中财网白蜡杆报价:三年级英语教案
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三年级英语教案
Module 1 Unit 1
Purpose
Knowledge aim: To learn to introduce names.
Ability aim: To train them to say hello to their friends and introduce with “ I’m ….”
Ideological aim: To improve the students’ basic English about greetings.
Main points: The way of greetings : I’m ….
Difficult points: To introduce happily and convincingly.
Teaching materials: pictures, cards, tape recorder, masks
Teaching process:
Step One: Greeting with students.
T: Hello, my dear children. This is your first English class. I’m very happy
to teach you English this term. Speaking English is a piece of cake. Please
remember that. Let’s say “Hello” to each other first. Please stand up, all of
you.( 教师边说边翻译，做手势示意全体起立)
T: (教师边挥手边走向学生。) Hello, my dear children!
S: Hello!
T: Do what I do like this. ( 挥手，微笑，大声)
S: ( 在教师的指导下模仿)
T: It’s interesting to speak English. Sit down, please.
T: (面带微笑，朝向一个小女孩) Hello! Lovely girl!
S: Hello!
T: Good girl! Say it like this, please! It’s easy to speak English.
T: (朝向另一男孩) Hello! Cool boy！
S: Hello!
T: Good boy! See, it’s easy. Let’s try again.
( 再叫几名学生，师生挥手打招呼)
T: Now please say “hello” to your classmates like this. Who can try?
( 叫几名学生到前面来，面向全体问好，注意表情和动作，并且要声音
洪亮)
T: Then say “hello” to your neighbors and your friends. You can go out of
your seat and move around the classroom.
S: (学生自由活动问好)
T: You did a good job!
Step Two: New course
T: Next I want to know your name. How do you introduce your name
then? Listen! I’m Ellen. ( 说三遍) Please say hello to me.
(Some excellent students can answer like the following)
S1: Hello, Ellen.
S2: Hello, Ellen.
T: Hello! Your name, please?
S2:I’m Tom.
T: Hello, Tom. Your name, please?
S3: I’m Mike.
T: Hello, Mike.
S3: Hello, Ellen.
T: Well done. Now please practice. Say hello and your name, then let’s
have a race. ( 给学生一分钟时间练习)
T: Let’s try to say that: Hello, I’m…..( 板书) Team by team, and one by
one. (以小组为单位，计时开始)
S: Hello, I’m….( 学生一一进行自我介绍)
T: You are terrific. Team One is the winner.
Step Three: Knowledge extension
T: Now let’s play a game. Do what I do. (教师边做动作，边说，学生学做)
Stand up, stand up. Sit down, sit down.
Stand up, sit down. Sit down, stand up.
Hands up, Hands up. Hands down, hands down.
Hands up, hands down. Hands down, hands up.
Hello, hello, say hello. Goodbye, goodbye, say good bye.
Hello, hello, say hello. Goodbye, goodbye, say good bye
T: Eyes front, try your best to say it while you are doing it.
S: (学生试图边说边做动作)
Step Four: Consolidation
T: Next I’ll introduce four children to you. Please listen! What are their names? ( 展示四个头饰)
T: (教师放CDrom两遍) OK, what’s this boy’s name? Tom?
S: No, Sam.
T: Right. Smart girl. And what’s this girl’s name? Lisa?
S: No, Amy.
T: Good. Clever boy. And who is she? Yuanyuan? Dandan?
S: No. Lingling.
T: Yes, right. Her name is Lingling. And who is he? Qiangqiang? Liangliang?
S: No. Daming.
T: Yes, his name is Daming. Well, let’s know them again. His name?
Ss: Sam.
T: Her name?
Ss: Amy.
T: And her name?
Ss: Lingling.
T: His name?\
Ss: Daming.
T: Fantastic. Following we’ll study and play with them for this whole term. Please remember them and make good friends with them. Next open your English books and read the text together. (学生看图像并跟读，强调指读)
T: Please practice for a while.
S: ( 学生自己练习指读)
T: At last who can introduce yourself in English as much as you can.
S: ( 展示自我介绍)
Step Five: Sum up and homework.
T: Today we learnt how to greet and introduce. You all did a good job. Please introduce yourself into the mirror at home. And read the text five time. It’s time to say goodbye. Let’s sing a song and say goodbye with each other. ( 最后唱再见歌结束)
Unit 2
Purpose
Knowledge aim: To learn to say “ how are you?”.
Ability aim: To train them to say hello with another way.
Ideological aim: To improve the students’ basic English about greetings.
Main points: The way of greetings : “ How are you? I’m fine, thank you.”
Difficult points: Ask and answer fluently.
Teaching materials: pictures, cards, tape recorder
Teaching process:
Step One: Greeting with students.
T: Good morning, my dear babies. Nice to see you again. Hello, Kate.
S: Hello, Ellen.
T: Hello, Mike.
S: Hello, Ellen.
Step Two: New course
T: Your name, please.
S: I’m Tom.
T: Hello, Tom. Good morning.
S: Good morning, Ellen.
T: Well done. That’s another way to say hello in the morning. Let’s learn to say. Morning ( 说三遍, 然后学生跟读)
T: Let’s practice. Good morning, Sam. ( 挥手，微笑，大声)
S: Good morning, Ellen.
T: Now say good morning to your neighbors.
S: (Practice for a while)
T: Good children! Now please watch the projects and listen carefully, what
are they talking about? ( 看大屏幕)
T: What did you hear? Hello? Good morning?
S: No, How are you?
T: Good boy! What’s this in Chinese?
S: 你好吗？
T: Right. 一般是指对你熟悉的朋友问好，主要是问身体状况怎么样？
T: How do you answer it?
S: I’m fine. Thank you.
T: What does it mean?
S: 我很好, 谢谢。
T: Listen and repeat. Pay attention to your pronunciation.
