第一篇：北師大版小學英語一年級(下)英文教案

Unit 7 Animals Lesson 1 Teaching aims: Vocabulary: rabbit

bird

numbers one through ten

dog

cat

fish Structures(New)

Receptive: What is it?

Productive: It’s a dog.Structures(Review)

Receptive: How many…? Teaching preparation：

Prepare the posters and flashcards for this lesson.Teaching steps：

? Step1：review the numbers one through ten.Call out numbers from one trough ten randomly.Have children listen and hold up the correct number of fingers.? Step2：Preview

Review the words dog, cat and fish with the flashcards.Hold up the flashcard for rabbit.Present the word rabbit.Model the word at least twice, and then have the children repeat after you in a choral drill.Point to the picture and elicit the word from individual children.Repeat the step above to present the new vocabulary: bird.Review the five words by repeating the step above.? Step3：Presentation of new language

Have children open their books and look at the picture.Using Chinese, discuss the picture.Ask children where the characters are, what they are doing, how they feel, what Ann has bought, and so on.Ask, “What colors can you see ?” Hold up your copy of the book and point to different animals, eliciting the colors.Now point to the dogs and ask, “How many dogs are there?” Elicit, “Three.”

Repeat the step above for bird, cat, rabbit, and fish.? Step4：Talk about the story

Have the children look at the pictures as you play the tape.Play the tape again and have the children repeat the words.? Step 5：Touch and say

Have children open their books and direct their attention to the pictures and words along the foot of the page.Play the tape, and have them point to each picture as they hear the matching word.Replay the tape while displaying your copy of the page.Without the tape, read the words together.板書設計：

Lesson 1 What is it? It’s a dog.How many…? 課后小結：由于是新授課，學生對單詞的掌握情況不太熟練，下節(jié)課要多練習。Lesson 2 Teaching aims： ? Structures(Review)

What is it?

It’s a dog.Vocabulary: dog

cat

rabbit

fish

bird Teaching preparation：

The flashcards for this Unit.Teaching steps： ? Step 1：Preview

Review the flashcards for this Unit.Collect together pictures of fish, dogs, cats, rabbits, and birds.Cover one of the pictures with a piece of card so that when you hold it up, the children cannot see what it is.Have the children guess what animal it is.Elicit “It’s a fish.” Repeat the steps for dog, cat, rabbit, and bird.? Step 2：Trace and match

Have the children look at the pictures to be traced at page 4.Have the children trace the animals and say the sentences for each one.Now have children read the sentences on the page.Direct them to join the words to the matching pictures with a pencil.? Step 3：Sing the song Read the words and have children listen and follow the words silently.Play the tape without stopping.Have children listen and point to each number and animal as it mentioned.Play the song again and have children join in with the words.As they chant they should point to the illustrations.Divide the class into five groups.Assign each group two consecutive numbers.Each group sings a verse and the class mimes or does an imitation of the animals mentioned.? Step 4：Set homework Ask the children to remember the words.課后小結：學生對數字掌握的比較熟練，但個別學生對句子掌握的不是太好，下課后需多加輔導。Lesson 3 Teaching aims: Review: What is it?

It’s a dog.Teaching preparation: Flashcards for cat, dog, rabbit, fish, and bird.Pencils or crayons.Teaching steps： ? Step 1：Listen and practice Have the children open their books at page 6.draw their attention to the photograph of the mouse.Point to the picture on the page and say, “This is mouse.” Play the tape, pointing to the photograph of the word.Now replay the tape and have children touch the photograph as they listen.Play the tape one more time and have children listen and repeat the word, mouse.Repeat the procedure above for the words monkey, net and nest.? Step2：Say the rhyme Tell the children that they are going to learn a thyme about animals.Play the tape, the teacher acts out the thyme while listening to it.Try to make children understand the meaning of the thyme.Play the tape for third time, have the children listen to the tape and encourage them to say one or two words with the tape.Play the tape again and again and have the children act or clap their hands with the rhyme, have them shout out words or phrases.Have the children act out with the teacher while trying to say the rhyme.? Step 3：Match and draw Hold up your copy of the book, point to each drawing and elicit the name of the animal.Draw children’s attention to the seven pictures of pet animal habitats.Explain that they are going to decide which animal lives where.Now have the children copy the line drawing of each animal into the correct place.? Step 4：Homework Ask each child to make a mask of their favorite animal.課后小結：這節(jié)課作練習效果比較好，學生掌握單詞的熟練程度好多了。Lesson 4 Teaching aims: ? Structures(Review)What is it?

It’s a dog.? Vocabulary: dog

cat

rabbit

fish

bird

mouse monkey Teaching step: ? Step 1: Warm-up Review he rhyme from the previous lesson.Have children say the rhyme in a class chorus.Then say it in teams or chose individual student to say the rhyme.Encourage students singing animal songs or saying animal rhyme while imitating the animal.? Step 2 Review with poster Using Chinese, ask them to describe the picture.Ask where the characters are, what they are doing and how the children think the characters feel.Say, “Point to a dog.” and have the children point to a dog.Repeat this for bird, cat, fish, and rabbit.Practice asking yes/no questions.Point to the rabbit and ask, “Is it a dog?” Elicit, “No” or “No, it is a rabbit.” ? Step 3: Match and color Say, “Open your books.” Have the children look at the picture.Say “Find a dog.” Have children point to a dog in the picture.Repeat the step above for fish, cat, rabbit, bird, mouse and monkey.Draw children’s attention to the text at the top of the page.Have them read each sentence silently.Explain that they are going to match each sentence with one of the animals.Set enough time for children to do the matching activity.Then have them color each animal according to the sentences.? Step 4: Find and color Have the children open their books and look at the picture.Explain that in the picture there are some animals.Give children a few minutes to look for the animals.When all the children have found the animals, they can color them and share their pictures with class.? Step 5: Set homework Review the words 課后小結：在做練習之前先對單詞進行復習，學生熟練掌握之后，再做單詞連線，學生掌握的比較好。Unit 8 Shapes Lesson 1 Teaching aims: ? Structures(New)Receptive: What shape is it?

Productive: It’s a square.? Structures(Review)Receptive: What is it?

Productive: It’s a dog.? Vocabulary(New):square circle triangle star

heart rectangle ? Vocabulary(Review): dog cat rabbit fish bird mouse monkey net nest Teaching preparation: Prepare student cards, poster for this Unit, scissors, crayons, and pencils.Teaching Steps: ? Step 1: Review Review the words.Ask, “What is it ?” and have children respond, “It’s a dog.” Repeat for all the words of animals.? Step 2: Preview Use the flashcards to present the new vocabulary.Hold up the flashcard for square and have children look at it.Point to the square and say, “It’s a square.” Present the word, square.Model the word at least twice.Now have children repeat after you in a choral drill.Then point to the shape and elicit the word from individual children.Repeat the step above and present the new vocabulary: circle, triangle, rectangle, star, and heart.Review the six new words by holding up different shapes and eliciting the word from the children in a choral drill, and then from individuals.? Step 3: Model the dialog Pin up the Poster for this Unit where all the children can see it.Allow a few minutes for the children to look at it.Using the cookies on the poster to present the other new structures: It’s a square, It’s a circle, It’s a triangle.? Step 4: Talk about the story Have the children open their books at pages 10.Have the class look at the picture as you play the tape.Play the tape again and have the children repeat the words.? Step 5: Story Play the tape and have the children look at the pictures as they listen.Play the tape again, pausing at each picture.Have the children repeat the words each time.? Step 5: Set homework Ask the children to remember the words and practice the sentences.課后小結：本課的單詞為形狀類，而且發(fā)音較難，可以指出新單詞中發(fā)音與原來所學單詞相同，學生接受的會更快一些，例如：circle中的/ir/與bird中的/ir/發(fā)音相同。Lesson 2 Teaching aims: ? Structures(Review)Receptive: What shape is it?

