外研版小学英语一起一年级下册教案.doc

Module1: Unit 1 Hes a doctor.Teaching Aims:Review the sentence pattern “This is my”Review the words: grandpa, grandma, friend, father, mother, brother, sister.Learn to say “Hes / shes Hes / shes a .”Importance and Difficulties:Distinguish “Hes ” from “Shes ”Students Analysis:“Hes / Shes ” are not difficult in their pronunciation, do more exercises to differ them from each will enough.Teaching Aids:Tape recorder tape a doll Cards head ornamentsTeaching Procedures:Step 1: Warming upSing to greeting.Review colors: Show color cards and ask the Ss “What color?”Review some words: Show some cards and ask the Ss “Whats this?”Lets count. (From one to twelve.)Step 2: RevisionTeacher shows cards and Ss look and say “Father.”Sticker these cards on the blackboard and read after T.Read the words group by group.Ss say: “This is my father.”Ss review to say: “This is my school bag.”Learn the word “friend.”Read after teacher.Learn to say “This is my friend.”Step 3: PresentationTeacher points to several Ss and says “Shes / Hes ”Explain with gestures.Write “Shes ” and “Hes” on the blackboard.Read the sentence pattern.T shows some head ornaments, Ss look and try to say “Shes Lingling. Hes Daming.”Read “Shes Lingling. Hes Daming. ” after T.Ask some Ss to go to the front and stand in a line.Ss look and say “Shes” / “Hes”Step 4: ConsolidationTeacher makes a model.Ss try to introduce his friend like “Shes / Hes ”.Teacher points and says “Shes a pupil.” Or “Hes a pupil.”Ss learn to say.Teaching Notes:Module 1: Unit 2 Shes a nurse.Teaching Aims:1. Review the points of the module. 2. Learn to introduce a people like “Shes/ Shes a nurse.”3. Do the exercises of the module.Importance and Difficulties:Hes / Shes a pupil.Words: doctor, pupil, teacher.The exercises of the module.Students Analysis:We have learnt many words in the module: father, mother, brother, sister, grandpa, grandma, friend, pupil, doctor and so on, so it is necessary to review them in todays lesson, and put the words in the sentence patterns: This is my/ Hes/shes Teaching Aids:Tape recorder a big pencil a doll Cards head ornamentsTeaching Procedures:Step 1: Warming upSing to say hello.Review the chant: Wheres the pencil?Ss say the chant together.Put a pencil in different place, Ss look and answer teachers question “Wheres the pencil?”Put a school bag on the desk, ask “Wheres the school bag?” Ss answer.Put a big pencil in / on / under the school bag, Ss look and say its location.Step 2: RevisionReview the sentence “Look at the tree.” And “Look at the window.”Review the sentence “So many birds.” And the sentence pattern “So many”Review to say “Lets count.”Count from one to twelve.Look the cards and answer “Father / mother / ” quickly.Introduce those cards like “This is my brother. / ”Look and say “This is my pencil.”Review the chant: She, she, she. Shes Amy.He, he, he. Hes Daming.Read the chant after T.Say your classmates name. (Shes / Hes )Step 3: PresentationTeacher points several Ss and says “Shes a pupil. / Hes a pupil.”Learn the word “pupil.”Ss read the word.Some Ss stand up, the others look and say “Shes a pupil. / Hes a pupil.”Look at the head ornaments and say “Shes a pupil. / Hes a pupil.”Teacher shows the card and says “Hes a doctor.”Learn the word “doctor.”Step 4: Do the exercisesActivity book: Exercise 2 on page 7 Exercise 3 on page 9Teaching Notes:Module2: Unit 1 Wheres the bird?Period 1Teaching Aims:Understand the meaning of the text.Review the sentence pattern “A cat is in the box. / Wheres my pen?”Describe the location like “Its in / on/ under .”Importance and Difficulties:The sentence pattern: “A cat is in the box.”Try to ask: “Wheres the orange cat?”Students Analysis: We have learnt the pattern “Wheres the?”last week, so it is a consolidation of last period, just add some new points: Wheres the orange cat?Teaching Aids:Tape recorder tape a dollPictures Cards Teaching Procedures:Step 1: Warming upGreeting to Ss with a song.A TPR game: Listen and do.T: “Stand up! Sit