第一篇：一年級小學(xué)綜合英語(1A)教案

一年級小學(xué)綜合英語（1A）教案

教研組：一年級

教材：小學(xué)綜合英語1A

本學(xué)期完成單元：UNIT 1—12 教學(xué)內(nèi)容分析：

本冊教材是《小學(xué)綜合英語》一年級上冊，主要是圍繞問候語、人名、文具、數(shù)字等主題進行單詞和句子的教學(xué)。一年級小朋友剛接觸英語半學(xué)期，學(xué)習興趣很濃，接受能力、模仿能力很強，學(xué)習習慣初步養(yǎng)成，但由于年齡的特點，注意力容易分散，所以在本學(xué)期，還有待培養(yǎng)學(xué)生的良好的學(xué)習習慣，訓(xùn)練學(xué)生的聽說能力。

全冊教學(xué)目標：

1、培養(yǎng)良好的學(xué)習習慣，激發(fā)學(xué)生學(xué)習英語的興趣；

2、培養(yǎng)學(xué)生純正的語音、語調(diào)；

3、能根據(jù)教師的簡單指令做事情，自己也能發(fā)號簡單的指令；

4、能運用所學(xué)的知識進行簡單的交流；

5、能唱簡單的英文歌曲，能說簡單的英文歌謠；

6、能看圖說出單詞，聽到單詞說出物品；

7、初步了解外國文化習俗。

Unit 1

GOOD MORNING.單元教學(xué)目標：

“四會”單詞：Mummy/ Daddy/ Tony / Miss Xu “三會”句子：Good morning.Good afternoon.單元重點、難點：morning與afternoon 在句中的區(qū)別 課時安排：2課時

教具：錄音機，圖片，電腦課件PPT, 頭飾

教學(xué)過程：

第一課時

Step 1 Warming up 1.Greeting: Say hello to the class and talk about the new year.Step 2 Presentation 1.T: Boy and girl ,look at this picture the back.Can you guess ,Who is she ? S: She is Tony’s mummy.T: That’s right.(Pastes the picture on the blackboard)2.Do the same with the picture of Daddy/Tony/Miss Xu.3.T: look at this picture? Can you guess, Whet time is it ? S: It’s in the morning.T: Yes ,very good.Read after me , morning morning morning.S: morning morning morning 4.Do the same with the picture of afternoon.5.Play the tape, pausing after each expression to have S repeat.6.Show S how to act the dialogue.7.Divide the class into two groups.8.Pair working.9.S follow the tape Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板書設(shè)計：

Unit One Mummy Daddy Tony Miss Xu

Good morning.Good afternoon.Good evening.Good night.第二課時

Step 1 Warming up 1.Greeting Step 2 Revision 1.T show the pictures and let S repeat the Sentence.2.T teach each Sentence.T: Good morning, Mummy

S: Good morning.(afternoon)3.S follow T to read the words.4.Play the tape and practice.(Review the words)Step 3 Presentation 1.S listen to the tape.2.S follow T to do some actions.3.Play the tape.4.Model this by pointing to the pictures while chanting.Step 4 Summary and homwork 1.Talk with the parents and say morning to classmates.1.Good morning(afternoon), Miss(Mr.)… 2.Ask some students to have a role play 3.And then play a game: Music chair Homework 1.Listen to the tape of Unit 1.2.Read the Unit 1,twice.板書設(shè)計：

Unit One Mummy Daddy Tony Miss Xu

Good morning.Good afternoon.Good evening.Good night.單元小結(jié)

通過本單元的學(xué)習，學(xué)生學(xué)會了向他人問好的方法，達到了與人交流的目的，并在小組活動中得到了與人合作的體驗。

Unit 2 HELLO 單元教學(xué)目標：

“四會”單詞：Hello.Goodbye.Kitty/Mimi/Pip “三會”句子：

單元重點、難點：hello與goodbye 在句中的區(qū)別 課時安排：2課時

教具：錄音機，圖片，電腦課件PPT, 頭飾

教學(xué)過程：

第一課時

Step 1 Warming up 2.Greeting: Say hello to the class and talk about the new year.Step 2 Presentation 1.Warming up(have a chant): Good morning, Mummy.2.Open your book on page one.Read the text.3.Introduce three new friends, Kitty/Mimi/Pip 4.Stand up!and Say hello to new friends.5.Read the text fellow the teacher.6.Play the tape and pause after each sentence.7.Close your books and listen.Play the tape again Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板書設(shè)計：

UNIT 2

HELLO

Hello.Goodbye.第二課時

Step 1 Warming up 1.Greeting Step 2 Revision 1.T point to words while listening to the tape.2.Play the tape again and have Ss repeat.3.After enough practice, point to the pictures at random and have Ss say the words.Step 3 Presentation

1.While pointing to the pictures of Kitty, Mimi and Pip in the book, model the dialog.2.Ss listen and repeat.3.After enough practice, ask Ss to act out the dialog in pairs.Step 4 Sing a song :Hello Homework 1.Listen to the tape of Unit 1-2.2.Read and Unit 1-2 to your father and mother.板書設(shè)計：

UNIT 2

HELLO

Hello.Goodbye.單元小結(jié)

通過本單元的學(xué)習，學(xué)生學(xué)會了向他人問好的方法，達到了與人交流 的目的，并在小組活動中得到了與人合作的體驗。

Unit 3 This is Alan 單元教學(xué)目標：

“四會”單詞：Hello.Goodbye.Kitty/Mimi/Pip “三會”句子：I am John/Tony.Happy birthday.Thank you.This is Alan/Kitty/Mimi.How old are you ?

I am six.單元重點、難點：This is …

How old are you? 課時安排：2課時

教具：錄音機，圖片，電腦課件PPT, 頭飾

教學(xué)過程：

第一課時

Step 1 Warming up 1.Greeting: Say hello to the class.Step 2 Presentation 1.Show the Picture of Tony.Then T say, “ Today is Tony’s birthday.Let’s sing “ Happy Birthday” to Tony.”

2.Ask and answer: How old is Tony? He’s six.3.T: “One day Alan Receives an invitation letter.Originally is Tony holds the birthday party.Let’s go to Tony’s birthday party.” 4.Use the story to teach the new Sentence.5.Play the tape, pausing after each expression to have Ss repeat.6.Ss to act out the dialog in pairs.Play the tape again Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板書設(shè)計：

I am John/Tony.Happy birthday.Thank you.第二課時

Step 1 Warming up 1.Greeting Step 2 Revision 1.Point to a Alan in the picture and say “ Who is he ?” Then have S1 answer “He is Alan.” T says “How old are you ?” S: “He’s six.” 2.Have Ss look at the first picture.Model the dialog.3.Listen to the tape and repeat.After enough practice, have S1 comes to the front of the class and point to different Ss asking How old are you? Other classmates answer.Step 3 Presentation

1.Point to Picture A and have Ss to count the candles.2.Play the tape for number 1 and then pause.Write number 1 on the board.3.Continue with the rest.4.Ss listen to the questions on the tape and respond with the correct answer for them.[Ss: I’m eight.]

5.Using the target language, have Ss ask and answer each other in pairs.Step 4 Sing a song :

1.Have Ss look at the pictures and ask “ How old is Tony? He’s nine.” 2.Continue with Alan/John/Tony.3.Play the tape and sing along.Homework 1.Listen to the tape of Unit 3.2.sing the song to parents.3.Rend the Unit3.板書設(shè)計：

This is Alan/Kitty/Mimi.How old are you ?

I am six.Goodbye.單元小結(jié)

通過本單元的學(xué)習，學(xué)生學(xué)會了向他人介紹自己和好朋友，還有詢問別人年齡的方法。達到了與人交流的目的，并在小組活動中得到了與人合作的體驗。

Unit 4 Who’s he?

單元教學(xué)目標：

“四會”單詞：apple /baby /carrot/door

“三會”句子：Who is he /she? He/She is Alan/Linda.How are you ?

I am fine ,thank you.單元重點、難點：句型：How are you? I am fine, thank you.課時安排：2課時

教具：錄音機，圖片，電腦課件PPT, 頭飾

教學(xué)過程：

第一課時

Step 1 Warming up Greeting: Say hello to the class and talk about the new year.Step 2 Presentation T: Open your books.Who’s this?(Point to Tony)

Ss: Tony.T: Repeat.He’s Tony.Ss: He’s Tony T: How are you ? Ss: How are you ? T:I am fine ,thank you.Ss: I am fine ,thank you.1.Do the same with the other character.2.Play the tape.3.Play the tape, pausing after each sentence to have Ss repeat.4.Without the tape, show Ss how to act out the dialog with more expression.5.Divide the class into two groups, each group representing a different character.6.Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板書設(shè)計：

Unit 4 Who is he ? Who is he /she?

He/She is Alan/Linda.第二課時

Step 1 Warming up Greeting Step 2 Revision 1.Have Ss look at the first picture.2.Point to Tony and then ALan.Model the dialog.3.Repeat with the second picture.T: Listen and repeat.4.After enough practice, encourage Ss to act out the dialog in pairs.Step 3 Presentation

1.Play the tape for number 1 and then pause.T: Which picture is it? [Sweep your hand over the pictures.] Write Number 1.2.Write number 1 on the board.3.Continue with the rest.Step 4 Sing a song : 1.Play the tape.T: Sing together.2.Play the tape again and sing along.3.Divide the class into two groups.One group sings the questions, the other sings the answers.Homework 1.Listen to the tape of Unit 4.2.Read the text

3.review the new words apple/baby/carrot/door.板書設(shè)計：

Unit 4 Who is he ? Who is he /she?

He/She is Alan/Linda.How are you ?