Productive: It’s a square.? Vocabulary: square circle triangle star heart rectangle Teaching preparation: Flashcards for this Unit.The puppet of Uncle Booky.Pencils and crayons for coloring.Teaching steps: ? Step 1: Review Have the children take out the set of shapes that they made in the previous lesson.Say, “Star” and have children stand up and hold up their star shape.Repeat the step above for square, circle, triangle, rectangle, and heart.Let children call out shape names and have the class listen and trace the shape in the air.? Step 2: Preview Place your set of flashcards in a box, a hat, or inside a book so that the children cannot see.Very slowly remove one of the shapes from the box.Children watch and try to guess what the shape is.Have them call out, “It’s a square.”

Continue until you have revealed all the shapes.? Step 3: Look and draw Student Activity Book page 12 Have the children look at the shapes to be traced.Give the children a few minutes to look the picture carefully, and find the shapes.Do the first line with the children and give children enough time to finish all the blanks.Check the answers by having children hold up their books and show their pictures to the rest of the class.? Step 4: Sing the song Explain to the children that they are going to learn a sng about shapes.Say the names of the shapes and have children point to each one.Read the words and have children listen and follow th e words silently.Now play the tape without stopping.Have children listen and point to each shape as it is mentioned.Play the song angina.Have children join in with the words.As they sing, they should point to the shapes.? Set homework Sing the new song to their families.課后小結：興趣是最好的老師，在游戲中教學往往得到很好的效果，本節(jié)課的歌曲引導學生在韻律和節(jié)奏中記憶掌握單詞，學生掌握情況好多了。Lesson 3 Teaching aims: ? Structures(Review)Receptive: What shape is it?

Productive: It’s a square.? Vocabulary: square circle triangle star heart rectangle Teaching preparation: Flashcards for this Unit.Children’s sets of shapes.Pencils and crayons for coloring.Teaching steps: ? Step 1: Review Review the flashcards for shapes that the children have already known.? Step 2: Listen and practice Direct children to open their books and draw their attention to the photograph of he orange.Point to the picture and say, “This is an orange.”

Play the tape, pointing to the photograph of the word.Now replay the tape and have children touch the photograph as they listen.Play the tape on more time and have children listen and repeat he word, orange.Repeat the procedure above for other words, octopus, and pen.Review the word pencil with the flashcard.? Step 3: Say the rhyme Tell the children that they are going to learn a rhyme.Play the tape , the teacher acts out the rhyme while listening to it.Try to make children understand the meaning of the rhyme.Play the tape again, and encourage the children to clap their hands or act out while listening.Encourage children to say one or two words with the tape.Have the children act out with the teacher while trying to say the rhyme.? Step 4: Trace and match Have children look at the shapes to be traced at page 15.Direct the children to trace each shape carefully and produce the word for each one.Now have them read the vocabulary words on the page.Explain that they are going to match each word with one of the shapes.Have children join the words to the shapes with a pencil.? Step 5: Set homework Ask the children to say the rhyme to their families.課后小結：歌謠提高了學生的興趣，大部分學生聽說練習都達到了熟練的程度，個別學生需要輔導。Lesson 4 Teaching aims: ? Structures(Review)Receptive: What shape is it?

Productive: It’s a square.? Vocabulary: square

circle

triangle

star

heart rectangle orange octopus ostrich pig peacock Teaching preparation:

poster for this Unit Pencils and crayons for coloring Teaching steps: ? Step 1: Warm-up Review the rhyme from the previous lesson.Have children say the rhyme in a class chorus, then in teams or chose individual student to say it.Review the words belong to shapes.? Step 2: Review with poster Give the children an opportunity to produce anything they can about the illustration.Point to different objects and ask, “What color?” Elicit, red, brown, green and so on.Point to different objects and ask, “How many?” Elicit, one, two, and so on.Say, “Show me a circle.” Have children point to a circle.Repeat the step above for square, triangle, star, and heart.? Step 3: Read and color Direct their attention to the instructions in the top left-hand corner of the page 16.Read the instructions together and check that all the children understand what they are going to do.Have children find the shapes within the body of the robot and color according to he instructions.Check the answers by having children hold up their books and show their colored pictures to the rest of the class.? Step 4: Find and color Explain that children are going to look for the shapes within the picture and say the name of each one.Ask the children to color the shapes and check the answers.? Step 5: Set homework Ask the children to review the words and sentences of this unit.課后小結：通過復習和練習，大部分學生已經掌握了本單元的單詞和指令，課本練習中的涂色練習很好的檢查了學生掌握單詞的情況，根據教學反饋及時調整教學進度和教學方式。Unit 9 Food and drink Lesson 1 Teaching aims: ? Structures(New)

Productive: I like hamburgers.? Structures(Review)Receptive: What shape is it?

Productive: It’s a square.? Vocabulary: hamburgers

French fries pizza

chicken juice milk ice cream rice noodles Teaching preparation: Flashcards for Unit 8.The poster for this unit Scissors, pencils, and crayons for coloring Teaching steps: ? Step 1: Review Review the words of shapes.? Step 2: Preview Use the flashcards of food and drink items to present the new vocabulary.Hold up the flashcard for milk.Say, “It’s milk.” Present the word milk.Model the word at least twice.Now have children repeat after you in a choral drill, then elicit the word from individuals.Repeat the step above and present the following new vocabulary: hamburgers ,French fries, pizza, chicken, juice, milk, ice cream, rice and noodles.Review the nine new words by holding up the flashcards and eliciting the words from the children in a choral drill, then from individuals.? Step 3: Presentation of new language Pin up the poster for this unit where all the children can see it.Allow a few moments for the children to look at it.Teach the concept of “l(fā)ike.” Point to the hamburgers on the poster and convey the idea to the children that you like them.Present the structure, I like hamburgers.Model the structure at least twice.Now have children repeat after you in a choral drill, then elicit the structure from individuals.Repeat the step above ad, using the food and drink illustrations in the poster, present the other new structures：I like French fries, I like pizza, I like chicken, I like juice, I like milk and so on.? Step 4: Story Have the children open their books to pages 18.Have the children look at the picture as you play the tape.Play the tape again and have the children repeat the words.? Step 5: Touch and say Have children open their books and direct their attention to the illustrations and words that appear around the border.Play the tape, and have them point to each picture as they hear the matching word.Replay the tape while displaying your copy of the page.Touch the photograph of pizza, say, “I like pizza.” Repeat this procedure for other photographs.Have children word in pairs.One child points to pictures of food and drink items that he or she likes and produces the structure.The other child looks and listens.Explain to the children that they only point and talk about the pictures of the food and drinks that they like.? Step 6: Set homework Ask the children to remember the words of food.課后小結：用情景來引入課文，發(fā)現學生的興趣很高，而且學習效率也提高了很多，以后要多多采用。Lesson 2 Teaching aims: ? Structures(Review)Productive: I like hamburgers.? Vocabulary: hamburgers

