第一篇：朗文2A第一課教案[推薦]

雛英教育

任課(電教)教師 Vicky(***)

2014.03.02

I.Vicky 的話

Hey!親愛的朋友們, 我們又見面了.新學(xué)期咱們一起努力進(jìn)步吧!

II.Warm up(熱身練習(xí))

Introduction yourself.朗文少兒(新派)2：第1次課

1.對話:-------Hello, What’s your name?

--------I’m Vicky./ My name is Vicky

--------How are you ?

--------I’m fine.Thanks.2.Color : purple

yellow

green

blue

black

White

brown

red

orange

3.Sentence:-----What’s your favorite color?

-----My favorite color is...III.New Lesson 今日新課(Unit 1 This Is My Class).Be+ V-ing(正在...):

I’m(I am)

reading.She’s(She is)

singing.He’s(He is)

writing.They’re(They are)

drawing.You’re(You are)

talking.It’s

(It is)

coloring.IV.Assignments 學(xué)生回家獨立作業(yè)要求

Telephone teaching 電教

What’s your favorite color? My favorite color is...What are you doing? I’m.....Preview 預(yù)習(xí)要求

預(yù)習(xí)Unit 1的小故事

第二篇：二年級香港朗文2A英語教案

課題：劍橋英語1級U2 和課本U2 課時：6課時

教學(xué)重點：1句型：Where do you live?

I live in...2問名字并回答What’s your name? My name is...3問年齡并回答 How old are you?

I’m...4問電話號碼 What’s your telephone number? It’s 23234546

5字母A-----F 人稱代詞和物主代詞的認(rèn)識

動物的詞匯

教學(xué)難點：特殊疑問詞Where 的用法，用來問地點。

介詞in 的運(yùn)用。

數(shù)字0到10的英語說法及熟練運(yùn)用。教學(xué)目標(biāo)：學(xué)生能在日常生活中熟練運(yùn)用本課句型；

能正確書寫和認(rèn)讀字母A到F；

認(rèn)識并會運(yùn)用人稱代詞和物主代詞。教學(xué)方法：情景教學(xué)，任務(wù)型教學(xué)

1---3課時 教學(xué)過程：

Step1 復(fù)習(xí)上次課的內(nèi)容

1單詞：寫出相應(yīng)的中文或英文

bus ________________

迷你巴士______________________ 地鐵_______________

LRT___________________________ 電車_______________

train___________________________ 女孩__________________ 的士_______________________________ ferry__________________

pupil _______________________________

情景對話

How do you come to school? I come to school on.../by...注意：I come to school on foot.的同義句是：______________________________________.3連線題

Ask your friends

然后組成小組

Come on , Wendy

去問一下你的朋友們 Then get into groups

來吧，Wendy Join a group

加入一個小組

4認(rèn)讀單詞

Let’s

group

bike

boat

motorbike

plane Helicopter

lorry

too

also

drive

Step2 新授句型

對話：1 Where do you live?

I live in...(換不同的地點練習(xí))

2What’s your name?

My name is Kitty.(互問)

3復(fù)習(xí)0到10的數(shù)字的英語表達(dá)

出示數(shù)字卡片，讓學(xué)生說英語，或者老師說英語學(xué)生反應(yīng)數(shù)字。

4what’s=what is

I’m=I am

5練習(xí)，填空

_____________________________your name?

___________________name’s Kitty._______________________do you live?

I live__________Wan Chai

寫同義句 What’s your name? I’m Kitty.Step3 記劍橋英語的單詞和句型。

1認(rèn)讀單詞：a pen

a pencil

a pencil-case

a ruler a bag

an eraser

2把單詞放進(jìn)句型里記憶。

What’s this?

It’s a...3把單詞連著物主代詞記

My ruler/...your...her...his...Step4總結(jié)，補(bǔ)充。

1回憶本次課的知識點：句型：Where do you live? I live in...What’s your name ? My name is...What’s this?

