼此的了解,增进了友谊。
Step5: Summary(3 minutes) What have youlearnt today?Summarize thewords andsentences.让孩子们通过板书学会自己梳理一节课所学,养成良好的英语学习习惯。
Classroom Assessment 1.Good, I like your voice.2.Perfect.3.Great!…及时评价学习过程,通过口头评价,及时反馈学生对知识的掌握情况和本课时的目标达成情况。
家庭作业:基础性作业:Listen and imitate the text for 5 times.拓展性作业:Talk about family members on the photos with friends.板书设计:Module 1 Unit 1 He’s a doctor.She She’s a girl. teacher= She isHe’s a boy. doctor= He isit as an example. Students talk about their photos in groups. Try to learn morewords ofoccupation.生活情境中得到充分练习,加深了孩子们对彼此的了解,增进了友谊。
小学英语外研版一起一年级下册M6U1+教案.docx
小学英语外研版一起一年级下册M6U1+教案.docx小学英语外研版一起一年级下册Module6 UNIT1 These snakes are short.【教学内容】1. 学 snake long short zoo tall big等。
2.学句型 These are ?.【教学目】能正确使用所学句型和,能正确物或其他的物品的特征行描述。
【情感目】教育学生,人和物是朋友,要小物,保大自然。
【教学重点】1.能听懂、会、会以下句子:These snakes are long /short,The giraffes are tall. And I’m short.And look at the elephant! They are very big.2.能正确使用所学句型和,正确物或其他物品的特征行描述。
【教学点】学新和新句型,能正确使用形容物或其他的物品的特征行描述。
【教具准】1.教材相配套的教学录音带。
2.教学挂图。
3.动物的小卡片。
【教学过程】Step 1.Warming-up1.教师和学生热情打招呼问好,并一起演唱上一单元的英文歌曲2.一起说唱上节课老师和学生一起自编的英语童谣,并配上一定的动作。
Fat fat I am fatThin thin I am thinLittle little I am littleBig big I am big.Step 2.Presentation教师向学生出示two dogs, two cats, two birds, two snakes 的图片。
T:What are they?S: They are_______T:What color are they?S: Green and yellow教师引导学生运用This ___ is____及These___are___句型和学过的单词对照片上的动物进行描述。
最后教师给学生展示“snakes”的图片。
Step 3 .Learn to the text1.同学们,今天Ling 和Amy 一起来到了动物园,让我们一起来看看她们在动物园看到了哪些动物,她们是怎样描述这些动物的。
外研版小学英语(新标准一起)一年级下册全册教案
外研版⼩学英语(新标准⼀起)⼀年级下册全册教案《英语》(新标准)(⼩学⼀起)⼀年级下册M1教学设计Step 4: Extension(7 minutes)Game: My familymember.Show the teacher’sphoto and introduceit as an example.Students talk abouttheir photos ingroups.Introduce familymembers’occupations.Try to learn morewords ofoccupation.让孩⼦们⾃带全家福照⽚,并在⼩组内交流,⽬标语⾔在真实的⽣活情境中得到充分练习,加深了孩⼦们对彼此的了解,增进了友谊。
Step5: Summary(3 minutes) What have youlearnt today?Summarize thewords and让孩⼦们通过板书学会⾃⼰梳理⼀节课所学,养成良好的英语学习习惯。
Classroom Assessment 1.Good, I like your voice.2.Perfect.3.Great!…及时评价学习过程,通过⼝头评价,及时反馈学⽣对知识的掌握情况和本课时的⽬标达成情况。
家庭作业:基础性作业:Listen and imitate the text for 5 times.拓展性作业:Talk about family members on the photos with friends.板书设计:Module 1 Unit 1 He’s a doctor.She She’s a girl. teacher= She isHe’s a boy. doctor= He isit as an example. Students talk about their photos in groups. Try to learn more words ofoccupation.⽣活情境中得到充分练习,加深了孩⼦们对彼此的了解,增进了友谊。
外研版(一起)一年级英语下册教案
外研版(一起)一年级英语下册教案Module 3一、主要语言功能:谈论物品的所属关系;表达某人的职业及其拥有的相关物品。
二、主要学习任务:1. This is her… That is his… Look! Their school bags.2. My mother is a… This is her…My father is a… This is his…3. Is he a…? Yes, he is. / No, he isn’t.4. Are you a…?Yes, I am. / No, I’m not.三、主要词汇:her his their coat dress nurse driver bus (听、说、认读) clown (听、说、)四、课时安排:四课时五、每课时学习任务安排:第一课时:掌握重点句:This is her bag. That is his hat.掌握重点单词:his, her, coat.第二课时:理解课文意思,重点掌握与职业有关的单词。
掌握新单词:clown, their.第三课时:谈论物品与职业的所属关系。
掌握重点句子:Is he a…? Yes, he is. / No, he isn’t.Are you a…? Yes, I am. / No, I’m not.掌握重点单词:nurse, dress, driver, bus.第四课时:掌握句式:My mother is a… This is her….My father is a… This is his…对本模块的内容进行综合复习。
UNIT 1 This is her bag.第一课时教学内容:P11. Unit 1 活动2、活动3。
教学目的:1. 掌握重点句:This is her bag. That is his hat.2. 掌握重点单词:his, her, coat.3. 明确this 与that 的区别。
外研版小学英语一起一年级下册教案.docx
外研版小学英语一起一年级下册教案Teaching Aims:Review the sentence pattern“ This is my⋯”Review the words: grandpa, grandma, friend, father, mother, brother, sister.Learn to say“ He’ s / she’ s⋯He’ s / she’ s a⋯ .”Importance and Difficulties:Distinguish“ He’froms⋯”“She’ s ⋯”Students Analysis:“He’s / She’s⋯”are not difficult in their pronunciation, do more exercises to differ them from each will enough.Teaching Aids:Tape recorder tape a doll Cards head ornamentsTeaching Procedures:Step 1: Warming upSing to greeting.Review colors: Show color cards and ask the Ss“ What color? ”Review some words: Show some cards and ask the Ss“ What’ s this? ”Let ’ s count. (From one to twelve.)Step 2: RevisionTeacher shows cards and Ss look and say“ Father ⋯ . ”Sticker these cards on the blackboard and read after T.Read the words group by group.Ss say:“ This is my father⋯ . ”Ss review to say:“ This is my school bag⋯ . ”Learn the word“ friend.”Read after teacher.Learn to say“ This is my friend.”Step 3: PresentationTeacher points to several Ss and says“ She’ s⋯ / He ’ s ⋯”Explain with gestures.Write“ She’ s⋯” and“ He’ s⋯” on the blackboard.Read the sentence pattern.T shows some head ornaments, Ss look and try to say“ She’ s Lingling. He Daming⋯ . ”Read “ She’ s Lingling. He’ s Daming.⋯” after T.Ask some Ss to go to the front and stand in a line.Ss look and say“ She’ s⋯”/“ He’ s⋯”Step 4: ConsolidationTeacher makes a model.Ss try to introduce his friend like“ She’ s⋯/ He’ s⋯”.Teacher points and says“ She’ s a pupil.” Or“ He’ s a pupil.”Ss learn to say.Teaching Notes:Module 1:Unit 2She’s a nurse.Teaching Aims:1.Review the points of the module.2.Learn to introduce a people like She’s⋯/She“’s a nurse. ”3.Do the exercises of the module.Importance and Difficulties:He’ s / She’ s a pupil.Words: doctor, pupil, teacher.The exercises of the module.Students Analysis:We have learnt many words in the module: father, mother, brother, sister, grandpa, grandma, friend, pupil, doctor and so on, so it is necessary to review them intoday’s lesson, and put the words in the sentence patterns: This is my⋯/He’s/she’s⋯ Teaching Aids:Tape recorder a big pencil a doll Cards head ornamentsTeaching Procedures:Step 1: Warming upSing to say hello.Review the chant: Where’ s the pencil?Ss say the chant together.Put a pencil in different place, Ss look and answer teacher’ s question pencil? ”Put a school bag on the desk, ask“ Where’ s the school bag?” Ss answer. Put a big pencil in / on / under the school bag, Ss look and say its location.Step 2: RevisionReview the sentence“ Look at the tree.” And “ Look at the window⋯ . ”Review the sentence“ So many birds.” And the sentence pattern“ So ma Review to say“ Let ’ s count. ”Count from one to twelve.Look the cards and answer“ Father / mother /⋯” quickly.Introduce those cards like“ This is my brother. /⋯”Look and say “ This is my pencil⋯ . ”Review the chant:She, she, she. She’ s Amy.He, he, he. He ’ s Daming.Read the chant after T.Say your classmates’ name. (She’ s⋯ / He’ s ⋯)Step 3: PresentationTeacher points several Ss and says“She’s a pupil. / He’s a pupil.”Learn the word“ pupil.”Ss read the word.Some Ss stand up, the others look and say“ She’ s a pupil. / He’ s a pu Look at the head ornaments and say“ She’ s a pupil. / He’ s a pupil.”Teacher shows the card and says“ He’ s a doctor. ”Learn the word“ doctor.”Step 4: Do the exercisesActivity book: Exercise 2 on page 7Exercise 3 on page 9Teaching Notes:Module2:Unit 1Where’s the bird?Period 1Teaching Aims:Understand the meaning of the text.Review the sentence pattern“ A cat is in/Wherethebox’s. my pen?”Describe the location like“It’s in / on/ under ..”Importance and Difficulties:The sentence pattern:“A cat is in the box.”Try to ask:“ Where’ s the orange cat?”Students Analysis:We have learnt the pattern“Where’s the⋯?”last week, so it is a consolidation of last period, just add some new points: Where’s the orange cat?Teaching Aids:Tape recorder tape a dollPictures CardsTeaching Procedures:Step 1: Warming upGreeting to Ss with a song.A TPR game: Listen and do.T:“ Stand up! Sit down! Open your book! Point to the window. Point to the door Step 2: RevisionShow four cards. T:“What’s this?” /“This is⋯”Read the four words in high and low voice.Read fast.T:“ If you know, please stand up and read it fast.”Show the wall chart.Describe the location of the pen or the cat in the wall chart.Step 3: PresentationT points to the wall chart and asks:“ Where’ s the pen?” Ss answer: Write the two sentences on the blackboard: Where’ s the pen? It’ s in the Read them after T in correct pronunciation and intonation.Ask several Ss to repeat.Read group by group.Step 4: PracticeSs ask T:“ Where’ s the pen?” T answer.Group 1 ask, group 2 answer from teacher’ s points.Change. Group 2 ask and group 1 answer.Practice with your partner.Show some dialogues.Step 5: PresentationT draws 3 pictures on the blackboard: A red pen is in the hat.A green pen is on the hat.A yellow pen in under the hat.T asks:“ Where’ s the green pen?”⋯ . Ss answer.Write the 2 sentences on the blackboard.Read after T.Ask several Ss repeat it.Read group by group.Step 6: PracticeT points to the picture, Ss ask:“ Where’ s the yellow pen?”⋯ T answer Group 1 ask and group 2 answer, then change.Practice with partner.Show your dialogue.Step 7: ConsolidationA game: Look and guess.“ Please look at my mouth, and guess the sentence.”Teaching NotesModule3:Unit1 Where is the orange cat?TeachingAims:1. Review the sentence pattern“Where’s the orange cat?”2. Learn to guess the location of object with t under/ in“/ onIs⋯i?”Notes:Importance and Difficulties:Use the sentence:“Is it under/ in / on the bed? to” ask the location.Students Analysis:It is not easy for the kids to use the sentence:“Is it under/ in / on the bed? to”ask the location. Use the same thing to change its location each time will easier to the kids.Teaching Aids:Tape recorder tape a doll book Cards school bag box penTeaching Procedures:Step 1: Warming upSing a hello song to greet with each other.Play a guessing game.