牛津深圳版小学英语一年级上-1A教案完整版

一年级英语教案设计2012-2013年度第一学期设计:李爽内容:牛津英语一年级上册班级:一年级(3、4、5)班一年级（3、4、5）班英语教学工作计划2012-2013学年度第一学期李爽本人这学期担任一年级（3、4、5）班的英语教学工作。为了更好的完成本学期的教学任务和提高学生的学习效率，制定以下教学计划。一、学生基本情况分析一年级新生，面临着学习习惯，生活习惯的培养，学生的能力也各不相同，有的上过幼儿园，有的没有接受过任何教育，这给教学带来了很大难度。新教材难度大，对学生要求高，听说读写都要掌握，家长要重视和配合，共同努力培养学生的良好的学习习惯和方法。二、教学要求本学期使用的教材是新教材，本套教材根据牛津英语教材NewEnglishFirst!,NewOnTarget!和NewOxfordEnglish,由上海市中小学（幼儿园）课程改革委员会和牛津大学出版社（中国）有限公司合作改编、为了使教材更加的适合深圳学生的实际情况，又由深圳市教育科学研究院对现行英语教材（牛津上海版）进行适当改编。教材提供两本书，一本学生用书和一本活动手册。本教材一共有4个模块，每个模块包括三个学习单元和一个复习单元。每一单元分Let＇sact.Let＇stalk.Let＇ｓlearn.Let＇act.Let＇splay.Let＇senjoy六个版块。整本书教学内容与学生生活紧密联系，围绕“文具，身体部位，家庭，数字，动物，颜色，食物”几个话题，学习简单的交际用语。每一单元穿插字母音和形的学习。本学期要求学生掌握的基础知识有：1、学会问候语，自我介绍；2、部分文具得名称；3、学会身体部位名称；4、学会介绍自己的家人和朋友；5、学会10以内的数字和简单的水果名称；6、学会几种食物的名称动物的名称；7、学会问颜色；8、学会简单的祈使句；9、学会用what＇sthis？问话。三、学期教学总目标：1激发小朋友学习英语的兴趣，培养他们学习英语的积极态度，并具有一定的语音、语调，及良好的学习习惯和英语交际的能力，为以后学习打下良好的基础。2能听懂、理解Let＇sact.中的句子,并能根据指令，做出动作反应。3能说Let＇stalk中的句子,能在情景中进行简单的交流.4.能认读Let＇slearn中的单词.5能做一些英语小游戏。6能唱Let＇senjoy中的歌谣和小诗,理解小故事。四、具体措施为了能够更有效的完成以上的教学任务，并给学生打下坚实的英语基础，现制定以下几项措施：1.对于单词，要求学生起码做到听、读过关，然后就是写和运用于句型当中。主要通过单词游戏来检测。2.关于句型，要求他们熟练掌握书上的句式和句子并作简单的运用；对于基础较好的学生要求他们能够灵活运用。主要通过短剧表演的形式来提高他们对于运用英语和他人沟通的兴趣与信心。3.因为新教材更贴近学生的真实生活，应多鼓励他们在日常生活中运用学过的知识和他们的朋友、家长进行沟通。教学计划进度表（2012～2013学年度第一学期）Module教学内容课时数Module1GettingtoknowyouUnit1Hello！3Unit2MyclassmatesUnit3MyfaceRevision1331Module2Myfamily,myfriendsandmeUnit5MyfamilyUnit6MyfriendsRevision2Unit4Icansing333331Module3PlacesandactivitiesUnit7Let’scountUnit8Apples,pleaseUnit9MayIhaveapie?331Revision3Module4TheworldaroundusUnit10OnthefarmUnit11InthezooUnit12IntheparkRevision4331课时计划第二周星期一第2节2012年9月10日Module1GettingtoknowyouUnit1Hello!Period1Usingthekeywordsincontexte.g.,morning,afternoonUsingformulaicexpressionstogreetpeopleandbidfarewelle.g.,Hello./Goodmorning./Goodafternoon./Goodbye.Languagefocus:Languageskills:ListeningIdentifythekeywordsinanutterancebyhearingthepronunciatione.g.,morning,afternoonUnderstandformulaicexpressionsofgreetingsandfarewellincontext,andrespondappropriatelye.g.,Hello./Goodmorning./Goodafternoon./Goodbye.Understandasimplestorywiththehelpofpictures,puppetsortheteacher’sbodylanguageUseformulaicexpressionstogreetpeopleandbidfarewellintheappropriatecontexte.g.,Goodmorning./Goodbye.SpeakingStepContentsMethodsPurpose巩固准备期学过的歌曲。活跃课堂气氛，激发学生学习兴趣。Pre-taskpreparationsSong:Goodmorning.Listenandsingthesong.Hello!I’m…Theteachergreetswiththepupils,thenthepupilsgreettotheteacher.在加师生间交流的同时操练句型。Watchthedialogueonthescreen.Kitty,Ben,AliceandTommeet创设情境，引出问候语。激While-taskproceduresHello!/Hi!attheschoolbusstop.发学生学习的兴趣。Goodbye!Theygetontheschoolbus.Aliceandhermumsay“Goodbye.”toeachother.Watchthedialogue.Listenandsay.通过观看动画，直观理解意思。模仿动作，练习对话。Goodmorning!根据图片提示，理解什么时候用“morning”Goodafternoon!Watchthedialogue.Sayandact.编对话，将前面学的句子串联起来，进行表演。熟悉本教材人物Introducethefivefriends’name.TheyareDANNY,EDDIE,ALLICE,KITTYandTOM.Post-taskactivitiesAskthestudentstomakeshortdialoguesingroups.Thenhavethestudentslistentothesong“Goodmorning”onpage5巩固练习，学习歌曲，提高学习兴趣。1.Singthesong“Goodmorning.”2.GreetingtotheparentsinEnglish.Homework：1、本堂课教学时我有意识地根据教学内容创设情境，引出问候语，活跃课堂气氛，从而激发学生学习兴趣。。Suggestion:2、在教学过程中采用编对话的形式，将前面学的句子串联起来，并让学生进行表演，这样的目的是为了更好的巩固教学内容。3、课时计划第二周星期三第1节2012年9月12日Module1GettingtoknowyouUnit1Hello!Period2Usingthekeywordsincontexte.g.,morning,afternoonUsingformulaicexpressionstogreetpeopleandbidfarewelle.g.,Hello./Goodmorning./Goodafternoon./Goodbye.Languagefocus:Languageskills:Identifythekeywordsinanutterancebyhearingthepronunciatione.g.,morning,afternoonUnderstandformulaicexpressionsofgreetingsandfarewellincontext,andrespondappropriatelye.g.,Hello./Goodmorning./Goodafternoon./Goodbye.Understandasimplestorywiththehelpofpictures,puppetsortheteacher’sbodylanguageListeningUseformulaicexpressionstogreetpeopleandbidfarewellintheappropriatecontexte.g.,Goodmorning./Goodbye.SpeakingStepContentsMethodsPurpose巩固准备期学过的歌曲。活跃课堂气氛，激发学生学习兴趣。Pre-taskpreparationsSong:Goodmorning.Listenandsingthesong.Hello!I’m…Thepupilsgreettotheteacher.热身，操练句型。Hi!I’mDanny.Hello!I’m…抽签表演我们的小伙伴，练习句字。While-taskproceduresActDanny,Eddie,Kitty,Alice.AschooldayShowthemmovie，tellthestory“Aschoolday”in“let’sact”onstudent’sbookpage4学习文章，用讲故事的方法引导孩子练习学过的句型。slowlyandclearly,withthehelpofpicture,puppetsandyourbodylanguagePromptyourstudentstocompletethesentenceswhennecessary.Askthestudentstoactoutthestory“Aschoolday”onpage4.Thenhavethestudentslistentothesong“Goodmorning”onpage5andsingalongusinghandmotions.Singasong缓解课堂气氛，在愉快的气氛中复习学过的歌曲。巩固练习，学生自主选择搭档进行表演。Post-taskactivitiesAskthestudentstomakeshortdialoguesingroups.ReadstudentbookP2.3.4sing“goodmorning”Homework：1、本节课同时注意了学生听力能力的培养。2、不足：在学生编对话时，应该多加辅导，不能只求形式，更应注重实际效果。Suggestion:课时计划第二周星期五第1节2012年9月14日Module1GettingtoknowyouUnit1Hello!Period3Usingacommonpatterntointroduceoneselfe.g.,I’m…ListeningLanguagefocus:Languageskills:UnderstandthepatternI’mKitty.Understandformulaicexpressionsofgreetingse.g.,Nicetomeet/seeyou.IdentifysomeEnglishnamese.g.,Kitty,Alice,Tom,Ben,Eddie,DannyandMissFangUseacommonpatterntointroduceoneselfe.g.,I’m…UseformulaicexpressionstogreetpeoplepolitelySpeakinge.g.,Goodmorning./Goodbye.StepContentsMethodsPurposeHi.I’m…ShowthecharactersofUnit1.Usethefingerpuppetstohave活跃课堂气氛，激发学themintroducethemselves.生学习兴趣。Pre-taskpreparationsWhile-taskproceduresHello!I’m…Hi.I’m…AskthestudentstoplaytherolesinUnit1.根据低年级的年龄特点，模仿和表演是学生所喜爱的活动，能激发学生学习的兴趣。巩固练习，训练学生的听力能力。WorkbookP2Listenandnumber.Post-taskactivitiesWorkbookP4Lookandsay.Drawandwrite.检查学生的掌握程度。Homework：Singthesong.1、在教学时我能根据低年级的年龄特点，采取模仿和表演这样的学生所喜爱的活动，极大地能激发学生学习的兴趣。2、不足：为了赶时间，教学中不能面向全部学生，有些学生不能积极的参与到教学活动中，时不时会开小差，有待于想出更好的方法，让这些学生养成良好的学习习惯，在他们开小差时，根据实际情况来减少开小差的机会，提高学习效率。