French fries pizza

chicken juice milk ice cream rice noodles Teaching preparation: Flashcards for this Unit.Pencils or crayons Children’s sets of food and drink cards.Teaching steps: ? Step 1: Warm-up Hold up the flashcard for milk.With the other hand bounce a ball on the floor and have children produce the word milk each time you bounce the ball.Vary the pace at which you bounce the ball.Repeat the procedure with the pictures for the other vocabulary items.? Step 2: Preview Cover the flashcard for ice cream with a piece of paper or card so that the children cannot see the picture.Hold up the covered picture and very slowly begin removing the paper or card.Children try and guess what the food or drink item is.Have them call out their guesses.Continue until you have revealed all the vocabulary items.? Step 3: Trace and circle Have the children look at the pictures to be traced.Have children carefully race each item and orally produce the word for each one.Now have them read the vocabulary words below each picture.Explain that they are going to choose the correct word for the picture and circle it.Have children circle one of the words with a pencil.? Step 4: Sing the song Tell children that they are going to learn a song about food and drink.Read the words and have children listen and follow the words silently.Explain that only the first three verses are printed on the page, but that the children will hear about all the food and drink items that are illustrate.Now play the tape without stopping.Have children isten and point to each food or drink item as it is mentioned.Play the song again and have children join in with the words.As they sing, they should point to the pictures.? Step 5: Set the homework Ask the children to sing the song to their families.課后小結：指令練習和歌曲提高了學生的興趣，在游戲中教學，可以達到事半功倍的效果。Lesson 3 Teaching aims: ? Structures(Review)Productive: I like hamburgers.? Vocabulary: hamburgers

French fries pizza

chicken juice milk ice cream rice noodles quilt queen Teaching preparation: Flashcards for this Unit.Pencils or crayons Children’s sets of food and drink cards.Teaching steps: ? Step 1: Warm-up Review the rhyme from the previous lesson.Have children say the rhyme in a class chorus, then have them say it in teams or chose individual student to say.Review the sentence “I like milk.”

? Step 2: Listen and practice Have the children open their books at page 22.Point to the picture and say, “This is a quilt.”

Play the tape, pointing to the photograph of the word.Now replay the tape and have children touch the photograph as they listen.Play the tape one more time and have children listen and repeat the word, quilt.Repeat the procedure above the words queen, rabbit and rice.? Step 3: Say the rhyme Tell the children that they are going to learn a rhyme.Play the tape, the teacher acts out the rhyme while listening to it.Try to make children understand the meaning of the rhyme.Play the tape again, and encourage the children to clap their hands or act out while listening.Play the tape again and again and have the children act or clap their hands with the rhyme, have them shout out words or phrases.Have the children act out with the teacher while trying to say the rhyme.? Step 4: Read and draw Have the children open their books to page 23.Have them look at the pictures of food and drink and elicit the vocabulary.Point to the picture of pizza and ask them which category it belongs to.Repeat this for the other eight items.Allow the children time to draw each item in the appropriate group.課后小結：在歌謠學習過程中，鼓勵學生看圖猜測歌謠大意，引導學生主動學習，并通過歌謠的學習復習單詞，效果較好。Lesson 4 Teaching aims: ? Structures(review)Productive: I like hamburgers.? Vocabulary: hamburgers

French fries pizza

chicken juice milk ice cream rice noodles quilt queen rain robot Teaching preparation: Flashcards for this Unit.Pencils or crayons Children’s sets of food and drink cards.Teaching steps: ? Step 1: Warm-up Have children pick a card from their sets of food and drink items.Have them read it and practice the sentences.? Step 2: Review with poster Review the vocabulary and structures for this Unit with the poster.Give children an opportunity to produce anything they can about the illustration.Point to the pizza that Ken is eating and ask, “What is it?” Elicit, “Pizza.”

Repeat the step above for the other eight vocabulary items.Point to Mocky’s speech bubble and say, “I like hamburgers.” Have children repeat after you.Point to the other food and drink items and elicit the I like ? structure as a choral drill, then from individuals.? Step 3: Read and match Have them read each one silently then look at the pictures.Explain that they are going to match each sentence with one of the pictures.Have children match each sentence to one of the pictures with a line.Check the activity by having volunteers read out a sentence and show the class the picture to which it refers.? Step 4: Find and color Have the children look at the picture at page 25.Explain that they are going to look for things within the picture and color each one in a different color.Have the children count the number of each object and write the number on the right column.? Step 5: Set homework Ask class to review the words and sentences of this unit.課后小結：本節(jié)課是復習課，做練習之前對單詞和句型進行充分的復習，再做課本上的涂色與連線練習，學生掌握的效果很好。Unit 10 Family Lesson 1 Teaching aims: ? Structures(New)Who’s this? This is my mother.? Structures(Review)I like hamburgers.? Vocabulary(New)Mother father sister brother friend ? Vocabulary(Review)Hamburgers French fries pizza chicken juice milk ice cream noodles Teaching preparation Children’s sets of food and drink picture cards from unit 9 The poster for this unit The mask of Ann A piece of paper for each child, and crayons for coloring.Teaching steps: ? Step1: Warm-up Review the food and drink vocabulary from the previous unit.? Step 2: Preview Use the poster for this unit to present the new vocabulary.Pin up the poster where all the children can see it and hae them look at it for a few moments.Explain that today they are going to learn about family members.Point to the picture of Ann’s mother and say, “This is Ann’s mother.” Model the word at least twice.Now have children repeat after you in a choral drill, then point to the picture and elicit the word from individuals.Repeat the step above and present the following new vocabulary: father, sister, brother, friend.Review the new words by pointing to different people in the picture and eliciting the appropriate word from the children.? Step 3 presentation of new language Have the children look at the poster.Point to Ann’s mother in the poster and say, “This is my mother.” Present the structure at least twice.Now have children repeat after you in a choral drill.Repeat the step above and , by pointing to the other people in the picture, present the other new structures: This is my father.This is my sister.This is my brother.This is my friend.Review the structures by pointing to different people in the picture eliciting the structure as a choral drill, then from individual children.? Step 4 Talk about the story Have the children open the book at pages 26.Have the children look at the picture as you play the tape.Play the tape again and have the children repeat the words.? Step 5 Extension Hand out a piece of paper for each child.Explain that they are going to draw pictures of their families.It will include their mother, father, sisters, and brothers.Ask them to include a drawing of a friend.Children place their completed drawings on he desk in front of them.Call out items and have children point to the people in their pictures.? Step 6 Set homework Ask children to bring in a photograph or photographs of their families and friends for the next lesson.課后小結：本單元的重點詞匯屬于家庭類，在引入時注意設置適當的情景啟動學生的原有知識庫，調動學生學習積極性。Lesson 2 Teaching aims ? Structures(Review)This is my mother.? Vocabulary Mother