S: ( 模仿跟读)
T: You did a good job! Now open your English books. Let’s point and say.
S: ( point and say)
Step Three: Knowledge extension
T: Look at the picture at page 4. Let’s act.
Dialogue Ⅰ: A: Hello, I’m …. B: Hi, I’m ….
A: How are you? B: I’m fine, thank you.
A: Goodbye, … B: Goodbye, …
Dialogue Ⅱ: A: Good morning, …. B: Good morning.
A: How are you? B: I’m fine, thank you.
A: Goodbye, … B: Goodbye, …
S: 分小组表演。
Step Four: Consolidation
T: Next let’s sing a song and do the actions. Please read the lyrics first.
Hello, hello, how are you? I’m fine. I’m fine and hello to you. Goodbye, goodbye, goodbye to you. Goodbye, goodbye, goodbye to you.
T: ( Play the tape recorder) Please try your best to learn to sing together.
S: ( Sing loudly and friendly, and do the actions)
Step Five: Sum up and homework.
T: Today we learnt how to greet and introduce in another way. You all did a good job. Language is colorful. So please practice everyday. Practices make you perfect. It’s time to say goodbye. Let’s sing a song and say goodbye to each other. ( 最后唱再见歌结束)
英语》(新标准)（三起）第一册Module 2
Unit 1
Purpose
Knowledge aim: To learn to have a conversation about greetings.
Ability aim: To train them to act.
Ideological aim: To improve the students’ basic English about introductions.
Main points: The way of introductions : “ How are you, Amy? I’m fine. And how are you ? I’m fine, too. Thank you.”
Difficult points: To act the conversation.
Teaching materials: pictures, cards, tape recorder, masks
Teaching process:
Step One: Greeting with students.
T: Good morning, boys and girls.
Ss: Good morning, Ellen.
T: How are you, Kate?
S: I’m fine. Thank you.
Step Two: New course
T: Please say hello to these friends.( 拿头饰 Sam, Daming, Amy and
Lingling)
S: ( 带头饰表演) How are you, Amy?
T: I’m fine. And how are you, Sam?
S: I’m fine, too. Thank you.
( 教师引导学生用这种形式来回答)
S: How are you, Daming?
T: I’m fine. And how are you, Lingling?
S: I’m fine, too. Thank you.
T: Please say “How are you?” like this with your neighbors. (出示大屏幕)
A: How are you,….?
B: I’m fine. And how are you?
A: I’m fine, too. Thank you.
S: （学生自由练习,然后分组展示）
T: Look! Sam and Daming are boys. Amy and Lingling are girls.
They are boys and girls. (强调 boys and girls)
Team 1, please stand up.
S: ( 第一小队的学生起立)
T: They are boys and girls. Team 2, stand up, please.
S: ( 第二小队的学生起立)
T: Are you boys and girls?
S: Yes.
T: Sit down, please Team 1 and Team 2.
Team 3, boys, hands up.
S: (Boys, hands up)
T: Team 4, girls say “ How are you?”
S: ( Girls are saying it.)
T: Good morning, all of you, boys and girls.
S: Good morning, Ellen.
T: Good children. Do you want to try to be an English teacher? Look, she is
Ms smart. You can be her now. Please remember her name: Ms Smart.
Read after me. (三遍)
S: Ms Smart
T: (把头饰戴在一学生头上) Are you Ms Smart?
S: Yes, I’m Ms Smart.
T: Say good morning to the boys and girls.
S: Good morning, boys and girls.
Ss: Good morning, Ms Smart.
T: Who can come to the front and act?
Ss: I can, I can.
T: Yuanyuan, please. Listen and repeat what she says.( 放录音)
S: ( 听音跟读) Good morning, boys and girls. I’m Ms Smart.
Ss: Good morning , Ms Smart.
( 分别叫2-3名学生表演)
T: Do you know? This is Ms Smart’s first English class. Listen and watch
it. What happened? ( 看大屏幕)
T: Is this boy’s name Ming?
S: No.
T: What’s his name?
S: Daming.
T: Yeah, Ms Smart called the wrong name. He is not Ming. His name is
Daming. Yes?
S: Yes.
T: So the other boys and girls all laugh, Ha, ha ,ha. It’s funny. Please open
your English books and learn to say.
S: （学生模仿跟读）
Step Three: Knowledge extension
T: Look at the pictures and let’s act it out.
S: (以小组为单位，带头饰，分角色表演)
Step Four: Consolidation
T: Next let’s sing a song and do the actions.
T: ( Play the tape recorder) Please try your best to learn to sing together.
S: ( Sing loudly and friendly, and do the actions)
Step Five: Sum up and homework.
T: Today we have known Ms Smart. And you acted an English teacher in class. Are you happy? You are wonderful in class. But I hope you are great at home, too. Believe me! You can speak English well at school and at home. I have to say goodbye to you. Bye-bye, boys and girls.
S: Goodbye, Ellen.
Unit 2
Purpose
Knowledge aim: To learn to say “ What’s your name?”.
Ability aim: To train them to ask someone’s name.
Ideological aim: To improve the students’ basic English about introductions.
Main points: The way of introductions : “ What’s your name? I’m …”
Difficult points: Speak and act fluently.
Teaching materials: pictures, cards, tape recorder, a clock.
Teaching process:
Step One: Greeting with students.
T: Good morning, boys and girls.
S: Good morning, Ellen.
T: How are you today?
S: I’m fine. And how are you?
T: I’m fine, thank you.
Step Two: New course
T: (手持一个钟) Look, what’s this?
S: A clock.
T: Wow, clever boy. It’s nine o’clock in the morning now. Look, It’s not nine. It’s one o’clock in the afternoon. Do you understand the word “ afternoon”?
S: 下午
T: Well done. Let’s learn to say afternoon ( 说三遍, 然后学生跟读)
T: Let’s practice. Look, it’s one o’clock in the afternoon. Good afternoon, boys and girls.
S: Good afternoon, Ellen.
T: Good afternoon, Tim.
S: Good afternoon, Ellen.
T: Now say good afternoon to your neighbors.
S: (Practice for a while)
T: You are great! Now please watch the projects and listen carefully, who is
the man? ( 看大屏幕)
T: Is he Mr liu? (重读Mr.)
S: No.
T: Is he Mr Wang?
S: No.
T: Is he Mr li?
S: Yes.
T: Right. He is Mr Li. Read after me. Mr Li. ( 三遍)
S: ( 学生跟读)
T: Lily, say good afternoon to Mr Li, please.
S: Good afternoon, Mr Li.
T: Good girl. Shasha, say it again.
S: Good afternoon, Mr Li.
T: You did a good job! Oh, this girl, excuse me, what’s your name?
S: I’m May.
T: Hello, May.
S: Hello, Ellen.
T: Please say good afternoon to Mr Li.
S: Good afternoon, Mr Li.
T: Oh, this boy, what’s your name?
S: I’m John.
T: How are you, John?
S: I’m fine. And how are you?
T: I’m fine, too. Thank you. Please say good afternoon to Mr Li.
S: Good afternoon, Mr Li.
T: That’s a secret. How do you ask somebody’s name? Who can tell me
softly near my ear?
S: (小声在教师耳边说) What’s your name?
T: Sorry, I can’t hear you. Louder, please.
S: ( 学生稍微大些声) What’s your name?
T: What’s wrong with my ears? I can’t hear you clearly.
Louder, louder, please.
S: (全体学生大声说) What’s your name?
T: Wow, my ears. What’s wrong with you? I can hear you. Please ask your
neighbors like this loudly.
S: (学生练习)
T: Now open your English books. Let’s point and say.
S: ( 学生指读)
Step Three: Knowledge extension
T: Look at the picture at page 8. Let’s act.
Dialogue Ⅰ: A: Hello, I’m …. What’s your name?
B: Hi, I’m …. What’s your name?
C: Hi, I’m ….. What’s your name?
D: …….
Dialogue Ⅱ: A: Good afternoon. I’m ….
B: Good afternoon. I’m …
A: How are you?
B: I’m fine. And how are you?
A: I’m fine, too. Thank you.
B: Goodbye, …
A: Bye-bye.
S: 分小组表演。
Step Four: Consolidation
T: Next let’s sing a song and do the actions. Please read the lyrics first.
Good morning, Sam. How are you? I’m fine, thank you. And how are you? …
T: ( Play the tape recorder) Please try your best to learn to sing together.
S: ( Sing loudly and friendly, and do the actions)
Step Five: Sum up and homework.
T: Today we learnt how to ask name. You all did a good job. Speaking English is a piece of cake. Work hard and study hard. It’s time to say goodbye. Let’s sing again and say goodbye to each other. ( 最后唱再见歌结束)
《英语》(新标准)（三起）第一册Module 3
Unit 1
Purpose:
Knowledge aim: New words: door, window, blackboard, bird.
New sentences: Stand up! / Sit down! / Point to ~!
Ability aim: 1. Help the students can understand the orders: “Stand up” /“Sit down.” / “Point to~!” and can do the corresponding responses and actions of them clearly.
2. Help the students not only can say “window，door
bird blackboard” in English but also can read the words
of them.
Ideological aim: Improve the students’ self-confidence
Main points: New words: door window blackboard and bird.
Instruction phrases: Stand up! Sit down! Point to~ !
Difficult points: Let the students can be clear about these three instruction phrases “Stand up. Sit down. And Point to~!” and try to use them expertly in the daily life.
Teaching materials: pictures, cards, tape recorder, pieces of paper, courseware
Teaching process:
Step One: Warm up
*Before the class, I divide the class into 3 groups. And tell them if they have a good job. They will get a beautiful card. and they can stick it on their wall.
Ø Greeting:.
T: Shall we begin our English class?
S: Of course. Let’s begin.
T: Good morning, boys and girls.
S: Good morning,
T: How are you today?
S: I’m fine. Thank you, and you?
T: I’m wonderful. Sit down please.
Ø Free talk.
Around the class, I talk with the individual student using the sentences that we have learned such as “ Good morning! How are you today? Are you happy today? What’s your name?”
与学生贴近的互动的交谈,不但可以轻松地营造民主、和谐、宽松的教学环境，还充分体现学生是课堂教学的主体.在拉进师生距离的同时也使学生获得兴趣感、参与感、期待感和满足感.
Ø Sing a song
T: You are great, now let’s sing a song. Ok? And When you sing it, you can perform the actions. And I will find out the best one. Let’s look who is the music star! Are you ready?
One, Two, Go!
(I play the courseware.)
(The students sing and do the actions that they like. After that I’ll choose the best one. And say)
can stick it on your wall.
Step Two: Representation
Good morning!
S1: Good morning.
T: Let’s look. Is he/she right? Great, you are right. You can get it, and you can stick it on your wall.
(Review the sentences “Hello! Hi! How are you? I’m fine. Thank you! Sam, Amy, Lingling, Daming in the same way.)
从形式上讲,通过这个”比眼力的游戏”，不但可以营造英语学习的气氛，激发学生的学习兴趣，更重要的是它使学生的注意力从相对分散的歌曲表演中,迅速集中到课堂上来,在无意识下的情况下快速的进入学习状态. 从内容上讲这样的复习方式,可以带领学生从热身阶段的听说交流练习,递进到了对句子和单词的认读能力培养,避免了单纯的温故,而是在故有的基础上做到了拓展,以最有效的方式提高了课堂效率.
