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外研版小学英语一起一年级下册教案

外研版小学英语一起一年级下册教案
外研版小学英语一起一年级下册教案

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 card s 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 Lingl ing. He’s Daming….”

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 …”.

Te acher points and says “She’s a pupil.” Or “He’s a pupil.”

Ss learn to say.

Teaching Notes:

Module 1: Unit 2 She’s a nurse.

Teaching Aims:

1. Review the points of the module.

2. Learn to introduce a people like “Sh e’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 des k, 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.

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:

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?”

D escribe 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.

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

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.

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:

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 s entence “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 t he 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.

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:

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)

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.

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