牛津深圳版小学英语一年级上 A教案完整版
-
一年级英语教案设计
2012-2013
年度第一学期
设计
:
李爽
内容
:
牛津英语一年级上册
班级
:
一年级
(3
、
4
、
5)
班
一年级（
3
、
4
、
5
）班英语教学工作计划
2012-2013
学年度第一学期
李爽
本人
这学期担任一年级（
3
、
4
、
5
）班的英语教学工作。为了更好的完成本学期
的教学任务和
提高学生的学习效率，制定以下教学计划。
一、
学生基本情况分析
一年级新生，面临
着学习习惯，生活习惯的培养，学生的能力也各不相同，有的上过幼儿园，
有的没有接受
过任何教育，这给教学带来了很大难度。新教材难度大，对学生要求高，听说读
写都要掌
握，家长要重视和配合，共同努力培养学生的良好的学习习惯和方法。
二、
教学要求
本学期使用的教材是新教材，本套教材根据牛津英语教材
New English First! , New On
Target!
和
New Oxford English,
由上海市中小学（
幼儿园）课程改革委员会和牛津大学出
版社（中国）有限公司合作改编、为了使教材更加
的适合深圳学生的实际情况，又由深圳市教
育科学研究院对现行英语教材（牛津上海版）
进行适当改编。教材提供两本书，一本学生用书
和一本活动手册。本教材一共有
4
个模块，每个模块包括三个学习单元和一个复习单元。每
一单元分
Let
＇
s
act. Let
＇
s talk.
Let
＇ｓ
learn .
Let
＇
act .
Let
＇
s play.
Let
＇
s enjoy
六
个版块。整本书教学内容与学生生活紧密联系，围绕
“
文具，身体部位，家庭，数字，动物，
颜色，食物
”
几个话题，学习简单的交际用语。每一单元穿插字母音和形的学习。本学期要求
学生掌握的基础知识有：
1
、
学会问候语，自我介绍；
2
、
部
分文具得名称；
3
、
学
会身体部位名称；
4
、
学
会介绍自己的家人和朋友；
5
、
学
会
10
以内的数字和简单的水果名称；
6
、
学
会几种食物的名称动物的名称；
7
、
学
会问颜色；
8
、
学
会简单的祈使句；
9
、
学
会用
what
＇
s
this
？问话。
三、
学期教学总目标：
1
激发小朋友学习
英语的兴趣，培养他们学习英语的积极态度，并具
有一定的语音、语调，及良好的学习习
惯和英语交际的能力，为以后学习打下良好的基础。
2
能听懂
、理解
Let
＇
s act.
中的句子
,
并能根据指令，做出动作反应。
3
能说
Let
＇<
/p>
s talk
中的
句子
< br>,
能在情景中进行简单的交流
.4.
能认读
Let
＇
s
learn
中的单词
.5
能做一些英语小游戏。
6
能唱
Let
＇
s en
joy
中的歌谣和小诗
,
理解小故事。
四、
具体措施
为了能够更有效的完成以上
的教学任务，
并给学生打下坚实的英语基础，
现制定以下几项措
施：
1.
对于单词，要求学生起码做到听、读过关，然后就是写和运用于句型当中。主要通过单词
游戏来检测。
2.
关于句型，
要求他们熟练掌握书上的句式和句子并作简单的运用；
对于基础较好的学生要
求他们能够灵活运用。
主
要通过短剧表演的形式来提高他们对于运用英语和他人沟通的兴趣与
信心。
3.
因为新教材更贴
近学生的真实生活，
应多鼓励他们在日常生活中运用学过的知识和他们的
朋友、家长进行沟通。
教
学
计
划
进
度
表
（
2012
～
20
13
学年度第一学期）
Module
教
学
内
容
课时数
3
3
3
1
3
3
3
1
3
3
3
1
3
3
3
1
Unit 1
Hello
！
Module 1
Unit 2
My
classmates
Getting to know you
Unit 3
My face
Revision
1
Unit 4
I can sing
Module 2
Unit 5
My
family
My family, my friends
Unit 6
My friends
and me
Revision 2
Unit 7
Let’s count
Module 3
Unit 8
Apples, please
Places and activities
Unit 9
May I have a
pie?
Revision 3
Unit 10
On the farm
Module 4
Unit 11
In the zoo
The world around us
Unit 12
In the park
Revision 4
课
时
计
划
第
二
周
星期
一
第
2
节
2012
年
9
月
10
日
Module 1
Getting to know you
Unit 1 Hello!
Period 1
Language
focus:
Using the key words
in context
e.g., morning, afternoon
Using formulaic expressions to greet
people and bid farewell
e.g., Hello.
/Good morning. /Good
afternoon./Goodbye.
Identify
the
key
words
in
an
utterance
by
hearing
the
pronunciation
e.g., morning,
afternoon
Understand
formulaic
expressions
of
greetings
and
farewell
in
context, and respond appropriately
e.g., Hello. /Good morning. /Good
afternoon. /Goodbye.