down! Open your book! Point to the window. Point to the door.”Step 2: RevisionShow four cards. T: “Whats this?” / “This is ”Read the four words in high and low voice.Read fast.T: “If you know, please stand up and read it fast.”Show the wall chart.Describe the location of the pen or the cat in the wall chart.Step 3: PresentationT points to the wall chart and asks: “Wheres the pen?” Ss answer: “Its ”Write the two sentences on the blackboard: Wheres the pen? Its in the hat.Read them after T in correct pronunciation and intonation.Ask several Ss to repeat.Read group by group.Step 4: PracticeSs ask T: “Wheres the pen?” T answer.Group 1 ask, group 2 answer from teachers points.Change. Group 2 ask and group 1 answer.Practice with your partner.Show some dialogues.Step 5: PresentationT draws 3 pictures on the blackboard: A red pen is in the hat. A green pen is on the hat. A yellow pen in under the hat.T asks: “Wheres the green pen?”. Ss answer.Write the 2 sentences on the blackboard.Read after T.Ask several Ss repeat it.Read group by group.Step 6: PracticeT points to the picture, Ss ask: “Wheres the yellow pen?” T answer.Group 1 ask and group 2 answer, then change.Practice with partner.Show your dialogue.Step 7: ConsolidationA game: Look and guess.“Please look at my mouth, and guess the sentence.”Teaching NotesModule3: Unit1 Where is the orange cat?Teaching Aims:1. Review the sentence pattern “Wheres the orange cat?”2. Learn to guess the location of object with “Is it under/ in / on?”Notes:Importance and Difficulties:Use the sentence: “Is it under / in / on the bed?” to ask the location.Students Analysis:It is not easy for the kids to use the sentence: “Is it under / in / on the bed?” to ask the location. Use the same thing to change its location each time will easier to the kids. Teaching Aids:Tape recorder tape a doll book Cards school bag box pen Teaching Procedures:Step 1: Warming upSing a hello song to greet with each other.Play a guessing game.“Please look at my gestures, and then guess the animal I mime.”Step 2: RevisionAnswer teachers question accord to the card.“Whats this?” / “Is it a monster?”Read the four words: doll, bear, bed, and balloon.A game: I hide, you guess.“Look, I hide a card; please guess what the card is.”Look and answer.(Teacher put some stationery, and asks the location.)Write the four sentences on the blackboard: Wheres the cat? Its in the box. Wheres the orange cat? Its under the box.Read after teacher and correct their pronunciation and intonation.Ask several students read them.Read the four sentences group by group.Step 3: Presentation and practiceTeacher hides a school bag, a book, and a box under the table. Then put a pen in one of them. (in the school bag, on the box, or under the book)Ss try to guess the location of the pen. “Is it ?”Write the two sentences on the blackboard: Is it under the bed? Yes, it is.Read after teacher.Ask several students read it.Read fast group by group.Continue to play the game.Step 4: ConsolidationRead the 4 sentences after teacher again.Play a game: Hear and read fast.(Listen to teachers sentence, and then read it fast group by group.)Step 5: Ending Summarize the class.Sing and say goodbye.Teaching Notes:Module3: Unit2 How many green birds?Teaching Aims:Learn the numbers: 11 and 12.Understand the sentences “Look at the tree.” “So many birds!” and “Lets count.”Importance and Difficulties:The pronunciation of “eleven and twelve”.The sentence “Look at the tree.”Students Analysis:In fact, most students have learnt the words: eleven and twelve already, but most of them didnt catch the right pronunciation of the sound /v/, pay more attention here in class.Teaching Aids:Tape recorder tape a doll Cards Teaching Procedures:Step 1: Warming upSing and say hello.Review the chant.Read the chant together with gestures.Review the four words: balloon, bed, bear, and doll.(A game: T writes the four words on the blackboard, and then read three of them; Ss say the word T doesnt read.)Step 2: Presentation and practiceA game: Listen and do.(T: “Point to the ceiling. Point to the window. Stand up! Open your book. Sit down! Close your book. Look at the door.”)T makes gesture to explain the sentence “Look at the door.”Continue to play the game.(Look at the teacher. Look at the ceiling. Look at the floor. Look at the window.)T shows several cards and asks “Whats this?” (tree)Teach the new word “tree”.Read and mime a tree.T: “Look at the tree.” Get the Ss to look at the tree card.Write the sentence “Look at the tree.” On the blackboard.Read and make gestures.Stick the wall chart on the blackboard.Get the Ss to look at the big tree. T: “Look at the tree. So many birds! ”Make gesture to explain the phrase “so many”.Write “So many birds!” on the blackboard.Read after T and then read together.T: “Oh, how many birds? Lets count.”Teach “Lets count.”Write it on the blackboard.Read and correct their pronunciation.Count the birds in the tree together.“OK, now, lets count, how many birds? One, two, and three”Teach the number eleven and twelve.T: “How many birds?” Ss: “Twelve birds.”Step 3: ConsolidationRead the sentence on the blackboard again.Fast reaction: Listen to teachers sentence and repeat it fast group by groupTeaching Notes:Module 4: Unit 1 This is my head.Teaching Aims:1. Understand the meaning of the module.2. Learn the three new words: head, mouth, eye.3. Can survey like: This is my head / mouth / Importance and Difficulties:1. The pronunciation of “mouth”.2. Do the survey.Students Analysis:This module is funny, the kids like to show their body. The problem is the three words pronunciation, like /e/, /ai/ and “th”. Practice more here.Teaching Aids:Tape recorder tapes cardsCD-ROMTeaching Procedures:Step 1: Warming upSing to greeting each other.Sing a song.Step 2: RevisionReview some words:Bus, doctor, dress, nurse, driver, coatA game: I do, you say.Read them fast.Review to say: “Shes / Hes .”Review to say: “This is his / her.”Step 3: PresentationT shows a picture of a head.T asks: “Whats this?”Ss try to answer. (a head)Learn to say “head”.Point your head and read “head” in a little game.Read head in a chant.Learn to say “This is my head.”Learn the word “mouth” and “eye” in the same way.Learn to say “This is my mouth / eye.”Step 3: PracticeRead the 3 words again.Fast reaction: I say, you point. I point, you say.T points, Ss say “This is my head/”Step 5: ConsolidationGet the Ss to say “This is my pencil. / ”Listen to the tape and try to understand the text.Read the text after the tape-recorder.Teaching Notes:Module 4: Unit 2 These are your legs.Period 1Teaching Aims:Understand and try to say the sentence: “These are”Review the words and learn a new body word: leg.3. Learn a song: Heads, shoulders.Importance and Difficulties:1. The pronunciation of the sentence: “These are”2. The English song: Heads, shoulders.Students Analysis:“These are ” is a difficult point to the kids, make simples first and then let them find the order of “these are + -s”, it will be a great help.Teaching Aids:Tape recorder tapes cardsstationeryTeaching Procedures:Step 1: Warming upGreeting each other.Words game: Ask and answer.Review to say “This is his / her.”Step 2: RevisionReview these body words in a game: ask and answer.Review to survey “This is my / your.”Step 3: PresentationT points to an eye and asks: Whats this?Ss: This is an eye.T points to the other eye and asks: Whats this?Ss: This is an eye.T asks: How many eyes do you have?Ss: Two eyes.T points to her eyes and say “These are my eyes.”Ss learn to say “These are my eyes.”Ss say the sentence one by one.Write the sentence on the blackboard.T points to her legs and says “These are my legs.”Ss point to their legs and say “These are my legs.”Ss learn to say the word “leg”.T point to ears, Ss look and say “These are my ears.”Step 4: PracticeA game: T point, Ss look and say: This is my head. / These are my eyes. .T shows a pencil to Ss, Ss: This is a pencil.T shows 4 pencils to Ss, Ss: These are pencils.T shows more