外研小学英语一起一年级下册Module1: Unit 1 He’s a doctor

外研小学英语一起一年级下册Module1: Unit 1 He’s a doctor

Module1: Unit 1 He’s a doctor.‎ Teaching Aims:‎ Review the sentence pattern “This is my…”‎ Review the words: grandpa, grandma, friend, father, mother, brother, sister.‎ Learn to say “He’s / she’s… He’s / she’s a ….”‎ Importance and Difficulties:‎ Distinguish “He’s …” from “She’s …”‎ Students Analysis:‎ ‎“He’s / She’s …” 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 ornaments Teaching Procedures:‎ Step 1: Warming up Sing to greeting.‎ Review colors: Show color cards and ask the Ss “What color?”‎ Review some words: Show some cards and ask the Ss “What’s this?”‎ Let’s count. (From one to twelve.)‎ Step 2: Revision Teacher 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: Presentation Teacher points to several Ss and says “She’s … / He’s …”‎ Explain with gestures.‎ Write “She’s …” and “He’s…” on the blackboard.‎ Read the sentence pattern.‎ T shows some head ornaments, Ss look and try to say “She’s Lingling. He’s Daming….”‎ 35‎ Read “She’s Lingling. He’s Daming. …” after T.‎ Ask some Ss to go to the front and stand in a line.‎ Ss look and say “She’s…” / “He’s…”‎ Step 4: Consolidation Teacher makes a model.‎ Ss try to introduce his friend like “She’s… / He’s …”.‎ Teacher points and says “She’s a pupil.” Or “He’s a pupil.”‎ Ss learn to say.‎ Teaching Notes:‎ 35‎ Module 1: Unit 2 She’s a nurse.‎ Teaching Aims:‎ ‎1. Review the points of the module. ‎ ‎2. Learn to introduce a people like “She’s…/ She’s a nurse.”‎ ‎3. Do the exercises of the module.‎ Importance and Difficulties:‎ He’s / She’s 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 today’s lesson, and put the words in the sentence patterns: This is my…/ He’s/she’s… ‎ Teaching Aids:‎ Tape recorder a big pencil a doll Cards head ornaments Teaching Procedures:‎ Step 1: Warming up Sing to say hello.‎ Review the chant: Where’s the pencil?‎ Ss say the chant together.‎ Put a pencil in different place, Ss look and answer teacher’s question “Where’s the pencil?”‎ Put a school bag on the desk, ask “Where’s the school bag?” Ss answer.‎ Put a big pencil in / on / under the school bag, Ss look and say its location.‎ Step 2: Revision Review 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 “Let’s 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. She’s Amy.‎ 35‎ He, he, he. He’s Daming.‎ Read the chant after T.‎ Say your classmates’ name. (She’s… / He’s …)‎ Step 3: Presentation Teacher points several Ss and says “She’s a pupil. / He’s a pupil.”‎ Learn the word “pupil.”‎ Ss read the word.‎ Some Ss stand up, the others look and say “She’s a pupil. / He’s a pupil.”‎ Look at the head ornaments and say “She’s a pupil. / He’s a pupil.”‎ Teacher shows the card and says “He’s a doctor.”‎ Learn the word “doctor.”‎ Step 4: Do the exercises Activity book: Exercise 2 on page 7‎ ‎ Exercise 3 on page 9‎ Teaching Notes:‎ 35‎ Module2: Unit 1 Where’s the bird?‎ Period 1‎ Teaching Aims:‎ Understand the meaning of the text.‎ Review the sentence pattern “A cat is in the box. / Where’s my pen?”‎ Describe the location like “It’s in / on/ under ..”‎ Importance and Difficulties:‎ The sentence pattern: “A cat is in the box.”‎ Try to ask: “Where’s the orange cat?”‎ Students Analysis:‎ ‎ We have learnt the pattern “Where’s the…?”last week, so it is a consolidation of last period, just add some new points: Where’s the orange cat?