Understand a
simple story with the help of pictures, puppets or
the tea
cher’s body
language
Use
formulaic
expressions
to
greet
people
and
bid
farewell
in
the appropriate context
e.g., Good morning. /Goodbye.
Language
skills:
Listening
Speaking
Step
Pre-task
preparations
Contents
Song: Good
morning.
Methods
Listen and sing the
song.
Purpose
巩固准备期学过的歌曲。
活跃课堂气氛，激发学生
学习兴趣。
Hello! I’m…
The
teacher greets with the
在加师生间交流的同时操
pupils, then the
pupils greet to the
练句型。
teacher.
Watch the dialogue
on the screen.
创设情境，引出问候语。
Kitty, Ben, Alice
and Tom meet at
激发学生学习的兴趣。
the school bus stop.
They
get on the school bus. Alice
and her
mum say “Goodbye.” to
通过观看动画，直观理解
意思。模仿动作，练习对
While-task
Hello! /Hi!
Goodbye!
procedures
Good
morning!
each other.
Watch
the dialogue. Listen and
say.
Watch the dialogue. Say and act.
话。
根据图片提示，理解什么
时候用
“morning ”
编对话，将前面学的句子
串联起来，进行表演。
熟悉本教材人物
Good
afternoon!
Post-task
activities
Introduce the
five friends
’
name. They are
DANNY ,
EDDIE, ALLICE, KITTY and TOM.
Ask the students to make
short dialogues in groups. Then
巩固练习，学习歌曲，提
have the students
listen to the song
“
Good
morning
”
on
高学习兴趣。
page5
1. Sing the song “Good
morning.”
2. Greeting to the
parents in English.
1
、
本堂课
教学时我有意识地根据教学内容创设情境，引出问候语，活跃课堂
气氛，从而激发学生学
习兴趣。
。
2
、
在教学
过程中采用编对话的形式，将前面学的句子串联起来，并让学生进
行表演，这样的目的是
为了更好的巩固教学内容。
3
、
Homework
：
Suggestion:
课
时
计
划
第
二
周
星期
三
第
1
节
2012
年
9
月
12
日
Module 1
Getting to know you
Unit 1 Hello!
Period 2
Language
focus:
Using the key words
in context
e.g., morning, afternoon
Using formulaic expressions to greet
people and bid farewell
e.g., Hello.
/Good morning. /Good
afternoon./Goodbye.
Identify
the
key
words
in
an
utterance
by
hearing
the
pronunciation
e.g., morning,
afternoon
Understand
formulaic
expressions
of
greetings
and
farewell
in
context, and respond appropriately
e.g., Hello. /Good morning. /Good
afternoon. /Goodbye.
Understand a
simple story with the help of pictures, puppets or
the teacher’s body language
Use
formulaic
expressions
to
greet
people
and
bid
farewell
in
the appropriate context
e.g., Good morning. /Goodbye.
Language
skills:
Listening
Speaking
Step
Pre-task
preparations
While-task
Contents
Song: Good
morning.
Methods
Listen and sing the
song.
Purpose
巩固准备期学过的歌曲。
活跃课堂气氛，激发学生
学习兴趣。
热身，操练句型。
Hello!
I’m…
The pupils greet to the
teacher.
Hi!
I’
m
Danny.
Act Danny, Eddie, Kitty, Alice.
Hello!
I’
m
…
抽签表演我们的小伙伴，
练习句字。
procedures
A
school day
Show them
movie
，
tell the story
“
A school
day
”
in
“
let
’
s
act
”
on
student
’
s book
page 4 slowly and
clearly, with the
help of picture,
puppets and your body
language
学习文章，用讲故事的方
法引导孩子练习学
过的句
Prompt your students to complete
型。
the sentences
when necessary.
Ask the
students to act out the
story
“
A school
day
”
on page 4.
Then have the students listen to
the song
“
Good
morning
”
on
page
5 and sing along using hand
motions.
Sing a song
缓解课堂气氛，
在愉快
的气氛中复习学过的歌
曲。
Post-task
activities
Homework
：
Ask the students to make short
dialogues in groups.
巩固练习，
学生自主选择
搭档进行表演。
Read student book P2.3.4
sing
“
good
morning
”
Suggestion:
1
、
本节课同时注意了学生听力能力的培养。
2
、
不足：
在学生编对话时，应该多加辅导，不能只求形式，更应注重实际效
果。
< br>
课
时
计
划
第
二
周
星期
五
第
1
节
2012
年
9
月
14
日
Module 1 Getting to know you
Unit 1 Hello! Period 3
Language focus:
Using a
common pattern to introduce oneself
e.g., I’m…
Understand the pattern I’m
Kitty.
Understand formulaic
expressions of greetings
Listening
e.g., Nice to meet/see you.