“ Please look at my gestures, and then guess the animal I mime.”Step 2: RevisionAnswer teacher’ s question accord to the card.“ What’ s this?” /“ Is it a monster?”Read the four words: doll, bear, bed, and balloon.A game: I hide, you guess.“ Look, I hide a card; please guess what the card is.”Look and answer.(Teacher put some stationery, and asks the location.)Write the four sentences on the blackboard: Where’ s the cat?It ’s in the box.Where’s the orange cat?It ’s undere thbox.Read after teacher and correct their pronunciation and intonation.Ask several students read them.Read the four sentences group by group.Step 3: Presentation and practiceTeacher hides a school bag, a book, and a box under the table. Then put a pen in one of them. (in the school bag, on the box, or under the book⋯)Ss try to guess the location of the pen.“ Is it⋯?”Write the two sentences on the blackboard:Is it under the bed?Yes, it is.Read after teacher.Ask several students read it.Read fast group by group.Continue to play the game.Step 4: ConsolidationRead the 4 sentences after teacher again.Play a game: Hear and read fast.(Listen to teacher’ s sentence, and then read it fast group by group.)Step 5: EndingSummarize the class.Sing and say goodbye.Teaching Notes:Module3:Unit2 How many green birds?Teaching Aims:Learn the numbers: 11 and 12.Understand the sentences“ Look at the tree.” “ So many birds!” and“Importance and Difficulties:The pronunciation of“ eleven and twelve”.The sentence“Look at the tree.”Students Analysis:In fact, most students have learnt the words: eleven and twelve already, but most ofthem didn’tcatch the right pronunciation of the sound /v/, pay more attention here in class.Teaching Aids:Tape recorder tape a doll CardsTeaching Procedures:Step 1: Warming upSing and say hello.Review the chant.Read the chant together with gestures.Review the four words: balloon, bed, bear, and doll.(A game: T writes the four words on the blackboard, and then read three of them; Ss say the word T doesn’ t read.)Step 2: Presentation and practiceA game: Listen and do.(T:“ Point to the ceiling. Point to the window. Stand! Openup your book. Sit down! Close your book. Look at the door.”)T makes gesture to explain the sentence“ Look at the door.”Continue to play the game.(Look at the teacher. Look at the ceiling. Look at the floor. Look at the windowT shows several cards and asks“ What’ s this? ” (tree)Teach the new word“ tree”.Read and mime a tree.T:“ Look at the tree.” Get the Ss to look at the tree card.Write the sentence“ Look at the tree.” On the blackboard.Read and make gestures.Stick the wall chart on the blackboard.Get the Ss to look at the big tree.T: “ Look at the tree. So many birds!”Make gesture to explain the phrase“ so many ⋯”.Write“ So many birds! ” on the blackboard.Read after T and then read together.T:“ Oh, how many birds? Let’ s count. ”Teach“ Let ’ s count.”Write it on the blackboard.Read and correct their pronunciation.Count the birds in the tree together.“ OK, now, let ’ s count, how many birds? One, two, and three⋯”Teach the number eleven and twelve.T:“ How many birds?” Ss:“ Twelve birds. ”Step 3: ConsolidationRead the sentence on the blackboard again.Fast reaction: Listen to teacher’ s sentence and repeat it fast group by group Teaching Notes:Module 4:Unit 1 This is my head.TeachingAims:1.Understand the meaning of the module.2.Learn the three new words: head, mouth, eye.3. Can survey like: This is my head / mouth /⋯Importance and Difficulties:1. The pronunciation of“mouth”.2. Do the survey.StudentsAnalysis:This module is funny, the kids like to show their body. The problem is the three words’pronunciation, like /e/, /ai/ and “th”.Practice more here.Teaching Aids:Tape recorder tapes cardsCD-ROMTeaching Procedures:Step 1: Warming upSing to greeting each other.Sing a song.Step 2: RevisionReview some words:Bus, doctor, dress, nurse, driver, coatA game: I do, you say.Read them fast.Review to say:“ She’ s / He’ s ⋯ . ”Review to say:“ This is his / her⋯ . ”Step 3: PresentationT shows a picture of a head.T asks: “ What’ s this?”Ss try to answer. (a head)Learn to say“ head ”.Point your head and read“ head ” in a little game. Read head in a chant.Learn to say“ This is my head.”Learn the word“ mouth ” and“ eye ” in the same way. Learn to say“ This is my mouth / eye.”Step 3: PracticeRead the 3 words again.Fast reaction: I say, you point.I point, you say.T points, Ss say“ This is my head/⋯”Step 5: ConsolidationGet the Ss to say“ This is my pencil. /⋯”Listen to the tape and try to understand the text.Read the text after the tape-recorder.Teaching Notes:Module 4:Unit 2These are your legs.Period 1Teaching Aims:Understand and try to say the sentence:“These are ⋯”Review the words and learn a new body word: leg.3. Learn a song: Heads, shoulders.Importance and Difficulties:1.The pronunciation of the sentence:“These are ⋯”2.The English song: Heads, shoulders.Students Analysis:“These are⋯”is a difficult point to the kids, make simples first and then let them find the order of “these are + -s”, it will be a great help.Teaching Aids:Tape recorder tapes cardsstationeryTeaching Procedures:Step 1: Warming upGreeting each other.Words game: Ask and answer.Review to say“ This is his / her⋯.”Step 2: RevisionReview these body words in a game: ask and answer.Review to survey“ This is my / your⋯.”Step 3: PresentationT points to an eye and asks: What’ s this?Ss: This is an eye.T points to the other eye and asks: What’ s this?Ss: This is an eye.T asks: How many eyes do you have?Ss: Two eyes.T points to her eyes and say“ These are my eyes.”Ss learn to say“ Thesemyeyesare.”Ss say the sentence one by one.Write the sentence on the blackboard.T points to her legs and says“ These are my legs.”Ss point to their legs and say“ These are my legs.”Ss learn to say the word“ leg”.T point to ears, Ss look and say“ These are my ears.”Step 4: PracticeA game: T point, Ss look and say: This is my head. / These are my eyes. .. T shows a pencil to Ss, Ss: This is a pencil.T shows 4 pencils to Ss, Ss: These are pencils.T shows more stationery and asks Ss: What’ sarethis?these?/WhatA game: I show, you say.I say, you show.Step 5: Learn the songCD-ROM: Listen to the song <Head, shoulders.>Turn to page 17 and read the words of the song.Sing follow T sentence by sentence and do the actions.Sing the song together with CD-ROM.Teaching Notes:Module 5:Unit 1 They’re cows.Period 1TeachingAims:1.Understand the meaning of the module.2.Learn four new words: cow, pig, chicken and egg.3. Understand“What are they? They are⋯”Importance and Difficulties:1. Try to speak“What are they? They are⋯”。
一年级下册英语全册教案外研版一起
一年级下册英语全册教案教学目标1. 通过本册的学习,学生能够掌握基本的英语听说能力,能够用英语进行简单的日常交流。
2. 培养学生对英语学习的兴趣,激发学生的学习积极性。
3. 培养学生的团队合作精神,提高学生的社交能力。
教学内容第一单元:My Family1. 学习家庭成员的英语表达,如father, mother, brother, sister等。
2. 学习介绍家庭成员的句型,如This is my father, He is a doctor等。
第二单元:My School1. 学习学校设施的英语表达,如classroom, library, playground等。
2. 学习描述学校环境的句型,如My school is big, We have a library等。
第三单元:My Friends1. 学习描述朋友的英语表达,如She is tall, He is funny等。
2. 学习介绍朋友的句型,如This is my friend, She is a student等。
教学重点与难点1. 教学重点:掌握基本英语听说能力,能够用英语进行简单的日常交流。
2. 教学难点:句型的运用,单词的记忆。
教具与学具准备1. 教具:多媒体设备,PPT课件,教学卡片。
2. 学具:英语课本,笔记本,文具。
教学过程1. 导入:通过图片,实物等引导学生进入学习状态。
2. 新课内容学习:通过PPT课件,教学卡片等方式进行新课内容的学习。
3. 练习:通过小组活动,角色扮演等方式进行练习。
板书设计1. 每个单元的主要知识点,如家庭成员的英语表达,介绍家庭成员的句型等。
2. 每个单元的重点句型,如This is my father, He is a doctor等。
作业设计1. 听力练习:听课文录音,完成练习题。
2. 口语练习:模仿课文对话,进行角色扮演。
3. 写作练习:根据课文内容,进行简单的写作练习。
课后反思1. 教师应及时反思教学效果,对教学方法和教学内容进行调整。
一年级下册英语全册教案 外研版一起
一年级英语下册英语教案一.指导思想根据小学生的生理和心理以及发展需求,我把小学阶段英语课程的目的确定为:激发学生学习英语的兴趣,培养他们学习英语的积极态度,使他们建立初步的学习英语的自信心;培养学生一定的语感和良好的语音、语调基础,使他们形成初步运用英语进行简单日常交流的能力,为进一步学习打下基础。
二.学情分析:本学期我主要担任一年级的英语教师。
一年级的孩子比较活泼,天真,好动,充满了好奇心,想象能力和观察能力都非常的丰富,同时也要培养学生的学习兴趣,创新能力。
现将计划如下:本学期我们主要使用一年级上册的英语课本,总共有 10个模块,每个模块有两个单元,每个模块里都有一首歌曲,歌谣,目的是激发学生对英语的学习兴趣,让学生快速记忆所学过的单词和句子。
根据孩子的年龄特征,本学期只上一年级上册的10个模块,重点是让学生会读,会认每个模块的单词和句子,并学会运用简单的句子与班里的同学以及教师进行简单的问候和对话。
同时还要掌握课本里涉及到每个模块的歌曲,歌谣,教师还可以增加一些课外的歌曲和歌谣,同时还可以配上一些相适应的动作,而且动作要自然,大方,规范,表情要面带笑容。
为了达到此目标,我觉得小学英语教学应具备以下特点:(1)教学内容贴近生活。
(2)符合小学生兴趣的需求。
突出兴趣培养,保护和发展求知欲,寓教于乐。
小学英语教材突出对学生的兴趣培养。
教科书全部采用彩色图画,情景会话贯串全套教材。
紧密结合儿童好新奇、爱活动、善模仿、爱说、爱唱、爱跳、爱表演的特点编排和设计教材的内容与形式。
在教学中应该多安排一些儿童喜闻乐见的歌曲、游戏、绕口令、谜语、小诗等和一些浅显易懂的寓言故事。
四.教学目标一年级英语的目标是:主要培养学生对英语的兴趣,让学生喜欢上英语,对于教师所教的内容要会读,会认,而且发音要清晰,标准,语音,语调要适中,要带有感情色彩,这就要求教师要使用多种教学方法来激发学生的学习兴趣。
教师要加强训练自己的语音,语调和感情色彩。
外研版小学英语(新标准一起)一年级下册全册教案
《英语》(新标准)(小学一起)一年级下册M1教学设计Step 4: Extension(7 minutes)Game: My familymember.Show the teacher’sphoto and introduceit as an example.Students talk abouttheir photos ingroups.Introduce familymembers’occupations.Try to learn morewords ofoccupation.让孩子们自带全家福照片,并在小组内交流,目标语言在真实的生活情境中得到充分练习,加深了孩子们对彼此的了解,增进了友谊。
Step5: Summary(3 minutes) What have youlearnt today?Summarize thewords andsentences.让孩子们通过板书学会自己梳理一节课所学,养成良好的英语学习习惯。
