第一篇：朗文Super kids unit2-2教案

備 課 記 錄

第一節課

1)Greeting&warm up：打招呼，復習上節課學的song：What’s this?

2)Roll call：繼續練習自我介紹句型：Good morning.My name is XX.I’m a boy/girl.I’m 8/9.Nice to meet you.3）Review：a、復習第二單元課文，活動：Whispers,我來用嘴型說課文里的句子，讓學生猜出我說的是什么

b、閃卡復習第二單元八個單詞，穿插拼讀、音節的劃分（Who’s he? mother!How do you spell”mother”?)按照mother、grandmother、father、grandfather、big sister、little sister、big brother、little brother的順序來復習單詞，并讓學生當堂掌握mother、father的拼寫。

4）新內容：A)、句型練習Who’s he? He’s my father.Who’s she? She’s my mother.先我來提問Who’s he? Who’s she?讓學生回答；然后用卡片讓學生來互相提問回答,并 區分she和he的區別（一個學生出列，其他學生排好隊，該學生從旁邊依次走過每個人，并快速說出he,she,看看能不能一個不錯）

B）1：把一個球給一個學生，并說Thank you，讓該學生重復，再說You are welcome，讓該學生重復。每個學生進行重復練習后，簡單講解著兩句話的意思。然后練習問答：對一個學生說Thank you，讓其回答You are welcome.2：拿著球，做出向一個學生投的樣子，然后說Are you ready?引導學生回答Yes，然后將球投給該學生。然后讓該學生上來投球，并練習該句型。

C)、將這三個句型寫在黑板上，邊指邊讀，確保每個學生每個單詞都能認識，并強調who’s 為who is的簡寫形式，he’s/she’s為he is/she is的簡寫形式。

第二節課

1）review&warm up：復習單詞的拼寫：準備好一些寫好字母的紙片發給每個學生，然后我說一個單詞，讓學生來用手里的紙片拼出單詞，看看誰拼的又快又準。

復習句型Who’s he? He’s my father

Who’s she?She’s my mother.（用閃卡來問答接龍）

2）Presentation:A)、復習課文出現的人物：Chip, Donny, Beth, Toni，Peter,Mojo.活動：每個學生拿一張人物角色卡片，任意說一個其他人的名字，然后被說到的人再說一個其他的名字，依次傳下去。

B)、在黑板貼出掛圖，一起領讀課文，同時講解每句話，每個單詞，爭取讓學生能認知每個單詞（活動：捉迷藏，讓學生用手遮住眼睛并數3、2、1，然后我用一張紙擋住一個單詞或句子，學生睜開眼睛并說出被擋住的部分）

C）、打開課本，point and say 活動：單詞課文接龍，每人一個單詞進行接龍游戲，讓學生能夠集中精力來讀課文

D)做課本build it,practice it 練習

第三節課

1）Greeting&warm up：Sing a song 2）復習課本的語音部分，并練習拼讀。活動：在黑板寫一個元音，準備學過的所有輔音放到盒子里，讓學生抽輔音，然后跟元音拼讀 3）處理練習冊，填寫聯絡本

第二篇：朗文一年級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【Write 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:

第三篇：朗文3H教案模版

教案模版 Unit 1 Sally and Sam Meet – 1

一、教學內容：Unit 1 Sally and Sam Meet--Story Time

二、教學目標 1．語言技能目標

能夠聽懂Hi.Good morning.的問候語，并做出回應

能夠在教師和圖片的提示下，聽懂故事

能夠在教師的幫助下，聽懂常用課堂指令并做出相應的動作

能夠模仿錄音，朗讀故事

能夠在教師的幫助下表演故事 2．語言知識目標

重點詞匯：name, Sam, Sally

句型：Good morning.Hi.What’s your name?

My name is?.教學用語：Listen.Look.Say.Stand up.Sit down.Open your book.Close your book.Clap your hands.3．情感態度目標

喜歡聽老師講英語故事

喜歡和其他同學共同表演故事 4．學習策略和思維能力目標

能夠觀察到圖片中的細節

能夠運用已有的生活經驗

能夠通過圖片猜測故事的大意 5．跨學科學習目標

涂色

手工制作手偶

手偶表演

三、教具與學具：主圖、教師的名卡、Sam 和 Sally的手偶、活動手冊T129、配套音像材料、剪子、水彩筆。

四、教學過程 Warm up 1． 師生問候

目的：使學生理解問候語及教師的英語名字；嘗試與教師用英語交流；為下面講故事活動做語言上的準備。

步驟：（1）教師用Hi.Good morning.的句型向學生問好，并啟發學生做出回應；（2）教師帶上英語名卡，用My name is ?的句型介紹自己。2． TPR活動

