北師大一起一年級(jí)上冊(cè)英語(yǔ)全冊(cè)教案

1、Unit 1 Hello!(The first period)一、教學(xué)目的與要求1、能聽(tīng)懂并會(huì)說(shuō)Hi/Hello, Im×××. Hi/Hello,×××.2、 并掌握單詞：Uncle Booky, Ken, Ann, Mocky.3、用剛學(xué)過(guò)的句子學(xué)會(huì)自我介紹，要求模仿正確，語(yǔ)調(diào)自然。4、 聽(tīng)懂課堂用語(yǔ)Stand up, please. Sit down, please, 并作出相應(yīng)的動(dòng)作。二、教學(xué)重點(diǎn)：學(xué)會(huì)句型Hi, Im ×××. Hello,×××.三、教學(xué)難點(diǎn)：學(xué)習(xí)

2、用句子Hi, Im ×××. Hello,×××. 進(jìn)行自我介紹和打招呼。四：教學(xué)過(guò)程1、組織教學(xué)教師面帶笑容走進(jìn)教室，先作自我介紹，用英語(yǔ)說(shuō)Im ×××（教師自己的名字）然后用中文說(shuō)我是×××。接著再說(shuō)一遍英文。教師再說(shuō)，從今天起我給你們上英語(yǔ)課，我們大家一起學(xué)。2、學(xué)習(xí)課堂用語(yǔ)Stand up, please. Sit down, please。教師說(shuō)Stand up, please. 然后伸出雙手，掌心向上擺動(dòng)，示意學(xué)生起立。教師再說(shuō)Sit down, please.

3、掌心向下擺動(dòng)，示意學(xué)生坐下。教師走到學(xué)生當(dāng)中，邊說(shuō)邊示意。全班學(xué)生做，小組做，最后抽查個(gè)別學(xué)生做。接著，教師又站回講臺(tái)前，再慢速而準(zhǔn)確地說(shuō)一遍，讓學(xué)生注意教師發(fā)音的口型。3、學(xué)習(xí)單詞Uncle學(xué)習(xí)用句型Hi, Im ×××. Hello,×××.進(jìn)行對(duì)話。（1）教師在講臺(tái)前作示范，帶表情和手勢(shì)。要求學(xué)生注意看教師發(fā)音的口型和表情。（2）教師再說(shuō)Im ×××（教師自己的名字）。注意夸大口型發(fā)出Im的音給學(xué)生聽(tīng)。讓學(xué)生模仿發(fā)音。告訴學(xué)生意思是“我是”。讓學(xué)生在后面接上自己的姓和名，表示“我是×

4、15;×?！保?）教師帶領(lǐng)學(xué)生反復(fù)練習(xí)Im的發(fā)音。在基本掌握后，再帶領(lǐng)學(xué)生操練這個(gè)句型，讓學(xué)生在Im后面說(shuō)出自己的名字。練習(xí)兩遍后教師在黑板上寫(xiě)出Hi, Im這個(gè)句型，再教學(xué)生讀Hi，告訴他們是“喂”的意思。（4）學(xué)生自由練習(xí)句型，教師巡視指導(dǎo)。練習(xí)完后，請(qǐng)兩位同學(xué)到講臺(tái)前表演一下。4、總結(jié)本節(jié)課所學(xué)習(xí)的內(nèi)容。5、布置學(xué)生在課后多練習(xí)剛學(xué)完的這個(gè)句型。 The second period1、復(fù)習(xí)鞏固上節(jié)課學(xué)習(xí)的課堂用語(yǔ)以及句型和新單詞。2、學(xué)習(xí)書(shū)中內(nèi)容并填空。教師讓學(xué)生翻開(kāi)書(shū)本第一頁(yè)齊讀一遍，鼓勵(lì)學(xué)生進(jìn)行角色扮演。3、找學(xué)生出來(lái)表演，讓一個(gè)男學(xué)生（扮演Ken）和一個(gè)女學(xué)生（扮演Ann

