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第1篇

1.能夠簡(jiǎn)單敘述小水滴的“旅行經(jīng)歷”并通過(guò)閱讀進(jìn)一步熟悉水循環(huán)的過(guò)程。

2.能夠認(rèn)讀C部分Pronunciation的音標(biāo)：/э:/，/э/，/ts/，/dz/，/tr/，/dr/并能朗讀例詞，完成Readandmatch的練習(xí)。

3.能跟著錄音說(shuō)Let’schant部分的內(nèi)容，能力強(qiáng)的學(xué)生能自己說(shuō)。

4.培養(yǎng)學(xué)生熱愛(ài)大自然的美好情感，增強(qiáng)環(huán)保和節(jié)約用水的意識(shí)。

課題Unit6Thestoryofrain

教學(xué)重點(diǎn)

1.閱讀Let’sread部分，進(jìn)一步理解水循環(huán)的過(guò)程。

2.了解字母組合的發(fā)音，認(rèn)讀音標(biāo)/э:/，/э/，/ts/，/dz/，/tr/，/dr/。

3.說(shuō)唱Let’schant部分的歌謠。

教學(xué)難點(diǎn)

1.Let’sread部分是讓學(xué)生通過(guò)閱讀進(jìn)一步理解水循環(huán)的過(guò)程，內(nèi)容比較復(fù)雜也比較抽象，而且容量大，難點(diǎn)多，如：cooler,higher等。

2.音標(biāo)/э:/，/э/，/ts/，/dz/，/tr/，/dr/的認(rèn)讀和字母組合的發(fā)音比較難以掌握，教師要讓學(xué)生通過(guò)感悟發(fā)音和體會(huì)發(fā)音的方法反復(fù)練習(xí)。

教具準(zhǔn)備

1.教師準(zhǔn)備小水滴和風(fēng)先生等各種頭飾。

2.教師準(zhǔn)備本單元A部分的單詞卡片。

3.教師準(zhǔn)備ALet’sread部分的掛圖和錄音。

4.學(xué)生課前做好小水滴和風(fēng)先生等的頭飾。

5.教師準(zhǔn)備音標(biāo)卡片。

教學(xué)過(guò)程

1、Warmup（熱身）

活動(dòng)一：口語(yǔ)練習(xí)

教學(xué)參考時(shí)間：1-2分鐘

1.給學(xué)生時(shí)間，展示自己的口語(yǔ)水平。內(nèi)容可以是自我介紹也可以是對(duì)話表演或圖片講解。例：Iamaboy/girl.I’minBeijingPrimarySchool.IcomefromBeijing,China.Ilikegreen.Thegrassisgreen.Thetreesaregreen.Theleavesaregreen.Ilikethese.Ilikegreen.

2.其他學(xué)生根據(jù)剛才口語(yǔ)展示同學(xué)所說(shuō)內(nèi)容進(jìn)行問(wèn)答練習(xí)。如：

Whatcolourdoesshe/helike?

Wheredoeshe/shecomefrom?

Howoldishe/she?

2、Review（復(fù)習(xí)）

活動(dòng)二：快看快說(shuō)

教學(xué)參考時(shí)間：2-3分鐘

1.教師依次出示Let’sstart和ALet’slearn部分的單詞卡片sun，river，sea，snow，streamcloud，vapour，rain學(xué)生齊讀后張貼在黑板上。

2.教師迅速拿走一張卡片，如：sun，讓學(xué)生說(shuō)說(shuō)被拿走卡片的內(nèi)容并拼讀單詞。

3.用同樣的方法完成其它單詞的拼讀。

活動(dòng)三：對(duì)話表演

教學(xué)參考時(shí)間：1-2分鐘

教師請(qǐng)幾組學(xué)生表演ALet’stalk部分的對(duì)話。

3、Presentation（呈現(xiàn)新知）

活動(dòng)四：學(xué)故事

教學(xué)參考時(shí)間：7-8分鐘

1.教師拿出準(zhǔn)備好的頭飾，戴上小水滴的頭飾，說(shuō)：Hello,IamlittleWaterDrop.Nicetomeetyou.教師與學(xué)生打招呼，引導(dǎo)學(xué)生用：Hello,littleWaterDrop.應(yīng)答。然后教師請(qǐng)一名學(xué)生上臺(tái)，讓她/他閉上眼睛，給她/他戴上風(fēng)先生的頭飾，讓他睜開(kāi)眼睛，教師對(duì)他/她說(shuō)：Hello,MrWind.然后，請(qǐng)?jiān)搶W(xué)生走到同學(xué)中間，讓其他學(xué)生用Hello.Mr.Wind.同他/她打招呼。

2.教師表現(xiàn)出很熱的動(dòng)作，說(shuō)：LittleWaterDropisveryhot.然后教師展開(kāi)本部分的掛圖，分別指著小水滴和風(fēng)先生問(wèn)：Whoishe?引導(dǎo)學(xué)生回答。教師說(shuō)：LittleWaterDroptakesatrip.Wheredoeshego?Howishistrip?Doeshehavealotoffun?Let’slisten.

3.教師播放ALet’sread部分的錄音，讓學(xué)生認(rèn)真聽(tīng)。

4.逐段聽(tīng)錄音，帶領(lǐng)學(xué)生理解大意。可以讓學(xué)生聽(tīng)后翻譯大義，重點(diǎn)詞語(yǔ)教師要提示學(xué)生中文意思。如：cooler,higher。

5.教師播放ALet’sread部分的錄音，每播放一句，教師按一下暫停，學(xué)生逐句跟讀。

6.讓學(xué)生打開(kāi)書，翻到72頁(yè)，讓學(xué)生自己閱讀對(duì)話。

7.教師播放ALet’sread部分的錄音，學(xué)生跟著錄音練習(xí)講故事。

活動(dòng)五：看誰(shuí)說(shuō)得多

教學(xué)參考時(shí)間：3-4分鐘

教師出示ALet’sread部分的掛圖，指一幅插圖請(qǐng)學(xué)生描述，要求每名學(xué)生重復(fù)前面學(xué)生說(shuō)過(guò)的句子，同時(shí)再說(shuō)一句話。如果前面的學(xué)生說(shuō)：It’sasunnyday.后面的學(xué)生就要說(shuō)：It’sasunnyday.LittleWaterDropsleepsinariver.第三個(gè)學(xué)生要重復(fù)前兩個(gè)學(xué)生的句子，再說(shuō)一句新的。以此類推，說(shuō)得越多越好。

活動(dòng)六：語(yǔ)音知識(shí)

教學(xué)參考時(shí)間：4-5分鐘

1.教師出示含有字母o和字母組合or,tr,dr,ts,ds的單詞：hot,clock,orange,port,fork,tree,try,train,driver,drop,dry,ants,pants,hands,cards，讓學(xué)生讀一讀這些單詞。

2.教師讀這些單詞，讓學(xué)生回憶字母組合在單詞中的發(fā)音。

3.教師出示shorts,drop,boards,draw,tropic等單詞，讓學(xué)生試著朗讀。

4.教師引導(dǎo)學(xué)生總結(jié)發(fā)音規(guī)律，出示音標(biāo)卡，帶領(lǐng)學(xué)生朗讀/э:/，/э/，/ts/，/dz/，/tr/，/dr/。

5.教師播放本部分的錄音，學(xué)生跟讀。

4、Let’splay（趣味操練）

活動(dòng)七：歌謠說(shuō)唱

教學(xué)參考時(shí)間：2-3分鐘

1.教師播放Let’schant部分的錄音，問(wèn)問(wèn)學(xué)生聽(tīng)到哪些自然界的詞語(yǔ)Saysomewordsofnatureinthechant。

2.教師再次播放Let’schant部分的錄音，學(xué)生跟著說(shuō)。

3.教師用手勢(shì)表示事物順序的詞語(yǔ)first,then,next并帶讀。

4.教師播放Let’schant部分的錄音，學(xué)生再說(shuō)一遍。

5.教師出示“大海，太陽(yáng)，云朵，雨水”的圖片，學(xué)生自己說(shuō)說(shuō)歌謠。

活動(dòng)八：兔子耳朵

教學(xué)參考時(shí)間：1-2分鐘

教師勻速朗讀一段課文，教師故意漏讀其中的一個(gè)單詞，讓學(xué)生找出漏掉的詞并說(shuō)出完整的句子。比如教師說(shuō)：Oh,no!Ifalling.學(xué)生應(yīng)該說(shuō)：Oh,no!Iamfalling.

活動(dòng)九：故事大王

教學(xué)參考時(shí)間：5-6分鐘

1.教師將學(xué)生分為三至五人一組，讓學(xué)生挑選課文中的一段故事進(jìn)行再加工。教師指導(dǎo)學(xué)生展開(kāi)想象，可以增加新人物，比如小螞蟻、小兔子等。

2.教師讓學(xué)生上臺(tái)表演故事，每小組表演之后，教師帶領(lǐng)學(xué)生作簡(jiǎn)單點(diǎn)評(píng)并打分。

3.綜合學(xué)生的表演，評(píng)選出最佳表演獎(jiǎng)和最佳改編獎(jiǎng)。

5、Consolidationandextension（擴(kuò)展活動(dòng)）

活動(dòng)十：練一練

教學(xué)參考時(shí)間：3-4分鐘

做本單元ALet’sread部分的活動(dòng)手冊(cè)配套練習(xí)。

1.教師讓學(xué)生自讀Readandsay.部分的閱讀短文，理解大意。

2.教師帶領(lǐng)學(xué)生理解短文，回答問(wèn)題。Howcanyougetvapour?Discusswithyourpartner.

3.教師帶領(lǐng)學(xué)生做活動(dòng)手冊(cè)本單元的附加題部分：Pronunciation，Readandmatch.讀單詞，并把單詞和音標(biāo)連線。

活動(dòng)十一：小結(jié)

教學(xué)參考時(shí)間：1分鐘

1.認(rèn)讀音標(biāo)：/э:/，/э/，/ts/，/dz/，/tr/，/dr/。

第2篇

單元分析

設(shè)計(jì)思想(DesigningConcepts)

本單元是學(xué)生升入初中(七年級(jí))以來(lái)所要學(xué)習(xí)的第一個(gè)單元，學(xué)生一定對(duì)英語(yǔ)充滿著新奇和向往。在學(xué)生有英語(yǔ)學(xué)習(xí)基礎(chǔ)的前提下，進(jìn)行過(guò)度時(shí)期的學(xué)習(xí)是非常關(guān)鍵的。這既關(guān)系到學(xué)生的學(xué)習(xí)興趣，又直接影響到學(xué)生的學(xué)習(xí)效果，所以教師在設(shè)計(jì)和教授第一單元的時(shí)候應(yīng)充分研究教材，分析授課班級(jí)學(xué)生的認(rèn)知水平和性格特征，確定有效的教學(xué)方法和適當(dāng)?shù)慕虒W(xué)內(nèi)容，從而達(dá)到教學(xué)目的。

1．注重交際和會(huì)話。在課堂教學(xué)中為學(xué)生提供大量的用英語(yǔ)進(jìn)行交談的機(jī)會(huì)（學(xué)生與學(xué)生、學(xué)生與小組、學(xué)生與教師及學(xué)生與全班等），使學(xué)生能自編對(duì)話并進(jìn)行角色表演。例如，本單元的介紹和問(wèn)候，就可以由學(xué)生自己創(chuàng)設(shè)情景進(jìn)行練習(xí)。

2．講究知識(shí)的系統(tǒng)性。在起始年級(jí)，既強(qiáng)調(diào)聽(tīng)與說(shuō)，又兼顧讀和寫，從而達(dá)到各項(xiàng)語(yǔ)言技能之間的平衡。尤其是第一單元，知識(shí)性的內(nèi)容不多，主要是給學(xué)生大量的用英語(yǔ)進(jìn)行會(huì)話的機(jī)會(huì)。在情景之中，探索、構(gòu)建思維空間，充分發(fā)揮、運(yùn)用各自的想象力。

3．強(qiáng)調(diào)學(xué)生的主動(dòng)性。在教學(xué)活動(dòng)中，以學(xué)生為中心，頻繁地讓學(xué)生參與小組活動(dòng)，進(jìn)行英語(yǔ)會(huì)話，并提供大量的游戲、歌曲，供學(xué)生用英語(yǔ)交流，激發(fā)學(xué)生用英語(yǔ)做出個(gè)人評(píng)論性反應(yīng)活動(dòng)。本單元課文中有三首歌曲，同時(shí)在課堂中還可以進(jìn)行諸如：MemoryName,SimonSays,Clap,GoFish,RaceandDo等游戲。

4．注重培養(yǎng)學(xué)生的英語(yǔ)思維。思維是交際的重要組成部分，在教學(xué)中教師應(yīng)注重培養(yǎng)學(xué)生形成自己的學(xué)習(xí)思維，思考如何與他人交流，如何運(yùn)用語(yǔ)言來(lái)想象并形成新的觀點(diǎn)。如第一單元就可以運(yùn)用課堂知識(shí)，在情景會(huì)話中運(yùn)用英語(yǔ)介紹自己的家人和朋友。

單元知識(shí)(UnitKnowledge)

語(yǔ)言知識(shí)

詞匯

掌握詞匯

boygirlfriendbookclassroommarkerpenpencilschoolteachercatIyouheshethisthatamislooksitonetwothreefourfivehowmanygood-byeAa~~Nn

認(rèn)識(shí)詞匯

blackboardCanadaChinaeraserkeyletterlibraryappleMs.numberpencil-caseborrowletdohavemaymeetpleasepracticethanktryheretheretoowheresureathehelloandit

句型

What’syourname?Mynameis____.

He/Sheisa_____.He/Sheismyfriend.

What’sthis?Thisis____.What’sthat?Thatis_______.

Howmany____doyouhave?

Ilivein____.

功能意念

問(wèn)候：Hello/Hi!Howareyou?I’mfine,thanks./Nicetomeetyou.

介紹自己和別人：Mynameis___.Thisis____.

表示感謝：Thanks!You’rewelcome.

告別：Good-bye./Bye./Seeyoulater.

請(qǐng)求許可：MayIhave/borrow___,please?Sure.

談?wù)撐恢茫篧hereis____?There./Hereitis.

語(yǔ)法

be動(dòng)詞am,is,are的用法

語(yǔ)言技能

聽(tīng)

1．運(yùn)用對(duì)話練習(xí)，掌握如何用英文介紹自己和別人及問(wèn)候他人。

2．在對(duì)話中，聽(tīng)懂對(duì)方的信息。

3．聽(tīng)懂對(duì)方簡(jiǎn)單的指令用語(yǔ)，并做出反應(yīng)。

4．能辨認(rèn)歌謠中的韻律。

說(shuō)

1．學(xué)習(xí)使用正確的語(yǔ)音、語(yǔ)調(diào)。

2．能模仿聽(tīng)到的錄音。

3．能用英語(yǔ)說(shuō)出數(shù)字1~5。

4．能提供有關(guān)個(gè)人情況的信息。

讀

1．能連貫、流暢地朗讀課文。

2．能理解簡(jiǎn)單的書面指令，并根據(jù)要求進(jìn)行學(xué)習(xí)活動(dòng)。

寫

1．能寫出簡(jiǎn)單的詞、詞組和句子。

2．能正確書寫字母Aa~~Nn。

學(xué)習(xí)策略

1．制定簡(jiǎn)單的英語(yǔ)學(xué)習(xí)計(jì)劃。

2．在學(xué)習(xí)中集中注意力。

3．積極運(yùn)用所學(xué)的英語(yǔ)知識(shí)進(jìn)行表達(dá)和交流。

情感態(tài)度

1．在學(xué)習(xí)中，逐步培養(yǎng)學(xué)習(xí)英語(yǔ)的興趣。

2．樹(shù)立學(xué)好英語(yǔ)的信心和勇氣。

3．在學(xué)習(xí)中，敢于用英語(yǔ)交流。

文化知識(shí)

1．了解日常生活中如何用英語(yǔ)打招呼、問(wèn)候和告別。

2．如何用英語(yǔ)客氣地請(qǐng)求許可以及答復(fù)。

背景知識(shí)(BackgroundKnowledge)

問(wèn)候（Greetings）：“打招呼”是人們?nèi)粘Ｉ钪凶畛Ｓ玫囊环N交流方式。熟人、朋友、同學(xué)和老師，見(jiàn)面時(shí)都會(huì)互致問(wèn)候。常見(jiàn)的問(wèn)候語(yǔ)：“Hi.”、“Hello.”、“Goodmorning.”等等。

“hello”常用于熟人、朋友之間，也可以用于陌生人；可以單獨(dú)使用，也可以加稱呼語(yǔ)，意為“你好”。在打電話或打招呼時(shí)，相當(dāng)于中文的“喂”。

用“hi”打招呼更隨和?！癗icetomeetyou./Nicetoseeyou.”也用于打招呼。類似的說(shuō)法還有：“Goodtoseeyou./Gladtoseeyou.”等。類似的說(shuō)法還有：“Howareyou?”意為“你,好嗎？”，用來(lái)詢問(wèn)身體健康狀況。其答語(yǔ)為：“I’mfine,thankyou./Verywell,thanks./I’mfine.”等等。

“Goodmorning./Goodafternoon./Goodevening.”分別為上午、下午、晚上的問(wèn)候用語(yǔ)。而“Goodnight.”意為“晚安”，是晚上臨睡前的告別用語(yǔ)?！癏owdoyoudo?”意為“你好！”，是經(jīng)過(guò)他人介紹后，向被介紹者表示問(wèn)候的正式用語(yǔ)。回答仍用“Howdoyoudo?”?！癏i,howareyoudoing?”相當(dāng)于漢語(yǔ)的“你一切都好嗎？”。類似的表達(dá)方式還有“Howarethingswithyou?”和“What’sgoingon?”，還可以這樣說(shuō)：“Hi,man,what’sup?”。如果有一段時(shí)間沒(méi)見(jiàn)面還可以說(shuō)：“Haveyoubeenwell?”，這些都表示“近來(lái)怎么樣，近況如何？”。若是最近身體、生活、學(xué)習(xí)還不錯(cuò)，可以說(shuō)“Notbad.(Allright./OK./I’mcool.)Thankyou.”。若感覺(jué)好的不得了，就可以說(shuō)“Ifeelgreat!/I’montopoftheworld!”。若覺(jué)得過(guò)的“馬馬虎虎”，就說(shuō)，“Justso-so.”。感覺(jué)很不好，可以說(shuō)“Stillalive,thanks.”意為“還算活著。”

Unit1SchoolandNumbers

Lesson1Hello

Teachingcontents:

1.Greetings:Hello!/Hi.

2.Self-introduction:Mynameis…

3.Askingforothers’names.What’syour/his/hername?

Teachinggoals:

1.Understandthetext.

2.Rememberthewords:hello,name,my,your,his,her,I,is,what

3.MakesurethestudentscanintroduceeachotherinEnglish.

Keypoints:

What’syour/his/hername?

My/his/hernameis…

Difficultpoints:What’shis/hername?

Preparation:AmapofChinaandamapofCanada;somepicturesofcharacterssuch

asSunWukong,LanMaoandsoon.

Teachingaids:tape-recorder,pictures,cards

Typeofthelesson:listeningandspeaking.

Teachingprocedures:

Step1.Warmingup

DiscussthefollowingquestionswiththestudentsinChinese.

1.WhydowelearnEnglish?

2.DoyouknowanyEnglishwords?

3.IsEnglishinteresting?

4.DoyouoftencomeacrossEnglishwords?

Step2.Leadin

Discussthesequestions.

1.Whatdoyousaywhenyoumeetsomeone?

2.DoyouknowwhatCanadianssaywhentheymeet?

3.HowdoyouintroduceyourselforsomeoneelseinChinese?

4.DoyouknowhowtointroducesomeoneinEnglish?

Step3.Newlessons

Hello/Hi,mynameis…

1.Presentation

Pretendtomeetsomeone.Say“Hello.”or“Hi.”,Mynameis…

Makesurethestudentscanunderstandit.Encouragethemtorepeat.

2.Practice

Workinpairs.Encouragethestudentstogreeteachotherandintroducethemselves.Thenasksomepairstoactitout.

What’syour/his/hername?

1.Presentation

Say“Mynameis…What’syourname?”.Translateifnecessary.Thenrepeatafewtimes.Encouragethestudentstofollowuntiltheycansayitcorrectly.

2.Practice

Workinchainlikethis:

A:Mynameis___.What’syourname?

B:Mynameis___.What’syourname?

C:…

Thenasksomestudentstoactitout.

3.Presentationandpractice

What’shis/hername?

ShowapictureofLanMaoandsay,“What’shisname?HisnameisLanMao”.Askthequestionandhelpthestudentstoanswer.Thenrepeat.Workinpairstopracticethedialogueandasksomepairstoactitout.

4.Introducethecharactersonthetextbook

LiMing,Jenny,Danny

Teachthewords(ChinaandCanada),usingmapsofthem.Thenexplainthesentence“Ilivein…”.

5.Listenandfollow

6.Playthetapeforthestudentstofollow

7.Summary

Sumupthelessonbrieflybypractisingallthedialoguesinthetext.

8.Homework

Readthetextandpractisethedialogue.

Lessons2Howareyou?

Teachingcontents:

1.Greeting:Nicetomeetyou.

2.Teachthesong“Howareyou?”.

Teachinggoals:

1.Understandthetext.

2.Rememberthemasteryvocabulary.

3.Understandandsingthesong“Howareyou?”.

Keypoints:Greetsomeonewiththephrase“Howareyou?”.

Difficultpoints:Greetandresponseinthetext.

Preparation:

1.Preparesomepicturesandputthemontheblackboard.

2.Writethenewwordsontheblackboard.

Teachingaids:audiotape,somepictures

Typeofthelesson:listening,speaking,singing

Teachingprocedures:

Step1.Warmingup

Greetingandreviewing.Aftergreeting(Hello!/Hi.),reviewthedialogueinthelastlessonbriefly.

Step2.Leadin

AskthestudentstoanswerthequestionsinChinese.

1.WhatdoChinesesaywhentheymeeteachother?

2.Canadiansdon’taskthequestionssuchas“Haveyouhadyourmeal?”or“Whereareyougoing?”.Doyouknowwhattheysayexpect“Hi.”or“Hello!”?

Step3.Newlessons

1.Presentation.ExplainthatCanadiansgreeteachotherbysaying“Howareyou?”and“Nicetomeetyou”.Explainthemeaningoftheexpressions.Encouragethestudentstorepeatafewtimes.

2.Listenandsay.Playthetapeforthestudentstofollow.

3.Practice.Workinpairs.Encouragethestudentstopractisethedialogueinpairs.Demonstratethedialoguewithoneortwostudents,andthenasksomepairstoactitoutfortherestoftheclass.

Step4.Demonstrateandpractisethedialogue

A:Hello!Mynameis­­­___.What’syourname?

B:Mynameis____.Nicetomeetyou.

A:Nicetomeetyou,too.

Step5.Teachthesong“Howareyou?”

1.Gooverthewordsofthesongandpractisethem.

2.Explainthelastline.

3.Playthesongforthestudentstofollow.

Step6.Summary

Sumupthegreetingandresponse,combiningwiththeusefulexpressionsinthislesson.

Step7.Homework

1.Readandpractisethedialogue.

2.Singthesong“Howareyou?”.

Lesson3Boy,GirlandTeacher

Teachingcontents:

1.Thestatement“Thisisateacher/boy/girl.

2.Numberone—five.

Teachinggoals:

1.Understandthetext.

2.Rememberthemasteryvocabulary:boy,girl,teacher,chair,book,desk,one—five

Keypoints:

Thisis…

Numberonetofive.

Difficultpoints:thepluralformofnoun

Preparation:

1.Preparesomepicturesandputthemontheblackboard.

2.Writethenewwordsontheblackboard.

3.Bringtenbooksontheteacher’sdesk.

Typeofthelesson:listening,speaking,reading

Teachingresources:audiotape,pictures,books,chairsanddesksintheclassroom

Teachingprocedures:

Designforactivities.

Activities

Purpose

Singthesong.

Reviewthegreeting.

Introducenewitemsofthelesson.

MaketheSsunderstandthetext.

Workinpairs:askandanswer.

Practisetheitems.

Actoutthedialogue;countthenumbers.

Consolidatetheitems.

Step1.Warmingup

Say“Hello,howareyou?”,maketheSsrespondcorrectly.Thensingthesong“Howareyou?”.

Step2.Teachthenewwords

Teachboy,girlandteacherbypointingagirl/boy/yourselforpictures.Explainthesentence“Thisisa…”.

Step3.Letthestudentstopractise“Thisisa…”bypointingsomeone

Step4.Usethepicturestoteachthenewwords

Teachchairandbook.Demonstrate“What’sthis?It’sa…”.Thenpractisethemwiththestudents.

Step5.Teachthenumbersone—five,usingyourfingerstoshowthemeaning.Thenusethebooksonthedesktodemonstrate.Payattentiontothepluralformoftheword“book”.

Step6.Encouragethestudentstopractisethenumberbypointingboys,girls,desks,chairs,andbooks.Thenasksomestudentstodothisinfrontofclass.

Step7.Sumuptheitemsbriefly

Step8.Homework

Readthetext.Trytousetheitemsintheclassroom.

Lesson4Where

Teachingcontents:

1.Whereis…?

2.Newwords:classroom,library

3.Singthesong.

Teachingaims:

1.Understandthetext.

2.Rememberthewords:where,school,classroom,library.

3.Singthesong.

4.Usetheusefulknowledgetoasktheplacethathe/shedoesn’tknow.

Keypoints:Whereis…?

Difficultpoints:thewordsofthesong

Preparation:

1.Somepicturesofschool,classroomandlibrary.

2.Writethenewwordsontheblackboard.

3.Bring5picturesaboutthesong.

Typeofthelesson:listening,speaking,responseandsinging

Teachingaids:audiotape,pictures

Teachingprocedures:

Step1.Warmingup

1.Greeting.GreetthestudentswiththeexpressionsinL1andL2.

2.Singthesong“Howareyou?”

3.Reviewtheitem“Thisisa…”and“What’sthis?”bypointingsomething.

4.Countthenumbers.

Step2.Leadingin

1.Usepicturestoteachthewords“classroom,school,andlibrary”.Pretendtolookforyourbookeverywhere,saying“Whereismybook?”.

2.Thenpointtothebookandsay“Thereitis.”.Writethesentenceontheblackboard.

Step3.Practice<,/P>

1.Encouragethestudentstopractiseinpairs,usingbooks,chairs,desks,etc.

2.Playthetapeforthestudentstofollow.Thenasksomeonetodemonstratefortherestoftheclass.

Step4.Presentation

Gooverthewordsofthesong.

1.Doactionstodemonstratejump,look,point,reach,sitandstand,addingupanddown.e.g.lookup/down.

2.TPRactivities.Demonstrate“OrderandResponse”withonestudent.Say“Standup,lookup.”andsoon,andthenencouragethestudentstorespond.Thendothesamewiththerestofclass.

3.Practice.Workinpairs.Onegivestheordersandtheothersdotheactions.

4.Gooverthewordsofthesong.Makesurethestudentsunderstandthem.

5.Chantandsing.

(1)Playthetapeforthestudentstofollow.

(2)Practiseinpairs

(3)Doittogether.

Step5.Sumupthetextbrieflytoconsolidatetheitems

Play“Hide–and–Search”gametoreview“Whereis…?”.

Step6.Homework

1.Readthetext.

2.Singthesong.

Lesson5What’sthis?

Teachingcontents:

1.Newwords:pen,pencil,pencilcase,marker,blackboard.

2.What’sthis?It’sa…

3.Howmany…doyouhave?

Teachingaims:

1.Understandthetext.

2.Rememberthenewwords.

3.Askandanswerabout“Howmany…?”.

Keypoints:

1.What’sthis?

2.Howmany…?

Difficultpoints:Thequestion“Howmany…?”andtheanswers.

Preparation:

1.Preparesomepicturesofschool,classroomandlibrary.

2.Bringsomerealthings,suchaspen,pencil,pencilcaseandmarker.

Teachingaids:audiotape,somepictures,books,pens,pencilsandmarkers.

Typeofthelesson:listenandspeak.

Teachingprocedures:

Step1.Warmingup

Greetthestudentsandreviewthelastlesson.Asksomepairstoactoutthedialoguelikethis:

A:What’sthis?

B:It’sa…

Step2.Leadingin

Userealthingsorpicturestoteachthenewwords.Writethemontheblackboard.Playthetapeforthestudentstofollow.

Step3.Practice

Encouragethestudentstopractice“What’sthis?It’sa…”,usingnewwords.Thenasksomepairstoactitout,usingrealthingsorpictures.

Step4.Presentation

Holdupthreepensandsay“Howmany?”afewtimes.Makesurethestudentsunderstandit.Introduceinthisway:Howmany?Howmanypencils?Howmanypencilsdoyouhave?

Step5.Practice

Letthestudentsworkinpairs.Leadthemtopractiselikethis:

A:Doyouhaveany…?

B:Yes,Ido./No,Idon’t.

A:Howmany…doyouhave?

B:…

Playthetapeforthestudentstofollow.Asksomepairstoactitout.

Step6.Summary

Reviewthenewwordsandthedrill.Sumupthembriefly.

Step7.Homework

1.Readthetextandpractisethedialogue.

2.Finishtheactivitybook.

Lesson6Myfriend

Teachingcontent:

1.LettersA—G.

2.TheABCsong.

3.Introduceothers:Thisis…He/sheis…

Teachingaims:

1.Understandthetext.

2.Mastertheletters:ABCDEFG

3.Singthesong.

4.Masterthedrills.

Keypoints:

1.ThelettersA—G.

2.Thisis…Sheis…

Difficultpoints:wordsofthesong

Preparation:

1.Make26Englishlettercards.

2.Bringsomerealthings,suchasabook,aneraser,apen,apencil,apencilcase,amarkeretc.

3.Somepicturesoffish,door,girl,boy,teacher.

Teachingaids:audiotape,lettercards,pictures

Typeofthelesson:listening,speakingandsinging

Teachingprocedures:

Step1.Warmingup

Greetthestudentsbysaying“Goodmorning!/afternoon!Howareyoutoday?”.Encouragethestudentstoreply.

Step2.Reviewthedrill

“What’sthis?,It’sa…”and“Howmany…?”

Step3.Presentation

TellthestudentsthatEnglishwordsaremadeupoflettersandthatEnglishalphabethas26letters.Eachletterhastwosizes.Generallyspeaking,everylettermakesasound.e.g.theletterBmakesa[b]soundinthewordbook.DemonstrateAapple,usingpicturesofanapple.Thenpresenttherestlettersinthesameway.Playthetapeforthestudentstofollow.

Step4.Practice

1.Usethecardstopractisethelettersandwordsinthislesson.Writethelettersontheblackboard.Thelettershavearrowsthatshowhowandwhatsequencestomakethestrokes.Ontheblackboard,showthestudentshowtofollowhearrowstowriteeachletter.Thenletthestudentspractisewritingthem.

2.Workinpairslikethis:

A:What’sthis?

B:It’sA/B/anapple.

Asksomepairstoactitout.

Step5.The“ABCsong”

1.Gooverthewordsofthesong.

2.Playthetapeforthestudentstofollow.

Step6.Presentation

1.Teachthemeaningofthewordfriendandhe/she.

2.Pointtoaboy/girlandsay,“Thisis…(name).He/sheismyfriend.Repeatitafewtimes.Explainthemeaningifnecessary.

Step7.Practice

1.Playthetapeforthestudentstofollow.

2.Workinpairsorgroups.Practisethedialogue.Thenasksomepairsorgroupstoactitout.

Step8.Summary

1.Sumupthelettersandwordsbyshowingcardsandpictures.

2.Sumupthewayofintroducingsomeone.

Step9.Homework

1.Readthetext.

2.Practisewritingtheletters.

3.Singthesong.

4.Actoutthedialogue.

Say“Goodbye!/Seeyoulater.”whenclosingtheclass.

Lesson7MayI_______?

Teachingcontents:

1.ThelettersH—N.

2.Usetheexpressions“MayIhave/borrow____?”toaskforsomething.

3.Requestororders:Openthe___,andclosethe____.

Teachinggoals:

1.Understandthemeaningofthetext.

2.MasterthelettersH—N.

3.AskforsomethinginEnglish.

4.UsethePhrase“Open/Closethe____.”

Keypoints:

1.Letters.

2.Askforsomething.

Difficultpoints:borrowthings.

Preparation:

1.Makelettercardsforthislesson.

2.Bringrealthings,suchasbooks,pens,markersandsoon.

Teachingaids:audiotape,cards,somebooksandpens

Typeofthelesson:Listeningandspeaking.

Teachingprocedures:

Step1.Warmingup

1.Greetingandreview.Reviewthelettersandwordsofthelastlessonbyusingcards.

2.SingtheABCsong.

3.Asksomepairstoactoutthedialogueofthelastlesson.

Step2.Introducethenewlettersinthesamewayshowninthelastteachingdesign,usingpictures.Showthestudentshowtowritetheletters

Step3.Practiceandproduction

1.Playthetapeforthestudentstofollow.

2.Practiseinpairs.Encouragethestudentstoaskforrealthings,likebooks,pens,marker,erasersetc.

3.Asksomepairstoactitout.

Step4.L7N3

Teach“MayIborrow_____,please?”,workingfromoldphrasestonewonesandaddingthereplies“Sure!Hereyouare.”And“You’rewelcome.”Useactionstomakeyourmeaningclear.Translatewhennecessary.

Step5.Summary

Sumupthetextbriefly.

Step6.Homework

1.Readthetext.

2.Practisewritingtheletters.

3.Practisemakingthedialogue.

Lesson8Whatdoyouknow?

Teachingcontents:

1.Reviewthewordsandexpressionsinthisunit.

2.Grammar:theverbsam,is,are.

3.Exercisesinthelesson.

Teachinggoals:

1.Masterthedrillsinthisunit.

2.MasterthelettersA—N.

Keypoints:expressionsandgrammar.

Difficultpoints:grammar.

Preparation:

1.Bringthelettercards.

2.Bringrealthingstoreviewthewords.

3.Preparesomepicturestoreviewthedrills.

Teachingaids:lettercardsandsomepictures.

Typeofthelesson:review.

Teachingprocedures:

Step1.ReviewthelettersandsingtheABCsong.FinishN1AandC

Step2.Listentothesong“TenlittleIndians”andreviewthenumbers1-10

Step3.Reviewthegreeting“Howareyou?”andsingthesongaboutit

Step4.Userealthingsandcardstoreviewtheexpressionsinthisunit

e.g.

What’sthis?

It’sa,____.

<,Pclass=MsoNormalstyle="MARGIN-LEFT:17.95pt;MARGIN-RIGHT:19.2pt;TEXT-ALIGN:left;mso-para-margin-left:1.71gd;mso-para-margin-right:1.83gd;mso-pagination:widow-orphan;mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"align=left>Howmany____doyouhave?

Ihave____.

Whereisthe____?

binethedialoguesinthisunitandencouragethestudentstopractise

A:Hello!

B:Hi!Mynameis____.What’syourname?

A:Mynameis____.Nicetomeetyou!

B:Nicetomeetyoutoo.

A:Howareyou?

B:Fine,thankyou.Andyou?

A:I’mfine,thanks.

A:Whereis____?

B:There!

A:MayIhave/borrow_____?

B:Sure.Hereyouare.

A:Thanks.

B:You’rewelcome.

Orplaythechaingametopractisethem.ThenfinishN4ofthislesson.

Step6.Grammar

Theverb“be”.

1.Introduction.

Letthestudentstellyousomesentencesthatinclude“is”and“are”.Encouragethemtosumuptheusageofthetwowords.Thensumup.

pletetheconversationinL8N2toprasticeusingthem.Iftimeisenough,haveashorttest.

第3篇

wantago,throwitlikethat,throwitlikethis,it’sveryeasy,yo-yo,hard,ride,swim,skate,fly,card,volleyball,jump,sing以及如何應(yīng)用英語(yǔ)進(jìn)行體育運(yùn)動(dòng)。

二、教學(xué)重點(diǎn)

wantago,throwitlikethat,throwitlikethis,it’sveryeasy,ride,swim,skate,fly,card,volleyball,jump,sing以及如何應(yīng)用英語(yǔ)進(jìn)行體育運(yùn)動(dòng)。

Canyousing?Yes,Ican.Itiseasy.No,Ican’t.Itishard.

三、教學(xué)難點(diǎn)

wantago,throwitlikethat,throwitlikethis,it’sveryeasy

Canyousing?Yes,Ican.Itiseasy.No,Ican’t.Itishard.

四、教學(xué)方法

1．創(chuàng)設(shè)情景，利用對(duì)話、表演等方式學(xué)習(xí)、鞏固Canyousing?Yes,Ican.Itiseasy.No,Ican’t.Itishard.等句型。

2．利用調(diào)查以及實(shí)物演示等方法以及肢體語(yǔ)言來(lái)激發(fā)學(xué)生的學(xué)習(xí)興趣。

3．用任務(wù)型教學(xué)的手段來(lái)鞏固課堂教學(xué)。

五、教具

實(shí)物、錄音機(jī)等

六、教學(xué)過(guò)程

Step1熱身復(fù)習(xí)，導(dǎo)入新課

1.Warmup.Askthestudentondutytomakeareportabouttheweatherorhisfavouritesport.

2.Revision.Invitesomestudentstomakeareportabouthisfavouritesport.(yesterday’shomework)

3.Askandanswerbetweentheteacherandthewholeclass.以教授Canyousing?Yes,Ican.Itiseasy.No,Ican’t.Itishard.等句型和ride,swim,skate,fly,card,volleyball,jump,sing等體育運(yùn)動(dòng)。

4.Itishard.等句型和ride,swim,skate,fly,card,volleyball,jump,sing等體育運(yùn)動(dòng)。

Whatisyourfavouritesport?Myfavouritesportisswimming.

Doyoulikeswimming?Yes,Ilikeitverymuch.

Canyouswim?Yes,Ican.Itiseasy.No,Ican’t.Itishard.

并且提醒學(xué)生Canyou……?句型中要用動(dòng)詞的原形。

Step2師生互動(dòng)，逐步深入

SBPart2對(duì)話處理

1.AskthewholeclasstomakeasimilardialoguewiththehelpofthepicturesinPart2ofLesson78.Theninvitesomepairstoactthedialogueoutinfrontoftheclass.

2.Giveeverystudentachart.Askthemtoaskquestionsingroupsandgetreadyforareportaccordingtothechart.Forexample:

Alikesswimming.Hecanswim.Itiseasy.

Bdoesn’tlikeswimming.Hecan’tswim.Itishard.

Clikesjump.Hecanjump.Itiseasy.

Canyou……?

SBPart1對(duì)話處理

1.Askandanswer.Theteachershowsayo-yotothewholeclassandaskthem,“Whatisthis?Canyouplayyo-yo?”

2.Booksclosed.Makethewholeclasslistentothetapecarefullyandanswer“CanJimplayayo-yo?”

3.Booksopen.Listentothetapeagainandaskthewholeclasstosayafterthetape.

4.Practisethedialogueinpairs,thenasksomepairstoactitout.

Step3鞏固拓展，達(dá)標(biāo)反饋

1.Discussion.Givethewholeclassfiveminutesandaskthemtodiscussthesequestionsingroups:

Doyoulikeswimming?Yes,Ido.

Canyouswim?Yes,Ican.

Areyougoodatit?No,Iamnotgoodatit.

Thenaskeverystudenttomakeareportaccordingtowhattheyhavediscussed.Forexample:Alikesswimmingverymuch.Hecanswim.Heisgoodatit.Hisfavouritesportisswimming.Blikessingingverymuch,Buthecan’tsing.Heisnotgoodatit.Singingisnothisfavouritesport.Hisfavouritesportisjumping.

2.Workinclass.Finishsomeexercisesaboutthislesson.

用所給單詞的適當(dāng)形式填空。

1.Thank________(good)!Thekiteisnotbroken.

2.Mikeisafootballfan.Heisgoodat______(play)football.

3.Doyoulike______(swim)intheriver?

4.JimandMikearefootball______(play).Theyaregoodatit.

5.Playingcards_______(be)easy.Andmanypeoplelikeit.