【篇一】
Unit1 Hello教學(xué)目標(biāo)預(yù)設(shè)
1.學(xué)生初次接觸英語，讓他們產(chǎn)生興趣。
2.幫助學(xué)生學(xué)會(huì)用英語介紹自己，常用句子：hello ， hi ， i am …
3.學(xué)習(xí)單詞 cat 、monkey
4、歌曲 “ hello”
重、難點(diǎn)
分析
to enable students to speak loudly.
教學(xué)
準(zhǔn)備
pictures
教學(xué)過程預(yù)設(shè)
二次備課
step 1 greeting
say hello or hi to students
choose some students to greet with teacher.( 可加上姓名)
make students say hello with their partners.
say together
step 2 introduction
1. t： hello， i am miss …
你們跟我打個(gè)招呼好嗎，hello/hi， miss…
2. read： i am
3. 老師很想知道你們的名字，可以大聲的告訴老師嗎？
示范： i am …
4. choose some students to say.(鼓掌)
5. 老師打著節(jié)拍，學(xué)生和著快慢介紹自己。
6. 小組內(nèi)互相介紹，打招呼
step 3 words
show pictures ， learn to say . (可作動(dòng)作)
play a game： (擊鼓傳花)
老師打節(jié)拍，學(xué)生傳圖片，停時(shí)在誰的手上，要求他扮演該動(dòng)物，并說
i am …
step 4 sing the song
1 3 5 3 5 5 5 1 3 5 3 2 3 2
hello cat do oh do hello monkey do oh do
1 3 5 3 5 5 5 6 6 5 3 1 1.
hello hello do oh do hello hello hello
step 5. reading
把這節(jié)課句子、單詞讀一讀
【篇二】
Unit 4 My body教學(xué)目標(biāo)：
1. 學(xué)會(huì)用單詞eye， ear， nose， mouth， face來表述人體部位。
2. 學(xué)唱并表演歌曲。
教學(xué)過程教學(xué)重點(diǎn)：學(xué)會(huì)用單詞eye， ear， nose， mouth， face來表述人體部位。
教學(xué)難點(diǎn)：1. 讓學(xué)生在聽聽、說說、唱唱、玩玩的動(dòng)態(tài)學(xué)習(xí)過程中體驗(yàn)英語的無處不在和學(xué)習(xí)英語的快樂。
2. mouth的發(fā)音。
教學(xué)準(zhǔn)備：圖片、單詞卡片、錄音機(jī)、歌曲磁帶。
教學(xué)過程預(yù)設(shè)：
step 1： warming up
t： first， let’s sing the song by actions.
s：
t： now， i say and you do.
s：
t： look！ i can dance， i can draw， i can jump. what can you do？
s：i can _____.
(ask students to practice these sentences. encourage them when they are right. encourage them to say “thank you！” to the teacher.)
step 2： presentation & consolidation
t： look！ what am i doing？
(draw the eye on the blackboard)
s： draw.
t： what’s this？
(show them the picture of eye)
t： eye.
s：
(draw two eyes)
t： one eye， two eyes.
s：
(draw a nose.)
t： what’s this？
s：
t： nose
s：
t： how many noses？
s：
(present mouth， ear in the same ways)
t： what’s this？
s：
t： now， let’s read these words.
s： (ask individuals， partners， groups to read these word. ask them to practice in groups.)
t： let’s play a game. do you like games？
s：
t： hide and say.
(first， the teacher hides the card in one of the student’s desk. then ask one student to find the card. the others read the word on the card lightly or loudly as the finder was far away of the card or next to the card.)
s：
t： now， i say， and you do.
s：
(do the exercises in the workbooks.)
step 3： homework
read these words to your parents.
【篇三】
postman and policemanLanguage targets：
1. Students can use imperative to give simple instructions：
Follow me.
Turn right.
Turn left.
2. Using formulaic expressions to identify people
e.g.： he is a postman.
3. Asking yes/no questions to identify people：
e.g.： is he a postman？
4. Students can read and say the words：
Postman， policeman， driver， fireman， milkman， tall， short
5. Students can sing the song： he is a postman.
4. 7
Lesson 1
2. Put the words on the blackboard； read the words get the student read follow the teacher.
3. Play a game： magic eyes & what’s missing.
Post-task activities：
1. Play the tape， let the students read follow the tape.
2. Read follows the teacher.
3. Invite some students to read.
Consolidation：
1. Have a competition to see which group is the best reader.
2. Have a competition to see who the best reader is.
Homework：
Listen and read this page at least five times.
4.12
Lesson 3
Learning skills：
1. Using formulaic expressions to identify people：
e.g.： he is a postman.
2. Asking yes/no questions to identify people：
e.g.： Is he a postman？
Learning materials：
Tape recorder， cards …
Learning course：
Pre-task preparation：
1. Free talk
I have got a book， what have you got？
I see a … what do you see？
What colour …？
How many …？
2. Review the phrase on page 17， and review the words on page 19.
3. Invite some students to read.
While-task activities：
1. Show a card， ask the students： is he a …？ Encourage students answer： yes or no.
S： yes， he is a …
S： no. then the teacher ask who is he？ He is a …
2. Show a card： is he a … he is a … let the students read follow the teacher to read.
3. Invite some students to read， correct the pronunciation.
Post-task activities：
1. Play the tape， let the students read follow the tape.
2. add some sentences： he is a driver.
He is a fireman.
He is a postman.
……
3.let the students read in order， read together.
4.invite some student to read.
Consolidation：
Invite some students come to the blackboard， and hide a card， let the other students guess.
Homework：
Listen and read this page at least five times.
4.14 Lesson 4
Learning skills：
1. Using formulaic expressions to identify people：
e.g.： he is a postman.
2. Asking yes/no questions to identify people
e.g.： is he a driver？
Learning materials：
Tape recorder， cards…
Learning course：
Pre-task preparation：
1.put a toy gun， a big bag of letters， a box of milk， a paper steering-wheel and a toy fire-engine on the table. Put the word cards for “policeman”， “postman”， “driver”， “milkman”， “fireman”， “tall ”， and “short”， into a
box that has an opening on the top .Have students take turns in drawing out a word card. Tell them to take the appropriate object or do an action so that others can guess what that word is.
2. Put up the word cards on the board. Across from them put the corresponding picture cards but in a different order . let students come up to match them.
While-task procedure
1. Choose five boys to come to the front. Each is given a representative object for the five kinds of people who help us.
2. Play the music while passing around the class five cards with sentences written on them， e.g. He is a postman. When the music stops， the students who happen to have the five cards in their hands need to walk out， find the right boys in the front and stand beside them.
3. When every boy in the front has been identified， get the rest of the class to point to each of them and say’ he is a’
4. Play the matching game until most of the students have the chance to match a sentence with the person it describes.
5. Open the Student’s Book to page 20. Play the cassette tape. Students listen and point to each person when the sentence describing him is being read out.
Post-task activity
Show some photos of the five kinds of people who help us. Have the students ask and answer questions about them in pairs， e.g.
S1：Is he a driver？
S2：Yes. Is he a postman？
S1：No.
Consolidation
Workbook page 15： Tick the correct sentence.
4.18 Lesson 5
Learning skills：
1. Students can use formulaic expressions to identify people：
e.g.： he is a policeman.
2. Using adjectives to describe people：
He is tall.
3. Using formulaic expressions to take leave：
Goodbye.
Learning materials：
Tape recorder， cards…
Learning course：
Pre-task preparation：
1. Free talk
Is he a postman？
How many..？
What colour is it？
2. Review the words and sentences on page 20.
A， show the words， let the students read one by one.
B， show the sentences. Let the students read one by one.
While-task procedure：
1. Show a card， ask the students： is he a postman？ Encourage students answer： yes， he is a postman./ no， he is a …
2. Point to a student and ask students： is he tall/ short？ Encourage students answer： he is tall. He is short.
3. Today， let’s learn a song， ok？
4. Turn to page 21. Let students read by themselves. Then read follow the teacher. Sentence by sentence， then read paragraph by paragraph.
5. Let the students read together.
6. Play the tape； let the students listen to the tape together.
Teacher sings the song first， then let the students sing the song sentence by sentence follow the teacher. Follow the teacher， sing the song together.
Post-task activities：
1. Sing the song in role. Boys and girls， to see which role is better. Then girls first， sing the song.
2. Sing the song together.
3. Clap and sing.
Consolidation：
1. invite some students to sing the song.
Homework：
Listen and sing the song at least five times.
4.19 lesson 6
do workbook and analisys.
Learning skills：
1. Students can use imperative to give simple instructions：
Follow me.
Turn right.
Turn left.
Learning materials：
Tape recorder， cards， …
Learning course：
Pre-task preparation：
1. Free talk
I have got a book， what have you got？
I see a … what do you see？
What colour …？
How many …？
2. Sing a song.
One little two little
Three little rabbits
Four little five little
Six little rabbits
…
While-task procedure：
1. Show the letter “A”， do you know how to read it？ Follow me， A. then show “b”， ask the students follow the teacher to read to teach the new phrase： follow me.
2. Let the students read together. Then invite some students to read this sentence.
3. Show a puppet， then say： turn right， turn left to it. Do several times and let the students know the meaning.
4. Then let the students do together with the teacher. Then ask the students to follow you to read.
5. Invite some students to read these two sentences.
6. Read these three sentences together.
Post-task activities：
1. Play the tape and get the students to read the sentences on page17.
2. Read follows the teacher.
3. Invite some students to read.
Consolidation：
1. Have a competition to see which group is the best reader.
2. Play high voice and low voice.
3. Play somin says.
Homework：
Listen and repeat this page at least five times.
4.11
Lesson 2
Learning skills：
1. Using nouns to identify people’s occupations
e.g.： postman， policeman
Learning materials：
Tape recorder， cards….
Learning course：
Pre-task preparation：
1. Free talk
I have got a book， what have you got？
I see a … what do you see？
What colour …？
How many …？
2. Play simon says.
Turn left， turn right…
While-task procedure：
1. miss shen is a teacher. Look at this picture； do you know who is it？ To teach the new words.
