北师大一起一年级上册英语全册教案

1、Unit 1 Hello!(The first period)一、教学目的与要求1、能听懂并会说Hi/Hello, Im×××. Hi/Hello,×××.2、 并掌握单词：Uncle Booky, Ken, Ann, Mocky.3、用刚学过的句子学会自我介绍，要求模仿正确，语调自然。4、 听懂课堂用语Stand up, please. Sit down, please, 并作出相应的动作。二、教学重点：学会句型Hi, Im ×××. Hello,×××.三、教学难点：学习

2、用句子Hi, Im ×××. Hello,×××. 进行自我介绍和打招呼。四：教学过程1、组织教学教师面带笑容走进教室，先作自我介绍，用英语说Im ×××（教师自己的名字）然后用中文说我是×××。接着再说一遍英文。教师再说，从今天起我给你们上英语课，我们大家一起学。2、学习课堂用语Stand up, please. Sit down, please。教师说Stand up, please. 然后伸出双手，掌心向上摆动，示意学生起立。教师再说Sit down, please.

3、掌心向下摆动，示意学生坐下。教师走到学生当中，边说边示意。全班学生做，小组做，最后抽查个别学生做。接着，教师又站回讲台前，再慢速而准确地说一遍，让学生注意教师发音的口型。3、学习单词Uncle学习用句型Hi, Im ×××. Hello,×××.进行对话。（1）教师在讲台前作示范，带表情和手势。要求学生注意看教师发音的口型和表情。（2）教师再说Im ×××（教师自己的名字）。注意夸大口型发出Im的音给学生听。让学生模仿发音。告诉学生意思是“我是”。让学生在后面接上自己的姓和名，表示“我是×

4、15;×。”（3）教师带领学生反复练习Im的发音。在基本掌握后，再带领学生操练这个句型，让学生在Im后面说出自己的名字。练习两遍后教师在黑板上写出Hi, Im这个句型，再教学生读Hi，告诉他们是“喂”的意思。（4）学生自由练习句型，教师巡视指导。练习完后，请两位同学到讲台前表演一下。4、总结本节课所学习的内容。5、布置学生在课后多练习刚学完的这个句型。 The second period1、复习巩固上节课学习的课堂用语以及句型和新单词。2、学习书中内容并填空。教师让学生翻开书本第一页齐读一遍，鼓励学生进行角色扮演。3、找学生出来表演，让一个男学生（扮演Ken）和一个女学生（扮演Ann

5、 ，可用自己的名字）在讲台前作自我介绍的表演。完成后继续让其他的同学出来表演。最后把Learn to say填空。4、课堂活动通过学习句型，对学生进行礼貌教育，使新同学之间互相认识。（1）把全班同学分成若干组，各组按顺序到相邻的下一组一对一对地自我介绍。（2）开火车练习句型，看看哪一组最快最好地把句型背出来,奖励一支小红旗。5、同桌之间互相检查对方是否已熟练掌握新句型（互相背诵）。6、布置作业：背诵Hello和 Learn to say的内容。 The third period一、教学目的与要求1、能听懂并会说×××, touch your nose/eye/mo

6、uth,please. 2、并掌握单词：touch、nose、eye、mouth3、 听懂×××,touch your nose/eye/mouth, please, 并作出相应的动作。二、教学重点：学会句型×××，touch your nose/eye/mouth, please, 并作出相应的动作。三、教学难点1、学习用句子×××，touch your nose/eye/mouth, please, 并作出相应的动作。2、掌握新单词：touch、nose、eye、mouth。四、教学过程1、复习教师先

7、让学生齐读Lesson one,然后进行角色扮演(以游戏形式进行).2、学习新单词:touch、nose、eye、ear、mouth.教师站在讲台前，点着鼻子对学生说：“nose”,让学生注意教师发音的口型。用同样的方法，教会单词eye、ear、mouth等。3、学习单词touth、nose、eye、ear、mouth.学习用句型×××,touch your nose, please.进行表演.（1）教师在讲台前作示范，带表情和手势。要求学生注意看教师发音的口型和表情。（2）教师注意夸大口型发音给学生听。让学生模仿发音。告诉学生意思是“请触摸你的鼻子”。指示学生当