‎ Teaching Aids:‎ Tape recorder tape a doll Pictures Cards ‎ Teaching Procedures:‎ Step 1: Warming up Greeting 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: Revision Show four cards. T: “What’s 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: Presentation T points to the wall chart and asks: “Where’s the pen?” Ss answer: “It’s …”‎ Write the two sentences on the blackboard: Where’s the pen? It’s in the hat.‎ Read them after T in correct pronunciation and intonation.‎ Ask several Ss to repeat.‎ 35‎ Read group by group.‎ Step 4: Practice Ss ask T: “Where’s the pen?” T answer.‎ Group 1 ask, group 2 answer from teacher’s points.‎ Change. Group 2 ask and group 1 answer.‎ Practice with your partner.‎ Show some dialogues.‎ Step 5: Presentation T 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: “Where’s 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: Practice T points to the picture, Ss ask: “Where’s the yellow pen?”… T answer.‎ Group 1 ask and group 2 answer, then change.‎ Practice with partner.‎ Show your dialogue.‎ Step 7: Consolidation A game: Look and guess.‎ ‎“Please look at my mouth, and guess the sentence.”‎ Teaching Notes 35‎ Module3: Unit1 Where is the orange cat?‎ Teaching ‎ Aims:‎ ‎1. Review the sentence pattern “Where’s 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 up Sing 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: Revision Answer teacher’s question accord to the card.‎ ‎“What’s 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: Where’s the cat?‎ ‎ It’s in the box.‎ ‎ Where’s the orange cat?‎ ‎ It’s under the box.‎ Read after teacher and correct their pronunciation and intonation.‎ Ask several students read them.‎ 35‎ Read the four sentences group by group.‎ Step 3: Presentation and practice Teacher 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: Consolidation Read the 4 sentences after teacher again.‎ Play a game: Hear and read fast.‎ ‎(Listen to teacher’s sentence, and then read it fast group by group.)‎ Step 5: Ending ‎ Summarize the class.‎ Sing and say goodbye.‎ Teaching Notes:‎ 35‎ 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 “Let’s 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 didn’t 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 up Sing 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 doesn’t read.)‎ Step 2: Presentation and practice A 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 “What’s 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.‎ 35‎ 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? Let’s count.”‎ Teach “Let’s count.”‎ Write it on the blackboard.‎ Read and correct their pronunciation.‎ Count the birds in the tree together.‎ ‎“OK, now, let’s count, how many birds? One, two, and three…”‎ Teach the number eleven and twelve.‎ T: “How many birds?” Ss: “Twelve birds.”‎ Step 3: Consolidation Read the sentence on the blackboard again.‎ Fast reaction: Listen to teacher’s sentence and repeat it fast group by group Teaching Notes:‎ 35‎ 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 cards CD-ROM Teaching Procedures:‎ Step 1: Warming up Sing to greeting each other.‎ Sing a song.‎ Step 2: Revision Review some words:‎ Bus, doctor, dress, nurse, driver, coat A game: I do, you say.‎ Read them fast.‎ Review to say: “She’s / He’s ….”‎ Review to say: “This is his / her….”‎ Step 3: Presentation T shows a picture of a head.‎ T asks: “What’s this?”