father

sister

brother

friend

Teaching preparation Flashcards for Unit 10 Children’s family photographs.Teaching steps: ? Step 1 Flashcards review Use the flashcards to review vocabulary for this Unit.? Step 2 Read and match Have the children look at the pictures of family on the page 28.Direct the children to read the words on the page.Explain that they are going to match each word with a character in the picture.Set a reasonable time for children to complete the task.Check the activity by having children hold up their books and show the class which word they joined with each character.If there is time, children can color the picture.? Step 3 Sing the song Have the children open their books at page 29.Explain that they are going to learn a new song about family and friends.Say the words and have children point to each person as you say them.Read the words and have children listen and follow the words silently.Explain that only the first three verses are printed on the page, but that the children will hear about all the people who are illustrate.Play the tape without stopping.Have the children listen and point each family member as they are mentioned.Play the tape again and have children join in with the words.As they sing, they should point to the pictures.Have children take out their family photographs or drawings.Encourage volunteers to point to one of their family members and sing a verse of he song about them.? Step 4 Set homework Explain to the children that you want them to sing the new song to their families.課后小結：在課堂上適當調整內容結構，融入一些音樂，學生在歡樂中學到的知識更牢固，以后要多采用。Lesson 3 Teaching aims: ? Structures(Review)This is my mother.? Vocabulary(Review)Mother

father

sister brother

friend ? Vocabulary(New)Salad

sandwich

tomato

tea Teaching preparation You will need: Pencils and crayons for coloring Children’s family photographs or drawings.Teaching steps: ? Step 1 Review Review the words and sentences that have learned.? Step 2 Listen and practice Have the children open their books at page 30.Draw their attention to the photograph of the sandwich.Point to the photograph of the word.Play the tape, pointing to the photograph of the word.Now replay the tape and have children touch the photograph as the listen.Play the tape one more time and have children listen and repeat the word, sandwich.Repeat the procedure above for the word salad, tomato and tea.? Step 3 Say the rhyme Tell the children that they are going to learn a rhyme.Play the tape, the teacher acts out the rhyme while listening to it.Try to make children understand the meaning of the rhyme.Play the tape again, and encourage the children to clap their hands or act out while listening.Play the tape again and again and have the children act or clap their hands with the rhyme, have them shout out words or phrases.Have the children act out with the teacher while trying to say the rhyme.? Step 4 Trace and match Direct children’s attention to the things they are going to trace.Help them to trace the food and drink carefully and say the names of these things.Read the words in the middle of the page.Ask children to match the pictures with the words.If there is time, have children color the pictures.? Step 5 Set homework Tell the children that you want them to color the pictures for homework.課后小結：同過反復的聽說練習，加強了學生對單詞和句型的理解，在做練習前先復習所學知識，效果比較好。Lesson 4 Teaching aims ? Structures(Review)This is my mother.? Vocabulary Mother

father

sister

brother

friend

salad

sandwich

tomato

tea Teaching preparation The poster of this unit.Pencils and crayons for coloring.Teaching steps: ? Step 1 Review with poster Using Chinese, talk about the picture.Discuss what Ann and Mocky are doing, where the family is on vacation and what each person is doing in the pictures.Point to the ice cream and ask, “What’s this?” Elicit, “Ice cream.” Review the family members and friend.? Step 2 Read and circle Have the children open their books at page 32 and ask them to look at the family tree.Using Chinese, ask them if they know what a family tree.Point to each person in the family tree and elicit the vocabulary words.Now have children read the words below each illustration.Explain that they are going to circle the word that describes the person above/ Have children circle five words and then check the activity together.Have children hold up their books and show the class the word that they circled for each person.? Step 3 Find and color Have children look at the picture and say anything they can about it in English.Point to different family members in the picture and elicit the vocabulary.Explain that children are going to look for the things they have learned within the picture and color each one in a different color.Set enough time for the children to color the picture and check the exercise by having children hold up their books and show their pictures to the rest of the class.? Step 4 Set homework Review the words of this unit.課后小結：通過學習，學生對單詞和句型已經熟練掌握，在原有知識的基礎上讓學生理解家庭樹的含義，學生的興趣很高，求知欲強，效果比較好。Unit 11 Clothes Lesson 1 Teaching aims ? Structures(New)It’s a dress.They are pants.? Structures(Review)This is my sister.? Vocabulary Dress

shirt

pants

sweater

socks

shoes Teaching preparation Prepare the flashcards for this unit and the poster for this unit.Teaching steps ? Step 1 Warm-up Review the family words and rhyme from the previous unit.? Step 2 Preview Hold up the flashcard for sweater.Say, “It’s a sweater.” Model the word sweater at least twice.Now have children repeat after you in a choral drill, then elicit the word from individuals.Repeat the step above and present the new words shirt and dress.Now hold up the flashcard for pants.Say, “They are pants.” Model the word pants at least twice.Now have children repeat after you in a choral drill, then elicit the word from individuals.Repeat the step to present shoes and socks.Review the new words by holding up different flashcards and eliciting the word from the children in a choral drill.? Step 3 Story Have the children open their books at pages 34.Have them look at the picture as you play the tape.Play the tape again and have the children repeat the words.? Step 4 Touch and say Have children open their books and direct their attention to the words that appear along the foot of the page.Play the tape , and have them point to each picture as they hear the matching word.Replay the tape while displaying your copy of the page.Direct the children to look at the pictures at the bottom of this page.Have them work in pairs, taking turns to point to and say the words for all the pictures.Provide a teacher-children example: have one child point to a photograph;you respond with the word.? Step 5 Set homework Have children open their books to the page of the clothes cards.Have the children color them.課后小結：本單元為服裝類詞匯，在引入新單詞時，要先復習以前所學的顏色詞匯，在由學生本身的著裝引入所學單詞，效果較好。Lesson 2 Teaching aims ? Structures(Review)It’s a shirt.They are shoes.? Vocabulary Dress

shirt

pants

sweater

socks

shoes Teaching preparation Prepare the flashcards for this unit and the poster for this unit.Children’s clothes picture cards.Teaching steps ? Step 1 Review Have children take turns to call out words and have the other children listen and hold up their picture cards.? Step 2 Preview Cover the flashcard of a dress with a piece of paper or a card so the children cannot see it.Hold up the covered flashcard and gradually reveal it by slowl removing the paper or card.Have children try to guess what the clothing item is.Explain that they must use It is or They are in order to win the point.Have theme call out their guesses individually, or make it into a team game.Repeat the procedure with the flashcards of the other clothes vocabulary.? Step 3 Trace and match Have children open their books and look at the pictures that they are going to trace and guess what each one is.Elicit, “It’s a shirt.” Or “They are socks.”

Now have children trace each item of clothing with a pencil/ Ask the children to read the words on the page.Have them match each word with one item of clothing.Check the answer by having children hold up their books and show the class which word they joined with which item of clothing.? Step 4 Sing the song Have the children look at the illustrations that accompany the song.Say the names of the clothes and have children point to each item.Read the words and have children listen and follow the words silently.Play the song straight through.Have the children listen and point to the clothes as they are mentioned.Play the song again.Have the children join in with the words.Have children take out their sets of clothes cards.Play the tape again and have children hold up the clothes items as they are mentioned.? Step 5 Set homework Ask the children to sing the new song to their families.課后小結：歌曲的反復誦唱讓學生在節(jié)奏和韻律中再次熟悉所學單詞，在歌曲的學習過程中，假如適當的動作 幫助學生理解歌詞含義，學生興趣很高。Lesson 3 Teaching aims ? Structures(Review)It’s a shirt.They are shoes.? Vocabulary(Review)Dress

shirt

pants

sweater

socks

shoes ? Vocabulary(New)Umbrella

violin

watermelon

watch Teaching preparation Prepare the flashcards for this unit and the poster for this unit.Children’s clothes picture cards.Teaching steps ? Step 1 Review Call out clothes words randomly and have children respond by miming getting dressed.? Step 2 Listen and practice Ask children to open their books and draw their attention to the photograph of the umbrella.Point to the picture on the page and say, “This is an umbrella.”

Play the tape, pointing to the photograph of the word.Now replay the tape and have children touch the photograph as they listen Play the tape one more time and have children listen and repeat the word, umbrella.Repeat the procedure above for other words, violin, watermelon and watch.? Step 3 Say the rhyme Tell the children that they are going to learn a rhyme.Play the tape, the teach acts out the rhyme while listening to it.Try to make children understand the meaning of he rhyme.Play the tape again, and encourage the children to clap their hands or act out while listening.Play the tape for the third time, have the children listen to the tape, and encourage them to say one or two words with the tape.Play the tape again and again and try to have the children act or clap their hands with the rhyme, have them shout out words or phrases.Have the children act out with the teacher wile trying to say the rhyme.? Step 4 Read and color Have the children look at the picture on the page 39.Ask children what they can see.Ask them if this looks like their bedroom at home.Now say, “ They are blue.” Have children color the socks blue.Repeat the procedure for the other items in the picture.? Step 5 Set homework Ask the children to say the rhyme to their families.課后小結：本課中的連線很好地檢測了學生對單詞的掌握情況，在聽說練習中加深學生對句型的掌握，這樣可以達到很好的效果，以后要多采用。Lesson 4 Teaching aims ? Structures(Review)It’s a shirt.They are shoes.Teaching steps ? Step 1 Warm-up Review the rhyme from the previous lesson.Say the rhyme in a class chorus, then in groups or chose individual student to say.? Step 2 Review with poster Review the vocabulary and structures for this unit with the poster.? Step 3 Read and match Have children look at the pictures at page 40.Have them say the English names of these pictures.Teacher says the English, and have the children point to the picture.Have the children read the sentences in the middle.Explain that they are going to match each sentence with one of the pictures.Have the children match each sentence to one of the pictures with a line.? Step 4 Find and color Have children open their books, look at the picture and say anything they can about it in English.Now discuss the picture briefly in Chinese.Explain that the children are going to look for clothes they know in the picture, and color each one.? Step 5 Set homework Review the unit words.課后小結：在復習中讓學生做一些小練習，可以檢驗學生的掌握情況，這樣就可以更有針對性地復習。Unit 12 I can swim Lesson 1 Teaching aims ? Structures(Review)It’s a dress.They are pants.? Structures(New)I can jump.? Vocabulary Can

jump

swim

walk

run

dance

dress

shirt

pants

sweater

socks

shoes Teaching preparation

The poster for this unit Teaching steps ? Step 1 Warm-up Explain that children are going to point to the clothes that you call out.? Step 2 Preview Explain that today the children are going to learn how to talk about some things they can do.Make sure you have all the children’s attention and jump into the air.Jump again and say, “I can jump.” Model the word jump at least twice.Now have children repeat after you in a choral drill.Then elicit the verb from individuals.Repeat the step above and present the following new vocabulary: swim, walk, run, dance.Now have children do the actions when you say the words.? Step 3 Story Have the class look at the picture as you play the tape.Play the tape again and have the children repeat the words.? Step 4 learn the words Have children open their books and direct their attention to the words that appear along the foot of the page.Play the tape, and have them point to each picture as they hear the matching word.Replay the tape while displaying your copy of the page.Without the tape, read the words together.Have the children work in pairs to read the words.? Step 5 Set homework Review the unit words.課后小結：本單元的單詞為動作類，在情景引入時，可以讓學生在課堂前先跟著老師做動作，既提高了學生的注意力，也加深了學生的印象。Lesson 2 Teaching aims ? Structures(New)I can jump.? Vocabulary Can

jump

swim

walk

run

dance

Teaching preparation Flashcards for this unit.Teaching steps ? Step 1 Review Review the words that have learned last class ? Step 2 preview Pin up the flashcards for the five verbs on the blackboard.Have children point to the matching picture when you say the word.? Step 3 Touch and say Explain to the children that they are going to look at some photographs of what animals can do.Review the sentence “ I can dance.” Have the children read after you.? Step 4 Sing the song Tell children that they are going to sing in English about things that they can do.Have children look at the pictures around the song words.Hold up your copy of the book, point to pictures at random and elicit the verbs.Play the tape without stopping and have children listen and point to the actions as they are mentioned.Play the tape again and this time have children join in.Now children sing along and do the actions as they are mentioned.? Step 5 Set homework Ask children to sing the new song to their families.課后小結：在復習詞匯的時候，要大量運用肢體動作，學生在快樂中學習的效果很好，再結合歌曲進行很好地復習和鞏固，學生掌握單詞很熟練。Lesson 3 Teaching aims ? Structures(Review)I can jump.? Vocabulary Can

jump

swim

walk

run

dance

xylophone

yo-yo

zebra

zoo

Teaching preparation

The flashcards for jump, run, walk, dance, and swim Teaching steps ? Step 1 Warm-up Play some music on a tape or on the radio that you know the children enjoy.Say, “Stand up and dance.” Have children stand up and dance to the music.Explain that when the music stops, they are going to stop dancing and change the action.Pause the music and have children stand still.Now say, “Walk.” Have children walk around until out start the music again and they resume dancing.Continue the activity until children have practiced all the actions and are warmed up.? Step 2 Listen and practice Play the tape, pointing to the photograph of the word.Now replay the tape and have children touch the photograph as they listen.Play the tape one more time and have children listen and repeat the word, xylophone.Repeat the procedure above for yo-yo, zebra and zoo.? Step 3 Say the rhyme Tell the children that they are going to learn a rhyme.Play the tape , the teacher acts out the rhyme while listening to it.Try to make children understand the meaning of the rhyme.Play the tape again, and encourage the children to clap their hands or act out while listening.Play the tape for the third time, have the children listen to the tape, and encourage them to say one or two words with the tape.Play the tape again and again and try to have the children act or clap their hands with the rhyme, have them shout out words or phrases.Have the children act out with the teacher wile trying to say the rhyme.? Step 4 Read and draw Have the children open their books at page 47.Have children look at the six little pictures at the side of the page.Explain that they are going to draw one of these pictures in each space.Have them draw the objects and color them according to the text.Check the answers in a class drill.? Step 5 Set homework Have the children color the pictures on page 47.課后小結：歌謠的學習更好地鞏固了學生所學知識；在練習中又充分的檢驗了學生掌握知識的情況，發(fā)現學生掌握的比較好，但仍有個別學生需要加強輔導。Lesson 4 Teaching aims ? Structures(Review)I can jump.? Vocabulary Can

jump

swim

walk

run

dance

Teaching preparation

The flashcards for ball, square, ice cream, pants, book, cat

The poster for this unit.Teaching steps ? Step 1 Warm-up Review the rhyme from the previous lesson.Say the rhyme in a class chorus, then in groups, or chose individual student to say.? Step 2 Review with poster Review the vocabulary and structures for this unit with the poster.Have the children point to the picture when the teacher say the word.? Step 3 Read and circle Have the children look at the five illustrations on the page.Hold up your book and point to the illustrations.Elicit the verb for each one as a choral drill.Now draw children’s attention to the text below each picture.Explain that they are going to draw a circle around the structure, I can, and the correct verb.Do the first one together as an example , then have children work individual.? Step 4 Find and color Have children open their books, look at the picture and say anything they can about it in English.Explain that in the picture there are some animals.Ask children what the animals do.Explain that children are going to look for animals and clothes within the picture and color each one in a different color.Set enough time for the children to color the picture and check the exercise by having children to color the picture and check the exercise by having children hold up their books and show their pictures to the

第二篇：新北師大版小學一年級下數學圖書館教案

一年級下數學《圖書館》教案設計

【教學目標】

1.在問題情境中探索并掌握兩位數加一位數進位加法的計算方法，在交流與比較中優(yōu)化出適合自己的算法。

2.體會解決問題策略的多樣性，培養(yǎng)學生獨立思考的能力和思維的靈活性。

3.在學習活動中養(yǎng)成動手操作、明確表達、認真傾聽和獨立思考的良好習慣。

4．提高學生探索問題的能力，鼓勵學生與他人積極合作學習?！窘虒W重點】

探索并掌握兩位數加一位數的進位加法的計算方法，初步體會計算方法的多樣性。

【教學難點】理解不同算法的算理，尤其是滿十進一的運算規(guī)則 【教學過程】

(一）課前活動

1、搶答，口算。29+1

40+3

30+13 8+4 8+9

20+16

2、填空

（1.）

十個一是（）個十。

（2.）

一個十是（）個一。

（3.）

28里面有（）個十和（）個一。

(二)情境導入

1.同學們喜歡看課外書嗎？今天老師想帶大家去我們學校的圖書館看看（板書課題：圖書館），2.圖書館是一個知識的海洋，在圖書館的一角，老師發(fā)現了一些適合同學們看的書，請同學們看看，從這一幅圖中，你得到哪些數學信息？

《童話世界》有28本、《海底世界》有9本 生2： 《叢林世界》有4本、《咪咪學院》有8本: 師：根據我們得到的數學信息你能提出哪些能用加法計算的數學問題呢？

生1：《童話世界》和《海底世界》一共有幾本？

生2：《童話世界》和《叢林世界》一共有幾本？ 生3：《童話世界》和《咪咪學院》一共有幾本？

3.我們班的小朋友真能干，一下子就提出了這么多的數學問題，下面我們先來解決這個問題：《童話世界》和《叢林世界》一共有多少本？4.你能列出算式嗎？ 生：

28+4= 5.探究算法

（1）同學們可以借助小棒擺一擺，思考28+4的計算過程（2）誰愿意把你的方法介紹一下。

算法一：學生上臺演示數小棒，先擺28根，再擺4根，把4根里的2根和28根湊成30根，再加上2根，一共是32根。板書：28+2=30 30+2=32

算法二：先算8+4=12，再算20+12=32。（板書：8+4=12 20+12=32）

算法三：計數器。同時課件演示。（先在計數器上撥出28，然后再一個一個在個位上加珠子，個位滿十個珠子怎么辦？個位上十個珠子是十位上一個珠子，我們就可以在十位上加一個珠子，個位上就沒有了。我們把個位上的十個珠子加到十位上，我們把它叫做滿十進一。即從個位算起，滿十進一。然后接著在個位上撥兩個珠子，最后結果就是32.(板書：計數器)算法四：列豎式。用豎式計算，寫得時候要注意什么呢？

數位對齊，個位對個位，十位對十位。

師：8+4=12滿十怎么辦？滿十進一

怎樣記不會忘了進一？進位寫在十位和個位的中間，個位2寫下，再算十位和進一相加。

（3）小結。小朋友真棒，能想出多種方法來計算28+4=32。師：其他兩個問題：

《童話世界》和《海底世界》一共多少本？、《童話世界》和《咪咪學院》一共多少本？

選擇其中的一個，先列出算式，再用你喜歡的方法，動手算一算。

師：坐完后，同桌小聲交流你是怎么算出來的。

三、練一練 1．書本第69頁第一題，圈一圈，算一算

2．書本第69頁第二題，用豎式計算：

58+7= 5+32= 38+6= 8+27=

四、成功體驗，回味進位加法。

1.這節(jié)課你們學得開心嗎？誰來說說你學會了什么新本領？ 2.你想提醒大家在計算中要注意什么？ 板書：

圖書館

《童話世界》和《叢林世界》一共有多少本？

28+4=32（本）

（1）28+2=30

30+2=32（2）8+4=12 20+12=32

（3）

十

個

先算個位

+

個位滿十向十位進一

——————

答：《童話世界》和《叢林世界》一共有32本

第三篇：一年級(下)英語復習教案

Review Module — Unit 1

Teaching aims: 1.Revision all the language in the whole book.2.Revision all the vocabulary in the whole book.Teaching important and difficult points: Have the Ss revision the language and vocabulary.Step1: Warmer

a.Pick up some of the Ss’ possessions.Indicate the owners and say to the class, ‘This is her book.’ or ‘This is his pencil.’

b.Do a lot of examples.c.Now tell the Ss to swap two possessions with their partner.d.Have one student tell the class about his/her partner’s possessions.Examples

S1(holds up a pen): This is his pen.S2(holds up a book): This is his book.e.Do more examples with other Ss.Step2: New point and says.a.Hold up a classroom object, e.g.a book.Make a student about the object.If the Ss agree with the student, they should say, ‘Yes.’ If they say ’No’, choose one student one student to correct the statement.Example T: This is a pencil.Ss: No.T : Mermei, stand up, please.S1: That is a book.T: Yes.Step3: Animal game.a.Have individual Ss stand up.Get them to talk about things that they like or don’t like.The rest of the class listens.If they agree, they stand up.Example

S1: I like purple..Ss:(who like purple stand up).S2: I don’t like football.Ss:(who don’t like football stand up)b.Alternatively, have the Ss bring in pictures of objects they like or don’t like.Invite five Ss to the from and get them to hold up their pictures.They can tell the class if they these thins.Step4: Look and draw a monster.a.Put the Ss in pairs.Get S1 to start drawing a picture.S2 has to look at the picture while it’s being drawn and try to guess what it is using the ‘Is it a …’student.Example S2: Is it a bird? S1: No, it isn’t.S2: Is it a dog? S1: No, it isn’t.S2: Is it a cat? S1: Yes, it it.Step 5: Now ask and answer.a.Tell each student to get a large piece of paper and to write a number on it.b.Call out two Ss’ names.The two Ss stand up.S1 says the number that S2 is holding and S2 says the number that S1 is holding.Example T: Meimei and Lanlan.(they are stand up)M(looks at Lanlan’s paper): Six..L(look at Meimer’s paper): Twelve.Review Module —Unit 2

Teaching aims: 1.Revision all the language in the whole book.2.Revision all the vocabulary in the whole book.Teaching important and difficult points: Have the Ss revision the language and vocabulary.Step1: Warmer

a.Revise adjectives.Remind the Ss about some of the adj they know, e.g.big, small, short, tall, fat, thin.Say that I will call out an adj and they have to call out its opposite.Example T: Big Ss: Small.b.Do a lot of examples.c.Now have the Ss continue the activity in pairs.They must take turns to call the adj.Step2: Listen, point and say.a.Write these words on the board.Fat, man, thin, woman, short, lion b.Point to each of the words and get the children to say them.c.Now point to ‘fat’ and ask the Ss if they can see any smaller words within the word ‘fat’.If they can’t, cover the letter ‘f’ with your hand and they should be able to see the word ‘at’.d.Point to ‘man’ and see if the Ss can see a two-letter word written ‘man’.They should be able to see the word ‘an’.e.Now have the Ss continue the activity in pairs.Answers: Fat, man, thin, woman, short, lion

Step3: Look and say

Use the picture in Exercise 2.Tell the Ss to listen to me and follow my instruction.Remind them that me may give instruction t boys, girls or the whole class.Example T: Girls, sing, please.Ss:(girls sing or just mime sing)T: Boys, dance, please.Ss:(Boys stand up and dance in their place)T: Stand up, class..Ss:(the whole class stands up)

Step4: Ask and answer about animal

a.Get the Ss to say the names of some animals.Write those names on the board.b.Put the Ss in group of four or five.The first student says the names of an animal.The next student repeat the name and says the name of another animal.This continues until each student has had a turn.Examples S1: Tiger.S2: Tiger, Lion.S3: Tiger, Lion, Bear.