Classroom Assessment 1.Good, I like your voice.2.Perfect.3.Great!…及时评价学习过程,通过口头评价,及时反馈学生对知识的掌握情况和本课时的目标达成情况。
家庭作业:基础性作业:Listen and imitate the text for 5 times.拓展性作业:Talk about family members on the photos with friends.板书设计:Module 1 Unit 1 He’s a doctor.She She’s a girl. teacher= She isHe’s a boy. doctor= He isit as an example. Students talk about their photos in groups. Try to learn morewords ofoccupation.生活情境中得到充分练习,加深了孩子们对彼此的了解,增进了友谊。
外研版小学英语一起一年级下册教案
外研版小学英语一起一年级下册教案Teaching Aims:Review the sentence pattern “This is my…”Review the words: grandpa, grandma, friend, father, mother, brother, sister.Learn to say “He’s / she’s… He’s / she’s a ….”Importance and Difficulties:Distinguish “He’s …” from “She’s …”Students Analysis:“He’s / She’s …” are not difficult in their pronunciation, do more exercises to differ them from each will enough.Teaching Aids:Tape recorder tape a doll Cards head ornamentsTeaching Procedures:Step 1: Warming upSing to greeting.Review colors: Show color cards and ask the Ss “What color?”Review some words: Show some cards and ask the Ss “What’s this?”Let’s count. (From one to twelve.)Step 2: RevisionTeacher shows cards and Ss look and say “Father….”Sticker these cards on the blackboard and read after T.Read the words group by group.Ss say: “This is my father….”Ss review to say: “This is my school bag….”Learn the word “friend.”Read after teacher.Learn to say “This is my friend.”Step 3: PresentationTeacher points to several Ss and says “She’s … / He’s …”Explain with gestures.Write “She’s …” and “He’s…” on the blackboard.Read the sentence pattern.T shows some head ornaments, Ss look and try to say “She’s Lingling. He’s Daming….”Read “She’s Lingling. He’s Daming. …” after T.Ask some Ss to go to the front and stand in a line.Ss look and say “She’s…” / “He’s…”Step 4: ConsolidationTeacher makes a model.Ss try to introduce his friend like “She’s… / He’s …”.Teacher points and says “She’s a pupil.” Or “He’s a pupil.”Ss learn to say.Teaching Notes:Module 1: Unit 2 She’s a nurse.Teaching Aims:1. Review the points of the module.2. Learn to introduce a people like “Sh e’s…/ She’s a nurse.”3. Do the exercises of the module.Importance and Difficulties:He’s / She’s a pupil.Words: doctor, pupil, teacher.The exercises of the module.Students Analysis:We have learnt many words in the module: father, mother, brother, sister, grandpa, grandma, friend, pupil, doctor and so on, so it is necessary to review them in today’s lesson, and put the words in the sentence patterns: This is my…/ He’s/she’s…Teaching Aids:Tape recorder a big pencil a doll Cards head ornamentsTeaching Procedures:Step 1: Warming upSing to say hello.Review the chant: Where’s the pencil?Ss say the chant together.Put a pencil in different place, Ss look and answer teacher’s question “Where’s the pencil?”Put a school bag on the desk, ask “Where’s the school bag?” Ss answer.Put a big pencil in / on / under the school bag, Ss look and say its location.Step 2: RevisionReview the sentence “Look at the tree.” And “Look at the window….”Review the sentence “So many birds.” And the sentence pattern “So many…”Review to say “Let’s count.”Count from one to twelve.Look the cards and answer “Father / mother / …” quickly.Introduce those cards like “This is my brother. / …”Look and say “This is my pencil….”Review the chant:She, she, she. She’s Amy.He, he, he. He’s Daming.Read the chant after T.Say your classmates’ name. (She’s… / He’s …)Step 3: PresentationTeacher points several Ss and says “She’s a pupil. / He’s a pupil.”Learn the word “pupil.”Ss read the word.Some Ss stand up, the others look and say “She’s a pupil. / He’s a pupil.”Look at the head ornaments and say “She’s a pupil. / He’s a pupil.”Teacher shows the card and says “He’s a doctor.”Learn the word “doctor.”Step 4: Do the exercisesActivity book: Exercise 2 on page 7Exercise 3 on page 9Teaching Notes:Module2: Unit 1 Where’s the bird?Period 1Teaching Aims:Understand the meaning of the text.Review the sentence pattern “A cat is in the box. / Where’s my pen?”D escribe the location like “It’s in / on/ under ..”Importance and Difficulties:The sentence pattern: “A cat is in the box.”Try to ask: “Where’s the orange cat?”Students Analysis:We have learnt the pattern “Where’s the…?”last week, so it is a consolidation of last period, just add some new points: Where’s the orange cat?Teaching Aids:Tape recorder tape a dollPictures CardsTeaching Procedures:Step 1: Warming upGreeting to Ss with a song.A TPR game: Listen and do.T: “Stand up! Sit down! Open your book! Point to the window. Point to the door….”Step 2: RevisionShow four cards. T: “What’s this?” / “This is …”Read the four words in high and low voice.Read fast.T: “If you know, please stand up and read it fast.”Show the wall chart.Describe the location of the pen or the cat in the wall chart.Step 3: PresentationT points to the wall chart and asks: “Where’s the pen?” Ss answer: “It’s …”Write the two sentences on the blackboard: Where’s the pen? It’s in the hat. Read them after T in correct pronunciation and intonation.Ask several Ss to repeat.Read group by group.Step 4: PracticeSs ask T: “Where’s the pen?” T answer.Group 1 ask, group 2 answer from teacher’s points.Change. Group 2 ask and group 1 answer.Practice with your partner.Show some dialogues.Step 5: PresentationT draws 3 pictures on the blackboard: A red pen is in the hat.A green pen is on the hat.A yellow pen in under the hat.T asks: “Where’s the green pen?”…. Ss answer.Write the 2 sentences on the blackboard.Read after T.Ask several Ss repeat it.Read group by group.Step 6: PracticeT points to the picture, Ss ask: “Where’s the yellow pen?”… T answer. Group 1 ask and group 2 answer, then change.Practice with partner.Show your dialogue.Step 7: ConsolidationA game: Look and guess.“Please look at my mouth, and guess the sentence.”Teaching NotesModule3: Unit1 Where is the orange cat?TeachingAims:1. Review the sentence pattern “Where’s the orange cat?”2. Learn to guess the location of object with “Is i t under/ in / on…?”Notes:Importance and Difficulties:Use the sentence: “Is it under / in / on the bed?” to ask the location.Students Analysis:It is not easy for the kids to use the sentence: “Is it under / in / on the bed?” to ask the location. Use the same thing to change its location each time will easier to the kids.Teaching Aids:Tape recorder tape a doll book Cards school bag box penTeaching Procedures:Step 1: Warming upSing a hello song to greet with each other.Play a guessing game.“Please look at my gestures, and then guess the animal I mime.”Step 2: RevisionAnswer teacher’s question accord to the card.“What’s this?” / “Is it a monster?”Read the four words: doll, bear, bed, and balloon.A game: I hide, you guess.“Look, I hide a card; please guess what the card is.”Look and answer.(Teacher put some stationery, and asks the location.)Write the four sentences on the blackboard: Where’s the cat?It’s in the box.Where’s the orange cat?It’s under th e box.Read after teacher and correct their pronunciation and intonation.Ask several students read them.Read the four sentences group by group.Step 3: Presentation and practiceTeacher hides a school bag, a book, and a box under the table. Then put a pen in one of them. (in the school bag, on the box, or under the book…)Ss try to guess the location of the pen. “Is it …?”Write the two sentences on the blackboard:Is it under the bed?Yes, it is.Read after teacher.Ask several students read it.Read fast group by group.Continue to play the game.Step 4: ConsolidationRead the 4 sentences after teacher again.Play a game: Hear and read fast.(Listen to teacher’s sentence, and then read it fast group by group.)Step 5: EndingSummarize the class.Sing and say goodbye.Teaching Notes:Module3: Unit2 How many green birds?Teaching Aims:Learn the numbers: 11 and 12.Understand the sentences “Look at the tree.” “So many birds!” and “Let’s count.”Importance and Difficulties:The pronunciation of “eleven and twelve”.The s entence “Look at the tree.”Students Analysis:In fact, most students have learnt the words: eleven and twelve already, but most of them didn’t catch the right pronunciation of the sound /v/, pay more attention here in class.Teaching Aids:Tape recorder tape a doll CardsTeaching Procedures:Step 1: Warming upSing and say hello.Review the chant.Read the chant together with gestures.Review the four words: balloon, bed, bear, and doll.(A game: T writes the four words on the blackboard, and then read three of them; Ss say the word T doesn’t read.)Step 2: Presentation and practiceA game: Listen and do.(T: “Point to the ceiling. Point to the window. Stand up! Open your book. Sit down! Close your book. Look at the door.”)T makes gesture to explain the sentence “Look at the door.”Continue to play the game.