8、老师发出这个口令时,你们要点着你们的鼻子.（3）教师带领学生反复练习eye、mouth的发音。在基本掌握后，再带领学生操练这个句型，让学生在老师的指示下熟练作出各种动作.（4）学生分组自由练习句型，教师巡视指导。练习完后，请两位同学到讲台前表演一下。4、教师在黑板上的四个角分别画出耳朵、鼻子、眼睛、嘴巴。告述学生老师说哪个词，你们就点哪个角。5、总结本节课所学习的内容。6、布置学生在课后多练习刚学完的这个句型。 The fourth period1、复习巩固上几节课学习的课堂用语以及句型和新单词。2、让学生出来表演上几节课学习的内容.3、教授Sing the song.(1) 先带读两边(2)

9、 有节奏带唱(3) 加上动作有节奏地唱4、课堂活动通过学习句型，对学生进行礼貌教育，使新同学之间互相认识。（1）把全班同学分成若干组，各组按顺序到相邻的下一组一对一对地边唱边做动作。（2）开火车练习，看看哪一组唱得最好,奖励一支小红旗。5、同桌之间互相边唱边做动作6、布置作业：背诵Lesson One和 Lesson Two的内容 The fifth period一、 教学目的与要求1 能熟练掌握单词：an apple、an ant、a book、a banana2 有节奏地唱儿歌（Say the rhyme）3 能将单词与实物对应起来二、 教学重点：熟练掌握单词：an apple、an an

10、t、a book、a banana三、 教学难点：能熟练掌握单词：an apple、an ant、a book、a banana四、 教学过程1、复习（1）、师带微笑走上讲台对学挥手：“Hi, Im ×××.”让学生回答。（2）、教师依次举起Mooky, ken, Ann和Uncle ,Booky的面具，让学生向他们问好。2、新授学习新单词：an apple、an ant、a book、a banana(1)读熟阶段：教师拿出实物或图片依次带读：This is an apple.” 重复单词 an apple.”用同样的方法，用an ant、a book、a ba

11、nana替换。 (2)举起单词卡片，让学生说出英语名称。(3)教师在黑板的四个角上分别画出苹果、蚂蚁等，学生老师读到单词，你们就指着那个角。1、 谜游戏：T：想不想玩猜谜游戏呢？S：想！T：有一种水果猩猩最喜欢吃的，黄色的？S：banana!1、连线：让学生打开书本第七页。鼓励他们描述看到的东西。让学生用手指着英文单词并朗读。鼓励学生用线将单词与相应的图连在一起。检查答案时让学生念出单词，同时手指着相应的图。5、 唱儿歌（Say the rhyme） 教师先让学生听录音带跟读两遍。教师给儿歌加上动作，然后让学生跟着老师边唱边做动作。请学生出来表演。6、小结教师把预先准备好的图片发给学生，并怪声

12、怪气地说：“老师不见了四件礼物，本来是要送给你们的，谁帮老师找一 下呢？”这四件礼物也是我们今天所学习的四个单词：（引导 学生说）an apple、an ant、a book、a banana. The sixth period一、 教学目的与要求1、 熟练掌握Hello, Im×××.2、 能用Hello, Im×××介绍自己.要求模仿正确，语调自然。二、 教学重点：熟练掌握句型Hello, Im×××.三、 教学难点：能用句子Hello, Im×××.，进行自我介绍。四、

13、 教学过程1、 复习（1） 教师拿出上一课学习的单词卡，举起让学生读出来。然后让学生站起来并加上动作，唱出上一课的儿歌。（2） 教师带起Mocky的面具，并挥手说：“Hello, Im Mocky.”学生回答：“Hello, Mocky.”教师依次带上Ann、Ken、Uncle Booky的面具作介绍，让学生回答。2、 新授（1）利用电脑制作的软件给学生看第8页的图片。（2）提问：“你们能看到什么？”让学生对这幅图做出描述和评价。图中的小朋友开不开心，他们在哪？他们在做什么？引导学生说打招呼。（3）教师指着图中的人物介绍：“Ben, Tim, Lisa, Tina, Ted.”让学生重复跟读几