It’s a...單詞：文具，交通工具

語法點：人稱代詞和物主代詞。2補(bǔ)充：口語早上好及回答

見到你很高興及回答。

a book

第三篇：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:

第四篇：hip hop hooray level 1朗文3H教材第一課 教案

英語自拼（老生）第一課

教學(xué)目標(biāo)：

1、掌握基礎(chǔ)單詞

2、掌握基礎(chǔ)句型 Hello, my name is ….what’s your name? Nice to meet you.Nice to meet you, too!

3、會說會表演故事對話 教學(xué)重點：字母發(fā)音以及代表單詞 教學(xué)難點：學(xué)跳字母操 教學(xué)準(zhǔn)備：課件、卡片、音樂 教學(xué)過程：

一、熱身

分小組，老師發(fā)號口令（stand up/sit down/hop/jump/walk/run），比拼誰做的又好又快

二、引入

展示老師個人信息表, 提問：What’s my name?(答對加星；無人回答時老師引導(dǎo))

三、學(xué)習(xí)

1、邀請學(xué)生，提問What’s your name? My name is Frank.(板書Frank)再次邀請學(xué)生說名字板書

2、點兵點將，點到誰就要快速站起來大聲說出Frank frank My name is Frank.（這時可以叫Frank上臺進(jìn)行抽點同學(xué) by using What’s your name?）

3、將代表人物的名字書寫在黑板上，并介紹卡片上的樣子，結(jié)合自然拼讀教讀名字；

4、分發(fā)到學(xué)生，隨意抽取一人上臺進(jìn)行speak out + touch

5、將卡片分發(fā)到個人，老師發(fā)號口令A(yù)ndy，拿到Andy的同學(xué)要立即站立說 andy，andy，I am andy!

四、練習(xí)

1、聽錄音標(biāo)序號

2、聽錄音描寫句子

五、作業(yè)

1、回家聽錄音跟讀

2、補(bǔ)充自己的名字，給自己畫一幅像

故事課： Presentation 講故事

步驟：（1）請學(xué)生觀察主圖，請學(xué)生說一說看到的內(nèi)容，允許學(xué)生說中文，但教師要用英語進(jìn)行描述；（2）教師一邊指圖片上的相關(guān)內(nèi)容，一邊描述故事，將學(xué)生自然地帶入故事的情境中。教師用適當(dāng)?shù)恼Z速、豐富的表情和語調(diào)描述故事中的畫面或圖片，給學(xué)生提供一定量的語言輸入，需要時可借助肢體動作幫助學(xué)生理解主要詞匯及故事內(nèi)容。其間，教師適時地向?qū)W生提出問題。（3）教師指讀故事中的文字。問題參考：

?

What can you see in the picture? ?

Can you see a cat? What is he doing? ?

Do you like the story?

Practice 1．

朗讀故事

步驟：（1）教師播放故事錄音，同時指到相應(yīng)圖片內(nèi)容。學(xué)生看主圖，聽故事；（2）教師再次播放故事錄音，同時指到相應(yīng)的句子。學(xué)生看句子，聽故事；（3）教師請學(xué)生打開書，邊聽邊指，跟讀故事；（4）教師和全班學(xué)生分角色朗讀故事；（6）教師請學(xué)生兩人一組，分角色朗讀故事。2．卡片代入

步驟：（1）教師利用sally和sam的卡片，和學(xué)生分角色表演；（2）教師請學(xué)生兩人一組進(jìn)行表演；（3）請學(xué)生調(diào)換角色再表演一次；（4）教師請部分學(xué)生在全班同學(xué)面前做展示。

第五篇：朗文3H教案模版

教案模版 Unit 1 Sally and Sam Meet – 1

一、教學(xué)內(nèi)容：Unit 1 Sally and Sam Meet--Story Time

二、教學(xué)目標(biāo) 1．語言技能目標(biāo)

能夠聽懂Hi.Good morning.的問候語，并做出回應(yīng)

能夠在教師和圖片的提示下，聽懂故事

能夠在教師的幫助下，聽懂常用課堂指令并做出相應(yīng)的動作

能夠模仿錄音，朗讀故事

能夠在教師的幫助下表演故事 2．語言知識目標(biāo)

重點詞匯：name, Sam, Sally

句型：Good morning.Hi.What’s your name?

My name is?.教學(xué)用語：Listen.Look.Say.Stand up.Sit down.Open your book.Close your book.Clap your hands.3．情感態(tài)度目標(biāo)

喜歡聽老師講英語故事

喜歡和其他同學(xué)共同表演故事 4．學(xué)習(xí)策略和思維能力目標(biāo)

能夠觀察到圖片中的細(xì)節(jié)

能夠運(yùn)用已有的生活經(jīng)驗

能夠通過圖片猜測故事的大意 5．跨學(xué)科學(xué)習(xí)目標(biāo)

涂色

手工制作手偶

手偶表演

三、教具與學(xué)具：主圖、教師的名卡、Sam 和 Sally的手偶、活動手冊T129、配套音像材料、剪子、水彩筆。

四、教學(xué)過程 Warm up 1． 師生問候

目的：使學(xué)生理解問候語及教師的英語名字；嘗試與教師用英語交流；為下面講故事活動做語言上的準(zhǔn)備。

步驟：（1）教師用Hi.Good morning.的句型向?qū)W生問好，并啟發(fā)學(xué)生做出回應(yīng)；（2）教師帶上英語名卡，用My name is ?的句型介紹自己。2． TPR活動

目的：使學(xué)生對英語感興趣；聽懂日常教學(xué)用語。

建議：教師發(fā)出指令，并帶領(lǐng)學(xué)生做出相應(yīng)的動作。

Presentation

講故事

目的：使學(xué)生理解故事大意；理解故事中的主要詞匯和句型的意義；培養(yǎng)學(xué)生對圖片的觀察能力；培養(yǎng)學(xué)生通過圖片對故事的猜測能力。

步驟：（1）請學(xué)生觀察主圖，請學(xué)生說一說看到的內(nèi)容，允許學(xué)生說中文，但教師要用英語進(jìn)行描述；（2）教師一邊指圖片上的相關(guān)內(nèi)容，一邊描述故事，將學(xué)生自然地帶入故事的情境中。教師用適當(dāng)?shù)恼Z速、豐富的表情和語調(diào)描述故事中的畫面或圖片，給學(xué)生提供一定量的語言輸入，需要時可借助肢體動作幫助學(xué)生理解主要詞匯及故事內(nèi)容。其間，教師適時地向?qū)W生提出問題。（3）教師指讀故事中的文字。問題參考：

What can you see in the picture? Can you see a cat? What is he doing? Do you like the story?

Practice 1． 朗讀故事

目的：幫助學(xué)生把聲音與詞形對應(yīng)起來；模仿故事錄音的語音語調(diào)朗讀故事；培養(yǎng)指讀的習(xí)慣。

步驟：（1）教師播放故事錄音，同時指到相應(yīng)圖片內(nèi)容。學(xué)生看主圖，聽故事；（2）教師再次播放故事錄音，同時指到相應(yīng)的句子。學(xué)生看句子，聽故事；（3）教師請學(xué)生打開書，邊聽邊指，跟讀故事；（4）教師和全班學(xué)生分角色朗讀故事；（6）教師請學(xué)生兩人一組，分角色朗讀故事。2． 制作手偶

目的：通過動手操作進(jìn)一步識別故事中的人物

步驟：（1）教師用T129給做示范；（2）教師發(fā)給學(xué)生T129復(fù)印材料，用英語發(fā)出指令，請學(xué)生按步驟操作；（3）在學(xué)生操作過程中，教師反復(fù)播放故事和P4歌曲的錄音。

Application

手偶表演

目的：激發(fā)學(xué)生的學(xué)習(xí)興趣；加強(qiáng)對故事的理解；熟練的使用英語進(jìn)行問候。

步驟：（1）教師利用手偶和學(xué)生分角色表演；（2）教師請學(xué)生兩人一組進(jìn)行表演；（3）請學(xué)生調(diào)換角色再表演一次；（4）教師請部分學(xué)生在全班同學(xué)面前做展示。

Homework

Dear Mum and Dad,Today I can ?