(Look at the teacher. Look at the ceiling. Look at the floor. Look at the window….) T shows several cards and asks “What’s this?” (tree)Teach the new word “tree”.Read and mime a tree.T: “Look at the tree.” Get the Ss to look at the tree card.Write the sentence “Look at the tree.” On the blackboard.Read and make gestures.Stick the wall chart on the blackboard.Get the Ss to look at the big tree.T: “Look at the tree. So many birds! ”Make gesture to explain the phrase “so many…”.Write “So many birds!” on the blackboard.Read after T and then read together.T: “Oh, how many birds? Let’s count.”Teach “Let’s count.”Write it on the blackboard.Read and correct their pronunciation.Count the birds in the tree together.“OK, now, let’s count, how many birds? One, two, and three…”Teach the number eleven and twelve.T: “How many birds?” Ss: “Twelve birds.”Step 3: ConsolidationRead the sentence on the blackboard again.Fast reaction: Listen to teacher’s sentence and repeat it fast group by group Teaching Notes:Module 4: Unit 1 This is my head.TeachingAims:1. Understand the meaning of the module.2. Learn the three new words: head, mouth, eye.3. Can survey like: This is my head / mouth / …Importance and Difficulties:1. The pronunciation of “mouth”.2. Do the survey.StudentsAnalysis:This module is funny, the kids like to show their body. The problem is the three words’pronunciation, like /e/, /ai/ and “th”. Practice more here.Teaching Aids:Tape recorder tapes cardsCD-ROMTeaching Procedures:Step 1: Warming upSing to greeting each other.Sing a song.Step 2: RevisionReview some words:Bus, doctor, dress, nurse, driver, coatA game: I do, you say.Read them fast.Review to say: “She’s / He’s ….”Review to say: “This is his / her….”Step 3: PresentationT shows a picture of a head.T asks: “What’s this?”Ss try to answer. (a head)Learn to say “head”.Point your head and read “head” in a little game.Read head in a chant.Learn to say “This is my head.”Learn the word “mouth” and “eye” in the same way. Learn to say “This is my mouth / eye.”Step 3: PracticeRead the 3 words again.Fast reaction: I say, you point.I point, you say.T points, Ss say “This is my head/…”Step 5: ConsolidationGet the Ss to say “This is my pencil. / …”Listen to the tape and try to understand the text. Read the text after the tape-recorder.Teaching Notes:Module 4: Unit 2 These are your legs. Period 1Teaching Aims:Understand and try to say the sentence: “These are…”Review the words and learn a new body word: leg. 3. Learn a song: Heads, shoulders.Importance and Difficulties:1. The pronunciation of the sentence: “These are…”2. The English song: Heads, shoulders.Students Analysis:“These are …” is a difficult point to the kids, make simples first and then let them find the order of “these are + -s”, it will be a great help.Teaching Aids:Tape recorder tapes cardsstationeryTeaching Procedures:Step 1: Warming upGreeting each other.Words game: Ask and answer.Review to say “This is his / her….”Step 2: RevisionReview these body words in a game: ask and answer.Review to survey “This is my / your….”Step 3: PresentationT points to an eye and asks: What’s this?Ss: This is an eye.T points to the other eye and asks: What’s this?Ss: This is an eye.T asks: How many eyes do you have?Ss: Two eyes.T points to her eyes and say “These are my eyes.”Ss learn to say “These are my eyes.”Ss say the sentence one by one.Write the sentence on the blackboard.T points to her legs and says “These are my legs.”Ss point to their legs and say “These are my legs.”Ss learn to say the word “leg”.T point to ears, Ss look and say “These are my ears.”Step 4: PracticeA game: T point, Ss look and say: This is my head. / These are my eyes. .. T shows a pencil to Ss, Ss: This is a pencil.T shows 4 pencils to Ss, Ss: These are pencils.T shows more stationery and asks Ss: What’s this? / What are these?A game: I show, you say.I say, you show.Step 5: Learn the songCD-ROM: Listen to the song <Head, shoulders.>Turn to page 17 and read the words of the song.Sing follow T sentence by sentence and do the actions.Sing the song together with CD-ROM.Teaching Notes:Module 5: Unit 1 They’re cows.Period 1TeachingAims:1. Understand the meaning of the module.2. Learn four new words: cow, pig, chicken and egg.3. Understand “What are they? They are …”Importance and Difficulties:1. Try to speak “What are they? They are…”。
外研版小学英语一起一年级下册教案
Module1: Unit 1 He’s a doctor.Teaching Aims:Review the sentence pattern “This is my…”Review the words: grandpa, grandma, friend, father, mother, brother, sister.Learn to say “He’s / she’s… He’s / she’s a ….”Importance and Difficulties:Distinguish “He’s …” from “She’s …”Students Analysis:“He’s / She’s …” are not difficult in their pronunciation, do more exercises to differ them from each will enough.Teaching Aids:Tape recorder tape a doll Cards head ornamentsTeaching Procedures:Step 1: Warming upSing to greeting.Review colors: Show color cards and ask the Ss “What color?”Review some words: Show some cards and ask the Ss “What’s this?”Let’s count. (From one to twelve.)Step 2: RevisionTeacher shows card s and Ss look and say “Father….”Sticker these cards on the blackboard and read after T.Read the words group by group.Ss say: “This is my father….”Ss review to say: “This is my school bag….”Learn the word “friend.”Read after teacher.Learn to say “This is my friend.”Step 3: PresentationTeacher points to several Ss and says “She’s … / He’s …”Explain with gestures.Write “She’s …” and “He’s…” on the blackboard.Read the sentence pattern.T shows some head ornaments, Ss look and try to say “She’s Lingl ing.He’s Daming….”Read “She’s Lingling. He’s Daming. …” after T.Ask some Ss to go to the front and stand in a line.Ss look and say “She’s…” / “He’s…”Step 4: ConsolidationTeacher makes a model.Ss try to introduce his friend like “She’s… / He’s …”.Te acher points and says “She’s a pupil.” Or “He’s a pupil.”Ss learn to say.Teaching Notes:Module 1: Unit 2 She’s a nurse.Teaching Aims:1. Review the points of the module.2. Learn to introduce a people like “Sh e’s…/ She’s a nurse.”3. Do the exercises of the module.Importance and Difficulties:He’s / She’s a pupil.Words: doctor, pupil, teacher.The exercises of the module.Students Analysis:We have learnt many words in the module: father, mother, brother, sister, grandpa, grandma, friend, pupil, doctor and so on, so it is necessary to review them in today’s lesson, and put the words in the sentence patterns: This is my…/ He’s/she’s…Teaching Aids:Tape recorder a big pencil a doll Cards head ornaments Teaching Procedures:Step 1: Warming upSing to say hello.Review the chant: Where’s the pencil?Ss say the chant together.Put a pencil in different place, Ss look and answer teacher’s question “Where’s the pencil?”Put a school bag on the des k, ask “Where’s the school bag?” Ss answer. Put a big pencil in / on / under the school bag, Ss look and say its location.Step 2: RevisionReview the sentence “Look at the tree.” And “Look at the window….”Review the sentence “So many birds.” And the sentence pattern “So many…”Review to say “Let’s count.”Count from one to twelve.Look the cards and answer “Father / mother / …” quickly.Introduce those cards like “This is my brother. / …”Look and say “This is my pencil….”Review the chant:She, she, she. She’s Amy.He, he, he. He’s Daming.Read the chant after T.Say your classmates’ name. (She’s… / He’s …)Step 3: PresentationTeacher points several Ss and says “She’s a pupil. / He’s a pupil.”Learn the word “pupil.”Ss read the word.Some Ss stand up, the others look and say “She’s a pupil. / He’s a pupil.”Look at the head ornaments and say “She’s a pupil. / He’s a pupil.”Teacher shows the card and says “He’s a doctor.”Learn the word “doctor.”Step 4: Do the exercisesActivity book: Exercise 2 on page 7Exercise 3 on page 9Teaching Notes:Module2: Unit 1 Where’s the bird?Period 1Teaching Aims:Understand the meaning of the text.Review the sentence pattern “A cat is in the box. / Where’s my pen?”D escribe the location like “It’s in / on/ under ..”Importance and Difficulties:The sentence pattern: “A cat is in the box.”Try to ask: “Where’s the orange cat?”Students Analysis:We have learnt the pattern “Where’s the…?”last week, so it is a consolidation of last period, just add some new points: Where’s the orange cat?Teaching Aids:Tape recorder tape a dollPictures CardsTeaching Procedures:Step 1: Warming upGreeting to Ss with a song.A TPR game: Listen and do.T: “Stand up! Sit down! Open your book! Point to the window. Point to the door….”Step 2: RevisionShow four cards. T: “What’s this?” / “This is …”Read the four words in high and low voice.Read fast.T: “If you know, please stand up and read it fast.”Show the wall chart.Describe the location of the pen or the cat in the wall chart.Step 3: PresentationT points to the wall chart and asks: “Where’s the pen?” Ss answer: “It’s …”Write the two sentences on the blackboard: Where’s the pen? It’s in the hat.Read them after T in correct pronunciation and intonation.Ask several Ss to repeat.Read group by group.Step 4: PracticeSs ask T: “Where’s the pen?” T answer.Group 1 ask, group 2 answer from teacher’s points.Change. Group 2 ask and group 1 answer.Practice with your partner.Show some dialogues.Step 5: PresentationT draws 3 pictures on the blackboard: A red pen is in the hat.A green pen is on the hat.A yellow pen in under the hat.T asks: “Where’s the green pen?”