Identify some English names
Language skills:
e.g.,
Kitty, Alice, Tom, Ben, Eddie, Danny and Miss Fang
Use a common pattern to introduce
oneself
Speaking
e.g.,
I’m…
Use formulaic
expressions to greet people politely
e.g., Good morning./Goodbye.
Step
Pre-task
preparations
While-task
procedures
Contents
Hi. I’m…
Methods
Show the characters of Unit1.
Use the finger puppets to have
them introduce themselves.
Ask the students to play the
roles in Unit 1.
Listen and
number.
Look and say.
Draw
and write.
Purpose
活跃课堂气氛，激发
学生学习兴趣。
Hello! I’m…
Hi. I’m…
Workbook
P2
Post-task activities
Workbook P4
根据低年级的年龄特
点，模仿和表演是学
生所喜爱的活动，能
激发学生学习
的兴
趣。
巩固练习，训练学生
的听力能力。
检查学生的掌握程
度。
Homework
：
Sing the song.
1<
/p>
、在教学时我能根据低年级的年龄特点，采取模仿和表演这样的学生
所喜爱的活动，极大地能激发学生学习的兴趣。
Suggestion:
2
、不足：
为了赶时间，教学中不能面向全部学生，有些学生不能积极
的参与到教学活动中，时不时
会开小差，有待于想出更好的方法，让这
些学生养成良好的学习习惯，在他们开小差时，
根据实际情况来减少开
小差的机会，提高学习效率。
课
时
计
划
第
三
周
星期三
第
1
节
2012
年
9
月
19
日
Unit 2 My classmates
Period 1
Using
nouns to identify school supplies
Language
focus:
e.g., rubber
Using simple
language to point out objects
e.g., A
book!
Listening
Understand
some words used for common school supplies
Listening
e.g., book, ruler,
pencil, rubber
Locate specific
information in response to simple
instructions
Language
skills:
e.g., A book!
Pronounce the key words correctly
e.g., book, ruler, pencil, rubber
Speaking
Use modeled phrases
to communicate with other students
e.g., A book!
Pronounce
words in connected speech correctly by linking
them together and using appropriate
stress
Methods
Purpose
How are you?
歌声能活跃气氛，营
造英语氛围。
----Fine, thank you.
Good
morning!
Pre-task
preparations
Contents
Sing a song
Daily talk
Good morning!
Contents
pencil
Methods
1. Ask and answer.
T: Now let’s
draw
a picture.
2. The teacher point to the
pencil
and say: one, one, one, one
pencil
Book, rubber, ruler
T: What else do you have in your
bag?
S: Book, rubber, ruler.
Purpose
While-
task
procedures
One pencil
Two pencils
1.
通过师生问答既复习
了所学学习用品为新
课
做下铺垫，又培养
学生用英语交流的能
力。
通过实物演示理解英
语单复数。
Show one pencil: one, one
pencil
Show
another pencil: one, one
pencil
Put 2 pencils in all: two, two
pencils
Contents
Game
Methods
(
出示各种文具、水果、食品等图
片
)
T: Do you want them? Please
ask
me.
S1: Pencil/
rubber/…, please.
S2: OK.
Here you are.
Post-task
activities
Purpose
通过游戏巩固句型的
掌握程度，同时培养
学生之间互相帮助
的
习惯。
Homework
：
Listen and read the words.
1
、通过师生问答既复习了所学学习用品为新课做下铺垫，又培养学生用英语
交流的能力。
2
、通过实
物演示使学生能够较好的理解英语单复数的运用。
Suggestion:
3
、通过游
戏的方式来检查学生巩固句型的掌握程度，同时培养学生之间互相
帮助的习惯。
不足：大后半节课稍显内容偏少些，还可以增加一些书面内容，不局限
于口语
的提高。
课
时
计
划
第
三
周
星期
五
第
2
节
2012
年
9
月
21
日
Unit 2 My classmates
Period 2
Using
imperatives to give simple instructions
e.g., Give me…,
please.
Language focus:
Using formulaic expressions to offer
people things
e.g., Here you are.
Using formulaic expressions to express
thanks
e.g., Thank you.
Understand formulaic expressions used
to offer people
things
Listening
e.g., Here you
are.
Locate specific information in
response to simple
instructions
e.g., Give me…, please.
Use formulaic expressions to offer
people things
e.g., Here
you are.
Language skills:
Speaking
Use formulaic
expressions to express thanks
e.g.,
Thank you.
Pre-task
preparations
Contents
Song
Revise the
classroom
Pronounce the
phrases and sentences correctly
Methods
Purpose
Listen and sing the
song
“
Good
歌声能活跃气
氛，
营
morning.
”
造英语氛围。
(1)
T: What do you have in your
问答的形式既复习
了所学学习用品为
o
bjects
vocabulary.
Contents
Learn to say:
Give me a
rubber.
bag?
(2) Let
them put their personal
items on the
desks.
Methods
(1) Say a story like this: We’re
drawing.
But I haven’t a
rubber.
So I say to a
pupil: Give me a
rubber, please.
Then let the pupil give me
a
rubber.
(2) Turn to other
pupils and say:
“Give me a rubber,
(ruler, pen,
pe
ncil, book,
bag) please.”
新课做下铺垫，
又培
养学生用英语交流
的能力。
Purpose
故事的形式，
激发是
小朋友英语学习的
兴趣，
创造了良好的
学习氛围。
While-task
procedures
Game
(3) Listen and say
after the tape.
T: Children, can you do
me a
favor? Give me a …,
please.
通过游戏边说边练，
巩固所学。
Here you are.
Thank you.
Say and act:
Give me a …,
please.
Here you are.
Contents
Dialogue
Thank you.
Methods
(S-S) Ask and
answer.
Give me a …, please.
Here you are.
Thank you.
Post-task
activities
Purpose
通过游戏巩固句型
的
掌握程度，
同时培
养学生之间互相帮
助
的习惯。
Homework
：
1. Listen and read the sentences.
2. Act out the dialogue.
1
、
以讲故
事的形式来激发小朋友英语学习的兴趣，很好的创造了良好
的学习氛围。
Suggestion:
2
、
以师生
问答的形式既复习了所学学习用品为新课做下铺垫，又培养
学生用英语交流的能力，学生
的参与率很高。
3
、
注意了
学了新内容及时进行巩固，以机械、半机械和活用操练的方
式层层提高，较好的对新授内
容进行了复习巩固。今天的课总体上来说
比较成功。
课
时
计
划
第
四
周
星期
一
第
1
节
2012
年
9
月
24
日
Unit 2 My classmates
Period 3
Using
imperatives to give simple instructions
e.g., Give me…,
please.
Language
focus:
Using formulaic
expressions to offer people things
e.g., Here you are.
Using
formulaic expressions to express thanks
e.g., Thank you.
Understand
formulaic expressions used to offer people things
e.g., Here you are.
Locate
specific information in response to simple
instructions
e.g., Give me…,
please
Use formulaic
expressions to offer people things
e.g., Here you are.
Listening
Language
skills:
Speaking
Use formulaic expressions to express
thanks
e.g., Thank you.
Pre-
task
preparations
Touch
your…
While-task
procedures
Hi, Alice! It’s
you!
Contents
Quick response:
Pronounce
the phrases and sentences correctly
Methods
Purpose
Touch my…
活跃气氛，复习
旧知。
1. Show the picture
“Hi, Alice! It’s you!”
Point to the picture and say: It’s
you!
利用图片演示，
操练句型。
Look! This is
your mouth.
Song: My face
2. Say and act: Look!
Point to the picture and
say: This is your
mouth.
3. Ask and answer:
No, it’s not me!
My face:
Eye and ear,
And
mouth and nose,
Mouth and nose,
Mouth and nose.
1. Read the sentences.
2.
Listen to the tape.
3. Listen and sing
the song.
4. Sing and act.
唱
唱跳跳，表演
歌曲，增加学生
学习的兴趣。
Post-task
activity
Homework
WB: P.12 and 13
Do the
exercise on the workbook.
通过练习，巩固
句型。
Part D and Task
Say and act:
Look! This is your…
Sing and
act the song.
今天的教学形式多样，学生比较配合，所以复习效果很好。
Suggestion:
课
时
计
划
第
四
周
星期
三
第
2
节
2012
年
9
月
26
日
Unit 3 My face
Period 1
Language
focus:
Understand some
expressions of introducing the parts of a face.
Use modeled sentences to communicate
with other students.
Understand formulaic expressions of
introducing the
parts of a face
e.g., eye, mouth, face, nose, ear
Listening
understanding pronouns that show which
item is being
referred to
e.g., Look!
This
is my
…
.
Language
skills:
Identifying the key
words in an utterance by hearing
the
pronunciation
Using modeled phrases to
communicate with other
students
Speaking
e.g.,
Look! This is my
…
Beginning an interaction by introducing
the parts of a
face
e.g.,
Look! This is my
…
.
Contents
1. Song /Good
morning/
2. A
rhyme
3. Daily
talk
e.g. Hello. Good
morning.
Methods
1. Sing the song
2. Say the rhyme
/A book, a
pencil/
3. Say or do
something the
teacher asks.
Purpose
愉快的气氛，有利
于孩子学习英语
建立良好的口语
学习气氛
Pre-task
preparations
While-task
procedures
Post-task
activities
Please introduce
yourself.
1. Show the media.
1. Listen
and say hello to Jack.
学习关于
JACK
Look at
the clown and
listen to what does he
2.
Learn “face”
say.
A, Say the word
B,
S
ay “my face” “your
学习五官的单词，
2. Look at Jack,
this is
face”(action)
孩子们更新换朗
his face.(action)
C, Rhyme “face, face, my face,
读歌谣，所以放在
face,
face, your face”
诗歌和歌谣里面
学习五官更有效。
3. Look,
this is my face.
3. Say the sentence.
(action)
4.
Teach “mouth,
nose,
4. face,
face, my face, face, face,
eye
，
ear” just like step
your
face…ear, ear, your ear.
1 and 2.
让学生放松，提高
5. Sing together
兴趣。
5. Make a rhyme.
6. Point to the
parts of the body.
加
强
单
词
和
句
型
6. Song
/My
face/
的训练。
7. Quick
response: Ask
the students to point to
7. Hello, I’m …
their organs.
展示例句，让学生
This
is
my…
进行实际操练。
8. Game:
Introduce the
parts of your body.
Point to and introduce the parts of
your face. Make sure the students understand
the new words.
Listen and
read the sentences.
Draw a
picture of your partner.
Homework
：
Suggestion:
学生更喜欢诗歌，和歌谣。注意
this is
连读的发音。需要多多
练习。
课
时
计
划
第
四
周
星期
五
第
2
节
2012
年
9
月
28
日
Unit 3 My face
Period 2
Using imperatives to give simple
instructions
e.g., Give
me…, pleas
e.
Using formulaic
expressions to offer people things
Language focus:
e.g., Here
you are.
Using formulaic expressions to
express thanks
e.g., Thank you.
Locating
specific information in response to simple
instructions.
Listening
e.g.
touch your
face.
Understanding imperatives.
e.g. Touch your face
Pronouncing the words, phrases and
sentences
correctly
Language
skills:
Speaking
Using imperatives to give simple
instructions
e.g., touch your
face.
Pre-task
preparations
Contents
1. Song / My face /
Methods
1. Sing together
Purpose
建立口语环境
While-task
procedures
Post-task
activities
2. Daily talk
e.g., Hello.
Good
morning.
Please
introduce
yourself.
3. Read the words
with the
cards.
1.
Show the
media.
Look, this is Eddie.
Eddie, touch your
face(
action)
2. Eddie: This is
my
face.
Elicit the new
word “touch”
your face, boys
and
girls.(T/P, P/T, P/P)
4. Make a rhyme.
Dialogue
Play a game
2.
Say or do something the
teacher asks.
3. Read
together and point to their
body.
1. Look
carefully.
2. Read together and do the
action.
3. This is my face.
4. Touch, touch, touch your
face…
Touch your
face. This is my face.
Touch your
nose
…
通过问答的形式，
对单
词进行复习
.
复习词汇
学习新句子
玩游戏
，巩固单词，
学
习新句型
通过游戏巩固句型的
掌握程度，
练习反应程
度。
Homework
：
Play the game with your parents and
your friends. (Touch your
face
…
)
Sing a
song
Suggestion:
Touch your
…
..
句型需要多练习。
课
时
计
划
第
六
周
星期
一
第
2
节
2012
年
10
月
8
日
Unit 3 My face
Period 3
Using
imperatives to give simple instructions
e.g.,
Give me…,
please.
Language focus:
Using formulaic expressions to offer
people things
e.g., Here you are.
Using formulaic expressions to express
thanks
e.g., Thank you.
Listening
Understanding a
simple story with the help of picture and the
teacher
’
s body
language.
Pronouncing the words.
Phrases and sentences correctly.
Language skills:
Speaking
Using
modeled sentences to communicate with other
students
e.g.
this is your face.
Contents
Methods
1. face,
face, my face, face, face,
your
face…ear, ear, your ear
2
. Hello, I’m …
This is my…
1. Listen and read.
2. This student
should do actions
according to the
commands of the
other students.
Purpose
复习短语为以后的学
习打下坚实的基础
Pre-task
preparations
While-task
1. Make a rhyme
with
the words.
2. Introduce the parts of
your body.
1. Listen to the tape and
read the book.
2. Game: (four a group)
Ask
one student act as a
puppet.
在游戏
中学习，
巩固句
型。
procedures
Post-task
activities
Finish workbook
P10
—
P 11
完成练习，
检查孩子本
课学习情况
Homework
：
Suggestion:
Rewrite the
mistakes of your workbook.
单词放在句子中认读上没什
么问题，但是如果把单词分开来
读，反映稍慢。
课
时
计
划
第
六
周
星期
三
第
2
节
2012
年
10
月
10
日
Module 2 My family, my friends and me
Unit 4 I can sing.
Period
1
Language focus:
Using verbs to indicate actions
e.g. read sing dance draw
Listening
Identifying the
key words in an utterance by hearing the
pronunciation
e.g. read sing dance draw
Language skills:
Speaking
Contents
Warming-up
Pronouncing the
key words correctly
e.g. read sing
Methods
1.
Do some greetings
eg: Hi!,
Good morning.
Good afternoon.
Goodbye.
How are you?
2.
Say some rhymes
3.
Watch
the
flash
and
try
to
understand
the
meaning
by
teacher’s presentation.
Purpose
通过快速应答的方式
来巩固旧知识，
可以快
速的把学生带到英语
学习的氛围中来。
可朗诵一些学生以前
的儿歌，
给学生成功的
体验经历，
调动学生学
习英语的积极性
,
并复
习
I ca
n
句型
,
为新授服
务。
通过铅笔引出画图和
花朵。
Pre-task
preparations
learn :
draw
While-task
procedures
1.
Teacher
teaches
the
word
flower
and
draw,
and
asks:
What
can
I
do?
Then
answer
by
himself ”I can draw.” “I can draw
a flower.”
2.
Students
look
at
the
pictures,
word cards and read the word.
3.
Students
repeat
the
word,
phrase, rhyme after teacher.
I can draw, I can draw,
I
can draw a flower.
1.
Teacher
asks
students
to
read
the
rhyme
to
elicit
the
word
“read” and “I can read”.
2.
Teacher
asks
what
can
I
do
?
And
then
answers
by
himself.
I
can
read.
3. Read a rhyme
Read, read, I can read,
Read, read, read a book,
Read, read, with my mouth.
1. Play a game:
quick response
2. To teach :
read
Play a game
Post-task
activities
引出单词
,<
/p>
激发学习兴
趣。
注意图、词的呈现，
让
学生能音、
形、
图
（意）
统一起来
。
用图文结合的方式，
操
练单词，熟悉句型。
让学生在真实的朗读
活动中理解
read
的含
义，并巩固
draw,
一举
两得。
朗读儿歌，练习
read,
同时复习
book
，
mouth,
新旧结合。
通过不同形式的活动
让学生快速有效
地巩
固今天所学的知识。
Homework
：
1. listen to the tape on page14
2. Read the new words.
Suggestion:
课
时
计
划
第
七
周
星期
五
第
2
节
2012
年
10
月
15
日
Unit 4 I can
sing.
Period 2
Language focus:
Using the
modal verb can to express abilities
e.g. I can
…
Understanding
the expression of abilities
e.g. I can read .
Listening
identifying specific information in
response to questions
e.g. what can you
do?
Language skills:
I can
…
..
Speaking
Using
formulaic expressions to indicate
one
’
s abilities
e.g. I can
…
.
Contents
1
．
To learn : sing
Methods
1.
Teacher
use
mouth
to
elicit
mouth’s
function, eat and sing
2.
Teacher
asks
what
can
I
do
?
And
then
answers
by
himself.
I
can
sing.
3. A rhyme
Mouth,
mouth, I can read,
Mouth, mouth, read a
book,
Mouth, mouth, I can eat,
Mouth, mouth, eat an apple,
Mouth, mouth, I can sing.
Mouth, mouth, sing a song.
Purpose
教师通过嘴巴的功能
引出嘴巴的用处，朗
读，吃东西，
sing
。
学生在通过朗读儿歌，
练习及复习单词，
read,
eat ,and sing
。
Pre-task
preparations
learn: dance
While-task
procedures
Post-task
activities
Talk
about your
abilities
Review
“I
can
…”
1.
Teacher
uses a
puppet
to
elicit
通过唱歌跳舞的玩偶
dance.
引
出
dance
。
2.
Teacher
asks
students
“what
can you do ?”
1.
Show
famous
people’s
pi
cture
of
“Liu
Xiang”
and
“Yao
Ming”
to review “I can …”
2. Teacher asks students to
use the
given sentence pattern to say
their
own abilities
Please talk about your abilities
with your partner and use these
sentences.
“
hello, I am
…
/ good morning ,I
am
…
.
I can sing
/dance/draw/read
”
1.
Sing the new song to their family.
2.
Read p16--p17.
通过名人图片巩固新
句型，运用旧句
型。
通过训练灵活运用新
句型。
学会在日常生活中使
用句型。
Homework
：
Suggestion:
课
时
计
划
第
七
周
星期
一
第
2
节
2012
年
10
月
17
日
Unit 4 I can sing.
Period 3
Asking
wh-questions to find out a
person
’
s ability
Language focus:
e.g. what
can you do?
Using verbs to indicate
actions
e.g. I can sing.
Identifying specific information in
response to questions
e.g. what can you
do ?
I can
…
.
Using modeled phrases to
begin an interaction and main
training
it by providing information in response to factual
questions
Listening
Language skills:
Speaking
e.g. I
can sing.
Beginning an interaction by
eliciting a response
e.g.
what can you do?
I
can
…
Contents
Methods
In turn, hold up the six
pictures of
actions at random. Ask the
students to say and do the
Purpose
学会答句，
通过老师与
一学生简单的问答，
学
生应该能很快明问句
Pre-task
preparations
Activity
Review
While-
task
procedures
Post-task
activities
More Practice
corresponding actions.
e.g.
what can Alice do ?(holds
up the
picture of Alice, who is
singing)
sing
（
do
the action
）
Have the students ask and answer
in succession according to the
picture.
e.g. what can you
do?(holds a
flashcard for drawing)
I can draw.
What
can you do ?(hold a
flashcard for
singing.
I can sing.
Do a survey on
student
’
s book
page 18.
Have the students
do
“
Look,
listen
and play
”
on workbook
page 20. Ask the students to ace
out the short dialogue.
的含义。
并掌握本课重
点单词和句型。
看谁反映最快，
同时激
发学生的兴趣。
在场景中运用所学，
< br>提
高实际运用语言的能
力
Homework
：
Finish the survey after class
Ask your friends and parents about
their abilities
Suggestion:
课
时
计
划
第
八
周
星期
一
第
2
节
2012
年
10
月
22
日
Unit 5 My family.
Period 1
Using
pronouns to identify people e.g. me
Language focus:
Using nouns
to identify family members
e.g. mother ,father, grandfather,
grandmother
Listening
Identifying the key words in an
utterance by hearing the
pronunciation
Language skills:
Speaking
Contents
1. To ask students to
read
the rhyme
Eye, eye, this is
my eye.
Nose, nose, this is my
nose.
Ear, ear, this is my
ear,
Mouth, mouth, this is
my mouth.
2. To ask students
to
touch and say “this is
my
…”
1. To elicit the sentence
“this is me.”
2.
To elicit father and
mother read the
rhyme
3. To play a game:
When teacher says
father,
number 1, the
first line of a group to
Using modeled phrases to communicate
with other students
Pronouncing the
words, phrases and sentences correctly
Methods
the rhyme
2. To do the action and say
Purpose
活跃课堂气氛为后面
新授作准备。
Pre-task
preparations
While-task
procedures
1. To say after
teacher “This is
me.”
2. To answer questions
3. Follow the teacher and
read the
new words.
4. To
play the game
使学生理解
< br>me
的含
义。
学会使用句型
this is…
朗读儿歌熟悉单词。
游戏中巩固单词。
Post-
task
activities
go to the
blackboard
and the touch the
picture of father
4. To
elicit
grandmother, use
mother to elicit
grandmother
To elicit grandfather,
use
father to elicit
grandfather
1. To use the sentence
pattern to say about the
photo
5. To learn the
new words
grandmother, grandfather
由旧单词引新单词，
降
低难度，帮助记忆。
1. To look at
the picture and say
Homework
：
“look and learn” after the
tape
a photo of your family
3. Introduce your family to your
classmates
Suggestion:
课
时
计
划
第
八
周
星期
五
第
2
节
2012
年
10
月
24
日
Unit 5 My family.
Period 2
Using
nouns to identify family members
e.g. mother, father, grandfather,
grandmother
Language focus:
using possessive adjectives to express
possession
e.g. my mother
asking wh-questions to find
out a person
’
s identity
e.g. who is she?
Identifying
the key words in an utterance by hearing
the pronunciation
Listening
e.g. mother,
father, grandfather, grandmother
Language skills:
Speaking
Using
modeled phrases to begin an interaction and
main training it by providing responses
to factual
questions
e.g. who is she?
She
’
s my grandmother
Contents
Methods
1. To
guess the family
members of Peter
2. To show the photo of
their family and say about
Purpose
通过
Peter
的家庭照片
引入主题。
< br>
学生自己的照片更能
引起学生的好奇心和
学习兴趣。
Pre-task
preparations
1. To show a
photo of Peter’s
family
2. To ask students to take
out
their photos of their family and
to say about their family
While-task
procedures
Post-task
activities
their family
To show some
other
pictures.(Ben, Alice,
Kitty,
Danny) and ask
students “Who
To answer questions
is he/she?”
1. To
elicit the sentence “He is
1. To know
the difference
my ….She is
….”
between he and she
2. To match
2.
To ask students to match
1. To make a
model of the pair
To do pair work
work and ask students to do
pair work
2. To
play a game:
To play a game
To ask one student to come to
the front of the class and
look
at the blackboard, and
ask
another student to say
“hell
o,
hi, good
morning” just like
that and
then ask all other
students
to ask the student in
the front of the
class “***,***,
who is he/she?” and
then the
student guess.
1.
Read page18-21 after the tape
2. Ask
about your classmates’ family
在学生介绍的环节中
自然引入
he
is ..she is
通过
ma
tch
来区分
he
和
< br>she.
同桌对话操练句型。
通过游戏，
复习句型和
旧句型。
Homework
：
Suggestion:
课
时
计
划
第
九
周
星期
三
第
2
节
2012
年
10
月
26
日
Unit 5 My family.
Period 3
Using
pronouns to identify people
Language focus:
e.g.
sh
’
s my grandmother.
Using formulaic expressions to confirm
or deny
e.g. Yes./No.
Identifying the key words in an
utterance by hearing the
pronunciation
e.g. mother, father,
grandfather, grandmother
Listening
identifying specific information in
response to questions
E.g.
she
’s my grandmother.
Identifying specific information in
response to questions e.g.
Yes. /No.
Using modeled phrases to begin an
interaction and main
training it by
providing responses to factual questions
e.g. who is she?
She
’
s my grandmother
Language
skills:
Speaking
beginning an interaction by eliciting a
response
e.g. who is she?
Is she Alice?
Yes,
she’s
Alice.
Contents
Methods
Show
your family
’
s photos.
e.g. This is my father. This is my
mother .this is my grandfather.
This is my grandmother. This is
me.
1. To play the game
try to use the new sentence
pattern to
say about their family
3. To read the rhyme and
make a
new rhyme
To read a rhyme
Purpose
对所学内容进一步巩
固和加强。
与实际生活
联系起来。
Pre-task
preparations
While-task
procedures
Post-task
activities
Put your family
photo
on the blackboard.
Introduce your family
members to the students
slowly and clearly,
using
the sentence this
is
my
…
1. To play a
game he or
she
2. To ask some students
about their photo of
their
family
3. To
ask students to
read a rhyme and make
a new rhyme
To ask students to read
a
thyme
通过游戏中不同身份
的出现和区分，
使学生
灵活理解知识点。
抽个别学生用新句型
回答问题。
朗读儿歌熟悉句型，
创
造新儿歌增加趣味性。
跟读儿歌，复习句型。
Homework
：
Read English book page
20
—
22
。
Finish workbook 22.23.
Suggestion:
课
时
计
划
第
九
周
星期
五
第
2
节
2012
年
10
月
26
日
Unit 6 My friends.
Period 1
Language
focus:
Using adjectives to describe
people
e.g. thin, fat, tall, short.
Identifying the words in an utterance
by hearing the
pronunciation
e.g. thin, fat, tall, short.
Listening
Identifying
specific information in response to simple
questions
e.g.
who
’
s he/she?
He/
She
’
s
…
Pronouncing words, phrases
and sentences correctly
Language
skills:
Speaking
e.g. thin
using modeled
phrases and sentences to inturoduce someone
e.g. look! This is Ben.
He
’
s tall.
Contents
Methods
Pupils try to say the chant
T: Hello. I’m Miss
Huang.
P: Hello, Miss Huang.
------
Purpose
儿歌
为学生营造一个
轻松愉快的英语学习
氛围。
给学生实际运用日常
英语的能力。
Pre-task
preparations
1. Say some chants.
2. Greetings.
While-task
procedures
Post-task
activities
1.
Song
“Postman
&
p
oliceman”
2. To teach “tall short”.
1)
Look,
children.
What is he? He is a
postman.
2)
Point
to
the
tall
postman
and
short
postman.
3)
Let
the
students
to
make
a chant.
4)
Show
some
pictures
and introduce them.
5)
Who
is
tall
short
in
my classroom?
Who is
tallshort in my
classroom?
learn “fat thin”
1)
Show
a
cartoon
“fenddy”.
2)
How is the
Fenddy?
He is fat.
3)
Thin
4)
Compare
fat
Fenddy
and
thin
Fenddy.
To
educate the students
not be fastidious
about
food...
Do some
exercises
this song and enjoy it.
2. To learn
“tall
short”.
1)
Listen
to
the
teacher
and
think.
2
）
Observe the
different place of
the two postmen.
Imitate to say tall and
short with
the actions.
3)
Look at the pictures
And
say
Yao Ming, Yao Ming
Hello, Hello, Hello
Yao
Ming,Yao Ming
Tall, Tall, Tall,
Liu Xiang, Liu Xiang.
Hi,
Hi, Hi,
Liu Xiang, Liu Xiang.
Short, short, short.
4) To
use tall and short to describe
Yao Ming
and Liu Xiang.
This is Yao Ming.
He is tall.
This is Liu
Xiang.
He is short.
5)
The
students
will
make
some
examples.
3.
Look
at
the
slide
with
strong
interest.
To
learn fat
To learn thin.
Observe
Don’t be
fastidious about food.
Match
the picture and words.
Play a game.
通过观察两个邮递员
的不同之处，
让学生从
视觉上对高矮有所理
解。
现在的学生对明星十
分熟悉和喜爱。
我们可以通过列举学
生喜欢的明星来激发
学生说的欲望。
吸引学生的兴趣、
激发
学生学习的欲望。
让学生将所学的新知
识融入到日常生
活中。
卡通人物深受学生的
喜爱。
学生很乐于学习新单
词
,
并将它们在同学面
前表演出来。
教育学生不能挑食。
反馈学生的学习情况。
Homework
：
1. Listen to the tape
use
the adjectives to describe the different people.
Suggestion: