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PRT小学英语（LEW版）1B教学设计Unit 1 Lovely Pets第一课时一、教材分析本课选自1B U1 Lovely pets有关宠物以及宠物的外形介绍，并且学会指示代词this、that、these、those的用法！Longman English World整个教材体系很完善，听说读写都包含，面面俱到！课本的内容是呈阶梯型前进，从易到难，学生学习起来会比较顺畅。
每个单元的学习内容与实际生活紧密结合，同时注重学生语言运用能力的培养。
二、学生分析总共11个孩子，全部都是3年级，基本都是从故事二期丑小鸭开始学习的，其中有2个男生基础稍微弱一点，其他孩子都不错，听力，语音也都不错。
孩子们上课纪律有时比较吵，但是总体比较好控制，也比较积极，活泼，接受能力快，上课气氛很好！三、教学目标知识目标：a.学生能说出不同宠物的名称!b.分清楚指示代词以及句型的运用！技能目标：a.通过学习，能让学生描述自己喜欢的宠物;b.能够介绍宠物，流利输出8句。
学习策略与情感态度：a. 能够感受和动物在一起的乐趣;b. 提高自主探究的能力。
四、教学重难点分析①重点：关于宠物的名称，以及指示代词this，that，these，those的运用。
②句型：I like this \that rabbit. It is small\big.I like these \those rabbits. They are fat\thin.③难点：理解区分this 、that 、these 、those 和it is\they are 的区别用法。
五、教学策略主要采用任务型的教学方法，通过一系列的任务活动，环环相扣，让同学们逐步掌握今天所学内容，发挥主观能动性，能用英语介绍宠物。
六、教学准备PPT/ 单词卡/句型条, E-BOOK ,载体：七、教学流程图八、教学过程一、Warm-up1. Sing a song: I have a pet.T: Good morning, children ！S: Good morning, Angela.T: Now, let’s listen to a song : I have a pet.T: What pets can you see in the video ?S: I can see ….T: Wow good! These pets are so lovely.2. Brain StormingT:Look ！Who’s she? Yes, Miss Chen. What does Miss Chen have in her hand?S: A cat, A rabbit, …T:Good guess. Now, let me see. Yes, it is a cat!二、PresentationToday I’m going to show you more pets. They are very lovely.1.依次展示Unit 1的图片，每介绍一个pet ，都让学生用句型描述出来， T ：What’s this? S: a dog, a cat, a bird .... T: What’s it like? Tell me about it. S: It has...2、在展示pet 后，带出单词a wing,a tail,a shell,fat,thin,big,small 并引导孩子在介绍pet时用到这两个单词。
剑桥少儿英语一级上册教案|上册|教案剑桥少儿英语一级上册教案 Unit 1 Hello，I’m Sam.教学目标：1 单词：pen pencil pencil-case ruler book bag eraser 等。
2句子：Hello，your name ，please？This is my new book.Hi !I’m Lucy.His name is bill.Bill is my friend.Nice to see you.教学准备：课件、单词卡片教学流程：第一课时1教歌Hello， Hello ，how are you？Yiya yiya yo~~~ Hello， Hello ，how are you？Yiya yiya yo~~~ （唱的好，动作标准的同学或个人加分）PPT--先教第一单元标题，Hello ,I’ m …和句子your name ，please? 按顺序每个学生站起来向其后面的同学快速的说一句I am …，your name ，please?（认识一些名字，Part6）2教P2（Part1的后半部分）,带读，然后找个别同学起来读，读的好的加分，再分组读，读的好的加分。
先让学生回顾曾经学过哪些关于文具的词汇，起来回答的同学加一分。
教读，分组读，读的声音洪亮、整齐的那一组得分。
按照先拼然后读然后说出中文的顺序分组来读，读的好的一组得分。
3重点词汇：（Part 2）A pen一支钢笔 A pencil 一支铅笔 A pencil-case 一个铅笔盒 A ruler一把尺子 A book 书 A bag 一个书包 An eraser 一块橡皮 game：Show me your …优先快速的拿出东西的同学或小组得分。
学习Part 1 的前半部分，方式同3。
第二课时4重点句型：Hello，your name ，please？This is my new book.Hi ! I’mLucy.His name is bill.Bill is my friend.Nice to see you.学习Part8，先教读句子，让后让学生跟着录音学唱，然后分组或让个人来唱，唱的好的小组和同学加分。
中文名______________ Name _______________ Unit 12 Class: 剑少一级（上册）Teacher: Bill Date: Saturday 第12/16次Unit 12 Let `s make friends!Review 检查复习听写划线词：mum、dad、grandpa、grandma、niece、son、cousin、mother、father、sister、brother、reading、watching、drinking、holding、eatingKey words 本课词汇New words：friend、hobby爱好、flying、bike-riding、shopping、wearing、swimming、drawing、climbing、roller-skating滑旱冰、talking、listening to music、helping、often、do homework、together、play、computer gamesKey sentences 关键句子1，—What do you like doing？—I like roller-skating.2,—What dose Bill like doing?—Bill likes flying a kite/going shopping/drawing/swimming. 3，—What's your hobby.—I like bike-riding/playing football/4，Come and have a look.5，Who can be your friends?教学内容1、I like doing ./He likes doing .2、动词的动名词形式。