…. Ss answer.Write the 2 sentences on the blackboard.Read after T.Ask several Ss repeat it.Read group by group.Step 6: PracticeT points to the picture, Ss ask: “Where’s the yellow pen?”… T answer. Group 1 ask and group 2 answer, then change.Practice with partner.Show your dialogue.Step 7: ConsolidationA game: Look and guess.“Please look at my mouth, and guess the sentence.”Teaching NotesModule3: Unit1 Where is the orange cat?TeachingAims:1. Review the sentence pattern “Where’s the orange cat?”2. Learn to guess the location of object with “Is it under/ in / on…?”Notes:Importance and Difficulties:Use the sentence: “Is it under/ in / on the bed?”to ask the location.Students Analysis:It is not easy for the kids to use the sentence: “Is it under / in / on the bed?” to ask the location. Use the same thing to change its location each time will easier to the kids.Teaching Aids:Tape recorder tape a doll book Cards school bag box pen Teaching Procedures:Step 1: Warming upSing a hello song to greet with each other.Play a guessing game.“Please look at my gestures, and then guess the animal I mime.”Step 2: RevisionAnswer teacher’s question accord to the card.“What’s this?” / “Is it a monster?”Read the four words: doll, bear, bed, and balloon.A game: I hide, you guess.“Look, I hide a card; please guess what the card is.”Look and answer.(Teacher put some stationery, and asks the location.)Write the four sentences on the blackboard: Where’s the cat?It’s in the box.Where’s the orange cat?It’s under the box.Read after teacher and correct their pronunciation and intonation. Ask several students read them.Read the four sentences group by group.Step 3: Presentation and practiceTeacher hides a school bag, a book, and a box under the table. Then put a pen in one of them. (in the school bag, on the box, or under the book…) Ss try to guess the location of the pen. “Is it …?”Write the two sentences on the blackboard:Is it under the bed?Yes, it is.Read after teacher.Ask several students read it.Read fast group by group.Continue to play the game.Step 4: ConsolidationRead the 4 sentences after teacher again.Play a game: Hear and read fast.(Listen to teacher’s sentence, and then read it fast group by group.) Step 5: EndingSummarize the class.Sing and say goodbye.Teaching Notes:Module3: Unit2 How many green birds?Teaching Aims:Learn the numbers: 11 and 12.Understand the sentences “Look at the tree.” “So many birds!” and “Let’s count.”Importance and Difficulties:The pronunciation of “eleven and twelve”.The s entence “Look at the tree.”Students Analysis:In fact, most students have learnt the words: eleven and twelve already, but most of them didn’t catch the right pronunciation of the sound /v/, pay more attention here in class.Teaching Aids:Tape recorder tape a doll CardsTeaching Procedures:Step 1: Warming upSing and say hello.Review the chant.Read the chant together with gestures.Review the four words: balloon, bed, bear, and doll.(A game: T writes the four words on the blackboard, and then read three of them; Ss say the word T doesn’t read.)Step 2: Presentation and practiceA game: Listen and do.(T: “Point to the ceiling. Point to t he window. Stand up! Open your book. Sit down! Close your book. Look at the door.”)T makes gesture to explain the sentence “Look at the door.”Continue to play the game.(Look at the teacher. Look at the ceiling. Look at the floor. Look at the window….)T shows several cards and asks “What’s this?” (tree)Teach the new word “tree”.Read and mime a tree.T: “Look at the tree.” Get the Ss to look at the tree card.Write the sentence “Look at the tree.” On the blackboard.Read and make gestures.Stick the wall chart on the blackboard.Get the Ss to look at the big tree.T: “Look at the tree. So many birds! ”Make gesture to explain the phrase “so many…”.Write “So many birds!” on the blackboard.Read after T and then read together.T: “Oh, how many birds? Let’s count.”Teach “Let’s count.”Write it on the blackboard.Read and correct their pronunciation.Count the birds in the tree together.“OK, now, let’s count, how many birds? One, two, and three…”Teach the number eleven and twelve.T: “How many birds?” Ss: “Twelve birds.”Step 3: ConsolidationRead the sentence on the blackboard again.Fast reaction: Listen to teacher’s sentence and repeat it fast group by groupTeaching Notes:Module 4: Unit 1 This is my head.TeachingAims:1. Understand the meaning of the module.2. Learn the three new words: head, mouth, eye.3. Can survey like: This is my head / mouth / …Importance and Difficulties:1. The pronunciation of “mouth”.2. Do the survey.StudentsAnalysis:This module is funny, the kids like to show their body. The problem is the three words’pronunciation, like /e/, /ai/ and “th”. Practice more here.Teaching Aids:Tape recorder tapes cardsCD-ROMTeaching Procedures:Step 1: Warming upSing to greeting each other.Sing a song.Step 2: RevisionReview some words:Bus, doctor, dress, nurse, driver, coatA game: I do, you say.Read them fast.Review to say: “She’s / He’s ….”Review to say: “This is his / her….”Step 3: PresentationT shows a picture of a head.T asks: “What’s this?”Ss try to answer. (a head)Learn to say “head”.Point your head and read “head” in a little game. Read head in a chant.Learn to say “This is my head.”Learn the word “mouth” and “eye” in the same way. Learn to say “This is my mouth / eye.”Step 3: PracticeRead the 3 words again.Fast reaction: I say, you point.I point, you say.T points, Ss say “This is my head/…”Step 5: ConsolidationGet the Ss to say “This is my pencil. / …”Listen to the tape and try to understand the text. Read the text after the tape-recorder.Teaching Notes:Module 4: Unit 2 These are your legs.Period 1Teaching Aims:Understand and try to say the sentence: “These are…”Review the words and learn a new body word: leg.3. Learn a song: Heads, shoulders.Importance and Difficulties:1. The pronunciation of the sentence: “These are…”2. The English song: Heads, shoulders.Students Analysis:“These are …” is a difficult point to the kids, make simples first and then let them find the order of “these are + -s”, it will be a great help.Teaching Aids:Tape recorder tapes cardsstationeryTeaching Procedures:Step 1: Warming upGreeting each other.Words game: Ask and answer.Review to say “This is his / her….”Step 2: RevisionReview these body words in a game: ask and answer.Review to survey “This is my / your….”Step 3: PresentationT points to an eye and asks: What’s this?Ss: This is an eye.T points to the other eye and asks: What’s this?Ss: This is an eye.T asks: How many eyes do you have?Ss: Two eyes.T points to her eyes and say “These are my eyes.”Ss learn to say “These are my eyes.”Ss say the sentence one by one.Write the sentence on the blackboard.T points to her legs and says “These are my legs.”Ss point to their legs and say “These are my legs.”Ss learn to say the word “leg”.T point to ears, Ss look and say “These are my ears.”Step 4: PracticeA game: T point, Ss look and say: This is my head. / These are my eyes. .. T shows a pencil to Ss, Ss: This is a pencil.T shows 4 pencils to Ss, Ss: These are pencils.T shows more stationery and asks Ss: What’s this? / What are these?A game: I show, you say.I say, you show.Step 5: Learn the songCD-ROM: Listen to the song <Head, shoulders.>Turn to page 17 and read the words of the song.Sing follow T sentence by sentence and do the actions.Sing the song together with CD-ROM.Module 5: Unit 1 They’re cows.Period 1TeachingAims:1. Understand the meaning of the module.2. Learn four new words: cow, pig, chicken and egg.3. Understand “What are they? They are …”Importance and Difficulties:1. Try to speak “What are they? They are…”2. The pronunciation of the words: chicken and egg.StudentsAnalysis:Animals always the children’s favorite, but today’s animals are not easy to catch. We can make the words into some chant, so that it will be easier to catch them.Teaching Aids:Tape recorder tapes cardsTeaching Procedures:Step 1: Warming upSing the song <Head, shoulders.>Greeting each other.Step 2: RevisionReview words: a game: Ask and answer chantT points, Ss look and say “This is my head…. / These are my ears….”T shows some stationery, Ss look and say “This is a pencil…. / These are erasers….”Step 3: PresentationTurn to page 18.Observe the pictures and listen to teacher.Get the Ss to understand the text.Learn the word “cow”:A. Observe picture 2.B. L earn the new word “cow”.C. Get the Ss count “How many cows?”D. Learn to say “They are cows.”E. Say it group by group.F. T asks: What are they? Ss answer.G. Learn to say “What are they?”H. Say it one bye one.Learn the other new words: pig, chicken, egg.Picture 3: pig---pigsPicture 4: chi ken---chickensPicture 5: egg---eggsWord games: A. ChantB. Left and rightStep 4: PracticePage 19: activity 2.Read after T.Read group by group.Read the conversation one by one.Teaching Notes:Module 5: Unit 2 It’s thin.Period 1TeachingAims:Learn the new words.Understand the text.Importance and Difficulties:The new word “thin”.The meaning of the textStudentsAnalysis:The text is not easy to the kids, actually they cannot express their meaning like this, today’s key points is learn to describe the things, like “It’s thin/ fat/ little/ pink” etc.Teaching Aids:stationeryTeaching Procedures:Step 1: Warming upSing to greeting.Sing a song.Step 2: RevisionWords chant: Ask and answer chantWatch the CAI and review the sentence patterns: What are they? They are cows.Game: T imitates the animal’s voice; Ss guess “What are they?”Step 3: PresentationObserve the wall chart of the text.Learn to say: mother pig, father pig …Watch the card and learn to say “baby pig”.Look at the father pig and learn the new word: fat.Look at the mother pig and learn the new word: thin.Count: How many baby pigs? Six.Look at the baby pigs and learn the new words: big, littleRead those words and do the actions after T.Watch the card and learn the new word “pink”.Step 3: PracticeReview the colors.T points, Ss read the words.T says the word, Ss do the actions.T do the actions, Ss says the word.Words chant.Watch the pictures and say:This is a panda. It’s fat.This is a monkey. It’s thin.This is a baby pig. It’s little.This is a father pig. It’s big.Blackboardwriting:Teaching Notes:Module 6: Unit 1 These snacks are short.Period 1TeachingAims:1. Understand the meaning of the module.2. Learn four animal words: snake, giraffe, elephant, lion3. Try to understand and learn “long, short,tall, and short”.Importance and Difficulties:Understand the 2 meaning of the word “short”.The pronunciation of “giraffe”.StudentsAnalysis:The four animal words“snake, giraffe, elephant, lion” is not popular as “dog、cat、fish and fish”, there will be more time to read them out.Teaching Aids:Tape recorder tapes cardsCD-ROM pictures wall chartTeaching Procedures:Step 1: Warming upGreeting each other.Review: cow, pig, chicken, eggStep 2: RevisionReview “They’re …”Read activity 2 on page 19.Express time: Describe the picture on page 20.(The pig’s family)(The chicken’s family)Step 3: PresentationLingling and Amy went to the zoo today.Learn the word: zooLearn to say: Let’s go to the zoo.Observe picture one and find the animal.Learn the new word: snakeRead the word after T and correct Ss’ pronunciation.Read the word in a little game: High and low voiceLearn the new words “giraffe, elephant, lion” in the same way. Game: Fast reactionGame: I say, you do. / I do, you say.Point and say: They’re snakes. …Look at the picture and try to understand “long, short, tall”. Read those words.Game: I do, you say.T do the actions, Ss say the word.Step 4: EndingRead all the words together.Sing to say goodbye.Teaching Notes:Module 6: Unit 2 They’re little and cute.Period 1TeachingAims:Learn the new words “cute” and “scary”.Try to say: The baby lions are cute.The mother lion isn’t cute.It’s scary.Importance and Difficulties:1. Try to introduce the lion’s family.2. The pronunciation of “isn’t”.StudentsAnalysis:“Cute and scary”are adjective verbs. We can understand their meaningsTape recorder tapes cardsstationeryTeaching Procedures:Step 1: Warming upSing to greeting each other.Words game: Ask and answer chantStep 2: PresentationT: Amy and Lingling went to the zoo. They are watching the lions. Learn to express: baby lionCount: “How many baby lions?”Write “The baby lions ” on the blackboard.Read after T.Observe the baby lions and learn the new word: cute.Learn to say: “The baby lions are cute.”Read row by row.Observe the mother lion and learn the new word: scary.Learn to say: “The mother lion isn’t cute. It’s scary.”Correct the pronunciation of “isn’t”.Read the sentence team by team.Step 3: PracticeText: Listen to the tape.Understand the meaning of the text.Try to read the text.Read the text after T sentence by sentence.Read the text by themselves.Page 24: Activity 2 Look and say.Blackboard-writing:第三册Module7 Unit1 There is a cat in this tree.一、教材分析:本单元是《新标准英语》(三年级起点)第三册第模块第一单元的内容,根据《小学英语新课程标准》提出的目标,其中一个非常重要的目标就是要激发学生学习英语的兴趣,培养他们学习英语的积极态度,使他们初步建立学习英语的自信心,使他们初步具备用英语进行简单日常交流的能力。
外研版(一起)一年级英语下册教案-Module4Unit1Thisismyhead
外研版(一起)一年级英语下册教案Module4 Unit 1 This ismy head.一、教学目标1. 知识与技能:学生能够听懂、会说、会读本课的单词:head, ear, eye, nose, mouth, face。
学生能够听懂、会说、会读本课的句子:This is my head/ear/eye/nose/mouth/face。
2. 过程与方法:通过图片、实物展示,让学生直观地学习身体部位的单词和句子。
通过游戏、歌曲等形式,让学生在轻松愉快的氛围中巩固所学知识。
3. 情感态度与价值观:培养学生爱护自己的身体,关注自己的身体健康。
培养学生积极参与、乐于合作的良好学习习惯。
二、教学内容1. 单词:head, ear, eye, nose, mouth, face2. 句子:This is my head/ear/eye/nose/mouth/face三、教学重点与难点1. 教学重点:学生能够正确掌握单词head, ear, eye, nose, mouth, face的发音和拼写。
学生能够正确运用句子This is myhead/ear/eye/nose/mouth/face描述自己的身体部位。
2. 教学难点:学生能够区分和运用不同身体部位的单词。
学生能够流利地朗读和运用本课的句子。
四、教具与学具准备1. 教具:PPT、单词卡片、实物模型、录音机、磁带2. 学具:学生用书、练习册、彩笔、剪刀、胶水五、教学过程1. 热身活动:唱英文歌曲,让学生在轻松愉快的氛围中进入课堂。
2. 新课导入:通过展示实物模型,让学生直观地认识身体部位,引导学生学习单词head, ear, eye, nose, mouth, face。
3. 课堂讲解:通过PPT展示单词和句子,让学生跟读并模仿发音,讲解句子的结构和用法。
4. 实践活动:分组进行角色扮演,让学生运用所学单词和句子描述自己的身体部位。
5. 巩固练习:通过练习册、游戏等形式,让学生巩固所学知识。
(word)外研版(一起)一年级英语下册全套教案,文档
Module1JobsUnit1He’sadoctor.一、准段:Ⅰ教学目:情感目:于感知并极使用英,真的向人介家人,从而增友.知目:运用She’s⋯He’s⋯能力目:培养学生听She’s⋯He’s⋯及能感知:doctor,nurse的能力。
Ⅱ教学重点;能听写She’s⋯He’s⋯Ⅲ教学点:能正确运用She’s⋯He’s⋯Ⅳ助源:挂、音机、磁、片二、教学程:I.Warmingup生候II.Revision:教展示上一册Module10Unit2 的韵句ThisisMotherPanda.的片,学生复韵句.III.Presentation:教前准一些花木替父出征故事的片,学生猜猜中的人物是,由此出SBUnit1活1.教引学生看SBUnit1活1的画或挂,告学生:〞今天,Lingling和Amy一起去参画展,展有关于花木和神笔良的画作,Amy不他,Lingling向Amy一一介.〞教播放活1的画或音,在听音的程中注意音.教注意板,可在黑板上出花木和良的片,在片下方分写上〞She’sagirl.〞和He’saboy.〞两个句子.注意用色粉笔醒目的写〞She’s和He’s〞呈文:出示一自己小候与父母在一起的照片.教指着自己小候的照片,学生猜猜是.用英怎么,告学生,学今天的文之后就知道怎么了.〔学生着看挂听音既稳固了学的学了新和句子放音,学生听指出句子。
跟音朗文。
学生分角色朗文。
Unit2She’sanurse.一、准段:Ⅰ教学目:情感目:培养学生学英的趣。
知目:运用She’s⋯及driver,policeman,pupil.能力目:运用She’s⋯He’s⋯介他人.Ⅱ教学重点:学句型:She’s⋯He’s⋯掌握:driver,policeman,pupil,Ⅲ教学点: 局部学生能初步运用:driver,policeman,pupil,Ⅳ助源:挂、音机、磁、片二、教学程:I.Warmingup学生演唱他喜的英文歌曲.II.Revision:教几位学生展示上的后作,用〞Thisismymother..〞来介自己制作的〞FamilyTree〞.教可以将制作精美的片收集起来行展.III.Presentation:教播放Unit2活1的音或画,学生看画或挂.教引学生理解境:Amy到Lingling家做客,Lingling地拿出一登有她爸爸照片的Amy看,并介她爸爸的.再次播放音或画,学生跟.〞driver〞是新,教可展示多司机的照片片或卡通片,学生:〞He’sadriver.She ’sadriver.〞呈文:教向学生介自己家人的,学生可能听不太懂.教告学生:〞今天我要学如何介家人的.IV.Practice:1教播放活2的音,学生看或者画,引学生理解文境:Amy到Daming家做客,Daming拿出影集Amy看,并介他的家人.教再次播放音,学生逐句跟.男女生,或者分.行看句子的游.V.Summary:Module2LocationUnit1Where’sthebird?一、准备阶段:Ⅰ教学目标:情感目标:在小组活动中能与其他同学积极配合和合作.知识目标:学习句型Where’sthebird?It’sin\on\undermyhat.能力目标:培养学生识别物品位置的能力。
外研版一起一年级英语下册-全套教案
外研版一起一年级英语下册-全套教案Module 1 JobsUnit 1 He’XXX.一、准备阶段:Ⅰ教学目标:情感目标:乐于感知并积极尝试使用英语,真诚的向别人介绍家人,从而增进友谊.知识目标:运用XXX’s…能力目标:培养学生听说读XXX及能视觉感知:doctor,nurse的能力。
Ⅱ教学重点;能够听说读写XXX’s…Ⅲ教学难点:能正确运用XXX’s…Ⅳ辅助资源:挂图、录音机、磁带、图片二、教学过程:I. Warming up师生问候II. Revision:教师展示上一册Module10 Unit2的韵句This XXX的图片,带领学生复韵句. XXX:1.教师课前筹办一些XXX替父出征故事的图片,请学生猜猜图中的人物是谁,由此导出SB Unit1举动1.教师指导学生看SBUnit1举动1的动画或挂图,通知学生:”今天,XXX和XXX一起去参观画展,展厅有关于XXX和XXX的画作, XXX不认识他们,XXX向XXX逐一介绍.”2.教师播放活动1的动画或录音,在听录音的过程中注意语音语调.3.教师注意板书,可在黑板上贴出XXX和XXX的图片,在图片下方分别写上”She’s a girl.”和He’s a boy.”这两个句子.注意用红色粉笔醒目的书写”She’s和He’s”4.呈现课文:出示一张自己小时候与父母在一起的照片.教师指着自己小时候的照片,让学生猜猜是谁.用英语怎么说,告诉学生,研究过今天的课文之后就知道怎么说了.(学生带着问题看挂图听录音既巩固了刚学过的单词还研究了新单词和句子放录音,学生边听边指出句子。
跟录音朗读课文。
学生分角色朗读课文。
Unit 2 She’s a nurse.一、筹办阶段:Ⅰ教学目标:情感目标:培养学生研究英语的兴趣。
常识目标:应用She’s…\及单词driver ,policeman,pupil.能力目标:运用XXX介绍他人职业.Ⅱ教学重点:研究句型:XXX’s…掌握单词:driver ,policeman,pupil,Ⅲ教学难点:部分学生能开端应用:driver ,policeman,pupil,Ⅳ辅助资源:挂图、录音机、磁带、图片二、教学过程:I. Warming up请学生演唱他们喜欢的英文歌曲.II. Revision:教师请几位学生展示上节课的课后作业,用”XXX..”来介绍自己制作的”Family Tree”.教师可以将制作精美的图片收集起来进行展览.XXX:1.教师播放Unit2活动1的录音或动画,请学生看动画或挂图.教师引导学生理解语境:XXX到Lingling家做客,XXX兴奋地拿出一张登有她爸爸照片的报纸给XXX看,并介绍她爸爸的职业.2.再次播放录音或动画,请学生跟读.”driver”是新单词,教师可展示多张司机的照片\图片或卡通片,带领学生说:”XXX.”3.呈现课文:教师向学生介绍本人家人的职业,学生可能听不太懂.教师通知学生:”今天我们要进修如何介绍家人的职业.IV. Practice:1教师播放举动2的灌音,请学生看图或者动画,指导学生了解课文语境:XXX到XXX家做客,XXX拿出XXX给XXX 看,并介绍他的家人.2.教师再次播放录音,学生逐句跟读.3.男女生对话,或者分组练对话.4.进行看图说句子的游戏.V. Summary:Module 2 LocationUnit 1 Where’s the bird?一、准备阶段:Ⅰ教学目标:情感目标:在小组举动中能与其他同学积极配合和协作.知识目标:研究句型Where’s the bird? It’XXX.能力目标:培养学生识别物品位置的能力。
外研版小学英语(新标准一起)一年级下册全册教案
《英语》(新标准)(小学一起)一年级下册M1教学设计Step 4: Extension(7 minutes)Game: My familymember.Show the teacher’sphoto and introduceit as an example.Students talk abouttheir photos ingroups.Introduce familymembers’occupations.Try to learn morewords ofoccupation.让孩子们自带全家福照片,并在小组内交流,目标语言在真实的生活情境中得到充分练习,加深了孩子们对彼此的了解,增进了友谊。
Step5: Summary(3 minutes) What have youlearnt today?Summarize thewords andsentences.让孩子们通过板书学会自己梳理一节课所学,养成良好的英语学习习惯。
Classroom Assessment 1.Good, I like your voice.2.Perfect.3.Great!…及时评价学习过程,通过口头评价,及时反馈学生对知识的掌握情况和本课时的目标达成情况。
家庭作业:基础性作业:Listen and imitate the text for 5 times.拓展性作业:Talk about family members on the photos with friends.板书设计:Module 1 Unit 1 He’s a doctor.She She’s a girl. teacher= She isHe’s a boy. doctor= He isit as an example. Students talk about their photos in groups. Try to learn morewords ofoccupation.生活情境中得到充分练习,加深了孩子们对彼此的了解,增进了友谊。