Step Three: New course
A. New sentences: “Stand up! Sit down!”
(I will fly the sentence” Stand up!” Maybe no one can read it. So I will be excited and say.)
T: Oh, This time I am the winner. I can read it. “Stand up!
(I read and do the actions; help the students know the exactly meaning of “stand” and “up”)
T: Read after me please. (The students read after me sometimes. Then I’ll choose some student read it individual)
T: I am the winner so I will write it on the blackboard. ( Here, I will accentuate “blackboard” ,because it’s our new words today.)
T:I show the cards of “ Stand up!” and say: do you want to get this one? I will give it to the best team. Now let us have a competition. The team which I point will stand up and read this sentence. Let’s look which team is the best. Ready one, two, go.
(At last I will choose the best one and allow them to stick it on the wall.)
I will be very sad. And say:
T: Now there is only one present in my hand, it’s the last chance, are you ready?
S: yes.
I fly the sentence “Sit down!” and if no one can read it. I will read it and tell the students that it is the opposite sentence of “stand up!” because I use this sentence in every class, so they have know the meaning of it.
T: I am the winner, so read after me please! “Sit down!”
S: Sit down!
T: I can write it on the blackboard, too. Do you want to challenge me?
S: Yes.
T: Ok, this time let’s look who can read it fast and clearly. I will read “sit “and you will read “down”. Then we read it let’s look who is faster.
(The first, I must to win. The second time, I will lose. And I will choose the faster student.)
T: He is very fast. Do you want to challenge him?
At last choose the fastest one and give the cards to him.
T: Oh, you are so clever. You have got so many presents. I proud of you!
So! My smart kids, I will play a game with you. Do you want to play with me?
S: Yes.
用起立和坐下这两种肢体语言讲解Stand up. 和Sit down.边说边做边领读，帮助学生理解和记忆。在这两句话的操练中避免了单纯的机械操练,而是采用竞赛的方式, 调动学生的积极性,使学生不但敢于说,更勇于说,便被动学习为主动学习.
B. New sentences: “Point to~!”
T: I say: point to good morning! You need to repeat and point to the card of “Good morning. (I write point to on the board and do the actions and help the students to know the exactly meaning of it.)
T: Point to Good morning! / How are you?/ I’m fine./ Daming/ Lingling/ Amy.
T: After some times I say: point to the door.
以活动的为线，体现学生的好动性和以动求学的语言观。在本阶段，以活动为主，学生通过动作来进行操练，让他们在玩中学，在学中玩，使他们多感官参与教学，以提高学习效率，变有意识地学习语言为无意识地习得语言。
C. New words: “door/ window/ blackboard/bird”
(Maybe some student cannot point to the door. I will help them to find the door and write it on the blackboard.)
T: Look, this is a door. Read after me please, door. door, door,
T: Then I point to the door and say the sentence:” Point to~!” and help the students complete the whole sentence.
S: the door!
T: I also can go to the door and say the sentence:” Go to ~!” and help the students complete the whole sentence.
S: the door.
T: I also can say the sentence: close the door. open the door. touch the door. ( when I say these sentences I must to do the corresponding actions)
Teach the words “window” “blackboard” in the same way.
按照以教师为指导，体现教师的辅助性和以学为主的教学观的教学原则，在本阶段，采用直接输入的方法，利用教室内的桌椅、门窗等实物及卡片等进行直观教学。通过指认实物来学习新单词door，window blackboard及短语Point to，
C. New words: “bird/”
T: Now lets play a guessing game ok?
T: I will show a part of the picture and you guess what it is?
I will show the part of dog/ cat/ ,at last I will show the picture of bird. And have them guess it.
T: Teach the word bird. Let the student read it and write it on the board.
T: I’m a little tired. are you tired? Now stand up, and say a chant with me, ok?
S& T：“One Two, Point to the window；Three Four, Point to the door；Five Six, Point to the desk；Seven Eight, Point to the bird；Nine Ten, Stand up and Sit down.”。
根据低年级学生心理生理特点及整体设计目标体现灵活多样的基本念，设计了猜谜游戏,继续抓住学生注意力. 操练活动后，利用自编的chant与学生一起练习,本课的主要内容,以强化学生记忆.“
E. Learn the contents of the text
T: Are you happy?
S: yes,
T: you’re very happy in our class. Are Lingling and her friends happy in their class? Now, let’s go and see what’s happened in their class. ( Look at the courseware.)
T: Are the happy?
S: Yes, they are.
T: Ok this time open your book, listen and point to the sentence that you heard.
T: Now this time let’s point and repeat.
Step Four: Knowledge extension.
Dud for the pictures, show some pictures and have the students add the sound for them!
根据以学生为中心，体现学习的主体和以人为本的教育观和以能力为目标，语言交际性和以能为本的人材观的教学原则，通过学生的分组练习，达到巩固强化知识的目的，同时通过小组合作，团队精神。
Step Five: Homework.
T: So today’s homework. Read and point the text for your parents.
Unit 2
Purpose:
Knowledge aim: New words: desk, chair.
Ability aim: According to the describing of New English Curriculum Criteria, I design two aims:
1. Help the students can understand the orders: “Point to~!” and can do the corresponding responses and actions of them clearly.
2, Help the students not only can say “desk, chair” in English but also can read the words of them.
Ideological aim: Improve the students’ self-confidence
Main points: New words: desk, chair.
Instruction phrases: Point to~ !
Difficult points: Let the students can be clear about the instruction phrases “Point to~!” and try to use them expertly in the daily life.
Teaching materials: pictures, cards, tape recorder, pieces of paper, courseware
Teaching process:
Step One: Warm up
Ø Greeting:.
T: Shall we begin our English class?
S: Of course. Let’s begin.
T: Good morning, boys and girls.
S: Good morning,
T: How are you today?
S: I’m fine. Thank you, and you?
T: I’m wonderful. Sit down please.
Ø Listen, repeat and do the actions
I give them the order, and the students do the corresponding actions.
T: Stand up! Sit down. Point to the door. Point to the window. Point to the blackboard. And so on.
Ø Say a chant
T: You are great, now let’s say a chant . Ok? And When you chant it, you can perform the actions. And I will find out the best one. Let’s look who is the film star! Are you ready?
(I play the courseware.)
(The students chant and do the actions that they like. After that I’ll choose the best one. And say give him a sticker.)
Step Two: Representation
1. guess What is it?
T: Look at the screen. And tell me what can you see.
S: It’s a boy/ girl/ dog/ bird/
从形式上讲,通过这个”猜猜看”，不但可以营造英语学习的气氛，激发学生的学习兴趣，更重要的是它使学生的注意力从相对分散的歌曲表演中,迅速集中到课堂上来,在无意识下的情况下快速的进入学习状态.
2. Flash card to reviews
T: Let’s see: Who is quickest? If you know the word, you can stand up quickly and say it clearly, loudly.
3. Play a game: What’s missing
Hide word cards and let others guess: which one is missing?
从内容上讲这样的复习方式,可以带领学生从热身阶段的听说交流练习,递进到了单词的认读能力培养,避免了单纯的温故,而是在故有的基础上做到了拓展,以最有效的方式提高了课堂效率.
Step Three: New course
A. New words: “ desk, chair”
1. Teach the new words
T: just now we know” window, door, blackboard” now, what other things can you see in our classroom? Look! Around us are desk and chair. Then teach those words. (Use low or high voice, different groups to teach it)
B. consolidation
1.listen , repeat and do
T: Now I say, you point, Point to the window, point to the door, point to the desk, point to the chair. Point to the blackboard.
2. talk show
T: I give you
C. Learn the contents of the text
T: Open your book, let’s listen point and say.
D. Listen and say, then sing.
Please stand up. Please sit down. Point to the window and point to the door. Please stand up. Please sit down. Point to the blackboard and point to the door. Please stand up. Please sit down. Point to the desk and point to the door.
Step Four: Knowledge extension.
Give every group some words. And have them to reorder the sentence.
根据以学生为中心，体现学习的主体和以人为本的教育观和以能力为目标，语言交际性和以能为本的人材观的教学原则，通过学生的分组练习，达到巩固强化知识的目的，同时通过小组合作，团队精神。
Step Four: Knowledge extension.
Give every group some words. Let them to make the sentences by these words.
Point, to, stand, down, please. Sit, up , door, desk, window, bird.
Step five: Homework.
T: practice the sentence” Point to~!” with your friends.
Step Six: Handwriting on blackboard
《英语》(新标准)（三起）第一册Module 4
Unit 1
Purpose:
Knowledge aim: New words: red, green, yellow, white, black, blue.
New sentences: It’s red.
Ability aim: According to the describing of New English Curriculum Criteria, I design two aims:
1. Help the students can use the sentence “ It’s red.” To describe the exactly colour
2. Help the students not only can say “red, green, yellow, white, black, blue.” in English but also can read the words of them.
Ideological aim: Improve the students’ self-confidence
Main points: New words: red, green, yellow, white, black, blue.
Difficult points: Let the students can describe the exactly colours
Teaching materials: pictures, cards, tape recorder, pieces of paper, courseware
Teaching process:
Step One: Warm up
Ø Greeting:.
T: Shall we begin our English class?
S: Of course. Let’s begin.
T: Good morning, boys and girls.
S: Good morning,
T: How are you today?
S: I’m fine. Thank you, and you?
T: I’m wonderful. Sit down please.
Ø Sing a song
T: You are great, now let’s sing a song-please stand up. Ok? And When you sing it, you can perform the actions. And I will find out the best one. Let’s look who is the music star! Are you ready?
One, Two, Go!
(I play the courseware.)
(The students sing and do the actions that they like. After that I’ll choose the best one and give him a sticker)
Step Two: Revisions
Show the pictures to review the words. Door, window, blackboard. desk chair.
Step Three: New course
A. New words: “red, green, yellow, white, black, blue”
1.
T: Today, we’ll know a new friend. Kami. He’s a chameleon 变色龙.(Read Kami)
He can change the colours. (Show the computer)
Colour (show the card. Read .Stick it on the blackboard.)
2. Show the red chameleon.
T: Look , what colour? It’s red.
(Show the card. Read .Stick it on the blackboard.)
T: What is red in our life?
S: apple, flag, strawberry, flower….
3. Show the green chameleon. T: Look , what colour? It’s green.
(Show the card. Read .Stick it on the blackboard.)
T: What is green in our life?
S: leaf, tree, grass,….
4. 如上teach “black, white, blue, yellow.”
5. Read the new words together. (Show the title: It’s red. Read together.)
B. consolidation
1. Play a guessing game. Guess what colour is it?
2. I says the colours. The students show the cards. Then ask a student to
the front to order. Four students group.
C. Learn the contents of the text
T: Open your book, let’s listen point and say.
Step Four: Knowledge extension.
Four students a group. Let them draw their ideal classroom and colour them. Then describe it. “ It is a red window. ~!
根据以学生为中心，体现学习的主体和以人为本的教育观和以能力为目标，语言交际性和以能为本的人材观的教学原则，通过学生的分组练习，达到巩固强化知识的目的，同时通过小组合作，团队精神。
Step five: Homework.
T: Draw a rainbow and say the colour of it.
Step Six: Handwriting on blackboard
Unit 2
Purpose:
Knowledge aim: New words: dog, cat, cap.
New sentence pattern: It’s + colour + nouns.
Ability aim: 1.Help the students can describe the basic character of the objects with “ It’s + colour + nouns.”
