牛津深圳版小学英语一年级上 1a教案完整版
家长要对老师说的话-节能减排产品
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 en
joy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，<
br>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＇s
talk中的
句子,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 enjoy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
（2012～2013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 e.
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
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 e.
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。
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 meetsee 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 e.
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、
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<
br>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
objects
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,
pencil, 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, Say “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…, please.
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.(TP, PT,
PP)
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 can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,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 ?”
famous people’s
picture
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
dancedrawread ”
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，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。
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
heshe?”
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 “hello,
hi, good morning”
just like
that and then ask all other
students to ask the student in
the front
of the class “***,***,
who is heshe?” 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match来区分he
和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. .
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 heshe?
HeShe’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 &
policeman”
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:
课 时 计 划
第 九 周 星期 一 第 2 节 2012 年 10 月 29日
Unit 6 My friends.
Period 2
Using pronouns to identify people
Language focus:
e.g. this is Danny.
Using adjectives to describe people
e.g.
he’s fat.
Listening
Identifying the key
words in an utterance by hearing the
pronunciation
e.g. classmate, friend
Language skills:
Speaking
Pronouncing the words , phrases and sentences
correctly.
e.g. He’s my classmate.
Contents Methods
1. Sing and enjoy the
song.
2. Try to say the chant.
3. Try to say something with the
pictures.
This is Yao Ming.
Purpose
为学生创造一个愉快
的学习环境。
复习上课时所学的内
容，同时也可以检查学
生的学习情况。
反馈学生的学习情况。
Pre-task
preparations
1. Sing a song.
2. Say a chant.
3. Show some pictures
of
the stars and the
While-task
procedures
cartoons.
1. Show a picture
of the
whole class.
2. Point some
students.
T: Good. And he is
your
classmate.
teach “classmate.
1)
classmate
2) Say something more.
2) Who is your
classmate?
4)Make a chant.
Make a dialogue.
How is your friend?
He is tall.
1. Look at the picture and find
themselves.
2. Say something about
their
classmates.
learn
“classmate”
1) classmate
2) Classmate
classmate
He is my classmate.
Classmate
classmate
She is my classmate.
3) Look at
the pictures
and say:
----is my
classmate.
4) Classmate classmate
One and
two.
Classmate classmate
You and me.
Act out the dialogue.
Who is he? He is
----
He is my friend. He is fat.
Post-task
activities
将班级中的某个同学
的照片放在屏幕上，这
个环节可以吸引学生
的兴趣。
学生都很积极主动的
将所学的知识用来描
述。
Rhymes and chants 是
学生十分喜爱的两种
方式。
学生学起来琅琅上口
并且也很容易记住。
提高实际运用语言的
能力。
Homework：
1. Listen to the tape
introduce one
classmate and one friend to your parents.
be
friendly with your classmates and friends.
Suggestion:
课 时 计 划
第 十 周 星期 三 第 2 节 2012 年
10 月 31日
Unit 6 My friends.
Period
3
Using adjectives to describe people
Language focus:
e.g. thin, fat, tall,
short.
Using the modal verb can to express
ability
e.g. He can read.
Listening
Identifying specific information in response
to simple
questions
e.g. Who is he？ He’s
Danny.
Language skills:
Speaking
Using modeled phrases and sentences to
introduce someone
e.g. this is Danny. He’s my
classmate. He’s tall. He can read.
Pre-task
preparations
Contents
practice
Methods
! This is peter. He’s tall.
Purpose
While-
task
procedures
Post-task
activities
Ask one student to the
front of the
classroom
and describe him to the
students
by using the
new words tall,thin,etc.
a picture of
two girls and two boys
to the students, and ask
some questions.
e.g. what does the girl
look like? Tall or
short?
To teach “friend”
1) Show a
picture of the
teacher’s friend.
2) To
teach: friend
3) Show some cartoon
friends.
Who is your friend?
And
introduce them.
4) Make a dialogue.
How is
your friend?
ask the students to do
listen
and tick “and
“listen and match” on
workbook page26.
He’s big.
3. Tall short…..
通过更多的练习和游
戏，操练单词。
. To learn:
“friend”
1) Look at the picture carefully.
2) To learn :friend
3) To know more
friends.
He is---.
He is my friend.
4)
Who is he?
He is ----.
He is my
friend.
He is short.
Finish workbook.
让学生来描述自己的
好朋友。
培养学生交际能力，听
说的能力。
Homework：
Finish workbook page 26--28
Suggestion:
课 时 计 划
第 十 周 星期 一 第 2 节 2012 年 11 月 5日
Unit 7 Let’s count
Period 1
Using
numerals to count from one to six.
e.g. one
two three four etc.
using numerals to show
quantity
e.g. three pencils.
Identifying
the key words in an utterance by hearing the
pronunciation
Language focus:
Language skills:
Listening
e.g. one
two three four etc.
identifying specific
information in response to simple
instructions
Using numerals to describe things
Speaking
e.g. Three pencils.
Pronouncing words. Phrases and sentences
correctly.
Contents
Warming-up
Methods
a song
talk
Purpose
歌声能活跃气氛，营造
英语氛围。
Pre-task
preparations
show the new words 1. How the
flashcards to the
students and say one, two,
three
and so on.
show the students
pencils ,rubbers ,rulers and
while-task
procedures
Learn: Let’s count.
books. Let them count.
T counts the
fingers, the boys,
the girls. And tells
Ss: count.
Ss repeat: count.
And count
from “0-10”, then
from “10-0”.
T shows a
book and tells Ss:
A book. (Ss repeat)
Two
books….
Then give another example with
“ruler or rubber”.
Write the phrases on
the board
and stress “s” at the end of the
word.
S: OK. Here you are. (T-S)
(1) (出示各种文具、水果、食
品等图片)
Please ask me.
S: Give me a banana(apple ,
moon
pen…),please.(S-T)
(3) (S-S) Ask and
answer.
cake,
让孩子自己观察总结
单数和复数的变化，从
而更容易记住，单复数
的变化规律。
Learn: One book
Two books,
…
Ten books.
:T:
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
Post-
task
activities
T: Do you want them? 惯。
Homework：
More practice ：Count from one to
ten. Or more….
Read the English book。P31-32。
Suggestion:
课 时 计 划
第 十 周 星期 三 第
2 节 2012 年 11 月 7日
Unit 7 Let’s count
Period 2
Using numerals to count from
one to six
Using numerals to show quantity
Language focus:
e.g. three pencils
asking questions to find out quantity
e.g.
how many…?
Identifying the key words in an
utterance by hearing the
pronunciation
Language skills:
Listening
e.g. one,
two……ten.
Identifying specific information in
response to simple
instructions
Understanding the key pattern
e.g. how
many.
Using numerals to describe things
Speaking
e.g. three pencils.
Asking questions to find out quantity
e.g.
How many…?
Pre-task
preparations
Contents
Review:
Methods Purpose
Sing and act: One little, two
little,
热身，并复习
three little rabbits…
While-task
procedures
Practice
counting the T asks Ss to count different things
things. in the classroom, such as: the
desks, chairs, windows,
blackboards, boys
and girls. Ask
Ss to pay attention to the
difference of singular and plural
forms.
Learn: T asks: How many boys(in a team
How many books? and write the sentence down on
One book. the board)?
Three books. Prompt
Ss to answer. Then repeat
the asks and answers
several
times.
Read after the recorder.
T plays the recorder and Ss open
their
books and read after the
recorder P30-31.
Play a game.
用实际的生活中的物
品进行数数练习。
多听，纠正发音。
Dialogue.
Post-task
activities
T asks one student to come to
the
front and back to the others. The
ask
some Ss to stand up and this
student guesses
how many Ss are
standing.
Ask: How many
pupils?
Ss: …pupils.
S1: How many…?
S2: ….
S1: Give me …, please.
S2: Here
you are.
S1: Thank you.
Homework：
Suggestion:
课 时 计 划
第 十一周 星期 五 第 2 节 2012
年 11 月 9日
Unit 7 Let’s count
Period 3
Using numerals to count from one to six
Using numerals to show quantity
Language
focus:
e.g. three pencils
asking questions
to find out quantity
e.g. how many…?
Identifying the key words in an utterance by
hearing the
pronunciation
e.g. one,
two……ten.
Language skills:
Listening
Identifying specific information in
response to simple
instructions
Understanding the key pattern
e.g. how
many.
Using numerals to describe things
Speaking
e.g. three pencils.
Asking questions to find out quantity
e.g.
How many…?
Contents Methods Purpose
Pre-
task
preparations
Review:
Make a
dialogue:
Post-task
activities
Sing and act: One little, two little,
热身，并复习
three little rabbits…
Count: from one to eleven.