3、字母组合sh的发音：sheep，shelf，shirt，shoe，shop，shorts，shoulder，shower，fish，brush，she，shark，shall，showHomeworks 家庭作业1，改变横线词语，并背诵。
Teaching PlanⅠ.Teaching content: Chapter 1. Starting schoolⅡ.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 thankExpressions: 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 points1.Words and expressions: The basic language point of Chapter 1.2.Grammar focus: Moral and Civic Education;good manners.Ⅳ. Teaching aids: Pictures cardsⅤ. Time allotment:The 1st. PeriodⅠ. Teaching task: Chapter 1 PartAⅡ. Teaching steps:Step 1. Warm-up(Greeting the class)T: Good morning/afternoon,boys and girls. I am Jacky,your Englishteacher. Can yougreet 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. Presentation1.Write your name on the board.2.put on a name card(on a string arond your neck.)Keeping repeatingMy 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 mon 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. PracticeMake a short dialogue.The 2nd PeriodⅠ. Teaching task: Chapter 1 Part BⅡ. 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. Presentation1.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. PracticeListen to the tape.what can you say?The 3rd. PeriodⅠ. Teaching task: Chapter 1 PartCⅡ. 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. Presentation1.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. Practice1.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 e to the frontto perform.2.Ask pupils to spell their names.3.Check pupils answers to Part DThe 4th. PeriodⅠ. Teaching task: Chapter 1 PartDⅡ. 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 e 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. PracticeAsk pupils to say other known words with the same sound.The 9th. PeriodⅠ. Teaching task: Chapter 1 Part EⅡ. Teaching steps:Step 1. Warm-upDaily greeting.T: Hello, boys and girls.Ss: Hello, Lucia.T: What’s your name ?Ss: My name is Mary.Step 2. Presentation1. 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. PracticeMake a short dialogue.Teaching PlanⅠ.Teaching content: Chapter 2. Nice to meet youⅡ.Teaching goals:2.Basic language goals:Ss could master the usage of all the words and expressions.Words: my father my mother my classmatemy brother my sister my friendExpressions: 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 points3.Words and expressions: The basic language point of Chapter 2.4.Grammar focus: Customary greetings.Ⅳ. Teaching aids: Pictures cardsⅤ. Time allotment:The 1st PeriodⅠ. Teaching task: Chapter 2. Part A (1)Ⅱ. Teaching steps:Step1. Warm- upDaily greeting:T: Hello, children.Ss: Hello, teacher.T: What is your name?Ss: My name is _______.Step 2.Presentation1.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 Ssdo the action, then ask some students to be a little teacher.5.T points the words, Ss read them out.Step3. Practice1.T shows the pictures, Ss read the words.2.Ask Ss to read the words by themselves.The 2nd PeriodⅠ. Teaching task: Chapter 2. Part A (2)Ⅱ. Teaching steps:Step1. Warm- upDaily greeting:T: Hello, children.Ss: Hello, teacher.T: What is your name?Ss: My name is _______.Step2. Presentation1.