牛津深圳版小学英语一年级上A教案完整版

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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


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



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:



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