I am fine ,thank you.單元小結(jié)

通過本單元的學(xué)習，學(xué)生學(xué)會了向他人問好的方法和詢問他人名字與回答的句型，達到了與人交流的目的，并在小組活動中得到了與人合作的體驗。

Unit 5 She is my mother.單元教學(xué)目標：

“四會”單詞：mother/father/sister/brother/friend.“三會”句子：Who is he /she?

He/She is my mother/father/sister/brother/friend.單元重點、難點：區(qū)分各家庭成員的稱呼 課時安排：2課時

教具：錄音機，圖片，電腦課件PPT, 頭飾

教學(xué)過程：

第一課時

Step 1 Warming up Greeting: Say hello to the class and talk about the new year.Step 2 Presentation 1.T: Look at the family tree, Who can tell me, Who is he ?

Ss: father.T: Repeat.He is my father.Ss: He is my father.2.Do the same with the other characters.1.Play the tape.2.Play the tape, pausing after each sentence to have Ss repeat.3.Without the tape, show Ss how to act out the dialog with more expression.4.Divide the class into two groups, each group representing a different character.5.Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板書設(shè)計：

Unit 5 She is my mother.Who’s he?

He’s my father.Who’s she?

She’s my mother.第二課時

Step 1 Warming up Greeting Step 2 Revision 1.Have Ss look at the first picture.Model the dialog.2.Repeat with the second picture.T: Listen and repeat.3.After enough practice, encourage Ss to act out the dialog in pairs.Step 3 Presentation

1.Play the tape for number 1 and then pause.T: Which picture is it? [Sweep your hand over the pictures.] Write Number 1.2.Write number 1 on the board.3.Continue with the rest.Step 4 Sing a song :

1、Play the tape.T: Sing together.2、Play the tape again and sing along.3、Divide the class into two groups.One group sings the questions, the other sings the answers.Homework 1.Listen to the tape of Unit 5.2.Read and Unit 1-5 to your father and mother.板書設(shè)計：

Unit Five She is my mother.Who’s he?

He’s my father.Who’s she?

She’s my mother.單元小結(jié)

通過本單元的學(xué)習，學(xué)生學(xué)會了家庭成員的名稱，學(xué)會了介紹自己家人的句型，達到了與人交流的目的，并在小組活動中得到了與人合作的體驗。

Unit 6 Sit down.單元教學(xué)目標：

“四會”單詞：Stand up/Sit down/Come in/write/draw “三會”句子：Stand up/Sit down/Come in/write your name/open your book/close your book.單元重點、難點：學(xué)會指令的應(yīng)用，并作出正確的反應(yīng)。課時安排：2課時

教具：錄音機，圖片，電腦課件PPT, 頭飾

教學(xué)過程：

第一課時

Step 1 Warming up Greeting: Say hello to the class and talk about the new year.Step 2 Presentation 1.T: Look at me.What do I do?

Ss: You stand up.2.Do the same with the other characters.3.Play the tape.4.Play the tape, pausing after each sentence to have Ss repeat.5.Without the tape, show Ss how to act out the dialog with more expression.6.Divide the class into two groups, each group representing a different character.Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板書設(shè)計：

Unit 6 Sit down.Stand up Sit down Come in write your name open your book close your book.第二課時

Step 1 Warming up Greeting Step 2 Revision 4.Have Ss look at the first picture.Model the dialog.5.Repeat with the second picture.T: Listen and repeat.6.After enough practice, encourage Ss to act out the dialog in pairs.Step 3 Presentation

1.Play the tape for number 1 and then pause.T: Which picture is it? [Sweep your hand over the pictures.] Write Number 1.2.Write number 1 on the board.3.Continue with the rest.Homework 1.Listen to the tape of Unit 6.2.Read Unit 6 to your father and mother.板書設(shè)計：

Unit 6 Sit down.Stand up Sit down Come in write your name

open your book close your book.單元小結(jié)

通過本單元的學(xué)習，學(xué)生學(xué)會了常用的課堂指令，并能根據(jù)指令做出相應(yīng)的動作。提高了學(xué)生運用英語交流的積極性，并在小組活動中得到了與人合作的體驗。

Unit 7 What is this? 單元教學(xué)目標：

“四會”單詞：pen/pencil/rubber/school bag/rler “三會”句子：What is this? It is a…

單元重點、難點：熟悉幾種常用的文具，并能運用句型互問互答。課時安排：2課時

教具：錄音機，圖片，電腦課件PPT, 頭飾

教學(xué)過程：

第一課時

Step 1 Warming up Greeting: Say hello to the class and talk about the new year.Step 2 Presentation

2.T: Look at me.What is this? It is a pencil.2.Do the same with the other characters.3.Play the tape.4.Play the tape, pausing after each sentence to have Ss repeat.5.Without the tape, show Ss how to act out the dialog with more expression.6.Divide the class into two groups, each group representing a different character.Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板書設(shè)計：

Unit 7 What is this?

What is this? It is a pencil.Rubber.Pen.School bag.Ruler.第二課時

Step 1 Warming up

Greeting Step 2 Revision 7.Have Ss look at the first picture.Model the dialog.8.Repeat with the second picture.T: Listen and repeat.9.After enough practice, encourage Ss to act out the dialog in pairs.Step 3 Presentation

1.Play the tape for number 1 and then pause.T: Which picture is it? [Sweep your hand over the pictures.] Write Number 1.2.Write number 1 on the board.3.Continue with the rest.Homework 1.Listen to the tape of Unit 6.2.Read Unit 6 to your father and mother.板書設(shè)計：

Unit 7 What is this?

What is this? It is a pencil.Rubber.Pen.School bag.Ruler.單元小結(jié)

通過本單元的學(xué)習，學(xué)生學(xué)會了幾種常用的文具，并能運用句型介紹

自己的文具。提高了學(xué)生運用英語交流的積極性，并在小組活動中得到了與人合作的體驗。

Unit 8 Open the window, please.單元教學(xué)目標：

“四會”單詞：window/blackboard/cupboard/door/monitor “三會”句子：Open/close the window/door/cupboard, please.Clean the blackboard, please.Give me a pencil, please.Here you are.Thank you.單元重點、難點：學(xué)會指令的應(yīng)用，并作出正確的反應(yīng)。

學(xué)會跟同學(xué)借東西的表達方式。課時安排：2課時

教具：錄音機，圖片，電腦課件PPT, 頭飾

教學(xué)過程：

第一課時

Step 1 Warming up Greeting: Say hello to the class and talk about the new year.Step 2 Presentation 3.T: Open the window, please ,Tony

Ss: Yes , Miss Chen..2.Do the same with the other characters.3.Play the tape.4.Play the tape, pausing after each sentence to have Ss repeat.5.Without the tape, show Ss how to act out the dialog with more expression.6.Divide the class into two groups, each group representing a different character.Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板書設(shè)計：

Unit 8 Open the window, please.Open/close the window/door/cupboard, please.Clean the blackboard, please.Give me a pencil, please.Here you are.Thank you.第二課時

Step 1 Warming up Greeting Step 2 Revision 1.Have Ss look at the first picture.Model the dialog.2.Repeat with the second picture.T: Listen and repeat.3.After enough practice, encourage Ss to act out the dialog in pairs.Step 3 Presentation

1.Play the tape for number 1 and then pause.T: Which picture is it? [Sweep your hand over the pictures.] Write

Number 1.2.Write number 1 on the board.3.Continue with the rest.Homework 1.Listen to the tape of Unit 8.2.Read Unit 8 to your father and mother.板書設(shè)計：

Unit 8 Open the window, please.Open/close the window/door/cupboard, please.Clean the blackboard, please.Give me a pencil, please.Here you are.Thank you.單元小結(jié)

通過本單元的學(xué)習，學(xué)生學(xué)會了常用的指令，并能根據(jù)指令做出相應(yīng)的動作。提高了學(xué)生運用英語交流的積極性，并在小組活動中得到了與人合作的體驗。

Unit 9 I am sorry, I don’t know.單元教學(xué)目標：

“四會”單詞：apple/tomato/orange/pear/carrot/lemon “三會”句子：How do you spell apple, Tony?

I am sorry, I don’t know.單元重點、難點：熟悉幾種常見的水果，并能運用句型互問互答。

課時安排：2課時

教具：錄音機，圖片，電腦課件PPT, 頭飾

教學(xué)過程：

第一課時

Step 1 Warming up Greeting: Say hello to the class and talk about the new year.Step 2 Presentation 4.T: Look at me.What is this? Ss: It is an apple.T: How do you spell apple, Tony? Ss: I am sorry, I don’t know.T: I know.A-p-p-l-e.2.Do the same with the other characters.3.Play the tape.4.Play the tape, pausing after each sentence to have Ss repeat.5.Without the tape, show Ss how to act out the dialog with more expression.6.Divide the class into two groups, each group representing a different character.Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板書設(shè)計：

Unit 9 I am sorry, I don’t know.How do you spell apple, Tony? I am sorry, I don’t know.I know.A-p-p-l-e.第二課時

Step 1 Warming up Greeting Step 2 Revision 10.Have Ss look at the first picture.Model the dialog.11.Repeat with the second picture.T: Listen and repeat.12.After enough practice, encourage Ss to act out the dialog in pairs.Step 3 Presentation

1.Play the tape for number 1 and then pause.T: Which picture is it? [Sweep your hand over the pictures.] Write Number 1.2.Write number 1 on the board.3.Continue with the rest.Homework 1.Listen to the tape of Unit 6.2.Read Unit 6 to your father and mother.板書設(shè)計：

Unit 9 I am sorry, I don’t know.How do you spell apple, Tony?

