外语教案范文
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第1篇
1.能够简单叙述小水滴的“旅行经历”并通过阅读进一步熟悉水循环的过程。
2.能够认读C部分Pronunciation的音标：/э:/，/э/，/ts/，/dz/，/tr/，/dr/并能朗读例词，完成Readandmatch的练习。
3.能跟着录音说Let’schant部分的内容，能力强的学生能自己说。
4.培养学生热爱大自然的美好情感，增强环保和节约用水的意识。
课题Unit6Thestoryofrain
教学重点
1.阅读Let’sread部分，进一步理解水循环的过程。
2.了解字母组合的发音，认读音标/э:/，/э/，/ts/，/dz/，/tr/，/dr/。
3.说唱Let’schant部分的歌谣。
教学难点
1.Let’sread部分是让学生通过阅读进一步理解水循环的过程，内容比较复杂也比较抽象，而且容量大，难点多，如：cooler,higher等。
2.音标/э:/，/э/，/ts/，/dz/，/tr/，/dr/的认读和字母组合的发音比较难以掌握，教师要让学生通过感悟发音和体会发音的方法反复练习。
教具准备
1.教师准备小水滴和风先生等各种头饰。
2.教师准备本单元A部分的单词卡片。
3.教师准备ALet’sread部分的挂图和录音。
4.学生课前做好小水滴和风先生等的头饰。
5.教师准备音标卡片。
教学过程
1、Warmup（热身）
活动一：口语练习
教学参考时间：1-2分钟
1.给学生时间，展示自己的口语水平。内容可以是自我介绍也可以是对话表演或图片讲解。例：Iamaboy/girl.I’minBeijingPrimarySchool.IcomefromBeijing,China.Ilikegreen.Thegrassisgreen.Thetreesaregreen.Theleavesaregreen.Ilikethese.Ilikegreen.
2.其他学生根据刚才口语展示同学所说内容进行问答练习。如：
Whatcolourdoesshe/helike?
Wheredoeshe/shecomefrom?
Howoldishe/she?
2、Review（复习）
活动二：快看快说
教学参考时间：2-3分钟
1.教师依次出示Let’sstart和ALet’slearn部分的单词卡片sun，river，sea，snow，streamcloud，vapour，rain学生齐读后张贴在黑板上。
2.教师迅速拿走一张卡片，如：sun，让学生说说被拿走卡片的内容并拼读单词。
3.用同样的方法完成其它单词的拼读。
活动三：对话表演
教学参考时间：1-2分钟
教师请几组学生表演ALet’stalk部分的对话。
3、Presentation（呈现新知）
活动四：学故事
教学参考时间：7-8分钟
1.教师拿出准备好的头饰，戴上小水滴的头饰，说：Hello,IamlittleWaterDrop.Nicetomeetyou.教师与学生打招呼，引导学生用：Hello,littleWaterDrop.应答。然后教师请一名学生上台，让她/他闭上眼睛，给她/他戴上风先生的头饰，让他睁开眼睛，教师对他/她说：Hello,MrWind.然后，请该学生走到同学中间，让其他学生用Hello.Mr.Wind.同他/她打招呼。
2.教师表现出很热的动作，说：LittleWaterDropisveryhot.然后教师展开本部分的挂图，分别指着小水滴和风先生问：Whoishe?引导学生回答。教师说：LittleWaterDroptakesatrip.Wheredoeshego?Howishistrip?Doeshehavealotoffun?Let’slisten.
3.教师播放ALet’sread部分的录音，让学生认真听。
4.逐段听录音，带领学生理解大意。可以让学生听后翻译大义，重点词语教师要提示学生中文意思。如：cooler,higher。
5.教师播放ALet’sread部分的录音，每播放一句，教师按一下暂停，学生逐句跟读。
6.让学生打开书，翻到72页，让学生自己阅读对话。
7.教师播放ALet’sread部分的录音，学生跟着录音练习讲故事。
活动五：看谁说得多
教学参考时间：3-4分钟
教师出示ALet’sread部分的挂图，指一幅插图请学生描述，要求每名学生重复前面学生说过的句子，同时再说一句话。如果前面的学生说：It’sasunnyday.后面的学生就要说：It’sasunnyday.LittleWaterDropsleepsinariver.第三个学生要重复前两个学生的句子，再说一句新的。以此类推，说得越多越好。
活动六：语音知识
教学参考时间：4-5分钟
1.教师出示含有字母o和字母组合or,tr,dr,ts,ds的单词：hot,clock,orange,port,fork,tree,try,train,driver,drop,dry,ants,pants,hands,cards，让学生读一读这些单词。
2.教师读这些单词，让学生回忆字母组合在单词中的发音。
3.教师出示shorts,drop,boards,draw,tropic等单词，让学生试着朗读。
4.教师引导学生总结发音规律，出示音标卡，带领学生朗读/э:/，/э/，/ts/，/dz/，/tr/，/dr/。
5.教师播放本部分的录音，学生跟读。
4、Let’splay（趣味操练）
活动七：歌谣说唱
教学参考时间：2-3分钟
1.教师播放Let’schant部分的录音，问问学生听到哪些自然界的词语Saysomewordsofnatureinthechant。
2.教师再次播放Let’schant部分的录音，学生跟着说。
3.教师用手势表示事物顺序的词语first,then,next并带读。
4.教师播放Let’schant部分的录音，学生再说一遍。
5.教师出示“大海，太阳，云朵，雨水”的图片，学生自己说说歌谣。
活动八：兔子耳朵
教学参考时间：1-2分钟
教师匀速朗读一段课文，教师故意漏读其中的一个单词，让学生找出漏掉的词并说出完整的句子。比如教师说：Oh,no!Ifalling.学生应该说：Oh,no!Iamfalling.
活动九：故事大王
教学参考时间：5-6分钟
1.教师将学生分为三至五人一组，让学生挑选课文中的一段故事进行再加工。教师指导学生展开想象，可以增加新人物，比如小蚂蚁、小兔子等。
2.教师让学生上台表演故事，每小组表演之后，教师带领学生作简单点评并打分。
3.综合学生的表演，评选出最佳表演奖和最佳改编奖。
5、Consolidationandextension（扩展活动）
活动十：练一练
教学参考时间：3-4分钟
做本单元ALet’sread部分的活动手册配套练习。
1.教师让学生自读Readandsay.部分的阅读短文，理解大意。
2.教师带领学生理解短文，回答问题。Howcanyougetvapour?Discusswithyourpartner.
3.教师带领学生做活动手册本单元的附加题部分：Pronunciation，Readandmatch.读单词，并把单词和音标连线。
活动十一：小结
教学参考时间：1分钟
1.认读音标：/э:/，/э/，/ts/，/dz/，/tr/，/dr/。
第2篇
单元分析
设计思想(DesigningConcepts)
本单元是学生升入初中(七年级)以来所要学习的第一个单元，学生一定对英语充满着新奇和向往。在学生有英语学习基础的前提下，进行过度时期的学习是非常关键的。这既关系到学生的学习兴趣，又直接影响到学生的学习效果，所以教师在设计和教授第一单元的时候应充分研究教材，分析授课班级学生的认知水平和性格特征，确定有效的教学方法和适当的教学内容，从而达到教学目的。
1．注重交际和会话。在课堂教学中为学生提供大量的用英语进行交谈的机会（学生与学生、学生与小组、学生与教师及学生与全班等），使学生能自编对话并进行角色表演。例如，本单元的介绍和问候，就可以由学生自己创设情景进行练习。
2．讲究知识的系统性。在起始年级，既强调听与说，又兼顾读和写，从而达到各项语言技能之间的平衡。尤其是第一单元，知识性的内容不多，主要是给学生大量的用英语进行会话的机会。在情景之中，探索、构建思维空间，充分发挥、运用各自的想象力。
3．强调学生的主动性。在教学活动中，以学生为中心，频繁地让学生参与小组活动，进行英语会话，并提供大量的游戏、歌曲，供学生用英语交流，激发学生用英语做出个人评论性反应活动。本单元课文中有三首歌曲，同时在课堂中还可以进行诸如：MemoryName,SimonSays,Clap,GoFish,RaceandDo等游戏。
4．注重培养学生的英语思维。思维是交际的重要组成部分，在教学中教师应注重培养学生形成自己的学习思维，思考如何与他人交流，如何运用语言来想象并形成新的观点。如第一单元就可以运用课堂知识，在情景会话中运用英语介绍自己的家人和朋友。
单元知识(UnitKnowledge)
语言知识
词汇
掌握词汇
boygirlfriendbookclassroommarkerpenpencilschoolteachercatIyouheshethisthatamislooksitonetwothreefourfivehowmanygood-byeAa~~Nn
认识词汇
blackboardCanadaChinaeraserkeyletterlibraryappleMs.numberpencil-caseborrowletdohavemaymeetpleasepracticethanktryheretheretoowheresureathehelloandit
句型
What’syourname?Mynameis____.