14、遍。（4）教师拿出Ben的图片放在面上，对学生说：“我现在扮演Ben，我要介绍自己了：“Hello, Im Ben.”让学生跟着读。用同样的方法教“Hi, Im Tim/Lisa/Tian/Ted。（5）利用电脑软件播放书本第8页的情景，有条件的学校可以播放动画影片。（6）让学生读句子。指着每幅图引导学生集体念出完整的句子。3、扩展性活动让学生在空格处把自己的像画在这里，画图并描写单词：“Hi, Im”，最后写下他们的名字以完成句子。检查时可以请学生将画展示给全班看，并说出：“Hi, Im”。让学生打开书本第9页，让他们描述图：图里有些什么人？他们在哪里？他们在做什么？告述学生在这幅图中藏有几

15、样东西，他们要找到这些东西并给它们图上颜色。3、小结现在，我们学了“Hi, Im”，我们以后就要用这句话来向别人介绍自己Unit 2 About me A: Teaching Aims:1. Learn to read the word: a girl ; a boy ; a monkey ; a cat ; a crocodile ; a duck ; a dog .2. Learn to say: Im a monkey. Ann is a girl. Ken is a boy.3. Sing the song ; Match and color.4.Make the picture, F

16、ind and color.B: Strong Points:Read and say all the lessons and word.C: Weak Points: Make the picture.D: Tools: Recorder, the Poster for this Unit, flashcard for this Unit.E: Periods divided: Four Periods. The first period 1. Revision(1) Hold up the puppet of Mocky and mime him saying: “Hello, Im Mo

17、cky .” Have children return the greeting and elicit, “Hi, Mocky.”(2) Repeat the step above with the mask for Ann and Ken.2. Presentation of new language:Put on the mask of Ken and model the new structure, Im a boy. Repeat twice. Now have the children repeat after you.(2) Repeat the step above using

18、the mask of Ann to present the structure.(3) Hold up the flashcard of monkey and introduce the structure, Im a monkey. Repeat the first step.(4) Review the new vocabulary by saying each word (monkey, boy, girl). Have children repeat the word and point to the matching character.3. StoryHave children

19、open their books and look at the picture. Ask , “Who can you see?” Elicit, “Mocky, Ken, Ann.”Have the class look at the picture as you play the tape.Play the tape again. Have the children repeat the words.4. Learn the wordsHave children open their books and direct their attention to the new vocabula

20、ry on the right-hand side.As you play the tape, have the children point to correct picture. Now point to a photograph of a boy (Jim), Elicit, or say, “A boy. Jim is a boy.” Repeat this for each photograph, eliciting the correct vocabulary.Have children work in pairs. They take turns to point and say

21、. The second period 1.RevisionPlay a game: change the groups and change the spaces in the room.e to the new lesson:Introduce please and thank you. Mime a little sketch to convey the meaning of each word. Once you have checked that the children have understood the new vocabulary, model the words by r

22、epeating them two or three times and have children repeat after you in a choral drill.Play a game: pass ball. (Repeat this with other children. Ask them to form two or three lines and see which line finishes first.3. Touch and sayHave children open their books and point to Uncle Bookys speech bubble

23、s. As you point to the words, say, “Please” and “Thank you.” Have children read the words and repeat them after you.Have children look at the five photographs and describe what they can see in each one.Hold up your copy of the book and have the puppet of Uncle Booky point to the first photograph. Ex

24、plain that children are going to look at the picture and decide if the word to describe the picture is Please or Thank you.Continue pointing to the other photographs and elicit the words from children in a choral drill.Have children work in pairs.4. Sing the songExplain to children that they are goi

25、ng to learn a song using Please and Thank you.Read the words to the children, pointing to each word.Play the tape for the whole song and have children listen and respond physically to the commands.5.ExtensionHave children take turns to do things for each other through mime and say, “Please” and “Tha