2. Help the students not only can say “ dog, cat, cap” in English but also can read the words “ dog, cat, cap”.
Ideological aim: To love our colourful life!
Main points: New words: dog, cat, cap.
Sentence pattern: It’s + colour + nouns.
Difficult points: Let the students can describe the basic character of the objects with “It’s + colour + nouns.” expertly in the daily life.
Teaching materials: pictures (dog, cat, cap, desk, chair, door, window, bird), cards (red, blue, yellow, black, green, white) tape recorder, some pieces of paper, courseware
Teaching process:
Step One: Warm up
Ø Greeting:.
T: It’s time for our class. Are you ready?
S: Yes, ready!
T: Hello! boys and girls.
S: Hi,
T: How are you today?
S: I’m fine. Thank you, and you?
T: I’m feel great today. Now, sit down please.
Ø Free talk.
Around the class, I talk with the individual student using the sentences that we have learned such as “Good morning! How are you today? Are you happy today? What’s your name?, What’s your favorite colour? ”
自由会话，不但可以帮助学生提高语言实际运用能力,还给他们营造了一个平等尊重的气氛,在这样的气氛中，他们的思维是放松的，他们更敢于说、而且勇于参与教学,在充分体现学生是课堂教学的主体的同时也拉进师生距离,使学生获得兴趣感、参与感、期待感和满足感.
Ø Sing a song
T: You are all cool, now let’s sing a song. Ok? And when you sing it, you can perform the actions. And I will find out the best one. Let’s look who is the music star! Are you ready?
One, Two, Go!
(I play the courseware.)
Step Two: Revision
1.
T: Now, I have many beautiful pictures. Do you want to see them?
S: Yes, I do.
(I show the flash cards)
T: Is it beautiful? What colour is it?
S: It’s green.
T: Yes, you are right. It’s a green tree. Let’s stick green on the blackboard.
(Show six pictures and have the students to tell us the colour. )
2.
(I give them the order and the students do the corresponding actions. )
T: Look at blackboard. Let’s point to the correct words. Point to Red/ White/Black/Blue/Yellow/Green.
(Invite two students come to the front and have a competition between them)
漂亮的卡通图片会引起学生的兴趣,使他们无意识的把目光和注意力集中到课堂上来.在这里我还采用了,小组比赛的方式,在竞争中调动学生的积极性.
Step Three: New course
A. New words: “dog, cat, cap”
(Summarize the result, and inspire the students)
1. dog
T: Group * don’t be nervous you have many chance now, look at the screen, can you guess: what is it?
S: A dog.
T: Yes, you are right. ( Write the word dog on the board)
T: What colour is it?
S: It’s black.
T: So we can say :” It’s a black dog.” Now read after me please: “It’s a dog.”
(Use high voice and low voice, to practice this sentence.)
2. Cat
T: Now you will hear a kind of sound. And guess what it is?
(I will play the courseware.)
S: A cat.
T: Yes, It’s a cat. ( write it on the board) And it’s a ______ cat.
S: It’s a green cat.
(Use fast saying to practice this sentence.)
3. Cap
T: Now, look here can you tell me what’s it.
S: It’s a yellow cap.
T: Yes, you are great. Write the cap on the board.
在学习生词时感知句型，做到“词不离句，句不离词”，重视对学生思维，观察能力的培养!
B. Learn the contents of the text
(Show the wall map of this lesson.)
T: Now look at pictures. Listen and point to the corresponding one, are you ready?
( I play the tape recorder)
T: You did a good job, so I decided to introduce a new friend for you. He is Pan pan, he is a magician. What does he bring to us? Open your book, and let’s have a look.
T: Listen Point and repeat.
T: Now read it to your partner
Step Four: Consolidation.
1. Say a chant.
T: I think you are tired now, lets have a break. Now stand up and do the action with me.
One two stand up.
2. Guessing game: ( mix new words into the words that we have learned, then have the students guess what it is?)
T: Now look at the screen, the picture will dismiss quickly. What’s it?
S: It’s a blue desk.
3. Talk show:
T: I will give every group
Step Four: Knowledge extension.
(In group, the students colour the picture and introduce it )
T: Take out the paper, and colour it. Then show your picture and introduce it for us.
Step Six: Homework.
T: So today’s homework. Introduce your classroom to your parents.
cap
《英语》(新标准)（三起）第一册Module 5
Unit 1
Purpose:
Knowledge aim: New words and the expressions
Ability aim: Train them to ask How many ?
Answer the numbers from 1 to 8 .
Train them to point and read the new words
Ideological aim: Improve the students’ appreciation.
Main points: New words, new pattern, the text.
Difficult points: point and find out the numbers correctly. The pronunciation of three and five.
Teaching materials: pictures, cards, small blackboard, tape recorder,
Teaching process:
Step One: Greeting with students.
T: Let’s begin our English class ,ok?
S: Hey Hey Ok.
T: Morning, everyone.
S: Morning, Sunny.
T: How are you today?
S: I’m Fine. Thank you and you?
T: Very well, thanks. Sit down, please.
S: Thank you.
T: You’re welcome.
Step Two: Representation
(Show the title Module 5 and ask the pupils to read from 1 to 5. )
Put the five numbers cards on the blackboard and point and read quickly.
Read cards together loudly.
(Show a big bag let pupils look )
T: look, pencils . Let’s count ok?
(Some students can count 1, 2, 3, 4, 5. then teacher will say no, not 5 and do actions 6,7,8.)
T: Let’s count again and do the actions.
( Put 6,7,8 cards on the blackboard to practice)
(teacher take away some pencils then point to the bag who can guess How many pencils now ?How many ?Ask two or three times help the students to undersand.用肢体语言和眼神 提示孩子们会起到事半功倍的教学效果.