Make
the dialogue :
S1: Good morning, XXX.
S2:
Good morning, how are you,
today,
S1: Oh!
I’m happy.
S2: Look, this is my new bag.
S1: How many books?
S2: TwoThree…..
S1: Give me …, please.
S2: Here you are.
S1: Thank you.
Homework：
Finish
your workbook about unit 7
Suggestion:
课 时 计
划
第 十一 周 星期一 第 2 节 2012 年 11 月 12日
Unit 8 Apples, please
Period 1
Using nouns to identify fruit
Language
focus:
e.g. apple, pear, peach, orange.
Asking questions to find out quantity
e.g.
How many…?
Identifying the key words in
an utterance by hearing the
pronunciation
Language skills:
Listening
E.g. apple,
pear, peach, orange
Responding to simple
instructions
Pronouncing the
key words correctly
Using numerals to describe
things
Speaking
e.g. six pears.
Asking questions to find out quantity
e.g.
how many…?
Pre-task
preparations
Contents
Review:
Methods Purpose
To warm up and
review.
Ss review the
numbers
and the sentence
structure.
To
learn the words of
fruit.
While-
task
procedures
Post-task
activities
Sing a song: One little, two little,
three
little rabbits…
Review: Ss chant together: How
many, How
How many …?
many, How many
…?(pencils,
rulers, rubbers,)
Learn:
apple, pear, T shows the pictures of apple, pear,
peach, orange, peach, orange. Tells Ss to read
the
words one by one and pay attention
to
the pronunciations. (Ask Ss to
spell the words
one by one).
Learn: fruit After they have
learned all the
words of the fruit. Tell
Ss：They are
fruit. Repeat the word.
Practice: Ss uses the picture cards of the
fruit
Give me aan …,
and talk about:
please.
S1: Give me aan…please.
S2:
Here you are.
S1: Thank you.
Learn the
song. T asks: What does the apple look
Learn:
red, round, juicy,
like?(苹果是怎么样的？)to elicit:
sweet.
It’s red. It’s round.（T shows with
gesture. Then try to illustrate juicy
and
sweet. Then repeat the main
sentences of the
ditty.
Make the rhyme Apple, apple, apple,
red red apple.
Pear, pear, pear, yellow
yellow pear.
……………………….
…………………….
Listen and read P30 P33
Sing the song with
the fruit they like.
To practice
consolidate..
and
Homework：
Suggestion:
课 时 计 划
第 十一周 星期 五 第 2 节
2012 年 11 月 14日
Unit 8 Apples, please
Period 2
Using formulaic expressions
to request something
e.g. apples , please.
Language focus:
Using formulaic
expressions to replay to requests
e.g. here
you are.
Using formulaic expressions to
express thanks
e.g. thank you.
Language
skills:
Listening
Responding to simple
instructions
Understanding the key
pattern
e.g. …,please.
Using
formulaic expressions to request something
e.g. apples , please.
Speaking
Using formulaic expressions to replay to
requests
e.g. here you are.
Using
formulaic expressions to express thanks
e.g.
thank you.
Pre-task
preparations
Contents Methods Purpose
To warm up and
review.
To learn two
new words.
While-task
procedures
Post-task
activities
Review the words of fruit. T
shows the word cards and Ss read
the words.
T: What’s this?
Ss: It’s aan …
Learn:
banana, lemon, T shows the picture of these fruit
and
asks Ss to repeat.
Then ask: How many
bananas(lemons)?
Listen to the song and
1.T plays the recorder and Ss listen to
sing
the song. the recorder. Then try to sing along
with the recorder.
2. Ask Ss to sing a
song with their
favourite food.
Learn the
dialogue. T plays the video of P31. Ss watch
and repeat sentence by sentence.
Then ask
Ss to repeat and act.
Practice. Tell Ss that
Kitty is going to buy
some fruit for her
mother. First make
a shopping list on the
board. Ask Ss:
How many …?
Shopping
list
3 apples, 4 peaches,
2 oranges,
2 pears,
6 bananas, 8 lemons,
Ss read
the list together.
Read the contents. Ss
listen to the recorder and read
after the
recorder.
Ask Ss to
imitate the
dialogue.
.
Listen and read
P31-32
Homework：
Suggestion:
课 时 计 划
第十二周 星期 五 第 2 节 2012 年 11
月16日
Unit 8 Apples, please
Period
3
Using nouns to identify fruit
Language focus:
e.g. apple, pear, peach,
orange.
Asking questions to find out quantity
e.g. How many…?
Identifying
the key words in an utterance by hearing the
pronunciation
Listening
E.g. apple,
pear, peach, orange
Responding to simple
instructions
Language skills:
Pronouncing the key words correctly
Speaking
Using numerals to describe
things
e.g. six pears.
Asking questions
to find out quantity
e.g. how many…?
Pre-
task
preparations
Contents Methods
Purpose
While-task
procedures
Post-task
activities
Review the words
of T shows the word cards and Ss
fruit. read
the words.
T: What’s this?
Ss: It’s aan …
Learn: In the fruit shop. T shows the slides
and asks:
What’s this? To elicit: It’s a fruit
shop. Alice is in the fruit shop. Ss
repeat: Alice is in the fruit shop.
T:
What fruit can you see?
Ss: I can see…(apples,
pears,
peaches, oranges, grapes)
Pay
attention to the pronunciation
of the plural
form of the words.
More practice D1:How many
pears?
Show three pictures Four pears.
with dialogues to the D2: how many peaches?
students. Ask them to Five peaches.
listen and choose one Here you are.
and act it out. Thank you
D3: hello,
apples, please.
How many apples.
Three
apples. How much>
Two yuan .here you are.
Thank you.
Role play. Ask Ss to
choose a fruit to make a
dialogue. One is the
shop assistant
and the other is the customer.
To practice
consolidate.
and
Homework：
Finish your work book
P38—39
Read the work book P40-P41
Suggestion:
课 时 计 划
第 十二
周 星期一 第 2 节 2012 年 11 月 19日
Unit 9 May
I have a pie?
Period 1
Language
focus:
Language skills:
Using nouns to
identify food
Hamburger, pizza, cake, pie.
Listening
Using nouns to identify food
Hamburger, pizza, cake, pie.
Speaking
Pronouncing the key
words correctly
Pre-task
preparations
Contents
Sing the song.
Methods
Ss
sing the song together.
Purpose
While-task
procedures
Post-task
activities
To warm up
and review.
Learn: snack bar T shows the fruit shop and
asks: To know what
What can you see in the
fruit shop? a snack bar is.
T: Can you see
fruit in this shop?(in
the snack bar?) Is it a
fruit shop?
No, it isn’t. It’s a snack bar.
Ss repeat and learn:
KFC McDonal’s are
snack bars.
To learn: T shows the picture of
the snack bar To learn the
Hamburger, and
asks: What can you see in the new words.
Pizza, cake, pie snack bar? What is it?To
elicit:
It’s a …(hamburger pizza cake
pie)
Using these sentences to help
understanding:
Is it round?
Then Ss ask and answer in pairs.
To practice the new Practice the words with
the To practice the
words. dialogue: new
words.
Hamburgers, please.
How many
hamburgers?
Two.
Here you are.
Thank
you.
Learn: apple pie T shows the picture of
the apple To learn the
banana pie, soup, and
banana. Tell Ss: This pie is words of the
made
of apples and bananas. It’s an
song.
apple
pie a banana pie.
Tell Ss: After I have some
pies, I
feel thirsty. I want some soup.
Ss
repeat these words together.
Sing the song. T
plays the recorder and Ss listen to
P37. Then
ask Ss to sing the song
along with the
recorder.
Ask Ss to draw their T: What do you
like? To review and
favourite food on the
Ss: I like …
to get ready for
paper.
the next lesson.
Homework：
Suggestion:
To read the words and sing the song of P37.
课 时 计
划
第 十三周 星期 五 第 2 节 2012 年 11 月 21日
Unit 9 May I have a pie ?
Period
2
Using formulaic expressions to request
something
Language focus:
e.g. May I have
…?
Using an indefinite article to refer
to something
Using nouns to identify food
Listening
e.g. hamburger, pizza, cake, pie
identifying specific information in response
to simple
questions
Pronouncing the key
words correctly
Using formulaic expressions
to request something
Language skills:
Speaking
e.g. May I have…?
Using
formulaic expressions to greet customers
e.g.
Can I help you?
Pre-task
preparations
Contents Methods Purpose
To warm up and
review.
To learn two
new words.
While-task
procedures
Post-task
activities
Review the words of fruit. T
shows the word cards and Ss read
the words.
T: What’s this?
Ss: It’s aan …
Learn:
banana, lemon, T shows the picture of these fruit
and
asks Ss to repeat.
Then ask: How many
bananas
(lemons)?
Listen to the song and
1. T plays the recorder and Ss listen
sing the
song. to the recorder. Then try to sing along
with the recorder.
2. Ask Ss to sing a
song with their
favorite food.
Learn the
dialogue. T plays the video of P31. Ss watch
and repeat sentence by sentence.
Then ask
Ss to repeat and act.
Practice. Tell Ss that
Kitty is going to buy
some fruit for her
mother. First make
a shopping list on the
board. Ask Ss:
How many …?
Shopping
list
3 apples, 4 peaches,
2 oranges,
2 pears,
6 bananas, 8 lemons,
Ss read
the list together.
Read the contents. Ss
listen to the recorder and read
after the
recorder.
Ask Ss to
imitate the
dialogue.
.
Listen and read
P31-32
Homework：
Suggestion:
课 时 计 划
第十三周 星期 五
第 2 节 2012 年 11 月23日
Unit 9 May I have a
pie?
Period 3
Language focus:
Using indefinite articles to refer to
particular things e.g.
May I have a
pizza?
Using nouns to identify food and
e.g. pizza, hamburger, cake, pie
Using
nouns to identify food
Language skills:
Listening
e.g. hamburger, pizza, cake, pie
identifying specific information in response
to simple
questions
Speaking
Contents
1. Sing two songs:
Using modeled phrases to communicate with
other learners.
Pronounce words properly
Methods
Apple tree & Train
is coming.
Purpose
Pre-task
preparations
While-task
procedures
T: Class begins! Hello,
everyone!
How are you today? What’s the
weather like today? What do you
like
?……
T: Welcome to my snack
bar.
snack bar
Let’s see what’s in my
snack bar.
Can you guess? S1:There are
applespearspencils…… （将学
生猜中的卡片贴于黑板上排列
成一个snack bar）
T: Welcome to my
snack bar. Do
you know what this is??
uce
‘biscuit’
T taste a biscuit, Say: Hmm, it’s
创设故事，提高学习的
and say ‘biscuit’
delicious.
Do you like it? Please
兴趣。
slowly.. Ask
students to
ask ‘May I have…?’
repeat.
Last
weekend, Sam and May went
a story
shopping with their father. Then
they
decided to stop for a rest and
have
something to eat and drink.
At a snack bar May
looked at all
ngs:
Post-task
activities
the food—noodles, pizza,
biscuit,
and hot dogs. She asked the
woman
politely ‘May I have a
pizza?’ Sam and May
like to buy
food at snack bars-----do you?
What would you buy?
1． Say it’s fun to buy
Why don’t we try it now ? Divide
students
into groups of three.
food!
Have one
student be the
shopkeeper and the other
two be
customers. The customers must
ask ‘May I have……?’ Then let
them
change roles.
Ask
some students come to the
front and act out
the scene.
Students vote for the best group.
Listen and repeat the correct sentence.
Finish the work book.
Homework：
Suggestion:
课 时 计 划
第十四周 星期 一 第 2 节 2012
年 11 月26日
Unit 10 On the farm
Period
1
Using nouns to identify common
farm animals
e.g. duck
using some
onomatopoeic words to imitate the sounds of
the farm animals
Language focus:
e,g,
Oink …Oink…
using verbs to give instructions
e.g. Draw.
Using the key pattern to role-
play as a farm animal
e.g. hello! I’m a cow.
Moo…Moo…
Identifying the key words in an
utterance by hearing the
pronunciation
e.g. chick, duck, cow，pig
recognizing
common farm animals and their corresponding
onomatopoeic words
e.g. It’s a duck.
Quack… Quack…
identifying specific information
in response to simple
instructions
Listening
Language skills:
e.g. out.
Pronouncing the words, phrases and sentences
correctly
e.g. chick, duck, cow. Pig
using
onomatopoeic words to imitate the sounds of farm
animals
Speaking
e.g. Stick.
Using I’m a … to introduce oneself and imitate
certain
animals
e.g. hello! I’m a duck.
Quack… Quack…
Pre-task
preparations
Contents
a song
Methods Purpose
Teacher and pupils sing a song
通过演唱歌曲，创设和
together.
谐的语言环境，调动学
2. Ask the
pupils to
answer some
question.
T: what can you see?
What color is it?
生的积极性，使他们迅
速进入英语学习氛围。
通过对所唱歌曲的提
问既复习巩固了旧知
识，又为新受内容埋入
伏笔。
While-task procedures
1. Read
the sentences.
2. Practice: This is...
Chick, duck
That is…
2. What’s thisthat?
Read the sentences.
Look at
the pictures and work in
It’s …
pairs.
3. Listen
to the story.
Lead in :peep… peep
Quack…quack
Chicks and ducks have
4. lead in: pig，
friend. Let’s guess ‘what’s
this’?
Listen and look.
Read the word.
Make a pig and say:
Oink… oink… I am
a pig.
Watch DVD and answer the
question
Quick
response
5. teach cow
Lead in:
cow
Moo….Moo….
What’s that?
6. listen and sing:
< ten little
paper rabbit>
in:
用生动形象的简笔
画回忆单词
通过练习让学生进
一步巩固掌握特素
疑问句一级他的回
答。
通过听故事，不仅很
自然的引出两个象
声词又培养学生的
听力能力。
通过猜一猜，画一
画，演一演，既掌握
了pig的特征又充分<
br>调动了其积极性，并
使课堂内形成了一
种人人想说英语的
氛围。
用生动形象的图片
配合文字进行操练，
使学生充分发
挥其
想象力，达到巩固复
习的目的
1. Look and
match.
Post-task activities
2. Play a
game.
把新旧知识进行分
类归纳
以小组合作的方式，
让学生参与活动，培
养学生的互助的能
力
Homework：
Read the book
Make a mask.
Suggestion:
课 时 计 划
第十四周
星期 三 第 2 节 2012 年 11 月28日
Unit 10 On the
farm
Period 2
Asking wh-
questions to find out specific information
about something
e.g. What’s this?
Language focus:
Using a pronoun to refer
to something
e.g. It is a chick.
Understanding the key pattern
Listening
e.g. What’s this？
Using a pronoun to refer
to something
e.g. It is a chick.
Using wh-
questions to find out specific information about
something
Language skills:
Speaking
e.g. What’s that?
Using
the key pattern to identify an animal
e.g.
Hit’s a chick.
Contents
Sing a song
Methods
What’s this? What’s this?
It’s a chick.
What’s that? What’s that?
It’s a duck.
The chick and the duck.
The duck. and the chick
Peep, peep, peep,
Quack, quack, quack.
Chick, duck, cow, pig
Purpose
通过歌曲导入上节课
学过的内容。
并练习了本课的重点
句型。
Pre-task
preparations
Review the words
What’s
thisthat?
It’s …
While-task
procedures
通过练习让学生进
Read the sentences.
Look at
一步巩固掌握特素
the pictures and work in
疑问句一级他的回
pairs.
答。
1.
Kitty ask and Alice answer.
To elicit:
chick.
: chick
2. review : duck
3. Say the chant:
2. Learn the new word by reading.
chick, chick
a chick
It’s a chick.
3. T: How many chicks? ten
chant: Ten
little yellow chicks.
4. Introduce a chick:
It’s a _______.
It’s
________.(bigsmall)
It’s _________.
(colour颜色)
It can _______.(pic.)
chick
goes:
“Peep…Peep…”(Ss: repeat)
Put on a
chick’s mask:
Imitate the chick:
Hello!
I’m a chick.
Peep…Peep…
1. Show
quack’s sound.
To elicit: duck
2. Learn
the word by reading.
duck, duck
a duck
It’s a duck.
duck goes:
“Quack…Quack…”(Ss: repeat)
Put on a duck’s
mask:
Imitate the duck:
Hello!
I’m a
____.
Quack…Quack…
4. Introduce a duck:
It’s a _______.
It’s
________.(bigsmall)
It’s _________.
(colour颜色)
It can _______.(pic.)
1.
Chant:
A chick, a duck
One and two.
A
chick, a duck
I see you.
A chick, a duck
I love you.
Make a
chant:
Chant:
A cow, a pig
One and two.
A cow, a pig
I see you.
A cow, a pig
I love you.
1. What
is missing?
2. Listen and match the sounds
with the words.
Post-task
activities
1. What’s missing?
2.
Listen and match.
Homework：
Suggestion:
课 时 计 划
第十四周 星期 五 第 2 节 2012 年 11
月30日
Unit 10 On the farm
Period
3
Language focus:
Using nouns to
identify common farm animals
e.g. duck
Asking wh-questions to find out specific
information
about something
e.g. What’s
this?
Using a pronoun to refer to something
e.g. It is a chick.
Understanding the
key pattern
Listening
e.g. What’s this？
Using a pronoun to refer to something
e.g.
It is a chick.
Using wh-questions to find out
specific information about
something
Language skills:
Speaking
e.g.
What’s that?
Using the key pattern to identify
an animal
e.g. it’s a chick.
Contents
Methods
1. Sing a song
2. Ask and
answer.
3. Guess a riddle.
farm------
on the farm
Purpose
1. Stimulate
students’
interest in learning
English by
singing a
song and talking in
English.
2. Create a situation to
elicit the
topic.
Introduce a cow to lay a
foundation for
self-introduction.
Pre-task
preparations
1. Sing a song
2.
Talking time.
3. To elicit the topic.
1. review : cow
While-task
procedures
1. Guess a
riddle:
Look! It’s big. It’s tall.
It’s
white and black.
It’s goes “Moo…Moo…”
What’s that?
To elicit: cow
2. Learn the
new word by reading.
Cow, cow
It’s a cow.
2. review : pig
1. Guessing game.
riddles:
3. Introduction.
cow goes
“Moo…moo…”(Ss: repeat)
Put on a cow’s
mask:
Imitate the cow:
Hello!
I’m a
____.
Moo…Moo…
4. a chick ask a cow:
What can you do? dance
5. Introduce a cow:
It’s a _______.
It’s
________.(bigsmall)
It’s _________.
(colour颜色)
It can _______.(pic.)
a
pig and pig’s sound.
To elicit: pig
2.
Learn the word by reading.
pig. pig
a
pig
It’s a pig.
3. chant:
It’s a
pig, pig, pig.
It’s big, big, big.
It’s
fat, fat, fat.
It’s pink, pink, pink.
pig
goes
“Oink…oink…”(Ss: repeat)
Put on a
pig’s mask:
Imitate the pig:
Hello!
I’m a ____.
Oink…Oink…
Learn the new word by
listening, guessing,
reading and chanting.
Imitate a
pig to arouse
their interest.
1. Guessing pictures. Help ss be familiar with
2. Guessing riddles. the sounds of
animals.
3. Make a self-introduction by
Consolidate the new
acting as the animals.
words.
Lay a foundation for
making a
self-introduction by
guessing riddles.
Introduce the animals.
Post-task
activities
Homework：
Finish the workbook.
Read unit10 five
times.
Suggestion:
课
时 计 划
第十五周 星期 一 第 2 节 2012 年 12 月3日
Unit 11 In the zoo
Period 1
Language focus:
Language
skills:
Listening
Speaking
Pre-task
preparations
While-task
procedures
Post-task
activities
Contents
Methods
Purpose
Homework：
Suggestion:
课 时 计
划
第十五周 星期 三 第 2 节 2012 年 12 月5日
Unit 11 In the zoo
Period 2
Language focus:
Language
skills:
Listening
Speaking
Pre-task
preparations
While-task
procedures
Post-task
activities
Contents
Methods
Purpose
Homework：
Suggestion:
课 时 计 划
第十六周 星期 五 第 2 节 2012 年 12
月7日
Unit 11 In the zoo
Period 3
Language focus:
Language skills:
Listening
Speaking
Pre-task
preparations
While-task
procedures
Post-task
activities
Contents
Methods
Purpose
Homework：
Suggestion:
课 时 计 划
第十六周
星期 一 第 2 节 2012 年 12 月10日
Unit 12 In
the park
Period 1
Language
focus:
Language skills:
Listening
Speaking
Pre-task
preparations
While-task
procedures
Post-task
activities
Contents
Methods
Purpose
Homework：
Suggestion:
课
时 计 划
第十七周 星期 三 第 2 节 2012 年 12 月12日
Unit 12 In the park
Period
2
Language focus:
Language
skills:
Listening
Speaking
Pre-task
preparations
While-task
procedures
Post-task
activities
Contents
Methods
Purpose
Homework：
Suggestion:
课
时 计 划
第十七周 星期 五 第 2 节 2012 年 12 月14日
Unit 12 In the park
Period
3
Language focus:
Language
skills:
Listening
Speaking
Pre-task
preparations
While-task
procedures
Post-task
activities
Contents
Methods
Purpose
Homework：
Suggestion: