第一篇：香港朗文版一年級英語1a
Unit 1 starting school good 好的morning 早上
boy 男孩
girl 女孩
sir 先生，老師
hello 你好
afternoon 下午
child 孩子（單數）
children 孩子們（復數）
Miss 小姐
goodbye 再見 name 名字
what 什么
is 是
your 你的my 我的I 我是
am 是
I’m=I am teacher 老師
spell 拼寫
please 請
welcome 歡迎
thank 謝謝
you 你
thank you thanks 多謝
name’s =name is 名字是….What’s = what is 是什么
Mr 先生
Mrs 夫人 evening 傍晚
new 新的present 現在的、出席
unit 2 nice to meet you classmate 同學
father 父親
mother 母親
brother 兄弟
friend 朋友
sister 姐妹 me 我this 這
class 班級
book 書
hi 喂，你好
he 他
she 她
how 怎么 are 是
fine 好
in 在….里
come 來
with 和
here 這里
nice 好的meet 遇見 too 也
look 看
unit 3 my toys doll 玩具娃娃
car 汽車
robot 機器人
ball 球
bus 公共汽車、巴士
teddy bear 玩具熊 one 一
two 二
three 三
four 四
five 五
six 六
seven 七
eight 八
nine 九
ten 十
have 有
a 一個
pig 豬
big 大的small 小的yes 是的
a lot of 很多，許多
about 關于，怎么
but 但是
it 它
see 看
only 唯一的 toy 玩具 the 那
here 這里
nice 好的meet 遇見
too 也
look 看
unit 4 my pencil case pen 鋼筆
pencil 鉛筆
ruler 尺子
eraser 橡皮擦
sharpener 削筆刀
pencil case 筆盒 bag 書包
play 玩
an 一個
red 紅色
blue 藍色
yellow 黃色
pink 粉紅色
brown 棕褐色
green 綠色
black 黑色
white 白色
orange 橙色
they 他們
sorry 對不起
no 不
not 不是
next 下一個
day 天
right(corret)對的，正確的 start 動身
now 現在game 比賽
again 再
dear 親愛的guess 猜測
unit 5 we can do it!Skip 跳繩
read 讀書
swim 游泳
draw 畫畫
climb 爬
write 寫
can 能
can’t=can not Run 跑
jump 跳
fast快的walk 走路
sad 傷心的high 高的today 今天 Sport 運動會
sports 有關運動的help 幫忙
late 遲的find 找到
know 知道 Race 賽跑
sing 唱歌
tree 樹
song 歌曲
story 故事
Unit6 look at me！
ear 耳朵
eye 眼睛
nose 鼻子
mouth 嘴巴
big eyes 大眼睛
small eyes 小眼睛 long hair 長頭發
short hair 短頭發
fat 胖的thin 瘦的tall 高的short 矮的 curly hair 卷發
glasses 眼睛
twins 雙胞胎
show 表演
rude 粗魯的at 在 that 那，那個
cute 可愛的be 是
head 頭
knee 膝蓋
toe 腳趾
hand 手 shoulder 肩膀
foot 腳
leg 腿
arm 手臂
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
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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
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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
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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1A 期中復習計劃
南外2012~2013第二學期期中復習計劃
一、指導思想：
通過本次復習，對朗文chapter1~chapter4的內容進行系統的梳理，找出學生存在的問題，做好查漏補缺工作，使學生的英語綜合能力有較大提高。
二、復習目標：
1.通過復習，讓學生掌握四個章節的基本詞匯，對每個章節列出的二會詞、三會詞，都能做到正確的聽、說和認讀；
2.通過復習，確保學生能夠理解所學課文每個句子的基本意思； 3.通過復習，確保學生能夠運用所學句型進行簡單的交流；
三、具體措施：
1、整合各單元的重點句子、功能話題展開復習，檢查各單元的單詞和課文對話的聽、說、認、讀情況，并且注重口語交際訓練。
2、加強聽力、口頭和筆頭練習。根據復習的內容進行聽力部分的一定考查，比如聽單詞說中文，或者聽中文讓學生說單詞等，同時結合做一些相關的課堂練習。
3、扎扎實實搞好基礎知識的復習，隨時對所復習知識進行檢查及對后進生的學習進行督促。
4、個別輔導，關注“學困生”：
五、復習的具體內容：
第一課時：每個章節的詞匯過關
Chapter3:
玩具類a doll, a car, a robot, a ball, a bus, a teddy bear 數字類one, two, three, four, five, six, seven, eight, nine, ten Chapter4:
文具類a pen, a pencil, a ruler, an eraser, a sharpener, a pencil case 顏色類red, blue, yellow, pink, brown, green, black, white Chapter5：
動作類skip, read, climb, swim, draw, write
第二課時：每個章節句型過關
Chapter3： I have… Chapter4： I have…It is… I heve…They are… Chapter5: I can/can’t…；Can you…？Yes，I can./No, I can’t.第三課時：每個單元語音過關
Chapter3: b: big, bus p: pig, peter Chapter4:
e: pen, ten, red, teddy bear Chapter5：
c/k: car, come, kate, kite
第四篇：香港朗文教材一年級英語在我校實施情況階段
香港朗文教材一年級英語在我校實施情況階段
性總結
2008年9月份，結合我校的實際情況，華南師大附小全面啟用香港朗文英語教材《LONGMAN Welcome to English》。
《LONGMAN Welcome to English》的教學設計科學合理，它也融合了很多學科為一體，它與自然科學技術，美術和數學學科的知識貫通，相互聯系。它的每個主題的選取符合小學生的身心發展特點，是小朋友熟悉，感興趣的話題。每個chapter之間緊密聯系在一起，上下內容重復性強，呈螺漩旋轉的姿勢不斷往上加深。在不斷重復，反復出現的內容里，學生能運用學過的知識來學習新的知識，極大鼓舞了學生的自信心。
《LONGMAN Welcome to English》這套教材分為12冊，每個學期各一冊，上學期為A冊，下學期為B冊。根據我校情況，2008年9份剛剛進入小學一年級的學生，同樣使用《LONGMAN Welcome to English》1A的教材，至2009年3月份使用了1B的教材.在為期差不過一年的時間里，我們結合我校和學生的實際情況，慢慢摸索，在不改變《LONGMAN Welcome to English》的整體教學設計和編排大原則的情況下，對學生減低了英語的難度，幫助學生順利的過度和接受這套教材。一年級在使用這套教材差不過為期的一年時間里（即使用1A、1B），學生學校效果顯著。現對我校一年級實施，使用了1A、1B這兩冊書進行階段性總結。
香港朗文教材根據小學生心理和生理發展的規律特點，以小學生
日常生活中的各個方面的體驗經歷為素材，選取學生最感興趣的話題，創造出一個個真實的語言環境讓學生去實踐。課本中都包括了色彩鮮明的彩圖，圖文并茂，深受學生喜愛。教材中設計了大量的TPR．活動、表演、游戲、歌曲、小詩、歌謠等行動方式，將學生的身心發展和語言發展結合起來，讓學生在課堂上通過實際行動來接受語言，體驗語言，習得語言，并發展多元智能。
香港朗文英語從一年級開始就注重聽、說、讀、寫四項基本技能全面培養。但廣州的社會背景和條件和香港的情況不一樣。剛從幼兒園入學的一年級學生無法從一開始就能達到朗文教材的教學要求和目標。根據這個實際情況，我們調整了1A的難度，目標定位以培養學生的英語興趣為主，讓學生初步感知英語，了解英語，激發學生對英語的熱愛為重點。
2008年9月份至2009年1月份上學期1A的實施情況
（一）教學時間的安排
2008年9月份至2009年一月份上班學期，根據教學時間安排，我們用16周的時間來完成1A這冊書，這冊書一共有6個chapter及一個story，每個chapter包括A、B、C、D、E、F六個板塊，A、B和E部分是chapter的重點知識，包括了單詞和句型，教學的重點、難點。C、D部分是story和phonics。F部分小詩，歌曲或者游戲。每個chapter正常教學安排花兩個半周時間來完成。
（二）26個字母的教學
由于學生是剛剛進入校園的一年學生，剛剛接觸英語，大部分孩子還不知道什么是英語。而這冊書的詞匯容量對剛剛接觸英語的孩子
來說，非常大。所以在教授新課的同時，也教授26個字母。為了幫助孩子能順利的對英語有個過度的階段，為了銜接好后面的教學，我們計劃用一個月的時間（從9月份到10月份）新授chapter1 <
(三)學生從拼單詞到拼背單詞
從9月份到19月份，用一個月的時間讓學生過度初步感知什么是英語，對英語感興趣。也完成26個字母的認和讀。從10月份開始，用2個半周時間教授其它cahpter，再用一個月的時間教學26個字母的書寫，每個星期新授6-7個字母的書寫。
每個chapter A部分有“words bank”，即本單元的重點詞匯，也包括要求學生掌握的重點句型。每個Chapter A部分的單詞要求學生三會，即學生能達到聽、說、認。在教授26個字母的認讀到書寫兩個月的時間里，老師在課堂上幫助學生拼單詞，并要求學生回家定量練習拼老師指定的單詞。
學生在剛開始拼單詞時，大部分孩子比較難以進入狀態，只有個別有基礎的孩子能順利的把單詞拼下來，大部分孩子一開始做不到。經過兩個月的練習拼的時間里，在學校課堂老師要求和幫助下，在孩子們回家積極的練習拼單詞的情況下，大部分的孩子能順利的把單詞流利的拼下來。在這兩個月練習拼單詞里，在學校觀察學生拼單詞的情況和從大部分家長反饋的信息里，在這兩個月學生拼單詞的經勵是辛苦的。這個過度學生比較艱難的度過了。從認讀26個字母，學習26字母的書寫到讓學生學生拼單詞，是兩個緊扣的環節，學生最終能順利拼下來，但很辛苦。學生能熟練的拼單詞了，老師在給學生大量拼單詞的練習下，鼓勵并刺激學生拼背單詞，鼓勵學生把chapter A部分的重點單詞里簡單的單詞拼背下來，并在課堂里給一定的時間并進行比賽。學生經過了看著單詞拼單詞這個艱苦的過度后，拼背單詞對學生們來說，并沒拼單詞那么辛苦。大部分學生很快的把單詞記下來，并流利的拼背了出來。
（四）學生的寫
教授26個字母書寫結束之后，老師在課堂上進行大量的鞏固26字母的認讀和聽寫。并定量布置學生26個字母書寫的作業。在學生比較熟練的拼讀字母和書寫26字母的情況下，要求學生開始書寫每個chapterA 部分的重點單詞。
（五）單詞句子的教學要求
每個chapter都有要求學生掌握的單詞和句型。重點單詞要求學生能達到聽，說，認，和拼背的程度。句型要求學生能熟練的掌握，并能正確的做出反應和對話。
（六）Phonics的教學和朗文配套練習的使用
朗文配套的練習很豐富，包括有《listening skills》《Pre-task》、《grammar》、《Reading》。但教學時間有限及教學學生所達到的程度限制，只使用了《Listening skills》。這本練習放在了外教課上使用，同時外教也教授phonics。
學生在開學兩個月初接觸英語時，大部分學生表現出極大的熱情，這跟剛開學課堂主要以歌曲，游戲等輕松活潑吸引人的活動形式是離不開的。有一部分的學生從害羞，比較害怕英語，不敢開口跟老師說和讀轉變到大膽，積極，主動，甚至搶著來說、讀，這和課堂上老師的鼓勵、激勵、獎勵制度是離不開的。
大部分家長對小孩學習了一個學期的《LONGMAN Welcome To English》效果比較滿意。
2009年2月份至2009年7月份下學期1B的實施情況
（一）教學時間的安排
這學期教學時間充足，每個chapter安排用3個星期時間來完成，期間包括完成學生配套的朗文練習《listening skills》、《pre-task 》。
（二）單詞、句型的教學要求
本學期在上學期的學習和鋪墊下，學生對英語已經有了初步的掌握，在上學期的基本要求下，拔高了對學生的要求。
重點單詞要求學生達到能聽、說、讀、寫的程度。每個chapter新授完單詞，要求學生能聽寫。學生需要抄寫每個chapter A部分的句子。
句型要求學生能熟練掌握，并能迅速的做出正確的反應和對話。學生需要抄寫每個chapter A部分的句子，能獨立完成朗文配套的練習。
學生使用《LONGMAN Welcome to English》出現的問題
大部分學生使用《LONGMAN Welcome to English》后，教學效果顯著，大部分學生都能輕松活潑的接受新的內容，教學效果越來越好。
但也有個別的學生很難跟的上《LONGMAN Welcome to English》的教學步驟。在每個課都有新的知識要接受和大容量和強度要接受的情況下，這些學生越學越差。班級里甚至出現了兩極分化的現象，接受的了《LONGMAN Welcome to English》大容量知識的學生越學越優秀，但是跟不上的學生越學越差。
在朗文《LONGMAN Welcome to English》的教學摸索中，希望能總結、積累出更好的經驗，來服務于華師附小的教學。
2009/5/5
第五篇：一年級小學綜合英語(1A)教案
一年級小學綜合英語（1A）教案
教研組：一年級
教材：小學綜合英語1A
本學期完成單元：UNIT 1—12 教學內容分析：
本冊教材是《小學綜合英語》一年級上冊，主要是圍繞問候語、人名、文具、數字等主題進行單詞和句子的教學。一年級小朋友剛接觸英語半學期，學習興趣很濃，接受能力、模仿能力很強，學習習慣初步養成，但由于年齡的特點，注意力容易分散，所以在本學期，還有待培養學生的良好的學習習慣，訓練學生的聽說能力。
全冊教學目標：
1、培養良好的學習習慣，激發學生學習英語的興趣；
2、培養學生純正的語音、語調；
3、能根據教師的簡單指令做事情，自己也能發號簡單的指令；
4、能運用所學的知識進行簡單的交流；
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俗。
Unit 1
GOOD MORNING.單元教學目標：
“四會”單詞：Mummy/ Daddy/ Tony / Miss Xu “三會”句子：Good morning.Good afternoon.單元重點、難點：morning與afternoon 在句中的區別 課時安排：2課時
教具：錄音機，圖片，電腦課件PPT, 頭飾
教學過程：
第一課時
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.板書設計：
Unit One Mummy Daddy Tony Miss Xu
Good morning.Good afternoon.Good evening.Good night.第二課時
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.板書設計：
Unit One Mummy Daddy Tony Miss Xu
Good morning.Good afternoon.Good evening.Good night.單元小結
通過本單元的學習，學生學會了向他人問好的方法，達到了與人交流的目的，并在小組活動中得到了與人合作的體驗。
Unit 2 HELLO 單元教學目標：
“四會”單詞：Hello.Goodbye.Kitty/Mimi/Pip “三會”句子：
單元重點、難點：hello與goodbye 在句中的區別 課時安排：2課時
教具：錄音機，圖片，電腦課件PPT, 頭飾
教學過程：
第一課時
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.板書設計：
UNIT 2
HELLO
Hello.Goodbye.第二課時
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.板書設計：
UNIT 2
HELLO
Hello.Goodbye.單元小結
通過本單元的學習，學生學會了向他人問好的方法，達到了與人交流 的目的，并在小組活動中得到了與人合作的體驗。
Unit 3 This is Alan 單元教學目標：
“四會”單詞：Hello.Goodbye.Kitty/Mimi/Pip “三會”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、難點：This is …
How old are you? 課時安排：2課時
教具：錄音機，圖片，電腦課件PPT, 頭飾
教學過程：
第一課時
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.板書設計：
I am John/Tony.Happy birthday.Thank you.第二課時
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.板書設計：
This is Alan/Kitty/Mimi.How old are you ?
I am six.Goodbye.單元小結
通過本單元的學習，學生學會了向他人介紹自己和好朋友，還有詢問別人年齡的方法。達到了與人交流的目的，并在小組活動中得到了與人合作的體驗。
Unit 4 Who’s he?
單元教學目標：
“四會”單詞：apple /baby /carrot/door
“三會”句子：Who is he /she? He/She is Alan/Linda.How are you ?
I am fine ,thank you.單元重點、難點：句型：How are you? I am fine, thank you.課時安排：2課時
教具：錄音機，圖片，電腦課件PPT, 頭飾
教學過程：
第一課時
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.板書設計：
Unit 4 Who is he ? Who is he /she?
He/She is Alan/Linda.第二課時
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.板書設計：
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
通過本單元的學習，學生學會了向他人問好的方法和詢問他人名字與回答的句型，達到了與人交流的目的，并在小組活動中得到了與人合作的體驗。
Unit 5 She is my mother.單元教學目標：
“四會”單詞：mother/father/sister/brother/friend.“三會”句子：Who is he /she?
He/She is my mother/father/sister/brother/friend.單元重點、難點：區分各家庭成員的稱呼 課時安排：2課時
教具：錄音機，圖片，電腦課件PPT, 頭飾
教學過程：
第一課時
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.板書設計：
Unit 5 She is my mother.Who’s he?
He’s my father.Who’s she?
She’s my mother.第二課時
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.板書設計：
Unit Five She is my mother.Who’s he?
He’s my father.Who’s she?
She’s my mother.單元小結
通過本單元的學習，學生學會了家庭成員的名稱，學會了介紹自己家人的句型，達到了與人交流的目的，并在小組活動中得到了與人合作的體驗。
Unit 6 Sit down.單元教學目標：
“四會”單詞：Stand up/Sit down/Come in/write/draw “三會”句子：Stand up/Sit down/Come in/write your name/open your book/close your book.單元重點、難點：學會指令的應用，并作出正確的反應。課時安排：2課時
教具：錄音機，圖片，電腦課件PPT, 頭飾
教學過程：
第一課時
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.板書設計：
Unit 6 Sit down.Stand up Sit down Come in write your name open your book close your book.第二課時
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.板書設計：
Unit 6 Sit down.Stand up Sit down Come in write your name
open your book close your book.單元小結
通過本單元的學習，學生學會了常用的課堂指令，并能根據指令做出相應的動作。提高了學生運用英語交流的積極性，并在小組活動中得到了與人合作的體驗。
Unit 7 What is this? 單元教學目標：
“四會”單詞：pen/pencil/rubber/school bag/rler “三會”句子：What is this? It is a…
單元重點、難點：熟悉幾種常用的文具，并能運用句型互問互答。課時安排：2課時
教具：錄音機，圖片，電腦課件PPT, 頭飾
教學過程：
第一課時
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.板書設計：
Unit 7 What is this?
What is this? It is a pencil.Rubber.Pen.School bag.Ruler.第二課時
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.板書設計：
Unit 7 What is this?
What is this? It is a pencil.Rubber.Pen.School bag.Ruler.單元小結
通過本單元的學習，學生學會了幾種常用的文具，并能運用句型介紹
自己的文具。提高了學生運用英語交流的積極性，并在小組活動中得到了與人合作的體驗。
Unit 8 Open the window, please.單元教學目標：
“四會”單詞：window/blackboard/cupboard/door/monitor “三會”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、難點：學會指令的應用，并作出正確的反應。
學會跟同學借東西的表達方式。課時安排：2課時
教具：錄音機，圖片，電腦課件PPT, 頭飾
教學過程：
第一課時
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.板書設計：
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
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.板書設計：
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
通過本單元的學習，學生學會了常用的指令，并能根據指令做出相應的動作。提高了學生運用英語交流的積極性，并在小組活動中得到了與人合作的體驗。
Unit 9 I am sorry, I don’t know.單元教學目標：
“四會”單詞：apple/tomato/orange/pear/carrot/lemon “三會”句子：How do you spell apple, Tony?
I am sorry, I don’t know.單元重點、難點：熟悉幾種常見的水果，并能運用句型互問互答。
課時安排：2課時
教具：錄音機，圖片，電腦課件PPT, 頭飾
教學過程：
第一課時
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.板書設計：
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
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.板書設計：
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
通過本單元的學習，學生學會了幾種常見的水果，并能運用句型介紹水果。初步學會拼讀單詞。提高了學生拼讀單詞的積極性，并在小組活動中得到了與人合作的體驗。
Unit 10 Ten apples.單元教學目標：
“四會”單詞：one/two/three/four/five/six/seven/eight/nine/ten “三會”句子：one apple.Tow lemons….單元重點、難點：熟悉數字1-10，并能運用數字數數。課時安排：2課時
教具：錄音機，圖片，電腦課件PPT, 頭飾
教學過程：
第一課時
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.板書設計：
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
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.板書設計：
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
通過本單元的學習，學生學會了1-10的說法，并能運用數字數數。
提高了學生學習英語的積極性，并在小組活動中得到了與人合作的體驗。
Unit 11 That is a cat.單元教學目標：
“四會”單詞：cat/panda/monkey/fish/bird/duck “三會”句子：This is a …
That is a …
單元重點、難點：熟悉幾種常見動物，并能區分That 和This。課時安排：2課時
教具：錄音機，圖片，電腦課件PPT, 頭飾
教學過程：
第一課時
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.板書設計：
Unit 11 That is a cat.What is this? This is a dog.What is that? That is a cat.第二課時
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.板書設計：
Unit 11 That is a cat.What is this? This is a dog.What is that? That is a cat.單元小結
通過本單元的學習，學生學會了幾種常見的動物，并能運用句型介紹動物。提高了學生運用英語對話的積極性，并在小組活動中得到了與人合作的體驗。
Unit 11 What letter is this? 單元教學目標：
“四會”單詞：square/cirle/rectangle/star/triangle “三會”句子：What shap is this?
It is a …
單元重點、難點：熟悉幾種常見的圖形，認識26個字母。課時安排：2課時
教具：錄音機，圖片，電腦課件PPT。
教學過程：
第一課時
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.板書設計：
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
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.板書設計：
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
通過本單元的學習，學生學會了幾種常見的圖形和26個字母，并能
運用句型介紹圖形，提高了學生運用英語對話的積極性，并在小組活動中得到了與人合作的體驗。
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