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. Practice1.Ask Ss to read the words and sentences.2.T shows other photos of pupils, Ss say “This is______”The 3rd PeriodⅠ. Teaching task: Chapter 2. Part A (3)Ⅱ. Teaching steps:Step1. Warm- upDaily greeting:T: Hello, children.Ss: Hello, teacher.T: What is your name?Ss: My name is _______.Step2. Presentation1.Teach “he” and “she”. Through the pictures to be clear about thesetwo 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. Practice1.Lead Ss to read the sentences on the blackboard.2.Listen to the CD and read the dialogue in Part A.Step4. HomeworkAsk Ss to draw a picture about their families and describe.The 4th PeriodⅠ. Teaching task: Chapter 2. Part A (4)Ⅱ. Teaching steps:Step1. Warm- up1. Daily greeting:T: What is your name?Ss: My name is _______.2. Sing a song.Step2. Presentation1.Ask Ss to show their pictures about their family members, and try tointroduce them in this way.2.T shows the Flash cards, Ss read the words out together, and then pick upone 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. PracticePlay 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 PeriodⅠ. Teaching task: Chapter 2. Part BⅡ. Teaching steps:Step1. Warm- upDaily greeting:T: Hello, children.Ss: Hello, teacher.T: How are you?Ss: Fine, thank you.Step2. Presentation1.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 therelationships of these people.4.Lead them to say out these children’s relationships like:This is ________. He/She is my friend.Step3. Practice1.Write the right answer of Part B and ask Ss to copy by themselves.2.Check their books.Step4. Thought after classThe 6th PeriodⅠ. Teaching task: Chapter 2. Part CⅡ. Teaching steps:Step1. Warm- upDaily greeting:T: Hello, children.Ss: Hello, teacher.T: How are you?Ss: Fine, thank you.Step2. Presentation1.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. Practice1.Listen to the CD and read.2.Ask Ss to read the story follow the T.3.Ask Ss to read together.The 7th PeriodⅠ. Teaching task: Chapter 2. Part D & PhonicsⅡ. Teaching steps:Step1. Warm- upDaily greeting:T: Hello, children.Ss: Hello, teacher.T: How are you?Ss: Fine, thank you.Step2. Presentation1.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. Practice1.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 PeriodⅠ. Teaching task: Chapter 2. Part E & Task FⅡ. Teaching steps:Step1. Warm- upDaily greeting:T: Hello, children.Ss: Hello, Lucia.T: How are you?Ss: Fine, thank you.Step2. Presentation1.Revise the greeting expressions learnt in this chapter by greeting Ss2.Ask Ss to do pair work.3.Check the answers of Part E.Step3. Practice1.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 classThe 9th PeriodⅠ. Teaching task: Revision (Chapter 2.)Ⅱ. Teaching steps:Step1. Warm- up1.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. Presentation1.T does the actions and Ss say the words to revise Good morning/ Goodafternoon/ Good evening.2.Play a game to revise the basic sentences.What is your name? My name is _________.Step3. Practice1.