I am sorry, I don’t know.I know.A-p-p-l-e.Ruler.單元小結(jié)

通過本單元的學(xué)習，學(xué)生學(xué)會了幾種常見的水果，并能運用句型介紹水果。初步學(xué)會拼讀單詞。提高了學(xué)生拼讀單詞的積極性，并在小組活動中得到了與人合作的體驗。

Unit 10 Ten apples.單元教學(xué)目標：

“四會”單詞：one/two/three/four/five/six/seven/eight/nine/ten “三會”句子：one apple.Tow lemons….單元重點、難點：熟悉數(shù)字1-10，并能運用數(shù)字數(shù)數(shù)。課時安排：2課時

教具：錄音機，圖片，電腦課件PPT, 頭飾

教學(xué)過程：

第一課時

Step 1 Warming up Greeting: Say hello to the class and talk about the new year.Step 2 Presentation 1.T: Look at me.What is this? Ss: It is a carrot.T: How many carrot? Ss: One T: One carrot.2.Do the same with the other characters.3.Play the tape.4.Play the tape, pausing after each sentence to have Ss repeat.5.Without the tape, show Ss how to act out the dialog with more expression.6.Divide the class into two groups, each group representing a different character.Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板書設(shè)計：

Unit 10 Ten apples.One carrot.Two lemons.Three bananas.Four sweets.Five eggs.Six cakes.Seven tomatoes.Eight oranges.Nine pears.Ten apples.第二課時

Step 1 Warming up Greeting Step 2 Revision 2.Have Ss look at the first picture.Model the dialog.3.Repeat with the second picture.T: Listen and repeat.4.After enough practice, encourage Ss to act out the dialog in pairs.Step 3 Presentation

1.Play the tape for number 1 and then pause.T: Which picture is it? [Sweep your hand over the pictures.] Write Number 1.2.Write number 1 on the board.3.Continue with the rest.Homework 1.Listen to the tape of Unit 10.2.Read Unit10 to your father and mother.板書設(shè)計：

Unit 10 Ten apples.One carrot.Two lemons.Three bananas.Four sweets.Five eggs.Six cakes.Seven tomatoes.Eight oranges.Nine pears.Ten apples.單元小結(jié)

通過本單元的學(xué)習，學(xué)生學(xué)會了1-10的說法，并能運用數(shù)字數(shù)數(shù)。

提高了學(xué)生學(xué)習英語的積極性，并在小組活動中得到了與人合作的體驗。

Unit 11 That is a cat.單元教學(xué)目標：

“四會”單詞：cat/panda/monkey/fish/bird/duck “三會”句子：This is a …

That is a …

單元重點、難點：熟悉幾種常見動物，并能區(qū)分That 和This。課時安排：2課時

教具：錄音機，圖片，電腦課件PPT, 頭飾

教學(xué)過程：

第一課時

Step 1 Warming up Greeting: Say hello to the class and talk about the new year.Step 2 Presentation

5.T: Look at me.What is this? Ss: This is a dog..T: What is that? Ss: That is a cat.2.Do the same with the other characters.3.Play the tape.4.Play the tape, pausing after each sentence to have Ss repeat.5.Without the tape, show Ss how to act out the dialog with more expression.6.Divide the class into two groups, each group representing a different character.Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板書設(shè)計：

Unit 11 That is a cat.What is this? This is a dog.What is that? That is a cat.第二課時

Step 1 Warming up Greeting Step 2 Revision

13.Have Ss look at the first picture.Model the dialog.14.Repeat with the second picture.T: Listen and repeat.15.After enough practice, encourage Ss to act out the dialog in pairs.Step 3 Presentation

1.Play the tape for number 1 and then pause.T: Which picture is it? [Sweep your hand over the pictures.] Write Number 1.2.Write number 1 on the board.3.Continue with the rest.Homework 1.Listen to the tape of Unit 11.2.Read Unit 11 to your father and mother.板書設(shè)計：

Unit 11 That is a cat.What is this? This is a dog.What is that? That is a cat.單元小結(jié)

通過本單元的學(xué)習，學(xué)生學(xué)會了幾種常見的動物，并能運用句型介紹動物。提高了學(xué)生運用英語對話的積極性，并在小組活動中得到了與人合作的體驗。

Unit 11 What letter is this? 單元教學(xué)目標：

“四會”單詞：square/cirle/rectangle/star/triangle “三會”句子：What shap is this?

It is a …

單元重點、難點：熟悉幾種常見的圖形，認識26個字母。課時安排：2課時

教具：錄音機，圖片，電腦課件PPT。

教學(xué)過程：

第一課時

Step 1 Warming up Greeting: Say hello to the class and talk about the new year.Step 2 Presentation

6.T: Look at me.What shape is this? Ss: It is a aquare..T: What number is that? Ss: It is eight.2.Do the same with the other characters.3.Play the tape.4.Play the tape, pausing after each sentence to have Ss repeat.5.Without the tape, show Ss how to act out the dialog with more expression.6.Divide the class into two groups, each group representing a different character.Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板書設(shè)計：

Unit 12 What letter is this?

What letter is this? It is B.What number is this? It is eight.What shape is this? It is a square.第二課時

Step 1 Warming up Greeting Step 2 Revision 16.Have Ss look at the first picture.Model the dialog.17.Repeat with the second picture.T: Listen and repeat.18.After enough practice, encourage Ss to act out the dialog in pairs.Step 3 Presentation

1.Play the tape for number 1 and then pause.T: Which picture is it? [Sweep your hand over the pictures.] Write Number 1.2.Write number 1 on the board.3.Continue with the rest.Homework 1.Listen to the tape of Unit 12.2.Read Unit 12 to your father and mother.板書設(shè)計：

Unit 12 What letter is this?

What letter is this? It is B.What number is this? It is eight.What shape is this? It is a square.單元小結(jié)

通過本單元的學(xué)習，學(xué)生學(xué)會了幾種常見的圖形和26個字母，并能

運用句型介紹圖形，提高了學(xué)生運用英語對話的積極性，并在小組活動中得到了與人合作的體驗。

第二篇：朗文一年級1A教案

Teaching

Plan Ⅰ.Teaching content: Chapter 1.Starting school Ⅱ.Teaching goals: 1.Basic language goals: Ss could master the usage of all the words and expressions.Words: afternoon

boy

girl

hello

morning

name

teacher

card

children Miss Sir

spell

thank Expressions: Good morning/afternoon.Hello.I am Mary.Good bye.What is your name?

2.Ability goal:

To improve the Ss’ ability of listening and speaking.Students can make dialogues by themselves.3.Emotion goal: Cultivate the Ss’ ability of group cooperation further.Stimulate the Ss’ interest.Ⅲ.Main and difficult points 1.Words and expressions: The basic language point of Chapter 1.2.Grammar focus: Moral and Civic Education;good manners.Ⅳ.Teaching aids: Pictures

cards

Ⅴ.Time allotment:

The 1st.Period Ⅰ.Teaching task: Chapter 1 PartA Ⅱ.Teaching steps:

Step 1.Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls.I am Jacky,your Englishteacher.Can you greet me?Say “Hello,Jacky.”

who would you like to greet me? You’re

.Do you know my name?Can you greet me? P:Hello,Jacky./Good morning/afternoon,Jacky.T:Very good.Step 2.Presentation 1.Write your name on the board.2.put on a name card(on a string arond your neck.)Keeping repeating My name is...T:What is your name?Do you have an English name? Who has already got an English name?Hands up!What is your English name? P1：My English name is Mary.T:Hello,Mary.Anybody else? P2:I am...T:Good morning,...3.Write some common English names on the board.Then speak to pupils who don’t have an English name.T:Look at these names.You can choose one you like.You can use it in the classroom.You can write the name.then you can take it home and show your parents.you’re...How about Kevin or Kelvin？ Step 3.Practice

Make a short dialogue.The 2nd Period Ⅰ.Teaching task: Chapter 1 Part B Ⅱ.Teaching steps:

Step 1.Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls.I am Jacky,your Englishteacher.Can you greet me?Say “Hello,Jacky.”

who would you like to greet me? You’re

.Do you know my name?Can you greet me? P:Hello,Jacky./Good morning/afternoon,Jacky.T:Very good.Step 2.Presentation 1.Try adressing different pupils,greeting them and getting them to introduce themselves.Less able pupils can do this in groups to build up confidence.T: Good morning/afternoon,Group B.P: Good morning/afternoon,Jacky.2.Write Good morning/afternoon on board.Keep practising this and other expressions around the class.3.Write key words and expressions on the board.4.Encourage pupils to repeat the phrases and sentences after you,acting roles.Step 3.Practice Listen to the tape.what can you say?

The 3rd.Period Ⅰ.Teaching task: Chapter 1 PartC Ⅱ.Teaching steps: Step 1.Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls.I am Jacky.Say “Hello,Jacky.”

who would you like to greet me? You’re

.Do you know my name?Can you greet me? P:Hello,Jacky./Good morning/afternoon,Jacky.T:Very good.Step 2.Presentation 1.Arouse pupils’ interest in reading by asking one or two questions about the story.T:Do you know who Beeno is?

Can you point to Beeno? 2.Pre-teach the key words and give the classroom language for teaching them,eg:spell,present.3.Tell pupils to read the story once silently.4.Ask question about the story.①Who is the teacher?(peter)②In picture one is it morning or afternoon? ③There are four children.do you know their name?Can you tell me one name? ④How do you know?Tell me a girl’s/boy’s name.Step 3.Practice 1.Get pupils to act the story in groups,changing names where appropriate.ask one or two groups with lively intonation and reasonably accurate pronunciation to come to the front to perform.2.Ask pupils to spell their names.3.Check pupils answers to Part D

The 4th.Period Ⅰ.Teaching task: Chapter 1 PartD Ⅱ.Teaching steps:

Step 1.Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls.Say “Hello,Jacky.”

who would you like to greet me? You’re

.Do you know my name?Can you greet me? 2.Review the story.Get pupils to act the story in groups,changing names where appropriate.ask one or two groups with lively intonation and reasonably accurate pronunciation to come to the front to perform.Step 2.Presentation(Phonics)1.Get pupils to look at my mouth while you pronounce the/g/sound or play the video in the Super E-Book.Lool at my mouth.Say after me.2.Play the phonic game in the Super E-Book.3.Ask the pupils to look for anther word with the same sound(goodbye.)4.Suggest English names that pupils can use in the class beginning with the same sound.T:Does everyone have a name beginning with a/g/sound?Can you tell me who has a name beginning with /g/? Here are some names:Gary,Gilbert,Gordon,Grace【W(wǎng)rite them on the board.】

Step 3.Practice

Ask pupils to say other known words with the same sound.The 9th.Period

Ⅰ.Teaching task: Chapter 1 Part E Ⅱ.Teaching steps:

Step 1.Warm-up Daily greeting.T: Hello, boys and girls.Ss: Hello, Lucia.T: What’s your name ? Ss: My name is Mary.Step 2.Presentation 1.Revise learnt expressions by greeting different pupils and getting them to introduce themselves.T: What is your name ? S1: My name is _______.T: Good afternoon,________.S1: Good afternoon, Lucia.2.Lead pupils to do pair work like the above mentioned.3.Go round the class to check pupils’ understanding.4.Make a name card for your partner.Step 3.Practice

Make a short dialogue.Teaching

Plan Ⅰ.Teaching content: Chapter 2.Nice to meet you Ⅱ.Teaching goals: 2.Basic language goals: Ss could master the usage of all the words and expressions.Words: my father

my mother

my classmate

my brother

my sister

my friend Expressions: This is ______.Nice to meet you.Nice to meet you, too.How are you? I am fine, thank you.How are you ? I am fine, too.2.Ability goal:

To improve the Ss’ ability of listening and speaking.Students can make dialogues by themselves.4.Emotion goal: Cultivate the Ss’ ability of group cooperation further.Stimulate the Ss’ interest.Ⅲ.Main and difficult points 3.Words and expressions: The basic language point of Chapter 2.4.Grammar focus: Customary greetings.Ⅳ.Teaching aids: Pictures

cards

Ⅴ.Time allotment:

The

1st

Period

Ⅰ.Teaching task: Chapter 2.Part A(1)

Ⅱ.Teaching steps:

Step1.Warm-up

Daily greeting:

T: Hello, children.Ss: Hello, teacher.T: What is your name?

Ss: My name is _______.Step 2.Presentation 1.Play a game: T says, Ss do.2.T shows the pictures and lead the Ss to read the words.(T writes the words on the blackboard.)3.Ask Ss to read the words group by group to see which group is the best.4.Teach Ss how to act the different roles.As a teacher reads the words, the Ss do the action, then ask some students to be a little teacher.5.T points the words, Ss read them out.Step3.Practice 1.T shows the pictures, Ss read the words.2.Ask Ss to read the words by themselves.The

2nd

Period Ⅰ.Teaching task: Chapter 2.Part A(2)Ⅱ.Teaching steps:

Step1.Warm-up

Daily greeting:

T: Hello, children.Ss: Hello, teacher.T: What is your name?

Ss: My name is _______.Step2.Presentation 1.Sing a song together.2.Review the words of family members.(father mother brother sister me)3.T shows the pictures, Ss say the words.4.T says the words, Ss catch the pictures.5.Teach Ss how to introduce people with the pattern “This is _____” 6.Lead Ss to read the above pattern.7.Ask Ss to introduce their friends to all the classmates in the front.Step3.Practice 1.Ask Ss to read the words and sentences.2.T shows other photos of pupils, Ss say “This is______”

The

3rd

Period Ⅰ.Teaching task: Chapter 2.Part A(3)Ⅱ.Teaching steps:

Step1.Warm-up

Daily greeting:

T: Hello, children.Ss: Hello, teacher.T: What is your name?

Ss: My name is _______.Step2.Presentation 1.Teach “he” and “she”.Through the pictures to be clear about these two words.2.Give examples to introduce others with the two words.Eg: He is my classmate.She is my sister.3.Ask Ss to introduce their partners with this pattern: This is Peter.He is my brother.This is Cherry.She is my sister.Step3.Practice 1.Lead Ss to read the sentences on the blackboard.2.Listen to the CD and read the dialogue in Part A.Step4.Homework

Ask Ss to draw a picture about their families and describe.The

4th

Period Ⅰ.Teaching task: Chapter 2.Part A(4)Ⅱ.Teaching steps:

Step1.Warm-up

1.Daily greeting:

T: What is your name?

Ss: My name is _______.2.Sing a song.Step2.Presentation 1.Ask Ss to show their pictures about their family members, and try to introduce them in this way.2.T shows the Flash cards, Ss read the words out together, and then pick up one group to read the words one by one.3.Look at the books and ask Ss to say the content of Part A about: Where is it? Who are they? What are they doing? 4.Listen to the CD and read the dialogue.5.T leads them to read one sentence by one sentence.Step3.Practice

Play a game.T draws a picture about family members on the blackboard.Firstly, ask Ss to recognize who they are(father? mother? brother? or sister?)

The

5th

Period Ⅰ.Teaching task: Chapter 2.Part B Ⅱ.Teaching steps:

Step1.Warm-up

Daily greeting:

T: Hello, children.Ss: Hello, teacher.T: How are you?

Ss: Fine, thank you.Step2.Presentation 1.Take out a photo and ask Ss to do introduction with “This is _____” or “He/She is ______.” 2.Listen to the CD and read Part A.3.Ask Ss to look at the pictures carefully to make themselves be clear about the relationships of these people.4.Lead them to say out these children’s relationships like: This is ________.He/She is my friend.Step3.Practice 1.Write the right answer of Part B and ask Ss to copy by themselves.2.Check their books.Step4.Thought after class

The

6th

Period Ⅰ.Teaching task: Chapter 2.Part C Ⅱ.Teaching steps:

Step1.Warm-up

Daily greeting:

T: Hello, children.Ss: Hello, teacher.T: How are you?

Ss: Fine, thank you.Step2.Presentation 1.Ask Ss to look at pictures on P1 and P2 and answer Qs: What is the bee’s name?(Beeno.)What did Mary lost?(Her book.)Which class did Mary in?

(Class1A.)Who is Betty?

(Mary’s classmate.)2.Listen to the CD and ask Ss to talk about the main content of this story.3.Lead Ss to read the story one sentence by one sentence.Step3.Practice 1.Listen to the CD and read.2.Ask Ss to read the story follow the T.3.Ask Ss to read together.The

7th

Period Ⅰ.Teaching task: Chapter 2.Part D & Phonics Ⅱ.Teaching steps:

Step1.Warm-up

Daily greeting:

T: Hello, children.Ss: Hello, teacher.T: How are you?

Ss: Fine, thank you.Step2.Presentation 1.Listen to the CD and read Part C.2.Ask some questions: Which class does Mary in? What is the meaning of “friend”? What does “classmate” mean? 3.Ask Ss to finish Part D.4.Check the answer.5.Let Ss to look at T’s mouth when pronounces /h/ Step3.Practice 1.Play the phonics game.2.Ask Ss to say more words with the sound of /h/ 3.Listen to the CD and read Part D.The

8th

Period Ⅰ.Teaching task: Chapter 2.Part E & Task F Ⅱ.Teaching steps:

Step1.Warm-up

Daily greeting:

T: Hello, children.Ss: Hello, Lucia.T: How are you?

Ss: Fine, thank you.Step2.Presentation 1.Revise the greeting expressions learnt in this chapter by greeting Ss 2.Ask Ss to do pair work.3.Check the answers of Part E.Step3.Practice 1.Tell the main idea of the song in Part F.2.Listen to the CD and sing the song.3.Play the song and tell pupils to follow the words with their fingers.4.Play the song again and ask Ss to sing along.Step4.Thought after class

The

9th

Period Ⅰ.Teaching task: Revision(Chapter 2.)Ⅱ.Teaching steps:

Step1.Warm-up

1.Daily greeting:

T: Hello, children.Ss: Hello, teacher.T: Nice to meet you.Ss: Nice to meet you, too.2.Sing a song < I love my family>

Step2.Presentation 1.T does the actions and Ss say the words to revise Good morning/ Good afternoon/ Good evening.2.Play a game to revise the basic sentences.What is your name?