26、nk you .”Mime an example for children to watch before having them work in pairs: indicate to a child to pass you a book and say , “Please.” When you have the book, say “Thank you.” The third period 1.Revision(1) Teach the commands Stand up and Sit down by using hand gestures.(2) Review the words Ple

27、ase and Thank you. Play a Simon-Says-style game.(3) Begin by saying, “Please sit down” and “Please stand up” two or three times. Now vary the exercise by sometimes saying only the commands, without Please.2. Listen and practice(1) Have the children open their books and draw their attention to the ph

28、otograph of the cat. Point to the picture on the page and say, “This is a cat.”(2) Play the tape, pointing to the photograph matching the word.(3) Now replay the tape and have children touch the photograph as they listen.(4) Play the tape one more time and have children listen and say, “Cat” aloud.(

29、5) Repeat the procedure with the word “Crocodile, duck, dog.”4. Match and color(1) Hold up the word cards (cat, crocodile, duck, dog), ask children to say these words in English.(2) Have children open their books and look at the pictures.(3) Direct childrens attention to the English words and read o

30、ut aloud the words.(4) Now have children match the words with the pictures of the things.(5) Ask children to color each picture. The fourth period 1. Revision.(1) Begin the class with students saying the rhyme loudly, encouraging them to clop to keep the rhythm.(2) Say the following commands and hav

31、e children listen to and follow them.(3) Review the vocabulary and structures for this Unit with the Poster, or have children look at the picture on page 10.2. Make the picture(1) Have children open their books and look at the two halves of the page. Point to the word girl , model it and have childr

32、en repeat after you. Do the same for the word boy.(2) Explain that children are going to draw pictures of a girl and a boy, color them with crayons, and decorate them with yarn, string, scraps of cloth. Hand out scissors, glue, crayons, and the craft materials. Set enough time for children to make t

33、heir pictures and then have them share their art with the rest of the class.(4) If there is not enough time, ask children to finish the rest of the work at home.3. Find and color(1) Use the word cards to review the words learned in this unit and unit one.(2) Children open their books and look at the

34、 picture.(3) Explain that in the picture there are some hidden objects. They have to find them and make a circle around each of them.(4) Give children some time to look for the objects.(5) When all the children have recognized the objects, have them color each object and share their pictures with th

35、e whole class.The fifth periodPlay games:1.Have children stand in a circle . Put on your mask of Mocky and say, Im a monkey.” Have the children choose a Character Mask to put on.2.Throw the ball to a child who is not wearing a monkey mask . He/she stand up and says. “Im a (boy).” Children continue t

36、hrowing, catching and producing the new structure and vocabulary. The only rule is that children cannot throw the ball to someone who will repeat exactly what they said.Teaching:1. Introduce please and thank you. Mime a little sketch to convey the meaning of each word. For example , pick up and carr

37、y a pile of books toward the classroom door with both hands . Signal to one of the children that you want him or her to open the door for you and say, “please.” When the child opens the door for you, look relieved and say to him or her, “Thank you.” Once you have checked that the children have under

38、stood the new vocabulary, model the words by repeating them two or three times and have children repeat after you in a choral drill.2. Games: The box can only be passed along if the next person in the line says , “please” and “thank you”. Hold the box and have the child at the front of the line say,

39、 “thank you.” Continue until the box reaches the end of the line.Sing the song1. Explain to children that they are going to learn a song using please and Thank you.2. Read the words to the children, pointing to each word.3. Play the tape for the whole song and have children listen and repond physica

40、lly to the commands.4. Play the tape again and have children join in while they follow.Action:1. Have children take turns to do things for each other through mime and say, “please” and “thank you”. They might: open the door/window, pass a pencil, lend and eraser, tie a shoelace, and so on.2. Mime an

41、 example for children to watch before having them work in pairs: indicate to a child to pass you a book and say, “please.” When you have the book, say “thank you.” The sixth periodStructures:Im a girl(boy)Vocabulary:cat ,crocodile, duck , dog, boy, girl, monkey, please, thank you, stand up, sit down