Suggestion:课时计划第三周星期三第1节2012年9月19日Unit2MyclassmatesPeriod1Usingnounstoidentifyschoolsuppliese.g.,rubberUsingsimplelanguagetopointoutobjectse.g.,Abook!Languagefocus:Languageskills:ListeningUnderstandsomewordsusedforcommonschoolsuppliese.g.,book,ruler,pencil,rubberLocatespecificinformationinresponsetosimpleinstructionse.g.,Abook!ListeningPronouncethekeywordscorrectlye.g.,book,ruler,pencil,rubberUsemodeledphrasestocommunicatewithotherstudentse.g.,Abook!SpeakingPronouncewordsinconnectedspeechcorrectlybylinkingthemtogetherandusingappropriatestressPre-taskpreparationsSingasongDailytalkContentsHowareyou?Fine,thankyou.Goodmorning!Goodmorning!ContentsMethods歌声能活跃气氛，营造英语氛围。PurposePurposeWhile-taskproceduresMethodspencil1.Askandanswer.T:Nowlet’sdrawapicture.2.Theteacherpointtothepencilandsay:one,one,one,onepencilBook,rubber,rulerT:Whatelsedoyouhaveinyourbag?S:Book,rubber,ruler.通过师生问答既复习了所学学习用品为新课做下铺垫，又培养学生用英语交流的能力。OnepencilTwopencils1.Showonepencil:one,onepencilShowanotherpencil:one,onepencilPut2pencilsinall:two,twopencils通过实物演示理解英语单复数。Post-taskactivitiesContentsMethodsPurposeGame(出示各种文具、水果、食品等图片)T:Doyouwantthem?Pleaseaskme.S1:Pencil/rubber/…,please.S2:OK.Hereyouare.通过游戏巩固句型的掌握程度，同时培养学生之间互相帮助的习惯。Homework：Listenandreadthewords.1、通过师生问答既复习了所学学习用品为新课做下铺垫，又培养学生用英语交流的能力。2、通过实物演示使学生能够较好的理解英语单复数的运用。3、通过游戏的方式来检查学生巩固句型的掌握程度，同时培养学生之间互相帮助的习惯。Suggestion:不足：大后半节课稍显内容偏少些，还可以增加一些书面内容，不局限于口语的提高。课时计划第三周星期五第2节2012年9月21日Unit2MyclassmatesPeriod2Usingimperativestogivesimpleinstructionse.g.,Giveme…,please.Usingformulaicexpressionstoofferpeoplethingse.g.,Hereyouare.Usingformulaicexpressionstoexpressthankse.g.,Thankyou.Languagefocus:Languageskills:ListeningUnderstandformulaicexpressionsusedtoofferpeoplethingse.g.,Hereyouare.Locatespecificinformationinresponsetosimpleinstructionse.g.,Giveme…,please.Useformulaicexpressionstoofferpeoplethingse.g.,Hereyouare.SpeakingUseformulaicexpressionstoexpressthankse.g.,Thankyou.PronouncethephrasesandsentencescorrectlyPre-taskpreparationsSongContentsListenandsingthesong“Goodmorning.”Methods歌声能活跃气氛，营造英语氛围。问答的形式既复习了所学学习用品为新课做下铺垫，又培养学生用英语交流的能力。MethodsPurposePurposeRevisetheclassroomobjectsvocabulary.(1)T:Whatdoyouhaveinyourbag?(2)Letthemputtheirpersonalitemsonthedesks.While-taskproceduresContentsLearntosay:Givemearubber.(1)Sayastorylikethis:We’redrawing.ButIhaven’tarubber.SoIsaytoapupil:Givemearubber,please.Thenletthepupilgivemearubber.(2)Turntootherpupilsandsay:“Givemearubber,(ruler,pen,pencil,book,bag)please.”故事的形式，激发是小朋友英语学习的兴趣，创造了良好的学习氛围。(3)Listenandsayafterthetape.GameT:Children,canyoudomeafavor?Givemea…,please.通过游戏边说边练，巩固所学。Hereyouare.Thankyou.Sayandact:Givemea…,please.Hereyouare.Thankyou.Post-taskactivitiesContentsMethodsPurposeDialogue(S-S)Askandanswer.Givemea…,please.Hereyouare.通过游戏巩固句型的掌握程度，同时培养学生之间互相帮助的习惯。Thankyou.1.Listenandreadthesentences.2.Actoutthedialogue.Homework：Suggestion:1、以讲故事的形式来激发小朋友英语学习的兴趣，很好的创造了良好的学习氛围。2、以师生问答的形式既复习了所学学习用品为新课做下铺垫，又培养学生用英语交流的能力，学生的参与率很高。3、注意了学了新内容及时进行巩固，以机械、半机械和活用操练的方式层层提高，较好的对新授内容进行了复习巩固。今天的课总体上来说比较成功。