第一篇：新世紀(jì)英語一年級(jí)教案1A 課后反思

1A 課后反思

Unit 1 Hi, Birdie![課后反思] 在本單元的教學(xué)中，我利用兩首英語歌曲來幫助學(xué)生學(xué)習(xí)相關(guān)的課堂用語，大大提高了學(xué)生學(xué)習(xí)英語的興趣，收到良好的效果。教授新單詞的部分我選擇的動(dòng)物木偶的教具，從而使學(xué)生很快就接受了新學(xué)的單詞。對(duì)話部分采用了聽錄音，教師配合動(dòng)作的形式，形象生動(dòng)的展示對(duì)話的內(nèi)容。總體而言，本單元的教授學(xué)生接受很快，對(duì)以后的教學(xué)工作來說是一個(gè)很好的開端。

Unit 2 Good morning, Miss Wang.[課后反思]

在本單元的課文內(nèi)容中，重點(diǎn)內(nèi)容是教授人物，讓學(xué)生了解在西方國家中對(duì)于未婚女子和成年男子的稱呼，以“Miss”與“Mr”為難點(diǎn)，我盡量用多種形式讓學(xué)生理解并記住這兩個(gè)對(duì)人的稱呼。Wonderland的板塊中，教授新人物的同時(shí)，用不同性別的人物圖片來完成對(duì)“Miss”與“Mr”的機(jī)械操練，并將這些人物適當(dāng)?shù)募釉诰湫椭羞M(jìn)行操練，學(xué)生學(xué)習(xí)的效果良好；Grand Theatre板塊中，以讓學(xué)生分角色表演對(duì)話的形式進(jìn)行情景交流，真實(shí)的再現(xiàn)生活中的對(duì)話，并指出對(duì)話中“Miss”與“Mr”還有表示對(duì)老師的稱呼，使學(xué)生比較形象地了解了對(duì)話的意義；課堂用語的一環(huán)中，我結(jié)合手勢(shì)動(dòng)作讓學(xué)生明白老師要求的英語課堂用語，同時(shí)用以前學(xué)過的課堂用語巧妙將新授的內(nèi)容結(jié)合起來，讓學(xué)生很快就能接受了。在這個(gè)環(huán)節(jié)中，我還創(chuàng)造了一個(gè)小細(xì)節(jié)：讓學(xué)生叫我的名字（Shirley）來運(yùn)用到新學(xué)的課堂用語中，學(xué)生反應(yīng)相當(dāng)熱烈，積極參與我創(chuàng)設(shè)的情景中（Eg: Shirely!Come here.How are you ? etc.）；Disneyland板塊中，是一首好聽的英語歌曲，旋律輕快，活潑，學(xué)生很喜歡這首歌曲。學(xué)生接受本單元的內(nèi)容總體來說良好。當(dāng)然部分學(xué)生對(duì)于“Miss”與“Mr”的讀音有待加強(qiáng)練習(xí)。

Unit 3 What’s your name?

[課后反思] 在本單元的教學(xué)內(nèi)容是以人物的姓名為重點(diǎn)，讓學(xué)生了解在西方國家人們的姓與名的順序和漢語是有區(qū)別的，讓學(xué)生能熟練地辨別中文漢語拼音姓名和英語姓名。Wonderland的板塊中，我為學(xué)生一一展示了漢語拼音的姓名和英語姓名，使學(xué)生能一開始就能區(qū)分之間的不同之處，然后結(jié)合句型 “What’s your name? I’m …”進(jìn)行操練，使學(xué)生能夠通過這個(gè)句型來詢問別人的姓名，達(dá)到交流的目的，學(xué)生學(xué)習(xí)的效果良好；Grand Theatre板塊中，我戴上Nancy Green的頭飾進(jìn)行角色扮演，很自然地為學(xué)生呈現(xiàn)了一堂英語課開始的情景，比較形象的再現(xiàn)了課文中的內(nèi)容，使學(xué)生了解了對(duì)話的意義；課堂用語的一環(huán)中，我運(yùn)用一個(gè)模仿動(dòng)作的小游戲來加強(qiáng)學(xué)生學(xué)習(xí)的興趣，用形象的肢體語言使學(xué)生很快理解新句子要表達(dá)的含義，在游戲中學(xué)習(xí)，在游戲中鞏固，學(xué)生反應(yīng)很熱烈；Disneyland板塊中，是一首朗朗上口的兒歌，我有為這首兒歌配上一些動(dòng)作，學(xué)生跟著老師邊做邊說，學(xué)得相當(dāng)快。學(xué)生接受本單元的內(nèi)容總體來說良好。

Unit 4 Who’s He?

[課后反思] 在本單元的教學(xué)內(nèi)容中，以家庭成員為整個(gè)單元的重點(diǎn)，讓學(xué)生了解利用名詞所有格來表達(dá)家庭成員之間的關(guān)系。Wonderland的板塊中，在教授新這些家庭成員的時(shí)候，我將本單元中的某一人物的全家福拿出來給學(xué)生們展示，形象的介紹了每一個(gè)家庭成員，以及他們的特征，將這些特征編成小詩，學(xué)習(xí)容易記憶，然后結(jié)合句型 “Who’s he? He’s …”進(jìn)行操練，并且還請(qǐng)學(xué)生自己帶來自己家庭成員的照片為大家介紹和利用新句型相互詢問，學(xué)生學(xué)習(xí)的效果良好；Grand Theatre板塊中，我用一張姚明的照片來引出“tall”這個(gè)單詞，學(xué)生能很快地記住，同時(shí)我模仿Mr King站在椅子上，視覺上的震撼讓學(xué)生能脫口而出“Wow, so tall.”很自然地將學(xué)生的注意力引到課文對(duì)話中，比較形象的再現(xiàn)了課文中的情景，使學(xué)生了解了對(duì)話的意義；課堂用語的一環(huán)中，我運(yùn)用小游戲來加強(qiáng)學(xué)生學(xué)習(xí)的興趣，用形象的肢體語言使學(xué)生很快理解新句子要表達(dá)的含義。學(xué)生接受本單元的內(nèi)容總體來說良好。

Unit 5 Who’s She?

[課后反思] 在本單元的教學(xué)內(nèi)容中，同樣是以家庭成員為整個(gè)單元的重點(diǎn)，讓學(xué)生了解利用名詞所有格來表達(dá)家庭成員之間的關(guān)系。Wonderland的板塊中，在教授新這些家庭成員的時(shí)候，我將本單元中的某一人物的全家福拿出來給學(xué)生們展示，形象的介紹了每一個(gè)家庭成員，以及他們的特征，將這些特征編成小詩，學(xué)習(xí)容易記憶，然后結(jié)合句型 “Who’s she? She’s …”進(jìn)行操練，并且還請(qǐng)學(xué)生自己帶來自己家庭成員的照片為大家介紹和利用新句型相互詢問，學(xué)生學(xué)習(xí)的效果良好；Grand Theatre板塊中，我先介紹Tom’s sister, Carol，讓學(xué)生來形容她的特征，引出cute這個(gè)單詞，讓學(xué)生學(xué)會(huì)用這樣的單詞去適當(dāng)?shù)馁澝绖e人，學(xué)生能很快地記住，然后我角色扮演來展示課本上的對(duì)話內(nèi)容，比較形象的再現(xiàn)了課文中的情景，使學(xué)生了解了對(duì)話的意義；課堂用語的一環(huán)中，我運(yùn)用一個(gè)精短的Chant來加強(qiáng)學(xué)生學(xué)習(xí)的興趣，用形象的肢體語言使學(xué)生很快理解新句子要表達(dá)的含義。學(xué)生接受本單元的內(nèi)容總體來說良好。

Unit 6 Who are you?

[課后反思] 在本單元的教學(xué)內(nèi)容中，同樣是以人物的職業(yè)為整個(gè)單元的重點(diǎn)，使學(xué)生懂得今后無論從事什么職業(yè)都要具備主動(dòng)為他人服務(wù)的意識(shí)。Wonderland的板塊中，在教授新這些人物的職業(yè)的時(shí)候，我首先介紹了自己的職業(yè)，從而引入新課，然后將圖片一一展示給學(xué)生，形象的介紹了每一個(gè)人物的職業(yè)，以及他們的特征和稱呼；重點(diǎn)介紹了Mr.和Mrs.之間的區(qū)別。接著，結(jié)合句型 “Who’s she? She’s …”進(jìn)行操練，并且還請(qǐng)學(xué)生為大家介紹和利用新句型相互詢問，學(xué)生學(xué)習(xí)的效果良好；Grand Theatre板塊中，我先介紹Bill Lee, the postman.然后邀請(qǐng)一個(gè)學(xué)生和我合作，展現(xiàn)一段郵遞員送信的生活情景，也比較形象的再現(xiàn)了課文中的情景，使學(xué)生了解了對(duì)話的意義；課堂用語的一環(huán)中，我用形象的肢體語言使學(xué)生很快理解新句子要表達(dá)的含義，其實(shí)本環(huán)節(jié)的內(nèi)容學(xué)生已經(jīng)很熟悉了；Disneyland板塊中，是一首朗朗上口的英文小詩，學(xué)生跟著韻律很快的學(xué)會(huì)它。學(xué)生接受本單元的內(nèi)容總體來說良好。

Unit 9 Is it a Tiger?

[課后反思] 本課教學(xué)內(nèi)容主要是有關(guān)于生肖動(dòng)物的。我利用這個(gè)方面的內(nèi)容在課堂中進(jìn)行一定的拓展，讓學(xué)生了解十二生肖的讀法。一.運(yùn)用肢體的模仿提高學(xué)生課堂的注意力。學(xué)生對(duì)本課中的小動(dòng)物很感興趣，特別是對(duì)我?guī)У秸n堂中的那幾個(gè)玩具動(dòng)物，于是我利用實(shí)物引出新句型 “”，然后利用新句型帶出新授單詞，在學(xué)習(xí)的過程中還讓學(xué)生對(duì)這些小動(dòng)物進(jìn)行模仿，學(xué)生們學(xué)的很愉快。二.多媒體的教學(xué)輔助使課堂更具有生命力。生肖動(dòng)物是中國特有的傳統(tǒng)文化，我利用生肖的排列順序，讓學(xué)生猜小動(dòng)物，學(xué)生們很投入，很積極地將新學(xué)的單詞進(jìn)行了鞏固，達(dá)到了很好的效果。當(dāng)然也有部分學(xué)生因?yàn)椴恢郎み@個(gè)傳統(tǒng)文化，導(dǎo)致他猜不出小動(dòng)物，學(xué)生的知識(shí)面還有待拓展。

第二篇：一年級(jí)小學(xué)綜合英語(1A)教案

一年級(jí)小學(xué)綜合英語（1A）教案

教研組：一年級(jí)

教材：小學(xué)綜合英語1A

本學(xué)期完成單元：UNIT 1—12 教學(xué)內(nèi)容分析：

本冊(cè)教材是《小學(xué)綜合英語》一年級(jí)上冊(cè)，主要是圍繞問候語、人名、文具、數(shù)字等主題進(jìn)行單詞和句子的教學(xué)。一年級(jí)小朋友剛接觸英語半學(xué)期，學(xué)習(xí)興趣很濃，接受能力、模仿能力很強(qiáng)，學(xué)習(xí)習(xí)慣初步養(yǎng)成，但由于年齡的特點(diǎn)，注意力容易分散，所以在本學(xué)期，還有待培養(yǎng)學(xué)生的良好的學(xué)習(xí)習(xí)慣，訓(xùn)練學(xué)生的聽說能力。

全冊(cè)教學(xué)目標(biāo)：

1、培養(yǎng)良好的學(xué)習(xí)習(xí)慣，激發(fā)學(xué)生學(xué)習(xí)英語的興趣；

2、培養(yǎng)學(xué)生純正的語音、語調(diào)；

3、能根據(jù)教師的簡單指令做事情，自己也能發(fā)號(hào)簡單的指令；

4、能運(yùn)用所學(xué)的知識(shí)進(jìn)行簡單的交流；

5、能唱簡單的英文歌曲，能說簡單的英文歌謠；

6、能看圖說出單詞，聽到單詞說出物品；

7、初步了解外國文化習(xí)俗。

Unit 1

GOOD MORNING.單元教學(xué)目標(biāo)：

“四會(huì)”單詞：Mummy/ Daddy/ Tony / Miss Xu “三會(huì)”句子：Good morning.Good afternoon.單元重點(diǎn)、難點(diǎn)：morning與afternoon 在句中的區(qū)別 課時(shí)安排：2課時(shí)

教具：錄音機(jī)，圖片，電腦課件PPT, 頭飾

教學(xué)過程：

第一課時(shí)

Step 1 Warming up 1.Greeting: Say hello to the class and talk about the new year.Step 2 Presentation 1.T: Boy and girl ,look at this picture the back.Can you guess ,Who is she ? S: She is Tony’s mummy.T: That’s right.(Pastes the picture on the blackboard)2.Do the same with the picture of Daddy/Tony/Miss Xu.3.T: look at this picture? Can you guess, Whet time is it ? S: It’s in the morning.T: Yes ,very good.Read after me , morning morning morning.S: morning morning morning 4.Do the same with the picture of afternoon.5.Play the tape, pausing after each expression to have S repeat.6.Show S how to act the dialogue.7.Divide the class into two groups.8.Pair working.9.S follow the tape Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板書設(shè)計(jì)：

Unit One Mummy Daddy Tony Miss Xu

Good morning.Good afternoon.Good evening.Good night.第二課時(shí)

Step 1 Warming up 1.Greeting Step 2 Revision 1.T show the pictures and let S repeat the Sentence.2.T teach each Sentence.T: Good morning, Mummy

S: Good morning.(afternoon)3.S follow T to read the words.4.Play the tape and practice.(Review the words)Step 3 Presentation 1.S listen to the tape.2.S follow T to do some actions.3.Play the tape.4.Model this by pointing to the pictures while chanting.Step 4 Summary and homwork 1.Talk with the parents and say morning to classmates.1.Good morning(afternoon), Miss(Mr.)… 2.Ask some students to have a role play 3.And then play a game: Music chair Homework 1.Listen to the tape of Unit 1.2.Read the Unit 1,twice.板書設(shè)計(jì)：

Unit One Mummy Daddy Tony Miss Xu

Good morning.Good afternoon.Good evening.Good night.單元小結(jié)

通過本單元的學(xué)習(xí)，學(xué)生學(xué)會(huì)了向他人問好的方法，達(dá)到了與人交流的目的，并在小組活動(dòng)中得到了與人合作的體驗(yàn)。

Unit 2 HELLO 單元教學(xué)目標(biāo)：

“四會(huì)”單詞：Hello.Goodbye.Kitty/Mimi/Pip “三會(huì)”句子：

單元重點(diǎn)、難點(diǎn)：hello與goodbye 在句中的區(qū)別 課時(shí)安排：2課時(shí)

教具：錄音機(jī)，圖片，電腦課件PPT, 頭飾

教學(xué)過程：

第一課時(shí)

Step 1 Warming up 2.Greeting: Say hello to the class and talk about the new year.Step 2 Presentation 1.Warming up(have a chant): Good morning, Mummy.2.Open your book on page one.Read the text.3.Introduce three new friends, Kitty/Mimi/Pip 4.Stand up!and Say hello to new friends.5.Read the text fellow the teacher.6.Play the tape and pause after each sentence.7.Close your books and listen.Play the tape again Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板書設(shè)計(jì)：

UNIT 2

HELLO

Hello.Goodbye.第二課時(shí)

Step 1 Warming up 1.Greeting Step 2 Revision 1.T point to words while listening to the tape.2.Play the tape again and have Ss repeat.3.After enough practice, point to the pictures at random and have Ss say the words.Step 3 Presentation

1.While pointing to the pictures of Kitty, Mimi and Pip in the book, model the dialog.2.Ss listen and repeat.3.After enough practice, ask Ss to act out the dialog in pairs.Step 4 Sing a song :Hello Homework 1.Listen to the tape of Unit 1-2.2.Read and Unit 1-2 to your father and mother.板書設(shè)計(jì)：

UNIT 2

HELLO

Hello.Goodbye.單元小結(jié)

通過本單元的學(xué)習(xí)，學(xué)生學(xué)會(huì)了向他人問好的方法，達(dá)到了與人交流 的目的，并在小組活動(dòng)中得到了與人合作的體驗(yàn)。

Unit 3 This is Alan 單元教學(xué)目標(biāo)：

“四會(huì)”單詞：Hello.Goodbye.Kitty/Mimi/Pip “三會(huì)”句子：I am John/Tony.Happy birthday.Thank you.This is Alan/Kitty/Mimi.How old are you ?

I am six.單元重點(diǎn)、難點(diǎn)：This is …

How old are you? 課時(shí)安排：2課時(shí)

教具：錄音機(jī)，圖片，電腦課件PPT, 頭飾

教學(xué)過程：

第一課時(shí)

Step 1 Warming up 1.Greeting: Say hello to the class.Step 2 Presentation 1.Show the Picture of Tony.Then T say, “ Today is Tony’s birthday.Let’s sing “ Happy Birthday” to Tony.”

2.Ask and answer: How old is Tony? He’s six.3.T: “One day Alan Receives an invitation letter.Originally is Tony holds the birthday party.Let’s go to Tony’s birthday party.” 4.Use the story to teach the new Sentence.5.Play the tape, pausing after each expression to have Ss repeat.6.Ss to act out the dialog in pairs.Play the tape again Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板書設(shè)計(jì)：

I am John/Tony.Happy birthday.Thank you.第二課時(shí)

Step 1 Warming up 1.Greeting Step 2 Revision 1.Point to a Alan in the picture and say “ Who is he ?” Then have S1 answer “He is Alan.” T says “How old are you ?” S: “He’s six.” 2.Have Ss look at the first picture.Model the dialog.3.Listen to the tape and repeat.After enough practice, have S1 comes to the front of the class and point to different Ss asking How old are you? Other classmates answer.Step 3 Presentation

1.Point to Picture A and have Ss to count the candles.2.Play the tape for number 1 and then pause.Write number 1 on the board.3.Continue with the rest.4.Ss listen to the questions on the tape and respond with the correct answer for them.[Ss: I’m eight.]

5.Using the target language, have Ss ask and answer each other in pairs.Step 4 Sing a song :

1.Have Ss look at the pictures and ask “ How old is Tony? He’s nine.” 2.Continue with Alan/John/Tony.3.Play the tape and sing along.Homework 1.Listen to the tape of Unit 3.2.sing the song to parents.3.Rend the Unit3.板書設(shè)計(jì)：

This is Alan/Kitty/Mimi.How old are you ?

I am six.Goodbye.單元小結(jié)

通過本單元的學(xué)習(xí)，學(xué)生學(xué)會(huì)了向他人介紹自己和好朋友，還有詢問別人年齡的方法。達(dá)到了與人交流的目的，并在小組活動(dòng)中得到了與人合作的體驗(yàn)。

Unit 4 Who’s he?

單元教學(xué)目標(biāo)：

“四會(huì)”單詞：apple /baby /carrot/door

“三會(huì)”句子：Who is he /she? He/She is Alan/Linda.How are you ?

I am fine ,thank you.單元重點(diǎn)、難點(diǎn)：句型：How are you? I am fine, thank you.課時(shí)安排：2課時(shí)

教具：錄音機(jī)，圖片，電腦課件PPT, 頭飾

教學(xué)過程：

第一課時(shí)

Step 1 Warming up Greeting: Say hello to the class and talk about the new year.Step 2 Presentation T: Open your books.Who’s this?(Point to Tony)

Ss: Tony.T: Repeat.He’s Tony.Ss: He’s Tony T: How are you ? Ss: How are you ? T:I am fine ,thank you.Ss: I am fine ,thank you.1.Do the same with the other character.2.Play the tape.3.Play the tape, pausing after each sentence to have Ss repeat.4.Without the tape, show Ss how to act out the dialog with more expression.5.Divide the class into two groups, each group representing a different character.6.Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板書設(shè)計(jì)：

Unit 4 Who is he ? Who is he /she?

He/She is Alan/Linda.第二課時(shí)

Step 1 Warming up Greeting Step 2 Revision 1.Have Ss look at the first picture.2.Point to Tony and then ALan.Model the dialog.3.Repeat with the second picture.T: Listen and repeat.4.After enough practice, encourage Ss to act out the dialog in pairs.Step 3 Presentation

1.Play the tape for number 1 and then pause.T: Which picture is it? [Sweep your hand over the pictures.] Write Number 1.2.Write number 1 on the board.3.Continue with the rest.Step 4 Sing a song : 1.Play the tape.T: Sing together.2.Play the tape again and sing along.3.Divide the class into two groups.One group sings the questions, the other sings the answers.Homework 1.Listen to the tape of Unit 4.2.Read the text

3.review the new words apple/baby/carrot/door.板書設(shè)計(jì)：

Unit 4 Who is he ? Who is he /she?

He/She is Alan/Linda.How are you ?

I am fine ,thank you.單元小結(jié)

通過本單元的學(xué)習(xí)，學(xué)生學(xué)會(huì)了向他人問好的方法和詢問他人名字與回答的句型，達(dá)到了與人交流的目的，并在小組活動(dòng)中得到了與人合作的體驗(yàn)。

Unit 5 She is my mother.單元教學(xué)目標(biāo)：

“四會(huì)”單詞：mother/father/sister/brother/friend.“三會(huì)”句子：Who is he /she?

He/She is my mother/father/sister/brother/friend.單元重點(diǎn)、難點(diǎn)：區(qū)分各家庭成員的稱呼 課時(shí)安排：2課時(shí)

教具：錄音機(jī)，圖片，電腦課件PPT, 頭飾

教學(xué)過程：

第一課時(shí)

Step 1 Warming up Greeting: Say hello to the class and talk about the new year.Step 2 Presentation 1.T: Look at the family tree, Who can tell me, Who is he ?

Ss: father.T: Repeat.He is my father.Ss: He is my father.2.Do the same with the other characters.1.Play the tape.2.Play the tape, pausing after each sentence to have Ss repeat.3.Without the tape, show Ss how to act out the dialog with more expression.4.Divide the class into two groups, each group representing a different character.5.Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板書設(shè)計(jì)：

Unit 5 She is my mother.Who’s he?

He’s my father.Who’s she?

She’s my mother.第二課時(shí)

Step 1 Warming up Greeting Step 2 Revision 1.Have Ss look at the first picture.Model the dialog.2.Repeat with the second picture.T: Listen and repeat.3.After enough practice, encourage Ss to act out the dialog in pairs.Step 3 Presentation

1.Play the tape for number 1 and then pause.T: Which picture is it? [Sweep your hand over the pictures.] Write Number 1.2.Write number 1 on the board.3.Continue with the rest.Step 4 Sing a song :

1、Play the tape.T: Sing together.2、Play the tape again and sing along.3、Divide the class into two groups.One group sings the questions, the other sings the answers.Homework 1.Listen to the tape of Unit 5.2.Read and Unit 1-5 to your father and mother.板書設(shè)計(jì)：

Unit Five She is my mother.Who’s he?

He’s my father.Who’s she?

She’s my mother.單元小結(jié)

通過本單元的學(xué)習(xí)，學(xué)生學(xué)會(huì)了家庭成員的名稱，學(xué)會(huì)了介紹自己家人的句型，達(dá)到了與人交流的目的，并在小組活動(dòng)中得到了與人合作的體驗(yàn)。

Unit 6 Sit down.單元教學(xué)目標(biāo)：

“四會(huì)”單詞：Stand up/Sit down/Come in/write/draw “三會(huì)”句子：Stand up/Sit down/Come in/write your name/open your book/close your book.單元重點(diǎn)、難點(diǎn)：學(xué)會(huì)指令的應(yīng)用，并作出正確的反應(yīng)。課時(shí)安排：2課時(shí)

教具：錄音機(jī)，圖片，電腦課件PPT, 頭飾

教學(xué)過程：

第一課時(shí)

Step 1 Warming up Greeting: Say hello to the class and talk about the new year.Step 2 Presentation 1.T: Look at me.What do I do?

Ss: You stand up.2.Do the same with the other characters.3.Play the tape.4.Play the tape, pausing after each sentence to have Ss repeat.5.Without the tape, show Ss how to act out the dialog with more expression.6.Divide the class into two groups, each group representing a different character.Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板書設(shè)計(jì)：

Unit 6 Sit down.Stand up Sit down Come in write your name open your book close your book.第二課時(shí)

Step 1 Warming up Greeting Step 2 Revision 4.Have Ss look at the first picture.Model the dialog.5.Repeat with the second picture.T: Listen and repeat.6.After enough practice, encourage Ss to act out the dialog in pairs.Step 3 Presentation

1.Play the tape for number 1 and then pause.T: Which picture is it? [Sweep your hand over the pictures.] Write Number 1.2.Write number 1 on the board.3.Continue with the rest.Homework 1.Listen to the tape of Unit 6.2.Read Unit 6 to your father and mother.板書設(shè)計(jì)：

Unit 6 Sit down.Stand up Sit down Come in write your name

open your book close your book.單元小結(jié)

通過本單元的學(xué)習(xí)，學(xué)生學(xué)會(huì)了常用的課堂指令，并能根據(jù)指令做出相應(yīng)的動(dòng)作。提高了學(xué)生運(yùn)用英語交流的積極性，并在小組活動(dòng)中得到了與人合作的體驗(yàn)。

Unit 7 What is this? 單元教學(xué)目標(biāo)：

“四會(huì)”單詞：pen/pencil/rubber/school bag/rler “三會(huì)”句子：What is this? It is a…

單元重點(diǎn)、難點(diǎn)：熟悉幾種常用的文具，并能運(yùn)用句型互問互答。課時(shí)安排：2課時(shí)

教具：錄音機(jī)，圖片，電腦課件PPT, 頭飾

教學(xué)過程：

第一課時(shí)

Step 1 Warming up Greeting: Say hello to the class and talk about the new year.Step 2 Presentation

2.T: Look at me.What is this? It is a pencil.2.Do the same with the other characters.3.Play the tape.4.Play the tape, pausing after each sentence to have Ss repeat.5.Without the tape, show Ss how to act out the dialog with more expression.6.Divide the class into two groups, each group representing a different character.Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板書設(shè)計(jì)：

Unit 7 What is this?

What is this? It is a pencil.Rubber.Pen.School bag.Ruler.第二課時(shí)

Step 1 Warming up

Greeting Step 2 Revision 7.Have Ss look at the first picture.Model the dialog.8.Repeat with the second picture.T: Listen and repeat.9.After enough practice, encourage Ss to act out the dialog in pairs.Step 3 Presentation

1.Play the tape for number 1 and then pause.T: Which picture is it? [Sweep your hand over the pictures.] Write Number 1.2.Write number 1 on the board.3.Continue with the rest.Homework 1.Listen to the tape of Unit 6.2.Read Unit 6 to your father and mother.板書設(shè)計(jì)：

Unit 7 What is this?

What is this? It is a pencil.Rubber.Pen.School bag.Ruler.單元小結(jié)

通過本單元的學(xué)習(xí)，學(xué)生學(xué)會(huì)了幾種常用的文具，并能運(yùn)用句型介紹

自己的文具。提高了學(xué)生運(yùn)用英語交流的積極性，并在小組活動(dòng)中得到了與人合作的體驗(yàn)。

Unit 8 Open the window, please.單元教學(xué)目標(biāo)：

“四會(huì)”單詞：window/blackboard/cupboard/door/monitor “三會(huì)”句子：Open/close the window/door/cupboard, please.Clean the blackboard, please.Give me a pencil, please.Here you are.Thank you.單元重點(diǎn)、難點(diǎn)：學(xué)會(huì)指令的應(yīng)用，并作出正確的反應(yīng)。

學(xué)會(huì)跟同學(xué)借東西的表達(dá)方式。課時(shí)安排：2課時(shí)

教具：錄音機(jī)，圖片，電腦課件PPT, 頭飾

教學(xué)過程：

第一課時(shí)

Step 1 Warming up Greeting: Say hello to the class and talk about the new year.Step 2 Presentation 3.T: Open the window, please ,Tony

Ss: Yes , Miss Chen..2.Do the same with the other characters.3.Play the tape.4.Play the tape, pausing after each sentence to have Ss repeat.5.Without the tape, show Ss how to act out the dialog with more expression.6.Divide the class into two groups, each group representing a different character.Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板書設(shè)計(jì)：

Unit 8 Open the window, please.Open/close the window/door/cupboard, please.Clean the blackboard, please.Give me a pencil, please.Here you are.Thank you.第二課時(shí)

Step 1 Warming up Greeting Step 2 Revision 1.Have Ss look at the first picture.Model the dialog.2.Repeat with the second picture.T: Listen and repeat.3.After enough practice, encourage Ss to act out the dialog in pairs.Step 3 Presentation

1.Play the tape for number 1 and then pause.T: Which picture is it? [Sweep your hand over the pictures.] Write

Number 1.2.Write number 1 on the board.3.Continue with the rest.Homework 1.Listen to the tape of Unit 8.2.Read Unit 8 to your father and mother.板書設(shè)計(jì)：

Unit 8 Open the window, please.Open/close the window/door/cupboard, please.Clean the blackboard, please.Give me a pencil, please.Here you are.Thank you.單元小結(jié)

通過本單元的學(xué)習(xí)，學(xué)生學(xué)會(huì)了常用的指令，并能根據(jù)指令做出相應(yīng)的動(dòng)作。提高了學(xué)生運(yùn)用英語交流的積極性，并在小組活動(dòng)中得到了與人合作的體驗(yàn)。

Unit 9 I am sorry, I don’t know.單元教學(xué)目標(biāo)：

“四會(huì)”單詞：apple/tomato/orange/pear/carrot/lemon “三會(huì)”句子：How do you spell apple, Tony?

I am sorry, I don’t know.單元重點(diǎn)、難點(diǎn)：熟悉幾種常見的水果，并能運(yùn)用句型互問互答。

課時(shí)安排：2課時(shí)

教具：錄音機(jī)，圖片，電腦課件PPT, 頭飾

教學(xué)過程：

第一課時(shí)

Step 1 Warming up Greeting: Say hello to the class and talk about the new year.Step 2 Presentation 4.T: Look at me.What is this? Ss: It is an apple.T: How do you spell apple, Tony? Ss: I am sorry, I don’t know.T: I know.A-p-p-l-e.2.Do the same with the other characters.3.Play the tape.4.Play the tape, pausing after each sentence to have Ss repeat.5.Without the tape, show Ss how to act out the dialog with more expression.6.Divide the class into two groups, each group representing a different character.Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板書設(shè)計(jì)：

Unit 9 I am sorry, I don’t know.How do you spell apple, Tony? I am sorry, I don’t know.I know.A-p-p-l-e.第二課時(shí)

Step 1 Warming up Greeting Step 2 Revision 10.Have Ss look at the first picture.Model the dialog.11.Repeat with the second picture.T: Listen and repeat.12.After enough practice, encourage Ss to act out the dialog in pairs.Step 3 Presentation

1.Play the tape for number 1 and then pause.T: Which picture is it? [Sweep your hand over the pictures.] Write Number 1.2.Write number 1 on the board.3.Continue with the rest.Homework 1.Listen to the tape of Unit 6.2.Read Unit 6 to your father and mother.板書設(shè)計(jì)：

Unit 9 I am sorry, I don’t know.How do you spell apple, Tony?

I am sorry, I don’t know.I know.A-p-p-l-e.Ruler.單元小結(jié)

通過本單元的學(xué)習(xí)，學(xué)生學(xué)會(huì)了幾種常見的水果，并能運(yùn)用句型介紹水果。初步學(xué)會(huì)拼讀單詞。提高了學(xué)生拼讀單詞的積極性，并在小組活動(dòng)中得到了與人合作的體驗(yàn)。

Unit 10 Ten apples.單元教學(xué)目標(biāo)：

“四會(huì)”單詞：one/two/three/four/five/six/seven/eight/nine/ten “三會(huì)”句子：one apple.Tow lemons….單元重點(diǎn)、難點(diǎn)：熟悉數(shù)字1-10，并能運(yùn)用數(shù)字?jǐn)?shù)數(shù)。課時(shí)安排：2課時(shí)

教具：錄音機(jī)，圖片，電腦課件PPT, 頭飾

教學(xué)過程：

第一課時(shí)

Step 1 Warming up Greeting: Say hello to the class and talk about the new year.Step 2 Presentation 1.T: Look at me.What is this? Ss: It is a carrot.T: How many carrot? Ss: One T: One carrot.2.Do the same with the other characters.3.Play the tape.4.Play the tape, pausing after each sentence to have Ss repeat.5.Without the tape, show Ss how to act out the dialog with more expression.6.Divide the class into two groups, each group representing a different character.Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板書設(shè)計(jì)：

Unit 10 Ten apples.One carrot.Two lemons.Three bananas.Four sweets.Five eggs.Six cakes.Seven tomatoes.Eight oranges.Nine pears.Ten apples.第二課時(shí)

Step 1 Warming up Greeting Step 2 Revision 2.Have Ss look at the first picture.Model the dialog.3.Repeat with the second picture.T: Listen and repeat.4.After enough practice, encourage Ss to act out the dialog in pairs.Step 3 Presentation

1.Play the tape for number 1 and then pause.T: Which picture is it? [Sweep your hand over the pictures.] Write Number 1.2.Write number 1 on the board.3.Continue with the rest.Homework 1.Listen to the tape of Unit 10.2.Read Unit10 to your father and mother.板書設(shè)計(jì)：

Unit 10 Ten apples.One carrot.Two lemons.Three bananas.Four sweets.Five eggs.Six cakes.Seven tomatoes.Eight oranges.Nine pears.Ten apples.單元小結(jié)

通過本單元的學(xué)習(xí)，學(xué)生學(xué)會(huì)了1-10的說法，并能運(yùn)用數(shù)字?jǐn)?shù)數(shù)。

提高了學(xué)生學(xué)習(xí)英語的積極性，并在小組活動(dòng)中得到了與人合作的體驗(yàn)。

Unit 11 That is a cat.單元教學(xué)目標(biāo)：

“四會(huì)”單詞：cat/panda/monkey/fish/bird/duck “三會(huì)”句子：This is a …

That is a …

單元重點(diǎn)、難點(diǎn)：熟悉幾種常見動(dòng)物，并能區(qū)分That 和This。課時(shí)安排：2課時(shí)

教具：錄音機(jī)，圖片，電腦課件PPT, 頭飾

教學(xué)過程：

第一課時(shí)

Step 1 Warming up Greeting: Say hello to the class and talk about the new year.Step 2 Presentation

5.T: Look at me.What is this? Ss: This is a dog..T: What is that? Ss: That is a cat.2.Do the same with the other characters.3.Play the tape.4.Play the tape, pausing after each sentence to have Ss repeat.5.Without the tape, show Ss how to act out the dialog with more expression.6.Divide the class into two groups, each group representing a different character.Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板書設(shè)計(jì)：

Unit 11 That is a cat.What is this? This is a dog.What is that? That is a cat.第二課時(shí)

Step 1 Warming up Greeting Step 2 Revision

13.Have Ss look at the first picture.Model the dialog.14.Repeat with the second picture.T: Listen and repeat.15.After enough practice, encourage Ss to act out the dialog in pairs.Step 3 Presentation

1.Play the tape for number 1 and then pause.T: Which picture is it? [Sweep your hand over the pictures.] Write Number 1.2.Write number 1 on the board.3.Continue with the rest.Homework 1.Listen to the tape of Unit 11.2.Read Unit 11 to your father and mother.板書設(shè)計(jì)：

Unit 11 That is a cat.What is this? This is a dog.What is that? That is a cat.單元小結(jié)

通過本單元的學(xué)習(xí)，學(xué)生學(xué)會(huì)了幾種常見的動(dòng)物，并能運(yùn)用句型介紹動(dòng)物。提高了學(xué)生運(yùn)用英語對(duì)話的積極性，并在小組活動(dòng)中得到了與人合作的體驗(yàn)。

Unit 11 What letter is this? 單元教學(xué)目標(biāo)：

“四會(huì)”單詞：square/cirle/rectangle/star/triangle “三會(huì)”句子：What shap is this?

It is a …

單元重點(diǎn)、難點(diǎn)：熟悉幾種常見的圖形，認(rèn)識(shí)26個(gè)字母。課時(shí)安排：2課時(shí)

教具：錄音機(jī)，圖片，電腦課件PPT。

教學(xué)過程：

第一課時(shí)

Step 1 Warming up Greeting: Say hello to the class and talk about the new year.Step 2 Presentation

6.T: Look at me.What shape is this? Ss: It is a aquare..T: What number is that? Ss: It is eight.2.Do the same with the other characters.3.Play the tape.4.Play the tape, pausing after each sentence to have Ss repeat.5.Without the tape, show Ss how to act out the dialog with more expression.6.Divide the class into two groups, each group representing a different character.Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.Step 3 Summary and homwork Train game: Read the words one by one.Homework: Listen to the radio.Review the new words.板書設(shè)計(jì)：

Unit 12 What letter is this?

What letter is this? It is B.What number is this? It is eight.What shape is this? It is a square.第二課時(shí)

Step 1 Warming up Greeting Step 2 Revision 16.Have Ss look at the first picture.Model the dialog.17.Repeat with the second picture.T: Listen and repeat.18.After enough practice, encourage Ss to act out the dialog in pairs.Step 3 Presentation

1.Play the tape for number 1 and then pause.T: Which picture is it? [Sweep your hand over the pictures.] Write Number 1.2.Write number 1 on the board.3.Continue with the rest.Homework 1.Listen to the tape of Unit 12.2.Read Unit 12 to your father and mother.板書設(shè)計(jì)：

Unit 12 What letter is this?

What letter is this? It is B.What number is this? It is eight.What shape is this? It is a square.單元小結(jié)

通過本單元的學(xué)習(xí)，學(xué)生學(xué)會(huì)了幾種常見的圖形和26個(gè)字母，并能

運(yùn)用句型介紹圖形，提高了學(xué)生運(yùn)用英語對(duì)話的積極性，并在小組活動(dòng)中得到了與人合作的體驗(yàn)。

第三篇：一年級(jí)教案課后反思

一年級(jí)教案課后反思

一年級(jí)教案課后反思1

剛?cè)雽W(xué)的小學(xué)生天真活潑，具有好動(dòng)的天性。他們對(duì)體育活動(dòng)具有廣泛的興趣，他們把體育看成“玩”，只要能活動(dòng)就感到滿心歡喜，表現(xiàn)興趣盎然，不知疲倦，但整個(gè)學(xué)習(xí)階段興趣不夠穩(wěn)定，對(duì)呆板單調(diào)的活動(dòng)容易產(chǎn)生厭倦情緒。

小學(xué)一年級(jí)體育課是學(xué)生上體育教育課的入門階段。有其自身的發(fā)展特點(diǎn)。有些小學(xué)一年級(jí)體育教學(xué)存在模式僵硬、成人化色彩濃，或教學(xué)直奔主體等缺陷，阻礙著小學(xué)生全體參與。用游戲教學(xué)法，可避免以上缺陷，較好的完成小學(xué)一年級(jí)教學(xué)。

根據(jù)多年教學(xué)經(jīng)驗(yàn)與實(shí)踐，使我認(rèn)為要改變這一現(xiàn)狀，上好小學(xué)一年級(jí)體育課，就要因勢(shì)利導(dǎo)，富趣味于教學(xué)，寓游戲于教學(xué)，既能保證智力的發(fā)展，又能幫助學(xué)生培養(yǎng)手腦并用能力，一方面實(shí)現(xiàn)教學(xué)目標(biāo)，完成學(xué)習(xí)任務(wù)，另一方面也培養(yǎng)了學(xué)生熱愛體育活動(dòng)的習(xí)慣，為終身體育鍛煉思想打下基礎(chǔ)。

1、啟發(fā)學(xué)生的天性

愛玩、愛活動(dòng)是孩子的天性，把一年級(jí)學(xué)生的體育教材解剖、拆零，用游戲來主導(dǎo)，使教材游戲化，溶娛樂、趣味、知識(shí)、教學(xué)為一體，滿足學(xué)生愛玩、好動(dòng)的心理和生理要求，同時(shí)也完成了教學(xué)任務(wù)。

把體育教材的內(nèi)容，根據(jù)具體情況，化整為零，分別放到幾個(gè)游戲中去進(jìn)行教學(xué)，效果就比較理想。比如，教材中的隊(duì)形內(nèi)容集合、解散、立正、稍息，通過站圈的游戲，邊做邊提出要求，學(xué)生就能很好的理解和掌握。在課前用彩色粉筆畫好與學(xué)生人數(shù)同樣多的圈，每種顏色的圈又組成一種隊(duì)形圖案。鈴聲響了，首先要帶領(lǐng)學(xué)生們做游戲——站圈。教師讓每個(gè)學(xué)生自由選擇一個(gè)圈站好，看誰動(dòng)作快。而后教師指導(dǎo)學(xué)生出圈，比誰最聽指揮。重復(fù)幾次，每次提出一個(gè)要求，學(xué)生們很自然的理解了集合、解散的含義，學(xué)會(huì)了立正、稍息的站姿，并能根據(jù)教師一定的口令做出規(guī)范的動(dòng)作。

2、發(fā)揮學(xué)生的'直觀模仿能力

小學(xué)生想象思維較弱，直觀模仿較強(qiáng)。因此，在小學(xué)特別是一年級(jí)學(xué)生能夠體育課教學(xué)中，要充分發(fā)揮學(xué)生的直觀模仿能力，教師通過各種直觀的教具、摸板或示范中進(jìn)行直觀化教學(xué)。如體育教材中的跳躍內(nèi)容，通過游戲化處理，施教于課堂，收效也很好。

把一年級(jí)學(xué)生教材溶進(jìn)游戲活動(dòng)中，能幫助學(xué)生在充滿樂趣的課堂活動(dòng)中，逐漸從適應(yīng)體育活動(dòng)開始，到學(xué)會(huì)體育活動(dòng)、體育鍛煉，從而鍛煉他們的身心，培養(yǎng)學(xué)生德、智、體、美等各方面平衡發(fā)展的興趣，并為中高年級(jí)體育教學(xué)乃至終身體育打好基礎(chǔ)。

一年級(jí)教案課后反思2

如何在枯燥的課堂上，活躍學(xué)生的積極性，讓課堂不會(huì)太死板，課堂氛圍不會(huì)太壓抑？在體育課教學(xué)過程中，我們?cè)撊绾巫哉衣闊屨n堂火起來？

我認(rèn)為在一年級(jí)的體育教學(xué)中，學(xué)生理解能力和應(yīng)用能力都比較差，在教學(xué)過程中，要避免長篇大論，讓學(xué)生把有效的注意力集中起來，如果僅僅是只強(qiáng)調(diào)“說教”是不科學(xué)的，還必須同“愛好”結(jié)合起來。通過體育游戲等趣味活動(dòng)來啟發(fā)學(xué)生理解教學(xué)內(nèi)容，做到潛移默化。

在教學(xué)中可以大膽的利用小組活動(dòng)形式，培養(yǎng)他們良好的性格，這對(duì)于同學(xué)們提高體育鍛煉的興趣，增強(qiáng)對(duì)運(yùn)動(dòng)技能的掌握有很大的幫助。讓學(xué)生在課堂學(xué)習(xí)中，既要尊重學(xué)生的個(gè)性運(yùn)動(dòng)需要，也要讓學(xué)生學(xué)會(huì)體育基本技能的基本要求。要重視培養(yǎng)學(xué)生必要的課堂習(xí)慣，小組合作學(xué)習(xí)習(xí)慣的養(yǎng)成。

每一個(gè)教學(xué)活動(dòng)的目標(biāo)指向要清楚，過程要落實(shí)，要有實(shí)在的成效，真正讓孩子學(xué)有所得。如何落實(shí)體育常規(guī)教學(xué)，是今后我在教學(xué)中一定要強(qiáng)化認(rèn)識(shí)的`方面，引導(dǎo)自己不斷在實(shí)踐中成長。通過抓好體育常規(guī)教學(xué)，不僅能培養(yǎng)學(xué)生的創(chuàng)新精神、競爭意識(shí)、團(tuán)結(jié)合作、熱愛集體等優(yōu)良品質(zhì)。而且能使學(xué)生在體育鍛煉中，養(yǎng)成良好的個(gè)性品質(zhì)，更是學(xué)生身心健康最集中的體現(xiàn)。一名合格的體育教師能不能上好體育課，能不能為學(xué)生提供科學(xué)、安全、健康的鍛煉機(jī)會(huì)，培養(yǎng)他們的創(chuàng)造力、競爭力。使學(xué)生在心理健康學(xué)習(xí)得到真正的鍛煉，是最好的評(píng)價(jià)標(biāo)準(zhǔn)。

一年級(jí)教案課后反思3

一、激趣導(dǎo)入

師：今天，老師給同學(xué)們請(qǐng)來了一位新朋友──奧特曼（貼出奧特曼圖）。他聽說一⑼班的同學(xué)聰明又能干，認(rèn)識(shí)了不少拼音朋友，今天也來我們的教室跟我們學(xué)習(xí)拼音。大家歡迎嗎？希望大家好好學(xué)習(xí)，也幫他學(xué)好拼音。

二、學(xué)習(xí)韻母

1、請(qǐng)出韻母寶寶ao，學(xué)習(xí)ao：

師：奧特曼剛才悄悄告訴老師他的名字的第一個(gè)字“奧”就是他想認(rèn)識(shí)的第一位拼音朋友，你們知道這位朋友是誰嗎？（板書：ao āo áo ǎo ào）。.指名認(rèn)讀、跟讀。說說發(fā)音特點(diǎn)。.標(biāo)調(diào)讀（師：給它們送上四頂帽子，戴在誰的頭上？）一起讀讀、打亂次序讀、開火車讀。（師檢查、正音）

師：奧特曼請(qǐng)老師帶來了一面旗，誰能告訴老師是什么旗呢？（出示奧運(yùn)會(huì)的會(huì)標(biāo)——五環(huán)旗）的奧運(yùn)會(huì)將在祖國北京舉行，全國人民都很高興。奧運(yùn)會(huì)的“奧”就是這些拼音朋友中的`哪一位呢？（請(qǐng)學(xué)生找出帶調(diào)ào的卡片）

2、請(qǐng)出韻母寶寶ou，學(xué)習(xí)ou：

師：剛才，我們跟韻母寶寶ao這么親熱，韻母寶寶ou也急著要跑出來跟 我們交朋友。（板書：ou ōu óu ǒu òu）指名讀、小組讀、齊讀.指名認(rèn)讀、跟讀。說說發(fā)音特點(diǎn)。.標(biāo)調(diào)讀（師：給它們送上四頂帽子，戴在誰的頭上？）一起讀讀、打亂次序讀、開火車讀。（師檢查、正音）

師：聽說奧特曼來我們班做客，老師去菜場(chǎng)買了好多菜準(zhǔn)備中午招待客人，可是，有一種東西老師忘了它叫什么名字，誰能幫幫老師？（出示蓮藕實(shí)物）“藕”就是這些拼音朋友中的哪一位呢？（請(qǐng)學(xué)生找出帶調(diào)ǒu的卡片）

3、請(qǐng)出韻母寶寶iu，學(xué)習(xí)iu：

師：（做接電話動(dòng)作）奧特曼來電話了，他說他跟我們學(xué)拼音很快樂，想跟我們繼續(xù)認(rèn)識(shí)新的拼音寶寶。瞧，韻母寶寶iu 也急急忙忙趕來和我們交朋友了。（板書：iu iū iú iǔ iù ）指名讀、小組讀、齊讀.指名認(rèn)讀、跟讀。說說發(fā)音特點(diǎn)。.標(biāo)調(diào)讀（師：給它們送上四頂帽子，戴在誰的頭上？）一起讀讀、打亂次序讀、開火車讀。（師檢查、正音）

師：奧特曼和小朋友成了好朋友，現(xiàn)在想來采訪大家：你們夏天最喜歡什么活動(dòng)？（出示游泳圖）瞧，這兩位小朋友游得多快樂呀！“游” 就是這些拼音朋友中的哪一位呢？（請(qǐng)學(xué)生找出帶調(diào)的iú卡片）

4、識(shí)記ao ou iu：

師：（做跟奧特曼說悄悄話的動(dòng)作）剛才，奧特曼有點(diǎn)不好意思地跟老師說，認(rèn)識(shí)了那么多韻母寶寶，他有點(diǎn)記不住。同學(xué)門有什么好辦法幫助奧特曼記住這些韻母寶寶嗎？

（學(xué)生方法：多讀幾遍，多聽幾遍，多寫幾遍，貼在墻上經(jīng)常看，打到電腦里放大強(qiáng)化記憶，編句順口溜。順口溜：棉襖、棉襖，ao ao ao； a在前o在后，ao ao ao； 奧特曼來了ao ao ao；蓮藕、蓮藕，ou ou ou； o在前u在后，ou ou ou；海鷗飛翔ou ou ou；魚兒游游iu iu iu iu……）

過渡：奧特曼跟小朋友學(xué)到了不少知識(shí)，很高興，想送給小朋友一件小禮物。（贈(zèng)禮物，表現(xiàn)最好先得到，下課以后大家都有。）

三、鞏固練習(xí)

1、帶調(diào)拼音卡片ao ou iu打亂次序一起讀。

2、師生搭配念順口溜。

3、游戲活動(dòng)：

摘蘋果，師生搭配念順口溜，指名學(xué)生認(rèn)蘋果，認(rèn)對(duì)了，送蘋果。如：iū iū iū 什么iū？

四、書寫指導(dǎo)

ao ou iu的四聲。

五、板書設(shè)計(jì)

ao ou iu

āo áo ǎo ào

ōu óu ǒu òu

iū iú iǔ iù

一年級(jí)教案課后反思4

教材分析：

這是一篇抒情意味很濃的散文，名為寫秋雨，實(shí)際在寫秋天。課文的內(nèi)容豐富多彩，作者抓住秋天的特點(diǎn)，從秋天的到來寫起，寫了秋天繽紛的色彩，秋天的豐收景象，還有深秋中各種動(dòng)物、植物準(zhǔn)備過冬的情景。

課文把秋雨作為一條線索，將秋天眾多的景物巧妙地串起來，從整體上帶出一個(gè)美麗、豐收、歡樂的秋天。使學(xué)生通過課文生動(dòng)的描寫，體會(huì)秋天的美好，感受課文的語言美，是編選這篇課文的主要意圖；這也是本篇課文的教學(xué)重點(diǎn)。課文使用了多種修辭手法，或把秋雨人格化，或把秋雨比喻成生活中常見的東西和事物，或很含蓄地抒發(fā)感情，這些被藝術(shù)化了的語言，會(huì)給學(xué)生造成理解上的困難，是教學(xué)上的一個(gè)難點(diǎn)。

學(xué)生分析：

學(xué)生在閱讀過程中，會(huì)涉及到一些詞語的理解。多數(shù)詞語可以聯(lián)系語言環(huán)境來理解。比如第二自然段的“五彩繽紛”，這個(gè)詞語比較抽象，但是當(dāng)我們讀完了這一段，眼前浮現(xiàn)出黃色的銀杏樹、紅紅的楓葉、金色的田野和美麗的菊花時(shí)，就自然而然地知道五彩繽紛指的是什么意思了。課文的語言很美，有些句子富有詩意，需要好好體會(huì)品味。如“秋天的雨，是一把鑰匙。……把秋天的大門打開了。”“秋天的雨，有一盒五彩繽紛的顏料。”“黃黃的葉子像一把把小扇子，扇哪扇哪，扇走了夏天的炎熱”“紅紅的楓葉像一枚枚郵票，飄哇飄哇，郵來了秋天的涼爽。”“秋天的雨，吹起了金色的小喇叭，它告訴大家，冬天快要來了。”理解這些句子時(shí)，一要聯(lián)系上下文和自己平時(shí)的生活積累；二要反復(fù)朗讀品味。學(xué)生理解上有困難，比如課文的第一自然段，講秋天是在人們不知不覺中來到的，為什么會(huì)不知不覺？因?yàn)榍镉觌m涼，但不冷，使人爽快，不大，潤物無聲；朗讀的時(shí)候，聲音要輕一些，要給人輕松舒服的感覺，這樣教學(xué)，學(xué)生會(huì)覺得容易些。

學(xué)習(xí)目標(biāo)：

1．會(huì)認(rèn)8個(gè)生字，會(huì)寫12個(gè)生字。正確讀寫“清涼、留意、扇子、炎熱、郵票、涼爽、柿子、菠蘿、鑰匙、氣味、香甜、糧食、油亮亮、楊樹、豐收”等詞語。

2．正確、流利、有感情地朗讀課文，讀出對(duì)秋大的喜愛和贊美之情，背誦自己喜愛的部分。

3．讀懂課文內(nèi)容，感受秋天的美好。

4．積累好詞佳句。

教學(xué)重點(diǎn)：有感情地朗讀課文，了解秋雨的特點(diǎn)，感受秋雨的美。

教學(xué)難點(diǎn)：學(xué)生理解總分的句式，及含蓄、藝術(shù)化的語言。

教具準(zhǔn)備：秋天的雨的課件

板書設(shè)計(jì)：

是一把鑰匙

秋天的雨 五彩繽紛的顏料 美麗、豐收、歡樂

藏著氣味

吹起小喇叭

教學(xué)流程：

一、談話導(dǎo)入，寓情導(dǎo)學(xué)。

1．教師談話導(dǎo)入新課。

教師引述：小朋友，現(xiàn)在是什么季節(jié)？對(duì)秋天。秋天來了，呈現(xiàn)在我們眼前的是一幅美麗的畫卷，讓我們用優(yōu)美的詞語來贊美一番吧！

2．齊讀課題。（板書：秋天的雨）

二、初讀課文，感知內(nèi)容。

1．檢查上節(jié)課的學(xué)習(xí)情況。

師出示詞語

（1）誰愿意領(lǐng)讀這些詞。學(xué)生自主發(fā)現(xiàn)問題，教師一起糾正。

（2）請(qǐng)同學(xué)們以自己喜歡的方式把課文讀一遍，邊讀邊回憶上節(jié)課的內(nèi)容，秋天的雨是從哪幾個(gè)方面寫的？

生說。師板書：是一把鑰匙

五彩繽紛的顏料

藏著氣味

吹起小喇叭

師出示課件讓學(xué)生讀。

三、精讀課文，品析內(nèi)容。

（一）、一場(chǎng)秋雨一場(chǎng)涼，秋天總給我們陣陣涼意，師范讀第一自然段，學(xué)生仔細(xì)聽，看作者是抓住什么特點(diǎn)來寫的？

（1）學(xué)生說體會(huì)，教師指導(dǎo)讀。

（2）男女生讀。

（二）、體會(huì)五彩繽紛。

默讀第二自然段，邊讀邊把描寫顏色的詞用波浪線畫出來。一會(huì)兒匯報(bào)。

1、出示畫面（一）重點(diǎn)體會(huì)、美讀描寫銀杏樹的句子。

（1）學(xué)生讀句子（課件出示句子）。

（2）去詞體會(huì)。

如果我把句子當(dāng)中的“扇哪扇哪、飄哇飄哇’去掉，自己再來讀讀看，好不好？為什么？

（“扇哪扇哪”讓我們仿佛看到銀杏葉像一把把黃色的小扇子，輕輕地、輕輕地幫我們扇走了夏天的炎熱）

（3）指導(dǎo)朗讀。運(yùn)用聯(lián)系上下文和一邊讀、一邊想象、一邊做動(dòng)作的方法，走進(jìn)情境，美讀課文。

（4）個(gè)別讀、全班讀。

2、出示畫面（二）體會(huì)描寫楓樹的句子。

（1）學(xué)生自主體會(huì)讀。

（2）學(xué)生做上動(dòng)作再讀一次。

3、出示畫面（三、四）。

（1）師引導(dǎo)學(xué)生觀看畫面，拓展語言，體會(huì)豐收的詞：海洋、你擠我碰。

（2）個(gè)別讀。

4、看錄像，感悟“五彩繽紛”。

小朋友們，這么美的景色，想不想去看一看？讓我們一邊看，一邊讀出它的美麗吧。

（多媒體出示課文中所描寫的景色，學(xué)生根據(jù)畫面讀相關(guān)文字。）

（三）、體會(huì)“氣味的香甜”。

秋天到了，不光莊稼豐收了，水果也豐收了。

（1）師引讀學(xué)生想象秋雨里還會(huì)有什么味道？

（2）重點(diǎn)理解勾住。

（3）秋天的雨多香啊！帶著這樣的體會(huì)，美美地讀。

（四）、吹起小喇叭，體會(huì)歡樂。

（1）師生互動(dòng)讀一讀。

（2）學(xué)生自主感悟朗讀。

這么快樂的景象，就讓我們來快樂地讀一讀吧。放開聲音讀出你的快樂，自己讀自己的。

四、拓展、積累，升華感情。

1、小朋友們，說說看，你看到了一個(gè)怎樣的秋天？

（教師根據(jù)學(xué)生的回答，相機(jī)板書：美麗、歡樂……）

2、齊讀最后一段。

五、做自己喜歡的一項(xiàng)。

（1）收集描寫秋天的詞句，背誦本課喜歡的段落。

（2）把秋天的景物畫下來。

（3）和爸爸、媽媽一起去秋游，把看到的、想到的、感受到的寫下來。

秋天的雨反思

是一首很具有美感的.散文詩，以秋天的雨為線索，將秋天的眾多景物描寫巧妙地串起來，形成了一個(gè)美麗、豐收、歡樂的秋天。語言文字的美感染了每一個(gè)幼兒，他們從文字中的確也感受到了秋天的美。

為了讓幼兒能夠真正感受散文中優(yōu)美的意境，我重復(fù)的給孩子看課件，讓他們找一找秋天有些什么景色，豐富知識(shí)經(jīng)驗(yàn)。有了知識(shí)經(jīng)驗(yàn)的豐富，在第一環(huán)節(jié)中我就進(jìn)行了提問：你喜歡秋天嗎？為什么？“我喜歡秋天，因?yàn)榍锾煊泻芏嗟乃！薄拔乙蚕矚g秋天，因?yàn)榍锾煊泻芏嗟念伾浅５钠痢！?-----小朋友都爭著回答，還有的幼兒會(huì)用優(yōu)美的話來說呢。

孩子們的記憶力很不錯(cuò)，看了一遍課件之后，有個(gè)別孩子就能答出：“把黃顏色給了誰？（銀杏）”，雖然孩子們的生活經(jīng)驗(yàn)不是很足，但看了生動(dòng)形象的課件之后，很快就能回答出來。但是孩子們?cè)谇锾斓臍馕斗矫妫铱梢宰屗麄兿嚷勔幌麻僮拥南阄叮ぬ}的香味……這樣，他們就能充分的體驗(yàn)到秋天的好多氣味。

綜合本次欣賞活動(dòng)，我在教學(xué)中運(yùn)用了多種方法，讓幼兒在動(dòng)靜交替中充分感受到了秋天的美。

一年級(jí)教案課后反思5

回想這學(xué)期以來所做的工作為了完成學(xué)校安排的教學(xué)計(jì)劃要求進(jìn)續(xù)期我努力教學(xué)不斷提高教學(xué)水平下面就將工作情況總結(jié)一下也便今后工作和教學(xué)中不斷進(jìn)步和提高。

一、教學(xué)工作

為了上好一節(jié)高效的體育課教學(xué)中本著立足本崗針對(duì)體育學(xué)科的特點(diǎn)和學(xué)生年齡特征、心理發(fā)展規(guī)律、興趣愛好等奉獻(xiàn)給學(xué)生一個(gè)快樂、開放、互動(dòng)、自主、探究的體育課堂具體做法：

了解學(xué)生、認(rèn)真?zhèn)湔n認(rèn)真學(xué)習(xí)《體育課程標(biāo)準(zhǔn)》深鉆教材立足學(xué)生發(fā)展從學(xué)生的角度來考慮教學(xué)。我深知要備好一節(jié)高效的課就必須了解學(xué)生。了解學(xué)生主要是了解學(xué)生的思想情況和知識(shí)基礎(chǔ)同時(shí)還要了解各個(gè)學(xué)生的身體條件、意志品質(zhì)等方面的特點(diǎn)差異及存在的問題。從學(xué)生實(shí)際出發(fā)制定教學(xué)要求根據(jù)孩子們好動(dòng)愛玩的特點(diǎn)我把教材內(nèi)容利用游戲的形式展現(xiàn)在課堂上這些游戲本身又具有很大的趣味性同時(shí)針對(duì)性很強(qiáng)而且又是貫徹素質(zhì)教育的基本手段。既能培養(yǎng)學(xué)生的基本活動(dòng)能力又能鍛煉身體可為學(xué)生的.學(xué)習(xí)打下良好的基礎(chǔ)。

二、課間活動(dòng)

本學(xué)期為了豐富學(xué)生的課間活動(dòng)內(nèi)容我們體育組根據(jù)學(xué)生的興趣愛好為學(xué)生搭設(shè)了鍛煉的平臺(tái)和展示的空間主動(dòng)為各個(gè)班級(jí)推薦了內(nèi)容符合學(xué)生的游戲活動(dòng)并協(xié)助練習(xí).

在開學(xué)初我重點(diǎn)抓了廣播操因?yàn)橐荒昙?jí)學(xué)生剛剛?cè)雽W(xué)對(duì)廣播操有些陌生如打不好基礎(chǔ)一旦學(xué)生養(yǎng)成壞習(xí)慣在糾正就困難了。因此我主要是通過以下幾點(diǎn)對(duì)廣播操進(jìn)行教學(xué)的。

第一加強(qiáng)對(duì)學(xué)生的思想教育使學(xué)生真正認(rèn)識(shí)到做操的重要性和必要性培養(yǎng)學(xué)生重視做操、自覺做操、堅(jiān)持做操、認(rèn)真做操的良好習(xí)慣。

第二體育教師要正確運(yùn)用示范。示范是體育教學(xué)的主要教學(xué)方法之一通過示范能使學(xué)生建立正確的動(dòng)作表象。因此要求教師示范要清楚、準(zhǔn)確、規(guī)范、優(yōu)美。

第三講解要少而精。我在廣播操教學(xué)時(shí)的講解主要是結(jié)合我的示范動(dòng)作讓學(xué)生加深對(duì)動(dòng)作的理解。

第四口令要清楚、洪亮、準(zhǔn)確。

第五糾正錯(cuò)誤動(dòng)作要及時(shí)。另外在廣播操教學(xué)過程中其他各位班主任的大力支持。

總之今學(xué)期從學(xué)校的的實(shí)際出發(fā)為了學(xué)校的整體工作著想本著在我想到的該我做的力爭達(dá)到最好努力提高教學(xué)水平搞好學(xué)校的體育教育。

一年級(jí)教案課后反思6

一年級(jí)大部分是6歲左右的孩子，剛進(jìn)入學(xué)校，學(xué)習(xí)、生活習(xí)慣還不太適應(yīng)，正在慢慢形成，學(xué)習(xí)新知識(shí)也需要老師一步一步手把手的教。俗語說“一口氣吃不成胖子！”我想自己這種焦急的心理忘記了孩子們還是5、6歲不懂事的小朋友，正是處于啟蒙教育階段，很多方面需要老師引導(dǎo)，需要耐心和細(xì)致。

欲速則不達(dá)！從常規(guī)和排隊(duì)抓起，教會(huì)孩子們記住自己上課的隊(duì)形，然后才能慢慢教孩子們學(xué)習(xí)立定跳遠(yuǎn)，學(xué)習(xí)廣播體操，學(xué)習(xí)前滾翻，學(xué)習(xí)其他內(nèi)容。教會(huì)孩子們走，他們才會(huì)慢慢學(xué)跑，走都沒有學(xué)會(huì)，就去學(xué)跑，確實(shí)是難為他們了，這就需要老師把握好主體方向。

有些班級(jí)隊(duì)伍總是站不好，安靜不下來，特別在室外就象放飛的鳥兒。老師上課發(fā)脾氣，對(duì)于孩子們來說也許只能鎮(zhèn)住幾分鐘，一會(huì)他們又忘記了，玩得忘乎所以。實(shí)踐教學(xué)更需要的是經(jīng)驗(yàn)和方法，一個(gè)老師的人格魅力并不是在于這個(gè)老師多么嚴(yán)厲，有多高的學(xué)歷，關(guān)鍵在于如何教書育人，如何傳授知識(shí)，能夠寓教于樂，讓學(xué)生輕輕松松學(xué)到知識(shí)。平時(shí)我試著去接觸和了解孩子們，試著走進(jìn)孩子們的世界，希望可以更利于自己的教學(xué)。

發(fā)現(xiàn)學(xué)生上課認(rèn)真了，按照老師要求做了，哪怕是隊(duì)伍排好，并且安安靜靜了，這一天我的心情都會(huì)很好。孩子們哪天瘋玩，不聽指揮了，我也會(huì)失落一整天，不知不覺心情起伏受學(xué)生上課的態(tài)度和效果影響。今天上一年級(jí)x、x班的課，孩子們排隊(duì)集合比以前有進(jìn)步，我心里就很高興。特別是立定跳遠(yuǎn)考試的時(shí)候x班xxx小朋友跳出了155厘米的成績，離滿分156厘米只差1厘米了，不知為什么我很高興，很自豪。相信只要稍微指導(dǎo)和訓(xùn)練一下，這個(gè)孩子就可以跳出滿分的成績，畢竟很多高年級(jí)的同學(xué)還達(dá)不到這個(gè)成績。一個(gè)班級(jí)還是有很多人才的，需要老師用心去發(fā)現(xiàn)。有的孩子擅長畫畫，有的孩子有語言天賦，有的孩子擅長體育運(yùn)動(dòng)，還有的'孩子擅長音樂，人有所長，尺有所短，這就需要我們老師用發(fā)現(xiàn)的眼光來看待每一個(gè)孩子的閃光點(diǎn)，能夠因材施教。不能總是盯著學(xué)生的缺點(diǎn)不放，扼殺了孩子們的天性和特長。

查詢了一些關(guān)于孩子們心理特點(diǎn)的書刊，發(fā)現(xiàn)網(wǎng)上很難找到關(guān)于小學(xué)一年級(jí)體育教學(xué)的視頻，發(fā)現(xiàn)體育課相比英語，語文等等其他學(xué)科已經(jīng)落后了，關(guān)于體育類教學(xué)的參考書和教學(xué)碟片太少了。正是因?yàn)轶w育教師之間的經(jīng)驗(yàn)交流太少，才導(dǎo)致體育教學(xué)相對(duì)其他主科的停滯和發(fā)展不前。希望自己能夠在經(jīng)驗(yàn)教訓(xùn)中積累和沉淀，在教學(xué)中迅速成長，能夠獲得長足進(jìn)步！為推動(dòng)小學(xué)體育教學(xué)的發(fā)展獻(xiàn)出一份力量。

一年級(jí)教案課后反思7

課時(shí)

1課時(shí)

設(shè)計(jì)人

陳雪原

教學(xué)目標(biāo)設(shè)計(jì)

1、在現(xiàn)實(shí)情境中認(rèn)識(shí)人民幣的單位元、角、分級(jí)它們之間的關(guān)系。

2、認(rèn)識(shí)各種面值的人民幣

1、操作法：通過操作人民幣，初步感知人民幣，認(rèn)識(shí)人民幣。

2、觀察法：通過觀察發(fā)現(xiàn)各種面值的熱民幣的特點(diǎn)，從而進(jìn)一步認(rèn)識(shí)人民幣。

教學(xué)程序設(shè)計(jì)

教材處理設(shè)計(jì)

師生活動(dòng)設(shè)計(jì)

一、談話導(dǎo)入。

二、觀察情境圖，提出問題。

1、觀察情境圖

2、提出數(shù)學(xué)問題

三、解決問題

1、解決第一個(gè)紅點(diǎn)問題“你存了多少錢”。

從了解本班學(xué)生的存錢罐導(dǎo)入新課

引導(dǎo)學(xué)生觀察情境圖，提出數(shù)學(xué)問題，然后由情境圖回到現(xiàn)實(shí)中來，一本班同學(xué)的存錢罐為素材開展學(xué)習(xí)活動(dòng)。

提出的問題：

你存了多少錢？

你認(rèn)識(shí)下面的人民幣嗎？

第一個(gè)紅點(diǎn)標(biāo)示的問題“你存了多少錢”是認(rèn)識(shí)人民幣的單位元、角、分及它們之間的關(guān)系。教學(xué)時(shí)采用以下幾個(gè)環(huán)節(jié)進(jìn)行：1、首先是策略問題，即怎樣才能知道存了多少錢，面對(duì)這么多錢怎樣數(shù)。

2、教師為每個(gè)小組準(zhǔn)備面值不同的人民幣，引導(dǎo)學(xué)生先分類，將面值相同的人民幣放在一起。

3、夾流自己辨認(rèn)不同面值人民幣的方法，可以從人民幣上的面值、正反面的顏色、圖案等方面進(jìn)行辨認(rèn)。同時(shí)教師要向?qū)W生進(jìn)行愛護(hù)人民幣的教育。

師：課件出示情境圖。

生：觀察情境圖，提出問題。

師：出示第一個(gè)紅點(diǎn)問題“你存了多少錢”。提出問題怎樣才能知道存了多少錢，面對(duì)這么多錢怎樣數(shù)。

生：給人民幣分類。

生：交流自己認(rèn)識(shí)的人民幣

師：教師向?qū)W生進(jìn)行愛護(hù)人民幣的教育。

教學(xué)程序設(shè)計(jì)

教材處理設(shè)計(jì)

師生互動(dòng)設(shè)計(jì)

2、解決第二個(gè)紅點(diǎn)問題“你認(rèn)識(shí)下面的'人民幣嗎？”

四、課堂練習(xí)

五、課堂

4、認(rèn)識(shí)樂園、角、分的基礎(chǔ)上，組織兌換人民幣的活動(dòng)，如：“1角兌換多少分？”“1元兌換多少角？”從而得出1元=10角，1角=10分。

5、結(jié)合統(tǒng)計(jì)表中的數(shù)據(jù)解決紅點(diǎn)標(biāo)示的問題“你存了多少錢”。在認(rèn)識(shí)人民幣時(shí)，教師要注意充分展示學(xué)生的發(fā)現(xiàn)。在了解人民幣的單位元、角、分之間的關(guān)系后及時(shí)組織自主練習(xí)，加深對(duì)人民幣的認(rèn)識(shí)。

第一個(gè)紅點(diǎn)問題“你認(rèn)識(shí)下面的人民幣嗎？”旨在引導(dǎo)學(xué)生對(duì)2元及2元以上人民幣進(jìn)行認(rèn)識(shí)。學(xué)生已有一定的經(jīng)驗(yàn)，教師引導(dǎo)學(xué)生獨(dú)立解決。

自主練習(xí)第1題是認(rèn)識(shí)現(xiàn)在流通的不同面值、版別的人民幣及兌換人民幣的題目，其中大面值人民幣的認(rèn)識(shí)是重點(diǎn)。練習(xí)時(shí)，教師仿照此題設(shè)計(jì)出更多的活動(dòng)，尤其要重視“你還能怎樣換”這個(gè)環(huán)節(jié)，提高聯(lián)系的靈活性。

通過引導(dǎo)學(xué)生交流收獲體會(huì)，復(fù)習(xí)本節(jié)課所學(xué)的知識(shí)。

生：兌換人民幣。

師：組織交流1元=10角，1角=10分。

師：引導(dǎo)解決“你存了多少錢”這個(gè)問題。

生：解決問題后交流。

師：出示第二個(gè)紅點(diǎn)問題“你認(rèn)識(shí)下面的人民幣嗎？

生：獨(dú)立解決問題。

師：出示自主練習(xí)第1題

生：自主練習(xí)

生：交流收獲體會(huì)。

板書設(shè)計(jì)

我的存錢罐

1元=10角 1角=10分 1元=100分

人民幣的面值有：1分 2分 5分

1角 2角 5角

1元 2元 5元 10元

20元 50元 100元

課后反思

由于人民幣與學(xué)生的生活密不可分，學(xué)生在生活中對(duì)有關(guān)人民幣的知識(shí)已有一定的經(jīng)驗(yàn)。因此，在教學(xué)是要充分利用這些經(jīng)驗(yàn)，創(chuàng)設(shè)學(xué)生熟悉的、生動(dòng)地、有趣的情景，引導(dǎo)學(xué)生在解決一系列現(xiàn)實(shí)問題的過程中，經(jīng)過獨(dú)立思考與合作交流，系統(tǒng)的學(xué)習(xí)有關(guān)人民幣的認(rèn)識(shí)。在實(shí)踐活動(dòng)中讓學(xué)生認(rèn)識(shí)人民幣，提高學(xué)生解決實(shí)際問題的能力。

一年級(jí)教案課后反思8

本學(xué)期我校體育工作在區(qū)教育局和學(xué)校的總體布署下，在學(xué)校領(lǐng)導(dǎo)的關(guān)心支持下，堅(jiān)持德、智、體全面發(fā)展的正確方向，明確全民健身計(jì)劃，在搞好學(xué)校體育工作的同時(shí)，緊緊圍繞教育的實(shí)施，全神貫注抓好課堂教學(xué)，業(yè)余訓(xùn)練，使我校體育工作得到長足的發(fā)展，豐富了校園生活，增強(qiáng)了師生的身體素質(zhì)，健全了學(xué)校體育教學(xué)制度。現(xiàn)就本學(xué)期我開展的體育工作做如下總結(jié)：

本著“健康第一”的指導(dǎo)思想，切實(shí)抓好體育教學(xué)工作我能認(rèn)真研究貫徹執(zhí)行新的《體育課程標(biāo)準(zhǔn)》，本著“健康第一”的指導(dǎo)思想，確立“以人為本”的體育教學(xué)目標(biāo)，結(jié)合德育、智育和美育，促進(jìn)學(xué)生身心的全面發(fā)展。在教學(xué)中能以現(xiàn)代課堂理念規(guī)范自己，進(jìn)行有目的、有計(jì)劃的教學(xué)實(shí)踐，教科研意識(shí)強(qiáng)，教學(xué)水平有明顯的提高。我能認(rèn)真做到經(jīng)常性地對(duì)教學(xué)工作進(jìn)行反思、總結(jié)，及時(shí)發(fā)現(xiàn)問題，解決問題，逐步認(rèn)識(shí)和掌握新課程標(biāo)準(zhǔn)下體育教學(xué)新的規(guī)律。根據(jù)所制定的體育教學(xué)工作計(jì)劃及教學(xué)進(jìn)度，結(jié)合教學(xué)的實(shí)際情況上好每節(jié)課，認(rèn)真寫好教學(xué)反思。平時(shí)能常抓不懈，有序開展體育新課程學(xué)校“體操”是反映學(xué)生整體面貌的'形象“工程”，是學(xué)校整體推進(jìn)素質(zhì)教育的一個(gè)窗口，抓好“體操”也是學(xué)校管理工作方面的一項(xiàng)重要內(nèi)容。抓好“體操”更能促進(jìn)學(xué)校的全民健身活動(dòng)的開展。一學(xué)期來，我配合學(xué)校工作，繼續(xù)嚴(yán)格規(guī)范廣播操進(jìn)出場(chǎng)的紀(jì)律及做操質(zhì)量，做到出操靜、齊、快，動(dòng)作規(guī)范、美觀。繼續(xù)實(shí)施“領(lǐng)操周周換”制度，不斷改進(jìn)廣播操動(dòng)作質(zhì)量，樹立班上領(lǐng)操員榜樣模范作用。一學(xué)期來，我利用體育課，帶領(lǐng)學(xué)生堅(jiān)持不懈進(jìn)行日常訓(xùn)練，做到有計(jì)劃，有記錄，按時(shí)保質(zhì)抓成效。期末進(jìn)行達(dá)標(biāo)檢測(cè)，全班各項(xiàng)檢查結(jié)果基本達(dá)到規(guī)定的標(biāo)準(zhǔn)。

第四篇：朗文一年級(jí)1A教案

Teaching

Plan Ⅰ.Teaching content: Chapter 1.Starting school Ⅱ.Teaching goals: 1.Basic language goals: Ss could master the usage of all the words and expressions.Words: afternoon

boy

girl

hello

morning

name

teacher

card

children Miss Sir

spell

thank Expressions: Good morning/afternoon.Hello.I am Mary.Good bye.What is your name?

2.Ability goal:

To improve the Ss’ ability of listening and speaking.Students can make dialogues by themselves.3.Emotion goal: Cultivate the Ss’ ability of group cooperation further.Stimulate the Ss’ interest.Ⅲ.Main and difficult points 1.Words and expressions: The basic language point of Chapter 1.2.Grammar focus: Moral and Civic Education;good manners.Ⅳ.Teaching aids: Pictures

cards

Ⅴ.Time allotment:

The 1st.Period Ⅰ.Teaching task: Chapter 1 PartA Ⅱ.Teaching steps:

Step 1.Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls.I am Jacky,your Englishteacher.Can you greet me?Say “Hello,Jacky.”

who would you like to greet me? You’re

.Do you know my name?Can you greet me? P:Hello,Jacky./Good morning/afternoon,Jacky.T:Very good.Step 2.Presentation 1.Write your name on the board.2.put on a name card(on a string arond your neck.)Keeping repeating My name is...T:What is your name?Do you have an English name? Who has already got an English name?Hands up!What is your English name? P1：My English name is Mary.T:Hello,Mary.Anybody else? P2:I am...T:Good morning,...3.Write some common English names on the board.Then speak to pupils who don’t have an English name.T:Look at these names.You can choose one you like.You can use it in the classroom.You can write the name.then you can take it home and show your parents.you’re...How about Kevin or Kelvin？ Step 3.Practice

Make a short dialogue.The 2nd Period Ⅰ.Teaching task: Chapter 1 Part B Ⅱ.Teaching steps:

Step 1.Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls.I am Jacky,your Englishteacher.Can you greet me?Say “Hello,Jacky.”

who would you like to greet me? You’re

.Do you know my name?Can you greet me? P:Hello,Jacky./Good morning/afternoon,Jacky.T:Very good.Step 2.Presentation 1.Try adressing different pupils,greeting them and getting them to introduce themselves.Less able pupils can do this in groups to build up confidence.T: Good morning/afternoon,Group B.P: Good morning/afternoon,Jacky.2.Write Good morning/afternoon on board.Keep practising this and other expressions around the class.3.Write key words and expressions on the board.4.Encourage pupils to repeat the phrases and sentences after you,acting roles.Step 3.Practice Listen to the tape.what can you say?

The 3rd.Period Ⅰ.Teaching task: Chapter 1 PartC Ⅱ.Teaching steps: Step 1.Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls.I am Jacky.Say “Hello,Jacky.”

who would you like to greet me? You’re

.Do you know my name?Can you greet me? P:Hello,Jacky./Good morning/afternoon,Jacky.T:Very good.Step 2.Presentation 1.Arouse pupils’ interest in reading by asking one or two questions about the story.T:Do you know who Beeno is?

Can you point to Beeno? 2.Pre-teach the key words and give the classroom language for teaching them,eg:spell,present.3.Tell pupils to read the story once silently.4.Ask question about the story.①Who is the teacher?(peter)②In picture one is it morning or afternoon? ③There are four children.do you know their name?Can you tell me one name? ④How do you know?Tell me a girl’s/boy’s name.Step 3.Practice 1.Get pupils to act the story in groups,changing names where appropriate.ask one or two groups with lively intonation and reasonably accurate pronunciation to come to the front to perform.2.Ask pupils to spell their names.3.Check pupils answers to Part D

The 4th.Period Ⅰ.Teaching task: Chapter 1 PartD Ⅱ.Teaching steps:

Step 1.Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls.Say “Hello,Jacky.”

who would you like to greet me? You’re

.Do you know my name?Can you greet me? 2.Review the story.Get pupils to act the story in groups,changing names where appropriate.ask one or two groups with lively intonation and reasonably accurate pronunciation to come to the front to perform.Step 2.Presentation(Phonics)1.Get pupils to look at my mouth while you pronounce the/g/sound or play the video in the Super E-Book.Lool at my mouth.Say after me.2.Play the phonic game in the Super E-Book.3.Ask the pupils to look for anther word with the same sound(goodbye.)4.Suggest English names that pupils can use in the class beginning with the same sound.T:Does everyone have a name beginning with a/g/sound?Can you tell me who has a name beginning with /g/? Here are some names:Gary,Gilbert,Gordon,Grace【W(wǎng)rite them on the board.】

Step 3.Practice

Ask pupils to say other known words with the same sound.The 9th.Period

Ⅰ.Teaching task: Chapter 1 Part E Ⅱ.Teaching steps:

Step 1.Warm-up Daily greeting.T: Hello, boys and girls.Ss: Hello, Lucia.T: What’s your name ? Ss: My name is Mary.Step 2.Presentation 1.Revise learnt expressions by greeting different pupils and getting them to introduce themselves.T: What is your name ? S1: My name is _______.T: Good afternoon,________.S1: Good afternoon, Lucia.2.Lead pupils to do pair work like the above mentioned.3.Go round the class to check pupils’ understanding.4.Make a name card for your partner.Step 3.Practice

Make a short dialogue.Teaching

Plan Ⅰ.Teaching content: Chapter 2.Nice to meet you Ⅱ.Teaching goals: 2.Basic language goals: Ss could master the usage of all the words and expressions.Words: my father

my mother

my classmate

my brother

my sister

my friend Expressions: This is ______.Nice to meet you.Nice to meet you, too.How are you? I am fine, thank you.How are you ? I am fine, too.2.Ability goal:

To improve the Ss’ ability of listening and speaking.Students can make dialogues by themselves.4.Emotion goal: Cultivate the Ss’ ability of group cooperation further.Stimulate the Ss’ interest.Ⅲ.Main and difficult points 3.Words and expressions: The basic language point of Chapter 2.4.Grammar focus: Customary greetings.Ⅳ.Teaching aids: Pictures

cards

Ⅴ.Time allotment:

The

1st

Period

Ⅰ.Teaching task: Chapter 2.Part A(1)

Ⅱ.Teaching steps:

Step1.Warm-up

Daily greeting:

T: Hello, children.Ss: Hello, teacher.T: What is your name?

Ss: My name is _______.Step 2.Presentation 1.Play a game: T says, Ss do.2.T shows the pictures and lead the Ss to read the words.(T writes the words on the blackboard.)3.Ask Ss to read the words group by group to see which group is the best.4.Teach Ss how to act the different roles.As a teacher reads the words, the Ss do the action, then ask some students to be a little teacher.5.T points the words, Ss read them out.Step3.Practice 1.T shows the pictures, Ss read the words.2.Ask Ss to read the words by themselves.The

2nd

Period Ⅰ.Teaching task: Chapter 2.Part A(2)Ⅱ.Teaching steps:

Step1.Warm-up

Daily greeting:

T: Hello, children.Ss: Hello, teacher.T: What is your name?

Ss: My name is _______.Step2.Presentation 1.Sing a song together.2.Review the words of family members.(father mother brother sister me)3.T shows the pictures, Ss say the words.4.T says the words, Ss catch the pictures.5.Teach Ss how to introduce people with the pattern “This is _____” 6.Lead Ss to read the above pattern.7.Ask Ss to introduce their friends to all the classmates in the front.Step3.Practice 1.Ask Ss to read the words and sentences.2.T shows other photos of pupils, Ss say “This is______”

The

3rd

Period Ⅰ.Teaching task: Chapter 2.Part A(3)Ⅱ.Teaching steps:

Step1.Warm-up

Daily greeting:

T: Hello, children.Ss: Hello, teacher.T: What is your name?

Ss: My name is _______.Step2.Presentation 1.Teach “he” and “she”.Through the pictures to be clear about these two words.2.Give examples to introduce others with the two words.Eg: He is my classmate.She is my sister.3.Ask Ss to introduce their partners with this pattern: This is Peter.He is my brother.This is Cherry.She is my sister.Step3.Practice 1.Lead Ss to read the sentences on the blackboard.2.Listen to the CD and read the dialogue in Part A.Step4.Homework

Ask Ss to draw a picture about their families and describe.The

4th

Period Ⅰ.Teaching task: Chapter 2.Part A(4)Ⅱ.Teaching steps:

Step1.Warm-up

1.Daily greeting:

T: What is your name?

Ss: My name is _______.2.Sing a song.Step2.Presentation 1.Ask Ss to show their pictures about their family members, and try to introduce them in this way.2.T shows the Flash cards, Ss read the words out together, and then pick up one group to read the words one by one.3.Look at the books and ask Ss to say the content of Part A about: Where is it? Who are they? What are they doing? 4.Listen to the CD and read the dialogue.5.T leads them to read one sentence by one sentence.Step3.Practice

Play a game.T draws a picture about family members on the blackboard.Firstly, ask Ss to recognize who they are(father? mother? brother? or sister?)

The

5th

Period Ⅰ.Teaching task: Chapter 2.Part B Ⅱ.Teaching steps:

Step1.Warm-up

Daily greeting:

T: Hello, children.Ss: Hello, teacher.T: How are you?

Ss: Fine, thank you.Step2.Presentation 1.Take out a photo and ask Ss to do introduction with “This is _____” or “He/She is ______.” 2.Listen to the CD and read Part A.3.Ask Ss to look at the pictures carefully to make themselves be clear about the relationships of these people.4.Lead them to say out these children’s relationships like: This is ________.He/She is my friend.Step3.Practice 1.Write the right answer of Part B and ask Ss to copy by themselves.2.Check their books.Step4.Thought after class

The

6th

Period Ⅰ.Teaching task: Chapter 2.Part C Ⅱ.Teaching steps:

Step1.Warm-up

Daily greeting:

T: Hello, children.Ss: Hello, teacher.T: How are you?

Ss: Fine, thank you.Step2.Presentation 1.Ask Ss to look at pictures on P1 and P2 and answer Qs: What is the bee’s name?(Beeno.)What did Mary lost?(Her book.)Which class did Mary in?

(Class1A.)Who is Betty?

(Mary’s classmate.)2.Listen to the CD and ask Ss to talk about the main content of this story.3.Lead Ss to read the story one sentence by one sentence.Step3.Practice 1.Listen to the CD and read.2.Ask Ss to read the story follow the T.3.Ask Ss to read together.The

7th

Period Ⅰ.Teaching task: Chapter 2.Part D & Phonics Ⅱ.Teaching steps:

Step1.Warm-up

Daily greeting:

T: Hello, children.Ss: Hello, teacher.T: How are you?

Ss: Fine, thank you.Step2.Presentation 1.Listen to the CD and read Part C.2.Ask some questions: Which class does Mary in? What is the meaning of “friend”? What does “classmate” mean? 3.Ask Ss to finish Part D.4.Check the answer.5.Let Ss to look at T’s mouth when pronounces /h/ Step3.Practice 1.Play the phonics game.2.Ask Ss to say more words with the sound of /h/ 3.Listen to the CD and read Part D.The

8th

Period Ⅰ.Teaching task: Chapter 2.Part E & Task F Ⅱ.Teaching steps:

Step1.Warm-up

Daily greeting:

T: Hello, children.Ss: Hello, Lucia.T: How are you?

Ss: Fine, thank you.Step2.Presentation 1.Revise the greeting expressions learnt in this chapter by greeting Ss 2.Ask Ss to do pair work.3.Check the answers of Part E.Step3.Practice 1.Tell the main idea of the song in Part F.2.Listen to the CD and sing the song.3.Play the song and tell pupils to follow the words with their fingers.4.Play the song again and ask Ss to sing along.Step4.Thought after class

The

9th

Period Ⅰ.Teaching task: Revision(Chapter 2.)Ⅱ.Teaching steps:

Step1.Warm-up

1.Daily greeting:

T: Hello, children.Ss: Hello, teacher.T: Nice to meet you.Ss: Nice to meet you, too.2.Sing a song < I love my family>

Step2.Presentation 1.T does the actions and Ss say the words to revise Good morning/ Good afternoon/ Good evening.2.Play a game to revise the basic sentences.What is your name?

My name is _________.Step3.Practice 1.Listen to the CD and read Part A.2.Ask some Ss to recite the dialogue.3.Listen to the CD and read Part C.4.Point to the important sentences of story in Part C and read for several times.Step4.Thought after class

The

10th

Period I Teaching task: Revision C(Chapter 2)II Teaching steps: Step1 Warming up activities 1 Daily greeting.2 Sing a song(I love my family).Step2 Presentation’ T show s the Flash cards, Ss read the words out.2 Ask Ss to make sentences with the words like: This is Peter.He is my classmate.3 Recite Part A together.4 Read the story in Part C and answer the questions.① Which classs is Mary in? ② What did Mary lost? ③ What relationship are between Betty and Mary? Step 3 Practice Listen to the CD and read Part C.2 Point out the key words and expressions of the story write them on the blackboard and read again.Step 4 Homework

Recite Part C.Teaching Plan I Teaching content:

Unit 3 My toys II Teaching goals: Basic language goals: Ss could master the usage of all words and expressions.Words: a doll a car a robot a ball

a bus a teddy bear

one two three four five

six seven eight nine ten Expressions: I have a ball.I have two balls

He has three buses and five balls 2 Ability goals:

To improve the students’ abilities of speaking and listening.3 Emotion goal

To be confident during studying English

To cultivate the students’ ability of group coorperation.III Main and difficult points.1 Words and expressions 2 Grammar focus:

I have a ball He has two balls.IV Teaching aids

Flash cards, CD player, toys V Time allotment:

The I Teaching task: Part A(a)II Teaching steps

Step1 Warming up activities 1 Daily greeting

Period

1st 2 Sing a song.Step 2 Presentation 1 Introduce the number from 1~10 and write them on the blackboard.2 Lead them to read and then ask Ss to count them one by one.3 If someone counts the wrong number or doesn’t know how to count, I will give him/her a punishment to jump and other students help him/her to count together.Step 3 Practice 1 Look at the calendar on the book and read the numbers follow the T with the fingers pointing to the words.2 Lead Ss to do some mathematic like:

One + two = three

seven－two = five

three + five = eight

four－one = three

one + five = six

ten－five = five Step 4 Homework

To remember the numbers.The

2nd

Period I Teaching task: Unit3 Part A(b)II Teaching steps: Step 1 Warming up activities

Greeting.2 Sing a song.Step 2 Presentation

Review the numbers.2 Introduce the new words with Flash cards.Show an opaque bag with small objects in it in my bag.Oh!It is a ball.Is there only one ball? No? There is another ball.Let’s count.How many balls? One ball, two balls, three balls.Etc.3 Teach the vocabulary using the flash cards or toys.T: This is a car.Say “ car”.Repeat follow me.Car.I have a car.This is my car.4 Keep asking “How many?”

Focus on the plurals: one bus, two buses T: How many robots? S1: I have two robots.Step 3 Practice 1 Listen to the CD and read the words.The

3rd

Period I Teaching task: Unit 3 Part A(c)II Teaching steps: 1 Greeting.2 Play a game.Step 2 Presentation 1 Review the words with Flash cards 2 Write the numbers on the board first, then the words.Let pupils point and read the words.Correct their pronounciation when necessary.T: Who would like to be a teacher? Let’s count together.Group A, say the numbers.Listen carefully: Three.This is three.Repeat.Three.Very good.Etc.3 Rub out the words only.Try to get Ss to say the numbers in random.Demonstrate first, then ask Ss to come up.4 In order to keep Ss’ attention, come to the board, then suddenly rub out different numbers and get Ss to say the missing words.(numbers).Continue until you have rubbed out all the numbers.Get Ss to count from one to ten in groups and individually.Step 3 Practice

Use number cards to match the numbers and words.Draw out a card and a toy from your bags.The

4th

Period I Teaching task: Chapter 3 Part B II Teaching steps:

Step 1 Warming up activities

Greetings.2 Play a game.Step 2 Presentation 1 Review the new words with Flash cards.2 Lead students to count numbers one by one.3 Listen to the CD and read Part A.Write down the basic sentence: I have … Ask Ss to look at the pictures and count how many toys Peter/Tom/Mary has.5 Ask Ss to make up a short dialogue in groups.e.g.I have a robot.I have nine balls.To underline we use a/an instead of one for singular nouns and we add s in the end.Put es on the end of plural nouns which ending in s, sh, ch, x or z and some nouns ending in O.Step 3 Practice

The

5th

Period I Teaching task: Chapter 3 Part C II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Review the new words.Step 2 Presentation.1 Arouse pupil’s interest in reading by asking one or two questions about the story.What are the children playing with?

What toys can you see? 2 Listen to the CD and ask pupils to answer:

Whose house is it?

What toys does Danny have?

Are Danny’s robot big?

Is Sue’s robot big? 3 Interpret the story and read one sentence by one sentence.Step 3 Practice 1 Listen to the CD and read the story.2 Lead pupils to read the story.3 Ask pupils to read by themselves.Step 4 Homework.The

6th

Period I Teaching task: Chapter 3 Part D& Phonics II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Listen to the CD and read Part C.Step 2 Presentation 1 Lead Ss to read the story.2 Ask Ss to answer the questions How many pigs does Danny have? Who has five robots? Who has a big robot? 3 Ask Ss to read the story together.4 Finish Part D & check the answers.5 Get pupils to look at my mouth while pronounce the |b| and |p| sounds or play video in the Super E-book.Step 3 Practice Play the phonics game in the Super E-Book.2 Ask pupils to look for one more word for each sound(ball, Pippy).3Tell pupils to hold a piece of paper in front of their mouths when they say the |b| and |p| sounds.The paper will move when they say |p|, because more air should be pushed out of the mouth.The

7th

Period I Teaching task: Chapter 3 Part E II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Review the new word.Step 2 Presentation 1 Ofer an opaque bag full of toys and ask some Ss to get someone, then say the sentence.e.g.I have a doll.I have two robots.2 Also ask someone to get a toy from the bag and ask other Ss to guess what she/he has.e.g.She has five cars.He has two robots.3 Listen to the CD and read PartE.4 Ask Ss to look at the 4 pictures in Part E and write the right name in the blanks.Step 3 Practice Lead Ss to read the Part E again.Play the phonics game in the Super E-Book.2 Ask Ss to make up a short passage about Sam and Tina with pictures.The

8th

Period I Teaching task: Chapter 3 Part F II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Review the numbers 1-10.Step 2 Presentation 1 Count the numbers group by group.2 Write these numbers on the blackboard and ask someone to read.3 Look at the picture on P18 and ask how many teddy bears there are.4 Play the CD and listen.5 Teach Ss to sing the song one sentence by sentence.6 Lead them to dance with the music.Step 3 Practice 1 T leads Ss to sing and dance for 3 times.2 Choose some students to perform in the front.3 The whole class sing and dance follow the music.Step 4 Homework

Teaching Plan I Teaching content:

Chapter 4 My pencil case II Teaching goals: Basic language goals: Ss could master the usage of all words and expressions.Words: a pen a pencil a ruler

an eraser a sharpener a pencil case red blue yellow pink brown green black white Expressions: I have a ball.I have two balls

He has three buses and five balls 2 Ability goals:

To improve the students’ abilities of speaking and listening.3 Emotion goal

To be confident during studying English

To cultivate the students’ ability of group coorperation.III Main and difficult points.1 Words and expressions 2 Grammar focus:

I have a ball He has two balls.IV Teaching aids

Flash cards, CD player, toys V Time allotment:

The

1st

I Teaching task: Chapter 4 Part A(a)II Teaching steps: Step 1 Warming up activities.1 Greetings.Period 2 Play a game.Step 2 Presentation 1 Teaching the colours with the flash cards.Demonstrate by naming the colour of an object in the classroom.Match it with the correct flash card.Repeat with all the colours.T: Look!I have a pen.What colour is it? It is red.Show me/Point to something red in the classroom.The card is yellow.The pencil is yellow.Can you show me something yellow? What is black? What is white? The pen is black.The wall is white.My shoes are black.My hair is black.Etc.2 Now teach the vocabulary.First show the flash cards with the words covered.Then write the words on the board and teach the pronunciation.Rub out the words and get pupils to say the words.T: Read after me.P-E-N.Pen.Who can spell “pen”? Step 3 Practice 1 Listen to the CD and repeat.2 Ask Ss to make a phrase with the words of school things and colours.Step 4 Homework

The

2nd

Period I Teaching task: Chapter 4 Part A(b)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 Review the new words.a)Look at the flash cards and read.b)Compete who can read the words fastest.c)T leads Ss to read again.2 Introduce pupils to the article “an”.T: Speak after me.Be very careful: an apple, an eraser, an elephant, Pencil? A pencil? Pen? A pen.Eraser? An eraser.3 Introduce it and they.T: I have a pencil sharpener.What colour is it? It is pink./ One … It is …/ Two … They are …/ Three … They are … Step 3 Practice 1 Play a game.Give pupils key words, then ask them to make sentences.e.g.Two, ruler, pink.I have two rulers.They are pink.Step 4 Homework

The

3rd

Period I Teaching task: Chapter 4 Part A(c)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 Review the new words.2 Ask Ss to make sentences with these words.Introduce when a name/she/he is at the beginning of a sentence, we will use “has” instead of “have”.e.g.May has two pencils.She has a ruler.He has five erasers.Step 3 Practice 1 Show them key words, let Ss make sentences.e.g.Tom, three, pen, red.Tom has three pens.They are red.2 Write these sentences on the bb and lead Ss to read.Draw three big circles on the board.The representatives write the quantity in the circile and the object in the third circle.The groups get five points for writing the words correctly.I f they can say the sentences correctly, they can get an extra ten points.Step 4 Homework

The

4th

Period I Teaching task: Chapter 4 Part A & B II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Review the words.a)with flash cards.b)listen and repeat.c)make sentences.2 Ask Ss to look out the picture on P20.Q: a)How many children are they? b)Who are they? c)What does Peter have? d)What does Mary have? 3 Listen and read the dialogue.Step 3 Practice 1 Ask questions about Sally and Tom.a)What does Sally have? b)What colour are they? c)What does Tom have? d)What colour are they? Step 4 Homework Read the dialogue and recite.The

5th

Period I Teaching task: Chapter 4 Part C II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Review the words.2 Show a pencil case and ask Ss to say what is in it.e.g.three pencils, a sharpener, two green erasers, no pens.3 Ask Ss to look at the pictures on P21.Q: a)Where are the children? b)What are they waiting for? 4 Listen and answer.Qs: a)Why can’t Tom play with Charlie? b)Where is Charlie in Picture 3? c)In picture 3, is the school bag Charlie’s? d)In picture 3, is the pencil case Charlie’s? 5 Interpret the story and read the story one sentence by one sentence.Step 3 Practice 1 Listen and read.Check pupils’ answer of Part D.3 Read the story again.Step 4 Homework

Read the story and recite.The

6th

Period I Teaching task: Chapter 4 Part C II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 Ask Ss to answer questions.a)What are the children doing? b)Whose pencil case does Charlie have? c)What happened later? 2 Listen to the CD and read.3 Pick out the important points.a)come and play b)This isn’t … c)Oh, dear!d)the next day.4 Lead Ss read the above sentences.Step 3 Practice 1 Ask Ss to read the story by themselves.2 Invite some Ss try to retell the story with their own words.3 Lead them to act the story.Step 4 Homework

Recite the story.The

7th

Period I Teaching task: Chapter 4 Part D & Phonics II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 Listen and read the story.2 Look at the picture on P22 and talk about what they are in the pencil case.3 Ask Ss to write the names.4 To check the answers.5 Get pupils to look at your mouth while you pronounce the /e/ sound or play he video.T: Look at my mouth.6 Play the phonics game.7 Ask pupils to say the words hen and bed.Make sure they pronounce the words correctly./e/ /en/ /hen/ /e/ /ed/ /bed/ Step 3 Practice 1 Ask pupils to imagine that they are making a hesitation sound ‘eh’.As if do not know the answers to the T’s question.2 Ask pupils to say other known words with the same sounds.Step 4 Homework

Recite the story

The

8th

Period I Teaching task: Chapter 4 Part E II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Go through Tom’s description with pupils.Ask questions to check their understanding.a)How many pencils does Beeno have? b)What colour are they? c)How many erasers does Beeno have? d)What colour is it? 2 For less able pupils, you can write down key words on the board for their reference.e.g.five, black, pencils.3 Tell pupils to draw and colour the stationery in Beeno’s pencil case.Go round the class checking their understanding.4 Ask pupils to listen to Tom’s description of the stationery in Ting Ting’s pencil case.They write down the number of things in Ting Ting’s pencil case.5 Check pupils’ answers to Part E.Step 3 Practice 1 Let a student to be a little teacher, the other students read after him/her.2 Let students read the texts one by one.Step 4 Homework

Recite the story

The

9th

Period I Teaching task: Chapter 4 Part F II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 Tell pupils that they are going to play a game.T: Let’s play a game.I’m going to divide you into groups of four.2 Demonstrate how to play the game by saying, e.g.In my pencil case, I have a blue ruler.Then pass a pencil case to the pupil next to you 3 The pupil next to you, has to hold the pencil case and extend the sentence with the words.e.g.In my pencil case, I have a blue ruler and two red pencils.Step 3 Practice 1 Let a student to be a little teacher, the other students read after him/her.2 Let students read the texts one by one.Step 4 Homework

Recite the story

Teaching Plan I Teaching content:

Chapter 5 We can do it!II Teaching goals: 1.Basic language goals: Ss could master the usage of all words and expressions.Words: climb draw jump read run sing skip swim

Walk write can English Expressions: I can swim.I can’t read.Can you run ? 2 Ability goals:

To improve the students’ abilities of speaking and listening.3 Emotion goal

To be confident during studying English

To cultivate the students’ ability of group coorperation.III Main and difficult points.1 Words and expressions 2 Grammar focus:

Can you … ?

I can/ can’t ….IV Teaching aids

Flash cards, CD player, toys V Time allotment:

The

1st

Period I Teaching task: Chapter 5 Part A(a)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Greet pupils and revise greetings.2 Revise spelling and counting using “can”.T: You can all spell your name now.Can you spell my name ? I can spell my name.My name is Lucia.L-U-C-I-A.Everyone can count from one two three… Can you count the buses? One bus, two buses…

I can draw a car.Who can draw a ruler? 3 Write “can” on the board and underneath write the names of the things pupils might be able to draw.Ask questions and put a tick next to the things pupils can draw.Write “can’t” on the board and put a cross next to the things pupils can’t draw.Recycle all taught vocabulary.Step 3 Practice Make dialogues:

T: I can’t draw a fish.I can draw a ball.Can you …? Ss: Yes, I can./ No, I can’t.The

2nd

Period I Teaching task: Chapter 5 Part A(b)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Mime swimming to teach the word ”swim”.T: Who can swim? Can you swim? P: I can swim./ I can’t swim.T: Those who can swim, hands up.Those who can’t swim, stand up.2 Teach all the new vocabulary(skip read write climb)in the same way.You can also use pictures.Write all the words on the board.T: Can you skip?

P: Yes, I can.(Put a tick)

No, I can’t.(Put a cross)3 Point to objects in the classroom.T: Can you say the names of the things in the classroom? How many things can you say in English? Can you say this in English?

P: Yes, I can./ No, I can’t.Step 3 Practice

Pair work.The

3rd

Period I Teaching task: Chapter 5 Part A(c)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Review the new words.Read together with Flash Cards.Eg: skip skip

I can skip.Read the words line by line.Read out the words quickly.2 Review the basic sentences.T: I can draw.Can you draw? P: Yes, I can.I can draw an apple.3 Ask Ss to practice in pairs.Step 3 Practice In pairs pupils ask each other questions to practice using can and can’t.Eg: Can you skip, Mary?

Yes, I can.Can you climb?

No, I can’t.The

4th

Period I Teaching task: Chapter 5 Part A&B II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation 1 T does the actions, Ss guess the words.2 Listen to the CD and read the dialogue in Part A.Step 3 Practice 1.Ask Ss to look at P26.T: What can Kate do? P1: She can draw.T: What can Peter do? P2: He can climb.2.Ask Ss to complete the sentence by speaking.3.T writes down the right answer on the board.Let Ss copy them down.4.Check their handwriting.Step 4 Consolidation 1.Ask Ss to make sentences with Flash Cards.Eg: I can swim.I can’t climb.Can you write?

The

5th

Period I Teaching task: Chapter 5 Part C(a)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Ask some questions.T: Can you run? S1: Yes, I can.2 Creat a situation: We are going to have a sports meeting.T: What can you do? S1: I can jump.T: He can jump.He can run too.(Write on the blackboard)T: Who can run fast? Ss: I can run fast.3.Ask Ss to look at the pictures on P27---28 and answer the following questions.1)Who can run fast and jump? 2)Can Ricky run too? Step 3 Practice Make dialogues:

The

6th

Period I Teaching task: Chapter 5 Part C(b)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Ask some questions.1)What can Kelly do? 2)What can Ricky do? 2 Listen to the CD and answer the following questions.1)Who is Coco? 2)Can he run fast? 3)Who is late? 4)Can Coco run fast at last? 3 Interpret the story, write the important phrases and sentences on the board.Step 3 Practice 1.Listen to the CD and repeat.2.Ask Ss to read the story follow T.3.Ask Ss to talk about why Coco can run fast at last in groups.S1: Coco is late.S2: Coco feels worried.S3: Coco must run fast.The

7th

Period I Teaching task: Chapter 5 Part D & Phrases II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Review the words.Step 2 Presentation 1 Read the story and answer the following questions.1)Which animals can run fast? 2)Can Ricky run? 3)In picture 6 can Coco run fast? 2 Get pupils to act the story in groups.Ask one or two groups with lively intonation and reasonably accurate pronunciation to come to the front to perform.3 Check pupils’ answers to Part D.Step 3 Practice

1.Get pupils to look at your mouth while you pronounce the /k/ sound or play the video.2.Play the phonics game.3.Ask pupils to look for two more words with the same sound.4.Ask pupils to tell you other known words beginning with the same letters and sound.Dram the on the board.The

8th

Period I Teaching task: Chapter 5 Part E II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation 1 Introduce “Mimi” She is clever ask Ss to look at the pictures and ask: 1)Can she read a book?

2)Can she write a story? 3)Can she sing a song?

4)Can she climb a tree? 2.Revise he/she.3.Revise the question form.Eg: Peter can walk.Can Peter walk?

Can he walk ? Step 3 Practice

1.Pupils do pair work.They ask their partner to report two things he/she can do and he/she cannot do.2.Pick out one or two pairs.Ask one of the pupils to report one thing his/her partner can do.Then ask whether the partner can do another thing.Eg: Mary can swim.Can she climb?

No, she can’t.3.Check pupils answers to Part E.The

9th

Period I Teaching task: Chapter 5 Part F(a)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Sing a song 3.Recite the important words and sentences.Words: Ask Ss to read out according to the flash cards.Play a game(I say you do)Sentences: Ask Ss “ Can you skip?” Step 2 Presentation 1.Tell pupils to fill in their personal information in the table.They tick the things they can do.2.Ask pupils to get in groups of four.They put their counters on the start.3.They take turns to throw the dice and move their counters according to the number on the dice.Step 3 Practice

1.Work in pairs.They ask their partner to report two things he/she can do and he/she cannot do.2.Ask one of the pupils to report one thing his/her partner can do.Then ask whether the partner can do another thing.The

10th

Period I Teaching task: Chapter 5 Part F(b)II Teaching steps: Step 1 Warming up activities.1 Greetings.2 Play a game.3.Review the sentences:

Ask and answer “Can you … ?”

Ask Ss to answer according to the chant.Step 2 Presentation 1 Tell pupils to fill in their personal information in the table.2.When they move to a circle with an action, they say whether they can do that action according to the information in their table.If they can, they throw the dice again.If not, they will miss one turn.Step 3 Practice 1.Pupils do pair work.2.They ask their partner to report two things he/she can do and he/she cannot do.3.Play the game and check which group is the winner.Teaching Plan I Teaching content:

Chapter 6 Look at me!II Teaching goals: Basic language goals:

第五篇：新世紀(jì)大學(xué)英語4課后答案

大英讀寫課后習(xí)題答案

Unit1

Working with words and expressions

（Translation）

段落翻譯

Human beings live in the realm of nature.They are not only dwellers in nature, but also transformers of it.With the development of society and its economy, people tend to become less dependent on nature directly, but indirectly their dependence grows.Human beings are connected with nature by “blood” ties.No one can live outside nature.However, the previous dynamic balance between man and nature has shown signs of breaking down.Problems such as the population explosion, ecological imbalance and the shortage of natural resources have become major factors keeping human society from being further developed.Professor Spirkin holds that the only choice for human being is the wise organization of production and care for Mother Nature.Uint4 Working with words and expressions

（Translation）

Uint5

Working with words and expressions

（Translation）

段落翻譯

Uint6

（Translation）

段落翻譯

Uint7 Working with words and expressions 1.（Translation）

段落翻譯

Uint8 Working with words and expressions 1.（Translation）

段落翻譯