【正文】 第一篇：外研版小學(xué)英語一起一年級(jí)下冊(cè)教案Module1:Unit 1He’s a Aims: Review the sentence pattern “This is my…”Review the words: grandpa, grandma, friend, father, mother, brother, 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 Aids: Tape recordertapea dollCardshead ornamentsTeaching Procedures: Step 1: Warming up Sing to 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 the words group by say: “This is my father….”Ss review to say: “This is my school bag….” Learn the word “friend.” Read after to say “This is my friend.” Step 3: Presentation Teacher points to several Ss and says “She’s … / He’s …” Explain with “She’s …” and “He’s…” on the the sentence shows some head ornaments, Ss look and try to say “She’s ’s Daming….” Read “She’s ’s Daming.…” after some Ss to go to the front and stand in a look and say “She’s…” / “He’s…” Step 4: Consolidation Teacher makes a 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 Notes:Module 1:Unit 2She’s a Aims: the points of the to introduce a people like “She’s…/ She’s a nurse.” the exercises of the and Difficulties: He’s / She’s a : doctor, pupil, exercises of the 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 pencila dollCardshead ornamentsTeaching Procedures:Step 1: Warming up Sing to say the chant: Where’s the pencil? Ss say the chant 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 a big pencil in / on / under the school bag, Ss look and say its 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 the cards and answer “Father / mother / …” those cards like “This is my brother./ …” Look and say “This is my pencil….” Review the chant:She, she, ’s He, he, ’s the chant after 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 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 7Exercise 3 on page 9Teaching Notes:Module2:Unit 1Where’s the bird? Period 1 Teaching Aims: Understand the meaning of the 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 recordertapea doll PicturesCardsTeaching Procedures:Step 1: Warming up Greeting to Ss with a TPR game: Listen and : “Stand up!Sit down!Open your book!Point to the to the door….” Step 2: Revision Show four : “What’s this?” / “This is …” Read the four words in high and low : “If you know, please stand up and read it fast.” Show the wall the location of the pen or the cat in the wall 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 them after T in correct pronunciation and several Ss to Read group by 4: Practice Ss ask T: “Where’s the pen?” T 1 ask, group 2 answer from teacher’s 2 ask and group 1 with your some 5: Presentation T draws 3 pictures on the blackboard: A red pen is in the green pen is on the yellow pen in under the asks: “Where’s the green pen?”….Ss the 2 sentences on the after several Ss repeat group by 6: Practice T points to the picture, Ss ask: “Where’s the yellow pen?”… T 1 ask and group 2 answer, then with your 7: Consolidation A game: Look and guess.“Please look at my mouth, and guess the sentence.”Teaching NotesModule3:Unit1 Where is the orange cat? Teaching Aims: the sentence pattern “Where’s the orange cat?” 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 Analysis: It is not easy for the kids to use the sentence: “Is it under / in / on the bed?” to ask the the same thing to change its location each time will easier to the Aids: Tape recorder tape a doll bookCards school bagboxpenTeaching Procedures:Step 1: Warming up Sing a hello song to greet with each 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 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 ’s the orange cat?It’s under the after teacher and correct their pronunciation and several students read Read the four sentences group