stationery and asks Ss: Whats this? / What are these?A game: I show, you say. I say, you show.Step 5: Learn the songCD-ROM: Listen to the song Turn to page 17 and read the words of the song.Sing follow T sentence by sentence and do the actions.Sing the song together with CD-ROM.Teaching Notes:Module 5: Unit 1 Theyre cows.Period 1Teaching Aims:1. Understand the meaning of the module.2. Learn four new words: cow, pig, chicken and egg.3. Understand “What are they? They are ” Importance and Difficulties:1. Try to speak “What are they? They are”2. The pronunciation of the words: chicken and egg.Students Analysis:Animals always the childrens favorite, but todays animals are not easy to catch. We can make the words into some chant, so that it will be easier to catch them.Teaching Aids:Tape recorder tapes cardsCD-ROM pictures wall chartTeaching Procedures:Step 1: Warming upSing the song Greeting each other.Step 2: RevisionReview words: a game: Ask and answer chantT points, Ss look and say “This is my head. / These are my ears.”T shows some stationery, Ss look and say “This is a pencil. / These are erasers.”Step 3: PresentationTurn to page 18.Observe the pictures and listen to teacher.Get the Ss to understand the text.Learn the word “cow”: A. Observe picture 2. B. Learn the new word “cow”. C. Get the Ss count “How many cows?” D. Learn to say “They are cows.” E. Say it group by group. F. T asks: What are they? Ss answer. G. Learn to say “What are they?” H. Say it one bye one.Learn the other new words: pig, chicken, egg.Picture 3: pig-pigsPicture 4: chi ken-chickensPicture 5: egg-eggsWord games: A. Chant B. Left and rightStep 4: PracticePage 19: activity 2. Read after T.Read group by group.Read the conversation one by one.Blackboardwriting:Teaching Notes:Module 5: Unit 2 Its thin.Period 1Teaching Aims:Learn the new words.Understand the text.Importance and Difficulties:The new word “thin”.The meaning of the textStudents Analysis:The text is not easy to the kids, actually they cannot express their meaning like this, todays key points is learn to describe the things, like “Its thin/ fat/ little/ pink” etc.Teaching Aids:Tape recorder tapes cardsstationeryTeaching Procedures:Step 1: Warming upSing to greeting.Sing a song.Step 2: RevisionWords chant: Ask and answer chantWatch the CAI and review the sentence patterns: What are they? They are cows. Game: T imitates the animals voice; Ss guess “What are they?”Step 3: PresentationObserve the wall chart of the text.Learn to say: mother pig, father pig Watch the card and learn to say “baby pig”.Look at the father pig and learn the new word: fat.Look at the mother pig and learn the new word: thin.Count: How many baby pigs? Six.Look at the baby pigs and learn the new words: big, littleRead those words and do the actions after T.Watch the card and learn the new word “pink”.Step 3: PracticeReview the colors.T points, Ss read the words.T says the word, Ss do the actions.T do the actions, Ss says the word.Words chant.Watch the pictures and say: This is a panda. Its fat. This is a monkey. Its thin. This is a baby pig. Its little. This is a father pig. Its big.Blackboardwriting:Teaching Notes:Module 6: Unit 1 These snacks are short.Period 1Teaching Aims:1. Understand the meaning of the module.2. Learn four animal words: snake, giraffe, elephant, lion3. Try to understand and learn “long, short, tall, and short”.Importance and Difficulties:Understand the 2 meaning of the word “short”.The pronunciation of “giraffe”.Students Analysis:The four animal words“snake, giraffe, elephant, lion” is not popular as “dog、cat、fish and fish”, there will be more time to read them out. Especially the pronunciation of “giraffe and elephant”.Teaching Aids:Tape recorder tapes cardsCD-ROM pictures wall chartTeaching Procedures:Step 1: Warming upGreeting each other.Review: cow, pig, chicken, eggStep 2: RevisionReview “Theyre ”Read activity 2 on page 19.Express time: Describe the picture on page 20. (The pigs family) (The chickens family)Step