Module 1 Getting to know you
Unit 1 Hello again
The first Period
Aims and demands:
1. Be able to master the new words: our, classmate, deskmate, schoolmate.
2. Be able to use possesive adjectives: my, your, his, her, its, our
3. Be able to introduce others
I. Pre-task preparation
1. Sing a song: Hello! Hello! How are you?
2. Quick response:
Good morning!
How are you?
This is my sister, Wendy.
Nice to see you.
Goodbye!
How do you do!
How old are you?
3. Revision
1) Read and judge.
my your ( ) your sour ( )
it his ( ) there her ( )
2) Fill in the blanks with the given words: my, your, his, her, he, she, it
I have a bag. ______ bag is nice.
This is Ben. And this is ______ father.
May has a bicycle. ______ is new.
This is Mrs White. ______ is an English teacher.
What‘s _____ name? My name is Kitty.
Is that boy Ben‘s brother? Yes, ______ is.
This is my friend. She‘s tall. ______ name is Wendy.
II. While-task procedure
一. New words:
1. classmate
T: Wendy is in Class One, Grade Five. I‘m in Class One, Grade Five, too.
She is my classmate.
1) Read after the teacher.
2) Explain and practise: classmate, deskmate, schoolmate
3) Introduce your classmate
2. our
T: This is ××. She is our monitor.
1) Say after the teacher.
2) Spell the word according to ―sour‖.
3) Introduce your teacher.
二. Text
T: Now let‘s learn how to introduce your friend, brother, sister to others.
1. Listen to the tape and do ―T‖ or ―F‖.
1) Wendy is Eddie‘s sister. ( )
2) Kitty is Eddie‘s sister. ( )
3) Kitty is Ben‘s classmate. ( )
4) Eddie and Wendy have a cat. ( )
5) Sam is a dog. It‘s Kitty and Ben‘s. ( )
2. Read after the tape.
3. Practise in role.
III. Post-task activity
1. Complete the dialogue:
A: _____ _______, Kitty.
B: Good morning, Eddie.
A: How are you?
B: ______, _______ ______. And you?
A: ______, too, thanks. Kitty, this is my sister. _____ name‘s Wendy.
B: ______, Wendy.
C: Hi, Kitty.
A: Goodbye, Kitty!
B: _____ ______.
2. Act out the dialogue.
3. Homework:
A. Listen to the tape on page 2.
B. Act out the dialogue.
C. Introduce yourself and talk about your ability.
The second period
Aims and demands:
1. Be able to master the new words: run, jump, swim, dive, fly, cook, Supergirl
2. Be able to use modals to talk about ability.
3. Be able to use connectives to link contrasting ideas.
I. Pre-task preparation
1. Sing a song: Goodmorning
2. Greetings
Hi / Hello.
How are you?
How old are you?
What‘s your name?
Where do you live?
Have you got a friend?
What can you do?
Do you like …?
3. Act out the dialogue. (检查回家作业)
4. Revision.
1) Complete the dialogue.
_____ ______, Eddie.
______ _____, Sam.
Eddie, _____ ______ my brother Peter.
How do you ______, Eddie?
How ______ you do, Peter?
2) Fill in the blanks with the given words in their proper forms
I ________(have) got two good _______ (friend).
How _______(be) you? I ______(be) very well.
That is ______ (we) English teacher.
_____ (he) brother is my classmate.
This is ______(I ) classmate. _______(she) name is Ginger.
II. While-task procedure
一. New words:
1. dive
T: I have a friend, too. She can do many things. She can sing, dance, swim, fly and dive.
a. Say with actions.
b. Spell it according to the word five.
c. Say the rhyme: dive ↗↘ I can dive. I can dive like this.
2. Supergirl
T: My friend can sing, write, jump, fly, draw, swim and dive. She‘s very
super. She‘s a Supergirl.
a. Say after the teacher.
b. Try to describe: She‘s a Supergirl. She can …
3. cook
T: Supergirl can do many things. But she can‘t cook. Who can read it?
a. Read it by themselves.
b. Little teachers.
c. Say the sentence: Supergirl can dive. But she can‘t cook.
二. Text
1. Open the books and read it by themselves.
2. Read after the tape.
3. Do ―T‖ or ―F‖
Supergirl can swim. ( )
Supergirl can‘t fly. ( )
Supergirl can cook. ( )
Supergirl can run. ( )
Supergirl can‘t jump. ( )
Supergirl can dive. ( )
III. Post-task activties.
1. Retell the story.
2. Read and complete.
Good morning. I ______ Ben. I ______ a sister. ______ name is Kitty. I ___ Supergirl. She can ____. She can _____. She can _____. But she can‘t ______.
3. Introduce your friend, brother or sister.
4. Homework
a. Listen, read and copy the sentences on page 3.
b. Write at least five sentences on the topic ―My Friend‖.
The third Period
Aims and demands:
1. Be able to use interrogatives to ask ―yes / no‖ questions t o abtain simple
responses.
2. Be able to master the pronunciation of the letters: ch, ea.
3. Be able to introduce themselves with their abilities.
I. Pre-task preparation.
1. Chant: I can, you can, everybody can.
2. Quick response.
Hello, Alice.
Alice, this is my friend, Peter.
Good afternoon.
Can you dive?
What can Supergirl do?
3. Speaking （检查回家作业）
4. Listen and write.
My name is Wendy. I‘m eleven. I‘m a pupil. I can read.
I can sing a song. I can swim in the sea. I can fly a kite.
I can draw, too. I can draw a cat well. But I can‘t cook.
II. While-task procedure
T: ×××, can you draw?
1. Show the sentence pattern:
Can you draw? Yes, I can.
Can you dive? No, I can‘t.
2. Work in pairs.
3. Read the phrases: sing a song swim in the river
fly in the sky fly a kite
draw a bird read a book
4. Learn the sounds
1) Read the following and pronunce ―ch‖ ―ea‖.
ch - The chocolate is on the chair.
ea - I read 《Blue Sea》at the beach.
2) Try to read
ch - peach, chess, check, cheet
ea - teach, east, meat, each
III. Post-task activitives
1. Guessing game (play in pairs)
Write the verb words in cards and divide into two parts.
And practise the sen tence patterns ― Can you …?‖‖yes / no‖.
2. Rewrite the sentences:
1) I can dance. _____ ______ dance? _____, I can.
2) I can dive. ______ ______ dive? ______, I can‘t dive.
3) Super can write. Super can cook. (合为一句)
Supergirl can write ______ cook.
4) I can cook. What ______ you ______?
3. Introduce yourself.
4. Homework:
1) Listen, read and copy the sentences on P4.
2) Write a passage about yourself.
Module 1 Getting to know you
Unit 2 How old are you?
The first Period Knowledge objective:
1. Master the numbers and the word: birthday
2. Ask and answer: -- How old are you? –I am….
-- How old is he/ she? -- He/ She is ….
3. Master the pronunciation of the letters: sh.
Skill objective:
1. Be able to ask about other‘s age.
2. Be able to introduce others
Emotion objective:
Educate the students to be friendly with people all around them.
I. Pre-task preparation
1. Songs: Five little monkeys
2. Quick response:
1). How are you?
2). Nice to meet/ see you.
3). How do you do?
4). What‘s your/ his/ her name?
5). Can you swim in the river?
6). Can your classmate draw a bird?
3. Introduce yourself:
4. Change the sentences:
1). I can jump high. (否定句)
2). She can cook fish. (否定句)
3). I can paint a picture. (一般疑问句)
4). Danny can run on the playground. (同上)
5). My schoolmate can swim in the river. (同上)
II. While-task procedure
(一) Text
1. Listen to the text twice.
2. Fill in the blanks:
-- How _____ are you, Alice?
-- I‘m ______ today. It‘s _____ birthday.
-- It‘s _______ birthday! _______ birthday, Alice.
-- Thank ______.