He/Sheisa_____.He/Sheismyfriend.
What’sthis?Thisis____.What’sthat?Thatis_______.
Howmany____doyouhave?
Ilivein____.
功能意念
问候：Hello/Hi!Howareyou?I’mfine,thanks./Nicetomeetyou.
介绍自己和别人：Mynameis___.Thisis____.
表示感谢：Thanks!You’rewelcome.
告别：Good-bye./Bye./Seeyoulater.
请求许可：MayIhave/borrow___,please?Sure.
谈论位置：Whereis____?There./Hereitis.
语法
be动词am,is,are的用法
语言技能
听
1．运用对话练习，掌握如何用英文介绍自己和别人及问候他人。
2．在对话中，听懂对方的信息。
3．听懂对方简单的指令用语，并做出反应。
4．能辨认歌谣中的韵律。
说
1．学习使用正确的语音、语调。
2．能模仿听到的录音。
3．能用英语说出数字1~5。
4．能提供有关个人情况的信息。
读
1．能连贯、流畅地朗读课文。
2．能理解简单的书面指令，并根据要求进行学习活动。
写
1．能写出简单的词、词组和句子。
2．能正确书写字母Aa~~Nn。
学习策略
1．制定简单的英语学习计划。
2．在学习中集中注意力。
3．积极运用所学的英语知识进行表达和交流。
情感态度
1．在学习中，逐步培养学习英语的兴趣。
2．树立学好英语的信心和勇气。
3．在学习中，敢于用英语交流。
文化知识
1．了解日常生活中如何用英语打招呼、问候和告别。
2．如何用英语客气地请求许可以及答复。
背景知识(BackgroundKnowledge)
问候（Greetings）：“打招呼”是人们日常生活中最常用的一种交流方式。熟人、朋友、同学和老师，见面时都会互致问候。常见的问候语：“Hi.”、“Hello.”、“Goodmorning.”等等。
“hello”常用于熟人、朋友之间，也可以用于陌生人；可以单独使用，也可以加称呼语，意为“你好”。在打电话或打招呼时，相当于中文的“喂”。
用“hi”打招呼更随和。“Nicetomeetyou./Nicetoseeyou.”也用于打招呼。类似的说法还有：“Goodtoseeyou./Gladtoseeyou.”等。类似的说法还有：“Howareyou?”意为“你,好吗？”，用来询问身体健康状况。其答语为：“I’mfine,thankyou./Verywell,thanks./I’mfine.”等等。
“Goodmorning./Goodafternoon./Goodevening.”分别为上午、下午、晚上的问候用语。而“Goodnight.”意为“晚安”，是晚上临睡前的告别用语。“Howdoyoudo?”意为“你好！”，是经过他人介绍后，向被介绍者表示问候的正式用语。回答仍用“Howdoyoudo?”。“Hi,howareyoudoing?”相当于汉语的“你一切都好吗？”。类似的表达方式还有“Howarethingswithyou?”和“What’sgoingon?”，还可以这样说：“Hi,man,what’sup?”。如果有一段时间没见面还可以说：“Haveyoubeenwell?”，这些都表示“近来怎么样，近况如何？”。若是最近身体、生活、学习还不错，可以说“Notbad.(Allright./OK./I’mcool.)Thankyou.”。若感觉好的不得了，就可以说“Ifeelgreat!/I’montopoftheworld!”。若觉得过的“马马虎虎”，就说，“Justso-so.”。感觉很不好，可以说“Stillalive,thanks.”意为“还算活着。”
Unit1SchoolandNumbers
Lesson1Hello
Teachingcontents:
1.Greetings:Hello!/Hi.
2.Self-introduction:Mynameis…
3.Askingforothers’names.What’syour/his/hername?
Teachinggoals:
1.Understandthetext.
2.Rememberthewords:hello,name,my,your,his,her,I,is,what
3.MakesurethestudentscanintroduceeachotherinEnglish.
Keypoints:
What’syour/his/hername?
My/his/hernameis…
Difficultpoints:What’shis/hername?
Preparation:AmapofChinaandamapofCanada;somepicturesofcharacterssuch
asSunWukong,LanMaoandsoon.
Teachingaids:tape-recorder,pictures,cards
Typeofthelesson:listeningandspeaking.
Teachingprocedures:
Step1.Warmingup
DiscussthefollowingquestionswiththestudentsinChinese.
1.WhydowelearnEnglish?
2.DoyouknowanyEnglishwords?
3.IsEnglishinteresting?
4.DoyouoftencomeacrossEnglishwords?
Step2.Leadin
Discussthesequestions.
1.Whatdoyousaywhenyoumeetsomeone?
2.DoyouknowwhatCanadianssaywhentheymeet?
3.HowdoyouintroduceyourselforsomeoneelseinChinese?
4.DoyouknowhowtointroducesomeoneinEnglish?
Step3.Newlessons
Hello/Hi,mynameis…
1.Presentation
Pretendtomeetsomeone.Say“Hello.”or“Hi.”,Mynameis…
Makesurethestudentscanunderstandit.Encouragethemtorepeat.
2.Practice
Workinpairs.Encouragethestudentstogreeteachotherandintroducethemselves.Thenasksomepairstoactitout.
What’syour/his/hername?
1.Presentation
Say“Mynameis…What’syourname?”.Translateifnecessary.Thenrepeatafewtimes.Encouragethestudentstofollowuntiltheycansayitcorrectly.
2.Practice
Workinchainlikethis:
A:Mynameis___.What’syourname?
B:Mynameis___.What’syourname?
C:…
Thenasksomestudentstoactitout.
3.Presentationandpractice
What’shis/hername?
ShowapictureofLanMaoandsay,“What’shisname?HisnameisLanMao”.Askthequestionandhelpthestudentstoanswer.Thenrepeat.Workinpairstopracticethedialogueandasksomepairstoactitout.
4.Introducethecharactersonthetextbook
LiMing,Jenny,Danny
Teachthewords(ChinaandCanada),usingmapsofthem.Thenexplainthesentence“Ilivein…”.
5.Listenandfollow
6.Playthetapeforthestudentstofollow
7.Summary
Sumupthelessonbrieflybypractisingallthedialoguesinthetext.
8.Homework
Readthetextandpractisethedialogue.
Lessons2Howareyou?
Teachingcontents:
1.Greeting:Nicetomeetyou.
2.Teachthesong“Howareyou?”.
Teachinggoals:
1.Understandthetext.
2.Rememberthemasteryvocabulary.
3.Understandandsingthesong“Howareyou?”.
Keypoints:Greetsomeonewiththephrase“Howareyou?”.
Difficultpoints:Greetandresponseinthetext.
Preparation:
1.Preparesomepicturesandputthemontheblackboard.
2.Writethenewwordsontheblackboard.
Teachingaids:audiotape,somepictures
Typeofthelesson:listening,speaking,singing
Teachingprocedures:
Step1.Warmingup
Greetingandreviewing.Aftergreeting(Hello!/Hi.),reviewthedialogueinthelastlessonbriefly.
Step2.Leadin
AskthestudentstoanswerthequestionsinChinese.
1.WhatdoChinesesaywhentheymeeteachother?
2.Canadiansdon’taskthequestionssuchas“Haveyouhadyourmeal?”or“Whereareyougoing?”.Doyouknowwhattheysayexpect“Hi.”or“Hello!”?
Step3.Newlessons
1.Presentation.ExplainthatCanadiansgreeteachotherbysaying“Howareyou?”and“Nicetomeetyou”.Explainthemeaningoftheexpressions.Encouragethestudentstorepeatafewtimes.
2.Listenandsay.Playthetapeforthestudentstofollow.
3.Practice.Workinpairs.Encouragethestudentstopractisethedialogueinpairs.Demonstratethedialoguewithoneortwostudents,andthenasksomepairstoactitoutfortherestoftheclass.
Step4.Demonstrateandpractisethedialogue
A:Hello!Mynameis___.What’syourname?
B:Mynameis____.Nicetomeetyou.
A:Nicetomeetyou,too.
Step5.Teachthesong“Howareyou?”
1.Gooverthewordsofthesongandpractisethem.
2.Explainthelastline.
3.Playthesongforthestudentstofollow.
Step6.Summary
Sumupthegreetingandresponse,combiningwiththeusefulexpressionsinthislesson.
Step7.Homework
1.Readandpractisethedialogue.
2.Singthesong“Howareyou?”.
Lesson3Boy,GirlandTeacher
Teachingcontents:
1.Thestatement“Thisisateacher/boy/girl.
2.Numberone—five.
Teachinggoals:
1.Understandthetext.
2.Rememberthemasteryvocabulary:boy,girl,teacher,chair,book,desk,one—five
Keypoints:
Thisis…
Numberonetofive.
Difficultpoints:thepluralformofnoun
Preparation:
1.Preparesomepicturesandputthemontheblackboard.
2.Writethenewwordsontheblackboard.
3.Bringtenbooksontheteacher’sdesk.
Typeofthelesson:listening,speaking,reading
Teachingresources:audiotape,pictures,books,chairsanddesksintheclassroom
Teachingprocedures:
Designforactivities.
Activities
Purpose
Singthesong.
Reviewthegreeting.
Introducenewitemsofthelesson.
MaketheSsunderstandthetext.
Workinpairs:askandanswer.
Practisetheitems.
Actoutthedialogue;countthenumbers.
Consolidatetheitems.
Step1.Warmingup
Say“Hello,howareyou?”,maketheSsrespondcorrectly.Thensingthesong“Howareyou?”.
Step2.Teachthenewwords
Teachboy,girlandteacherbypointingagirl/boy/yourselforpictures.Explainthesentence“Thisisa…”.
Step3.Letthestudentstopractise“Thisisa…”bypointingsomeone
Step4.Usethepicturestoteachthenewwords
Teachchairandbook.Demonstrate“What’sthis?It’sa…”.Thenpractisethemwiththestudents.
Step5.Teachthenumbersone—five,usingyourfingerstoshowthemeaning.Thenusethebooksonthedesktodemonstrate.Payattentiontothepluralformoftheword“book”.
Step6.Encouragethestudentstopractisethenumberbypointingboys,girls,desks,chairs,andbooks.Thenasksomestudentstodothisinfrontofclass.
Step7.Sumuptheitemsbriefly
Step8.Homework
Readthetext.Trytousetheitemsintheclassroom.
Lesson4Where
Teachingcontents:
1.Whereis…?
2.Newwords:classroom,library
3.Singthesong.
Teachingaims:
1.Understandthetext.
2.Rememberthewords:where,school,classroom,library.
3.Singthesong.
4.Usetheusefulknowledgetoasktheplacethathe/shedoesn’tknow.
Keypoints:Whereis…?
Difficultpoints:thewordsofthesong
Preparation:
1.Somepicturesofschool,classroomandlibrary.
2.Writethenewwordsontheblackboard.
3.Bring5picturesaboutthesong.
Typeofthelesson:listening,speaking,responseandsinging
Teachingaids:audiotape,pictures
Teachingprocedures:
Step1.Warmingup
1.Greeting.GreetthestudentswiththeexpressionsinL1andL2.
2.Singthesong“Howareyou?”
3.Reviewtheitem“Thisisa…”and“What’sthis?”bypointingsomething.
4.Countthenumbers.
Step2.Leadingin
1.Usepicturestoteachthewords“classroom,school,andlibrary”.Pretendtolookforyourbookeverywhere,saying“Whereismybook?”.
2.Thenpointtothebookandsay“Thereitis.”.Writethesentenceontheblackboard.
Step3.Practice<,/P>
1.Encouragethestudentstopractiseinpairs,usingbooks,chairs,desks,etc.
2.Playthetapeforthestudentstofollow.Thenasksomeonetodemonstratefortherestoftheclass.
Step4.Presentation
Gooverthewordsofthesong.
1.Doactionstodemonstratejump,look,point,reach,sitandstand,addingupanddown.e.g.lookup/down.
2.TPRactivities.Demonstrate“OrderandResponse”withonestudent.Say“Standup,lookup.”andsoon,andthenencouragethestudentstorespond.Thendothesamewiththerestofclass.
3.Practice.Workinpairs.Onegivestheordersandtheothersdotheactions.
4.Gooverthewordsofthesong.Makesurethestudentsunderstandthem.
5.Chantandsing.
(1)Playthetapeforthestudentstofollow.
(2)Practiseinpairs
(3)Doittogether.
Step5.Sumupthetextbrieflytoconsolidatetheitems
Play“Hide–and–Search”gametoreview“Whereis…?”.
Step6.Homework
1.Readthetext.
2.Singthesong.
Lesson5What’sthis?
Teachingcontents:
1.Newwords:pen,pencil,pencilcase,marker,blackboard.
2.What’sthis?It’sa…
3.Howmany…doyouhave?
Teachingaims:
1.Understandthetext.
2.Rememberthenewwords.
3.Askandanswerabout“Howmany…?”.
Keypoints:
1.What’sthis?
2.Howmany…?
Difficultpoints:Thequestion“Howmany…?”andtheanswers.
Preparation:
1.Preparesomepicturesofschool,classroomandlibrary.
2.Bringsomerealthings,suchaspen,pencil,pencilcaseandmarker.
Teachingaids:audiotape,somepictures,books,pens,pencilsandmarkers.
Typeofthelesson:listenandspeak.
Teachingprocedures:
Step1.Warmingup
Greetthestudentsandreviewthelastlesson.Asksomepairstoactoutthedialoguelikethis:
A:What’sthis?
B:It’sa…
Step2.Leadingin
Userealthingsorpicturestoteachthenewwords.Writethemontheblackboard.Playthetapeforthestudentstofollow.
Step3.Practice
Encouragethestudentstopractice“What’sthis?It’sa…”,usingnewwords.Thenasksomepairstoactitout,usingrealthingsorpictures.
Step4.Presentation
Holdupthreepensandsay“Howmany?”afewtimes.Makesurethestudentsunderstandit.Introduceinthisway:Howmany?Howmanypencils?Howmanypencilsdoyouhave?
Step5.Practice
Letthestudentsworkinpairs.Leadthemtopractiselikethis:
A:Doyouhaveany…?
B:Yes,Ido./No,Idon’t.
A:Howmany…doyouhave?
B:…
Playthetapeforthestudentstofollow.Asksomepairstoactitout.
Step6.Summary
Reviewthenewwordsandthedrill.Sumupthembriefly.
Step7.Homework
1.Readthetextandpractisethedialogue.
2.Finishtheactivitybook.
Lesson6Myfriend
Teachingcontent:
1.LettersA—G.
2.TheABCsong.
3.Introduceothers:Thisis…He/sheis…
Teachingaims:
1.Understandthetext.
2.Mastertheletters:ABCDEFG
3.Singthesong.
4.Masterthedrills.
Keypoints:
1.ThelettersA—G.
2.Thisis…Sheis…
Difficultpoints:wordsofthesong
Preparation:
1.Make26Englishlettercards.
2.Bringsomerealthings,suchasabook,aneraser,apen,apencil,apencilcase,amarkeretc.
3.Somepicturesoffish,door,girl,boy,teacher.
Teachingaids:audiotape,lettercards,pictures
Typeofthelesson:listening,speakingandsinging
Teachingprocedures:
Step1.Warmingup
Greetthestudentsbysaying“Goodmorning!/afternoon!Howareyoutoday?”.Encouragethestudentstoreply.
Step2.Reviewthedrill
“What’sthis?,It’sa…”and“Howmany…?”
Step3.Presentation
TellthestudentsthatEnglishwordsaremadeupoflettersandthatEnglishalphabethas26letters.Eachletterhastwosizes.Generallyspeaking,everylettermakesasound.e.g.theletterBmakesa[b]soundinthewordbook.DemonstrateAapple,usingpicturesofanapple.Thenpresenttherestlettersinthesameway.Playthetapeforthestudentstofollow.
Step4.Practice
1.Usethecardstopractisethelettersandwordsinthislesson.Writethelettersontheblackboard.Thelettershavearrowsthatshowhowandwhatsequencestomakethestrokes.Ontheblackboard,showthestudentshowtofollowhearrowstowriteeachletter.Thenletthestudentspractisewritingthem.
2.Workinpairslikethis:
A:What’sthis?
B:It’sA/B/anapple.
Asksomepairstoactitout.
Step5.The“ABCsong”
1.Gooverthewordsofthesong.
2.Playthetapeforthestudentstofollow.
Step6.Presentation
1.Teachthemeaningofthewordfriendandhe/she.
2.Pointtoaboy/girlandsay,“Thisis…(name).He/sheismyfriend.Repeatitafewtimes.Explainthemeaningifnecessary.
Step7.Practice
1.Playthetapeforthestudentstofollow.
2.Workinpairsorgroups.Practisethedialogue.Thenasksomepairsorgroupstoactitout.
Step8.Summary
1.Sumupthelettersandwordsbyshowingcardsandpictures.
2.Sumupthewayofintroducingsomeone.
Step9.Homework
1.Readthetext.
2.Practisewritingtheletters.
3.Singthesong.
4.Actoutthedialogue.
Say“Goodbye!/Seeyoulater.”whenclosingtheclass.
Lesson7MayI_______?
Teachingcontents:
1.ThelettersH—N.
2.Usetheexpressions“MayIhave/borrow____?”toaskforsomething.
3.Requestororders:Openthe___,andclosethe____.
Teachinggoals:
1.Understandthemeaningofthetext.
2.MasterthelettersH—N.
3.AskforsomethinginEnglish.
4.UsethePhrase“Open/Closethe____.”
Keypoints:
1.Letters.
2.Askforsomething.
Difficultpoints:borrowthings.
Preparation:
1.Makelettercardsforthislesson.
2.Bringrealthings,suchasbooks,pens,markersandsoon.
Teachingaids:audiotape,cards,somebooksandpens
Typeofthelesson:Listeningandspeaking.
Teachingprocedures:
Step1.Warmingup
1.Greetingandreview.Reviewthelettersandwordsofthelastlessonbyusingcards.
2.SingtheABCsong.
3.Asksomepairstoactoutthedialogueofthelastlesson.
Step2.Introducethenewlettersinthesamewayshowninthelastteachingdesign,usingpictures.Showthestudentshowtowritetheletters
Step3.Practiceandproduction
1.Playthetapeforthestudentstofollow.
2.Practiseinpairs.Encouragethestudentstoaskforrealthings,likebooks,pens,marker,erasersetc.
3.Asksomepairstoactitout.
Step4.L7N3
Teach“MayIborrow_____,please?”,workingfromoldphrasestonewonesandaddingthereplies“Sure!Hereyouare.”And“You’rewelcome.”Useactionstomakeyourmeaningclear.Translatewhennecessary.
Step5.Summary
Sumupthetextbriefly.
Step6.Homework
1.Readthetext.
2.Practisewritingtheletters.
3.Practisemakingthedialogue.
Lesson8Whatdoyouknow?
Teachingcontents:
1.Reviewthewordsandexpressionsinthisunit.
2.Grammar:theverbsam,is,are.
3.Exercisesinthelesson.
Teachinggoals:
1.Masterthedrillsinthisunit.
2.MasterthelettersA—N.
Keypoints:expressionsandgrammar.
Difficultpoints:grammar.
Preparation:
1.Bringthelettercards.
2.Bringrealthingstoreviewthewords.
3.Preparesomepicturestoreviewthedrills.
Teachingaids:lettercardsandsomepictures.
Typeofthelesson:review.
Teachingprocedures:
Step1.ReviewthelettersandsingtheABCsong.FinishN1AandC
Step2.Listentothesong“TenlittleIndians”andreviewthenumbers1-10
Step3.Reviewthegreeting“Howareyou?”andsingthesongaboutit
Step4.Userealthingsandcardstoreviewtheexpressionsinthisunit
e.g.
What’sthis?
It’sa,____.
<,Pclass=MsoNormalstyle="MARGIN-LEFT:17.95pt;MARGIN-RIGHT:19.2pt;TEXT-ALIGN:left;mso-para-margin-left:1.71gd;mso-para-margin-right:1.83gd;mso-pagination:widow-orphan;mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"align=left>Howmany____doyouhave?
Ihave____.
Whereisthe____?
binethedialoguesinthisunitandencouragethestudentstopractise
A:Hello!
B:Hi!Mynameis____.What’syourname?
A:Mynameis____.Nicetomeetyou!
B:Nicetomeetyoutoo.
A:Howareyou?
B:Fine,thankyou.Andyou?
A:I’mfine,thanks.
A:Whereis____?
B:There!
A:MayIhave/borrow_____?
B:Sure.Hereyouare.
A:Thanks.
B:You’rewelcome.
Orplaythechaingametopractisethem.ThenfinishN4ofthislesson.
Step6.Grammar
Theverb“be”.
1.Introduction.
Letthestudentstellyousomesentencesthatinclude“is”and“are”.Encouragethemtosumuptheusageofthetwowords.Thensumup.
pletetheconversationinL8N2toprasticeusingthem.Iftimeisenough,haveashorttest.
第3篇
wantago,throwitlikethat,throwitlikethis,it’sveryeasy,yo-yo,hard,ride,swim,skate,fly,card,volleyball,jump,sing以及如何应用英语进行体育运动。
二、教学重点
wantago,throwitlikethat,throwitlikethis,it’sveryeasy,ride,swim,skate,fly,card,volleyball,jump,sing以及如何应用英语进行体育运动。
Canyousing?Yes,Ican.Itiseasy.No,Ican’t.Itishard.
三、教学难点
wantago,throwitlikethat,throwitlikethis,it’sveryeasy
Canyousing?Yes,Ican.Itiseasy.No,Ican’t.Itishard.
四、教学方法
1．创设情景，利用对话、表演等方式学习、巩固Canyousing?Yes,Ican.Itiseasy.No,Ican’t.Itishard.等句型。
2．利用调查以及实物演示等方法以及肢体语言来激发学生的学习兴趣。
3．用任务型教学的手段来巩固课堂教学。
五、教具
实物、录音机等
六、教学过程
Step1热身复习，导入新课
1.Warmup.Askthestudentondutytomakeareportabouttheweatherorhisfavouritesport.
2.Revision.Invitesomestudentstomakeareportabouthisfavouritesport.(yesterday’shomework)
3.Askandanswerbetweentheteacherandthewholeclass.以教授Canyousing?Yes,Ican.Itiseasy.No,Ican’t.Itishard.等句型和ride,swim,skate,fly,card,volleyball,jump,sing等体育运动。
4.Itishard.等句型和ride,swim,skate,fly,card,volleyball,jump,sing等体育运动。
Whatisyourfavouritesport?Myfavouritesportisswimming.
Doyoulikeswimming?Yes,Ilikeitverymuch.
Canyouswim?Yes,Ican.Itiseasy.No,Ican’t.Itishard.
并且提醒学生Canyou……?句型中要用动词的原形。
Step2师生互动，逐步深入
SBPart2对话处理
1.AskthewholeclasstomakeasimilardialoguewiththehelpofthepicturesinPart2ofLesson78.Theninvitesomepairstoactthedialogueoutinfrontoftheclass.
2.Giveeverystudentachart.Askthemtoaskquestionsingroupsandgetreadyforareportaccordingtothechart.Forexample:
Alikesswimming.Hecanswim.Itiseasy.
Bdoesn’tlikeswimming.Hecan’tswim.Itishard.
Clikesjump.Hecanjump.Itiseasy.
Canyou……?
SBPart1对话处理
1.Askandanswer.Theteachershowsayo-yotothewholeclassandaskthem,“Whatisthis?Canyouplayyo-yo?”
2.Booksclosed.Makethewholeclasslistentothetapecarefullyandanswer“CanJimplayayo-yo?”
3.Booksopen.Listentothetapeagainandaskthewholeclasstosayafterthetape.
4.Practisethedialogueinpairs,thenasksomepairstoactitout.
Step3巩固拓展，达标反馈
1.Discussion.Givethewholeclassfiveminutesandaskthemtodiscussthesequestionsingroups:
Doyoulikeswimming?Yes,Ido.
Canyouswim?Yes,Ican.
Areyougoodatit?No,Iamnotgoodatit.
Thenaskeverystudenttomakeareportaccordingtowhattheyhavediscussed.Forexample:Alikesswimmingverymuch.Hecanswim.Heisgoodatit.Hisfavouritesportisswimming.Blikessingingverymuch,Buthecan’tsing.Heisnotgoodatit.Singingisnothisfavouritesport.Hisfavouritesportisjumping.
2.Workinclass.Finishsomeexercisesaboutthislesson.
用所给单词的适当形式填空。
1.Thank________(good)!Thekiteisnotbroken.
2.Mikeisafootballfan.Heisgoodat______(play)football.
3.Doyoulike______(swim)intheriver?
4.JimandMikearefootball______(play).Theyaregoodatit.
5.Playingcards_______(be)easy.Andmanypeoplelikeit.
