新起点英语 一年级下册 精备课完整版.docx

1、新起点英语 一年级下册 精备课完整版 教 师 备 课 本 20122013学年 第一学期 学校名称 学科名称 英 语教师姓名 年级班级 一年级1、2、3、4、5目 录页号课题页号课题Unit 1 Lesson 1Unit 5 Lesson 3Unit 1 Lesson 2Unit 5 Story TimeUnit 1 Lesson 3Unit 6 Lesson 1Unit 1 Story TimeUnit 6 Lesson 2Unit 2 Lesson 1Unit 6 Lesson 3Unit 2 Lesson 2Unit 6 Story TimeUnit 2 Lesson 3Unit 2 S

2、tory TimeUnit 3 Lesson 1Unit 3 Lesson 2Unit 3 Lesson 3Unit 3 Story TimeUnit 4 Lesson 1Unit 4 Lesson 2Unit 4 Lesson 3Unit 4 Story TimeUnit 5 Lesson 1Unit 5 Lesson 2 教 学 进 度周次起讫月日课时数教学内容备注第1、2、周226-38Unit 1 School1.每单元一、二、三课为第一层次内容（必须掌握）；Review&Rewards、Story Time为第二层次内容。2.新授单元两周半完成；复习单元两周完成。一课时L1一课时L2

3、一课时L3一课时Story TimeUnit 2 Face第3、4、周311-325一课时一课时L1一课时L1一课时L3一课时Story TimeUnit 3 Animals第5、6、周325-45一课时一课时L1一课时L2一课时L3 一课时Story Time第9、10周422-54Revision 1第11、12周5.6-5.17Unit 4 Food 一课时L1一课时L2一课时L3一课时Story Time第13、14、周5.20-5.31Unit 5 Colours一课时L1一课时L2一课时L3一课时Story Time第15、16、周6.3-6.14Unit 6 Fruit一课时L1

4、一课时L2一课时L3一课时Story Time三课时第18、19周6.17-6.28期末Revision 2第20、21周课 程 标 准 与 阶 段 目 标本教材的教学目标是激发学生学习兴趣，培养他们英语学习的积极态度，使他们建立初步学习英语的自信心，培养学生的语感，良好的语言，语调并初步打下良好的书写基础。本教材有以下教学内容目标： 听、做1、能根据听到的词语识别获指认图片或实物。2、能听懂课堂指令并做出反应。3、能根据指令做事情。如：画图，涂色，做动作，做手工等。4、能在图片和动作的提示下读懂小故事，并做出反应。说、唱1、能听录音，并进行模仿。2、能根据图片或实物说出单词。3、能根据表演猜

5、意思，说词语。4、能根据情景说出最基本的话语，如：相互问候，询问姓名，年龄，询问颜色。5、能说出，唱出教材第一层次中心歌谣和歌曲。玩、演1、能在教师指导下用英语做游戏，并用简单英语进行交流。 2、表演歌谣和歌曲。3、根据故事情节进行角色表演。课题：Unit 1 Classroom Lesson1 课时： 1 教学目标1、 能够在适当场景下听懂、说出与教室有关的三个词汇：chair, desk, blackboard, 以及三个表达位置的词汇：in, on, under.2、 能够听懂摆放物品的指令，如：Put your book under the chair. 并做出相应的反应。3、 能够跟

6、随录音大胆模仿说唱歌谣。重点难点1、 借助图画与歌谣学习与教室有关的三个词汇和三个表达位置的介词。2、 能够听懂摆放物品的指令并做出相应的反应。3、 能够跟随录音大胆模仿说唱歌谣学习词汇。4、 双音节词Blackboard中K失去爆破，注意发音。 课前准备师备： 单词卡片、教学光盘生备：单词卡片。板书设计Unit 1 School Lesson 1 教学过程与结构复备课Warming up: Step one: Greeting. Good morning/afternoon. Nice to see you! Nice to see you, too!. Step two: Listen a

7、nd do. Show me your pencil. Show me your book【设计意图】根据一年级学生的年龄特点，教师使用TPR活动，给学生提供了一个合理活动的时间，这样为课堂活动的有序进行做好准备，将学生的注意力尽快的集中在课堂上。同时，起到了复习旧知，并为后面的学习奠基。 Activity one: Presentation.Step one: The teacher shows the picture of A. T: Look at this picture. What place is it? What can you see in this picture? 引导学生

8、观察并思考。Step two: Pair work. 两人观察图片并就教师提出的问题展开讨论。Step three: Show the results. 教师根据反馈将单词（图片+单词卡片）贴在黑板上。Step four: Listen to the tape (Lesson1 A) three times. First: Close the book and listen to the chant. Second：Open the book, look at the picture and listen to the chant. Third： Listen to the chant and

9、 point to the picture of A. 【设计意图】让学生通过歌谣感知生词，更多的是感知语言，加大输入量，不要求学生立刻会唱，歌谣只是呈现语言的一种手段。Activity two: learn new wordsStep one: 谈话引入：经过了一个假期，我们回到了学校，坐在了教室里，请看一看你周围，你都看到了什么呢? 如：学习单词desk.1) 教师指向一个事物：示范读音：Look, this is a desk. Desk, desk. 学生只听和看，不跟读。2) Students say the word 2 or 3 times after the teacher.3

10、) Students say the word and touch the desk one by one.教师及时纠正发音错误。4) The teacher does the action and says the word with the students. Desk, desk. A desk for you. A desk for me.5) 关注双音节词“blackboard”，示范“k”失去爆破，但仍保留发音部位的做法，让学生听清楚、看清楚之后再练习发音。Step two: Practice the words.1) Listen and point.听单词指实物。2) Look

11、 and say.看实物或图片说单词。3) Listen and put the cards in order. 听单词将卡片按顺序排列。4) Look and guess.看图猜词：教室用纸遮住图片，只露出一角或一部分，然后提问学生：Whats this?【设计意图】借助图画和歌谣呈现与教室有关的三个词汇和三个表示位置的介词，让学生通过听、看、做、玩、演、说、唱等途径学习这些词汇。Activity three: Evaluate.1) 师评。（盖图章或贴小星星）2) 两人互评。（画小星星或小笑脸）Activity four: Listen and do.（听指令做动作游戏）Step one:

12、 The teacher asks the students to put their things on the desk. T: Put your book, pencil, ruler on the desk.Step two: According to the order, students put their things in order. T: Put your book on the desk. Put your book under the chair. Put your book in the desk. And so on.Step three: Do and say.

13、T: Put your book under the chair. Ss: Under the chair. Under the chair.Activity five: Group work.Step one: The teacher shows the work with three students.Step two: Work in groups. (4 students in a group.) Activity six: Evaluate.1) 师评。（盖图章或贴小星星）2) 两人互评。（画小星星或小笑脸）【设计意图】通过“听指令，摆放学习用具”的TPR活动，帮助学生建立单词音和义

14、之间的联系，使学生更容易理解所学单词的含义，从而使学生理论联系实际，能快速地理解所学内容。Activity seven: Learn to the chant.Step one: Point the words and say. (Part A)Step two: Play the chant, listen and point the words.Step three: Listen and chant three times.Activity eight: Show the chant.Step one: Try to say the chant by yourself.Step two:

15、 Pair work.Step three: Show the chant. (小组或个人自愿。)【设计意图】让学生通过学唱歌谣，进一步巩固所学词汇，帮助学生感受英语语言的节奏感和韵律，同时整体感知英语语音、语调和节奏。Activity nine: Evaluate.1) 师评。（盖图章或贴小星星）2) 两人互评。（画小星星或小笑脸）【设计意图】通过师评或者生生互评的方式，进一步激发学生的学习热情。 Homework: 1. Listen to the tape and read the words.2. Prepare for Lesson2 before the next class.课堂

16、反思课题：Unit 1 Classroom Lesson 2 课时：1 教学目标能够听懂、会说有关询问和表达位置的功能句：Where is ? Its on/in/under 重点难点1、 正确理解与运用介词on 和under。2、 能够听懂、会说功能句Where is ? Its on/in/under 课前准备师备：实物，单词卡片，教学光盘生备：单词卡片。板书设计 Lesson 2 Where is the ? Its / the desk.教学过程与结构复备课Warming up: Step one: Greeting.Step two: Listen and say the chant

17、 Lesson 1.（要求学生边唱边指着实物）【设计意图】通过歌谣复习巩固有关教室的词汇和三个表示位置的介词。Activity one: Presentation. The teacher draws a part of the desk. T: Whats this? Then, the teacher finds the ruler. T: Where is the ruler? 找到后重复：Oh, its on the desk. Now, I can draw the desk well.Activity two: Learn the language. Step one: The t

18、eacher draws a schoolbag on the desk. T: Where is the schoolbag? Ss：Its on the desk. Step two: The teacher puts the pencil and the book on the desk and asks “where is the ”? Then students answer the question one by one. Its on the desk. (板书)Step three: The teacher puts more things on the desk and tr

19、ies to lead the student to ask the question. Where is the (板书) Step four: Open the book and turn to page 5 part A, Listen, point and follow the tape.Activity three: Practice the language.Step one : （以学习“on” 为例）The teacher puts the different things on the different places and looks for the book.(书放在桌

20、子上、手放在头上 、铅笔放在书上等)Step two: 以同样的方式练习介词“in”和“under”.Activity four: Evaluate.1) 师评。（盖图章或贴小星星）2) 两人互评。（画小星星或小笑脸）【设计意图】通过带领学生在教室中寻找尺子的情境，呈现了本课的功能句：Where is ? Its on/in/under 接下来创设的一系列的情境帮助学生更好的理解功能句及方位介词，在情境中反复操练功能句。Activity five: Guess and find.Step one: 师生示范。1）如：教师在讲台上摆放一个书包，把一只铅笔放入书包中。让学生看清楚观察整个过程，提问

21、：Where is the pencil? 学生做出回答后，教师把铅笔从书包中拿出来放在书包上面，再提问学生：Where is the pencil?2）教师将教室中的物品摆放在不同位置。提问学生：Where is ?3)生生示范。一人边摆放边问，另一人回答。Step two: Pair work. S1摆放物品并说:Where is ? S2猜测并说：Its on/in/under .Let the students play the game with the partner.Step three: Evaluate.师评。（盖图章或贴小星星）【设计意图】通过“找一找，猜一猜”的游戏,用不

22、同物体来练习三个介词，帮助学生真正理解三个方位词的含义，达到真正操练功能句：Where is ? Its on/in/under的目的,并提高学生的学习热情。Homework: 1. Please play the game (guess) with your parents. 2. Listen to the tape.3. Prepare for Lesson 3 before the next class.课堂反思课题： Unit 1 Classroom Lesson 3 课时： 1 教学目标1、 通过活动，复习巩固与教室有关的词汇和表达位置的功能句：Where is ? Its on/

23、in/under .2、 能够在生活场景中认读大写英文字母A、B、C、D.3、 通过活动培养学生的观察能力和语言表达能力。重点难点1、 通过活动，复习巩固与教室有关的词汇和表达位置的功能句：Where is ? Its on/in/under .2、 能够在生活场景中认读大写英文字母A、B、C、D.课前准备师备：单词卡片，教学光盘、字母卡片。生备：单词卡片。板书设计Unit 1 classroom lesson 3 教学过程与结构复备课课堂反思Warming up:Step one: Greeting。Step two: 以谈话方式复习本单元词汇。T:What do you have in t

24、he classroom? S1/S2/: I have a /an in the classroom. ( 鼓励学生多说句子)Step three: Review the color. What color do you like? I like red. What color is the ruler? ItsWhat color is this book.? Its【设计意图】通过问答复习有关颜色的词汇，同时操练相应的交际用语。Activity one: 创设情境。Ask the students to watch the part A. T: Where are the childre

25、n? What are they doing?【设计意图】通过让学生观察图片，说出他们的位置和正在做的事情，为后面的活动创设情境。Activity two: Look at Part A.(有水果、玩具以及本单元的词汇)Step one: Find and say. T: What can you see in the picture? What color is it?Step two:师生示范。For example: T：Where is the ? S1: Its on/in/under the Then change the roles. S1: Where is the ? T:

26、Its on/in/under the Its yellow.Step three: Pair work.Step four: Evaluate. 学生正确说出一个物品的位置就在该物品图片画一个笑脸。活动结束后比一比谁得到的笑脸多。Step five: 全班反馈活动。S1：I can see a book. Its under/on/in the Activity three: Evaluate.生生互评。（画小星星或小笑脸）【设计意图】通过教室中几名学生寻找物品的情境设置，借助学生复习巩固本单元的词汇和功能句。Activity four: Letter in life.Step one: L

27、ook at Part B. T: Where does it stand for? What things does it have?Step two: The teacher shows the picture of the big letter A. T: They are the signs at the exits of the subway at station. Can you see some letters? Look, I can see letter A. This is A, A, big letter A.Step three: The teacher shows m

28、ore pictures about letter A and asks the students to find it. T: Can you find A from these pictures?Step four: Use the same way to learn letter B, C and D.Activity five: Evaluate.师评。（盖图章或贴小星星）【设计意图】通过生活场景的设置，帮助学生熟悉和了解大写英文字母A、B、C、D.Homework:1、 Listen to the tape and read the words.2、Review the words

29、and the sentences in this unit.3、 Prepare for Story time before the next class.课题： Unit 2 Room lesson 1 课时： 1 教学目标1、 能够在教师的帮助下借助图片听懂简单的小故事，并尝试表演。2、 通过这个故事，让学生学习的英语与日常生活紧密相连，从而增加学习兴趣。3、 通过本课的学习提高培养学生综合能力。重点难点能够在教师的帮助下借助图片听懂简单的小故事，并尝试表演。课前准备师备: 单词卡片、教学光盘。生备：单词卡片。板书设计 Unit 2 Body Story Time 教学过程与结构复备课Warming up: Step one：复习Lesson 1的歌曲 On my desk, I can see Step two: Ask and answer T: What can you see in our classroom? S: I can see 【设计意图】通过歌曲的复习与问答训练，提高学生的口语表达能力。Activity one: TPRT: Touch your desk /chair. Wash your face/ han