‎ Ss try to answer. (a head)‎ 35‎ 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: Practice Read the 3 words again.‎ Fast reaction: I say, you point.‎ ‎ I point, you say.‎ T points, Ss say “This is my head/…”‎ Step 5: Consolidation Get 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:‎ 35‎ Module 4: Unit 2 These are your legs.‎ Period 1‎ Teaching 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 cards stationery Teaching Procedures:‎ Step 1: Warming up Greeting each other.‎ Words game: Ask and answer.‎ Review to say “This is his / her….”‎ Step 2: Revision Review these body words in a game: ask and answer.‎ Review to survey “This is my / your….”‎ Step 3: Presentation T points to an eye and asks: What’s this?‎ Ss: This is an eye.‎ T points to the other eye and asks: What’s 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.”‎ 35‎ 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: Practice A 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: What’s this? / What are these?‎ A game: I show, you say.‎ ‎ I say, you show.‎ Step 5: Learn the song CD-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:‎ 35‎ Module 5: Unit 1 They’re cows.‎ Period 1‎ Teaching ‎ 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 children’s favorite, but today’s 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 cards CD-ROM pictures wall chart Teaching Procedures:‎ Step 1: Warming up Sing the song ‎ Greeting each other.‎ Step 2: Revision Review words: a game: Ask and answer chant T 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: Presentation Turn 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.‎ 35‎ ‎ 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---pigs Picture 4: chi ken---chickens Picture 5: egg---eggs Word games: A. Chant ‎ B. Left and right Step 4: Practice Page 19: activity 2. ‎ Read after T.‎ Read group by group.‎ Read the conversation one by one.‎ Blackboardwriting:‎ Teaching Notes:‎ 35‎ Module 5: Unit 2 It’s thin.‎ Period 1‎ Teaching ‎ Aims:‎ Learn the new words.‎ Understand the text.‎ Importance and Difficulties:‎ The new word “thin”.‎ The meaning of the text Students ‎ Analysis:‎ The text is not easy to the kids, actually they cannot express their meaning like this, today’s key points is learn to describe the things, like “It’s thin/ fat/ little/ pink” etc.‎ Teaching Aids:‎ Tape recorder tapes cards stationery Teaching Procedures:‎ Step 1: Warming up Sing to greeting.‎ Sing a song.‎ Step 2: Revision Words chant: Ask and answer chant Watch the CAI and review the sentence patterns: What are they? They are cows. ‎ Game: T imitates the animal’s voice; Ss guess “What are they?”‎ Step 3: Presentation Observe 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.‎ 35‎ Look at the baby pigs and learn the new words: big, little Read those words and do the actions after T.‎ Watch the card and learn the new word “pink”.‎ Step 3: Practice Review 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. It’s fat.‎ ‎ This is a monkey. It’s thin.‎ ‎ This is a baby pig. It’s little.‎ ‎ This is a father pig. It’s big.‎ Blackboardwriting:‎ Teaching Notes:‎ 35‎ Module 6: Unit 1 These snacks are short.‎ Period 1‎ Teaching ‎ Aims:‎ ‎1. Understand the meaning of the module.‎ ‎2. Learn four animal words: snake, giraffe, elephant, lion ‎3. 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 cards CD-ROM pictures wall chart Teaching Procedures:‎ Step 1: Warming up Greeting each other.‎ Review: cow, pig, chicken, egg Step 2: Revision Review “They’re …”‎ Read activity 2 on page 19.‎ Express time: Describe the picture on page 20.‎ ‎ (The pig’s family)‎ ‎ (The chicken’s family)‎ Step 3: Presentation Lingling and Amy went to the zoo today.‎ Learn the word: zoo 35‎ Learn to say: Let’s go to the zoo.‎ Observe picture one and find the animal.‎ Learn the new word: snake Read the word after T and correct Ss’ pronunciation.‎ Read the word in a little game: High and low voice Learn the new words “giraffe, elephant, lion” in the same way.‎ Game: Fast reaction Game: I say, you do. / I do, you say.‎ Point and say: They’re snakes. …‎ Look at the picture and try to understand “long, short, tall”.‎ Read those words.‎ Game: I do, you say.‎ T do the actions, Ss say the word.‎ Step 4: Ending Read all the words together.‎ Sing to say goodbye.‎ Blackboardwriting:‎ Teaching Notes:‎ 35‎ Module 6: Unit 2 They’re little and cute.‎ Period 1‎ Teaching ‎ Aims:‎ Learn the new words “cute” and “scary”.‎ Try to say: The baby lions are cute. ‎ The mother lion isn’t cute.‎ It’s scary.‎ Importance and Difficulties:‎ ‎1. Try to introduce the lion’s family.‎ ‎2. The pronunciation of “isn’t”.‎ Students ‎ Analysis:‎ ‎“Cute and scary” are adjective verbs. We can understand their meanings by our activities easily. The difficult point is their pronunciations. ‎ Teaching Aids:‎ Tape recorder tapes cards stationery Teaching Procedures:‎ Step 1: Warming up Sing to greeting each other.‎ Words game: Ask and answer chant Step 2: Presentation T: Amy and Lingling went to the zoo. They are watching the lions.‎ Learn to express: baby lion Count: “How many baby lions?”‎ Write “The baby lions ” on the blackboard.‎ Read after T.‎ Observe the baby lions and learn the new word: cute.‎ Learn to say: “The baby lions are cute.”‎ Read row by row.‎ 35‎ Observe the mother lion and learn the new word: scary.‎ Learn to say: “The mother lion isn’t cute. It’s scary.”‎ Correct the pronunciation of “isn’t”.‎ Read the sentence team by team.‎ Step 3: Practice Text: Listen to the tape.‎ Understand the meaning of the text.‎ Try to read the text.‎ Read the text after T sentence by sentence.‎ Read the text by themselves.‎ Page 24: Activity 2 Look and say.‎ Blackboard-writing:‎ Teaching Notes:‎ 35‎ 第三册Module7 Unit1 There is a cat in this tree. ‎ 一、教材分析： ‎ 本单元是《新标准英语》（三年级起点）第三册第模块第一单元的内容，根据《小学英语新课程标准》提出的目标，其中一个非常重要的目标就是要激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们初步建立学习英语的自信心，使他们初步具备用英语进行简单日常交流的能力。 ‎ 二、学生分析： ‎ 四年级学生已经接触了一年的英语，大部分学生对英语仍有着浓厚的兴趣，为以后延续这个兴趣建立基础，所以就要让他们积极主动的参与到英语的学习中，通过借助多媒体等多种激励方式,激发学生积极参与,大胆实践,体验成功的喜悦，有了成就感有了信心,就能够更好的展示自己. ‎ 三、教学目标与要求 ‎ 语言知识目标：全体学生会运用there is,horse.、‎ 语言技能目标：全体学生能认读there is,horse.‎ 全体学生能说There is a girl in this photo.She’s riding a horse.I can’t see her face.‎ 情感态度价值观：通过体验There is 的重音，初步感知中外文化异同。并调动学生积极参与各种课堂教学活动。‎ 四、教学重点与难点 ‎ ‎1、 重点：初步熟悉句型：There is …‎ ‎2、难点：课文中大量语句的阅读。‎ 五、教学过程 ‎ I．Warm-up 利用课前1分钟，跟学生Free talk. 能说出带ing的动词词组。‎ ‎“木头人”游戏用来复习现在进行时句型。选择一名同学躲在讲台桌后，让他做出五个词组的动作，然后，我说：“Freeze！”他就定格好某一个动作。全班同学齐问他：What are you doing？我则让同学们来猜 ‎3.听音找词。通过这个环节，让学生自己来找出老师读到的单词或者词组。生词老师会用字母拼出来，让学生初步认识单词，只要求学生会跟读。词组是学过的，老师会直接读出来。让学生找出来，并做出相应动作。看谁速度快！‎ II.Presentation ‎1.播放活动一的录音，让学生跟着节奏跟读。你能说出你听到的那些单词吗？‎ ‎2.播放活动二的视频，请学生认真看。试着理解课文内容。问学生What are Sam,Amy and Daming doing?‎ ‎3.师说There are so many photos in ActivityTwo.Let’s see what are in these photos?