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Module1: Unit 1 He’s a doctor.Teaching Aims:Review the sentence pattern “This is my…”Review the words: grandpa, grandma, friend, father, mother, brother, sister.Learn to say “He’s / she’s… He’s / she’s a ….”Importance and Difficulties:Distinguish “He’s …” from “She’s …”Students Analysis:“He’s / She’s …” are not difficult in their pronunciation, do more exercises to differ them from each will enough.Teaching Aids:Tape recorder tape a doll Cards head ornamentsTeaching Procedures:Step 1: Warming upSing to greeting.Review colors: Show color cards and ask the Ss “What color?”Review some words: Show some cards and ask the Ss “What’s this?”Let’s count. (From one to twelve.)Step 2: RevisionTeacher shows card s and Ss look and say “Father….”Sticker these cards on the blackboard and read after T.Read the words group by group.Ss say: “This is my father….”Ss review to say: “This is my school bag….”Learn the word “friend.”Read after teacher.Learn to say “This is my friend.”Step 3: PresentationTeacher points to several Ss and says “She’s … / He’s …”Explain with gestures.Write “She’s …” and “He’s…” on the blackboard.Read the sentence pattern.T shows some head ornaments, Ss look and try to say “She’s Lingl ing. He’s Daming….”Read “She’s Lingling. He’s Daming. …” after T.Ask some Ss to go to the front and stand in a line.Ss look and say “She’s…” / “He’s…”Step 4: ConsolidationTeacher makes a model.Ss try to introduce his friend like “She’s… / He’s …”.Te acher points and says “She’s a pupil.” Or “He’s a pupil.”Ss learn to say.Teaching Notes:Module 1: Unit 2 She’s a nurse.Teaching Aims:1. Review the points of the module.2. Learn to introduce a people like “Sh e’s…/ She’s a nurse.”3. Do the exercises of the module.Importance and Difficulties:He’s / She’s a pupil.Words: doctor, pupil, teacher.The exercises of the module.Students Analysis:We have learnt many words in the module: father, mother, brother, sister, grandpa, grandma, friend, pupil, doctor and so on, so it is necessary to review them in today’s lesson, and put the words in the sentence patterns: This is my…/ He’s/she’s…Teaching Aids:Tape recorder a big pencil a doll Cards head ornaments Teaching Procedures:Step 1: Warming upSing to say hello.Review the chant: Where’s the pencil?Ss say the chant together.Put a pencil in different place, Ss look and answer teacher’s question “Where’s the pencil?”Put a school bag on the des k, ask “Where’s the school bag?” Ss answer. Put a big pencil in / on / under the school bag, Ss look and say its location.Step 2: RevisionReview the sentence “Look at the tree.” And “Look at the window….”Review the sentence “So many birds.” And the sentence pattern “So many…”Review to say “Let’s count.”Count from one to twelve.Look the cards and answer “Father / mother / …” quickly.Introduce those cards like “This is my brother. / …”Look and say “This is my pencil….”Review the chant:She, she, she. She’s Amy.He, he, he. He’s Daming.Read the chant after T.Say your classmates’ name. (She’s… / He’s …)Step 3: PresentationTeacher points several Ss and says “She’s a pupil. / He’s a pupil.”Learn the word “pupil.”Ss read the word.Some Ss stand up, the others look and say “She’s a pupil. / He’s a pupil.”Look at the head ornaments and say “She’s a pupil. / He’s a pupil.”Teacher shows the card and says “He’s a doctor.”Learn the word “doctor.”Step 4: Do the exercisesActivity book: Exercise 2 on page 7Exercise 3 on page 9Teaching Notes:Module2: Unit 1 Where’s the bird?Period 1Teaching Aims:Understand the meaning of the text.Review the sentence pattern “A cat is in the box. / Where’s my pen?”D escribe the location like “It’s in / on/ under ..”Importance and Difficulties:The sentence pattern: “A cat is in the box.”Try to ask: “Where’s the orange cat?”Students Analysis:We have learnt the pattern “Where’s the…?”last week, so it is a consolidation of last period, just add some new points: Where’s the orange cat?Teaching Aids:Tape recorder tape a dollPictures CardsTeaching Procedures:Step 1: Warming upGreeting to Ss with a song.A TPR game: Listen and do.T: “Stand up! Sit down! Open your book! Point to the window. Point to the door….”Step 2: RevisionShow four cards. T: “What’s this?” / “This is …”Read the four words in high and low voice.Read fast.T: “If you know, please stand up and read it fast.”Show the wall chart.Describe the location of the pen or the cat in the wall chart.Step 3: PresentationT points to the wall chart and asks: “Where’s the pen?” Ss answer: “It’s …”Write the two sentences on the blackboard: Where’s the pen? It’s in the hat.Read them after T in correct pronunciation and intonation.Ask several Ss to repeat.Read group by group.Step 4: PracticeSs ask T: “Where’s the pen?” T answer.Group 1 ask, group 2 answer from teacher’s points.Change. Group 2 ask and group 1 answer.Practice with your partner.Show some dialogues.Step 5: PresentationT draws 3 pictures on the blackboard: A red pen is in the hat.A green pen is on the hat.A yellow pen in under the hat.T asks: “Where’s the green pen?”…. Ss answer.Write the 2 sentences on the blackboard.Read after T.Ask several Ss repeat it.Read group by group.Step 6: PracticeT points to the picture, Ss ask: “Where’s the yellow pen?”… T answer. Group 1 ask and group 2 answer, then change.Practice with partner.Show your dialogue.Step 7: ConsolidationA game: Look and guess.“Please look at my mouth, and guess the sentence.”Teaching NotesModule3: Unit1 Where is the orange cat?TeachingAims:1. Review the sentence pattern “Where’s the orange cat?”2. Learn to guess the location of object with “Is it under/ in / on…?”Notes:Importance and Difficulties:Use the sentence: “Is it under/ in / on the bed?”to ask the location.Students Analysis:It is not easy for the kids to use the sentence: “Is it under / in / on the bed?” to ask the location. Use the same thing to change its location each time will easier to the kids.Teaching Aids:Tape recorder tape a doll book Cards school bag box pen Teaching Procedures:Step 1: Warming upSing a hello song to greet with each other.Play a guessing game.“Please look at my gestures, and then guess the animal I mime.”Step 2: RevisionAnswer teacher’s question accord to the card.“What’s this?” / “Is it a monster?”Read the four words: doll, bear, bed, and balloon.A game: I hide, you guess.“Look, I hide a card; please guess what the card is.”Look and answer.(Teacher put some stationery, and asks the location.)Write the four sentences on the blackboard: Where’s the cat?It’s in the box.Where’s the orange cat?It’s under the box.Read after teacher and correct their pronunciation and intonation. Ask several students read them.Read the four sentences group by group.Step 3: Presentation and practiceTeacher hides a school bag, a book, and a box under the table. Then put a pen in one of them. (in the school bag, on the box, or under the book…) Ss try to guess the location of the pen. “Is it …?”Write the two sentences on the blackboard:Is it under the bed?Yes, it is.Read after teacher.Ask several students read it.Read fast group by group.Continue to play the game.Step 4: ConsolidationRead the 4 sentences after teacher again.Play a game: Hear and read fast.(Listen to teacher’s sentence, and then read it fast group by group.) Step 5: EndingSummarize the class.Sing and say goodbye.Teaching Notes:Module3: Unit2 How many green birds?Teaching Aims:Learn the numbers: 11 and 12.Understand the sentences “Look at the tree.” “So many birds!” and “Let’s count.”Importance and Difficulties:The pronunciation of “eleven and twelve”.The s entence “Look at the tree.”Students Analysis:In fact, most students have learnt the words: eleven and twelve already, but most of them didn’t catch the right pronunciation of the sound /v/, pay more attention here in class.Teaching Aids:Tape recorder tape a doll CardsTeaching Procedures:Step 1: Warming upSing and say hello.Review the chant.Read the chant together with gestures.Review the four words: balloon, bed, bear, and doll.(A game: T writes the four words on the blackboard, and then read three of them; Ss say the word T doesn’t read.)Step 2: Presentation and practiceA game: Listen and do.(T: “Point to the ceiling. Point to t he window. Stand up! Open your book. Sit down! Close your book. Look at the door.”)T makes gesture to explain the sentence “Look at the door.”Continue to play the game.(Look at the teacher. Look at the ceiling. Look at the floor. Look at the window….)T shows several cards and asks “What’s this?” (tree)Teach the new word “tree”.Read and mime a tree.T: “Look at the tree.” Get the Ss to look at the tree card.Write the sentence “Look at the tree.” On the blackboard.Read and make gestures.Stick the wall chart on the blackboard.Get the Ss to look at the big tree.T: “Look at the tree. So many birds! ”Make gesture to explain the phrase “so many…”.Write “So many birds!” on the blackboard.Read after T and then read together.T: “Oh, how many birds? Let’s count.”Teach “Let’s count.”Write it on the blackboard.Read and correct their pronunciation.Count the birds in the tree together.