S1: Five.
S2: two.
S3: six ……T: You are clever. Wonderful. 给学生鼓励以增加孩子们的自信心.
Step Three: New course
A. New words
T: Look at the cards on the blackboard they are NUMBERS and write.
(Show the word card “numbers ” Learn to speak this new and difficult word.)
S: Read after the teacher, practice one by one, four by four.
b. play a guessing game
T: I have many rabbits .Guess how many ?.
T: How many rabbits?
S1: Seven..
S2: Eight…….
(学生们都情绪高涨，热情积极地向大家展示自己，将语言学习与生活实际相结合，创造了轻松愉悦的学习氛围，使孩子们很自然地将注意力集中到英语课堂上。)
T: Here is a picture . Please look at the dogs, cats ... 让孩子们用心看两秒然后拿走,培养了孩子们 的记忆力和观察力,又对新知进行了巩固.
T: How many dogs ? How many cats ?.....
Ss: Two. Four seven…..
T: Now, please look at the blackboard.
(On the blackboard they can see the numbers.)
One two three four five six seven eight
T: Who can read the words?
Ss: I can.
T: Let’s play a game Ok? (three pupils come to the blackboard listen and find words they hear quickly, who will be the first)
此环节既调动了学声的积极性又培样了孩子们的集体主义精神,团结协作的精神)
T: You are so smart! Now, I will do actions look at my fingers say the numbers .
(According to the training, all of them can say the word s very quickly. They feel very happy and confident because they can remember numbers by heart in only a few seconds without any difficulties.)
不同的方式操练新授单词，使单一枯燥的单词操练于各种变化之中，让学生饶有兴趣的参与学习，让学生充分感到学习、记忆单词的快乐，体验有方法学习才会轻松。
B listen and point
T: Open your books and listen, point
( follow the teachers and pupils loudly.)
T: Now listen again and repeat sentence by sentence.
Ss: (Follow the tape.)
T: Practice the text in groups and then act it out.
Ss: (Practice the text in groups and act it in front.)
Step Four: Knowledge extension.
学生们以小组为单位互相交流,互通有无，所有的孩子都能积极的参与到活动中来，小组中的每个成员都争先恐后地举手发言要展示自己的学习成果与审美情趣，此活动营造了宽松和谐、积极主动的学习氛围，掀起了本节课的高潮。
Step Five: Sum up.
T: Today we learnt the numbers one to eight and we can ask how many?
You can say the numbers after class to improve.
Step Six: Homework.
T: So today’s homework.
Point and read the text loudly then count the numbers from one to eight
Unit 2
Purpose:
Knowledge aim: New words and the expressions
Ability aim: Train them to ask and answer then speak out the numbers from one to twelve .
Ideological aim: Improve the students’ appreciation.
Main points: New words, new pattern, the text and a chant , a song.
Difficult points: How many boys /girls? Twelve.
The song and chant.
Teaching materials: pictures, cards, tape recorder , projector.
Teaching process:
Step One: Greeting with students.
T: Are you ready for our English class?
S:Yes .
T: Morning, everyone.
S: Morning, sunny.
T: How are you today?
S: I’m fine ,thank you, and you?
T: Very well, thanks. Sit down, please.
S: Thank you.
T: You’re welcome.
Step Two: Representation
T: Let’s listen to a song. Please clap your hands.(学生办着节奏拍手对要新学的歌曲先听，会打下良好的基础，第二遍边打节奏边打手势加深对歌词的理解。)
T: wonderful! Now I want to find some pupils come to the front .Who wants ? (找 12 个孩子站到前面)
T: look, how many ? Let’s count ,ok? (学生跟着老师一起数 one two three four five six seven eight nine ten eleven twelve.)
T: Very good .Let’s count again.
Ss: one two three four five six seven eight nine ten eleven twelve.(再让学生自己数一遍，并给与肯定增强自信心)
Step Three: New course
A. New words
T: Let’s have a race .if you can say the numbers stand up please .(适时的开展比赛，可以提高学生学习的积极性，又培养了学生的竞争意识，课堂气氛活儿不乱，学生也会全员参与到活动中来)
S: （They all say the numbers loudly and quickly, they feel very happy）
b. Listen, say and do actions
T: All of you are the best .Now look at the pupils ,(老师把学生分成男女两组，指其中一组They are boys .再指另外一组They are girls.)
Ss: Boys Girls boys girls (多重复几次，加深印象，并能正确的区分)
T： look at the boys !one boy ,two boys ,three boys……seven boys.
How many boys?
S1: seven boys.
T: let’s count the girls. One girl , two girls ,……five girls. How many girls ? (还可用眼神和动作来引导学生自己提问试着去说how many girls? 培养它们自己去思考问题的能力)
S2 : Five girls.
S3 : Five girls.(将语言学习与生活实际相结合，创造了轻松愉悦的学习氛围，使孩子们很自然地将注意力集中到英语课堂上。)
T: Let’s play again .who can come here?
Ss: I can I can…
Ss: I can.
T: Let’s count together . How many boys and girls? One ,two, three……twelve.(强调12的发音，多读几次，打好语音基础)
T: You are so smart! How many boys and how many girls?
S1: Four boys and eight girls.
(According to the pronunciation training, all of them can ask and answer very quickly. They feel very happy and confident because they can speak very fluently and loudly.)
T: Ok, let’s have a rest. Listen and say a chant.
( show the projector ,listen to the recorder two times. ask the pupils listen , point and follow.)
T: Let’s clap our hands and speak .
T:(read the chant team by team or boys and girls )
用不同的方式操练新授单词，使单一枯燥的单词操练于各种变化之中，让学生饶有兴趣的参与学习，让学生充分感到学习、记忆单词的快乐，体验有方法学习才会轻松。
T: look at the projector ,look at the words :cat cap cat hat (让学生自己找相同点，交给学生学习的方法,背单词的窍门)
T: a a a （说字母a 的音标）
Ss: a a a （说字母a 的音标） (say the chant together again.)