请学生带着问题再次听录音，同时圈出There is…并试着找出问题的答案。‎ ‎4.播放视频，请学生模仿跟读。‎ 35‎ III.Consolidation：‎ ‎1. 自己画一幅某人正在做某事的图片，用There is….和正在进行时进行描述。There is a boy in this photo.He’s swimming.‎ ‎2.Homework：‎ 回家后找一些你家中比较有特点的照片，试着用There is…in this photo.He’s ….进行描述。下节课把那些照片带过来，跟大家分享一下吧！‎ 板书设计：‎ Module7 Unit1 There is a horse in this photo.‎ reading a book ‎ riding a bike There is _________in this photo.‎ swimming It’s ‎ playing football He’s ______________ .‎ drinking milk She’s ‎ ‎ 35‎ Module 8 Unit1 There’s a pair of shorts under that duck.‎ 教学目标 ‎1、Knowledge of the language (语言知识与能力目标)‎ a.’s a pair of shorts under that duck.‎ b.a pair of, shorts,shirt???? .‎ ‎2、Emotion attitude（情感目标）‎ 教学重点难点 There’s a pair of shorts under that duck. ‎ 教学过程设计 A、Warming up. (热身) ‎ a. Greeting—Sing the song<>‎ b.展示活动1的挂图，问学生小狗在干什么？‎ B．Presentation and Practice(新知呈现与操练)‎ 课文学习 ‎1.展示活动2的挂图，先请学生看图，看是否能尝试用“There be ”描述图片内容。‎ ‎2.教师播放录音和动画，请学生边看动画或边听录音便看图，告诉学生听完后回答下面的问题：Daming的鞋子到哪去了呢？（被鸭子穿走了。）‎ ‎3.再次播放动画或录音，请学生逐句跟读。要引导学生注意到指示牌“Beach Pool”,即海滩泳池，教师要给学生解释：“这里是允许游泳的海滩，因为这里有安全措施。‎ ‎4.这里的“a pair of,over there“都只能要求学生理解。‎ ‎5.最后播放录音，请学生完整跟读。‎ 训练巩固 ‎1.完成活动3，教师播放录音，请学生跟读。‎ ‎2.完成活动4，学生看图，理解活动要求。然后两人一组进行练习。‎ 家庭作业 听本单元录音，注意模仿语音语调。‎ 35‎ Module 8 Unit2 There are two footballs under my desk.‎ 教学目标 ‎1、Knowledge of the language (语言知识与能力目标)‎ a.’s a pair of shorts under that duck.‎ b.a pair of, shorts,shirt???? .‎ ‎2、Emotion attitude（情感目标）‎ 教学重点难点 There’s a pair of shorts under that duck. ‎ 教学过程设计 A、Warming up. (热身) ‎ a. Greeting—Sing the song<>‎ b.展示活动1的挂图，问学生小狗在干什么？‎ B．Presentation and Practice(新知呈现与操练)‎ 课文学习 ‎1.展示活动2的挂图，先请学生看图，看是否能尝试用“There be ”描述图片内容。‎ ‎2.教师播放录音和动画，请学生边看动画或边听录音便看图，告诉学生听完后回答下面的问题：Daming的鞋子到哪去了呢？（被鸭子穿走了。）‎ ‎3.再次播放动画或录音，请学生逐句跟读。要引导学生注意到指示牌“Beach Pool”,即海滩泳池，教师要给学生解释：“这里是允许游泳的海滩，因为这里有安全措施。‎ ‎4.这里的“a pair of,over there“都只能要求学生理解。‎ ‎5.最后播放录音，请学生完整跟读。‎ 训练巩固 ‎1.完成活动3，教师播放录音，请学生跟读。‎ ‎2.完成活动4，学生看图，理解活动要求。然后两人一组进行练习。‎ Step1 : Chant Tiger, tiger ,big big tiger Snake, snake, short short snake Elephant, elephant, long nose elephant Giraffe, giraffe, tall tall giraffe These ____are ___. ‎ Step 2 闯关游戏： 拯救美亚公主 Animals are our friends.(动物是我们的朋友) Love animals （爱护动物） Protect animals （保护动物） Are they long? Yes, they are. These snakes are short. These snakes are long. The giraffes are tall. I am short. The elephants are very big. Thank you! I’m Mei Ya(美亚公主). * Kerry How many animals can you see? How many animals can you see? How many ping-pong balls in the classroom? How many footballs in the classroom? How may basketballs in the classroom?‎ 35‎ Step3: watch and answer: listen the passage and number the pictures 听录音，给下面的课文图片排序号。‎ Step4: listen and number: 1 2 3 4 Look at the pictures carefully and finish the sentences. 同学们请认真看图来完成对话吧！ ‎ Step 5:look and say: Lingling, there’s a basketball under my chair. Oh no! Sorry There are two footballs under my desk. Oh, there are two footballs under my desk. Lingling, there are five ping-pong balls here. Oh, it’s Daming. Ha ha…. Let’s read passage and repeat. 孩子们让我们来跟读吧！‎ Step6: Let’s read the passage one by one. 孩子们，我们来玩排火车读课文嘞！ show time Look at the pictures carefully and finish the sentences. 同学们请认真看图来完成对话吧！ ‎ Step7: look and say: These ____are ___. pencils pencils short long These girls are tall. These girls are short. These pencils are short. These pencils are long. These trees are short. These trees are tall. The tigers are big. The cats are small. 