第四篇：新起點英語一年級下unit_10教案

新起點小學英語一年級下冊第10單元教案集 材料分析（教學內容

知識基礎

后繼地位）

教學內容 :Unit10 My room 主要學習關于房間的10個單詞：room，clost，telephone，computer，TV，bed，picture，table，lamp，armchair，初步學習方位介詞behind，next to復習in，on，under；簡單的交際用語What’s behind the door? A chair.字 母H,J,K,L。

基礎知識：有關房間的10個單詞

后繼地位：通過描述自己房間里的物品，表達出物品所在的位置，初

步學會布置一個整潔的家庭環(huán)境，有一個整體的審美體驗。

目的要求

1、能夠在本單元涉及的情景條件下聽懂并說出10個有關房間的單詞。

2、能夠在本單元涉及的情景條件下使用本單元的交際用語

3、能夠用彩泥等材料捏出或制作出本單元有關的家具模型

4、能初步使用方為介詞

5、能描述自己房間物品的位置

6、能夠聽字母H,J,K,L音，并做出指法

重點、難點 重點：10個單詞，2個方位詞 難點：用方位詞描述房間物品的位置

教具、學具 教學掛圖，投影片 單詞卡

教學錄音磁帶

家具的玩具模型，彩泥

課時安排 教學內容 教學重點 教學實數

Lesson 55

關于房間的10個單詞 1學時 Lesson 56 方位介詞behind，next to 1學時 Lesson 57 Living room，study，bedroom 1學時 Lesson 58 句子：What’s behind the door?A chair!H J K L 1學時 Lesson 59 句子：What’s in your room? There is a picture in my room.1學時 Lesson 60 句子：Where is it？ 1學時

有效備課

英語學科

一

年級

三 班

執(zhí)教人

徐海蒙

課題 Unit 10 My room

Lesson 55 教學內容 關于房間的10個單詞 教學目的 要求 要求學生能夠聽說認讀這10個單詞 教學重點、難點 重點是這10個單詞

難點是computer，telephone，armchair的發(fā)音

教具學具的準備 單詞卡片，教學掛圖，錄音磁帶 教學過程

知識點 教師活動 學生活動

bed picture lamp computer telephone table closet room TV（—）熱身 Freetalk：How are you？Fine，thank you！復習上個單元的知識。

（二）新課呈現

利用教學模型，邊出示模型邊問：“What’s this?學了幾樣家具及物品后，可教學生用句子把新詞連起來進行敘述。B部分聽錄音，指句子

（三）操練 看口型猜單詞 正反手練習讀 看單詞卡猜單詞 聽錄音跟讀 學唱歌謠

師生相互問侯齊唱Chant

看單詞卡認讀單詞

跟著教師，反復練習單詞

板書設計 Unit 10 My room bed

telephone lamp

armchair table

room clost

TV computer picture 有效備課

英語 學科

一

年級

三

班

執(zhí)教人

徐海蒙

課題 Unit 10

Lesson 56 教學內容 方位介詞：behind，next to句型：Where is Lucky? 教學目的要求 要求學生能夠聽說并熟練運用方位介詞 教學重點、難點 重點：兩個方位介詞 難點：句子Where is Lucky？

教具學具的準備 教學掛圖，單詞卡片，教學錄音磁帶 教學過程

知識點 教師活動 學生活動 Hello

behind，next to

（一）熱身

1、自由對話

2、復習上一課的單詞

（二）呈現新知

1、利用教學圖片問：“Where’s Angle?”引出behind，領讀，重復操練

2、同樣的方法引出next to

3、利用教學掛圖問：“Where’s Lucky?”

（三）操練

游戲：

1、看口型猜單詞

2、猜“Who is missing？”

3、讓學生以pair work形式進行練習

4、教師可用家居圖片，讓學生根據指示拜訪他們的位置。

5、聽錄音

（四）Homework 把所學的單詞及句子回家說給爸爸媽媽聽 師生相互問候 復習單詞

齊讀，男生讀，女生讀

學生看著圖片回答

跟著教師反復操練

鼓勵學生說出來東西在哪里 跟讀 板書設計 Lesson 56

Where’s Lucky? behind next to

有效備課

英語

學科

一

年級

三

班

執(zhí)教人 徐海蒙

課題 Unit 10 Lesson 57 教學內容 單詞：living room，study，bedroom 句子：What do you see？ 教學目的要求 要求學生能夠會說三個單詞，并能夠簡單的描述物品所在的位置 教學重點、難點 重點：三個單詞 難點：對房間物品位置的描述

教具學具的準備 教學掛圖，單詞卡片，教學錄音磁帶 教學過程

知識點 教師活動 學生活動 behind，next to

What do you see？

（一）熱身復習展示圖片

教師說漢語，學生說單詞，反之依然，根據教學掛圖簡單描述物品所在的位置

（二）新課程現

1、展示教學掛圖問：“What’s is?” 教師：“起居室，living room?！?領讀，重復多讀幾遍

3、同樣的方式引出study，bedroom(三)鞏固操練

1、教師示范，按順序指點出各種家具及物品的位置

2、鼓勵學生上臺就黑板的圖象大家介紹Lily家的起居室

3、讓學生根據自己的意愿和想法，替Bill重新來布置臥室。鼓勵學生邊貼邊說。

4、在教室布置一個亂場景，學生以group work形式動腦動手重新安排一下。跟著教師復習上節(jié)課所學知識

答：“房間”

男生讀，女生讀，齊讀

學生跟著教師完成每一項游戲 板書設計 Lesson 57

What can you see？ living room study bedroom 有效備課

英語

學科

一

年級

三

班

執(zhí)教人 徐海蒙

課題 Unit 10

Lesson 58 教學內容 What’s behind the door? H J K L

教學目的要求 要求學生能夠運用句型：“What’s behind the door?” 要求學生能夠借助計算機鍵盤學會字母：H J K L 教學重點、難點 重點：句子What’s behind the door?

字母：H J K L 難點：本課的句型

教具學具的準備 教學圖片，單詞卡片，教學錄音磁帶 教學過程

知識點 教師活動 學生活動 living room bedroom study

句子：What’s behind the door? 字母：H J KL

（一）熱身復習利用單詞卡片復習單詞 正反手讀單詞

（二）呈現新知 A部分

看教學掛圖講解句子 領讀 B部分

根據計算機鍵盤講解字母H J K L(三)操練

1、教師把教室布置成房間的摸樣，把物品分放在各個地方。讓學生帶上動物頭飾，以Group work的形式分角色表演小熊的家。

2、教師指導學生將字母貼片貼在右手手指上，教師讀字母

（四）Homework 回家把句子說給爸媽聽，在鍵盤上找相對應的字母。跟隨教師復習單詞

學生跟讀句子

學習字母H J K L

學生指自己相應的手指 板書設計 Lesson 58 What’s behind the door？ H J K L

有效備課

英語 學科

一

年級

三

班

執(zhí)教人 徐海蒙

課題 Lesson 59 教學內容 A Think，draw and say B 句子：What’s in your room?

