外研版小学英语一起一年级下册教案.docx

外研版小学英语一起一年级下册教案.docx

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外研版小学英语一起一年级下册教案

Module1:

Unit1He’sadoctor.

TeachingAims:

Reviewthesentencepattern“Thisismy…”

Reviewthewords:

grandpa,grandma,friend,father,mother,brother,sister.

Learntosay“He’s/she’s…He’s/she’sa….”

ImportanceandDifficulties:

Distinguish“He’s…”from“She’s…”

StudentsAnalysis:

“He’s/She’s…”arenotdifficultintheirpronunciation,domoreexercisestodifferthemfromeachwillenough.

TeachingAids:

TaperecordertapeadollCardsheadornaments

TeachingProcedures:

Step1:

Warmingup

Singtogreeting.

Reviewcolors:

ShowcolorcardsandasktheSs“Whatcolor?

”

Reviewsomewords:

ShowsomecardsandasktheSs“What’sthis?

”

Let’scount.（Fromonetotwelve.）

Step2:

Revision

TeachershowscardsandSslookandsay“Father….”

StickerthesecardsontheblackboardandreadafterT.

Readthewordsgroupbygroup.

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.

TeachingAims:

1.Reviewthepointsofthemodule.

2.Learntointroduceapeoplelike“She’s…/She’sanurse.”

3.Dotheexercisesofthemodule.

ImportanceandDifficulties:

He’s/She’sapupil.

Words:

doctor,pupil,teacher.

Theexercisesofthemodule.

StudentsAnalysis:

Wehavelearntmanywordsinthemodule:

father,mother,brother,sister,grandpa,grandma,friend,pupil,doctorandsoon,soitisnecessarytoreviewthemintoday’slesson,andputthewordsinthesentencepatterns:

Thisismy…/He’s/she’s…

TeachingAids:

TaperecorderabigpenciladollCardsheadornaments

TeachingProcedures:

Step1:

Warmingup

Singtosayhello.

Reviewthechant:

Where’sthepencil?

Sssaythechanttogether.

Putapencilindifferentplace,Sslookandanswerteacher’squestion“Where’sthepencil?

”

Putaschoolbagonthedesk,ask“Where’stheschoolbag?

”Ssanswer.

Putabigpencilin/on/undertheschoolbag,Sslookandsayitslocation.

Step2:

Revision

Reviewthesentence“Lookatthetree.”And“Lookatthewindow….”

Reviewthesentence“Somanybirds.”Andthesentencepattern“Somany…”

Reviewtosay“Let’scount.”

Countfromonetotwelve.

Lookthecardsandanswer“Father/mother/…”quickly.

Introducethosecardslike“Thisismybrother./…”

Lookandsay“Thisismypencil….”

Reviewthechant:

She,she,she.She’sAmy.

He,he,he.He’sDaming.

ReadthechantafterT.

Sayyourclassmates’name.（She’s…/He’s…）

Step3:

Presentation

TeacherpointsseveralSsandsays“She’sapupil./He’sapupil.”

Learntheword“pupil.”

Ssreadtheword.

SomeSsstandup,theotherslookandsay“She’sapupil./He’sapupil.”

Lookattheheadornamentsandsay“She’sapupil./He’sapupil.”

Teachershowsthecardandsays“He’sadoctor.”

Learntheword“doctor.”

Step4:

Dotheexercises

Activitybook:

Exercise2onpage7

Exercise3onpage9

TeachingNotes:

Module2:

Unit1Where’sthebird?

Period1

TeachingAims:

Understandthemeaningofthetext.

Reviewthesentencepattern“Acatisinthebox./Where’smypen?

”

Describethelocationlike“It’sin/on/under..”

ImportanceandDifficulties:

Thesentencepattern:

“Acatisinthebox.”

Trytoask:

“Where’stheorangecat?

”

StudentsAnalysis:

Wehavelearntthepattern“Where’sthe…?

”lastweek,soitisaconsolidationoflastperiod,justaddsomenewpoints:

Where’stheorangecat?

TeachingAids:

Taperecordertapeadoll

PicturesCards

TeachingProcedures:

Step1:

Warmingup

GreetingtoSswithasong.

ATPRgame:

Listenanddo.

T:

“Standup!

Sitdown!

Openyourbook!

Pointtothewindow.Pointtothedoor….”

Step2:

Revision

Showfourcards.T:

“What’sthis?

”/“Thisis…”

Readthefourwordsinhighandlowvoice.

Readfast.

T:

“Ifyouknow,pleasestandupandreaditfast.”

Showthewallchart.

Describethelocationofthepenorthecatinthewallchart.

Step3:

Presentation

Tpointstothewallchartandasks:

“Where’sthepen?

”Ssanswer:

“It’s…”

Writethetwosentencesontheblackboard:

Where’sthepen?

It’sinthehat.

ReadthemafterTincorrectpronunciationandintonation.

AskseveralSstorepeat.

Readgroupbygroup.

Step4:

Practice

SsaskT:

“Where’sthepen?

”Tanswer.

Group1ask,group2answerfromteacher’spoints.

Change.Group2askandgroup1answer.

Practicewithyourpartner.

Showsomedialogues.

Step5:

Presentation

Tdraws3picturesontheblackboard:

Aredpenisinthehat.

Agreenpenisonthehat.

Ayellowpeninunderthehat.

Tasks:

“Where’sthegreenpen?

”….Ssanswer.

Writethe2sentencesontheblackboard.

ReadafterT.

AskseveralSsrepeatit.

Readgroupbygroup.

Step6:

Practice

Tpointstothepicture,Ssask:

“Where’stheyellowpen?

”…Tanswer.

Group1askandgroup2answer,thenchange.

Practicewithpartner.

Showyourdialogue.

Step7:

Consolidation

Agame:

Lookandguess.

“Pleaselookatmymouth,andguessthesentence.”

TeachingNotes

Module3:

Unit1Whereistheorangecat?

Teaching

Aims:

1.Reviewthesentencepattern“Where’stheorangecat?

”

2.Learntoguessthelocationofobjectwith“Isitunder/in/on…?

”

Notes:

ImportanceandDifficulties:

Usethesentence:

“Isitunder/in/onthebed?

”toaskthelocation.

StudentsAnalysis:

Itisnoteasyforthekidstousethesentence:

“Isitunder/in/onthebed?

”toaskthelocation.Usethesamethingtochangeitslocationeachtimewilleasiertothekids.

TeachingAids:

TaperecordertapeadollbookCardsschoolbagboxpen

TeachingProcedures:

Step1:

Warmingup

Singahellosongtogreetwitheachother.

Playaguessinggame.

“Pleaselookatmygestures,andthenguesstheanimalImime.”

Step2:

Revision

Answerteacher’squestionaccordtothecard.

“What’sthis?

”/“Isitamonster?

”

Readthefourwords:

doll,bear,bed,andballoon.

Agame:

Ihide,youguess.

“Look,Ihideacard;pleaseguesswhatthecardis.”

Lookandanswer.

（Teacherputsomestationery,andasksthelocation.）

Writethefoursentencesontheblackboard:

Where’sthecat?

It’sinthebox.

Where’stheorangecat?

It’sunderthebox.

Readafterteacherandcorrecttheirpronunciationandintonation.

Askseveralstudentsreadthem.

Readthefoursentencesgroupbygroup.

Step3:

Presentationandpractice

Teacherhidesaschoolbag,abook,andaboxunderthetable.Thenputapeninoneofthem.（intheschoolbag,onthebox,orunderthebook…）

Sstrytoguessthelocationofthepen.“Isit…?

”

Writethetwosentencesontheblackboard:

Isitunderthebed?

Yes,itis.

Readafterteacher.

Askseveralstudentsreadit.

Readfastgroupbygroup.

Continuetoplaythegame.

Step4:

Consolidation

Readthe4sentencesafterteacheragain.

Playagame:

Hearandreadfast.

（Listentoteacher’ssentence,andthenreaditfastgroupbygroup.）

Step5:

Ending

Summarizetheclass.

Singandsaygoodbye.

TeachingNotes:

Module3:

Unit2Howmanygreenbirds?

TeachingAims:

Learnthenumbers:

11and12.

Understandthesentences“Lookatthetree.”“Somanybirds!

”and“Let’scount.”

ImportanceandDifficulties:

Thepronunciationof“elevenandtwelve”.

Thesentence“Lookatthetree.”

StudentsAnalysis:

Infact,moststudentshavelearntthewords:

elevenandtwelvealready,butmostofthemdidn’tcatchtherightpronunciationofthesound/v/,paymoreattentionhereinclass.

TeachingAids:

TaperecordertapeadollCards

TeachingProcedures:

Step1:

Warmingup

Singandsayhello.

Reviewthechant.

Readthechanttogetherwithgestures.

Reviewthefourwords:

balloon,bed,bear,anddoll.

（Agame:

Twritesthefourwordsontheblackboard,andthenreadthreeofthem;SssaythewordTdoesn’tread.）

Step2:

Presentationandpractice

Agame:

Listenanddo.

（T:

“Pointtotheceiling.Pointtothewindow.Standup!

Openyourbook.Sitdown!

Closeyourbook.Lookatthedoor.”）

Tmakesgesturetoexplainthesentence“Lookatthedoor.”

Continuetoplaythegame.

（Lookattheteacher.Lookattheceiling.Lookatthefloor.Lookatthewindow….）

Tshowsseveralcardsandasks“What’sthis?

”（tree）

Teachthenewword“tree”.

Readandmimeatree.

T:

“Lookatthetree.”GettheSstolookatthetreecard.

Writethesentence“Lookatthetree.”Ontheblackboard.

Readandmakegestures.

Stickthewallchartontheblackboard.

GettheSstolookatthebigtree.

T:

“Lookatthetree.Somanybirds!

”

Makegesturetoexplainthephrase“somany…”.

Write“Somanybirds!

”ontheblackboard.

ReadafterTandthenreadtogether.

T:

“Oh,howmanybirds?

Let’scount.”

Teach“Let’scount.”

Writeitontheblackboard.

Readandcorrecttheirpronunciation.

Countthebirdsinthetreetogether.

“OK,now,let’scount,howmanybirds?

One,two,andthree…”

Teachthenumberelevenandtwelve.

T:

“Howmanybirds?

”Ss:

“Twelvebirds.”

Step3:

Consolidation

Readthesentenceontheblackboardagain.

Fastreaction:

Listentoteacher’ssentenceandrepeatitfastgroupbygroup

TeachingNotes:

Module4:

Unit1Thisismyhead.

Teaching

Aims:

1.Understandthemeaningofthemodule.

2.Learnthethreenew