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 classThe 10th PeriodI Teaching task: Revision C ( Chapter 2 )II Teaching steps:Step1 Warming up activities1 Daily greeting.2 Sing a song ( I love my family).Step2 Presentation’1 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.①Which classs is Mary in?②What did Mary lost?③What relationship are between Betty and Mary?Step 3 Practice1 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 HomeworkRecite Part C.Teaching PlanI Teaching content:Unit 3 My toysII Teaching goals:Basic language goals:Ss could master the usage of all words and expressions. Words: a doll a car a robot a balla bus a teddy bearone two three four fivesix seven eight nine tenExpressions: I have a ball.I have two ballsHe has three buses and five balls2 Ability goals:To improve the students’ abilities of speaking and listening.3 Emotion goalTo be confident during studying EnglishTo cultivate the students’ ability of group coorperation.III Main and difficult points.1 Words and expressions2 Grammar focus:I have a ballHe has two balls.IV Teaching aidsFlash cards, CD player, toys V Time allotment:The 1st PeriodI Teaching task: Part A (a)II Teaching stepsStep1 Warming up activities1 Daily greeting2 Sing a song.Step 2 Presentation1 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 Practice1 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 = fivethree + five = eight four－one = threeone + five = six ten－five = fiveStep 4 HomeworkTo remember the numbers.The 2nd PeriodI Teaching task: Unit3 Part A ( b )II Teaching steps:Step 1 Warming up activities1 Greeting.2 Sing a song.Step 2 Presentation1 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 busesT: How many robots?S1: I have two robots.Step 3 Practice1 Listen to the CD and read the words.The 3rd PeriodI Teaching task: Unit 3 Part A (c)II Teaching steps:1 Greeting.2 Play a game.Step 2 Presentation1 Review the words with Flash cards2 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 e up.4 In order to keep Ss’attention, e 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 PracticeUse number cards to match the numbers and words. Draw out a card and a toy from your bags.The 4th PeriodI Teaching task: Chapter 3 Part BII Teaching steps:Step 1 Warming up activities1 Greetings.2 Play a game.Step 2 Presentation1 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 …4 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 PracticeThe 5th PeriodI Teaching task: Chapter 3 Part CII 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 Practice1 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 PeriodI Teaching task: Chapter 3 Part D& PhonicsII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Listen to the CD and read Part C.Step 2 Presentation1 Lead Ss to read the story.2 Ask Ss to answer the questionsHow 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 Practice1 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 PeriodI Teaching task: Chapter 3 Part EII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Review the new word.Step 2 Presentation1 Ofer an opaque bag full of toys and ask some Ss to get someone, then say thesentence.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 Practice1 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 PeriodI Teaching task: Chapter 3 Part FII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Review the numbers 1-10.Step 2 Presentation1 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 Practice1 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. Step4 HomeworkTeaching PlanI Teaching content:Chapter 4 My pencil caseII Teaching goals:Basic language goals:Ss could master the usage of all words and expressions. Words: a pen a pencil a ruleran eraser a sharpener a pencil casered blue yellow pink browngreen black whiteExpressions: I have a ball.I have two ballsHe has three buses and five balls2 Ability goals:To improve the students’ abilities of speaking and listening.3 Emotion goalTo be confident during studying EnglishTo cultivate the students’ ability of group coorperation.III Main and difficult points.1 Words and expressions2 Grammar focus:I have a ballHe has two balls.IV Teaching aidsFlash cards, CD player, toysV Time allotment:The 1st PeriodI Teaching task: Chapter 4 Part A (a)II Teaching steps:Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation1 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 inthe 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 Practice1 Listen to the CD and repeat.2 Ask Ss to make a phrase with the words of schoolthings and colours.Step 4 HomeworkThe 2nd PeriodI Teaching task: Chapter 4 Part A (b)II Teaching steps:Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation1 Review the new words.a) Look at the flash cards and read.b) pete 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 Practice1 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 HomeworkThe 3rd PeriodI Teaching task: Chapter 4 Part A (c)II Teaching steps:Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation1 Review the new words.2 Ask Ss to make sentences with these words.3 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 Practice1 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 HomeworkThe 4th PeriodI Teaching task: Chapter 4 Part A & BII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation1 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 Practice1 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 PeriodI Teaching task: Chapter 4 Part CII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation1 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 Practice1 Listen and read.2 Check pupils’ answer of Part D.3 Read the story again.Step 4 HomeworkRead the story and recite.The 6th PeriodI Teaching task: Chapter 4 Part CII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation1 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) e and playb) This isn’t …c) Oh, dear!d) the next day.4 Lead Ss read the above sentences.Step 3 Practice1 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 HomeworkRecite the story.The 7th PeriodI Teaching task: Chapter 4 Part D & PhonicsII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation1 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 Practice1 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 HomeworkRecite the storyThe 8th PeriodI Teaching task: Chapter 4 Part EII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation1 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。
朗文二年级1A教案(新)
第一课：认识字母 A
教学目标：
- 认识字母 A 的字形和发音
- 研究书写字母 A
- 研究使用字母 A 唱歌
- 培养学生的字母意识
教学准备：
- 字母卡片：A
- 黑板、白板和笔
- CD 播放器及配套音频
教学步骤：
1. 导入：
- 准备一张字母卡片 A，向学生展示并发音介绍字母 A。
- 让学生尝试模仿发音。
2. 认知：
- 把字母 A 的大写和小写形态写在黑板上，帮助学生辨认和理解字母 A 的形状。
- 让学生模仿书写字母 A，边写边念。
3. 操练：
- 分发练册，让学生完成练册上关于字母 A 的练。
4. 温故：
- 通过唱歌的方式回顾之前研究过的字母，包括字母 A。
- 教师带领学生一起唱《字母歌》。
5. 巩固：
- 听音乐，学唱《字母歌》。
- 让学生用字母卡片 A 拼出自己的名字并展示给全班。
6. 小结：
- 教师总结本节课学到的知识和技能，并强调字母研究的重要性。
7. 作业布置：
- 布置作业：在练册上完成关于字母 A 的书写和辨认练。
教学反思：
本节课通过多种方式让学生了解字母 A，并通过练和唱歌的方式巩固研究内容。
在教学过程中，学生积极参与，表现出良好的研究热情。
为了更好地巩固学生对字母 A 的认知，可以设计更多的练和游戏活动。
香港朗文英语 1a 教案教案标题：香港朗文英语1A教案教案目标：1. 学习并掌握英语字母的发音和书写。
2. 学习并掌握英语中常见的问候语和日常用语。
3. 培养学生的听、说、读、写的综合能力。
4. 培养学生的合作意识和团队合作能力。
教学重点：1. 英语字母的发音和书写。
2. 问候语和日常用语的学习与运用。
教学难点：1. 英语字母的发音和书写的准确性。
2. 学生对于问候语和日常用语的理解与运用。
教学准备：1. 香港朗文英语1A教材和教具。
2. 多媒体设备和投影仪。
3. 学生练习册和绘本。
4. 卡片和图片等视觉辅助工具。
教学过程：Step 1: 导入 (5分钟)使用多媒体设备播放英语字母歌曲，引发学生对英语字母的兴趣，并让学生跟随歌曲一起唱。
Step 2: 字母学习 (15分钟)1. 使用投影仪或卡片等辅助工具，依次展示英文字母并发音，让学生跟读。
2. 将字母分成几个组别，使用图片或卡片展示每个组别的字母，让学生进行分类。
3. 学生分组进行字母书写练习，教师逐一指导纠正。
Step 3: 问候语学习 (15分钟)1. 使用多媒体设备播放问候语的录音，让学生听并模仿。
2. 将常见的问候语写在黑板上，让学生跟读并理解其意思。
3. 学生分组进行问候语对话练习，教师进行指导和纠正。
Step 4: 日常用语学习 (15分钟)1. 使用多媒体设备播放日常用语的录音，让学生听并模仿。
2. 将常见的日常用语写在黑板上，让学生跟读并理解其意思。
3. 学生分组进行日常用语对话练习，教师进行指导和纠正。
Step 5: 综合运用 (15分钟)1. 指导学生根据所学内容编写一段简短的自我介绍，包括字母、问候语和日常用语的运用。
2. 学生两两配对，互相进行自我介绍。
3. 部分学生上台展示自我介绍，其他学生进行评价和提问。
Step 6: 小结与反馈 (5分钟)教师对学生的表现进行评价，并给予肯定和建议，鼓励学生继续努力。
教学延伸：1. 学生可以通过制作字母卡片或字母拼图等方式进行巩固练习。
中文名______________ Name _______________ Unit 2本课教学内容Class: 朗文少儿英语1A T eacher: Bill Date: Friday 第6次语言技能skills 听写：A-Z,a-z；family、father、mother、sister、brother、baby、one、two、three、four、five、six、seven、eight、nine、tenStory summary：A boy looks at the world around him- at school, at the playground, at the zoo,and at the home. He tells whom he sees and what they`re doing.语言知识Language 学习故事，回答问题：a.Who is telling this story?b.Where is the boy and what does he see ?c.What are the boy and his friends doing?d.What are the monkeys doing?e.Who is waiting for the boy?课堂完成classwork 1、活动手册unit 2；2、故事熟练阅读；3、抄写story 前两段；Homework 家庭作业1) 背诵unit 2 故事：Around Me2) 抄写Around Me后面两段；3) 完成下面填空①At school，the boy sees___________.A, a baby B, classmates②At the playground, the boy see___________.A, friends B, monkeys③At home, the boy sees his___________.A, teacher B, family。
朗文国际英语教程1教案教案标题：朗文国际英语教程1教案教案概述：本教案旨在为朗文国际英语教程1提供详细的教学指导和建议。
该教程适用于初学者，主要注重英语听力和口语的培养。
教案将围绕教学目标、教学资源、教学活动和评估方法等方面进行详细规划，以帮助教师有效地组织教学过程。
教学目标：1. 学习并掌握教材中的基本词汇和常用表达；2. 发展学生的听力技能，能够理解简单的口语对话；3. 培养学生的口语表达能力，能够运用所学内容进行简单的对话；4. 培养学生的合作学习能力，通过小组活动促进学生之间的交流和合作。
教学资源：1. 朗文国际英语教程1教材；2. 录音机或电脑音频播放器；3. 教学投影仪或白板；4. 学生练习册和词汇表。
教学活动：1. 导入活动：通过播放教材中的音频，引导学生进入学习状态，激发学生对英语的兴趣。
2. 词汇学习：通过教师示范和学生跟读，教授教材中的基本词汇，并进行相关的练习活动，如词汇拼写和词汇填空等。
3. 听力训练：播放教材中的对话录音，要求学生仔细倾听，并回答相关问题，以提高学生的听力理解能力。
4. 口语练习：学生分组进行对话练习，根据教材中的情景进行角色扮演，鼓励学生积极参与，提高口语表达能力。
5. 合作学习：组织学生进行小组活动，让学生在小组内互相交流和合作，完成教材中的任务，培养学生的合作学习能力和团队合作精神。
评估方法：1. 课堂表现：观察学生在课堂上的参与度、积极性和合作精神，给予积极的肯定和鼓励。
2. 口语表达：通过学生的口语练习和角色扮演，评估学生的口语表达能力，并给予针对性的指导和反馈。
3. 听力理解：通过听力训练活动中的问题回答，评估学生对听力材料的理解程度，并给予相关的指导和反馈。
教学延伸：1. 鼓励学生进行额外的听力练习，如听英语歌曲、看英语电影等，提高听力技能；2. 引导学生参与英语角或英语俱乐部等活动，提高口语表达能力；3. 建议学生利用学习资源，如词汇表和练习册，进行课后复习和巩固。
LEW1A 1A汇报课一、教学内容与教材分析本次课是朗文1A期末汇报课，更多的是学生口语表达能力训练，注重口语的输出，口语表达的规范句子。
朗文1A教材每个主题的口语演讲都是要求学生输出15句话以上，围绕一个主题可以进行连续思维表达。
朗文1A主要学习了与自己相关的一些信息。
比如：个人信息，朋友，同学，家人，文具，玩具，服饰等等。
本册书已学到的句型有：1.What is your name? / My name is Polly Tong.2.How old are you? / I am six years old.3.This is my father/mother/sister/brother/me.4.He / She is my classmate./ He/ She is my friend.5.I / We have a pen ./ He/ She has a pen.6.What color is it? /It is pink and black.7.She /He is tall and thin, She/ He has short hair, big eyes.8.Our /Their T-shirts are green. / His/ Her T-shirt is red and blue.二、学生分析本节课的教学对象是小学一二年级的学生。
本班共有10个学生，其中5个是老生，5个1A 的插班生，其中2个新生是学U5时才进班学习的。
经过一个学期的英语学习，学生已经掌握了有关不同主题的相关信息，关于每个主题并具备了一定的听、说、读、写的语言知识和语言技能。
这个阶段的孩子自己综合组织语言能力还是比较弱，基本上每个句型的的输出都是差不多，但是输出的量很大。
比如说介绍自己的家人和朋友，他们可以都可以输出40句以上。
三、教学目标1. 知识目标：学生根据不同主题能够进行口语演讲和完成不同的教学任务。
《新派英语启发册》（A ）第一单元第一次（ presentation）课参照教课设计项目内容备注ITEMS CONTENTS NOTES 1）课时45′× 22）教课对象5—7 岁无英语基础少儿或低年级小学生3）教课目的 1.To identify people in the classroom.2.To greet and take leave.3.To identify classroom objects.4.To lead to the students’interest.5 To identify the colors red and yellow.4）教课要点 1.To introduce oneself and great each other.2.To talk about classroom objects.3.To understand the teacher ’sTPR.5 ）教课难点 1.To control the class.及打破方法课前交流 , 课上加强兴趣 , 课后反应 .2.The pronunciation of name, crayon, paper, scissors,yellow6）板书设计7）教具准备8）课后作业注意纠音和方法得兴趣性. 比如 :/m/ close your mouth.3.To understand“ What’ s this?”Show me a chair, point and say. What ’s this (in English)? Welcome to join us !Play our play单词卡 . 学生名卡 . 与本课相关的实物教具.1. 画一副学习英语的情形图画, 并在画中给爸爸妈妈指出你学过的单词 .2.试着记着老师或同学的名字 , 下次上课主动向他们打招呼 .9）教课流程课前 :1.提早拿到学生名单, 开课前给每位学生翻开班电话 .2.提早 10 分钟进教室和学生、家进步一步交流.课中 :3.发布简洁演讲 ( 自我介绍 , 课程介绍等 )4.Warm up.(Say Hello and call teacher’s name)5.由老师的英文名字引出小朋友们的英文名字.a.用手偶让学生理解What ’syour name? My name is.b.给每位小朋友发名卡, 边发边教他们念自己英文名字 .c.用手偶问小朋友 , 鼓舞小朋友回答 .6.导入新单词 .a.取出 teacher,boy,girl 的卡片让学生边看边听老师读 . 每个词读三遍 .b.指着自己 , 男孩 , 女孩让学生绕有兴趣的跟读 .c.老师取出卡片问学生 : teacher? teacher? 鼓舞学生回答 Yes orNo. 老师挨次取出卡片和学生进行有节奏的问答.d.提示学生在第二节课还会学习更为风趣的单词.课间歇息 .7.Warm up: Match & Walk8.导入另一部分单词 .9.导入颜色 .a.取出红色铅笔和黄色铅笔分别问 : pencil?pencil?b.用两种颜色的笔分别画出剪刀 , 椅子等方才学过的单词让学生认读 . 同时让学生认知两种颜色 .c.Classifying.(red things & yellow things)10. 导入 What ’sthis? It ’sa.a. T: Show me. S: (Pick it and show it)Ok.b. T: What’s this? S: It’sa.c.flash cards.11.Summary & Homework.课后 : 小结 : 第一次课课程设置应灵巧灵巧, 应依据学生实质情况 . 和家长的交流至关重要 , 是课前、课后工作的要点 .朗文少儿英语入门级 A 教课设计事例Section 1教课概括课题朗文少儿英语入门级Unit3 My Body课时50 ’+50 ’课型新讲课讲课对象7 —8岁有必定英语基础的少儿讲课时间2006.5讲课教师1、 Words: eye, ear, mouth, nose内容2、 S.P. : I have.He/She/It has.1、依据小学生好奇、好动、善模拟、爱说、爱唱、爱表演的特色，教师以歌曲教课为主，要点采纳以旧引新的方式，用学生已经掌握的歌曲引出新单词，而后在学习新歌曲的过程中教落实单词。