课时计划第四周星期一第1节2012年9月24日Unit2MyclassmatesPeriod3Usingimperativestogivesimpleinstructionse.g.,Giveme…,please.Usingformulaicexpressionstoofferpeoplethingse.g.,Hereyouare.Languagefocus:Usingformulaicexpressionstoexpressthankse.g.,Thankyou.Understandformulaicexpressionsusedtoofferpeoplethingse.g.,Hereyouare.Locatespecificinformationinresponsetosimpleinstructionse.g.,Giveme…,pleaseLanguageskills:SpeakingListeningUseformulaicexpressionstoofferpeoplethingse.g.,Hereyouare.Useformulaicexpressionstoexpressthankse.g.,Thankyou.PronouncethephrasesandsentencescorrectlyPre-taskpreparationsQuickresponse:Touchyour…ContentsTouchmy…Methods活跃气氛，复习旧知。PurposeWhile-taskproceduresHi,Alice!It’syou!Look!Thisisyourmouth.Song:Myface1.Showthepicture“Hi,Alice!It’syou!”Pointtothepictureandsay:It’syou!2.Sayandact:Look!Pointtothepictureandsay:Thisisyourmouth.利用图片演示，操练句型。唱唱跳跳，表演歌曲，增加学生学习3.Askandanswer:No,it’snotme!的兴趣。Myface:Eyeandear,Andmouthandnose,Mouthandnose,Mouthandnose.1.Readthesentences.2.Listentothetape.3.Listenandsingthesong.4.Singandact.WB:P.12and13PartDandTask通过练习，巩固句型。Dotheexerciseontheworkbook.Post-taskactivityHomeworkSayandact:Look!Thisisyour…Singandactthesong.Suggestion:今天的教学形式多样，学生比较配合，所以复习效果很好。课时计划第四周星期三第2节2012年9月26日Unit3MyfacePeriod1Languagefocus:Understandsomeexpressionsofintroducingthepartsofaface.Usemodeledsentencestocommunicatewithotherstudents.Understandformulaicexpressionsofintroducingthepartsofafacee.g.,eye,mouth,face,nose,earunderstandingpronounsthatshowwhichitemisbeingreferredtoLanguageskills:Listeninge.g.,Look!Thisismy….IdentifyingthekeywordsinanutterancebyhearingthepronunciationUsingmodeledphrasestocommunicatewithotherstudentse.g.,Look!Thisismy…Beginninganinteractionbyintroducingthepartsofafacee.g.,Look!Thisismy….SpeakingPre-taskpreparationsContentsMethodsPurpose1.Song/Goodmorning/2.Arhyme3.Dailytalk1.Singthesong2.Saytherhyme/Abook,apencil/愉快的气氛，有利于孩子学习英语建立良好的口语学习气氛e.g.Hello.Goodmorning.Pleaseintroduceyourself.3.Sayordosomethingtheteacherasks.1.Showthemedia.1.ListenandsayhellotoJack.2.Learn“face”A,SaythewordB,Say“myface”“yourface”(action)C,Rhyme“face,face,myface,face,face,yourface”3.Saythesentence.4.face,face,myface,face,face,yourface…ear,ear,yourear.学习关于JACK学习五官的单词，孩子们更新换朗读歌谣，所以放在诗歌和歌谣里面学习五官更有效。让学生放松，提高兴趣。加强单词和句型的训练。Lookattheclownandlistentowhatdoeshesay.2.LookatJack,thisishisface.(action)3.Look,thisismyface.(action)4.Teach“mouth,nose,eye，ear”justlikestep1and2.5.Makearhyme.6.Song/Myface/7.Quickresponse:Askthestudentstopointtotheirorgans.8.Game:Introducethepartsofyourbody.While-taskprocedures5.Singtogether6.Pointtothepartsofthebody.7.Hello,I’m…Thisismy…展示例句，让学生进行实际操练。Pointtoandintroducethepartsofyourface.Makesurethestudentsunderstandthenewwords.Post-taskactivitiesListenandreadthesentences.Drawapictureofyourpartner.Homework：Suggestion:学生更喜欢诗歌，和歌谣。注意thisis连读的发音。需要多多练习。课时计划第四周星期五第2节2012年9月28日Unit3MyfacePeriod2Usingimperativestogivesimpleinstructionse.g.,Giveme…,please.Usingformulaicexpressionstoofferpeoplethingse.g.,Hereyouare.Usingformulaicexpressionstoexpressthankse.g.,Thankyou.Languagefocus:Languageskills:Locatingspecificinformationinresponsetosimpleinstructions.Listeninge.g.touchyourface.Understandingimperatives.e.g.TouchyourfacePronouncingthewords,phrasesandsentencescorrectlyUsingimperativestogivesimpleinstructionse.g.,touchyourface.SpeakingPre-taskpreparationsContentsMethodsPurpose1.Song/Myface/2.Dailytalke.g.,Hello.Goodmorning.Pleaseintroduceyourself.3.Readthewordswiththecards.1.Singtogether2.Sayordosomethingtheteacherasks.3.Readtogetherandpointtotheirbody.建立口语环境通过问答的形式，对单词进行复习.1.Showthemedia.Look,thisisEddie.Eddie,touchyourface(action)2.Eddie:Thisismyface.Elicitthenewword“touch”3.Touchyourface,boysandgirls.(T/P,P/T,P/P)4.Makearhyme.1.Lookcarefully.2.Readtogetheranddotheaction.3.Thisismyface.复习词汇学习新句子玩游戏，巩固单词，学习新句型While-taskproceduresPost-taskactivities4.Touch,touch,touchyourface…DialogueTouchyourface.Thisismyface.Touchyournose…通过游戏巩固句型的Playagame掌握程度，练习反应程度。Playthegamewithyourparentsandyourfriends.(Touchyourface…)SingasongHomework：Suggestion:Touchyour…..句型需要多练习。课时计划第六周星期一第2节2012年10月8日Unit3MyfacePeriod3Languagefocus:Usingimperativestogivesimpleinstructionse.g.,Giveme…,please.Usingformulaicexpressionstoofferpeoplethingse.g.,Hereyouare.Usingformulaicexpressionstoexpressthankse.g.,Thankyou.UnderstandingasimplestorywiththehelpofpictureLanguageskills:Listeningandtheteachersbodylanguage.Pronouncingthewords.Phrasesandsentencescorrectly.Usingmodeledsentencestocommunicatewithotherstudentse.g.thisisyourface.SpeakingPre-taskpreparations1.Makearhymewiththewords.2.Introducethepartsofyourbody.Contents1.face,face,myface,face,face,yourface…ear,ear,yourear2.Hello,I’m…Methods复习短语为以后的学习打下坚实的基础PurposeThisismy…1.Listentothetapeandreadthebook.2.Game:(fouragroup)Askonestudentactasapuppet.1.Listenandread.在游戏中学习，巩固句型。While-taskproceduresPost-taskactivities2.Thisstudentshoulddoactionsaccordingtothecommandsoftheotherstudents.P10—P11Finishworkbook完成练习，检查孩子本课学习情况Homework：Rewritethemistakesofyourworkbook.单词放在句子中认读上没什么问题，但是如果把单词分开来读，反映稍慢。Suggestion:课时计划第六周星期三第2节2012年10月10日Module2Myfamily,myfriendsandmeUnit4Icansing.Period1Usingverbstoindicateactionse.g.readsingdancedrawLanguagefocus:Languageskills:Identifyingthekeywordsinanutterancebyhearingthepronunciatione.g.readsingdancedrawListeningPronouncingthekeywordscorrectlye.g.readsingSpeakingPre-taskpreparationsContentsMethodsPurposeWarming-up1.Dosomegreetingseg:Hi!,Goodmorning.Goodafternoon.Goodbye.Howareyou?2.Saysomerhymes<Abook,apencil>通过快速应答的方式来巩固旧知识，可以快速的把学生带到英语学习的氛围中来。可朗诵一些学生以前的儿歌，给学生成功的体验经历，调动学生学习英语的积极性,并复习Ican句型,为新授服务。通过铅笔引出画图和花朵。3.Watchtheflashandtrytounderstandthemeaningbyteacher’spresentation.1.Tolearn:draw1.Teacherteachesthewordfloweranddraw,andasks:引出单词,激发学习兴WhatcanIdo?Thenanswerbyhimself”Icandraw.”趣。“Icandrawaflower.”2.Studentslookatthepictures,wordcardsandreadthe注意图、词的呈现，让学生能音、形、图word.While-taskprocedures3.Studentsrepeattheword,phrase,rhymeafter（意）统一起来。用图文结合的方式，teacher.Icandraw,Icandraw,Icandrawaflower.操练单词，熟悉句型。2.Toteach:read1.Teacherasksstudentstoreadtherhymetoelicittheword“read”and“Ican让学生在真实的朗读活动中理解read的含义，并巩read”.固draw,一举两得。2.TeacheraskswhatcanIdo?Andthenanswersbyhimself.Icanread.朗读儿歌，练习read,同时复习book，mouth,新旧结合。3.ReadarhymeRead,read,Icanread,Read,read,readabook,Read,read,withmymouth.Playagame1.Playagame:quickresponse通过不同形式的活动让学生快速有效地巩固今天所学的知识。Post-taskactivities1.listentothetapeonpage142.Readthenewwords.Homework：Suggestion:课时计划第七周星期五第2节2012年10月15日Unit4Icansing.Period2Usingthemodalverbcantoexpressabilitiese.g.Ican…ListeningLanguagefocus:Languageskills:Understandingtheexpressionofabilitiese.g.Icanread.identifyingspecificinformationinresponsetoquestionse.g.whatcanyoudo?Ican…..Usingformulaicexpressionstoindicateone’sabilitiese.g.Ican….SpeakingPre-taskpreparationsContentsMethodsPurpose1．Tolearn:sing1.Teacherusemouthtoelicitmouth’sfunction,eatandsing2.TeacheraskswhatcanIdo?Andthenanswersbyhimself.Icansing.3.Arhyme教师通过嘴巴的功能引出嘴巴的用处，朗读，吃东西，sing。学生在通过朗读儿歌，练习及复习单词，read,eatMouth,mouth,Icanread,,andsing。Mouth,mouth,readabook,Mouth,mouth,Icaneat,Mouth,mouth,eatanapple,Mouth,mouth,Icansing.Mouth,mouth,singasong.2.Tolearn:dance1.Teacherusesapuppettoelicitdance.通过唱歌跳舞的玩偶引出dance。2.Teacherasksstudents“whatcanyoudo?”Review“Ican…”1.Showfamouspeople’spictureof“LiuXiang”and通过名人图片巩固新“YaoMing”toreview“Ican…”句型，运用旧句型。Teacherasksstudentstousethegivensentence通过训练灵活运用新句型。2.patterntosaytheirownabilitiesWhile-taskproceduresTalkaboutyourabilitiesPleasetalkaboutyourabilitieswithyourpartnerandusethesesentences.“hello,Iam…/goodmorning,Iam….Icansing/dance/draw/read”学会在日常生活中使用句型。Post-taskactivities1.Singthenewsongtotheirfamily.2.Readp16--p17.Homework：Suggestion:课时计划第七周星期一第2节2012年10月17日Unit4Icansing.Period3Askingwh-questionstofindoutaperson’sabilitye.g.whatcanyoudo?Usingverbstoindicateactionse.g.Icansing.Languagefocus:Languageskills:Identifyingspecificinformationinresponsetoquestionse.g.whatcanyoudo?Ican….ListeningUsingmodeledphrasestobeginaninteractionandmaintrainingitbyprovidinginformationinresponsetofactualquestionse.g.Icansing.Beginninganinteractionbyelicitingaresponsee.g.whatcanyoudo?SpeakingIcan…Pre-taskpreparationsContentsMethodsPurposeActivityInturn,holdupthesixpicturesofactionsatrandom.Askthestudentstosayanddothecorrespondingactions.e.g.学会答句，通过老师与一学生简单的问答，学生应该能很快明问句的含义。并掌握本课重点单词和句型。whatcanAlicedo?(holdsupthepictureofAlice,whoissinging)sing（dotheaction）ReviewHavethestudentsaskandanswerinsuccessionaccordingtothepicture.e.g.whatcanyoudo?(holdsaflashcardfordrawing)Icandraw.看谁反映最快，同时激发学生的兴趣。While-taskproceduresWhatcanyoudo?(holdaflashcardforsinging.Icansing.MorePracticeDoasurveyonstudent’sbookpage18.Havethestudentsdo“Look,listenandplay”on在场景中运用所学，Post-taskactivitiesHomework：FinishthesurveyafterclassAskyourfriendsandparentsabouttheirabilitiesSuggestion:课时计划第八周星期一第2节2012年10月22日Unit5Myfamily.Period1Usingpronounstoidentifypeoplee.g.meUsingnounstoidentifyfamilymemberse.g.mother,father,grandfather,grandmotherLanguagefocus:IdentifyingthekeywordsinanutterancebyhearingthepronunciationLanguageskills:SpeakingListeningUsingmodeledphrasestocommunicatewithotherstudentsPronouncingthewords,phrasesandsentencescorrectlyPre-taskpreparationsContentsMethodsPurpose1.ToaskstudentstoreadtherhymeEye,eye,thisismyeye.1.Readtherhyme2.Todotheactionandsay活跃课堂气氛为后面新授作准备。Nose,nose,thisismynose.Ear,ear,thisismyear,Mouth,mouth,thisismymouth.2.Toaskstudentstotouchandsay“thisismy…”1.Toelicitthesentence“thisisme.”2.Toelicitfatherandmotherreadtherhyme3.Toplayagame:Whenteachersaysfather,number1,thefirstlineofagrouptogototheblackboardandthetouchthepictureoffather4.Toelicitgrandmother,usemothertoelicitgrandmotherToelicitgrandfather,usefathertoelicitgrandfather1.Tosayafterteacher“Thisisme.”2.Toanswerquestions3.Followtheteacherandreadthenewwords.4.Toplaythegame使学生理解me的含义。学会使用句型thisis…朗读儿歌熟悉单词。游戏中巩固单词。由旧单词引新单词，降低难度，帮助记While-taskprocedures5.Tolearnthenewwordsgrandmother,grandfather降低难度，帮助记忆。1.Tousethesentencepatterntosayaboutthephoto1.TolookatthepictureandsayPost-taskactivities1.Read“lookandlearn”afterthetape2.Takeaphotoofyourfamily3.IntroduceyourfamilytoyourclassmatesHomework：Suggestion:课时计划第八周星期五第2节2012年10月24日Unit5Myfamily.Period2Usingnounstoidentifyfamilymemberse.g.mother,father,grandfather,grandmotherusingpossessiveadjectivestoexpresspossessione.g.mymotheraskingwh-questionstofindoutaperson’sidentitye.g.whoisshe?Languagefocus:Languageskills:Identifyingthekeywordsinanutterancebyhearingthepronunciatione.g.mother,father,grandfather,grandmotherListeningUsingmodeledphrasestobeginaninteractionandmaintrainingitbyprovidingresponsestofactualquestionsSpeakinge.g.whoisshe?She’smygrandmotherPre-taskpreparationsContentsMethodsPurpose1.ToshowaphotoofPeter’sfamily2.Toaskstudentstotakeouttheirphotosoftheirfamilyandtosayabouttheirfamily1.ToguessthefamilymembersofPeter2.Toshowthephotooftheirfamilyandsayabouttheirfamily通过Peter的家庭照片引入主题。学生自己的照片更能引起学生的好奇心和学习兴趣。Toshowsomeotherpictures.(Ben,Alice,Kitty,Danny)andaskstudents“WhoToanswerquestionsishe/she?”While-taskprocedures1.Toelicitthesentence“Heismy….Sheis….”2.Toaskstudentstomatch1.Toknowthedifferencebetweenheandshe2.Tomatch在学生介绍的环节中自然引入heis..sheis通过match来区分he和she.Todopairwork1.Tomakeamodelofthepairworkandaskstudentstodopairwork2.Toplayagame:同桌对话操练句型。通过游戏，复习句型和旧句型。ToplayagameToaskonestudenttocometothefrontoftheclassandlookattheblackboard,andaskanotherstudenttosay“hello,hi,goodmorning”justlikethatandthenaskallotherstudentstoaskthestudentinthefrontoftheclass“***,***,whoishe/she?”andthenthestudentguess.Post-taskactivities1.Read21afterthetape2.Askaboutyourclassmates’familyHomework：Suggestion:课时计划第九周星期三第2节2012年10月26日Unit5Myfamily.Period3Usingpronounstoidentifypeoplee.g.sh’smygrandmother.Usingformulaicexpressionstoconfirmordenye.g.Yes./No.Languagefocus:Identifyingthekeywordsinanutterancebyhearingthepronunciatione.g.mother,father,grandfather,grandmotheridentifyingspecificinformationinresponsetoquestionsE.g.she’smygrandmother.Identifyingspecificinformationinresponsetoquestionse.g.Yes./No.Languageskills:SpeakingListeningUsingmodeledphrasestobeginaninteractionandmaintrainingitbyprovidingresponsestofactualquestionse.g.whoisshe?She’smygrandmotherbeginninganinteractionbyelicitingaresponsee.g.whoisshe?IssheAlice?Yes,she’sAlice.Pre-taskpreparationsContentsMethodsPurposePutyourfamilyphotoontheblackboard.Introduceyourfamilymemberstothestudentsslowlyandclearly,usingthesentencethisismy…Showyourfamily’sphotos.e.g.Thisismyfather.Thisismymother.thisismygrandfather.Thisismygrandmother.Thisisme.对所学内容进一步巩固和加强。与实际生活联系起来。1.Toplayagameheorshe2.Toasksomestudentsabouttheirphotooftheirfamily3.Toaskstudentstoreadarhymeandmakeanewrhyme1.Toplaythegame2.Totrytousethenewsentencepatterntosayabouttheirfamily通过游戏中不同身份的出现和区分，使学生灵活理解知识点。抽个别学生用新句型回答问题。3.ToreadtherhymeandmakeanewrhymeWhile-taskprocedures朗读儿歌熟悉句型，创造新儿歌增加趣味性。ToaskstudentstoreadathymeToreadarhyme跟读儿歌，复习句型。Post-taskactivitiesReadEnglishbookpage20—22。Finishworkbook22.23.Homework：Suggestion:课时计划第九周星期五第2节2012年10月26日Unit6Myfriends.Period1Usingadjectivestodescribepeoplee.g.thin,fat,tall,short.Languagefocus:Languageskills:Identifyingthewordsinanutterancebyhearingthepronunciatione.g.thin,fat,tall,short.Identifyingspecificinformationinresponsetosimplequestionse.g.who’she/she?He/She’s…ListeningPronouncingwords,phrasesandsentencescorrectlye.g.thinusingmodeledphrasesandsentencestointuroducesomeonee.g.look!ThisisBen.He’stall.SpeakingPre-taskpreparationsContentsMethodsPurpose1.Saysomechants.2.Greetings.PupilstrytosaythechantT:Hello.I’mMissHuang.P:Hello,MissHuang.儿歌为学生营造一个轻松愉快的英语学习氛围。给学生实际运用日常英语的能力。1.Song“Postman&policeman”2.Toteach“tallshort”.1.Listenthissongandenjoyit.2.Tolearn“tallshort”.1)Listentotheteacherandthink.2）Observethedifferentplaceofthetwopostmen.Imitatetosaytallandshortwiththeactions.3)LookatthepicturesAndsayYaoMing,YaoMingHello,Hello,HelloYaoMing,YaoMingTall,Tall,Tall,LiuXiang,LiuXiang.Hi,Hi,Hi,LiuXiang,LiuXiang.Short,short,short.通过观察两个邮递员的不同之处，让学生从视觉上对高矮有所理解。现在的学生对明星十分熟悉和喜爱。我们可以通过列举学生喜欢的明星来激发学生说的欲望。吸引学生的兴趣、激发学生学习的欲望。让学生将所学的新知识融入到日常生活1)Look,children.Whatishe?Heisapostman.2)Pointtothetallpostmanandshortpostman.3)Letthestudentstomakeachant.4)Showsomepicturesandintroducethem.5)Whoistall\shortinmyclassroom?Whoistall\shortinmyclassroom?3.Tolearn“fatthin”1)Showacartoon“fenddy”.2)HowistheFenddy?Heisfat.3)Thin4)ComparefatFenddyandthinFenddy.Toeducatethestudentsnotbefastidiousaboutfood...While-taskprocedures4)TousetallandshorttodescribeYaoMingandLiu中。Xiang.ThisisYaoMing.Heistall.ThisisLiuXiang.Heisshort.5)Thestudentswillmakesomeexamples.3.Lookattheslidewithstronginterest.Tolearnfat卡通人物深受学生的喜爱。学生很乐于学习新单词,并将它们在同学面前表演出来。教育学生不能挑食。Tolearnthin.ObserveDon’tbefastidiousaboutfood.Post-taskactivitiesDosomeexercisesMatchthepictureandwords.Playagame.反馈学生的学习情况。1.Listentothetape2.Tousetheadjectivestodescribethediffere