“OK, now, let’s count, how many birds? One, two, and three…”Teach the number eleven and twelve.T: “How many birds?” Ss: “Twelve birds.”Step 3: ConsolidationRead the sentence on the blackboard again.Fast reaction: Listen to teacher’s sentence and repeat it fast group by groupTeaching Notes:Module 4: Unit 1 This is my head.TeachingAims:1. Understand the meaning of the module.2. Learn the three new words: head, mouth, eye.3. Can survey like: This is my head / mouth / …Importance and Difficulties:1. The pronunciation of “mouth”.2. Do the survey.StudentsAnalysis:This module is funny, the kids like to show their body. The problem is the three words’pronunciation, like /e/, /ai/ and “th”. Practice more here.Teaching Aids:Tape recorder tapes cardsCD-ROMTeaching Procedures:Step 1: Warming upSing to greeting each other.Sing a song.Step 2: RevisionReview some words:Bus, doctor, dress, nurse, driver, coatA game: I do, you say.Read them fast.Review to say: “She’s / He’s ….”Review to say: “This is his / her….”Step 3: PresentationT shows a picture of a head.T asks: “What’s this?”Ss try to answer. (a head)Learn to say “head”.Point your head and read “head” in a little game.Read head in a chant.Learn to say “This is my head.”Learn the word “mouth” and “eye” in the same way.Learn to say “This is my mouth / eye.”Step 3: PracticeRead the 3 words again.Fast reaction: I say, you point.I point, you say.T points, Ss say “This is my head/…”Step 5: ConsolidationGet the Ss to say “This is my pencil. / …”Listen to the tape and try to understand the text. Read the text after the tape-recorder.Teaching Notes:Module 4: Unit 2 These are your legs. Period 1Teaching Aims:Understand and try to say the sentence: “These are…”Review the words and learn a new body word: leg.3. Learn a song: Heads, shoulders.Importance and Difficulties:1. The pronunciation of the sentence: “These are…”2. The English song: Heads, shoulders.Students Analysis:“These are …” is a difficult point to the kids, make simples first and then let them find the order of “these are + -s”, it will be a great help.Teaching Aids:Tape recorder tapes cardsstationeryTeaching Procedures:Step 1: Warming upGreeting each other.Words game: Ask and answer.Review to say “This is his / her….”Step 2: RevisionReview these body words in a game: ask and answer.Review to survey “This is my / your….”Step 3: PresentationT points to an eye and asks: What’s this?Ss: This is an eye.T points to the other eye and asks: What’s this?Ss: This is an eye.T asks: How many eyes do you have?Ss: Two eyes.T points to her eyes and say “These are my eyes.”Ss learn to say “These are my eyes.”Ss say the sentence one by one.Write the sentence on the blackboard.T points to her legs and says “These are my legs.”Ss point to their legs and say “These are my legs.”Ss learn to say the word “leg”.T point to ears, Ss look and say “These are my ears.”Step 4: PracticeA game: T point, Ss look and say: This is my head. / These are my eyes. .. T shows a pencil to Ss, Ss: This is a pencil.T shows 4 pencils to Ss, Ss: These are pencils.T shows more stationery and asks Ss: What’s this? / What are these?A game: I show, you say.I say, you show.Step 5: Learn the songCD-ROM: Listen to the song <Head, shoulders.>Turn to page 17 and read the words of the song.Sing follow T sentence by sentence and do the actions.Sing the song together with CD-ROM.Teaching Notes:Module 5: Unit 1 They’re cows.Period 1TeachingAims:1. Understand the meaning of the module.2. Learn four new words: cow, pig, chicken and egg.3. Understand “What are they? They are …”Importance and Difficulties:1. Try to speak “What are they? They are…”2. The pronunciation of the words: chicken and egg.StudentsAnalysis:Animals always the children’s favorite, but today’s animals are not easy to catch. We can make the words into some chant, so that it will be easier to catch them.Teaching Aids:Tape recorder tapes cardsCD-ROM pictures wall chartTeaching Procedures:Step 1: Warming upSing the song <Head, shoulders.>Greeting each other.Step 2: RevisionReview words: a game: Ask and answer chantT points, Ss look and say “This is my head…. / These are my ears….”T shows some stationery, Ss look and say “This is a pencil…. / These are erasers….”Step 3: PresentationTurn to page 18.Observe the pictures and listen to teacher.Get the Ss to understand the text.Learn the word “cow”:A. Observe picture 2.B. L earn the new word “cow”.C. Get the Ss count “How many cows?”D. Learn to say “They are cows.”E. Say it group by group.F. T asks: What are they? Ss answer.G. Learn to say “What are they?”H. Say it one bye one.Learn the other new words: pig, chicken, egg. Picture 3: pig---pigsPicture 4: chi ken---chickensPicture 5: egg---eggsWord games: A. ChantB. Left and rightStep 4: PracticePage 19: activity 2.Read after T.Read group by group.Read the conversation one by one. Blackboardwriting:Teaching Notes:Module 5: Unit 2 It’s thin. Period 1TeachingAims:Learn the new words.Understand the text.Importance and Difficulties:The new word “thin”.The meaning of the textStudentsAnalysis:The text is not easy to the kids, actually they cannot express their meaning like this, today’s key points is learn to describe the things, like “It’s thin/ fat/ little/ pink” etc.Teaching Aids:Tape recorder tapes cardsstationeryTeaching Procedures:Step 1: Warming upSing to greeting.Sing a song.Step 2: RevisionWords chant: Ask and answer chantWatch the CAI and review the sentence patterns: What are they? They are cows.Game: T imitates the animal’s voice; Ss guess “What are they?”Step 3: PresentationObserve the wall chart of the text.Learn to say: mother pig, father pig …Watch the card and learn to say “baby pig”.Look at the father pig and learn the new word: fat.Look at the mother pig and learn the new word: thin.Count: How many baby pigs? Six.Look at the baby pigs and learn the new words: big, little Read those words and do the actions after T.Watch the card and learn the new word “pink”.Step 3: PracticeReview the colors.T points, Ss read the words.T says the word, Ss do the actions.T do the actions, Ss says the word.Words chant.Watch the pictures and say:This is a panda. It’s fat.This is a monkey. It’s thin.This is a baby pig. It’s little.This is a father pig. It’s big.Blackboardwriting:Teaching Notes:Module 6: Unit 1 These snacks are short.Period 1TeachingAims:1. Understand the meaning of the module.2. Learn four animal words: snake, giraffe, elephant, lion3. Try to understand and learn “long, short,tall, and short”.Importance and Difficulties:Understand the 2 meaning of the word “short”.The pronunciation of “giraffe”.StudentsAnalysis:The four animal words“snake, giraffe, elephant, lion” is not popular as “dog、cat、fish and fish”, there will be more time to read them out. Especially the pronunciation of “giraffe and elephant”.Teaching Aids:Tape recorder tapes cardsCD-ROM pictures wall chartTeaching Procedures:Step 1: Warming upGreeting each other.Review: cow, pig, chicken, eggStep 2: RevisionReview “They’re …”Read activity 2 on page 19.Express time: Describe the picture on page 20.(The pig’s family)(The chicken’s family)Step 3: PresentationLingling and Amy went to the zoo today.Learn the word: zooLearn to say: Let’s go to the zoo.Observe picture one and find the animal.Learn the new word: snakeRead the word after T and correct Ss’ pronunciation.Read the word in a little game: High and low voiceLearn the new words “giraffe, elephant, lion” in the same way. Game: Fast reactionGame: I say, you do. / I do, you say.Point and say: They’re snakes. …Look at the picture and try to understand “long, short, tall”. Read those words.Game: I do, you say.T do the actions, Ss say the word.Step 4: EndingRead all the words together.Sing to say goodbye.Blackboardwriting:Teaching Notes:Module 6: Unit 2 They’re little and cute.Period 1TeachingAims:Learn the new words “cute” and “scary”.Try to say: The baby lions are cute.The mother lion isn’t cute.It’s scary.Importance and Difficulties:1. Try to introduce the lion’s family.2. The pronunciation of “isn’t”.StudentsAnalysis:“Cute and scary”are adjective verbs. We can understand their meanings by our activities easily. The difficult point is their pronunciations.Teaching Aids:Tape recorder tapes cardsstationeryTeaching Procedures:Step 1: Warming upSing to greeting each other.Words game: Ask and answer chantStep 2: PresentationT: Amy and Lingling went to the zoo. They are watching the lions. Learn to express: baby lionCount: “How many baby lions?”Write “The baby lions ” on the blackboard.Read after T.Observe the baby lions and learn the new word: cute.Learn to say: “The baby lions are cute.”Read row by row.Observe the mother lion and learn the new word: scary. Learn to say: “The mother lion isn’t cute. It’s scary.”Correct the pronunciation of “isn’t”.Read the sentence team by team.Step 3: PracticeText: Listen to the tape.Understand the meaning of the text.Try to read the text.Read the text after T sentence by sentence.Read the text by themselves.Page 24: Activity 2 Look and say.Blackboard-writing:Teaching Notes:第三册Module7 Unit1 There is a cat in this tree.一、教材分析:本单元是《新标准英语》(三年级起点)第三册第模块第一单元的内容,根据《小学英语新课程标准》提出的目标,其中一个非常重要的目标就是要激发学生学习英语的兴趣,培养他们学习英语的积极态度,使他们初步建立学习英语的自信心,使他们初步具备用英语进行简单日常交流的能力。