My name is _________.Step3.Practice 1.Listen to the CD and read Part A.2.Ask some Ss to recite the dialogue.3.Listen to the CD and read Part C.4.Point to the important sentences of story in Part C and read for several times.Step4.Thought after class

The

10th

Period I Teaching task: Revision C(Chapter 2)II Teaching steps: Step1 Warming up activities 1 Daily greeting.2 Sing a song(I love my family).Step2 Presentation’ T show s the Flash cards, Ss read the words out.2 Ask Ss to make sentences with the words like: This is Peter.He is my classmate.3 Recite Part A together.4 Read the story in Part C and answer the questions.① Which classs is Mary in? ② What did Mary lost? ③ What relationship are between Betty and Mary? Step 3 Practice Listen to the CD and read Part C.2 Point out the key words and expressions of the story write them on the blackboard and read again.Step 4 Homework

Recite Part C.Teaching Plan I Teaching content:

Unit 3 My toys II Teaching goals: Basic language goals: Ss could master the usage of all words and expressions.Words: a doll a car a robot a ball

a bus a teddy bear

one two three four five

six seven eight nine ten Expressions: I have a ball.I have two balls

He has three buses and five balls 2 Ability goals:

To improve the students’ abilities of speaking and listening.3 Emotion goal

To be confident during studying English

To cultivate the students’ ability of group coorperation.III Main and difficult points.1 Words and expressions 2 Grammar focus:

I have a ball He has two balls.IV Teaching aids

Flash cards, CD player, toys V Time allotment:

The I Teaching task: Part A(a)II Teaching steps

Step1 Warming up activities 1 Daily greeting

Period

1st 2 Sing a song.Step 2 Presentation 1 Introduce the number from 1~10 and write them on the blackboard.2 Lead them to read and then ask Ss to count them one by one.3 If someone counts the wrong number or doesn’t know how to count, I will give him/her a punishment to jump and other students help him/her to count together.Step 3 Practice 1 Look at the calendar on the book and read the numbers follow the T with the fingers pointing to the words.2 Lead Ss to do some mathematic like:

One + two = three

seven－two = five

three + five = eight

four－one = three

one + five = six

ten－five = five Step 4 Homework

To remember the numbers.The

2nd

Period I Teaching task: Unit3 Part A(b)II Teaching steps: Step 1 Warming up activities

Greeting.2 Sing a song.Step 2 Presentation

Review the numbers.2 Introduce the new words with Flash cards.Show an opaque bag with small objects in it in my bag.Oh!It is a ball.Is there only one ball? No? There is another ball.Let’s count.How many balls? One ball, two balls, three balls.Etc.3 Teach the vocabulary using the flash cards or toys.T: This is a car.Say “ car”.Repeat follow me.Car.I have a car.This is my car.4 Keep asking “How many?”

Focus on the plurals: one bus, two buses T: How many robots? S1: I have two robots.Step 3 Practice 1 Listen to the CD and read the words.The

3rd

Period I Teaching task: Unit 3 Part A(c)II Teaching steps: 1 Greeting.2 Play a game.Step 2 Presentation 1 Review the words with Flash cards 2 Write the numbers on the board first, then the words.Let pupils point and read the words.Correct their pronounciation when necessary.T: Who would like to be a teacher? Let’s count together.Group A, say the numbers.Listen carefully: Three.This is three.Repeat.Three.Very good.Etc.3 Rub out the words only.Try to get Ss to say the numbers in random.Demonstrate first, then ask Ss to come up.4 In order to keep Ss’ attention, come to the board, then suddenly rub out different numbers and get Ss to say the missing words.(numbers).Continue until you have rubbed out all the numbers.Get Ss to count from one to ten in groups and individually.Step 3 Practice

Use number cards to match the numbers and words.Draw out a card and a toy from your bags.The

4th

Period I Teaching task: Chapter 3 Part B II Teaching steps:

Step 1 Warming up activities

Greetings.2 Play a game.Step 2 Presentation 1 Review the new words with Flash cards.2 Lead students to count numbers one by one.3 Listen to the CD and read Part A.Write down the basic sentence: I have … Ask Ss to look at the pictures and count how many toys Peter/Tom/Mary has.5 Ask Ss to make up a short dialogue in groups.e.g.I have a robot.I have nine balls.To underline we use a/an instead of one for singular nouns and we add s in the end.Put es on the end of plural nouns which ending in s, sh, ch, x or z and some nouns ending in O.Step 3 Practice

The

5th

Period I Teaching task: Chapter 3 Part C II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Review the new words.Step 2 Presentation.1 Arouse pupil’s interest in reading by asking one or two questions about the story.What are the children playing with?

What toys can you see? 2 Listen to the CD and ask pupils to answer:

Whose house is it?

What toys does Danny have?

Are Danny’s robot big?

Is Sue’s robot big? 3 Interpret the story and read one sentence by one sentence.Step 3 Practice 1 Listen to the CD and read the story.2 Lead pupils to read the story.3 Ask pupils to read by themselves.Step 4 Homework.The

6th

Period I Teaching task: Chapter 3 Part D& Phonics II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Listen to the CD and read Part C.Step 2 Presentation 1 Lead Ss to read the story.2 Ask Ss to answer the questions How many pigs does Danny have? Who has five robots? Who has a big robot? 3 Ask Ss to read the story together.4 Finish Part D & check the answers.5 Get pupils to look at my mouth while pronounce the |b| and |p| sounds or play video in the Super E-book.Step 3 Practice Play the phonics game in the Super E-Book.2 Ask pupils to look for one more word for each sound(ball, Pippy).3Tell pupils to hold a piece of paper in front of their mouths when they say the |b| and |p| sounds.The paper will move when they say |p|, because more air should be pushed out of the mouth.The

7th

Period I Teaching task: Chapter 3 Part E II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Review the new word.Step 2 Presentation 1 Ofer an opaque bag full of toys and ask some Ss to get someone, then say the sentence.e.g.I have a doll.I have two robots.2 Also ask someone to get a toy from the bag and ask other Ss to guess what she/he has.e.g.She has five cars.He has two robots.3 Listen to the CD and read PartE.4 Ask Ss to look at the 4 pictures in Part E and write the right name in the blanks.Step 3 Practice Lead Ss to read the Part E again.Play the phonics game in the Super E-Book.2 Ask Ss to make up a short passage about Sam and Tina with pictures.The

8th

Period I Teaching task: Chapter 3 Part F II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Review the numbers 1-10.Step 2 Presentation 1 Count the numbers group by group.2 Write these numbers on the blackboard and ask someone to read.3 Look at the picture on P18 and ask how many teddy bears there are.4 Play the CD and listen.5 Teach Ss to sing the song one sentence by sentence.6 Lead them to dance with the music.Step 3 Practice 1 T leads Ss to sing and dance for 3 times.2 Choose some students to perform in the front.3 The whole class sing and dance follow the music.Step 4 Homework

Teaching Plan I Teaching content:

Chapter 4 My pencil case II Teaching goals: Basic language goals: Ss could master the usage of all words and expressions.Words: a pen a pencil a ruler

an eraser a sharpener a pencil case red blue yellow pink brown green black white Expressions: I have a ball.I have two balls

He has three buses and five balls 2 Ability goals:

To improve the students’ abilities of speaking and listening.3 Emotion goal

To be confident during studying English

To cultivate the students’ ability of group coorperation.III Main and difficult points.1 Words and expressions 2 Grammar focus:

I have a ball He has two balls.IV Teaching aids

Flash cards, CD player, toys V Time allotment:

The

1st

I Teaching task: Chapter 4 Part A(a)II Teaching steps: Step 1 Warming up activities.1 Greetings.Period 2 Play a game.Step 2 Presentation 1 Teaching the colours with the flash cards.Demonstrate by naming the colour of an object in the classroom.Match it with the correct flash card.Repeat with all the colours.T: Look!I have a pen.What colour is it? It is red.Show me/Point to something red in the classroom.The card is yellow.The pencil is yellow.Can you show me something yellow? What is black? What is white? The pen is black.The wall is white.My shoes are black.My hair is black.Etc.2 Now teach the vocabulary.First show the flash cards with the words covered.Then write the words on the board and teach the pronunciation.Rub out the words and get pupils to say the words.T: Read after me.P-E-N.Pen.Who can spell “pen”? Step 3 Practice 1 Listen to the CD and repeat.2 Ask Ss to make a phrase with the words of school things and colours.Step 4 Homework

The

2nd

Period I Teaching task: Chapter 4 Part A(b)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 Review the new words.a)Look at the flash cards and read.b)Compete who can read the words fastest.c)T leads Ss to read again.2 Introduce pupils to the article “an”.T: Speak after me.Be very careful: an apple, an eraser, an elephant, Pencil? A pencil? Pen? A pen.Eraser? An eraser.3 Introduce it and they.T: I have a pencil sharpener.What colour is it? It is pink./ One … It is …/ Two … They are …/ Three … They are … Step 3 Practice 1 Play a game.Give pupils key words, then ask them to make sentences.e.g.Two, ruler, pink.I have two rulers.They are pink.Step 4 Homework

The

3rd

Period I Teaching task: Chapter 4 Part A(c)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 Review the new words.2 Ask Ss to make sentences with these words.Introduce when a name/she/he is at the beginning of a sentence, we will use “has” instead of “have”.e.g.May has two pencils.She has a ruler.He has five erasers.Step 3 Practice 1 Show them key words, let Ss make sentences.e.g.Tom, three, pen, red.Tom has three pens.They are red.2 Write these sentences on the bb and lead Ss to read.Draw three big circles on the board.The representatives write the quantity in the circile and the object in the third circle.The groups get five points for writing the words correctly.I f they can say the sentences correctly, they can get an extra ten points.Step 4 Homework

The

4th

Period I Teaching task: Chapter 4 Part A & B II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Review the words.a)with flash cards.b)listen and repeat.c)make sentences.2 Ask Ss to look out the picture on P20.Q: a)How many children are they? b)Who are they? c)What does Peter have? d)What does Mary have? 3 Listen and read the dialogue.Step 3 Practice 1 Ask questions about Sally and Tom.a)What does Sally have? b)What colour are they? c)What does Tom have? d)What colour are they? Step 4 Homework Read the dialogue and recite.The

5th

Period I Teaching task: Chapter 4 Part C II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Review the words.2 Show a pencil case and ask Ss to say what is in it.e.g.three pencils, a sharpener, two green erasers, no pens.3 Ask Ss to look at the pictures on P21.Q: a)Where are the children? b)What are they waiting for? 4 Listen and answer.Qs: a)Why can’t Tom play with Charlie? b)Where is Charlie in Picture 3? c)In picture 3, is the school bag Charlie’s? d)In picture 3, is the pencil case Charlie’s? 5 Interpret the story and read the story one sentence by one sentence.Step 3 Practice 1 Listen and read.Check pupils’ answer of Part D.3 Read the story again.Step 4 Homework