3. Read the text after the tape; Read together
(二) Word: birthday
1. Listen and spell:
bird girl shirt
teeth thank thin
birthday
2. Learn the phrases: birthday card, birthday party, birthday present,
birthday cake, birthday song
3. Let‘s say: -- It‘s …‘s birthday today.
-- Happy birthday!
(三) Numbers
1. Match the numbers (1-12) and the words.
2. Read the numbers.
(四) Sentence patterns
1. Read the sentences:
-- How old are you, Ben? -- I‘m ten.
-- How old is Ted? -- He‘s ten.
2. Substitution drills:
1). Winnie / 11 2). Fangfang / 7
3). Lingling / 8 4). Eric / 9
5). Peter / 12 6). Leo / 5
(五) Learn the sound
1. Read the following and pronunce ―sh‖.
sh - She is in the shoe shop.
2. Try to read: sh - ship, shave, shut, dish, flash, push III. Post-task activities
1. Ask some questions:
1). I am six.
2). Winnie is eleven.
3). My brother is nine.
4). These boys are twelve.
2. Do a survey: -- Excuse me. – Yes?
-- What‘s your name? -- My name is Linda.
-- How old are you? -- I‘m eleven.
…
-- Thank you. – Not at all.
3. Introduce others according to the survey.
IV. Homework
1. Listen and Read the text;
2. Copy the words and sentences;
3. Introduce your friend.
The second period
Knowledge objective:
1. Learn the words: cut, to, dear, blow
2. Learn the expressions: Here‘s your ….
Skill objective:
1. Be able to know what the children do at the birthday party.
2. Be able to make a birthday card.
Emotion objective:
Educate the students to be polite with others.
I. Pre-task preparation
1. Sing a song：‖If you are happy‖
2. Quick response
1). How are you?
2). How old are you?
3). How old is your … ?
4). What‘s your/ his/ her name?
5). Can you read that book to me?
6). Can you make a birthday card?
3. Speaking (检查回家作业)
4. Fill in the blanks:
-- Excuse ______. -- Yes?
-- What‘s _______ name? -- _____ name is Linda.
-- _____ _____ are you? -- I‘m ________.
-- Thank you. -- ______ at all.
II. While-task procedure
(一) Words:
1. Listen and spell
snow show slow blow
near fear tear dear
2. Explain and practice:
dear: dear Mum/ mother; dear Dad/ mather
dear Kitty; dear children
blow: blow the candle
The wind blows and blows.
cut: cut the cake; cut the paper; cut the grass; cut the apple
(二) Sentence pattern:
1. Read the sentences: -- Here‘s your cake.
-- Thank you.
2. Substitution drills:
sweet paint ruler dress coat umbrella
(三) Text:
1. Listen to the text and answer: Whose birthday is today?
(Sing the song with the tape.)
2. Read the text.
3. T: What do you do at the birthday party?
Discuss and learn to say:
make a wish; blow out candles; sing a birthday song; eat birthday cakel;
sing a birthday song; play computer games; open presents
4. Let‘s chant (Cambrige English):
Birthday, birthday, when‘s your birthday?
Not today, not today, my birthday isn‘t today.
Whose birthday is it today?
It‘s Sam‘s birthday. It‘s Sam‘s birthday.
Birthday, birthday, when‘s your birthday?
It‘s today. It‘s today. Today‘s my birthday.
Happy birthday! Happy birthday!
Thank you very much. Let‘s eat the birthday cake.
Let‘s eat the birthday cake.
(四) Make a birthday card:
1. Fold the card.
2. Draw a picture on the card.
3. Write: Dear Alice
Happy Birthday!
From Kitty
III. Post-task activity
1. Listen and fill in the blanks:
Today‘s Peter‘s birthday. He‘s in the garden with his parents. They‘re having
a birthday party. Bill and Tom are there, too. Now they‘re eating the cake. Peter
is opening his present. He is very happy.
2. Read the passage.
IV Homework
1. Read the text.
2. Copy the words and text.
3. Make a birthday card.
The third period
Knowledge objective:
1. Learn the words and phrases: ride, ride a bicycle/ horse
2. Learn the expressions: Ride your bicycle in the playground, please.
3. Ask and answer: - Is this your pencil, Kitty?
- No, it isn‘t my pencil./Yes, it‘s my pencil.
- Is this his / her …?
- Yes, it‘s his / her …. (No, ….)
Skill objective:
1. Ask and answer the questions.
2. Be able to act out the dialogue.
Emotion objective:
Educate the students to obey the rules in their daily life.
I. Pre-task preparation
1. Chant: When‘s your birthday?
2. Answer: What do you do at the birthday party?
3. Match the sentences:
How old are you, Ted? ( ) Thank you.
Here‘ s your present. ( ) I‘m fine, thanks.
Today is my birthday. ( ) He‘s seven.
How are you? ( ) Happy birthday to you!
Can you make a birthday card? ( ) I am eleven.
How old is your brother? ( ) Yes, I can.
II. While-task procedure
(一) Text:
1. Read and judge:
( ) 1. The boy‘s name is Ben Li.
( ) 2. Ben is ten.
( ) 3. This is Ben‘s bicycle.
( ) 4. He is riding a horse now.
( ) 5. The policeman suggests Ben to ride the bicycle in the playground.
2. Learn the phrases: ride a bicycle/ bike; ride a horse
3. Read the text after the tape
4. Read the text together
5. Act out the text
6. T: If you‘re the policeman, what would you say to Ben?
(Ride your bicycle in the park/ …
O R: Don‘t ride the bicycle. Because you‘re too young.)
(二) Sentence patterns:
1. Read and practice:
-- Is this your pencil, Kitty?
-- Yes, it‘s my pencil. (No, it isn‘t my pencil.)
(bicycle / Eddie; milk / Wendy; card / Ginger)
2. Read and practice:
-- Is this his rubber?
-- No, it isn‘t his rubber.
-- Is this her rubber,?
-- Yes, it‘s her rubber.
(desk yo yo telephone toy dog skateboard)
III. Post-task activity
1. Aaswer the question:
1) Is this your car? (yes)
2) Is that his ball? (no)
3) Is this her blouse? (yes)
4) Is this Tom‘s parro t? (yes)
5) Is that your sister‘s bag? (no)
2. Read and complete the dialogue:
-- Excuse me!
-- Yes?
-- Is this your schoolbag?
-- No, it isn‘t. It‘s Tom‘s schoolbag. Tom‘s schoolbag is black.
-- Tom! Is this your schoolbag?
-- Yes, it is.
-- Here you are.
-- Thank you.
3. Act out the dialogue in the groups of three.
IV Homework
1. Listen and read on Page 7.
2. Copy the words and the text.
3. Act out the dialogue.
Module 1 Getting to know you
Unit 3 What are you?
The First Period
Knowledge objective:
https://www.doczj.com/doc/0819224856.html,ing nouns to identify people (fireman, policeman…)
2.Asking ?Wh-? questions to find out a person‘s identity.(What‘s he/she?)
https://www.doczj.com/doc/0819224856.html,ing nouns to identify people, and events.(She‘s a policewoman.)
https://www.doczj.com/doc/0819224856.html,ing nouns to identify people.(He‘s a bus-driver.)
Skill objective:
1.Open an interaction by eliciting a response.
2.Predict the meaning of unfamiliar words by using context or picture cues. Emotion objective:
1. Educate the students to love people all around them.
Materials:
Student‘s Book 4A page 8
Media
Teaching procedures:
I. Pre-task preparation:
a. Chant.
b. Ask and answer
c. Revision: ( Playing a guessing game)
Review the words about professions they have learned.
(doctor, nurse, cook, teacher, policeman, farmer, postman)
Ask pupils to write numbers 1—7 on a piece of paper. Tell them you are going to give them some information about Linda‘s family and ask them to guess what they are, then write down the answers, at last, exchange their answers.
II. While-task procedure:
1.Words: fire, fireman, firemen
A.Show the picture of the fire.