5、 ，可用自己的名字）在講臺(tái)前作自我介紹的表演。完成后繼續(xù)讓其他的同學(xué)出來(lái)表演。最后把Learn to say填空。4、課堂活動(dòng)通過(guò)學(xué)習(xí)句型，對(duì)學(xué)生進(jìn)行禮貌教育，使新同學(xué)之間互相認(rèn)識(shí)。（1）把全班同學(xué)分成若干組，各組按順序到相鄰的下一組一對(duì)一對(duì)地自我介紹。（2）開(kāi)火車練習(xí)句型，看看哪一組最快最好地把句型背出來(lái),獎(jiǎng)勵(lì)一支小紅旗。5、同桌之間互相檢查對(duì)方是否已熟練掌握新句型（互相背誦）。6、布置作業(yè)：背誦Hello和 Learn to say的內(nèi)容。 The third period一、教學(xué)目的與要求1、能聽(tīng)懂并會(huì)說(shuō)×××, touch your nose/eye/mo

6、uth,please. 2、并掌握單詞：touch、nose、eye、mouth3、 聽(tīng)懂×××,touch your nose/eye/mouth, please, 并作出相應(yīng)的動(dòng)作。二、教學(xué)重點(diǎn)：學(xué)會(huì)句型×××，touch your nose/eye/mouth, please, 并作出相應(yīng)的動(dòng)作。三、教學(xué)難點(diǎn)1、學(xué)習(xí)用句子×××，touch your nose/eye/mouth, please, 并作出相應(yīng)的動(dòng)作。2、掌握新單詞：touch、nose、eye、mouth。四、教學(xué)過(guò)程1、復(fù)習(xí)教師先

7、讓學(xué)生齊讀Lesson one,然后進(jìn)行角色扮演(以游戲形式進(jìn)行).2、學(xué)習(xí)新單詞:touch、nose、eye、ear、mouth.教師站在講臺(tái)前，點(diǎn)著鼻子對(duì)學(xué)生說(shuō)：“nose”,讓學(xué)生注意教師發(fā)音的口型。用同樣的方法，教會(huì)單詞eye、ear、mouth等。3、學(xué)習(xí)單詞touth、nose、eye、ear、mouth.學(xué)習(xí)用句型×××,touch your nose, please.進(jìn)行表演.（1）教師在講臺(tái)前作示范，帶表情和手勢(shì)。要求學(xué)生注意看教師發(fā)音的口型和表情。（2）教師注意夸大口型發(fā)音給學(xué)生聽(tīng)。讓學(xué)生模仿發(fā)音。告訴學(xué)生意思是“請(qǐng)觸摸你的鼻子”。指示學(xué)生當(dāng)

8、老師發(fā)出這個(gè)口令時(shí),你們要點(diǎn)著你們的鼻子.（3）教師帶領(lǐng)學(xué)生反復(fù)練習(xí)eye、mouth的發(fā)音。在基本掌握后，再帶領(lǐng)學(xué)生操練這個(gè)句型，讓學(xué)生在老師的指示下熟練作出各種動(dòng)作.（4）學(xué)生分組自由練習(xí)句型，教師巡視指導(dǎo)。練習(xí)完后，請(qǐng)兩位同學(xué)到講臺(tái)前表演一下。4、教師在黑板上的四個(gè)角分別畫(huà)出耳朵、鼻子、眼睛、嘴巴。告述學(xué)生老師說(shuō)哪個(gè)詞，你們就點(diǎn)哪個(gè)角。5、總結(jié)本節(jié)課所學(xué)習(xí)的內(nèi)容。6、布置學(xué)生在課后多練習(xí)剛學(xué)完的這個(gè)句型。 The fourth period1、復(fù)習(xí)鞏固上幾節(jié)課學(xué)習(xí)的課堂用語(yǔ)以及句型和新單詞。2、讓學(xué)生出來(lái)表演上幾節(jié)課學(xué)習(xí)的內(nèi)容.3、教授Sing the song.(1) 先帶讀兩邊(2)