Read the story and recite.The

6th

Period I Teaching task: Chapter 4 Part C II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 Ask Ss to answer questions.a)What are the children doing? b)Whose pencil case does Charlie have? c)What happened later? 2 Listen to the CD and read.3 Pick out the important points.a)come and play b)This isn’t … c)Oh, dear!d)the next day.4 Lead Ss read the above sentences.Step 3 Practice 1 Ask Ss to read the story by themselves.2 Invite some Ss try to retell the story with their own words.3 Lead them to act the story.Step 4 Homework

Recite the story.The

7th

Period I Teaching task: Chapter 4 Part D & Phonics II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 Listen and read the story.2 Look at the picture on P22 and talk about what they are in the pencil case.3 Ask Ss to write the names.4 To check the answers.5 Get pupils to look at your mouth while you pronounce the /e/ sound or play he video.T: Look at my mouth.6 Play the phonics game.7 Ask pupils to say the words hen and bed.Make sure they pronounce the words correctly./e/ /en/ /hen/ /e/ /ed/ /bed/ Step 3 Practice 1 Ask pupils to imagine that they are making a hesitation sound ‘eh’.As if do not know the answers to the T’s question.2 Ask pupils to say other known words with the same sounds.Step 4 Homework

Recite the story

The

8th

Period I Teaching task: Chapter 4 Part E II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Go through Tom’s description with pupils.Ask questions to check their understanding.a)How many pencils does Beeno have? b)What colour are they? c)How many erasers does Beeno have? d)What colour is it? 2 For less able pupils, you can write down key words on the board for their reference.e.g.five, black, pencils.3 Tell pupils to draw and colour the stationery in Beeno’s pencil case.Go round the class checking their understanding.4 Ask pupils to listen to Tom’s description of the stationery in Ting Ting’s pencil case.They write down the number of things in Ting Ting’s pencil case.5 Check pupils’ answers to Part E.Step 3 Practice 1 Let a student to be a little teacher, the other students read after him/her.2 Let students read the texts one by one.Step 4 Homework

Recite the story

The

9th

Period I Teaching task: Chapter 4 Part F II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 Tell pupils that they are going to play a game.T: Let’s play a game.I’m going to divide you into groups of four.2 Demonstrate how to play the game by saying, e.g.In my pencil case, I have a blue ruler.Then pass a pencil case to the pupil next to you 3 The pupil next to you, has to hold the pencil case and extend the sentence with the words.e.g.In my pencil case, I have a blue ruler and two red pencils.Step 3 Practice 1 Let a student to be a little teacher, the other students read after him/her.2 Let students read the texts one by one.Step 4 Homework

Recite the story

Teaching Plan I Teaching content:

Chapter 5 We can do it!II Teaching goals: 1.Basic language goals: Ss could master the usage of all words and expressions.Words: climb draw jump read run sing skip swim

Walk write can English Expressions: I can swim.I can’t read.Can you run ? 2 Ability goals:

To improve the students’ abilities of speaking and listening.3 Emotion goal

To be confident during studying English

To cultivate the students’ ability of group coorperation.III Main and difficult points.1 Words and expressions 2 Grammar focus:

Can you … ?

I can/ can’t ….IV Teaching aids

Flash cards, CD player, toys V Time allotment:

The

1st

Period I Teaching task: Chapter 5 Part A(a)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Greet pupils and revise greetings.2 Revise spelling and counting using “can”.T: You can all spell your name now.Can you spell my name ? I can spell my name.My name is Lucia.L-U-C-I-A.Everyone can count from one two three… Can you count the buses? One bus, two buses…

I can draw a car.Who can draw a ruler? 3 Write “can” on the board and underneath write the names of the things pupils might be able to draw.Ask questions and put a tick next to the things pupils can draw.Write “can’t” on the board and put a cross next to the things pupils can’t draw.Recycle all taught vocabulary.Step 3 Practice Make dialogues:

T: I can’t draw a fish.I can draw a ball.Can you …? Ss: Yes, I can./ No, I can’t.The

2nd

Period I Teaching task: Chapter 5 Part A(b)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Mime swimming to teach the word ”swim”.T: Who can swim? Can you swim? P: I can swim./ I can’t swim.T: Those who can swim, hands up.Those who can’t swim, stand up.2 Teach all the new vocabulary(skip read write climb)in the same way.You can also use pictures.Write all the words on the board.T: Can you skip?

P: Yes, I can.(Put a tick)

No, I can’t.(Put a cross)3 Point to objects in the classroom.T: Can you say the names of the things in the classroom? How many things can you say in English? Can you say this in English?

P: Yes, I can./ No, I can’t.Step 3 Practice

Pair work.The

3rd

Period I Teaching task: Chapter 5 Part A(c)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Review the new words.Read together with Flash Cards.Eg: skip skip

I can skip.Read the words line by line.Read out the words quickly.2 Review the basic sentences.T: I can draw.Can you draw? P: Yes, I can.I can draw an apple.3 Ask Ss to practice in pairs.Step 3 Practice In pairs pupils ask each other questions to practice using can and can’t.Eg: Can you skip, Mary?

Yes, I can.Can you climb?

No, I can’t.The

4th

Period I Teaching task: Chapter 5 Part A&B II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 T does the actions, Ss guess the words.2 Listen to the CD and read the dialogue in Part A.Step 3 Practice 1.Ask Ss to look at P26.T: What can Kate do? P1: She can draw.T: What can Peter do? P2: He can climb.2.Ask Ss to complete the sentence by speaking.3.T writes down the right answer on the board.Let Ss copy them down.4.Check their handwriting.Step 4 Consolidation 1.Ask Ss to make sentences with Flash Cards.Eg: I can swim.I can’t climb.Can you write?

The

5th

Period I Teaching task: Chapter 5 Part C(a)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Ask some questions.T: Can you run? S1: Yes, I can.2 Creat a situation: We are going to have a sports meeting.T: What can you do? S1: I can jump.T: He can jump.He can run too.(Write on the blackboard)T: Who can run fast? Ss: I can run fast.3.Ask Ss to look at the pictures on P27---28 and answer the following questions.1)Who can run fast and jump? 2)Can Ricky run too? Step 3 Practice Make dialogues:

The

6th

Period I Teaching task: Chapter 5 Part C(b)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Ask some questions.1)What can Kelly do? 2)What can Ricky do? 2 Listen to the CD and answer the following questions.1)Who is Coco? 2)Can he run fast? 3)Who is late? 4)Can Coco run fast at last? 3 Interpret the story, write the important phrases and sentences on the board.Step 3 Practice 1.Listen to the CD and repeat.2.Ask Ss to read the story follow T.3.Ask Ss to talk about why Coco can run fast at last in groups.S1: Coco is late.S2: Coco feels worried.S3: Coco must run fast.The

7th

Period I Teaching task: Chapter 5 Part D & Phrases II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Review the words.Step 2 Presentation 1 Read the story and answer the following questions.1)Which animals can run fast? 2)Can Ricky run? 3)In picture 6 can Coco run fast? 2 Get pupils to act the story in groups.Ask one or two groups with lively intonation and reasonably accurate pronunciation to come to the front to perform.3 Check pupils’ answers to Part D.Step 3 Practice

1.Get pupils to look at your mouth while you pronounce the /k/ sound or play the video.2.Play the phonics game.3.Ask pupils to look for two more words with the same sound.4.Ask pupils to tell you other known words beginning with the same letters and sound.Dram the on the board.The

8th

Period I Teaching task: Chapter 5 Part E II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Introduce “Mimi” She is clever ask Ss to look at the pictures and ask: 1)Can she read a book?

2)Can she write a story? 3)Can she sing a song?

4)Can she climb a tree? 2.Revise he/she.3.Revise the question form.Eg: Peter can walk.Can Peter walk?

Can he walk ? Step 3 Practice

1.Pupils do pair work.They ask their partner to report two things he/she can do and he/she cannot do.2.Pick out one or two pairs.Ask one of the pupils to report one thing his/her partner can do.Then ask whether the partner can do another thing.Eg: Mary can swim.Can she climb?

No, she can’t.3.Check pupils answers to Part E.The

9th

Period I Teaching task: Chapter 5 Part F(a)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song 3.Recite the important words and sentences.Words: Ask Ss to read out according to the flash cards.Play a game(I say you do)Sentences: Ask Ss “ Can you skip?” Step 2 Presentation 1.Tell pupils to fill in their personal information in the table.They tick the things they can do.2.Ask pupils to get in groups of four.They put their counters on the start.3.They take turns to throw the dice and move their counters according to the number on the dice.Step 3 Practice

1.Work in pairs.They ask their partner to report two things he/she can do and he/she cannot do.2.Ask one of the pupils to report one thing his/her partner can do.Then ask whether the partner can do another thing.The

10th

Period I Teaching task: Chapter 5 Part F(b)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.3.Review the sentences:

Ask and answer “Can you … ?”

