Module 1 Getting to know you
Unit 2 I’m Danny
Period 1
Language focus:
The usage of the key words in context
E.g. boy, girl, short, fat, tall, thin
The usage of key patterns and adjectives to introduce oneself and describe people
E.g. I’m a boy. I’m short and thin. You’re tall.
Language skills:
Listening:
Identify the key words by listening to the pronunciation
E.g. boy, girl, tall, short, fat, thin
The usage of key patterns and adjectives to introduce oneself and describe people
E.g. I’m a boy. I’m short and thin. You’re tall.
Speaking
Using key patterns and adjectives to introduce oneself
E.g. I’m a boy. I’m short and thin.
Pre-task preparations:
1. Sing a song:
2. Daily talk: T: How is the weather? What day is it today? How are you? While-task activity:
1. Show Danny. Have the Ss talk about Danny. Then have them read
Danny’s words.
T: Who is he? Yes, he is Danny. Listen, what will Danny say?
2. Teach boy, joy, toy;
T: Who can read this word? (Elicit “boy”) Let’s spell it. T: How about th is? Follow me, toy, joy. T: How is Danny? (Invite Ss to say)Very good, let’s read it.
I’m short and fat. Ready go. Can you read the whole sentence? Now let’s read together.
3. Rhyme: boy, boy, I’m a boy; boy, boy, short fat boy. T: This is a rhyme.
Who can read it? (invite 3-4 Ss) Let’s read together.
4. Show Mary. Have the Ss talk about Mary. Then have them read Mary’s
words;
T: Who is she? What will you say something about Mary? (Teach “girl”)Let’s read this sentence together. Can you say something about yourselves?
5. Elicit “girl” T: Who can read it? (invite some Ss to read it) T: Follow me. A
fat girl, a thin girl…Anything else? (Show “bird”, “birthday”) T: Who can read it? “Bird, bird, ready go!”
6. Chant: T: Let’s read the chant with the gestures.
7. Do pair work to practice sentence pattern: I’m…You’re…
T: Look, Danny is fat and short. Mary is tall and thin. So Danny says…Follow me,” You’re” …Who can read it? (Little train, show “you’re= you are”) When I say “you are”, you should say” you’re”. (Show Mary’s words), oh, you are tall. Mary says, “Yes, I’ m tall.” Who want to be Mary?
8. Show Tom and Mary T: This is Tom. That is Kitty. Kitty will say what? Who
can try? Follow me.
9. Relay game to practice sentence pattern: “I’m… you’re…”
T: I’m a girl. You’re a boy…T: If I say “I’m a girl. You’re a boy”, then you turn back and say “I’m a boy. You’re a girl”, and you can sit down. One by one. And I will see which group used the least time. Read the blanks again. Who can read it? Then read it together.
10. Teach: Who am I? You’re….
T: Ok, listen and tell me who is she? (Play the voice of Kitty, have individual Ss to give answers)S: You are Kitty. Let’s see who is she. T: Who am I? Ss: You’re Kitty.
Post-task activities:
Role play
T: Listen to me and guess. I am a boy. I’m tall a nd thin. Who am I? I will invite one student to come to the front to say something. You may choose someone here or not here. Now you can choose one and say it to your deskmates. One asks another answer. Ok, do the pair work.
Filling blanks for information of Tom and Kitty.
Assignment:
Copy the following words:
Boy, girl, tall, short, fat, thin
Read P6-7 three times. Practice the dialogues with your desk mates and roommates.
Reflection
1.The students have learnt main words of this class before. So it’s easy for
them to read and spell. However, they are confused in the opposite words such as “long and short, thin and fat”. So it need quiet a long time to help them to practice.
2.It’s difficult for the Ss to read “you are and you’re”. I have them play a
game. I say “you are”, they say “you’re”. They feel interested in it. And they can distinguish the pronunciation of the words.
Unit 1 My classroom Period One Teaching contents: L et’s act ( Page 2) Teaching aims: 1. 知识目标：能用祈使句Stand up, please. Sit down, please. Open your book. Close your book.给出简单指令。 2. 能力目标：能听懂简单指令并作出反应。 3. 情感目标：激发学生学习的兴趣，使学生寓教于乐。 Difficult and key points:能用所学的命令相互交流。 Teaching aids: cassette, book, bag. Teaching procedure:
Unit 1 My classroom Period Two Teaching contents: let’s talk ( page 3 ) Teaching aims: 4. 知识目标：学会问候语How are you?及回答Fine, thank you.学会Good morning.问候早上好。 5. 能力目标：熟练运用句子交流。 6. 情感目标：教育学生做到礼貌待人。 Difficult and key points: How are you? Good morning.的问候语。Teaching aids: Cassette, a puppet. Teaching procedure:
Unit 1 My classroom Period Three Teaching contents: let’s learn ( page 4 ) Teaching aims: 7. 知识目标：学会pencil, pen, ruler, rubber, bag等学习用品。 8. 能力目标：运用各种方法简单描述物品。 9. 情感目标：教育学生热爱学习。 Difficult and key points:单词的发音和识记。 Teaching aids:Cassette1A, picture cards and word cards. Teaching procedure:
Oxford English 4B Module 1 Unit 3 Look at my shadows! (3 periods) 一、课时划分 Period 1: The tree’s shadow < Look and learn& Look and say & Make and say > Period2: Alice’s shadow
Module 4 Unit 2 Children’s Day 一、单元目标与内容 单元目标 1、正确朗读、拼写文具类单词：p a r k,c i n e m a,z o o, our, class, party, take a photograph, parent。 2、初步使用序数词表达日期：T o d a y i s t h e f i r s t o f J u n e. 3、能灵活运用句型：W h a t d o y o u d o o n C h i l d r e n’s D a y?D o y o u…o n C h i l d r e n’s D a y?来进行问答与描述。 4、正确使用H a p p y C h i l d r e n’s D a y!问候。 5、能正确朗读短文，熟练表演对话。 6、能阅读理解短文，了解不同国家不同的儿童节。 单元内容 语言知识 功能 ●学会表达日期。 ●学会询问与回答儿童节做什么事。 语言点 （Language） ●T o d a y i s t h e f i r s t o f J u n e. ●W h a t d o y o u d o o n C h i l d r e n’s D a y?D o y o u…o n C h i l d r e n’s D a y? 词汇 (New words and expressions) ●p a r k,c i n e m a,z o o, our, class, party, take a photograph, parent 听 (Listening) ●Identifying the key words by listening to the pronunciation ●U n d e r s t a n d i n g f o r m u l a i c e x p r e s s i o n s g r e e t i n g c h i l d r e n o n C h i l d r e n’s D a y ●U n d e r s t a n d i n g w h-q u e s t i o n s a s k i n g f o r s p e c i f i c i n f o r m a t i o n ●U n d e r s t a n d i n g y e s/n o q u e s t i o n s 语 言技能 说 (Speaking) ●Pronouncing the key words correctly. ●Using wh- questions to find out specific information ●U s i n g f o r m u l a i c e x p r e s s i o n s t o g r e e t c h i l d r e n o n C h i l d r e n’s D a y
Unit7HotSummer Period1 EducationAims: Don’tleaverubbishonthebeach. TeachingAims: 1.Basicaims. A:Tolearnthewords:beach,shells B:Tolearnthedrills. e.g.Let’sgotothebeach. 2.DevelopingAims: A:Sayanothersentences. e.g.Let’spickuprubbish. B:Freetalk. Materials: Cassetteplayer,pictures,objects
Unit7HotSummer Period2Let’stalk EducationAims: Tobefriendlyeachother. TeachingAims: 1.Learnthedrills. e.g.Summerishot. 2.Learnthedialogue. A:I’msorry. B:It’sOK. Materials:cassetteplayer,pictures,objects.
TeachingProcedure:
Unit7Hotsummer Period3Let’slearn EducationAims: Don’teatmuchice-creaminsummer. TeachingAims: 1.Learnthewords:e.g.cloud 2.Learntheletter:Yy Materials:cassetteplayer,wordandlettercards.
OXford En glish 1A M1 U1
OXford English 1A Module 1 Unit 2
Pre-task PreParatio n 1. Greeti ngs: 2. Son g:
5B Module 1 Unit3 How noisy 教学内容: 教时安排: The first period 教学内容: 认知内容: Using the key words in context. 能力要求：能用所学的单词正确表述周围的声音。 情感态度：能正确用所学的单词表述周围的声音。 教学过程:
The second period 教学内容:
认知内容: 1. Using wh-questions to find out specific information. 2. Using the simple past tense to talk about past states and activities. 能力要求：学会用所学的句型表达听到的声音。 情感态度：通过学生之间相互交流，培养学生运用所所学的语言正确表达周围的声音。教学过程:
The third period 教学内容: 认知内容: Using the simple past tense to talk about past activities. 能力要求：学会用一般过去时正确表述过去发生的事情。 情感态度：通过学习，培养学生之间相互交流的能力，同时让学生积极主动地运用所学的一般过去时正确表述过去发生的事情。 教学过程:
The fourth period 教学内容: 认知内容: Using modeled sentences to give specific information. 能力要求：学会用所学的句型进行表述, 培养学生的语言表达能力。 情感态度：通过语篇的阅读，增加学生语言的信息量，同时让学生积极主动地运用所学的语言，表达对周围声音的喜好，培养学生保持安静的环境，在公共场所不大声 喧哗的良好习惯. 教学过程:
Class________ Name__________ No. _____ 家长签名________ 一、读一读，将图片与单词连起来 二、圈出不同类的词 1. orange yellow read 2. rabbit bee xK b1.C om rubber 3. nine ten pear 4. sheep hen mouth 5. rice chick noodles 三、判断图片与句子是否相符，用“√”“×”表示 1. Danny, stand up. ( ) 2. Smell the soup, Alice. ( ) 3. Taste the flower, Kitty. ( ) w W w .x K b 1.c o M 四、 读一读，将下列问句与答句用线连起来 1.Taste the noodles. · · Yummy. Yummy. 2.Can I help you? · · It’s nice. 3.Smell the flower. · · I hear a pig. 4.What do you hear? · · A hamburger, please. 5.What do you see? · · It’s yellow. 6.What colour is it? · · I see a frog. X k B 1 . c o m
Class________ Name__________ No. _____ 家长签名________ 本周复习内容： 1.正确认读课本P10~13的单词和句子、理解词义和句意。 2.能熟练地演唱P13儿歌。 3.能用学过的句子发指令，并快速地做出正确的反应。 正确抄写P10四个食物单词，每个抄一行四遍，中文一遍，一定要认真书写哦！米饭 汤 蛋 面条 已经会拼字母的同学，可以尝试拼、背这四个单词，看看你能不能把它们背出来？ 听力练习 一、圈出听到的单词X|k |B| 1 . c| O |m 1. sheep hen 2. panda tiger 3. bird bee 4. rabbit rubber 5. pear bear 6. blue green 7. cat dog 8. chick duck 9. nice rice 10. egg soup 二、听录音，圈出听到的句子的编号 1、A. I see a cow. B. I see a pig. 2、A. I am a bee. B. I am a frog. 3、A. What do you see? B. What do you hear? 4、A. Stand up, please. B. Sit down, please. 新|课|标| 第|一| 网 5、A. Smell the soup. B. Taste the soup.
学员编号： 年级：课时数： 学员姓名：辅导科目：英语学科教师： 授课类型TM1U3（牛津5上）基础知识梳理 教学目标1、使学生能够基本掌握牛津5年级上册Module1Unit3中的基础词汇及重要句型； 2、使学生掌握M1U3学习的音标和自然拼读 星级★★★ 授课日期及时段 （建议2-5分钟） The Death of the Fly Mr. Smith: Waiter, there's a dead fly in my soup. Waiter: Yes, sir, I know---it's the heat that kills it. 苍蝇之死 史密斯先生：服务员，我的汤里有一只死苍蝇． 服务员：是的，先生，我知道了，它是被烫死的． 批注：上面的小故事是一个比较搞笑的脑筋急转弯，主要目的是通过小故事把学生带入本次课堂，且导出今天的课程---先不要给学生讲服务员最后说了什么，要求学生学完课本之后再给告诉学生服务员听到顾客的话之后说了什么！把悬念留到最后… （建议20-25分钟） 想知道这个服务生面对顾客的抱怨说了什么吗？要解开谜底就要先闯关哦！单词关，我来了！ 一、词汇Words T同步-M1U3基础知识梳理
1. （be ）afraid of 害怕，担忧 e.g. But he is afraid of flying. 但是他恐惧飞行。 She is afraid of snakes. 她怕蛇。 He is afraid of going out alone at night. 他害怕夜里一人出门。 【知识拓展】be afraid 表示“害怕的，担忧的” 批注：afraid是一个形容词，表示“害怕的，担忧的”。如果只是表达我很害怕或担忧，而并未明确对象时，只需说I’m afraid. 不需要加of，可通过例句引导学生。 2. dream n. 梦想，梦 e.g. What' s your job now and what's your dream job ? 你现在的工作是什么，你梦想的工作是什么？ 3. farmer n . 农民 e.g. Lucy’s father is a farmer. 露西的爸爸是一个农民。 【知识拓展】farm n.农场 批注：可通过work-worker等引导学生思考此类构词，让学生例句学过的例子。 4. fly v. 驾驶（飞机） e.g. He wants to fly an aeroplane. 他想成为一个飞行员。 A bird flies past us. 一只鸟从我们这边飞过。 I can hear a plane flying overhead. 我听见一架飞机正从上空飞过。 【知识拓展】fly 也可以作名词，意为“苍蝇”。 e.g. There is a fly on the wall. 墙上有一只苍蝇。 批注：学生基本都知识，fly有“飞”的意思，引导学生理解fly由动词“飞”到使动用法“使···飞”，最后转义为“驾驶”，拓宽学生的思维，让学生更好的理解和记忆这个单词。 5. （be）good at 擅长 e.g. But he is not good at singing. 但是他不擅长唱歌。 【知识拓展】be good at = do well in 都意为“在····方面很擅长”。 e.g. She is good at speaking. =She does well in speaking English. 她擅长说英语。 批注：注意提醒学生be动词的存在以及在be动词的变化。有些学生可能会注意不到be，所以造成在组句时句子中缺动词。所以应提醒学生特别注意。 相对程度较好的学生可引导学生认识另一个词组“be poor at”不擅长 6.help v. 帮助 e.g. I want to help sick people. 我想帮助生病的人们。 【指点迷津】help做动词帮助时有以下几种用法
Module 1 Using my five senses Grammar: 1.Modal verbs ?can/can‘t: I can/can‘t --- 2.Wh-questions: What can you see /hear? What colour is it? What is it? 3.Y es/No question: Is this your --- /Is it--- Y es, it is./ No, it isn‘t. 4.Possessive adjectives: your, my, her 5.Imperatives: Listen to--- Touch --- Taste ---/Smell---/ Close --- 6.V erb ?to be‘: It‘s --- /It‘s a/an V ocabulary: Mirror, can, hair, brown, eye, mouth, can‘t, grey, listen to, street, roof, her, cage, aeroplane, bus, car, boat, drill, telephone, hear, soft, hard, rough, smooth, touch, how, does, feel, toy, pineapple, hat, cold, lemon, sweet, sour, taste, strawberry, lime, smell, nice, fish, prawn Sounds: a ( Jane, make, aeroplane) a (fat, man, jam) e (she, see, these, tree, street) e (Eddie, ten, red, peg) Daily Expressions: Hello, this is --- (on the phone) How are you? I‘m fine, thank you. How does it feel? Can I help you? Unit 1 Looking and seeing Language functions: Talking about ability Identifying and describing objects in terms of colour Asking and answering questions about possessions Saying the sound ?a‘ in its open syllable form Language skills:Use modeled phrases and sentences to communicate with teachers and other learner. Pronounce correctly a series of words in a sentence with the vowel sound ?a‘ in its open syllable form Main points: Can use the sentences: What can you see?/What colour is it? Difficult points: Y es/No questions: Is this your ---? Teaching beach: Using the old words and sentences to learn the new words and sentences. Using the things and pictures to learn the words. Teaching times: Five periods
3BM1U3 EX1 班级____________ 姓名_______________学号_______________ Ⅰ. .正确抄写句子，注意大小写与标点符号。 taste the apple please is it sour no it isnt its sweet Ⅱ. 按要求写单词。 反义词：sweet__________ hot__________ smooth __________ soft __________ ￥ 同类词：ship__________ cut__________ white__________ nice__________ 复数：monkey__________ peach__________ glass__________ baby__________ Ⅲ. 用所给单词的适当形式填空。 1. Is this __________ (you) lemon No, it isn’t. 2. __________(she) is Miss Fang. __________(she) hair is brown. 3. I can __________(see) the birds, but I can’t hear __________(they). 4. __________(be) there an aeroplane in the sky Yes, there is. 5. Taste the apple. How __________(do) it taste Ⅳ.用have、has、am、is、are填空。 1. Here __________ two cakes. They __________ nice. / 2. Mr White __________ a toy whale. Its tail __________ white. 3. That boy __________ Eddie. There __________ a football in his hand. 4. Taste it. __________ it sour Yes, it __________. 5. My friends __________ got some fruit. Ⅴ.阅读并完成对话。1. A: __________ this coffee. Is it sweet B: No, it isn’t. It’s __________. 2. A: Can I __________ you B: May I have __________ oranges, please A: Sure. Taste this orange. How does it __________ B: It’s sweet. Ⅵ. 阅读短文，根据问题选择正确的答案。 Mary is a little girl. She is only four. She is not at school. She doesn’t know how to read or write. But her sister Joan is a school girl. She is ten years old. She knows how to read and write. One day, Joan sees her little sister in the room. She is at the table. There is a pencil in her hand. She is writing. “What are you writing, Mary” She asks. “I am writing a letter to my friend Rose.”“But how can you You don’t know how to write,” says her sister. “Well,” says Mary. “It doesn’t matter. Rose doesn’t know how to read.” （）1.[ Mary can __________. A. read B. write C. read and write D. not read or write （）2.Mary is at the table. She is __________. A. playing with a pen。 B. writing to her friend C. having a meal D. reading something
Tasting and smelling The first period Kira Knowledge objectives: to learn the new words e.g. sweet（n）sweet (adj)，lemon，sour ，salt ，salty ，coffee，bitter Skill objectives: Using imperatives to give simple introductions e.g. Taste the lemon . using adjectives to describe how the food items smell or taste : e.g. it’s very sour . pre-task warming up say a rhyme
Module 1 Getting to know you Unit 1: Here I am! (3) Unit 2: Greetings (3) Unit 3: In the classroom (3) Unit 4: Saying and doing (4) Unit 1 Here I am!
Tasks and clusters of tasks Greetings ●Learners sing the “Hello” song ●Learners sing the “Alphabet song” Language learning objectives Functions ●Greeting people ●Introducing oneself Language/Vocabulary ●Capital letters: A-Z ●Small letters: a-z Formulaic expressions ●Hello/Hi,… Skills Speaking ●Using modelled phrases to communicate with teachers and learners ●Opening an interaction Resources ●Student’s Book 3A P2-4
●Word and Picture Cards 3A ●Cassette 3A ●Photocopiable page1 ●Workbook 3A P1 ●Grammar Practice Book 3A P1 ●Student’s self-assessment sheet P57 The First Period Dimension targets: ●To establish and maintain relationships in carrying out classroom activities ●Develop an awareness and enjoyment of the basic sound patterns of English through a song Language focus: ●Using formulaic expressions to greet people (e.g. Hello.) ●Using formulaic expressions to intr oduce oneself (e.g. I’m Alice.) Language skills:
上海版牛津英语一年级上册（1A）全册教案 Oxford English Book 1A Unit 1 the first period 一．教学说明 1．今天是小朋友进入小学的第一节英语课，所有的学生都表现出对英语的极大的好奇。作为一名英语教师，要通过充满知识和乐趣的课堂将 孩子们的好奇转换成对英语学习持久的兴趣和热情。 2．班级中的孩子来自不同的环境，有着完全不同的知识基础和认知能力。教师应主动地去了解学生，这对今后的教学工作十分重要。二．教学内容 1．认知内容：能听懂会说Good morning. –How do you do? –How are you?-Fine, thank you. –Hello! 等问候语。 2．能力要求：学会用-Good morning. –How do you do? –How are you?-Fine, thank you. –Hello! 来问候和交流。 3．情感态度：通过学生对本课问候句子的学习，培养学生讲文明的良好习惯。并鼓励学生用这些问候语与新同学交朋友，增进新生之间的了 解和友谊。 三．教学步骤
四、教学提示 1．媒体准备： 玩偶、响板、歌曲磁带 2．教学关注点： 本课中的句子例如：How are you ? Fine, thank you. 对于一些从来没有接触过英语的小朋友来说比较困难，为了解决这一问题，可从以下方面做努力。 1）注重学习的过程，为学生的学习铺好台阶； 2）在小朋友们喜欢的游戏、歌曲等活动中巩固句子； 3）多创设学生间的合作交流的机会，以缓解因差异造成的成效不一。
3．资源分享： 九年义务教学课本3A有配套的歌曲：如
本课知识点及考点: Module 1 Unit 2 My classmates 教案设计： 学习目标 单词： book 书ruler 尺子pencil 铅笔rubber 橡皮日常用语和重点句型：Give me…, please. 请给我…. Here you are. 给你。Thank you. 谢谢。 本节课计划： Ⅰ Look and say ⅡFellow me Eddie: Give me a ruler, please. 艾迪：请给我尺子。 Alice: Here you are. 艾丽丝：给你。 Eddie: Thank you. 艾迪：谢谢。 Eddie: Give me a rubber, please. 艾迪：请给我橡皮。 Alice: Here you are. 艾丽丝：给你。
Eddie: Thank you. 艾迪：谢谢。 ⅢListen to me Give me… , please. 请给我…… Give me an apple, please. 请给我一个苹果。 Here you are. 给你。 Thank you. 谢谢。 ⅣLook and learn book 书 ruler 尺子 pencil 铅笔 rubber 橡皮 ⅤSay and act On Sunday afternoon ①Good afternoon, Kitty. Good afternoon, Alice. ②…… ③Give me a rubber, please. Here you are. Thank you. ④Give me a ruler, please.