9、 有節(jié)奏帶唱(3) 加上動(dòng)作有節(jié)奏地唱4、課堂活動(dòng)通過(guò)學(xué)習(xí)句型，對(duì)學(xué)生進(jìn)行禮貌教育，使新同學(xué)之間互相認(rèn)識(shí)。（1）把全班同學(xué)分成若干組，各組按順序到相鄰的下一組一對(duì)一對(duì)地邊唱邊做動(dòng)作。（2）開(kāi)火車練習(xí)，看看哪一組唱得最好,獎(jiǎng)勵(lì)一支小紅旗。5、同桌之間互相邊唱邊做動(dòng)作6、布置作業(yè)：背誦Lesson One和 Lesson Two的內(nèi)容 The fifth period一、 教學(xué)目的與要求1 能熟練掌握單詞：an apple、an ant、a book、a banana2 有節(jié)奏地唱兒歌（Say the rhyme）3 能將單詞與實(shí)物對(duì)應(yīng)起來(lái)二、 教學(xué)重點(diǎn)：熟練掌握單詞：an apple、an an

10、t、a book、a banana三、 教學(xué)難點(diǎn)：能熟練掌握單詞：an apple、an ant、a book、a banana四、 教學(xué)過(guò)程1、復(fù)習(xí)（1）、師帶微笑走上講臺(tái)對(duì)學(xué)揮手：“Hi, Im ×××.”讓學(xué)生回答。（2）、教師依次舉起Mooky, ken, Ann和Uncle ,Booky的面具，讓學(xué)生向他們問(wèn)好。2、新授學(xué)習(xí)新單詞：an apple、an ant、a book、a banana(1)讀熟階段：教師拿出實(shí)物或圖片依次帶讀：This is an apple.” 重復(fù)單詞 an apple.”用同樣的方法，用an ant、a book、a ba

11、nana替換。 (2)舉起單詞卡片，讓學(xué)生說(shuō)出英語(yǔ)名稱。(3)教師在黑板的四個(gè)角上分別畫(huà)出蘋(píng)果、螞蟻等，學(xué)生老師讀到單詞，你們就指著那個(gè)角。1、 謎游戲：T：想不想玩猜謎游戲呢？S：想！T：有一種水果猩猩最喜歡吃的，黃色的？S：banana!1、連線：讓學(xué)生打開(kāi)書(shū)本第七頁(yè)。鼓勵(lì)他們描述看到的東西。讓學(xué)生用手指著英文單詞并朗讀。鼓勵(lì)學(xué)生用線將單詞與相應(yīng)的圖連在一起。檢查答案時(shí)讓學(xué)生念出單詞，同時(shí)手指著相應(yīng)的圖。5、 唱兒歌（Say the rhyme） 教師先讓學(xué)生聽(tīng)錄音帶跟讀兩遍。教師給兒歌加上動(dòng)作，然后讓學(xué)生跟著老師邊唱邊做動(dòng)作。請(qǐng)學(xué)生出來(lái)表演。6、小結(jié)教師把預(yù)先準(zhǔn)備好的圖片發(fā)給學(xué)生，并怪聲

12、怪氣地說(shuō)：“老師不見(jiàn)了四件禮物，本來(lái)是要送給你們的，誰(shuí)幫老師找一 下呢？”這四件禮物也是我們今天所學(xué)習(xí)的四個(gè)單詞：（引導(dǎo) 學(xué)生說(shuō)）an apple、an ant、a book、a banana. The sixth period一、 教學(xué)目的與要求1、 熟練掌握Hello, Im×××.2、 能用Hello, Im×××介紹自己.要求模仿正確，語(yǔ)調(diào)自然。二、 教學(xué)重點(diǎn)：熟練掌握句型Hello, Im×××.三、 教學(xué)難點(diǎn)：能用句子Hello, Im×××.，進(jìn)行自我介紹。四、

13、 教學(xué)過(guò)程1、 復(fù)習(xí)（1） 教師拿出上一課學(xué)習(xí)的單詞卡，舉起讓學(xué)生讀出來(lái)。然后讓學(xué)生站起來(lái)并加上動(dòng)作，唱出上一課的兒歌。（2） 教師帶起Mocky的面具，并揮手說(shuō)：“Hello, Im Mocky.”學(xué)生回答：“Hello, Mocky.”教師依次帶上Ann、Ken、Uncle Booky的面具作介紹，讓學(xué)生回答。2、 新授（1）利用電腦制作的軟件給學(xué)生看第8頁(yè)的圖片。（2）提問(wèn)：“你們能看到什么？”讓學(xué)生對(duì)這幅圖做出描述和評(píng)價(jià)。圖中的小朋友開(kāi)不開(kāi)心，他們?cè)谀模克麄冊(cè)谧鍪裁?？引?dǎo)學(xué)生說(shuō)打招呼。（3）教師指著圖中的人物介紹：“Ben, Tim, Lisa, Tina, Ted.”讓學(xué)生重復(fù)跟讀幾

14、遍。（4）教師拿出Ben的圖片放在面上，對(duì)學(xué)生說(shuō)：“我現(xiàn)在扮演Ben，我要介紹自己了：“Hello, Im Ben.”讓學(xué)生跟著讀。用同樣的方法教“Hi, Im Tim/Lisa/Tian/Ted。（5）利用電腦軟件播放書(shū)本第8頁(yè)的情景，有條件的學(xué)?？梢圆シ艅?dòng)畫(huà)影片。（6）讓學(xué)生讀句子。指著每幅圖引導(dǎo)學(xué)生集體念出完整的句子。3、擴(kuò)展性活動(dòng)讓學(xué)生在空格處把自己的像畫(huà)在這里，畫(huà)圖并描寫(xiě)單詞：“Hi, Im”，最后寫(xiě)下他們的名字以完成句子。檢查時(shí)可以請(qǐng)學(xué)生將畫(huà)展示給全班看，并說(shuō)出：“Hi, Im”。讓學(xué)生打開(kāi)書(shū)本第9頁(yè)，讓他們描述圖：圖里有些什么人？他們?cè)谀睦铮克麄冊(cè)谧鍪裁?？告述學(xué)生在這幅圖中藏有幾

15、樣?xùn)|西，他們要找到這些東西并給它們圖上顏色。3、小結(jié)現(xiàn)在，我們學(xué)了“Hi, Im”，我們以后就要用這句話來(lái)向別人介紹自己Unit 2 About me A: Teaching Aims:1. Learn to read the word: a girl ; a boy ; a monkey ; a cat ; a crocodile ; a duck ; a dog .2. Learn to say: Im a monkey. Ann is a girl. Ken is a boy.3. Sing the song ; Match and color.4.Make the picture, F

16、ind and color.B: Strong Points:Read and say all the lessons and word.C: Weak Points: Make the picture.D: Tools: Recorder, the Poster for this Unit, flashcard for this Unit.E: Periods divided: Four Periods. The first period 1. Revision(1) Hold up the puppet of Mocky and mime him saying: “Hello, Im Mo

17、cky .” Have children return the greeting and elicit, “Hi, Mocky.”(2) Repeat the step above with the mask for Ann and Ken.2. Presentation of new language:Put on the mask of Ken and model the new structure, Im a boy. Repeat twice. Now have the children repeat after you.(2) Repeat the step above using

18、the mask of Ann to present the structure.(3) Hold up the flashcard of monkey and introduce the structure, Im a monkey. Repeat the first step.(4) Review the new vocabulary by saying each word (monkey, boy, girl). Have children repeat the word and point to the matching character.3. StoryHave children

19、open their books and look at the picture. Ask , “Who can you see?” Elicit, “Mocky, Ken, Ann.”Have the class look at the picture as you play the tape.Play the tape again. Have the children repeat the words.4. Learn the wordsHave children open their books and direct their attention to the new vocabula

20、ry on the right-hand side.As you play the tape, have the children point to correct picture. Now point to a photograph of a boy (Jim), Elicit, or say, “A boy. Jim is a boy.” Repeat this for each photograph, eliciting the correct vocabulary.Have children work in pairs. They take turns to point and say

21、. The second period 1.RevisionPlay a game: change the groups and change the spaces in the room.e to the new lesson:Introduce please and thank you. Mime a little sketch to convey the meaning of each word. Once you have checked that the children have understood the new vocabulary, model the words by r

22、epeating them two or three times and have children repeat after you in a choral drill.Play a game: pass ball. (Repeat this with other children. Ask them to form two or three lines and see which line finishes first.3. Touch and sayHave children open their books and point to Uncle Bookys speech bubble

23、s. As you point to the words, say, “Please” and “Thank you.” Have children read the words and repeat them after you.Have children look at the five photographs and describe what they can see in each one.Hold up your copy of the book and have the puppet of Uncle Booky point to the first photograph. Ex

24、plain that children are going to look at the picture and decide if the word to describe the picture is Please or Thank you.Continue pointing to the other photographs and elicit the words from children in a choral drill.Have children work in pairs.4. Sing the songExplain to children that they are goi

25、ng to learn a song using Please and Thank you.Read the words to the children, pointing to each word.Play the tape for the whole song and have children listen and respond physically to the commands.5.ExtensionHave children take turns to do things for each other through mime and say, “Please” and “Tha

26、nk you .”Mime an example for children to watch before having them work in pairs: indicate to a child to pass you a book and say , “Please.” When you have the book, say “Thank you.” The third period 1.Revision(1) Teach the commands Stand up and Sit down by using hand gestures.(2) Review the words Ple

27、ase and Thank you. Play a Simon-Says-style game.(3) Begin by saying, “Please sit down” and “Please stand up” two or three times. Now vary the exercise by sometimes saying only the commands, without Please.2. Listen and practice(1) Have the children open their books and draw their attention to the ph

28、otograph of the cat. Point to the picture on the page and say, “This is a cat.”(2) Play the tape, pointing to the photograph matching the word.(3) Now replay the tape and have children touch the photograph as they listen.(4) Play the tape one more time and have children listen and say, “Cat” aloud.(

29、5) Repeat the procedure with the word “Crocodile, duck, dog.”4. Match and color(1) Hold up the word cards (cat, crocodile, duck, dog), ask children to say these words in English.(2) Have children open their books and look at the pictures.(3) Direct childrens attention to the English words and read o

30、ut aloud the words.(4) Now have children match the words with the pictures of the things.(5) Ask children to color each picture. The fourth period 1. Revision.(1) Begin the class with students saying the rhyme loudly, encouraging them to clop to keep the rhythm.(2) Say the following commands and hav

31、e children listen to and follow them.(3) Review the vocabulary and structures for this Unit with the Poster, or have children look at the picture on page 10.2. Make the picture(1) Have children open their books and look at the two halves of the page. Point to the word girl , model it and have childr

32、en repeat after you. Do the same for the word boy.(2) Explain that children are going to draw pictures of a girl and a boy, color them with crayons, and decorate them with yarn, string, scraps of cloth. Hand out scissors, glue, crayons, and the craft materials. Set enough time for children to make t

33、heir pictures and then have them share their art with the rest of the class.(4) If there is not enough time, ask children to finish the rest of the work at home.3. Find and color(1) Use the word cards to review the words learned in this unit and unit one.(2) Children open their books and look at the

34、 picture.(3) Explain that in the picture there are some hidden objects. They have to find them and make a circle around each of them.(4) Give children some time to look for the objects.(5) When all the children have recognized the objects, have them color each object and share their pictures with th

35、e whole class.The fifth periodPlay games:1.Have children stand in a circle . Put on your mask of Mocky and say, Im a monkey.” Have the children choose a Character Mask to put on.2.Throw the ball to a child who is not wearing a monkey mask . He/she stand up and says. “Im a (boy).” Children continue t

36、hrowing, catching and producing the new structure and vocabulary. The only rule is that children cannot throw the ball to someone who will repeat exactly what they said.Teaching:1. Introduce please and thank you. Mime a little sketch to convey the meaning of each word. For example , pick up and carr

37、y a pile of books toward the classroom door with both hands . Signal to one of the children that you want him or her to open the door for you and say, “please.” When the child opens the door for you, look relieved and say to him or her, “Thank you.” Once you have checked that the children have under

38、stood the new vocabulary, model the words by repeating them two or three times and have children repeat after you in a choral drill.2. Games: The box can only be passed along if the next person in the line says , “please” and “thank you”. Hold the box and have the child at the front of the line say,

39、 “thank you.” Continue until the box reaches the end of the line.Sing the song1. Explain to children that they are going to learn a song using please and Thank you.2. Read the words to the children, pointing to each word.3. Play the tape for the whole song and have children listen and repond physica

40、lly to the commands.4. Play the tape again and have children join in while they follow.Action:1. Have children take turns to do things for each other through mime and say, “please” and “thank you”. They might: open the door/window, pass a pencil, lend and eraser, tie a shoelace, and so on.2. Mime an

41、 example for children to watch before having them work in pairs: indicate to a child to pass you a book and say, “please.” When you have the book, say “thank you.” The sixth periodStructures:Im a girl(boy)Vocabulary:cat ,crocodile, duck , dog, boy, girl, monkey, please, thank you, stand up, sit down

42、.Teaching:1. Teach the commands stand up and sit down by using hand gestures. As you say, “stand up,” place your hands side by side, palms facing up, and raise your arms . As you say, “sit down,” place your hands side by side, palms facing down. And lower your arms . repeat two or three times.2. Gam

43、es: Play a Simon-Says_ style game. Begin by saying, “please sit down” and “please stand up” two or three times . Now vary the exercise by sometimes saying only the commands, without Please.Listen and practice:1. Point to the picture on the page and say, “This is a cat”.2. Play the tape , pointing to

44、 the photograph matching the word.3. Now replay the tape and have children touch the photograph as they listen.Say the rhyme1. Read the rhyme to the children.2. Explain the main idea of the rhyme to the students.3. Play the tape for the whole rhyme and have children listen and point to the words and

45、 the matching pictures on the page.4. Add some actions when chanting the rhyme and ask children to act it out.5. Review the words and match them.Unit 3 At school The first period Structures (New)Productive: Its a (book).Receptive: Is this a (book) ? Whats this ?Structures (Review)Im a (boy).Commands

46、: Stand up . Sit down.Vocabulary (New)chair , pencil , bagPreparation1. the puppet of Mocky Ken Ann2. flashcards for this Unit: chair pencil bag3. the Poster for this Unit教學(xué)過(guò)程 Warm-up1、 讓學(xué)生對(duì)一個(gè)男生說(shuō):“Hi”，對(duì)一個(gè)女生說(shuō)：“Hello”，做幾次后，教師說(shuō):“Sit down”.2、 舉起布偶Mocky，用它的口氣對(duì)學(xué)生說(shuō)：“Im a monkey.”舉起Ken的面具說(shuō)：“Im a boy.”舉起Ann的

47、面具說(shuō):“Im a girl.”3、 讓學(xué)生戴上一個(gè)面具。教師指令學(xué)生說(shuō)：“Im a (girl).”依此類推直到大多數(shù)學(xué)生都有機(jī)會(huì)說(shuō)一次。Preview1、 舉起一只鉛筆說(shuō)：“Its a pencil.”示范讀兩遍，讓學(xué)生跟讀。2、 用同樣的步驟教chair , bag。3、 舉起單詞卡片pencil問(wèn)：“Whats this?”引導(dǎo)學(xué)生一起回答：“A pencil”，用同樣的步驟教chair , bag。Presentation of new language1、 指著一把椅子問(wèn)：“Whats this?”引導(dǎo)學(xué)生回答：“Chair.”。教師說(shuō)：“Yes , its a chair. ”示

48、范性地說(shuō)：“Its a chair.”兩遍，然后學(xué)生跟讀。2、 重復(fù)上述步驟，教“Its a pencil.”3、 將本單元掛圖掛起，教師說(shuō)：“Point to a girl.”然后說(shuō)：“Point to a boy.”問(wèn)：“你們能看到誰(shuí)？”引導(dǎo)學(xué)生說(shuō)：“Ken , Ann and Mocky.”4、 讓學(xué)生用自己的話描述圖。5、 指著圖片Mocky的椅子問(wèn)：“Whats this?”引導(dǎo)出結(jié)構(gòu)：“Its a chair.”教師指著說(shuō)的話說(shuō)：“Yes. Its a chair.”Touch and say學(xué)生活動(dòng)手冊(cè)第三者19頁(yè)1、 讓學(xué)生打開(kāi)書(shū)，看這一頁(yè)右邊的新詞匯。2、 教師放錄音，讓學(xué)生

49、指著相應(yīng)的圖片。3、 再放一遍錄音，教師將自己書(shū)的這一頁(yè)展示給學(xué)生看。4、 不放錄音，讓學(xué)生一起朗讀這些詞。讓學(xué)生邊讀邊指著相應(yīng)的單詞。5、 讓學(xué)生看主圖，教師說(shuō)：“Show me a chair.”學(xué)生拿出椅子的卡片。6、 重復(fù)上述步驟教pencil, bag。7、 讓學(xué)生兩人一組輪流指和說(shuō)。教師與一個(gè)學(xué)生做示范，學(xué)生指一張卡片，老師說(shuō)：“A book.”8、 舉起布偶Uncle Booky問(wèn)學(xué)生：“這是誰(shuí)？”引導(dǎo)學(xué)生回答：“Uncle Booky”9、 讓學(xué)生打開(kāi)書(shū)本看圖。讓他們看Uncle Booky說(shuō)的話以及它舉著的畫(huà)。問(wèn)學(xué)生他們認(rèn)為Uncle Booky是否猜對(duì)了它看到的物體。10、

50、 教師舉起自己的書(shū)，讓學(xué)生看第一張照片。引導(dǎo)學(xué)生說(shuō)出正確的句型和詞匯。如：“Its a (pencil).”用同樣的方式將其它圖片過(guò)一遍。11、 學(xué)生進(jìn)行兩人活動(dòng)。一個(gè)學(xué)生指圖，另一個(gè)學(xué)生說(shuō)單詞。12、 學(xué)生可以自愿給全班表演剛練習(xí)的問(wèn)答。Homework把新教的單詞及課文句子讀給爸爸、媽媽聽(tīng)。 The second period Structures(New)Commands: Open your books.Close your books.Take out four boosPut it in your bag.Structures(Review)Productive: Its a (b

51、ook).Commands: Stand up, sit down.Vocabulary(New)egg ,elephant ,fish ,frogVocabulary(Review)book ,pencil ,bag ,chairPreparationflashcards for book , pencil , chair , bagthe puppet of Uncle Booky and Mocky教學(xué)過(guò)程Warmup1、 教師說(shuō)：“Show me a book.”學(xué)生舉起一本書(shū)。練習(xí)句型“Open your books.”和“Close your books.”用手勢(shì)表現(xiàn)句子的意思。每

52、一個(gè)指令說(shuō)幾遍，學(xué)生聽(tīng)指令做動(dòng)作。2、 學(xué)生坐好合上書(shū)。教師給指令，學(xué)生做?！癎irls, open your books. Boys, stand up. Girls, close your books, sit down. Girls, stand up. Boys, open your books. Girls, sit down. Boys, close your books.”P(pán)review1、 舉起本單元單詞卡片，問(wèn)：“這是什么？”引導(dǎo)學(xué)生說(shuō)：“Its a (pencil).”2、 將單詞卡片貼在黑板上，教師說(shuō)：“Point to a (book).”讓學(xué)生指出你剛才說(shuō)的東西?？梢?/p>

53、請(qǐng)單個(gè)學(xué)生到前面來(lái)指。3、 讓學(xué)生閉上眼睛趴在課桌上，拿走一張卡片。讓學(xué)生睜開(kāi)眼睛，教師提問(wèn)：“哪一個(gè)不見(jiàn)了？”學(xué)生要說(shuō)出抽走的卡片上的詞。完成其他四個(gè)單詞。Listen and act學(xué)生活動(dòng)手冊(cè)第20頁(yè)1、 舉起布偶Uncle Booky說(shuō)：“這是誰(shuí)呀？”讓學(xué)生向它問(wèn)候說(shuō)：“Hello, Uncle Booky.”2、舉起布偶Uncle Booky和Mocky，告訴學(xué)生Uncle Booky正在跟Mocky說(shuō)話。放第一句指令，教師假裝成Mocky，按照指令做動(dòng)作。至少示范兩遍。3、放錄音，讓學(xué)生聽(tīng)并指書(shū)上相應(yīng)的圖。4、教師發(fā)出指令，自己做，讓學(xué)生跟著做。5、教師發(fā)出指令，讓學(xué)生做。6、用同

54、樣的步驟完成其它指令。Sing the song學(xué)生活動(dòng)手冊(cè)第21頁(yè)1、 讓學(xué)生打開(kāi)書(shū)看歌曲周圍的插圖。指著其中的物體，引導(dǎo)學(xué)生說(shuō)出詞匯book, pencil, bag, chair。2、 給學(xué)生朗讀歌詞，并用手依次指每一個(gè)單詞。3、 放錄音，讓學(xué)生將歌完整地聽(tīng)一遍，并根據(jù)聽(tīng)到的指令作出相應(yīng)的反應(yīng)。當(dāng)他們聽(tīng)到教室里的物體名稱時(shí)，就指那個(gè)物體。4、 再放錄音并讓學(xué)生跟著一起唱。5、 將學(xué)生分成兩組。一組唱，另一組指唱到的物體。然后兩組交換，再唱一遍。Homework回家把歌曲唱給父母聽(tīng)。 The third period Structures(Review)Its a (book).Vocab

55、ulary(Review)Pencil, chair, bag, take out, open, close, put inPreparationPrepare Drillcard Master 2 (page127) for Charades. Photocopy onto light card and cut up into individual cards.Pencils or crayons for drawing, a box or hat for Charades cards.教學(xué)過(guò)程Warmup1、讓學(xué)生聽(tīng)下面的指令按順序做動(dòng)作。“Stand up, open your book

56、s, close your books, sit down.”“Open your books, stand up, sit down, close your books.”“Point to a chair, open your books, stand up, close your books.”“Show me a pencil, sit down, open your books, point to a chair.”“Point to a bag, stand up, close your books, sit down.”Listen and practice學(xué)生活動(dòng)手冊(cè)第22頁(yè)1

57、、 讓學(xué)生打開(kāi)書(shū)看雞蛋圖。教師指著它說(shuō)：“This is an egg.”2、 放錄音，教師邊聽(tīng)邊指相應(yīng)的圖。3、 再放一遍錄音，請(qǐng)學(xué)生邊聽(tīng)邊指相應(yīng)的圖。4、 第三遍放錄音，讓學(xué)生聽(tīng)錄音并重復(fù)單詞：egg。5、 用同樣的步驟教elephant。6、 再以同樣的方式教單詞fish, frog。Say the rhyme學(xué)生活動(dòng)手冊(cè)第22頁(yè)1、 教師將歌謠念給學(xué)生聽(tīng)，并用手依次指每個(gè)單詞。2、 將歌謠的大意講給學(xué)生聽(tīng)。3、 把錄音完整地放一遍，讓學(xué)生邊聽(tīng)錄音邊指這一頁(yè)上的詞和相應(yīng)圖。4、 再放一遍錄音讓學(xué)生一起參與，鼓勵(lì)他們拍手來(lái)掌握節(jié)奏。5、 要求學(xué)生整體地去學(xué)習(xí)、模仿歌謠，不過(guò)多地講單詞、句子。6、 說(shuō)歌謠時(shí)加一些動(dòng)作，讓學(xué)生表演。Trace and say學(xué)生活動(dòng)手冊(cè)第23頁(yè)1、 教師將一些圖片貼在教室的黑板上（frog, fish, elephant等），指著一位學(xué)生說(shuō)：“Show me a (fish).”讓這位學(xué)生指出魚(yú)的圖片。繼續(xù)讓其他學(xué)生練習(xí)本單