42、.Teaching:1. Teach the commands stand up and sit down by using hand gestures. As you say, “stand up,” place your hands side by side, palms facing up, and raise your arms . As you say, “sit down,” place your hands side by side, palms facing down. And lower your arms . repeat two or three times.2. Gam

43、es: Play a Simon-Says_ style game. Begin by saying, “please sit down” and “please stand up” two or three times . Now vary the exercise by sometimes saying only the commands, without Please.Listen and practice:1. Point to the picture on the page and say, “This is a cat”.2. Play the tape , pointing to

44、 the photograph matching the word.3. Now replay the tape and have children touch the photograph as they listen.Say the rhyme1. Read the rhyme to the children.2. Explain the main idea of the rhyme to the students.3. Play the tape for the whole rhyme and have children listen and point to the words and

45、 the matching pictures on the page.4. Add some actions when chanting the rhyme and ask children to act it out.5. Review the words and match them.Unit 3 At school The first period Structures (New)Productive: Its a (book).Receptive: Is this a (book) ? Whats this ?Structures (Review)Im a (boy).Commands

46、: Stand up . Sit down.Vocabulary (New)chair , pencil , bagPreparation1. the puppet of Mocky Ken Ann2. flashcards for this Unit: chair pencil bag3. the Poster for this Unit教学过程 Warm-up1、 让学生对一个男生说:“Hi”，对一个女生说：“Hello”，做几次后，教师说:“Sit down”.2、 举起布偶Mocky，用它的口气对学生说：“Im a monkey.”举起Ken的面具说：“Im a boy.”举起Ann的

47、面具说:“Im a girl.”3、 让学生戴上一个面具。教师指令学生说：“Im a (girl).”依此类推直到大多数学生都有机会说一次。Preview1、 举起一只铅笔说：“Its a pencil.”示范读两遍，让学生跟读。2、 用同样的步骤教chair , bag。3、 举起单词卡片pencil问：“Whats this?”引导学生一起回答：“A pencil”，用同样的步骤教chair , bag。Presentation of new language1、 指着一把椅子问：“Whats this?”引导学生回答：“Chair.”。教师说：“Yes , its a chair. ”示

48、范性地说：“Its a chair.”两遍，然后学生跟读。2、 重复上述步骤，教“Its a pencil.”3、 将本单元挂图挂起，教师说：“Point to a girl.”然后说：“Point to a boy.”问：“你们能看到谁？”引导学生说：“Ken , Ann and Mocky.”4、 让学生用自己的话描述图。5、 指着图片Mocky的椅子问：“Whats this?”引导出结构：“Its a chair.”教师指着说的话说：“Yes. Its a chair.”Touch and say学生活动手册第三者19页1、 让学生打开书，看这一页右边的新词汇。2、 教师放录音，让学生

49、指着相应的图片。3、 再放一遍录音，教师将自己书的这一页展示给学生看。4、 不放录音，让学生一起朗读这些词。让学生边读边指着相应的单词。5、 让学生看主图，教师说：“Show me a chair.”学生拿出椅子的卡片。6、 重复上述步骤教pencil, bag。7、 让学生两人一组轮流指和说。教师与一个学生做示范，学生指一张卡片，老师说：“A book.”8、 举起布偶Uncle Booky问学生：“这是谁？”引导学生回答：“Uncle Booky”9、 让学生打开书本看图。让他们看Uncle Booky说的话以及它举着的画。问学生他们认为Uncle Booky是否猜对了它看到的物体。10、

50、 教师举起自己的书，让学生看第一张照片。引导学生说出正确的句型和词汇。如：“Its a (pencil).”用同样的方式将其它图片过一遍。11、 学生进行两人活动。一个学生指图，另一个学生说单词。12、 学生可以自愿给全班表演刚练习的问答。Homework把新教的单词及课文句子读给爸爸、妈妈听。 The second period Structures(New)Commands: Open your books.Close your books.Take out four boosPut it in your bag.Structures(Review)Productive: Its a (b