Ask Ss to answer according to the chant.Step 2 Presentation 1 Tell pupils to fill in their personal information in the table.2.When they move to a circle with an action, they say whether they can do that action according to the information in their table.If they can, they throw the dice again.If not, they will miss one turn.Step 3 Practice 1.Pupils do pair work.2.They ask their partner to report two things he/she can do and he/she cannot do.3.Play the game and check which group is the winner.Teaching Plan I Teaching content:

Chapter 6 Look at me!II Teaching goals: Basic language goals:

第三篇：新世紀英語一年級教案1A 課后反思

1A 課后反思

Unit 1 Hi, Birdie![課后反思] 在本單元的教學(xué)中，我利用兩首英語歌曲來幫助學(xué)生學(xué)習相關(guān)的課堂用語，大大提高了學(xué)生學(xué)習英語的興趣，收到良好的效果。教授新單詞的部分我選擇的動物木偶的教具，從而使學(xué)生很快就接受了新學(xué)的單詞。對話部分采用了聽錄音，教師配合動作的形式，形象生動的展示對話的內(nèi)容?？傮w而言，本單元的教授學(xué)生接受很快，對以后的教學(xué)工作來說是一個很好的開端。

Unit 2 Good morning, Miss Wang.[課后反思]

在本單元的課文內(nèi)容中，重點內(nèi)容是教授人物，讓學(xué)生了解在西方國家中對于未婚女子和成年男子的稱呼，以“Miss”與“Mr”為難點，我盡量用多種形式讓學(xué)生理解并記住這兩個對人的稱呼。Wonderland的板塊中，教授新人物的同時，用不同性別的人物圖片來完成對“Miss”與“Mr”的機械操練，并將這些人物適當?shù)募釉诰湫椭羞M行操練，學(xué)生學(xué)習的效果良好；Grand Theatre板塊中，以讓學(xué)生分角色表演對話的形式進行情景交流，真實的再現(xiàn)生活中的對話，并指出對話中“Miss”與“Mr”還有表示對老師的稱呼，使學(xué)生比較形象地了解了對話的意義；課堂用語的一環(huán)中，我結(jié)合手勢動作讓學(xué)生明白老師要求的英語課堂用語，同時用以前學(xué)過的課堂用語巧妙將新授的內(nèi)容結(jié)合起來，讓學(xué)生很快就能接受了。在這個環(huán)節(jié)中，我還創(chuàng)造了一個小細節(jié)：讓學(xué)生叫我的名字（Shirley）來運用到新學(xué)的課堂用語中，學(xué)生反應(yīng)相當熱烈，積極參與我創(chuàng)設(shè)的情景中（Eg: Shirely!Come here.How are you ? etc.）；Disneyland板塊中，是一首好聽的英語歌曲，旋律輕快，活潑，學(xué)生很喜歡這首歌曲。學(xué)生接受本單元的內(nèi)容總體來說良好。當然部分學(xué)生對于“Miss”與“Mr”的讀音有待加強練習。

Unit 3 What’s your name?

[課后反思] 在本單元的教學(xué)內(nèi)容是以人物的姓名為重點，讓學(xué)生了解在西方國家人們的姓與名的順序和漢語是有區(qū)別的，讓學(xué)生能熟練地辨別中文漢語拼音姓名和英語姓名。Wonderland的板塊中，我為學(xué)生一一展示了漢語拼音的姓名和英語姓名，使學(xué)生能一開始就能區(qū)分之間的不同之處，然后結(jié)合句型 “What’s your name? I’m …”進行操練，使學(xué)生能夠通過這個句型來詢問別人的姓名，達到交流的目的，學(xué)生學(xué)習的效果良好；Grand Theatre板塊中，我戴上Nancy Green的頭飾進行角色扮演，很自然地為學(xué)生呈現(xiàn)了一堂英語課開始的情景，比較形象的再現(xiàn)了課文中的內(nèi)容，使學(xué)生了解了對話的意義；課堂用語的一環(huán)中，我運用一個模仿動作的小游戲來加強學(xué)生學(xué)習的興趣，用形象的肢體語言使學(xué)生很快理解新句子要表達的含義，在游戲中學(xué)習，在游戲中鞏固，學(xué)生反應(yīng)很熱烈；Disneyland板塊中，是一首朗朗上口的兒歌，我有為這首兒歌配上一些動作，學(xué)生跟著老師邊做邊說，學(xué)得相當快。學(xué)生接受本單元的內(nèi)容總體來說良好。

Unit 4 Who’s He?

[課后反思] 在本單元的教學(xué)內(nèi)容中，以家庭成員為整個單元的重點，讓學(xué)生了解利用名詞所有格來表達家庭成員之間的關(guān)系。Wonderland的板塊中，在教授新這些家庭成員的時候，我將本單元中的某一人物的全家福拿出來給學(xué)生們展示，形象的介紹了每一個家庭成員，以及他們的特征，將這些特征編成小詩，學(xué)習容易記憶，然后結(jié)合句型 “Who’s he? He’s …”進行操練，并且還請學(xué)生自己帶來自己家庭成員的照片為大家介紹和利用新句型相互詢問，學(xué)生學(xué)習的效果良好；Grand Theatre板塊中，我用一張姚明的照片來引出“tall”這個單詞，學(xué)生能很快地記住，同時我模仿Mr King站在椅子上，視覺上的震撼讓學(xué)生能脫口而出“Wow, so tall.”很自然地將學(xué)生的注意力引到課文對話中，比較形象的再現(xiàn)了課文中的情景，使學(xué)生了解了對話的意義；課堂用語的一環(huán)中，我運用小游戲來加強學(xué)生學(xué)習的興趣，用形象的肢體語言使學(xué)生很快理解新句子要表達的含義。學(xué)生接受本單元的內(nèi)容總體來說良好。

Unit 5 Who’s She?

[課后反思] 在本單元的教學(xué)內(nèi)容中，同樣是以家庭成員為整個單元的重點，讓學(xué)生了解利用名詞所有格來表達家庭成員之間的關(guān)系。Wonderland的板塊中，在教授新這些家庭成員的時候，我將本單元中的某一人物的全家福拿出來給學(xué)生們展示，形象的介紹了每一個家庭成員，以及他們的特征，將這些特征編成小詩，學(xué)習容易記憶，然后結(jié)合句型 “Who’s she? She’s …”進行操練，并且還請學(xué)生自己帶來自己家庭成員的照片為大家介紹和利用新句型相互詢問，學(xué)生學(xué)習的效果良好；Grand Theatre板塊中，我先介紹Tom’s sister, Carol，讓學(xué)生來形容她的特征，引出cute這個單詞，讓學(xué)生學(xué)會用這樣的單詞去適當?shù)馁澝绖e人，學(xué)生能很快地記住，然后我角色扮演來展示課本上的對話內(nèi)容，比較形象的再現(xiàn)了課文中的情景，使學(xué)生了解了對話的意義；課堂用語的一環(huán)中，我運用一個精短的Chant來加強學(xué)生學(xué)習的興趣，用形象的肢體語言使學(xué)生很快理解新句子要表達的含義。學(xué)生接受本單元的內(nèi)容總體來說良好。

Unit 6 Who are you?

[課后反思] 在本單元的教學(xué)內(nèi)容中，同樣是以人物的職業(yè)為整個單元的重點，使學(xué)生懂得今后無論從事什么職業(yè)都要具備主動為他人服務(wù)的意識。Wonderland的板塊中，在教授新這些人物的職業(yè)的時候，我首先介紹了自己的職業(yè)，從而引入新課，然后將圖片一一展示給學(xué)生，形象的介紹了每一個人物的職業(yè)，以及他們的特征和稱呼；重點介紹了Mr.和Mrs.之間的區(qū)別。接著，結(jié)合句型 “Who’s she? She’s …”進行操練，并且還請學(xué)生為大家介紹和利用新句型相互詢問，學(xué)生學(xué)習的效果良好；Grand Theatre板塊中，我先介紹Bill Lee, the postman.然后邀請一個學(xué)生和我合作，展現(xiàn)一段郵遞員送信的生活情景，也比較形象的再現(xiàn)了課文中的情景，使學(xué)生了解了對話的意義；課堂用語的一環(huán)中，我用形象的肢體語言使學(xué)生很快理解新句子要表達的含義，其實本環(huán)節(jié)的內(nèi)容學(xué)生已經(jīng)很熟悉了；Disneyland板塊中，是一首朗朗上口的英文小詩，學(xué)生跟著韻律很快的學(xué)會它。學(xué)生接受本單元的內(nèi)容總體來說良好。

Unit 9 Is it a Tiger?

[課后反思] 本課教學(xué)內(nèi)容主要是有關(guān)于生肖動物的。我利用這個方面的內(nèi)容在課堂中進行一定的拓展，讓學(xué)生了解十二生肖的讀法。一.運用肢體的模仿提高學(xué)生課堂的注意力。學(xué)生對本課中的小動物很感興趣，特別是對我?guī)У秸n堂中的那幾個玩具動物，于是我利用實物引出新句型 “”，然后利用新句型帶出新授單詞，在學(xué)習的過程中還讓學(xué)生對這些小動物進行模仿，學(xué)生們學(xué)的很愉快。二.多媒體的教學(xué)輔助使課堂更具有生命力。生肖動物是中國特有的傳統(tǒng)文化，我利用生肖的排列順序，讓學(xué)生猜小動物，學(xué)生們很投入，很積極地將新學(xué)的單詞進行了鞏固，達到了很好的效果。當然也有部分學(xué)生因為不知道生肖這個傳統(tǒng)文化，導(dǎo)致他猜不出小動物，學(xué)生的知識面還有待拓展。

第四篇：上海小學(xué)牛津英語一年級1A M3U1

1A M3U1

Class________ Name___________No__________

I.Lookandread(朗讀下列單詞和詞組)

1.one2.two3.three4.four5.five6.six7.seven

8.eight9.nine10.ten11.classroom12.count13.little

14.rabbit15.howmany16.paperrabbits17.Twogirls18.eightrubbers19.nineboys II.Readthesentences(朗讀下列句子，并進行替換操練)

1.Howmany_____ ? ________ ________.(1)rulers,four(2)pens,five(3)rabbits,seven

2.CounttheOne,two,three…Five pencils.(1)rulers,four(2)pens,five(3)rabbits, seven

III.Lookandread(讀出下列電話號碼)

(1)68973132(2)58650426(3)62785043(4)50335489

Lookandread(讀出下列郵政編碼)

(1)201208(2)430027(3)537039(4)816214

IV.Answer the questions(正確回答下列問題)

1.Howareyou?

2.Whatcanyoudo?

3.Whoishe?(我的爺爺)

4.Howmanyrabbits?(兩只)

5.Givemethreepencils,please.6.Whatcanyourclassmatedo?

V.Introduceyourfather(用所給句型介紹你的爸爸,至少5句話)

Look!Thisismyfather.He’stall /short.He’sthin / fat.Introduceyourclassmate(用所給句型介紹你的同學(xué),至少5句話)

Look!Thisismyclassmate.She’s / He’s…… … … He can…

第五篇：小學(xué)一年級攀登英語Level 1A Unit12第二課時

小學(xué)一年級攀登英語Level 1A Unit12第二課時 教學(xué)目標：

1.在各項活動中培養(yǎng)學(xué)生對英語學(xué)習的興趣。

2.學(xué)生了解并正確使用what are you doing?來詢問他人正在做什么，并能做出適當回答。

3.自由快樂地表演所學(xué)童謠：“走、跑、跳、玩”等幾個常見動作的英語表達方法。教學(xué)重點：

1.單詞：Playing a gamewalkingrunningjumpingreadingswimming 2.句型：What are you doing? We are…… 教學(xué)難點：

學(xué)生了解并正確使用what are you doing?來詢問他人正在做什么，并能做出適當回答。

教學(xué)準備：

課堂學(xué)習VCD4、迪斯尼VCD第10課、卡片、獎?wù)?Teaching process

Step 1: Warm-up:5’

1.Greetings.T：Class begin!Stand up, please!T：Good morning, students!S：Good morning, Miss Chen!T：How are you ?

S：Fine, thank you!And you?

T：I’m fine, too.Thank you.Sit down please!2.CEO’s time.T：Now!Let’s warm up!CEO, please!CEO：Hello!I’m Jimmy!Let’s sing a song!Are you ready? S：Ready!

CEO：Rain, rain, go away, one two go!(s sing the song)

CEO：Wonderful!group7, stand up!Perform.(學(xué)生上來先自我介紹：Hello!I’m……)CEO：Are you ready? One two go!(sing：rain, rain, go away)CEO：Who’s wonderful!(叫3個學(xué)生來評價)CEO：Wonderful!

(小組長說Hand in hand!one two!)S：Thank you!

CEO：Go back to your seat!Let’s make a dialogue!Ok? S：ok

CEO：I’m hungry!

S：Do you like some bread?

CEO：Umm~~ Yummy!group8, stand up!Perform.(學(xué)生上來先自我介紹：Hello!I’m……)CEO：Are you ready? One two go!（學(xué)生表演）

CEO：Who’s wonderful!(叫3個學(xué)生來評價)CEO：Wonderful!

(小組長說Hand in hand!one two!)S：Thank you!

(Group **watch and listen carefully!Congratulations!One star for you)

Step 2: Songs and chants:5’

T：Ok!Let’s start new lesson.Song《Clap your hand》 1.Watch and listen.2times

（第一遍是安靜的聽，第二遍可以有相應(yīng)的動作）

T：Part 1 watch and listen carefully ,ok?(老師做動作讓學(xué)生明白要做什么，然后再開始放VCD)

(Group **watch and listen carefully!Congratulations!One star for you)2.Listen and repeat.2times

T：Part 2 listen and repeat ,ok?

(Group **listen carefully and speak loudly!Congratulations!One star for you)

3.Follow.1times T：Part 3 follow ,ok?

(Group ** everyone followed!One star for you)T：Which group wants to try?(Ask a group to show)

T：Good, very good or wonderful? S：Wonderful!

Step 3: Everyday English: 15’

T：Now, Let’s study Everyday English.1.Watch and listen.2times

T：Part 1 watch and listen,ok?(老師做動作讓學(xué)生明白要做什么，然后再開始放VCD)

(Group **watch and listen carefully!Congratulations!One star for you)2.Listen and repeat.2 times T：Part 2 listen and repeat ,ok?

(Group **listen carefully and repeat loudly!Congratulations!One star for you)

3.Follow.2 times

(第一遍認真follow,第二遍看學(xué)生能不能讀，不能讀就帶讀)(Group ** everyone followed!One star for you)4.Ask and answer.(師生對話：I ask, you answer and change)(組組對話：group1 ask,group2 answer, and so on)(生生對話：Who want to try?)T：ok!One two three S：I’m a rabbit

Step 4: Cartoon English: 10’

T：Let’s study Disney English.1.Play the Disney English VCD 10 的第1~2節(jié)內(nèi)容(***follow loudly!One star for your group)T：eyes, eyes, look at me!S：eyes, eyes, look at you!T：Let’s learn now words!2．Disney English game（I show and you guess）Learn the words : walking, running ,jumping, swimming, reading.(可以個別讀，全班讀，男女讀，分組讀)(及時評價各個組的情況)

Step 5: Sum Up.5’

1.Summary how many stickers the students got.T：Ok!Let’s sum up!Count the stars with me!2.Sum up the winner.T：Which group is the winner? S：We are winner.T：Group *** and group *** ? S：Yeah!T：Group *** ? S：Come on!

3.Draw the Portfolio

T：Turn to your English book at P29, drow the 1st.4.Set the homework.本節(jié)課是小學(xué)一年級攀登英語Level 1A Unit12第一課時。在教學(xué)過程中，圍繞這一課題，我設(shè)計了以下五個部分的學(xué)習內(nèi)容：⒈第一部分是warm up，在這個環(huán)節(jié)是充分發(fā)揮CEO的作用，讓CEO來組織學(xué)生復(fù)習原來學(xué)過的歌曲和對話。一是鍛煉學(xué)生的組織能力，二是強化學(xué)生的表達能力和評價能力，體現(xiàn)攀登英語的理念之一，充分發(fā)揮學(xué)生的自主能力；⒉第二部分是學(xué)習chant：clap your hand,因為是第一課時，主要是讓學(xué)生聽和重復(fù)，根據(jù)視頻上的動作學(xué)習和理解內(nèi)容，但內(nèi)容相對來說比較簡單，我看學(xué)生掌握的還可以，所以讓他們展示了一下；⒊第三部分的內(nèi)容是日常英語對話：What are you doing? We are playing a game.May I join you? Come on.這個環(huán)節(jié)相對來說比較難，主要是讓學(xué)生能聽清對話，能較清楚的跟讀對話內(nèi)容。根據(jù)對話的內(nèi)容，我編了相應(yīng)的動作，讓學(xué)生理解對話的內(nèi)容。其中通過師生對話，組與組的對話，生生對話來加以鞏固這個日常英語對話。4.第四部分的內(nèi)容是Disney cartoon English:讓學(xué)生開心的看，能有意識地去跟讀動畫上的英語句子，如果時間充許，會教相應(yīng)的重點單詞中的兩三個單詞：walkingrunningjumping.利用小老師帶讀，男生讀，女生讀，全班讀，還有chant的形式讓學(xué)生學(xué)會單詞以及we are……的句型。為以后的對話替換打基礎(chǔ)。⒌第五部分的內(nèi)容Sum Up。總結(jié)學(xué)生在前面幾個環(huán)節(jié)中的表現(xiàn)。在處理這五部分的教學(xué)內(nèi)容時，我把重點放在新單元歌謠和日常英語的學(xué)習，讓學(xué)生通過看、聽、說、演等形式來學(xué)習。在對話教學(xué)中，注重對學(xué)生習慣用語的培養(yǎng)，并對學(xué)法進行了指導(dǎo)。此外，在評價方法的選擇上，我采用了小組評價和個人評價相結(jié)合的評價方法，極大的調(diào)動了學(xué)生的學(xué)習熱情。

攀登英語已經(jīng)伴隨我們有快一個學(xué)期的時間了。一年級攀登英語的核心目標是：激發(fā)和培養(yǎng)學(xué)生學(xué)習英語的興趣和自信心，使學(xué)生發(fā)展聽英語的意識，并積極進行模仿，培養(yǎng)學(xué)生初步的英語口語能力，促使學(xué)生養(yǎng)成愛說英語、敢說英語的習慣。剛剛接觸攀登英語時，我感覺壓力很大，課堂上No Chinese原則也是讓我困惑不解，對于剛接觸英語的一年級小孩子怎么盡可能多的用英語和他們進行交流呢？盡管教學(xué)前也經(jīng)過了一些指導(dǎo)，但還是無法完全領(lǐng)悟其中的理念。初上課堂時，真是那種手足無措、特別緊張的感覺，學(xué)生一不明白我的意思，我就不知道怎么辦了。就干脆用中文來了，后來學(xué)校專門設(shè)了一個攀登英語組，這對我們非英語專業(yè)的老師來說是一個很好的學(xué)習的平臺，通過組內(nèi)活動，組內(nèi)老師的幫助，慢慢地，我逐漸適應(yīng)這種教學(xué)方式。

在教攀登英語的過程中，我收獲了很多：比如教學(xué)方式的改變，注意對學(xué)生的評價，對學(xué)生角色看法的改變，但也存在較多困惑：比如孩子在學(xué)習中很多單詞、句子讀不準；課堂上不能完全做到No Chinese原則；在班額較大的情況下如何有效的組織小組活動；如何讓家長積極有效的參與進來等等。因此，很多方面還需要我們?nèi)ゲ粩嗝?，使之更加完善，更具特色。攀登英語這種新型的教學(xué)模式，大大的提高了學(xué)生學(xué)習英語的熱情，同時也給我們的課堂帶來了快樂的、輕松的課堂氣氛。老師要上好每一節(jié)課，就要付出雙倍甚至多倍的努力，這樣才能組織好課堂教學(xué)，同時讓孩子們感受到，老師在和他們一起學(xué)習，一起進步！