目的：使學生對英語感興趣；聽懂日常教學用語。

建議：教師發出指令，并帶領學生做出相應的動作。

Presentation

講故事

目的：使學生理解故事大意；理解故事中的主要詞匯和句型的意義；培養學生對圖片的觀察能力；培養學生通過圖片對故事的猜測能力。

步驟：（1）請學生觀察主圖，請學生說一說看到的內容，允許學生說中文，但教師要用英語進行描述；（2）教師一邊指圖片上的相關內容，一邊描述故事，將學生自然地帶入故事的情境中。教師用適當的語速、豐富的表情和語調描述故事中的畫面或圖片，給學生提供一定量的語言輸入，需要時可借助肢體動作幫助學生理解主要詞匯及故事內容。其間，教師適時地向學生提出問題。（3）教師指讀故事中的文字。問題參考：

What can you see in the picture? Can you see a cat? What is he doing? Do you like the story?

Practice 1． 朗讀故事

目的：幫助學生把聲音與詞形對應起來；模仿故事錄音的語音語調朗讀故事；培養指讀的習慣。

步驟：（1）教師播放故事錄音，同時指到相應圖片內容。學生看主圖，聽故事；（2）教師再次播放故事錄音，同時指到相應的句子。學生看句子，聽故事；（3）教師請學生打開書，邊聽邊指，跟讀故事；（4）教師和全班學生分角色朗讀故事；（6）教師請學生兩人一組，分角色朗讀故事。2． 制作手偶

目的：通過動手操作進一步識別故事中的人物

步驟：（1）教師用T129給做示范；（2）教師發給學生T129復印材料，用英語發出指令，請學生按步驟操作；（3）在學生操作過程中，教師反復播放故事和P4歌曲的錄音。

Application

手偶表演

目的：激發學生的學習興趣；加強對故事的理解；熟練的使用英語進行問候。

步驟：（1）教師利用手偶和學生分角色表演；（2）教師請學生兩人一組進行表演；（3）請學生調換角色再表演一次；（4）教師請部分學生在全班同學面前做展示。

Homework

Dear Mum and Dad,Today I can ?

Listen to the story on P2 Read the story

Make the finger puppets Act out the story

(name)(parents’ name)反應互動模式，寓教于樂，魅力無窮

“朗文3H少兒英語”品牌教材是朗文結合了最新的少兒英語教材結構、教學手段和本土化的中國少兒英語學習特征為中國少兒制定的最佳教學方案，“知識交叉，三步互動，反應型記憶”三大教學法有機結合，構成了最適合中國少兒英語學習的教學模式。

1、“朗文3H少兒英語”知識交叉教學法： 突破傳統教學理念，顛覆傳統教學步驟，把字母、音標、單詞、句型等一系列的英語知識在少兒初始學習階段進行交叉融合，同步傳授，符合少兒智力特征，使少兒的英語學習更加具有效果性。

2、“朗文3H少兒英語”三步互動教學法：

“朗文3H少兒英語”互動式的融合了游戲活動導入、英語知識學習與練習鞏固教程三步教學方法，符合少兒心理特征，使少兒在輕松愉悅的環境中英語水平得到全面迅速的提升。

3、“朗文3H少兒英語”反應型記憶學習法：

少兒在英語學習初期主要通過反應型記憶而非憑借單純記憶進行學習，“朗文3H少兒英語”通過教師授課中的反應型記憶學習法結合教材中的反應型記憶教程設計，符合少兒生理特征，使少兒很快掌握語言反應學習能力，為后期的英語認知學習打下良好的基礎。

教學特色：反應互動模式，寓教于樂，魅力無窮 “朗文3H少兒英語”品牌教材是朗文結合了最新的少兒英語教材結構、教學手段和本土化的中國少兒英語學習特征為中國少兒制定的最佳教學方案，“知識交叉，三步互動，反應型記憶”三大教學法有機結合，構成了最適合中國少兒英語學習的教學模式。

1、“朗文3H少兒英語”知識交叉教學法： 突破傳統教學理念，顛覆傳統教學步驟，把字母、音標、單詞、句型等一系列的英語知識在少兒初始學習階段進行交叉融合，同步傳授，符合少兒智力特征，使少兒的英語學習更加具有效果性。

2、“朗文3H少兒英語”三步互動教學法： “朗文3H少兒英語”互動式的融合了游戲活動導入、英語知識學習與練習鞏固教程三步教學方法，符合少兒心理特征，使少兒在輕松愉悅的環境中英語水平得到全面迅速的提升。

3、“朗文3H少兒英語”反應型記憶學習法： 少兒在英語學習初期主要通過反應型記憶而非憑借單純記憶進行學習，“朗文3H少兒英語”通過教師授課中的反應型記憶學習法結合教材中的反應型記憶教程設計，符合少兒生理特征，使少兒很快掌握語言反應學習能力，為后期的英語認知學習打下良好的基礎。

作者：Beat Eisele, Catherine Yang Eisele等 出版社：Pearson-Longman 美國培生(朗文)教育出版集團

適用對象：幼兒園、小學兒童(6-12歲)

冊數：全套七冊

作者簡介：

Beat Eisele 多年來擔任英語老師、教學顧問以及師訓講師，擁有超過12年以上的豐富經驗，亦曾獲得臺灣英語教育杰出貢獻獎！內容簡介：

Hip Hip Hooray!是朗文專為亞洲兒童設計出版，使用最新教學理念“故事教學法”注入的一套系統教材，暢銷日、韓、臺灣、香港等國家及地區。每冊都以不同的經典童話故事為主軸，如城鄉老鼠、小精靈與鞋匠、杰克與豌豆等，通過故事引出詞匯、句型、對話，輔以歌曲、韻文、游戲等來啟發孩子。現已在上海近30所著名小學、培訓中心的少兒英語培訓課程中使用。書籍特色：

1.活潑的歌曲及韻文更能激發學生的學習動機。2.以文法及單字來建構主要的語言。

3.Phonics 發音韻文幫助學生了解字母與聲音的關系。

4.Practice 練習頁提供聽，說及寫的多元練習。5.透過游戲復習主要語言并且建立信心。

6.可抽取式小書讓學生有機會詮釋故事。

7.教師手冊中包含全彩縮小版學生本，三步驟的教案，簡單易行的游戲介紹。

配套教材： CDs

教學支持：(在線觀看產品導覽 1.招生家長說明會 PPT 學生用書

下載PPT)

作業本

2.招生DM圖檔；教室布置海報 教師手冊

3.教學進度表；語言能力分析表 教學字卡

4.多媒體教學 PPT；DEMO劇教學掛圖 本

5.教務管理表格；家長指引手冊 6.節慶學習單、每課可影印學習單

7.每課口試、筆試隨堂測驗卷

8.分級測驗卷；每冊期中、期末試卷

學生用書分冊介紹：

點擊試看

Hip Hip Hooray!(1)

適用年齡：5-7 歲(小學低年級)教學主題：城鄉老鼠

Town Mouse and Country

Mouse

Hip Hip Hooray!

(2)

點擊試看

適用年齡：7-8 歲(小學低年級)教學主題：小精靈與鞋匠

The Elves and the Shoemaker

Hip Hip Hooray!(3)

教學主題：杰克與豌豆

點擊試看

適用年齡：9 歲以上(小學中低年級)Jack and the Beanstalk

Hip Hip Hooray!

(4)

教學主題：拇指仙童

Tom Thumb

點擊試看

適用年齡：9 歲以上(小學中低年級)

Hip Hip Hooray!(5)

級)

教學主題：海角一樂園

點擊試看

適用年齡：10 歲以上(小學中高年

The Swiss Family Robinson

Hip Hip Hooray!(6)

級)

教學主題：湯姆歷險記

點擊試看

適用年齡：10 歲以上(小學中高年

The Adventures of Tom Sawyer

Hip Hip Hooray!Starter

年級)

教學主題：字母教學

點擊試看

適用年齡：4-7 歲(幼兒園或小學低

第四篇：朗文快捷英語IV教案

朗文快捷英語IV Exit 1 Friends and neighbors Lead-in 1.Gloria had just moved into Michael’s building.She is asking him a question about one of the rules of the building.What do you think they are saying to each other? 2.Vincent is having a problem with something in his house.He is calling his neighbor David and is asking him for advice.What do you think Vincent and David are saying to each other? Focal Points 1.Greet someone and introduce yourself, using noun clauses 2.Ask for information about a neighborhood, using embedded questions.3.Ask permission to do something 4.Offer to help someone, using gerunds.5.Ask a favor of someone 6.Give advice about home repairs, using should and gerunds.7.Inquire about home repair services, using embedded questions.8.Discuss home repairs, using embedded questions.Functions

1.Greeting people.2.Offering to help.3.Appreciation.4.Permission.5.Requests.6.Advice-suggestions.7.Asking for and reporting information.Exit 2 Calling people going places Lead-in 1.Amy is talking to an airline ticket agent on the telephone.What do you think they are saying to each other? 2.Emily is leaving a message for Alice, who isn’t there.What do you think Emily and the person who has answered the phone are saying to each other?

Focal Points 1.Learn how to make different kinds of telephone calls, using imperatives.2.Call for transportation and recreation reservations, using embedded questions and short answers.3.Make person-to-person collect calls.4.Understand transportation safety rules, using imperatives and reported speech.5.Ask about transportation, using embedded questions.6.Leave telephone messages, using noun clauses and embedded questions.Functions

1.Asking for and reporting information.2.Attracting attention.3.Want-desire.4.Offering to help.5.Offering to do something.6.Initiating conversation.7.Checking and indicating understanding.8.Asking for repetition.9.Apologizing.10.Instructing.Exit 3 Personal finances Lead-in 1.Susan and Peter are talking about how much cash they need to get at the bank for the weekend.What do you think they are saying to each other? 2.Jeff is talking to a bank officer about taking out a loan.What do you think Jeff and the bank officer are saying to each other? Focal Points 1.Discuss family budgeting, using should and have to 2.Discuss paying bills, using time expressions.3.Discussing balancing a checkbook.4.Complain about mistakes on bills, using the passive voice.5.Learn about banking practices and procedures, using embedded questions.6.Discuss loan applications, using embedded questions.7.Evaluate the affordability of items, using the present perfect tense.8.Provide information for a credit card application.Functions

1.Remembering/Forgetting 2.Asking for and reporting information 3.Advice-suggestions 4.Obligation 5.Certainty/uncertainty 6.Initiating a topic 7.Hesitating 8.Checking and indicating understanding 9.Likes and dislikes 10.Agreement/ Disagreement

Exit 4 Rules and Regulations at School Lead-in 1.Janet is a passenger n Frank’s car.Frank just did something he should not have.What do you think Janet and Frank are saying to each other? 2.Mrs.Taylor is talking to her son about a telephone call she just received from her son’s teacher.What do you think Mrs.Taylor and her son are saying to each other? Focal Points 1.Ask whether things are allowed, using impersonal expressions with you.2.Tell people they aren’t allowed to do things.3.Understand traffic violations, using different verb tenses.4.Understand traffic violations, using perfect modals 5.Discuss parent-teacher communication, using reported speech.6.Discuss notes to a teacher, using reported speech.7.Discuss student performance in school, using embedded questions.8.Discuss grades and evaluation, using the passive voice, the past tense, and should have.Functions

1.Permission 2.Requests.3.Asking for and Reporting information.4.Possibility/Impossibility 5.Intention.6.Surprise-Disbelief.7.Attracting attention

Exit 5 At Work Lead-in 1.Barry is asking his supervisor for feedback on something he has just done at work.What do you think Barry and his supervisor are saying to each other? 2.Doris is depending on her employee, Marta, to do something important at work.What do you think Doris and Marta are saying to each other? Focal Points 1.Offer to help someone at work, using want + object + infinitive and should have 2.Ask for feedback on job performance, using the present perfect tense.3.Give feedback on job performance, using could have, supposed to, and short answers.4.Correct someone at work 5.Warn someone about a dangerous situation, using had better.6.Make promises to fulfill responsibilities, using the present real conditional.Functions 1.Offering to do something 2.Approval/Disapproval 3.Correcting 4.Warning 5.Advice-suggestions 6.Promising 7.Asking for repetition 8.Gratitude

Exit 6 Rights and responsibilities Lead-in 1.Henry is returning something to a store because there is a problem with it.What do you think Henry and the sale person are saying to each other? 2.Greg is talking to Stella about a problem he is having in his apartment building.What do you think Greg and Stella are saying to each other? Focal Points 1.Express dissatisfaction with products, using short answers.2.Express dissatisfaction with services, using different verb tenses.3.Make requests of neighbors, using short answers and sequence of tenses.4.Discuss housing repair problems, using reported speech and sequences of tenses.5.Complain about housing problems, using the present perfect tense.6.Discuss employee rights.7.Discuss taking legal action.8.Discuss citizen’s rights Functions

1.Complaining 2.Satisfaction/ Dissatisfaction 3.Advice-Suggestion 4.Focusing attention 5.Preference 6.Requests 7.Asking for and reporting additional information 8.Want-desire 9.Apologizing 10.Intention.11.Certainty.12.Disappointment

Exit 7 Friends ,Family, and Co-workers Lead-in 1.Lisa and Jasmin are having a discussion about something.Are they agreeing or disagreeing with each other? What do you think they are saying? 2.Alan and Karen are complaining about something at work that they wish were different.What do you think they are saying to each other? Focal Points 1.Agree with someone using emphatic sentences and tag questions.2.Disagree with someone.3.Give compliments, using adjectives and question formation.4.Express opinions, using adjectives.5.Discuss television viewing, using adjectives 6.Express concerns, using wish-clauses and the present unreal conditional.7.Admit something to someone, using the past unreal conditional.8.Discuss important issues, using gerunds, wish-clauses, and hope-clauses Functions

1.Agreement/Disagreement.2.Likes/Dislikes 3.Admitting.4.Asking for and reporting information.5.Regret 6.Sympathizing 7.Wish—hope 8.Complimenting

Exit 8 Strategies for communicating saying good-bye Lead-in 1.Indicate conversations, using tag questions and short answers.2.Politely interrupt people 3.Asking for and give clarification 4.Clarify statements, using reported speech and sequence of tenses.5.Say good-bye to someone by expressing obligation.6.Express opinions about controversial issues Focal Points 1.Clarification.2.Interrupting 3.Focusing Attention.4.Agreement/Disagreement 5.Asking for repetition 6.Leave Taking 7.Obligation.8.Checking and indicating understanding 9.Asking for and reporting information Functions 1.Clarification 2.Interrupting 3.Focusing attention 4.Agreement/Disagreement 5.Asking for repetition 6.Leave taking 7.Obligation 8.Checking and indicating understanding 9.Asking for and reporting information

第五篇：朗文Super kids unit2教案

備 課 記 錄

第一節課

1)Greeting&warm up：打招呼，繼續練習句型：Good morning, What’s your name? How are

you? Nice to meet you.熱身運動：小歌曲

walking,walking,....jump,jump,jump....running.....now,let’s sit down

2)Roll call：點名，然后讓學生自我介紹（先用手偶做示范）Hello,my name is XX,I’m

a boy/girl.I’m 8/9,Nice to meet you.3）Review：閃卡復習上節課的單詞，然后指定目標單詞，目標單詞拍手讀，其他原地

讀

4）新內容：A)、拿出一張照片，This is my family,today we’re going to learn about the

family,this is my mother,this is my father.引出father，mother領讀，拼讀，書寫，正音； 操練：大小聲，n+1

B)、繼續拿出剛才的照片，This is my father’s father,my father’s mother,并用

漢語解釋，引出grandmother,grandfather,領讀，拼讀，書寫，正音；操練：

pass the word,4,3,2,1

C)、整體操練father,mother,grandmother,grandfather：Whisper;

5）Close up:閃卡復習這四個單詞，休息

第二節課

1）greeting&warm up：Classroom Song 2）Review:閃卡（冰山一角）復習單詞，再次領讀和簡單操練孩子們不會的單詞。確保

4個單詞都能認讀。

3）Presentation:A)、在黑板畫出family tree，邊畫邊復習father，mother，grandmother，grandfather，并引出sister，brother，然后用手比一個大圓，并說big，再比一個小圓，并說little，練幾遍big和little，然后引出big sister，big

brother，little sister，little brother，領讀，拼讀，書寫，正音，操練：

警察抓小偷，拍卡，找卡片,炸彈

B）、整體操練八個單詞，游戲：1）神奇畫布，讓一個學生到黑板畫一

個指定單詞，其他人在下面齊聲讀該單詞，看讀幾遍能畫完，然后該學

生也讀幾遍 2）Tic-tac-toe，分成兩組，各想好一個標志將今天所學八

個單詞加上crayon貼在黑板上組成九宮格，每個隊輪流讀單詞，讀對就

可將自己的標志畫在該格，看看哪個隊先把三個單詞連成一線3）單詞

排排坐：拿出今天學的兩個單詞卡片，依次展示給大家看，然后扣上卡

片，讓學生按照我展示的順序說出剛才的單詞，然后增加到3個，4個

F）、打開課本，指認練習point and say，然后標號 4）Close up: 閃卡復習今天所學八個單詞，休息

第三節課

1）Greeting&warm up：Hi, everyone, nice to meet you.2）Review:閃卡復習單詞，再次領讀和簡單操練孩子們不會的單詞。確保8個單詞都能

認讀。

3）Presentation:A）、復習b、p的發音，然后同樣用敲音方式引出v、f發音，練習發音

歌謠式讀單詞

B）、練習字母及本課單詞的書寫, 老師逐個檢查每個孩子看書讀8個單

詞，并填寫聯絡本。