牛津深圳版小学英语一年级上A教案完整版
电脑速度慢的原因-烟台南山大佛
牛津深圳版小学英语一
年级上A教案完整版
Company number【1089WT-1898YT-1W8CB-9UUT-92108】
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 enjo
y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<
br>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
Module
1
课时数
3
3
3
1
3
3
3
1
3
3
3
1
3
3
3
1
教 学
内 容
Unit 1 Hello！
Unit 2
My classmates
Unit 3 My face
Getting to know you
Revision 1
Unit 4 I can sing
Module 2
Unit 5 My family
My family, my
friends and
Unit 6 My friends
me
Revision 2
Unit 7
Let’s count
Module 3
Unit 8
Apples, please
Unit 9 May I have a
pie
Places and activities
Revision
3
Unit 10 On the farm
Module 4
Unit 11 In the
zoo
Unit 12 In the park
The world around us
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
Using the key words in
context
., morning, afternoon
Using formulaic expressions to greet people
and bid farewell
., Hello. Good morning.
Good e.
Identify the key words in an
utterance by
hearing the pronunciation
., morning, afternoon
Understand
formulaic expressions of greetings
and
farewell in context, and respond
appropriately
., 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
., Good morning. Goodbye.
Language focus:
Listening
Language
skills:
Speaking
Step
Contents
Song: Good
morning.
Methods
Purpose
Pre-task
preparations
Hello!
I’m…
While-task
procedures
Hello! Hi!
Goodbye!
巩固准备期学过的歌
Listen and sing the song.
曲。活跃课堂气氛，激
发学生学习兴趣。
The teacher
greets with
the pupils, then the
在加师生间交流的同时
pupils greet to the 操练句型。
teacher.
Watch the dialogue on the
创设情境，引出问候
screen. Kitty, Ben,
语。激发学生学习的兴
Alice and Tom meet at the
趣。
school bus stop.
They get
on the school 通过观看动画，直观理
bus. Alice and her mum
解意思。模仿动作，练
say “Goodbye.” to each 习对话。
other.
Good morning!
Watch the dialogue.
Listen and say.
Watch the dialogue. Say
and act.
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。
Good
afternoon!
Post-task
activities
Introduce the five friends’ name. They
熟悉本教材人物
are DANNY , EDDIE, ALLICE,
KITTY and TOM.
Ask the students to make
short dialogues
in groups. Then have the
students listen
to the song “Good morning” on
page5
1. Sing the song “Good morning.”
2. Greeting to the parents in English.
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。
1、
3、
巩固练习，学习歌曲，
提高学习兴趣。
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
Using
the key words in context
., morning,
afternoon
Using formulaic expressions to
greet people and bid farewell
., Hello.
Good morning. Good e.
Identify the key
words in an utterance by
hearing the
pronunciation
., morning, afternoon
Understand formulaic expressions of greetings
and farewell in context, and respond
appropriately
., 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
., Good morning. Goodbye.
Language focus:
Listening
Language
skills:
Speaking
Step
Contents
Song: Good
morning.
Methods
Purpose
Pre-task
preparations
Hello!
I’m…
巩固准备期学过的歌
Listen and sing the
song.
曲。活跃课堂气氛，激
发学生学习兴趣。
The
pupils greet to the
teacher.
热身，操练句型。
While-task
Hi! I’m
Danny.
Hello! I’m …
Act Danny,
Eddie, Kitty,
Alice.
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
学习文章，用讲故事的
language
方法引导孩子练习学过
的句型。
Prompt your
students to
complete 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 缓解课堂气氛，在
morning” on page 5 and
愉快的气氛中复习学过
sing along using hand 的歌曲。
motions.
巩固练习， 学生自主
选择搭档进行表演。
Sing a song
Post-task
activities
Ask the students to make
short dialogues
in groups.
Homework：
Read student book “good
morning”
Suggestion:
本节课同时注意了学生听力能力的培养。
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。
1、
2、
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
Using a common pattern to
introduce oneself
Language focus:
., I’m…
Understand the pattern I’m
Kitty.
Understand formulaic expressions of
greetings
Listening
., Nice to
meetsee you.
Identify some English
names
Language skills:
., Kitty,
Alice, Tom, Ben, Eddie, Danny and
Miss
Fang
Use a common pattern to introduce
oneself
., I’m…
Speaking
Use formulaic expressions to greet people
politely
., Good e.
Methods
Step
Contents
Purpose
Hi. I’m…
Pre-task preparations
Show the
characters of
Unit1. Use the finger
puppets to have them
introduce
themselves.
活跃课堂气氛，激
发学生学习兴趣。
While-task procedures
Hello!
I’m…
Hi. I’m…
Workbook P2
根据低年级的年龄
特点，模仿和表演
Ask the students to
play
是学生所喜爱的活
the roles in Unit 1.
动，能激发学生学
习的兴趣。
Listen and
number.
Look and say.
Draw and
write.
巩固练习，训练学
生的听力能力。
检查学生的掌握程
度。
Post-task
activities
Workbook P4
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:
., rubber
Using simple language to point out objects
., A book!
Listening
Understand some words used for common school
supplies
Language
skills:
Listening
., book, ruler, pencil,
rubber
Locate specific information in
response to
simple instructions
., A
book!
Pronounce the key
words correctly
., book, ruler, pencil,
rubber
Use modeled phrases to communicate
with other
students
., 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!
Good
morning!
Speaking
Contents
Sing a song
Pre-task
preparations
Daily talk
Contents
pencil
Methods
1. Ask and answer.
T: Now let’s draw
a
picture.
Purpose
While-task
procedures
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.
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。
One
pencil
Two pencils
1.
Show one
pencil: one,
one pencil
Show another
pencil: one,
one pencil
Put 2 pencils
in all: two,
two pencils
通过实物演示理解
英语单复数。
Contents
Game
Methods
(出示各种文具、水果、食品
等图片)
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
T: Do you
want them Please
帮助的习惯。
ask me.
S1: Pencil rubber…,
please.
S2:
OK. Here you are.
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
., Give me…, please.
Using formulaic
expressions to offer people things
Language focus:
., Here you are.
Using formulaic expressions to express
thanks
., Thank you.
Understand formulaic expressions used to
offer people things
., Here you
are.
Listening
Locate specific
information in response to
simple
instructions
., Give me…, please.
Language skills:
Use formulaic
expressions to offer people
things
.,
Here you are.
Speaking
Use
formulaic expressions to express thanks
.,
Thank you.
Pronounce the phrases and
sentences
correctly
Methods
Purpose
Listen and sing the song
歌声能活跃气
“Good morning.”
氛，营造英语氛
围。
(1) T: What do you have
问答的形式既复
in your bag
习了所学学习用
品为新课做下铺
(2) Let them put their
垫，又培养学生
personal items on the
用英语交流的能
desks.
力。
Contents
Song
Pre-task
preparations
Revise the
classroom
objects
vocabulary.
While-
task
procedures
Contents
Methods
Learn to (1) Say a story like
say: Give me this: We’re drawing.
a
rubber.
But I haven’t a rubber.
So I say to a pupil: Give
me a rubber,
please.
Then let the pupil give
Purpose
故事的形式，激
发是小朋友英语
学习的兴趣，创<
br>造了良好的学习
氛围。
me a
rubber.
(2) Turn to other pupils
and
say: “Give me a
rubber, (ruler, pen,
pencil, book, bag)
please.”
(3)
Listen and say after
the tape.
T:
Children, can you do
me a favor Give me a …,
please.
Game
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.
Thank you.
Methods
(S-S) Ask and answer.
Give me a …,
please.
Here you are.
Thank
you.
Contents
Dialogue
Post-task
activities
Purpose
<
br>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。<
br>
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<
br>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
., Give me…, please.
Language
focus:
Using formulaic
expressions to offer people things
., Here
you are.
Using formulaic expressions to
express thanks
., Thank you.
Understand formulaic expressions used to offer
people things
., Here you are.
Listening
Locate specific information
in response to
simple instructions
Language
skills:
., Give me…,
please
Use formulaic expressions to offer
people things
., Here you are.
Speaking
Use formulaic expressions to
express thanks
., Thank you.
Pronounce the phrases and sentences
correctly
Methods
Purpose
Touch my…
活跃气氛，复
习旧知。
Pre-task
preparations
Contents
Quick
response:
Touch your…
Hi, Alice!
It’s you!
1. Show
the picture
“Hi, Alice! It’s you!”
While-task
procedures
利用图片演
示，操练句
型。
Point to the picture and say:
It’s
you!
Look! This is
your mouth.
2. Say
and act: Look!
Point to the picture and say:
This is your
mouth.
3. Ask and
answer:
No, it’s not me!
Song: My
face
My face:
Eye and
ear,
And mouth and nose,
Mouth
and nose,
Mouth and nose.
唱唱跳跳，表
演歌曲，增加
学生学习的兴
趣。
1. Read the sentences.
2. Listen to
the tape.
3. Listen and sing the song.
4. Sing and act.
WB: and 13
Post-task
activity
Part D and
Task
Say and act: Look! This is
your…
Homework
Sing and act the
song.
Do the exercise on the
workbook.
通过练习，巩
固句型。
Suggestion:
今天的教学形式多样，学生比较配合，所以复习效果很好。
课
时 计 划
第 四 周 星期 三 第 2 节 2012 年 9 月 26
日
Unit 3 My face
Language
focus:
Period 1
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
.,
eye, mouth, face, nose, ear
Listening
understanding pronouns that show which
item is being referred to
., 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
., Look! This is my …
Speaking
Beginning an interaction by introducing
the parts of a face
., Look! This is
my….
Contents
Methods
1.
Sing the song
Purpose
愉快的气氛，有
利于孩子学习英
语
Pre-task
preparations
1. Song Good
morning
2. Say the rhyme
A book, a pencil
2. A rhyme
3. Daily talk
. Hello. Good
morning.
Please
introduce
yourself.
1. Show the
media.
Look at the clown
and
listen to
what does he say.
3.
Say or do something
the teacher asks.
建立良好的口语
学习气氛
1. Listen
and say hello
to Jack.
学习关于JACK
2. Look at
Jack,
this is his
face.(action)
2. Learn “face”
A, Say the
word
B, Say “my face”
“your
face”(action)
C, Rhyme “face, face,
my
face, face, face,
your face”
学习五官
的单
词，孩子们更新
换朗读歌谣，所
以放在诗歌和歌
谣里面学习五官
更有效。
3. Look,
this is
my face. (action)
3. Say
the sentence.
While-task
procedures
4. Teach “mouth,
nose,
eye， ear”
just like step 1
and 2.
4. face, face, my face,
face, face, your
face…ear, ear, your
ear.
让学生放松，提
高兴趣。
5. Make a
rhyme.
5. Sing together
加强单词和句型
的训练。
6. Song My
face
7. Quick
response: Ask
the
students to point
to their organs.
展示例句，让学
6. Point to the parts of
生进行实际操
the body.
练。
7. Hello, I’m …
This is my…
8. Game:
Introduce the
parts of your
body.
Post-task
activities
Homework：
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.
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
., Give me…, please.
Using formulaic
expressions to offer people things
Language focus:
., Here you are.
Using formulaic expressions to express
thanks
., Thank you.
Language skills:
Listening
Locating specific information in
response to simple
instructions.
. touch your face.
Understanding imperatives.
. Touch
your face
Pronouncing the words, phrases
and
sentences correctly
Speaking
Using imperatives to give simple
instructions
., touch your face.
Contents
1. Song My
face
Methods
1. Sing together
Purpose
建立口语环境
Pre-task
preparations
2. Daily talk
., Hello. Good
morning.
Please
introduce
yourself.
2. Say
or do something
通过问答的形
the teacher
asks.
式，对单词进行
复习.
3.
Read together and
point to their
body.
3. Read the
words with
the cards.
1.
Show the 1. Look carefully.
While-task
procedures
media. Look,
this is Eddie.
Eddie,
touch
your
face( action)
2. Read together and
do the
action.
复习词汇
2. Eddie: This
is my face.
Elicit
the new word
3. This is my
face.
学习新句子
4. Touch, touch, touch
“touch”
your face…
玩游戏，巩固单
词，学习新句型
your face,
boys and
girls.(TP,
PT, PP)
4. Make a
rhyme.
Dialogue
Post-task
activities
Play a game
通过游戏巩固句
Touch
your face. This
型的掌握程度，
is my face.
练习反应程度。
Touch your nose…
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
., Give me…, please.
Using
formulaic expressions to offer people things
Language focus:
., Here you are.
Using formulaic expressions to express
thanks
., 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.
Using
modeled sentences to communicate
with other
students
. this is your face.
Language skills:
Speaking
Contents
Methods
Purpose
Pre-task
preparations
1. face, face, my
复习短语为以后
1. Make a rhyme
face, face, face,
your 的学习打下坚实
with the words.
face…ear,
ear, your 的基础
ear
2.
Introduce
the parts of
2. Hello, I’m
…
your body.
This is my…
While-task
procedures
Post-task
activities
1. Listen to
the
tape and
read the book.
1. Listen
and read.
在游戏中学习，
巩固句型。
2. This student should
2. Game: (four
do actions according
to the commands of
the
a group) Ask
one student act
other
students.
as a puppet.
Finish workbook
P10 — P 11
完成练习，检查
孩子本课学习情
况
Homework：
Rewrite the mistakes of your
workbook.
Suggestion:
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
Using
verbs to indicate actions
Language
focus:
. read sing dance draw
Identifying the key words in an
utterance
by hearing the pronunciation
. read sing
dance draw
Pronouncing the key words
correctly
Speaking
. read sing
Contents
Listening
Language skills:
Methods
1.
Do some greetings
eg: Hi!,
Good morning.
Good afternoon.
Goodbye.
How
are you
2.
Say some rhymes
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。
Warming-up
Pre-task
preparations
可朗诵一些学生
以前的儿歌，给
3. Watch the flash and
学生成功的体验
try to understand the
经历，调动学生
meaning by teacher’s
学习英语的积极
presentation.
性,并复习I
can
句型,为新授服
务。
通过铅笔引出画
图和花朵。
learn :
draw
While-task
procedures
2. To teach
:
read
Play a game
Post-
task
activities
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
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
Using the modal verb can to express
abilities
Language focus:
. I can…
Understanding the expression of
abilities
. I can read .
Language skills:
Listening
identifying specific information in
response to questions
. what can you
do
I can …..
Speaking
Using formulaic expressions
to indicate
one’s abilities
. 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.
1. Teacher uses a
puppet
to elicit
dance.
2. Teacher asks
students “what can
you do ”
Purpose
教师通过嘴巴的
功能引出嘴巴的
用处，朗读，吃
东西，sing。
Pre-task
preparations
学生在通过朗读
儿歌，练习及复
习单词，read,
eat ,and
sing。
learn: dance
通过唱歌跳舞的
玩偶引出dance。
While-
task
procedures
Review “I
can …”
famous
people’s
picture of “Liu
Xiang” and “Yao
Ming” to review “I
can …”
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。
2. Teacher asks
students to use the
given
sentence pattern
to say their own
abilities
Post-task
activities
Talk about your Please talk
about your 学会在日常生活
abilities
abilities
with your 中使用句型。
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.
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
. what can you do
Language
focus:
Using verbs to indicate actions
. I can sing.
Identifying specific
information in
response to questions
Listening
. what can you do
I
can….
Language skills:
Using
modeled phrases to begin an
interaction and
main training it by
providing information in
response to
factual questions
. I can
sing.
Speaking
Beginning an
interaction by eliciting a
response
.
what can you do
I can…
Contents
Methods
Purpose
Pre-task
preparations
Activity
In turn, hold up the
six pictures of
学会答句，通过
老师与一学生简
actions at random. Ask
the students to say
and do the
corresponding actions.
.
what can Alice do
(holds up the
picture
of Alice, who is
singing)
sing （do the action）
单的问答，学生
应
该能很快明问
句的含义。并掌
握本课重点单词
和句型。
Review
While-task
procedures
Have the students ask
and answer in
succession according
to
the picture.
. what can you
do(holds a
flashcard
for drawing)
I can
draw.
What can you do (hold
a
flashcard for
singing.
I can sing.
看谁反映最快，
同时激发学生的
兴趣。
More Practice
Post-task
activities
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.
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 . me
Language
focus:
Using nouns to identify family
members
. mother ,father, grandfather,
grandmother
Listening
Language
skills:
Speaking
Pronouncing the
words, phrases and
sentences correctly
Pre-task
preparations
Identifying the key words in an
utterance
by hearing the pronunciation
Using
modeled phrases to communicate
with other
students
Contents
1. To ask
Methods
the rhyme
Purpose
活跃课堂气氛为
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
后面新授作准
备。
2. To do
the action
and say
1. To say after
teacher “This is
me.”
2. To answer
questions
使学生理解me的
含义。
学会使用句型
this is…
While-task
procedures
3. To play a
game:
When teacher
says father,
number 1, the
first line of a
group to
go to
the blackboard
and the touch
the
picture of
father
4. To elicit
grandmother,
use mother to
elicit
grandmother
3. Follow the teacher
and read the new
words.
4. To play
the game
朗读儿歌熟悉单
词。
游戏中巩固单
词。
5. To learn the new
words grandmother,
grandfather
由旧单词引新单
词，降低难度，
帮助记忆。
Post-task
activities
To elicit
grandfather,
use father to
elicit
grandfather
1. To use the
sentence
pattern to say
about the
photo
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
. mother, father, grandfather, grandmother
using possessive adjectives to express
possession
Language focus:
. my
mother
asking wh-questions to find out a
person’s identity
. who is she
Identifying the key words in an
utterance
by hearing the
pronunciation
Listening
. mother, father,
grandfather,
grandmother
Language
skills:
Speaking
Using modeled
phrases to begin an
interaction and main
training it by
providing responses to factual
questions
. who is she She’s my
grandmother
Contents
Pre-task
preparations
1. To show a photo
of
Peter’s family
Methods
Purpose
2. To ask students
to take
out their
photos of their
1. To guess the
通过Peter的家
family members of 庭照片引入主
Peter
题。
学生自己的照片
2. To show the
更能引起学生的
family and to say
about their family
photo of their
family and say
about their
family
好奇心和学习兴
趣。
While-task
procedures
To show some other
pictures.(Ben,
Alice, Kitty, Danny)
and ask students
“Who is heshe”
1.
To elicit the
sentence “He is
my ….She is
….”
To answer
questions
1. To know the
difference
between he
and
she
2. To match
2. To ask students
to match
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.
Post-task
activities
1. To make a model
of
the pair work and
ask students to do
pair
work
2. 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.
To do pair work
同桌对话操练句
型。
To play a
game
通过游戏，复习
句型和旧句型。
Homework：
1. Read page18-21 after
the tape
2. Ask about your classmates’
family
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
. sh’s my grandmother.
Language focus:
Using formulaic
expressions to confirm or deny
. .
Identifying the key words in
an
utterance by hearing the pronunciation
. mother, father, grandfather,
grandmother
Listening
identifying specific information in
response to questions
. she’s my
grandmother.
Identifying specific
information in
response to questions . Yes.
No.
Using modeled phrases to begin an
interaction and main training it by
providing responses to factual
questions
. who is she She’s my grandmother
Speaking
beginning an interaction by
eliciting a
response
. who is she
Is she Alice
Yes, she’s Alice.
Contents
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
Language skills:
Methods
Show your family’s
photos.
. This
is my father.
This is my
mother .this is
my
grandfather. This is
my grandmother.
This
is me.
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
1. To
play the game
通过游戏中不同
身份的出现和区
分，使学生灵活
While-task
procedures
2.
To ask some
students about
their photo of
their family
try to use the new
理解知识点。
sentence pattern to 抽个别学生用新
say
about their family
句型回答问题。
3. To ask
students to
read a rhyme
and make a new
rhyme
Post-task
activities
Homework：
3. To read the rhyme
and make a new
rhyme
朗读儿歌熟悉句
型，创造新儿歌
增加趣味性。
To ask students To read a rhyme
to read a thyme
Read English book page
20—22。
Finish workbook .
跟读儿歌，复习
句型。
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
Using
adjectives to describe people
Language
focus:
. thin, fat, tall, short.
Identifying the words in an utterance
by
hearing the pronunciation
. thin, fat,
tall, short.
Listening
Identifying
specific information in
response to simple
questions
. who’s heshe
Language
skills:
HeShe’s…
Pronouncing
words, phrases and
sentences correctly
. thin
Speaking
using modeled
phrases and sentences to
inturoduce
someone
. look! This is Ben. He’s
tall.
Contents
1. Say some
chants.
Methods
Pupils try to say the
chant
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
2. Greetings.
T:
Hello. I’m Miss
Huang.
P: Hello, Miss
Huang.
------
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.
this song and enjoy
it.
2. To
learn “tall
short”.
1)
Listen to
the
teacher and think.
3) Let the
students to
make
a chant.
While-task
procedures
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
通过观察两个邮
递员的不同之
2）Observe the
处，让学生从视
different place of the
觉上对高矮有所
two postmen.
理解。
Imitate to say tall
and short with
the
现在的学生对明
actions.
星十分熟悉和喜
3)
Look at the
爱。
pictures
我们可以通过列
And say
举学生喜欢的明
Yao
Ming, Yao Ming
星来激发学生说
Hello, Hello,
Hello
的欲望。
Yao Ming,Yao Ming
Tall, Tall, Tall,
Liu Xiang,
Liu Xiang.
吸引学生的兴
Hi, Hi, Hi,
趣、激发学生学
Liu Xiang, Liu Xiang.
习的欲望。
Short, short, short.
4) To use tall and
short to describe
Yao
Ming and Liu Xiang.
让学生将所学的
This is Yao Ming.
新知识融入到日
He is tall.
常生活中。
This is Liu Xiang.
He is
short.
卡通人物深受学
生的喜爱。
学生很乐于学习
5) The students will
新单词,并将它们
make some examples.
在同学面前表演
3. Look at the slide 出来。
with strong interest.
教育学生不能挑
To learn fat
食。
To learn
thin.
Post-task
activities
He is fat.
3)
Thin
4)
Compare fat
Fenddy and
thin
Fenddy.
To educate the
students not be
fastidious
about
food...
Do some
exercises
Observe
Don’t be fastidious
about food.
Match the
picture and
words.
Play a game.
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:
. this is
Danny.
Using adjectives
to describe people
. he’s fat.
Listening
Language skills:
Speaking
Identifying the key words in
an
utterance by hearing the pronunciation
. classmate, friend
Pronouncing the
words , phrases and
sentences correctly.
. He’s my classmate.
Contents
1. Sing a song.
2.
Say a
chant.
3.
Show some
Methods
1. Sing and enjoy the
song.
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
2. Try to say the
chant.
While-
task
procedures
pictures of the
3.
Try to say
stars and the
something with
the
cartoons.
pictures.
This
is Yao Ming.
He is tall.
1. Show a
1. Look at the picture
picture of the and find
themselves.
whole class.
2.
Say something about
2. Point some
their classmates.
students.
T: Good. And he
is your
learn “classmate”
classmate.
1)
classmate
2) Classmate classmate
He is my classmate.
teach
Classmate classmate
“classmate.
She is my classmate.
1) classmate
3) Look at the
2) Say
something
more.
pictures
and say:
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。
2)
Who is your
classmate
----is my
classmate.
4) Classmate classmate
One and two.
Classmate classmate
You and me.
4)Make a chant.
Post-
task
activities
Make a
dialogue.
How is your
friend
Act out the dialogue.
提高实际运用语
Who is he He is ----
言的能力。
He is my friend. He is
fat.
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
. thin, fat,
tall, short.
Language focus:
Using
the modal verb can to express ability
.
He can read.
Listening
Language
skills:
Speaking
. this is Danny.
He’s my classmate.
He’s tall. He can read.
Contents
Identifying specific
information in
response to simple questions
. Who is he He’s Danny.
Using
modeled phrases and sentences to
introduce
someone
Methods
Purpose
Pre-task
preparations
practice
! This is peter. He’s
Ask one student tall. He’s big.
to the front of
通过更多的练习
the
classroom
和游戏，操练单
and describe
词。
him to the
students by
3.
Tall short…..
using the new
words
tall,thin,etc.
a
picture of
While-
task
procedures
Post-task
activities
two girls and
two boys
to the
students, and
ask some
questions.
. 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.
. 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.
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。
Finish
workbook.
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.
Language focus:
. one two
three four etc.
using
numerals to show quantity
. three
pencils.
Identifying the key words in an
utterance by hearing the pronunciation
Listening
. one two three four
etc.
identifying specific information in
response to simple instructions
Using
numerals to describe things
. Three
pencils.
Speaking
Pronouncing
words. Phrases and sentences
correctly.
Language skills:
Contents
Warming-up
a song
talk
Methods
Purpose
歌声能活跃气
氛，营造英语氛
围。
Pre-task
preparations
show the new
words
while-task
procedures
Learn: Let’s
count.
Learn:
One
book
Two
books,
…
1. How the flashcards to
the students and say
one, two, three and
so
on.
show the students
pencils
,rubbers ,rulers
and 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
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。
Ten
books.
:T:
Post-task
activities
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)
T: Do you want
them
Please ask me.
S: Give me a
banana(apple , moon
cake,
pen…),please.(S-T)
(3) (S-S) Ask and
answer.
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：
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:
. three pencils
asking
questions to find out quantity
. how
many…
Identifying the key words in an
utterance by hearing the pronunciation
. one, two……ten.
Listening
Identifying specific information in
response to simple instructions
Understanding the key pattern
. how
many.
Using numerals to describe things
. three pencils.
Speaking
Asking questions to find out quantity
. How many…
Pre-task
preparations
Contents
Review:
Language skills:
Methods
Purpose
While-task
procedures
Practice
counting the
things.
Sing and act: One 热身，并复习
little, two little,
three little
rabbits…
T asks Ss to count
用实际的生活中
different things in 的物品进行数数
the
classroom, such 练习。
as: the desks, chairs,
Learn:
How many
books
One book.
Three books.
Read after the
recorder.
Play a
game.
Dialogue.
Post-task
activities
windows, blackboards,
boys and girls. Ask Ss
to pay attention to
the difference of
singular and plural
forms.
T asks: How many
boys(in a team and
write the sentence
down on the board)
Prompt Ss to
answer.
Then repeat the asks
and answers
several
times.
多听，纠正发
T plays
the recorder
音。
and Ss open their
books and read after
the recorder P30-31.
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:
. three pencils
asking
questions to find out quantity
. how
many…
Identifying the key words in an
utterance by hearing the pronunciation
. one, two……ten.
Language skills:
Listening
Identifying specific
information in
response to simple
instructions
Understanding the key
pattern
. how many.
Using numerals to describe things
.
three pencils.
Speaking
Asking
questions to find out quantity
. How
many…
Contents
Review:
Pre-task
preparations
Methods
Purpose
Sing and
act: One 热身，并复习
little, two little,
three little rabbits…
Count: from
one to
eleven.
Make a
dialogue:
Post-task
activities
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
. apple, pear, peach, orange.
Language
focus:
Asking questions to find out
quantity
. How many…
Identifying the key words in an
utterance
by hearing the pronunciation
Language
skills:
Listening
. apple, pear,
peach, orange
Responding to simple
instructions
Pronouncing the key words correctly
Using numerals to describe things
Speaking
. six pears.
Asking
questions to find out quantity
. how
many…
Contents
Pre-task
preparations
Review:
Methods
Sing a song: One
little,
two little,
three little rabbits…
Ss
chant together: How
many, How many, How
many …(pencils,
rulers, rubbers,)
T shows the pictures of
apple, pear,
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).
After they have learned
all the words of the
fruit. Tell Ss：They
are fruit. Repeat the
word.
Ss
uses the picture
cards of the fruit and
talk about:
S1: Give me
aan…please.
Purpose
To warm up
and
review.
Ss review the
numbers
and
the sentence
structure.
To
learn the
words of
fruit.
Review:
How many …
Learn:
apple,
pear, peach,
orange,
While-task
procedures
Learn:
fruit
Practice:
Give me
aan …,
please.
To practice
and
consolidate..
Post-
task
activities
Homework：
S2:
Here you are.
S1: Thank you.
Learn the song.
T asks: What does the
Learn: red, apple look like(苹果是
round,
juicy, 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.
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
. apples , please.
Using formulaic expressions to replay to
requests
Language focus:
. here
you are.
Using formulaic expressions to
express thanks
. thank you.
Responding to simple instructions
Understanding the key pattern
Listening
. …,please.
Using formulaic expressions to
request
something
Language skills:
.
apples , please.
Using formulaic
expressions to
replay to requests
.
here you are.
Using formulaic expressions
to
express thanks
. thank you.
Pre-task
preparations
Contents
Review the words
of fruit.
Methods
T shows the word cards
and
Ss read the words.
Purpose
To
warm up
and
Speaking
While-task
procedures
Post-task
activities
T: What’s this
Ss:
It’s aan …
Learn: banana, T shows the
picture of
lemon,
these fruit and asks
Ss
to repeat.
Then ask: How many
bananas(lemons)
Listen to the plays
the recorder and
song and sing the Ss listen
to the
song.
recorder. Then try to
sing along with the
recorder.
2.
Ask Ss to sing a song
with their favourite
food.
Learn the T plays the video of
dialogue.
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 Ss listen to the
contents.
recorder and read after
the recorder.
Listen and read P31-32
review.
To learn
two new
words.
Ask Ss to
imitate
the
dialogue.
.
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
. apple, pear, peach, orange.
Language
focus:
Asking questions to find out
quantity
. How many…
Identifying the key words in an
utterance by hearing the pronunciation
Listening
. apple, pear, peach,
orange
Responding to simple
instructions
Language skills:
Pronouncing the key words correctly
Using numerals to describe things
Speaking
. six pears.
Asking
questions to find out quantity
. how
many…
Contents
Pre-task
preparations
Review the
words of
fruit.
Methods
T shows the word
cards
and Ss read the words.
T:
What’s this
Ss: It’s aan …
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.
Purpose
Learn: In the
fruit
shop.
While-task
procedures
More practice
Show three
pictures with
dialogues to
the
students.
Ask them to
listen and
choose one and
act it out.
D1:How many pears
Four pears.
D2: how many peaches
Five
peaches.
Here you are.
Thank
you
D3: hello, apples,
please.
How many apples.
Three apples. How
much>
Two yuan .here you
are.
Thank you.
Role play.
Post-task
activities
Ask Ss to
choose a To practice and
fruit to make a
consolidate.
dialogue. One is the
shop
assistant and the
other is the customer.
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
Using nouns to identify
food
Language focus:
Hamburger,
pizza, cake, pie.
Using nouns to identify
food
Listening
Hamburger, pizza,
cake, pie.
Speaking
Contents
Pre-task
preparations
Sing the
song.
Pronouncing the key words
correctly
Methods
Ss sing the song
together.
Purpose
Language
skills:
Learn: snack
bar
While-task
procedures
To learn:
Hamburger,
Pizza, cake,
pie
To warm up
and
review.
T shows the fruit shop To know
and asks:
What can you what a
see in the fruit shop
snack bar
T: Can you see fruit in is.
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.
T shows the
picture of To learn
the snack bar and asks:
the new
What can you see in the words.
snack bar What is itTo
elicit:
It’s a …(hamburger
Post-
task
activities
pizza cake pie) Using
these sentences to help
understanding: Is
it
round
Then Ss ask and answer
in pairs.
To practice the Practice the
words with
new words.
the
dialogue:
Hamburgers, please.
How
many hamburgers
Two.
Here you
are.
Thank you.
Learn: apple T
shows the picture of
pie
the apple and
banana.
banana pie, Tell Ss: This pie is
soup,
made of apples and
bananas.
It’s an 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 T: What do you like
their
favourite Ss: I like …
food on the
paper.
To
practice
the new
words.
To learn
the words
of
the
song.
Homework：
To
review
and to get
ready for
the next
lesson.
To read the words and
sing the song of P37.
Suggestion:
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
Language focus:
Period 2
Using formulaic expressions to request
something
. May I have
…
Using an indefinite article to refer to
something
Using nouns to identify food
Listening
. hamburger, pizza,
cake, pie
identifying specific information
in
response to simple questions
Pronouncing the key words correctly
Language skills:
Using formulaic
expressions to
request something
Speaking
. May I have…
Using
formulaic expressions to greet
customers
. Can I help you
Contents
Pre-
task
preparations
Review the words
of fruit.
Methods
Purpose
To warm up
and
review.
To
learn
two new
words.
T shows the
word cards
and Ss read the words.
T:
What’s this
Ss: It’s aan …
Learn:
banana, T shows the picture of
lemon,
these fruit and asks Ss
to repeat.
Then ask: How many
bananas (lemons)
Listen to the 1. T plays the recorder
song
and sing the and Ss listen to the
song.
recorder. Then try to
sing along with the
recorder.
2. Ask Ss to sing a song
with their favorite
food.
Learn
the T plays the video of
dialogue.
P31. Ss watch and repeat
sentence by
sentence.
Then ask Ss to repeat
While-task
procedures
Ask Ss to
imitate
the
dialogue.
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.
Ss listen to
the
recorder and read after
the
recorder.
.
Post-task
activities
Read the
contents.
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
Using indefinite articles to refer to
particular things .
May I have a pizza
Language focus:
Using nouns to
identify food and
. pizza, hamburger,
cake, pie
Using nouns to identify food
Listening
Language skills:
. hamburger, pizza, cake, pie
identifying specific information in
response to simple questions
Using
modeled phrases to communicate with
other
learners.
Pronounce words properly
Contents
1. Sing two
songs:
Pre-task
preparations
Speaking
Methods
Purpose
Apple tree & Train is
coming.
:
T:
Class begins! Hello,
everyone! How are you
today What’s the
weather
like today What do you
like ……
snack bar
T:
Welcome to my 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）
‘biscuit’
and say
‘biscuit’
slowly.. Ask
students to
repeat.
T: Welcome to my snack
bar. Do you know
what
this is
T taste a biscuit, Say:
创设故事，提高
Hmm, it’s delicious. Do 学习的兴趣。
you like it Please ask
‘May I have…’
While-task
procedures
Post-task
activities
Last weekend, Sam and
May
went shopping with their
a story
father. Then they decided
to
stop for a rest and
have something to eat and
drink. At a snack bar May
looked at all
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 Why don’t we try it
now
fun to buy Divide students into
food!
groups of three. 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.
Homework：
Listen and repeat the correct sentence.
Finish the work book.
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
Language focus:
. duck
using some onomatopoeic words to imitate the
sounds of
the farm
animals
e,g, Oink …Oink…
using
verbs to give instructions
. Draw.
Using the key pattern to role-play as a farm
animal
. hello! I’m a cow. Moo…Moo…
Identifying the key words in an
utterance
by hearing the pronunciation
. chick,
duck, cow，pig
recognizing common farm
animals and
their corresponding onomatopoeic
words
. It’s a duck. Quack… Quack…
identifying specific information in
response to simple instructions
.
out.
Pronouncing the words, phrases and
sentences correctly
. chick, duck,
cow. Pig
using onomatopoeic words to
imitate the
sounds of farm animals
Speaking
. Stick.
Using I’m a
… to introduce oneself
and imitate certain
animals
. hello! I’m a duck. Quack…
Quack…
Listening
Language
skills:
Pre-task
preparations
Contents
a song
Methods
Teacher and pupils
Purpose
通过演唱歌曲，
sing a song
together.
2.
Ask the
pupils to
answer some
question.
创设和谐的语言
环境，调动学生
的积极性，使
他
们迅速进入英语
学习氛围。
T:
what can you see
What color is it
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。
in:
Chick, duck
2. What’s
thisthat
It’s …
1. Read the
sentences.
2. Practice: This
is...
That is…
用生动形象的简
笔画回忆单词
Read the sentences.
Look at
the pictures
and work in pairs.
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。
3. Listen to
the story.
4.
lead in:
While-task
procedures
通过听故事，不
仅很自然的引出
两个象声词又培
Lead in
:peep… peep
养学生的听力能
Quack…quack
力。
pig，
通过猜一猜，画
Chicks and ducks have
一画，演一演，
friend. Let’s guess
既掌握了pig的
‘what’s this’
特征又充分调动
Listen and look.
了其积极性，并
Read the word.
使课堂内形成了
Make a pig and say:
一种人人想说英
Oink… oink… I am a
语的氛围。
pig.
Watch DVD and answer
the question
5.
teach cow
6.
listen and
Quick response
Lead in: cow
Moo….Moo….
What’s
that
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
sing:
< ten little paper
rabbit>
1. Look and
match.
Post-task
activities
把新旧知识进行
分类归纳
2. Play a game.
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
. What’s this
Language focus:
Using a pronoun to
refer to something
. It is a chick.
Understanding the key pattern
.
What’s this
Listening
Using a
pronoun to refer to something
. It is a
chick.
Using wh-questions to find out
specific
information about something
.
What’s that
Speaking
Using the key
pattern to identify an
animal
. Hit’s
a chick.
Contents
Sing a song
Pre-task
preparations
Language skills:
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
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。
Review the
words
duck.
The duck. and the
chick
Peep,
peep, peep,
Quack, quack, quack.
Chick, duck, cow, pig
What’s
thisthat
It’s
…
Read the sentences.
Look at the
pictures
and work in pairs.
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。
: chick
?
?
?
?
?
?
1. Kitty ask and Alice
answer.
To elicit: chick.
While-task
procedures
?
?
?
?
?
?
?
2. review :
duck
?
?
?
?
?
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.)
?
3. Say the
chant:
?
?
1. Chant:
A chick, a
duck
One and two.
A chick, a
duck
I see you.
A chick, a
duck
I love you.
?
Chant:
? Make a chant:
A cow,
a pig
One and two.
?
A
cow, a pig
I see you.
A cow, a
pig
I love you.
Post-task
activities
1. What’s
missing
2. Listen and
match.
?
1. What is missing
2. Listen
and match
the sounds with the
words.
?
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
Using nouns to identify
common farm animals
. duck
Language focus:
Asking wh-questions to
find out specific information
about
something
. What’s this
Using a
pronoun to refer to something
. It is a chick.
Understanding the key pattern
.
What’s this
Listening
Using a
pronoun to refer to something
. It is a
chick.
Using wh-questions to find out
specific
information about something
.
What’s that
Speaking
Using the key
pattern to identify an
animal
. it’s
a chick.
Contents
1. Sing a
song
2. Talking
time.
3. To
elicit
Pre-task
preparations
the
topic.
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.
?
Language skills:
?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
Introduce a cow
to lay a
foundation for
self-
?
by reading.
Cow,
cow
?
It’s a cow.
?
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:
2. review :
pig
What can you do
dance
?
5. Introduce a cow:
?
It’s a
_______.
It’s
?
________.(bigsmall)
?
It’s
_________.
?
(colour颜色)
?
It
can _______.(pic.)
?
?
?
?
?
introduction.
?
?
?
Learn the new
word by
listening,
guessing,
reading and
chanting.
?
?
?
?
?
?
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:
Imitate a pig
to
arouse their
interest.
?
Hello!
I’m a ____.
Oink…Oink…
1. Guessing
game.
riddles:
3.
Introduction.
1. Guessing
pictures.
2. Guessing riddles.
3.
Make a self-
introduction by acting
as the
animals.
Post-task
activities
Help ss be
familiar with
the sounds of
animals.
Consolidate the
new
words.
Lay a
foundation for
making
a self-
introduction by
guessing
riddles.
Introduce the
animals.
?
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:
Listening
Language
skills:
Speaking
Pre-task
preparations
Contents
Methods
Purpose
While-task
procedures
Post-task
activities
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:
Listening
Language skills:
Speaking
Pre-task
preparations
Contents
Methods
Purpose
While-task
procedures
Post-task
activities
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:
Listening
Language skills:
Speaking
Pre-task
preparations
Contents
Methods
Purpose
While-task
procedures
Post-task
activities
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:
Listening
Language skills:
Speaking
Pre-task
preparations
Contents
Methods
Purpose
While-task
procedures
Post-task
activities
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:
Listening
Language skills:
Speaking
Pre-task
preparations
Contents
Methods
Purpose
While-task
procedures
Post-task
activities
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:
Listening
Language skills:
Speaking
Pre-task
preparations
Contents
Methods
Purpose
While-task
procedures
Post-task
activities
Homework：
Suggestion: