外研版小学英语一起一年级下册教案Word格式.docx
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Sssay:
“Thisismyfather….”
Ssreviewtosay:
“Thisismyschoolbag….”
Learntheword“friend.”
Readafterteacher.
Learntosay“Thisismyfriend.”
Step3:
Presentation
TeacherpointstoseveralSsandsays“She’s…/He’s…”
Explainwithgestures.
Write“She’s…”and“He’s…”ontheblackboard.
Readthesentencepattern.
Tshowssomeheadornaments,Sslookandtrytosay“She’sLingling.He’sDaming….”
Read“She’sLingling.He’sDaming.…”afterT.
AsksomeSstogotothefrontandstandinaline.
Sslookandsay“She’s…”/“He’s…”
Step4:
Consolidation
Teachermakesamodel.
Sstrytointroducehisfriendlike“She’s…/He’s…”.
Teacherpointsandsays“She’sapupil.”Or“He’sapupil.”
Sslearntosay.
TeachingNotes:
Module1:
Unit2She’sanurse.
1.Reviewthepointsofthemodule.
2.Learntointroduceapeoplelike“She’s…/She’sanurse.”
3.Dotheexercisesofthemodule.
He’s/She’sapupil.
Words:
doctor,pupil,teacher.
Theexercisesofthemodule.
Wehavelearntmanywordsinthemodule:
father,mother,brother,sister,grandpa,grandma,friend,pupil,doctorandsoon,soitisnecessarytoreviewthemintoday’slesson,andputthewordsinthesentencepatterns:
Thisismy…/He’s/she’s…
TaperecorderabigpenciladollCardsheadornaments
Singtosayhello.
Reviewthechant:
Where’sthepencil?
Sssaythechanttogether.
Putapencilindifferentplace,Sslookandanswerteacher’squestion“Where’sthepencil?
Putaschoolbagonthedesk,ask“Where’stheschoolbag?
”Ssanswer.
Putabigpencilin/on/undertheschoolbag,Sslookandsayitslocation.
Reviewthesentence“Lookatthetree.”And“Lookatthewindow….”
Reviewthesentence“Somanybirds.”Andthesentencepattern“Somany…”
Reviewtosay“Let’scount.”
Countfromonetotwelve.
Lookthecardsandanswer“Father/mother/…”quickly.
Introducethosecardslike“Thisismybrother./…”
Lookandsay“Thisismypencil….”
She,she,she.She’sAmy.
He,he,he.He’sDaming.
ReadthechantafterT.
Sayyourclassmates’name.(She’s…/He’s…)
TeacherpointsseveralSsandsays“She’sapupil./He’sapupil.”
Learntheword“pupil.”
Ssreadtheword.
SomeSsstandup,theotherslookandsay“She’sapupil./He’sapupil.”
Lookattheheadornamentsandsay“She’sapupil./He’sapupil.”
Teachershowsthecardandsays“He’sadoctor.”
Learntheword“doctor.”
Dotheexercises
Activitybook:
Exercise2onpage7
Exercise3onpage9
Module2:
Unit1Where’sthebird?
Period1
TeachingAims:
Understandthemeaningofthetext.
Reviewthesentencepattern“Acatisinthebox./Where’smypen?
Describethelocationlike“It’sin/on/under..”
Thesentencepattern:
“Acatisinthebox.”
Trytoask:
“Where’stheorangecat?
Wehavelearntthepattern“Where’sthe…?
”lastweek,soitisaconsolidationoflastperiod,justaddsomenewpoints:
Where’stheorangecat?
Taperecordertapeadoll
PicturesCards
GreetingtoSswithasong.
ATPRgame:
Listenanddo.
T:
“Standup!
Sitdown!
Openyourbook!
Pointtothewindow.Pointtothedoor….”
Showfourcards.T:
“What’sthis?
”/“Thisis…”
Readthefourwordsinhighandlowvoice.
Readfast.
“Ifyouknow,pleasestandupandreaditfast.”
Showthewallchart.
Describethelocationofthepenorthecatinthewallchart.
Tpointstothewallchartandasks:
“Where’sthepen?
”Ssanswer:
“It’s…”
Writethetwosentencesontheblackboard:
Where’sthepen?
It’sinthehat.
ReadthemafterTincorrectpronunciationandintonation.
AskseveralSstorepeat.
Readgroupbygroup.
Practice
SsaskT:
”Tanswer.
Group1ask,group2answerfromteacher’spoints.
Change.Group2askandgroup1answer.
Practicewithyourpartner.
Showsomedialogues.
Step5:
Tdraws3picturesontheblackboard:
Aredpenisinthehat.
Agreenpenisonthehat.
Ayellowpeninunderthehat.
Tasks:
“Where’sthegreenpen?
”….Ssanswer.
Writethe2sentencesontheblackboard.
ReadafterT.
AskseveralSsrepeatit.
Step6:
Tpointstothepicture,Ssask:
“Where’stheyellowpen?
”…Tanswer.
Group1askandgroup2answer,thenchange.
Practicewithpartner.
Showyourdialogue.
Step7:
Agame:
Lookandguess.
“Pleaselookatmymouth,andguessthesentence.”
TeachingNotes
Module3:
Unit1Whereistheorangecat?
Teaching
Aims:
1.Reviewthesentencepattern“Where’stheorangecat?
2.Learntoguessthelocationofobjectwith“Isitunder/in/on…?
Notes:
Usethesentence:
“Isitunder/in/onthebed?
”toaskthelocation.
Itisnoteasyforthekidstousethesentence:
”toaskthelocation.Usethesamethingtochangeitslocationeachtimewilleasiertothekids.
TaperecordertapeadollbookCardsschoolbagboxpen
Singahellosongtogreetwitheachother.
Playaguessinggame.
“Pleaselookatmygestures,andthenguesstheanimalImime.”
Answerteacher’squestionaccordtothecard.
“What’sthis?
”/“Isitamonster?
Readthefourwords:
doll,bear,bed,andballoon.
Ihide,youguess.
“Look,Ihideacard;
pleaseguesswhatthecardis.”
Lookandanswer.
(Teacherputsomestationery,andasksthelocation.)
Writethefoursentencesontheblackboard:
Where’sthecat?
It’sinthebox.
It’sunderthebox.
Readafterteacherandcorrecttheirpronunciationandintonation.
Askseveralstudentsreadthem.
Readthefoursentencesgroupbygroup.
Presentationandpractice
Teacherhidesaschoolbag,abook,andaboxunderthetable.Thenputapeninoneofthem.(intheschoolbag,onthebox,orunderthebook…)
Sstrytoguessthelocationofthepen.“Isit…?
Isitunderthebed?
Yes,itis.
Askseveralstudentsreadit.
Readfastgroupbygroup.
Continuetoplaythegame.
Readthe4sentencesafterteacheragain.
Playagame:
Hearandreadfast.
(Listentoteacher’ssentence,andthenreaditfastgroupbygroup.)
Ending
Summarizetheclass.
Singandsaygoodbye.
Unit2Howmanygreenbirds?
Learnthenumbers:
11and12.
Understandthesentences“Lookatthetree.”“Somanybirds!
”and“Let’scount.”
Thepronunciationof“elevenandtwelve”.
Thesentence“Lookatthetree.”
Infact,moststudentshavelearntthewords:
elevenandtwelvealready,butmostofthemdidn’tcatchtherightpronunciationofthesound/v/,paymoreattentionhereinclass.
TaperecordertapeadollCards
Singandsayhello.
Reviewthechant.
Readthechanttogetherwithgestures.
Reviewthefourwords:
balloon,bed,bear,anddoll.
(Agame:
Twritesthefourwordsontheblackboard,andthenreadthreeofthem;
SssaythewordTdoesn’tread.)
(T:
“Pointtotheceiling.Pointtothewindow.Standup!
Openyourbook.Sitdown!
Closeyourbook.Lookatthedoor.”)
Tmakesgesturetoexplainthesentence“Lookatthedoor.”
(Lookattheteacher.Lookattheceiling.Lookatthefloor.Lookatthewindow….)
Tshowsseveralcardsandasks“What’sthis?
”(tree)
Teachthenewword“tree”.
Readandmimeatree.
“Lookatthetree.”GettheSstolookatthetreecard.
Writethesentence“Lookatthetree.”Ontheblackboard.
Readandmakegestures.
Stickthewallchartontheblackboard.
GettheSstolookatthebigtree.
“Lookatthetree.Somanybirds!
”
Makegesturetoexplainthephrase“somany…”.
Write“Somanybirds!
”ontheblackboard.
ReadafterTandthenreadtogether.
“Oh,howmanybirds?
Let’scount.”
Teach“Let’scount.”
Writeitontheblackboard.
Readandcorrecttheirpronunciation.
Countthebirdsinthetreetogether.
“OK,now,let’scount,howmanybirds?
One,two,andthree…”
Teachthenumberelevenandtwelve.
“Howmanybirds?
”Ss:
“Twelvebirds.”
Readthesentenceontheblackboardagain.
Fastreaction:
Listentoteacher’ssentenceandrepeatitfastgroupbygroup
Module4:
Unit1Thisismyhead.
1.Understandthemeaningofthemodule.
2.Learnthethreenewword