B.Read the word. fire ,lion, like,
C.Word groups.
big fire, small fire, play with the fire, fireman, firemen
a strong fireman, a tall fireman, some firemen.
D. Talk about the fire.
Fire can make us warm.
Don‘t play with the fire.
The firemen are brave.
2.Words: telephone ,bring, engine
A: If you see the big fire, What are you going to do?
Telephone one one nine
Bring the engine.
B. Read the words.
Spell and read.
C.Ask the weather. Telephone one two one
Telephone one two o. What do you need?
Ambulance an ambulance man
(Read the word and express)
D. Read and spell
Ask pupils to fill in the blanks.
Eg: 1) The a_____ man is in the ambulance.
2) Mr. Smith is a good p____ at the police station.
3) Is he a f_____? Yes, he is in th e engine…
E. What about the engine and ambulance.
What colour ?...
3.Sentence Structure:
A.Show the pictures to elicit the sentence patterns: What ?s he? What ?s she? Divide the class into two groups. Group A keeps all the Picture Cards while Group B keeps all the Word Cards. The pupils in Group A take turns to choose a Picture Card, hold it up and ask: What‘s he/she? To elicit: He‘s/She‘s…Continue the game by having Group B ask the questions and Group A answering them. One score for each correct answer. The group with the highest score will be the winner.
B.Sound.
C.Practice in pair.
What‘s he? What‘s she?
D.What‘s your father?
What‘s your mother?
What‘s your uncle?
What are you?
4. Listen to the tape and fill in the blanks
Look at the ___ ____ ____.
Telephone ____ _____ ____
Bring the ____ _____ _____.
Here are the _____ _____ _____.
5. Read the rhyme
6. Make a new rhyme. (First have a discussion in groups of four)
A. Introduce some special telephone numbers.
Eg:120 救护车
114 电话号码咨询
110 警察局
12121 天气预报
B. Gives a model.
Look at the old man.
He is ill. He is ill.
Telephone 120
Bring the ambulance,
Ambulance, ambulance！
Here are the ambulance men,
ambulance men, ambulance men!
III. Post-task procedure:
1. Do a Survey ―Which is the most popular profession?‖
A. Give them a time limit and then each pupil walks around asking as many other pupils as possible the question: ―What‘s your father?/ What‘s your mother?‖ They write the answers on the paper.
B. Back in their groups, pupils compare their answers and decide which is the most popular profession.
IV. Homework.
1.Listen and read the rhyme on page 8.
2. Copy the words and sentences.
3. Make the rhymes.
The Second Period
Language focus:
Knowledge objective:
https://www.doczj.com/doc/0819224856.html,ing nouns to identify people (doctor, waiter…)
2.Asking ?Wh-? questions to find out a person‘s identity.(What‘s he/she?)
3.Saying the sounds. ‘ph-‘ ?wh-?.
Skill objective:
1.Read the words correctly.
Emotion objective:
1. 了解不同职业的作用，明白职业不分贵贱。
Materials:
Student‘s Book 4A page 9
Media
Teaching procedures:
I. Pre-task preparation:
A. Read a rhyme.
B. Ask & answers
II. While-task procedure
1.Words: doctor, dentist, nurse
A.Show the picture of the hospital.
What can you see in the hospital?
Doctor, dentist, nurse
B.Read the words.
Dog—doctor
Desk-dentist
Purse-nurse
C.Talk about the doctor, nurse, dentist.
Doctor, doctor, a clever doctor.
Nurse, nurse, clean nurses.
Dentist, dentist, brave dentists.
D.What can they do?
2.Words: shop assistant, waiter, waitress, bus-driver
A.You want to buy something. Who can help you?
You‘re hungry. You want to eat something. Who can help you?
B.Read the words.
waiter, waitress.—actor, actress
C. Getting to know the names of jobs
fire+man---fireman
police+man/woman---policeman/policewoman
ambulance+man---ambulance man
shop+assistant---shop assistant
bus+driver---bus-driver
post+man---postman
(课中有不少表示职业的名词，其中一些是复合词)
D. Say something about them.
1). Write the following three groups of words on the board:
bus-driver helps sick people
policeman drives a bus
dentist looks after criminals
doctor arrests peoples‘ teeth
2). Get the learners to make sentences with words from the three groups , for example:( Have a discussion in groups of four)
A bus-driver drives a bus.
3.Ask and answer.
What is your father?...
(Learn the words: worker, clerk, engineer, manager)
III. Post-task activities
1.Quick response.(Look at the pictures.)
What‘s he/she?
2.Do a survey.
Talk about your family.
3.Learn the sounds.
Ph/f/ photo, telephone, Philip, phone.
Wh/w/ what , where, white, whale, which
IV. Homework
1. Listen and read on page 9.
2. Copy the words and sentences.
3. Talk about the professions with your friends.
The Third Period
Language focus:
Knowledge objective:
1)Asking ?wh‘ questions to find out various kinds of specific information about a
person.
2)Using nouns to identify people.
Skill objective:
1. Ask and answer the questions.
Moved objective:
https://www.doczj.com/doc/0819224856.html,cate the students to love people all around them.
Materials:
Student‘s Book 4A page 10
Media
Teaching procedures:
I. Pre-task preparation:
1.Quick response.
2.Talk about your family.
3. Review the words and sentences they have learned
Ask individual pupils to choose one number and guess what he/she is.
II. While-task procedure:
1. Ask and answer
Ask pupils what their father‘s or mother‘s job is.
Ask more questions like:
Does he/she get up early?
When does he/she start work?
Does he/she wear a uniform ?
Does he/she like his/her job?
2. Rewrite the following sentences.
What does your father/mother do?
Compare these two sentences , then do exercises.
通过两种表达同一意思句型的比较，让生准确掌握其句型结构。
Eg: What is he? What does he do?
3. Listen and read on page 10.
4. Do a survey.
What does your mother do?
What does your father do?
What does your uncle do?...
5. Play a guessing game:
T: You have got many pictures . Please put them on the desk.
A. Read .
B. Act and say.
III. Post-task activities:
1.Make and play with the cards.
Choose a card and act.
What does he/she do?
Is he/she a policeman?
Is he/she a bus-driver?
Yes, he/she is. No. he/she isn‘t.
2.What is he/she?
Divide students into groups. Have each group choose three jobs and collect pictures of people who do the jobs and pictures of things these people usually use at work. IV. Homework
1. Listen and read on page 10.
2. Play a game with your classmates or friends.
3. Copy the sentences.
The fourth period
Knowledge aims
1. New sentences: What am I? You‘re a …. Are you a…? Yes，/No, I‘m….
2. New words: pilot, writer
Skill aims:
To be able to talk more about jobs with others
Emotional aims:
To learn more about jobs and to know what they want to be in the future then to study hard to realize their dreams.
Teaching procedures:
Pre-task preparation:
1.Rhymes.
2.Play a game: Who has the best memory?
To let them see twelve jobs on twelve cards for about half a minute. Then
turn over the cards. And ask students what job is behind each card.
3.Ask and answer
T: What does your father do? Can he draw?
What does your mother do? Can she speak English?
What does her Grandma do? Can she dance?
What do you do? Can you read?
4.Revision on jobs.
(1)Introduce one of your family members. Say something about his/her job and
so on.
(2) Ask and answer according to the introduction.
E.g. Wh at does Betty‘s father do?
What can he do?
Is he tall?
While-task procedure:
I.New sentences learning
1. What am I? You‘re….
(1)Elicit
T: Look! I have a gun. I am wearing dark blue uniform. What am I?
P: You‘re a policewoman.
T: Yes, I‘m a policewoman.
(2)(T shows the sentences) Read the new sentences.
(3)Work in pairs
P1: What am I?
P2: You‘re a driver.
P1: Yes, I am a driver.
2. Are you a…?
(1)Elicit:
Ask students to take turns to choose a card and act.
P1: What am I?
T: Are you a dentist?
P1: Yes, I‘m…/No, I‘m…
(2) (Show the sentences) students read after the teacher
(3) Listen to the tape, read after the tape.
(4) Work in groups. Play a game. What am I?
II. New words.
pilot, writer
1) Show the pictures with some words those are not completed.
_ _ lot writ_ _
Look,they are my friends. What are they? Let me tell you they are pilot and writer. Please complete the two words.
2) Listen and complete.
3) Read
4)Try to say something about these jobs.
Post- task:
1．Read the four new words.
2．Quick response to the four words according to pictures.
3．Draw a picture that what you want to be in the future
4．Let others to guess what you want to be with the new sentences we‘ve learned.
What am I? Are you a …? Yes, / No, …..
5. Try to introduce yourself in the future.
The fifth period
Knowledge aims:
1.New words: photograph, photographer
2.New sentence: What‘s someone‘s job?
3.To learn the dialogue on page12
Skill aims:
To be able to talk more about jobs in our daily life
Emotional aims:
To improve the skills to get along with others
Teaching procedures:
Pre-task:
1. Rhymes and chants.
2. Game: guess ―What am I?‖
A student acts and asks ―What am I?‖
Let others guess.
3. Ask and answer
(Ask students to practice according to the given words.)
Is…?
How…?
What…?
Can…?
4.Act out a dialogue about occupation
E.g. A: I‘m a dentist.
B: I‘m a patient.
B: May I come in?
A: Come in, please.
B: Good morning, Mr. Li.
A: What‘s the trouble?
B: I have a toothache.
A: Let me have a look. Please open the mouth, say ―Ah‖
…
5.Read and write ―T‖ or ―F‖
Hello. My Name is Grace. I‘m ten years old. I‘ve got a brother. His name is David. He is 18 years old. He is tall and fat. My father is a shop assistant. He can draw well. My mother is a waitress. She can cook.
( ) There are three people in Grace‘s family.
( ) David is Grace‘s father.
( ) Grace‘s mother is a shop assistant.
( ) Grace‘s brother is big and tall.
( ) Grace‘s mother can cook.
While-task:
I. New words learning:
1.photograph
T: Look! What‘s this?
It‘s a photograph. It‘s a photograph of my family.
1)Complete the word: _ _otogra_ _
2)Read
3)Make sentences or phrases with ―photograph‖
2.photographer
T: Look! This is my father. He can take photos very well. He‘s a_________.
1)(Show the word ―photographer‖) Look at the word of ―photographer‖ and try
to read it.
2)Read together.
3)How about: read- sing- dive-
II. New sentence: What‘s someone‘s job?
T: Do you know my father‘s job now? What‘s my father‘s job? It means ―What does my father do?‖ ―What is my father?‖
S: He‘s a photographer.
1.Show the new sentence
2.Read together.
3.Ask your deskmate‘s family member‘s job with the new sentence.
III. Dialogue
1.Listen to the tape
2. Answer some questions about the dialogue.
3. Read after the tape together.
4.Practice the dialogue in groups.
Post-task:
1. Act out this dialogue.
2. Make a new dialogue according to the dialogue on the text book.
3. Do a survey on your classmates‘ family members‘ jobs and so on and have a report
based on your survey.
Unit1-4单词提纲 动物类：a cat a dog an elephant a horse a lion a monkey a panda a tiger a chicken a duck a pig a cow a bird a parrot a fish（复数fish或fishes） 水果类：an apple an orange a pear a peach（复数peaches） a banana a grape a mango（复数mangoes） a pineapple a cherry（复数cherries） 球类：a basketball a football a table tennis 动词类：jump skate swim run sing dance ski sit stand shout talk eat drink sleep like have play make fly 衣物类：a cap a coat a T-shirt a skirt a dress（复数dresses） a sweater a shirt a blouse a jacket 食物类：a pie a cake a hot dog a sweet an egg an ice cream 文具类：a ruler a rubber a book a pen a pencil a crayon a pencil case/box a schoolbag/bag 玩具类：a ball a doll a robot a (toy) car/bus（复数buses）/bike/plane 颜色类：red green yellow blue black white orange brown purple pink 其它单词：an animal a boy a girl this these that those cute lovely fat would like here little get log mat some any fruit salad let’s=let us cool wonderful many how many please hurry hot nice beautiful sweet a sticker sure a box（复数boxes）but do library（复数libraries）so funny all how long take very well what/how about try yeah great name … year(s) old quack tweet fly ouch too either sad can can’t=cannot father mother brother sister cousin grandpa grandma morning afternoon evening breakfast lunch dinner family（复数families）friend Unit5-8单词提纲 物品类：a clock a fridge a sofa a table（桌子） a desk（课桌） a chair a door a window a bed a picture a fan an umbrella 衣物类：a skirt（短裙） a dress（连衣裙）（复数dresses） a cap a T-shirt a coat a sweater a jacket a shirt（男衬衫） a blouse（女衬衫） a shoe（复数shoes） a sock（复数socks） 居室类：a bathroom a bedroom a living room a kitchen 介词类：in on under behind beside/ near（在旁边）at with
Word基本操作---文字编辑和页面设置教学设想:通过两个课堂练习，介绍Word软件中文字编辑操作和页面设置。 教学目标:认知目标：1、了解Word软件的操作界面，掌握菜单命令的选择。 2、了解Word中字体的概念，掌握文字编辑方法。 3、了解Word中段落的概念，掌握页面设置方法。 4、尝试在Word文档中插入艺术字和图片。 能力目标：通过课堂练习，使学生回忆Word常用操作并进行练习。 教学重点：对操作练习要求的正确理解，了解Word软件的基础知识。 教学难点:学生对于习题的下载、安装不熟练，对题目的理解模糊。 【教学方法】 演示法、观察法、任务驱动法 本课重实际操作的准确性和熟练性。难点在于对题目要求的准确理解并选择适当的操作步骤，检验自己操作是否正确。 【学法指导】 对于学法指导，主要是（1）在老师的提示下，让学生自己分析问题、解决问题的能力。（2）学生通过练习完成指定的任务，强调对题目要求或考核目标的正确理解。在上课的过程中，要引导学生自己理解习题的要求，不能老师说一步做一步，老师不说自己就不能做。 导言： 教师边演示边进行讲解：同学们！现在让我们来看字处理软件
word2000在实际生活中的应用，如（报纸、书籍、板报）。偏重介绍文字编辑和页面设置方面的知识。 这节课，我们来进一步学习：字处理软件Word——编辑文字、设置页面。 新授课： 1、WORD字处理软件功能 教师边演示边进行讲解：同学们！Word字处理软件不仅可以让我们快捷方便地输入和编写文字，而且可以让我们对文档方便快捷的进行各种编辑和设置。 通过观察后你认为Word2000有哪些主要功能？生……？？ 老师小结：Word具有对文章进行编辑、修改、设置、插入、排版、打印等功能。 今天我们学习Word的主要目的是让大家进一步了解Word的字处理功能。 2、演示教学word3练习 打开WORD文件夹下的weiruan.doc文件，完成下列操作： 1.将文章中所有的“Microsoft”替换为“微软” 2.将页面设置为B5，左边距1.5厘米，右边距1.2厘米 3.在文章右上角插入横排文本框，并输入文字：正当竞争有利于IT 发展！ 3、演示教学word4练习 1、将word文件夹下的n1.doc中全文字体设为宋体、四号字；添加
上海版牛津英语全册教案 Oxford English Book 1A Unit 1 the first period 一．教学说明 1．今天是小朋友进入小学的第一节英语课，所有的学生都表现出对英语的极大的好奇。作为一名英语教师，要通过充满知识和乐趣的课堂将 孩子们的好奇转换成对英语学习持久的兴趣和热情。 2．班级中的孩子来自不同的环境，有着完全不同的知识基础和认知能力。教师应主动地去了解学生，这对今后的教学工作十分重要。二．教学内容 1．认知内容：能听懂会说Good morning. –How do you do? –How are you?-Fine, thank you. –Hello! 等问候语。 2．能力要求：学会用-Good morning. –How do you do? –How are you?-Fine, thank you. –Hello! 来问候和交流。 3．情感态度：通过学生对本课问候句子的学习，培养学生讲文明的良好习惯。并鼓励学生用这些问候语与新同学交朋友，增进新生之间的了 解和友谊。
四、教学提示 1．媒体准备： 玩偶、响板、歌曲磁带 2．教学关注点： 本课中的句子例如：How are you ? Fine, thank you. 对于一些从来没有接触过英语的小朋友来说比较困难，为了解决这一问题，可从以下方面做努力。 1）注重学习的过程，为学生的学习铺好台阶； 2）在小朋友们喜欢的游戏、歌曲等活动中巩固句子； 3）多创设学生间的合作交流的机会，以缓解因差异造成的成效不一。 3．资源分享： 九年义务教学课本3A有配套的歌曲：如
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一年级英语教案设计2012-2013年度第一学期 设计: 李爽 内容:牛津英语一年级上册 班级: 一年级(3、4、5)班
一年级（3、4、5）班英语教学工作计划 2012-2013学年度第一学期李爽 本人这学期担任一年级（3、4、5）班的英语教学工作。为了更好的完成本学期的教学任务和提高学生的学习效率，制定以下教学计划。 一、学生基本情况分析 一年级新生，面临着学习习惯，生活习惯的培养，学生的能力也各不相同，有的上过幼儿园，有的没有接受过任何教育，这给教学带来了很大难度。新教材难度大，对学生要求高，听说读写都要掌握，家长要重视和配合，共同努力培养学生的良好的学习习惯和方法。 二、教学要求 本学期使用的教材是新教材，本套教材根据牛津英语教材New English First! , New On Target! 和New Oxford English, 由上海市中小学（幼儿园）课程改革委员会和牛津大学出版社（中国）有限公司合作改编、为了使教材更加的适合深圳学生的实际情况，又由深圳市教育科学研究院对现行英语教材（牛津上海版）进行适当改编。教材提供两本书，一本学生用书和一本活动手册。本教材一共有4个模块，每个模块包括三个学习单元和一个复习单元。每一单元分Let＇s act. Let＇s talk. Let＇ｓlearn . Let＇act . Let＇s play. Let＇s enjoy六个版块。整本书教学内容与学生生活紧密联系，围绕“文具，身体部位，家庭，数字，动物，颜色，食物”几个话题，学习简单的交际用语。每一单元穿插字母音和形的学习。本学期要求学生掌握的基础知识有： 1、学会问候语，自我介绍； 2、部分文具得名称； 3、学会身体部位名称； 4、学会介绍自己的家人和朋友； 5、学会10以内的数字和简单的水果名称； 6、学会几种食物的名称动物的名称； 7、学会问颜色； 8、学会简单的祈使句； 9、学会用what＇s this？问话。 三、学期教学总目标：1 激发小朋友学习英语的兴趣，培养他们学习英语的积极态度，并具有一定的语音、语调，及良好的学习习惯和英语交际的能力，为以后学习打下良好的基础。2 能听懂、理解Let＇s act.中的句子,并能根据指令，做出动作反应。3能说Let＇s talk中的句子,能在情景中进行简单的交流.4.能认读Let＇s learn中的单词.5 能做一些英语小游戏。6 能唱Let＇s enjoy中的歌谣和小诗,理解小故事。 四、具体措施 为了能够更有效的完成以上的教学任务，并给学生打下坚实的英语基础，现制定以下几项措施：1. 对于单词，要求学生起码做到听、读过关，然后就是写和运用于句型当中。主要通过单词游戏来检测。 2. 关于句型，要求他们熟练掌握书上的句式和句子并作简单的运用；对于基础较好的学生要求他们能够灵活运用。主要通过短剧表演的形式来提高他们对于运用英语和他人沟通的兴趣与信心。 3. 因为新教材更贴近学生的真实生活，应多鼓励他们在日常生活中运用学过的知识和他们的朋友、家长进行沟通。
新译林四年级（上）第三第四单元测试 姓名_________ 成绩__________ 听力部分（30分） 一、听录音，选出和你听到的单词同一类的单词。（5分） ( )1. A. swim B. sticker C. monkey ( )2. A. she B. me C. his ( )3. A. good B. peach C. fourteen ( )4. A. can B. play C. is ( )5. A. any B. either C. I 二、听录音，选出你所听到的句子中含有的选项。（5分） ( )1. A. basketball B. football C. table tennis ( )2. A. swim B. skate C. sleep ( )3. A. cool B. great C. nice ( )4. A. fly B. fruit C. floor ( )5. A. sing well B. dance either C. jump too 三、听录音，选出你所听到句子的中文。（5分） ( )1. A. 她会踢足球。 B. 她会踢足球吗？ ( )2. A. 麦克，请看一下。 B. 麦克，请试一下。 ( )3. A. 我能看到一些动物。 B. 我能说出一些动物。 ( )4. A. 爸爸有五个有趣的男孩。 B. 爸爸有5个可爱的男孩。 ( )5. A. 他也会打篮球。 B. 他也不会打篮球。 四、根据所听句子，将下列应答用数字排序。（4分） ( ) Don’t be sad.( ) Ten. ( ) Yes, he can. ( ) How cute! ( ) No, thank you. ( ) I have ten. ( ) Great! ( ) No, I don’t. 五、听录音，判断所听内容与下面句子意思是否相符，相符的写T，不相符的写F。（5分）( )1. Wang Bing can play table tennis. ( )2. I have some red apples. ( )3. The toy tiger is big and cute. ( )4. Sam can’t swim, and Bobby can’t swim either. ( )5. The students are in the library. 六、听录音，补全句子，每空一词。（6分） 1. -----How many ________ do you have? -----I have ________ . 2. ----- ________ I have one? ----- ________ .
WORD基本操作(教案) 教学目的：了解WORD的基本功能和启动与关闭，掌握汉字的输入方法，学会窗口的基本操作。 教学重点：文本的输入法；工具栏的定制。 教学时间：1课时 教学步骤：（引入）：在我们的现实生活中，能够看到报纸，杂志，报纸，杂志也是我们最主要的信息来源，是我们了解外界的一个最主要的途径。报纸上有图片，文字。那么这些文字图片是不是杂乱的堆放在报纸上呢？显然不是的，我们今天学习的这个软件就能够做到这一点，能把文字，图片按照一定顺序排列起来，使我们看起来有种耳目一新的感觉——office （美国微软公司开发的，功能非常强大的文字处理软件，在我们的各行各业多用到这款软件），今天我们就来学习它，希望大家经过一段时间学习，也能对文字进行相应的处理，给我们的生活和工作带来方便。 1、WORD的启动与关闭 启动：开始→程序→Microsoft Word 关闭：文件→退出、关闭按钮 2、WORD窗口的组成：标题栏、菜单栏、工具栏、文档窗口、状态栏 3、定制工具栏：“视图”菜单→工具栏→选择工具选项（右击工具栏→选择工具选项） 4、文本的输入： 1）选择汉字输入法：Ctrl+Shift组合键选择 2）中英文切换的方法：Ctrl+空格键或在中文输入时，第一个字母输入v，随后输入的便是英文。
3）文本的输入：（智能ABC输入法） 1．输入大写的一、二……一○等：io+ 数字。 2.shift+F3 快速改变英文的大小写。 3.ctrl+shift+〈/〉快速改变文本的大小。 4.快速输入英文：在智能ABC输入法时，在前面加字母“v”，在后面输入英文。 5.工具/自动更正选项：输入固定的词组或者名称。 6.剪贴/复制。 6.特殊符号输入有两种方法： （1）插入/特殊符号 （2）软键盘：（打开软键盘的方法：右键点击小键盘选择符号；关闭软键盘的方法：单击软键盘图标）。功能强大，可以输入各种各样的符号。 4）标点符号的输入： 中西文标点选择：, . 和，。 常用标点符号的输入：顿号、—\ 书名号《》—< > 特殊标点符号的输入：右击输入法状态栏右边的软键盘图标→选择标点符号。 6）保存文件：文件→保存（另存为）；“常用工具栏”上“保存”按钮。 7）打开文件：文件→打开→查找范围、文件名→打开。 5、上机操作：输入下列文字。 首届世界华人学生作文大赛启事
小学英语新课程标准教材 英语教案( 2019 — 2020学年度第二学期 ) 学校： 年级： 任课教师： 英语教案 / 小学英语 / 小学一年级英语教案 编订：XX文讯教育机构
英语教案－《牛津英语》1A教案 教材简介:本教材主要用途为通过学习英语的内容，提高学生的语言技能，增加一项语言能力，有利于国际化的日常交流、生活、工作等，本教学设计资料适用于小学一年级英语科目, 学习后学生能得到全面的发展和提高。本内容是按照教材的内容进行的编写，可以放心修改调整或直接进行教学使用。 教学案例（设计） 设计教师：珠海市海华小学刘波 课题名称： Unit 5 Fruit Let’s Learn (P24) 单词教学 教材版本：小学一年级《Oxford English》(1A) 授课时间：40分钟 学生分析： 1、小学一年级的学生，大部分都是6、7岁的小孩子，好动、爱玩，好奇心和好胜心都很强，对一切新鲜事物都感兴趣，尤其是刚刚开始接触英语，学生的新奇感特别强，在英语课堂上也表现得特别积极。 2、学生已经学过了一些基本的用语，如“This is a/an…”、“That’s a…”等，以及“smell, taste, touch”等一些口语。 3、学生已经掌握了一些基本的学习方法，能听懂一些课堂指令，能就一些简单的问题
进行口语问答等。 教材分析： 1、本节课是Unit 5 的第三课时，本教学设计适应小学英语一年级起点的学生。 2、学生在本课时前，已经学过了“Smell the peach. /Touch the melon. /Open your mouth. / Wave your hand. /Raise your arms.”等指令，正好可以运用于本节课堂教学中。 3、本节课的教学设计是以学生的日常生活为题材，包括了“apple, orange, pear, melon, lemon, peach”等学生喜闻乐见、易于接受的课题，遵循思想性、趣味性、灵活开放性等原则，采用探究式、发现式的学习方法，促使学生拓展视野，培养学生的创新精神和实践能力。 4、学生对水果等的教学比较感兴趣，对这些常见的水果等易于接受，学生学过了这些单词后，能在日常生活中正确运用，真正做到学以致用。 教学目标： 1. Listening: Listen and identify the key words. 2. Speaking: Pronounce the words properly. 3. Communicating: Use nouns to identify objects. 教学重点、难点： 1． Master the pronunciation of the new words.
新牛津译林版四年级英语上册各单元知识点汇总（全册） Unit 1 单元知识 四会单词 1. like 喜欢 2. dog 狗 3. cat 猫 4. panda 熊猫 5. horse 马 6. tiger 老虎 三会单词 1. animal 动物 2. cute 可爱的 3. fat 胖的 4. elephant 大象 5. lion 狮子 6. monkey 猴子 7. have 有 四会词组 1. like dogs 喜欢狗 2. don’t like 不喜欢 3. cute and fat 又可爱又胖 4. five horses 五匹马 5. that tiger 那只老虎 6. those pandas 那些熊猫 7. boys and girls 孩子们 8. like cakes 喜欢蛋糕 9. this cat 这只猫10. a fat cat 一只肥猫11. this black and white panda 这只黑白相间的熊猫12. these brown monkeys 这些棕色的猴子13. a toy lion 一只玩具狮子三会词组 1. these toy animals 这些玩具动物 2. on the mat 在垫子上 3. have a cake 有一块蛋糕 4. my little dog 我的小狗 5. my big bag 我的大包 6. on the log 在原木上 7. run with me 和我一起跑 四会句型 1. This is a cat. 这是一只猫。I like cats. 我喜欢猫。 2. I don’t like tigers. 我不喜欢老虎。But I like that tiger. 但是我喜欢那只老虎。 3. Do you like dogs? 你喜欢狗吗？ Yes, I do. 是的，我喜欢。 4. Do you like pandas? 你喜欢熊猫吗？
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一、组织教学 清点人数，安定课堂秩序 二、复习旧课 Windows XP的环境设置与实用工具 三、讲授新课 （一）word 的打开方式 1、开始/程序/office/word 2、建立桌面快捷图标 3、打开一个已经建立的WORD文档 （二） word 的工作界面 1、标题栏 位于文档的最顶端，包含文件的名称，最小化，还原，关闭按扭。 2、菜单栏包含处理编辑文件所有的命令。 打开菜单栏的方式：1 用鼠标单击 2 alt+相应菜单的字母 3、工具栏常用的命令用图标的形式显示，利用工具栏加快操作速度。 显示或隐藏工具栏视图/工具栏/选择常用，格式 4、标尺利用标尺设置段落的缩进，页边距，制位表，以及改变栏宽。 5、文本区输入文字，插入图片，设置格式。 6、滚动条拖动滚动块，查看文档的不同位置。 7、滚动条的左侧4个显示方式： 普通视图：输入，编辑和排版文本。 Web版式视图： 大纲视图：查看文档的结构。 页面视图：查看与打印效果相同的页。 8、状态栏 （三） word的打开和关闭 文档的打开：文件/新建快捷键 Ctrl+N 空白文档/利用模板建立新文档/利用向导建立新文档； 文档的关闭“ 1.单击文件/退出 2.按alt+F4 3.单击标题栏上的关闭按扭 4.双击标题栏上的控制菜单按扭 （四）文件的保存 1、第一次保存新建的文档： A、组合键：Ctrl+S。 B、文件菜单→保存。 C、常用工具栏上单击“保存”按钮。 注意：保存文档时应首先选择保存位置、再输入文件名、选择文件类型，最后单击“保存”。 a、文件默认类型为*.doc。
b、模板文件（文档模板）：*.dot。 c、文本文件(纯文本）：*.txt。 2、对已有的且已修改的文档进行保存 A、直接按F12。 B、文件菜单→另存为……。 （五）文本输入与选定 1、输入中文： 输入法的逐一切换：Ctrl+Shift。 中英输入法的切换：Ctrl+空格键。 中英文符号的切换：Ctrl+.。 全角与半角的切换：Shift+空格键。 2、输入标点符号： （1）键盘输入。 顿号：退格键左侧的那一颗双字符键； 省略号：Shift+6（双字符键）; 破折号：Shift+ -（双字符键） 书名号：Shift+<、Shift+>;） （2）软键盘输入：在软键盘上右击，在菜单中选择符号类型，……。 （3）符号工具栏 （4）插入菜单中的符号或者特殊符号。 （5）插入与改写的切换：Insert键 3、选定文本: （1）任何数量的文本：将“I”字形指针移动到文本的左侧，按住左键拖过这些文本。 （2）一行文本：将“I”字形指针移动到文本的左侧，按住左键拖过这些文本到本行结束，或者单击本行左侧的选定栏。 （3）一大块文本：首先选中开头的部分文字，再按下Shift键，文本末尾处单击左键。 （4）一块垂直文本：将“I”字形指针放在文本的起始处，按下Alt键，按住左键拖过这些文本。 （5）全选：Ctrl+A。 （七）文本的移动、复制和删除： 1 、移动：左键拖动；剪切和粘贴。 2 、复制：左键拖动（配合Ctrl键）；复制和粘贴。 （八）查找和替换 在文档中经常需要查找或修改一些文字符号，尤其当需要从较长的文档中统一地更改某些相同的字符时，可以使用查找与替换功能，可以快速查找或替换文档中的某个单词、短语、格式或特殊字符。 1、查找 选择“编辑”菜单下的“查找”命令 2、替换 选择“编辑”菜单下的“替换”命令 （九）撤消与恢复 快捷键：
Module 4 Unit 1 Things we do 【主题】Activities 【话题】Period 1: Things they can do Period 2: Tommy is super 【教材及学情分析】 经过前三个Module的学习，学生已经学习了感官、食物、玩具、气候、四季、衣物等类别词汇，有了一定的词汇积累。在第四个模块中，我们将继续学习一些常用的行为动词及动词短语。本课新授的是牛津英语1B M4U1 Things we do 的第一单元,主要学习的是四个动词ride, skip, play, fly和与这四个动词有关的动词词组ride a bicycle, skip a rope, play football, fly a kite，并学会用can句型表达能力。在上个学期已经学习了一些动词，并且也已经接触到了can句型。基于低年级孩子心理年龄特点以及本课内容，在主题Activities 下我设计了两个话题：1.Things they can do. 2. Tommy is super. 第一课时围绕教材中的4个人物，理解、交流他们会做的事情；第二课时，整合前面学习过的季节，围绕Tommy 在不同季节能做的事情。突出他的super.值得注意的是ride 和read是学生容易在形和音上混淆的单词， 【单元教学目标】 （1）能听懂、会说、会准确认读四个动词ride, skip, play, fly和四个动词词组ride a bicycle, skip a rope, play football, fly a kite （2）能运用简单的句型What can you/she/he do?来询问他人会做的事. （3）能运用句型I can …来表达自己的能力，学会使用句型She can …来描绘介绍别人。 (4) 通过动作的教学，培养学生充满自信地向他人展示自己的能力。
1B牛津英语教学计划 一年级英语教案 ●一、班级情况 一年级大部分学生喜欢英语，课堂上学生发言积极，乐于表现自己。学生们熟练掌握1a的内容，学生的语音语调尚可。我们要努力培养一年级的小朋友对英语的兴趣，使他们热爱英语。 ●二、教材分析 本学期采用的教材为牛津英语（上海版）一年级第一学期1b。全册教材共有三个主题九个单元，分别为： theme 1: spring unit 1: new year unit 2: small animals unit 3: colours theme 2: people who help us unit 4: postman and policeman unit 5: doctor and nurse unit 6: farmer and fisherman theme 3: food and drink unit 7: birthday party unit 8: dinner
unit 9: revision ●三、教学重点、难点 1.学习词汇46—70个（其中包括：家庭成员, 动物，颜色，表示职业的词，食品，饮料，以及表示高矮、胖瘦的形容词等），能认读，辨别，灵活运用。 2.学习表示问候的句型：how are you? 的另外几种回答方式，如： very well. 3.学习节假日问候语：happy new year! merry christmas!等 4.学习用how many _____ ?问数量，并能准确回答。 5.学习句型what do you see? 并能准确回答。 6.学习用英语表达某人的职业：he/she is a _______. 并能询问 is he/she a _____? 7.学习用do you like _____? 问别人是否喜欢某样东西，并能用yes, i like ______./no, i don’t like _____?回答。 8.学习用祈使句发命令，并且听到命令能准确的做出相应的动作。 ●四、教学进度（见教学进度表） ●五、教学措施 1.让学生了解现代语言的重要性。明确学习是适应时代的需要。在引入课中教师要尽量丰富生动讲一些有趣味性的故事来说明英语的重要性。
教学目标： 知识与技能：选定文本内容，删除、移动、复制 过程与方法：掌握文本地简单操作 情感态度与价值观：培养学生对计算机地兴趣 教学重点：文本地选定、删除、复制 教学难点：文本地移动 教学方法：讲授法演示法 教具：多功能教师 课时：课时 导入：问题地提出 为什么要学习本课程？ 作为全世界最流行地文字处理软件之一，承袭了地图形化用户接口地风格，使文字处理操作直观易学，简便快捷，并有很强地智能性.文字处理工作是一个开始于建立一个新地文檔，然后在新文文件地窗口中键入文字内容，并进行编辑、排版，最后保存文檔、打印文檔地过程.在对文檔编辑排版时，为了使版面规范、美观、清晰，增加可读性，常常需要对文檔设置各种格式.使用进行文字工作时，除了利用各种格式化方法对正文内容排版外，还常常在文檔地版面上设计或添加某些其它格式，以便进一步增强文檔地可读性.个人收集整理勿做商业用途 、学习本课程需要解决地问题： () 对排版地操作流程有一整体认识. () 能够在打开地文檔中输入内容. () 能够在打开地文檔中输入内容. () 能够对输入内容地文檔地文本进行基本编辑. () 通过实例能够用多种方法显示文文件，能在多种显示方式中编辑文文件. () 能够使用打印机打印需要地文文件. 新课： 教学地内容［文本地输入］： 一、选定文本内容：要对 、使用鼠标选取： （）小范围选定：鼠标拖动选定 大范围选定：点开始＋＋点最后 选取矩形块：点矩形块左上角＋＋点矩形块右下角 （）在选定栏区选定： 选一行；单击个人收集整理勿做商业用途 选一段；鼠标在选定栏区三击 全选：“编辑”－“全选” （）使用键盘选取： 全选： （）取消选定： 点击选定区域以外地任何一个区域. 二、删除、移动、复制： 文本地删除、复制、移动操作均可通过如下方法实现： ①工具栏 ②“编辑”菜单 ③快捷键 ④快捷菜单 、删除文本： 选定－按或剪切
Unit 1 Hello，I’m Liu Tao 教材简析： 本单元的主要教学内容是“问候”和“自我介绍”。教师在教学中要多创设一些与生活接近的场景，让学生在实际情景中学会使用这些日常用语，并养成经常使用英语问候语的习惯。在教学中，要引导学生听懂、会说本单元中出现的单词及句子，帮助他们准确、熟练、流畅地演唱本单元的歌曲。 教学目标： 1. 能听懂、会说本单元人物单词Liu Tao, Yang Ling, Su Hai, Wang Bing, Amy, Tommy。 2. 能听懂、会说对话Hello, I’m Liu Tao./ Hi, I’m Yang Ling, Hello, Wang Bing. Hi, Su Hai. 3. 能正确运用句型Hello/ Hi, I’m… Hello/Hi,…进行对话。 4. 会唱歌曲Hello。 5. 能通过游戏说出每个人物。 6. 培养学生英语学习兴趣和良好的学习习惯。 7. 培养学生的书写习惯及答题技巧。 教学重点： 1. 能听懂、会说本单元人物单词Liu Tao, Yang Ling, Su Hai, Wang Bing, Amy, Tommy。 2. 能听懂、会说对话Hello, I’m Liu Tao./ Hi, I’m Yang Ling, Hello, Wang Bing. Hi, Su Hai. 3. 会唱歌曲Hello。 教学难点： 1. 能正确运用句型Hello/ Hi, I’m… Hello/Hi,…进行对话。 2. 培养学生英语学习兴趣和良好的学习习惯。 3. 培养学生的书写习惯及答题技巧。
Unit 1 Hello 第一课时 教学内容 Story time 教学目标： 1．能听懂、会说日常问候语Hello！Hi！I’m 要求发音准确、语调自然。 2．能听懂、会说人物姓名Liu Tao Yang Ling 3. 能听懂 Miss， Stand up. 教学重难点： 教学重点：1．能听懂、会说日常问候语Hello！Hi！I’m 要求发音准确、语调自然。 2．能听懂、会说人物姓名Liu Tao Yang Ling 教学难点：能用I’m 做自我介绍 教学准备： 图片，多媒体 教学步骤： Step1 Warm up T: hi, boys and girls. Ss: hi。 T: 同学们，我们要开始上课了。大家要一起说stand up。起立。学习stand up。 (t-an, s, d, stand) (u, p, up) T: class begins. Ss: stand up.
上海牛津版小学英语一年级下1B教案 Module 1 Using my five senses Unit 1 教学内容: 认知内容: 能听懂会说frog/rabbit/bee/bird，掌握句型：What do you see? I see…能力要求：会向他人询问所看见的东西，能在生活中运用学到的英语。 情感态度：培养学生喜欢、爱护小动物的思想情感。 the first period
Module 1 Unit 2 Listen and hear I.知识点
●Daily expre ssions: What do you hear? I hear… What can you hear? I can hear… ●Vocabulary: sheep hen dog cat ●Text types: song, game, conversation, story II. 课时安排 ●Period 1: a. Look and learn: sheep hen dog cat Listen and say: What do you hear? I hear… b. Play a game ●Period 2: a. Look and say: What do you hear? I hear… What can you hear? I can hear… b. Say and act : a short dialogue ‘At home’ c. Make a short dialogue. d. sing a song “Bingo” III. The contents Words: sheep hen dog cat Skills: What do you hear? I hear… IV. 能力要求 学生学会用句型What do you hear?进行讯问。会用I hear..来回答 V. 情感态度 学生在游戏和表演中学习新的知识, 并通过游戏和表演来巩固新知识,创设良好的活动氛围, 让学生带着愉快的心情去迎接新的挑战.
新修订小学阶段原创精品配套教材 英语教案－《牛津英语》1A教案教材定制 / 提高课堂效率 /内容可修改 English lesson plan-"Oxford English" 1A lesson plan 教师：风老师 风顺第二小学 编订：FoonShion教育
英语教案－《牛津英语》1A教案 教学案例（设计） 设计教师：珠海市海华小学刘波 课题名称：Unit 5 Fruit Let’s Learn (P24) 单词教学 教材版本：小学一年级《Oxford English》(1A) 授课时间：40分钟 学生分析： 1、小学一年级的学生，大部分都是6、7岁的小孩子，好动、爱玩，好奇心和好胜心都很强，对一切新鲜事物都感兴趣，尤其是刚刚开始接触英语，学生的新奇感特别强，在英语课堂上也表现得特别积极。 2、学生已经学过了一些基本的用语，如“This is a/an…”、“That’s a…”等，以及“smell, taste, touch”等一些口语。 3、学生已经掌握了一些基本的学习方法，能听懂一些课堂指令，能就一些简单的问题进行口语问答等。 教材分析： 1、本节课是Unit 5 的第三课时，本教学设计适应小学英语一年级起点的学生。
2、学生在本课时前，已经学过了“Smell the peach. /Touch the melon. /Open your mouth. / Wave your hand. /Raise your arms.”等指令，正好可以运用于本节课堂教学中。 3、本节课的教学设计是以学生的日常生活为题材，包括了“apple, orange, pear, melon, lemon, peach”等学生喜闻乐见、易于接受的课题，遵循思想性、趣味性、灵活开放性等原则，采用探究式、发现式的学习方法，促使学生拓展视野，培养学生的创新精神和实践能力。 4、学生对水果等的教学比较感兴趣，对这些常见的水果等易于接受，学生学过了这些单词后，能在日常生活中正确运用，真正做到学以致用。 教学目标： 1. Listening: Listen and identify the key words. 2. Speaking: Pronounce the words properly. 3. Communicating: Use nouns to identify objects. 教学重点、难点： 1．Master the pronunciation of the new words. 2．Use the patterns to solute the tasks. 3．Use the fruit words in daily life. 教学策略、方法： 1、任务驱动型教学 小学英语新课程标准要求，合理地设计教案，在课堂上
Unit1 一、单词: cat猫dog狗elephant大象horse马lion狮monkey猴子panda熊猫tiger狮子like 喜欢animal动物cute可爱的fat胖的have有don’t不 二、词组： 1、these toy animals这些玩具动物 2、boys and girls男生们和女生们 3、look at看… 4、I like 我喜欢 5、I don’t like 我不喜欢 6、cute and fat又胖又可爱 7、I have 我有8、I don’t have 我没有 9、little monkey 小猴子10、in the tree在树上 11、run with me 跟我跑 三、句型： 1、Do (助动词）you like+复数？你喜欢…吗？ 用于询问对方是否喜欢某类事物 肯定回答：Yes，I do. 否定回答：No，I don’t. 2、Would you like …？你想要…吗？ 用于征询对方意见 肯定回答：Yes，please. 否定回答：No，thanks./thank you. 3. What’s that？那是什么？ It’s a … 它是一个… 3、表达自己的喜好：I like sth./doing sth. 例：I like bananas. I like swimming. 4、in the tree:在树上，表示小鸟、气球等外界的物体“落在树上” on the tree:在树上,表示树叶、果实等“长在树上”。
Unit2 一、单词: banana香蕉，grape葡萄，mango芒果，pineapples菠萝，pear梨子，doll洋娃娃，let’s咱们/让我们，make做，fruit水果，salad色拉，any一些，some一些，our 我们的，cool酷，真棒， wonderful精彩的，绝妙的 二、词组： 1、some grapes一些葡萄 2、Here you are给你 3、make a fruit salad做一个水果色拉 4、our fruit salad我们得水果色拉 5、How nice!多么漂亮 6、how many 多少 7、have a hot cake吃一个热蛋糕8、purple grapes紫色葡萄 9、nice and sweet又漂亮又甜 三、句型： 1、Do you have a …？ 你有一个…吗？ 肯定回答：Yes，I do. 否定回答：No，I don’t. 2、Do you have +复数？ 你有…吗？ 肯定回答：Yes，I do. 否定回答：No，I don’t. 3、How many(特殊疑问词）+复数+do you have？ 你有多少个…？ 4、表达自己拥有某件或某些物品时 I have sth. 当主语为第三人称单数时，have变为has. 例：She has some apples. 5、Let’s do sth. 意为“咱们……吧”表达建议 回答：All right./Ok.
课题名称：2.1 Word入门 教学目标： 1.基本知识 (1)了解Word 2010中文版屏幕元素的名称和功能。 (2)认识Word的扩展名及作用。 (3)掌握输入符号的方法。 (4)掌握选取操作对象的方法。 2.操作技能目标 (1)掌握新建和打开Word文档的方法。 (2)会对文档字符和段落作选取、移动、复制、剪切等简单编辑操作。教学分析与准备： 1．教学重点 (1)认识Word窗口界面，熟悉界面的结构及名称。 (2)创建、编辑、保存文档。 (3)在文档中插入符号。 2．教学难点 (1)输入文本后选取操作对象及简单编辑文档的操作。 3．教学策略 引导学生认识Word界面元素的名称和功能，介绍选取操作对象及对文档进行简 单编辑的方法，并且在计算机上用实例将其操作示范给学生观察。教师还可以让 学生自主操作获得较深体验。 4．课时安排 2课时（45分钟×2） 5．教学环境 多媒体教室 学习过程：
课堂小节： 本课以Word的基本操作为例，介绍Word界面元素，以及Word文档的扩展名和 输入符号的方法；同时通过实例，介绍选取操作对象及对文档进行简单编辑的方 法。
课题名称：2.2 格式化文档 教学目标： 3.基本知识 (5)了解格式刷的作用。 (6)了解“智能标记”功能。 (7)掌握常用字符格式的名称及作用。 (8)掌握常用段落格式的名称及作用。 4.操作技能目标 (3)会在文档中设置字符格式的方法。 (4)会在文档中设置段落格式的方法。 (5)学会使用格式刷快速设置字符和段落格式。 (6)熟悉套用样式快速设置格式的方法。 教学分析与准备： 1．教学重点 (4)设置文档的字符格式。 (5)设置文档的段落格式。 2．教学难点 (2)使用多种方法设置文档的字符格式。 (3)使用多种方法设置文档的段落格式。 3．教学策略 本课以“讲座信息”文档为案例，介绍设置字符格式的方法和设置段落格式的方 法。同时还学习使用格式刷及套用样式，用于快速设置字符和段落格式。 4．课时安排 2课时（45分钟×2） 5．教学环境 多媒体教室 学习过程：