Listen to the story on P2 Read the story

Make the finger puppets Act out the story

(name)(parents’ name)反應(yīng)互動模式，寓教于樂，魅力無窮

“朗文3H少兒英語”品牌教材是朗文結(jié)合了最新的少兒英語教材結(jié)構(gòu)、教學(xué)手段和本土化的中國少兒英語學(xué)習(xí)特征為中國少兒制定的最佳教學(xué)方案，“知識交叉，三步互動，反應(yīng)型記憶”三大教學(xué)法有機(jī)結(jié)合，構(gòu)成了最適合中國少兒英語學(xué)習(xí)的教學(xué)模式。

1、“朗文3H少兒英語”知識交叉教學(xué)法： 突破傳統(tǒng)教學(xué)理念，顛覆傳統(tǒng)教學(xué)步驟，把字母、音標(biāo)、單詞、句型等一系列的英語知識在少兒初始學(xué)習(xí)階段進(jìn)行交叉融合，同步傳授，符合少兒智力特征，使少兒的英語學(xué)習(xí)更加具有效果性。

2、“朗文3H少兒英語”三步互動教學(xué)法：

“朗文3H少兒英語”互動式的融合了游戲活動導(dǎo)入、英語知識學(xué)習(xí)與練習(xí)鞏固教程三步教學(xué)方法，符合少兒心理特征，使少兒在輕松愉悅的環(huán)境中英語水平得到全面迅速的提升。

3、“朗文3H少兒英語”反應(yīng)型記憶學(xué)習(xí)法：

少兒在英語學(xué)習(xí)初期主要通過反應(yīng)型記憶而非憑借單純記憶進(jìn)行學(xué)習(xí)，“朗文3H少兒英語”通過教師授課中的反應(yīng)型記憶學(xué)習(xí)法結(jié)合教材中的反應(yīng)型記憶教程設(shè)計，符合少兒生理特征，使少兒很快掌握語言反應(yīng)學(xué)習(xí)能力，為后期的英語認(rèn)知學(xué)習(xí)打下良好的基礎(chǔ)。

教學(xué)特色：反應(yīng)互動模式，寓教于樂，魅力無窮 “朗文3H少兒英語”品牌教材是朗文結(jié)合了最新的少兒英語教材結(jié)構(gòu)、教學(xué)手段和本土化的中國少兒英語學(xué)習(xí)特征為中國少兒制定的最佳教學(xué)方案，“知識交叉，三步互動，反應(yīng)型記憶”三大教學(xué)法有機(jī)結(jié)合，構(gòu)成了最適合中國少兒英語學(xué)習(xí)的教學(xué)模式。

1、“朗文3H少兒英語”知識交叉教學(xué)法： 突破傳統(tǒng)教學(xué)理念，顛覆傳統(tǒng)教學(xué)步驟，把字母、音標(biāo)、單詞、句型等一系列的英語知識在少兒初始學(xué)習(xí)階段進(jìn)行交叉融合，同步傳授，符合少兒智力特征，使少兒的英語學(xué)習(xí)更加具有效果性。

2、“朗文3H少兒英語”三步互動教學(xué)法： “朗文3H少兒英語”互動式的融合了游戲活動導(dǎo)入、英語知識學(xué)習(xí)與練習(xí)鞏固教程三步教學(xué)方法，符合少兒心理特征，使少兒在輕松愉悅的環(huán)境中英語水平得到全面迅速的提升。

3、“朗文3H少兒英語”反應(yīng)型記憶學(xué)習(xí)法： 少兒在英語學(xué)習(xí)初期主要通過反應(yīng)型記憶而非憑借單純記憶進(jìn)行學(xué)習(xí)，“朗文3H少兒英語”通過教師授課中的反應(yīng)型記憶學(xué)習(xí)法結(jié)合教材中的反應(yīng)型記憶教程設(shè)計，符合少兒生理特征，使少兒很快掌握語言反應(yīng)學(xué)習(xí)能力，為后期的英語認(rèn)知學(xué)習(xí)打下良好的基礎(chǔ)。

作者：Beat Eisele, Catherine Yang Eisele等 出版社：Pearson-Longman 美國培生(朗文)教育出版集團(tuán)

適用對象：幼兒園、小學(xué)兒童(6-12歲)

冊數(shù)：全套七冊

作者簡介：

Beat Eisele 多年來擔(dān)任英語老師、教學(xué)顧問以及師訓(xùn)講師，擁有超過12年以上的豐富經(jīng)驗，亦曾獲得臺灣英語教育杰出貢獻(xiàn)獎！內(nèi)容簡介：

Hip Hip Hooray!是朗文專為亞洲兒童設(shè)計出版，使用最新教學(xué)理念“故事教學(xué)法”注入的一套系統(tǒng)教材，暢銷日、韓、臺灣、香港等國家及地區(qū)。每冊都以不同的經(jīng)典童話故事為主軸，如城鄉(xiāng)老鼠、小精靈與鞋匠、杰克與豌豆等，通過故事引出詞匯、句型、對話，輔以歌曲、韻文、游戲等來啟發(fā)孩子?，F(xiàn)已在上海近30所著名小學(xué)、培訓(xùn)中心的少兒英語培訓(xùn)課程中使用。書籍特色：

1.活潑的歌曲及韻文更能激發(fā)學(xué)生的學(xué)習(xí)動機(jī)。2.以文法及單字來建構(gòu)主要的語言。

3.Phonics 發(fā)音韻文幫助學(xué)生了解字母與聲音的關(guān)系。

4.Practice 練習(xí)頁提供聽，說及寫的多元練習(xí)。5.透過游戲復(fù)習(xí)主要語言并且建立信心。

6.可抽取式小書讓學(xué)生有機(jī)會詮釋故事。

7.教師手冊中包含全彩縮小版學(xué)生本，三步驟的教案，簡單易行的游戲介紹。

配套教材： CDs

教學(xué)支持：(在線觀看產(chǎn)品導(dǎo)覽 1.招生家長說明會 PPT 學(xué)生用書

下載PPT)

作業(yè)本

2.招生DM圖檔；教室布置海報 教師手冊

3.教學(xué)進(jìn)度表；語言能力分析表 教學(xué)字卡

4.多媒體教學(xué) PPT；DEMO劇教學(xué)掛圖 本

5.教務(wù)管理表格；家長指引手冊 6.節(jié)慶學(xué)習(xí)單、每課可影印學(xué)習(xí)單

7.每課口試、筆試隨堂測驗卷

8.分級測驗卷；每冊期中、期末試卷

學(xué)生用書分冊介紹：

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Hip Hip Hooray!(1)

適用年齡：5-7 歲(小學(xué)低年級)教學(xué)主題：城鄉(xiāng)老鼠

Town Mouse and Country

Mouse

Hip Hip Hooray!

(2)

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適用年齡：7-8 歲(小學(xué)低年級)教學(xué)主題：小精靈與鞋匠

The Elves and the Shoemaker

Hip Hip Hooray!(3)

教學(xué)主題：杰克與豌豆

點擊試看

適用年齡：9 歲以上(小學(xué)中低年級)Jack and the Beanstalk

Hip Hip Hooray!

(4)

教學(xué)主題：拇指仙童

Tom Thumb

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適用年齡：9 歲以上(小學(xué)中低年級)

Hip Hip Hooray!(5)

級)

教學(xué)主題：海角一樂園

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適用年齡：10 歲以上(小學(xué)中高年

The Swiss Family Robinson

Hip Hip Hooray!(6)

級)

教學(xué)主題：湯姆歷險記

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適用年齡：10 歲以上(小學(xué)中高年

The Adventures of Tom Sawyer

Hip Hip Hooray!Starter

年級)

教學(xué)主題：字母教學(xué)

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適用年齡：4-7 歲(幼兒園或小學(xué)低