There is a picture in my room..教學目的要求 培養(yǎng)學生通過仔細觀察，尋找事物規(guī)律的能力 要求學生掌握B部分的句型

教學重點、難點 重點：句型 what’s in your room? There is a picture in my room.難點：同上

教具學具的準備 教學圖片，錄音磁帶 教學過程

知識點 教師活動 學生活動 What’s behind the door? A chair.H J K L

What’s in your room?

There is a picture in my room.（一）

熱身/復習

1、Freetalk

2、利用圖畫檢測并復習本單元房間里家具及物品的單詞和表示物品位置的單詞。

（二）呈現新知

1、通過學生的思考以及每行所缺的圖畫，幫助他們找出內在的規(guī)律性。

2、學生借助圖畫、錄音和第一行圖上單詞的示例，邊指邊說，驗證答案。

3、教師用對話的形式檢測學生掌握本單元重點句型：What’s in your room?

（三）鞏固操練

1、借助教學掛圖及錄音機操練句型，達到學生熟練運用句子。

2、讓學生畫自己的家或者自己設計的家，或畫自己想象中未來得家。然后讓學生以group work形式，自編對話并進行表演。師生互相問好 用手指說字母

學生邊說邊指 多讀多說句型 同位間互問互答

學生和老師配合完成 板書設計 Lesson 59 What’s in your room?

There is a picture in my room.有效備課

英語

學科

一

年級

三

班

執(zhí)教人 徐海蒙

課題 Unit 10

Lesson 60 教學內容 Fun Time 教學目的要求

1、通過Lily按照媽媽留給的圖形在家里一處一處的尋找禮物的過程，巧妙的把把本單元所學的語言與詞匯知識結合起來，讓學生在“找”的實踐中語言。

2、學生通過表演故事，復習本單元所學的句型和單詞。

教學重點、難點 重點：把本單元所學的語言與詞匯結合起來，讓學生在實踐中運用語言。難點：同上。

教具學具的準備 教學掛圖，教學錄音磁帶，若干小禮物，小獎品

教學過程

知識點 教師活動 學生活動 What’s in your room？

There is a picture in my room。

Where is it？

It behind/next to/in/under/on、、、、（一）

熱身/復習

1、Freekalk

2、復習上節(jié)課所學的句型。

（二）新課呈現

1、先出示教學掛圖，讓學生仔細觀察并指出故事的發(fā)展順序。

2、遮蓋圖，引導學生說出尋找禮物的先后地點。

3、教師指導學生邊看掛圖邊聽錄音，4、在教室布置場景，并準備故事中需要的道具。

5、教師指導學生進行group work 活動，模仿課本做“找禮物”的游戲。

學生主動地說句子

學生根據錄音指出相應的圖

多聽幾遍錄音，并在理解的基礎上重復聽到的句子。

分角色表要故事 板書設計 Lesson 60 Where is it？ Go and find it！

第五篇：北師大版小學一年級英語課本總結

Grade1 book 1 Unit 1 Hello

Hi, I’m Mocky.Hello ,Mocky.Hello, I’m Ken/Ann/Uncle Booky.What’s your name?

I’m Ken.My name is Ann.Listen and act: Stand up

sit down Sing a song Hello, hello I’m Mocky.I’m Mocky.Hi, I’m Ken.Hello, hello

I’m Ann.I’m Ann.Hi, I’m Uncle Booky.Let’s say An apple

an ant

a banana

a balloon Say the rhyme An apple for you, An apple for me, An apple for the monkey up iin the tree.No!No!No!A banana for you, A banana for me, A banana for the monkey up in the tree.Yes!Yes!Yes！

Unit2 About me Are you a girl,Ann? Yes, I am.Are you a girl,Ken? No, I’m not.I’m a boy.Ann is a girl.Ken is a boy.I’m a monkey.Learn to say Are you a girl? Yes.Are you a boy? Yes.Ann is a girl.A boy, a girl, a teacher, a monkey Let’s talk Please.Thank you.Listen and act

Toucch your nose please.ear, mouth, hair, eye, Sing the song Please sit down, please sit down.Thank you,thank you, thank you.Please stand up, please stand up Thank you, thank you, thank you.Please sit down, please stand up.Thank you, thank you, thank you.Let’s say A cat

a crocodile

a duck

a dog Say the rhyme A dog says “woof, woof” A cat says “meow, meow”

A crocodile sings, but I don’t know how.A duck says “quack, quack” and yes I know how.Quack!Quack!Quack!

Unit 3 At school

What’s this,Mocky?

It’s a chair.(bag, chair, book, pencil)Touch and say What’s this? It's a book.Let’s guess.Is it a pencil? No.Listen and act Mocky, take out your book,please.Sing the song It’s a book,it’s a book.It’s a chair, it’s a chair.Stand up, sit down.stand up, sit down.It’s a pencil,it’s a pencil.It’s a bag, it’s abag.Stand up, sit down.stand up, sit down.Let’s say An egg

an elephant

a fish

a frog Say the rhyme

An elephant can walk.Walk,walk, walk.A frog can jump.Jump, jump,jump.A fish can swim.Swim, swim, swim.An egg can roll.Roll, roll,roll.Unit 4 colors What color? It’s yellow.Touch and say What color? It’s blue.(yellow, red, green, brown)Let’s guess

What color? Is it yellow? Listen and act.Draw an apple.Color it red please.Color and sing.Red and yellow, Blue,green,brown.(two times)Let’s say A gift

a girl

a hat

aq hammer

Say the rhyme Is it a gift? Is it blue? Is it for the girl? No, it’s for you.Is it a hammer? Is it brown? Is it for the girl? No, it’s for you.Is a hat? Is it red? Is it for the girl? No, it’s for you.Unit 5 Numbers

How many trains,M ocky?

Two trains!Touch and say How many teddy bears?

Three.One two three four five A train

a car

a doll

a ball

a teddy bear Let’s talk

How many elephants?

Two.Listen and act

Point to the bag, please.Sing the song One, two, three,four, five.One boy in a yellow train.One, two, three, four, five.Two bears in a yellow book.One, two, three, four,five.Three girls in a yellow car.Let’s say An insect

an ice cream

a jacket

a jeep Say the rhyme A little insect jump!Jump!jump!Jump over the ice cream.jump over the jacket, jump into a jeep, To have a good sleep.Unit 6 Happy birthday!How old are you,Ken? I’m six.Touch and say.How many boys? Four boys.(six, seven, eight, nine, ten)Let’s talk Happy birthday!A gift for you.Thank you.What’s this?

Is it a train.Wow, a teddy bear!How old are you?

I’m seven.Sing the song

Happy birthday,happy birthday.I’m six.I’m six.Happy birtday,happy birthday.I’m seven… Let’s say A key

a kite

a lock

a lollipop Say the rhyme It’s after school.Let’s go to the zoo.Put on your hat,and take your kite.Lock the door,and take the key.Buy some lollipops for you and me.