51、ook).Commands: Stand up, sit down.Vocabulary(New)egg ,elephant ,fish ,frogVocabulary(Review)book ,pencil ,bag ,chairPreparationflashcards for book , pencil , chair , bagthe puppet of Uncle Booky and Mocky教学过程Warmup1、 教师说：“Show me a book.”学生举起一本书。练习句型“Open your books.”和“Close your books.”用手势表现句子的意思。每

52、一个指令说几遍，学生听指令做动作。2、 学生坐好合上书。教师给指令，学生做。“Girls, open your books. Boys, stand up. Girls, close your books, sit down. Girls, stand up. Boys, open your books. Girls, sit down. Boys, close your books.”Preview1、 举起本单元单词卡片，问：“这是什么？”引导学生说：“Its a (pencil).”2、 将单词卡片贴在黑板上，教师说：“Point to a (book).”让学生指出你刚才说的东西。可以

53、请单个学生到前面来指。3、 让学生闭上眼睛趴在课桌上，拿走一张卡片。让学生睁开眼睛，教师提问：“哪一个不见了？”学生要说出抽走的卡片上的词。完成其他四个单词。Listen and act学生活动手册第20页1、 举起布偶Uncle Booky说：“这是谁呀？”让学生向它问候说：“Hello, Uncle Booky.”2、举起布偶Uncle Booky和Mocky，告诉学生Uncle Booky正在跟Mocky说话。放第一句指令，教师假装成Mocky，按照指令做动作。至少示范两遍。3、放录音，让学生听并指书上相应的图。4、教师发出指令，自己做，让学生跟着做。5、教师发出指令，让学生做。6、用同

54、样的步骤完成其它指令。Sing the song学生活动手册第21页1、 让学生打开书看歌曲周围的插图。指着其中的物体，引导学生说出词汇book, pencil, bag, chair。2、 给学生朗读歌词，并用手依次指每一个单词。3、 放录音，让学生将歌完整地听一遍，并根据听到的指令作出相应的反应。当他们听到教室里的物体名称时，就指那个物体。4、 再放录音并让学生跟着一起唱。5、 将学生分成两组。一组唱，另一组指唱到的物体。然后两组交换，再唱一遍。Homework回家把歌曲唱给父母听。 The third period Structures(Review)Its a (book).Vocab

55、ulary(Review)Pencil, chair, bag, take out, open, close, put inPreparationPrepare Drillcard Master 2 (page127) for Charades. Photocopy onto light card and cut up into individual cards.Pencils or crayons for drawing, a box or hat for Charades cards.教学过程Warmup1、让学生听下面的指令按顺序做动作。“Stand up, open your book

56、s, close your books, sit down.”“Open your books, stand up, sit down, close your books.”“Point to a chair, open your books, stand up, close your books.”“Show me a pencil, sit down, open your books, point to a chair.”“Point to a bag, stand up, close your books, sit down.”Listen and practice学生活动手册第22页1

57、、 让学生打开书看鸡蛋图。教师指着它说：“This is an egg.”2、 放录音，教师边听边指相应的图。3、 再放一遍录音，请学生边听边指相应的图。4、 第三遍放录音，让学生听录音并重复单词：egg。5、 用同样的步骤教elephant。6、 再以同样的方式教单词fish, frog。Say the rhyme学生活动手册第22页1、 教师将歌谣念给学生听，并用手依次指每个单词。2、 将歌谣的大意讲给学生听。3、 把录音完整地放一遍，让学生边听录音边指这一页上的词和相应图。4、 再放一遍录音让学生一起参与，鼓励他们拍手来掌握节奏。5、 要求学生整体地去学习、模仿歌谣，不过多地讲单词、句子。6、 说歌谣时加一些动作，让学生表演。Trace and say学生活动手册第23页1、 教师将一些图片贴在教室的黑板上（frog, fish, elephant等），指着一位学生说：“Show me a (fish).”让这位学生指出鱼的图片。继续让其他学生练习本单