勇敢的小朋友们,我们美丽的可爱的美亚小公主正被恶毒的魔王困在阴森的城堡万神殿里,希望聪明,机智, 勇敢,有爱心的你帮帮她吧!时间紧迫，赶快行动吧! 第一关 Ｈi，欢迎你来到我神秘的黄金宫殿，我是殿神－－阿比西，想营救公主，先要过我这一个关，想打败我们，那就看看你能不能采集到8朵血木菊。 Who can read? 谁会读？ snake elephant giraffe tiger Who can read? 谁会读？ long tall small short 第二关 Ｈi，欢迎你来到我神秘的白金，我是殿神－－古拉齐，想营救公主，看看你的本领,能否说出每组不同类的单词．赢得3朵血木菊。 elephant snake zoo long giraffe short they he she 第一关 第三关 Ｈi，欢迎你来到我神秘的紫铜宫，我是殿神－－克里司，想营救公主，还要过我这一个关，想打败我们，那就看看你能不能采到这7朵毒玫瑰。 *‎ 家庭作业 听本单元录音，注意模仿语音语调。‎ 35‎ Module9: Unit 1 I like football.‎ Period 1‎ Teaching ‎ Aims:‎ ‎1. Understand the meaning of the module.‎ ‎2. Learn to use the sentence patterns “I like…” and “We like…”‎ Importance and Difficulties:‎ Distinguish “I” and “we”.‎ Use “I like…” and “We like…” in daily life.‎ Students ‎ Analysis:‎ I have mentioned “I like ×××” many times in the past periods, so it’s not a difficult thing for them to express “I like…”(just chance the names to things is ok.) In this period we should distinguish “I & We”, make gestures can do it.‎ Teaching Aids:‎ Tape recorder tapes cards pictures wall chart Teaching Procedures:‎ Step 1: Warming up Greeting each other.‎ Revision: ‎ a. The words of animals.‎ ‎ b. The sentence pattern: Let’s…‎ ‎(Pay more attention on “Let’s sing.” And “Let’s dance.”)‎ Step 2: Presentation T makes some gestures and say: “I like football.”‎ Ss guess the meaning of the sentence.‎ Write the sentence on the blackboard and read.‎ Learn to express “I like…” (Sports)‎ Learn to express “I like…” (Color)‎ Express: I like…(animals)‎ 35‎ Tell “I like…” to your classmates.‎ T makes some gestures and say: “We like football.”‎ Ss guess the meaning of the sentence.‎ Write the sentence on the blackboard and read.‎ Learn to express “We like…” (Sports)‎ Learn to express “We like…” (Color)‎ Express: We like…(animals)‎ Tell “We like…” to your classmates.‎ Tell the story of the text, and ask them retell it.‎ Step 3: Practice Find “I like …” and “We like…” in the text.‎ Read these sentences.‎ Say and do after T: I like… We like…‎ Fast reaction.‎ Game: Look T’s gestures and say the sentences Page 31: Activity three ‎ (Look at the pictures and say sentences.)‎ Blackboard-writing:‎ Teaching Notes:‎ 35‎ Module9: Unit 2 What’s your favorite sport?‎ Period 1‎ Teaching ‎ Aims:‎ ‎1. Learn to say “sport, colour, and animal.”‎ ‎2. Understand the sentence “What’s your favourite sport?” then try to speak it out.‎ Importance and Difficulties:‎ The pronunciation of “favourite”.‎ Can answer the question: What’s your favourite sport?‎ Students ‎ Analysis:‎ After learning: I/ We/ They like…, today’s task is asking one’s hobby: What’s your favourite sport? And we can chance the “sport” into colour/ animal and so on.‎ Teaching Aids:‎ Tape recorder tapes cards Teaching Procedures:‎ Step 1: Warming up Sing to greeting.‎ Step 2: Revision ‎1. Review these sentence patterns:‎ ‎ I like football. We like football. They like football.‎ ‎2. CAI: Show some pictures, Ss look and say.‎ ‎3. Page 31: Activity two: Reading.‎ ‎4. Game: Gestures and sentences.‎ Step 3: Presentation Game: Guessing Review some colors.‎ Learn to say the word: color Review some animals.‎ Learn to say the word: animal Review some sports. ‎ 35‎ Learn to say the word: sport Game: Who’s calling me?‎ Read the 3 new words again row by row.‎ T: “What’s your favorite sport?” Make the Ss understand it.‎ Write it on the blackboard.‎ Learn to read it.‎ Correct the pronunciation of the word “favorite”.‎ Say the sentence one by one.‎ Blackboard-writing:‎ Teaching Notes:‎ 35‎ Module 10: Unit 1 Let’s play football!‎ Period 1‎ Teaching ‎ Aims:‎ ‎1. Understand the meaning of the module.‎ ‎2. Learn to say the phrases: play football / basketball / ping-pong/ go swimming ‎3. Can say the right phrase according to the actions or pictures.‎ Importance and Difficulties:‎ The pronunciation of “ basketball”.‎ Students Analysis:‎ ‎ Even though sports are the first time we meet, the kids are familiar the sports name, such as: football, ping-pong and so on. Except learn to say the sports name, I should also tell them: do more exercises after class! Have a good healthy is the most important thing in everyone’s life! ‎ Teaching Aids:‎ Tape recorder tapes cards pictures wall chart Teaching Procedures:‎ Step 1: Warming up Sing to greeting each other.‎ Words chant: fat, thin, big, little, long, short, tall… animal words Step 2: Presentation T: Today, Sam and Daming have some sports.‎ Show the wall chart.‎ Observe picture one and learn the new word: football Introduce them some message about football.‎ Write the word on the blackboard.‎ Read after T.‎ Game: High and low voice Learn the new word “basketball” in the same way.‎ Game: T points, Ss read. (group by group)‎ Learn the new word “ping-pong” and “swimming” in the same way.‎ 35‎ Step 3: Practice Look the teacher’s gestures and guess the meaning of “play”.‎ Learn the new word: play.‎ Little game: Bomb Learn to say: play football / basketball / ping-pong Look at the picture and learn to say “go swimming”.‎ Read and do the actions.‎ Game: I say, you do. / I do, you say.‎ Page 27: activity 3 ‎ ‎(Read the words)‎ ‎ (Look the picture and say the phrase.)‎ Blackboardwriting:‎ Teaching Notes:‎ 35‎ Module 10: Unit 2 Let’s sing!‎ Teaching ‎ Aims:‎ Review the sports.‎ Learn to say “sing” and “dance”.‎ Importance and Difficulties:‎ The pronunciation of “tired.”‎ Use “Let’s sing/ dance” freely.‎ Students ‎ Analysis:‎ We have two different sounds of “dance”, the American sound and the English sound, we choose the one which is in our tapes. And I also will let them know the differences of the word “dance”.‎ Teaching Aids:‎ Tape recorder tapes cards Teaching Procedures:‎ Step 1: Warming up Step 2: Revision ‎1. Show them some animal cards and ask: “What are they?” “They’re…”‎ ‎2. Show them the balls, ask: “What’s this? This is …”‎ ‎3. Stick the pictures of balls on the blackboard.‎ ‎4. T points, Ss read the words group by group.‎ ‎5. T does the actions, Ss look and say the phrase group by group.‎ ‎6. Review to say the whole sentence “Let’s play….”‎ ‎7. Open the books, read the text on page 26.‎ ‎8. Read the activity 2 on page 27.‎ ‎9. Activity 3 on page 27: Listen to the teacher’s words, and number the pictures.‎ ‎10. Point and say: “Let’s play…. / Let’s go…”‎ Step 3: Presentation ‎1. T: “Let’s play football. No, I’m hot.”‎ 35‎ ‎2. Review to say “No, I’m hot.”‎ ‎3. Learn to say “No, I’m tired.”‎ ‎4. Read row by row.‎ ‎5. T shows a picture and teaches the new word “sing.”‎ ‎6. Get the Ss say: Let’s sing.‎ ‎7. Makes a gesture, and learn to say: “Let’s dance.”‎ ‎8. Write the sentence on the blackboard: Let’s sing and dance.‎ ‎9. Read after T.‎ Step 4: Practice ‎1. Turn to page 28, try to read the text.‎ ‎2. Read the text after T.‎ ‎3. Page 29: Chant. (Look and say.)‎ ‎ (Read and chant.)‎ Blackboard-writing:‎ Teaching Notes:‎ 35‎