B. Count and answer
T: I have a picture . What can you see?
S1: Dogs. S2: cats. S3: caps
T: you are so clever .dogs , cats, caps, red caps ,blue caps.
T: Read after me .
Ss: (Follow the teacher.)
T: ( give them five minutes to discuss how to ask and how to answer.)
Ss: ( all of them are talking about the picture carefully)
T: Who can come to the front to act??
S:I can I can.(find four or five groups to act out)
T: Answer my questions together ok?
T: Talk about the other things in pairs.(use the things in the classroom try to act it out 老师可帮助与提醒，学生以培养他们的口语交际能力
C. listen and Learn the text
T: Well done! You can make decisions by yourselves now. You are so wonderful! And no w listen to the tape , please point and follow. Open your books. Let’s listen
(Play the tape and ask)
Ss: (read and point carefully)
T: Now listen again and repeat sentence by sentence.
Ss: (Follow the tape.)
T: Practice the text in groups and then act it out again.).
Ss: (Practice the text in groups and act it in front. Then all class read together)
Step Four: Listen and say , then sing
(Read after the teacher then listen to the tape .)
T: I sing the song for you , do action with me .
Ss: ( follow the teachers and do actions with fingers)
(动听的旋律合着节拍，孩子们脸上定会洋溢着开心与幸福的微笑)
Step Five: Sum up.
T: Today we learnt to count the numbers from 1 to 12 and how to say boys girls , a song and a chant .Today you are the best ,I love all of you.
Step Six: Homework.
T: So today’s homework. Count the numbers from one to twelve then read the text, please.
《英语》(新标准)（三起）第一册Module 6
Unit 1
Purpose:
Knowledge aim: New words and the expressions
Ability aim: Train them to ask and answer what’s this ? It’s a …….learn to introduce someone /something to the others.
Ideological aim: Improve the students’ appreciation.
Main points: New words, new pattern .Introduce someone /something to others.
Difficult points: What’s this ? It’s a ……
This is my ……
The pronunciation of the words “this”
Teaching materials: pictures, cards, tape recorder , projector.
Teaching process:
Step One: Greeting with students.
T: Are you ready for our English class?
S:Yes .
T: Morning, everyone.
S: Morning, sunny.
T: How are you today?
S: I’m fine ,thank you, and you?
T: Very well, thanks. Sit down, please.
S: Thank you.
T: You’re welcome.
Step Two: Representation
T: Let’s sing a song. Please clap your hands, do actions, please.
Ss: (sing together happily)
T: wonderful! Now I have a picture , Let’s ask and answer , ok ?
T: look, how many dogs? Let’s count , ok? (学生跟着老师一起数 one two three four five six seven eight nine ten eleven twelve.)
T: Very good .How many cats?
Ss: one two three four five six seven eight nine ten.
T: look at our classroom, how many boys? How many girls?
S1: twenty boys .
S2 : Twenty five girls.
T: Ok, How many teachers?
S3: One.
T: ask and answer the question again.
Ss: Ok. ( ask and answer again.)
Step Three: New course
A. New words,drills
T: How many desks ? How many chairs? Do you know desk, chair?(指向桌子和椅子，引起孩子们的注意。)
Ss: desk, chair (follow the teacher)
T: This is a desk. This is a chair.(适时的指向教师自己的桌子,椅子)Look , this is my desk. This is my chair. What’s this?
S1: It’s a desk.
S2: It’s a chair.
(practice more times then Show another picture point to it)
T: What’s this?( 多读this ,注意纠正this 发音，可全班轮读一次)
S3: It’s a pen. (practice one by one)
S4:It’s a pencil. ( practice one by one)
(教师走到学生中间，随意拿一些文具用品进行问答bag/book..，贴近生活实际，学生会非常的有兴趣，创造了和协自然的课堂气氛。)
T: What ‘s this ?
S1: It’s a bag.
T: Yes ,this is a bag.(启发拥有此书包的同学介绍说)
S3 : this is my bag.
S2: It’s a box.
T: Yes ,this is a box. （启发拥有此盒子的同学介绍说)
S3:This is my box. (学生每回答一个问题后，教师适时介绍This is a bag. This is a box……先为介绍东西打基础)
T: wonderful! Look at our classroom.(手势帮助学生理解classroom 的意思，然后轮读几遍，男生女生读，各小组读) What’s this ?
Ss: It’s a classroom. (启发学生自己试着去介绍这是我的教室，培养学生主动张嘴大胆说英语的勇气与自信心。
S2: This is my classroom.
Ss: This is myclassroom.
T: Great! Who can?
S3: This is my classroom.( Teacher can call many pupils to practice , let more pupils to speak or one by one)
Ss: This is my classroom.
b. Listen, say and do actions
T: All of you are the best .Now look at the projector .when I point to a word please speak it quickly.
Ss: desk chair pen pencil bag box door window school (多重复几次，加深印象，对door window school 多读几次)
T： look at the door/window /school. What’s this ?
S3: It’s a door. ( let them ask first then answer, practice team by team)
S4: What’s this ? It’s a window ( practice boys and girls )
S5: What’s this ? It’s a school. ( say together )
T: Who can come here to introduce?
S2 : This is my school.
S3 : This is my window . This is my door. (指向窗和门将语言学习与生活实际相结合，创造了轻松愉悦的学习氛围，使孩子们很自然地将注意力集中到英语课堂上。)
T: Let’s play again .who can come here?
Ss: I can I can…
Ss: I can. ( speak and do actions together)
T: Let’s say together . What’s this ? It’s a school. This is a school.
Ss: What’s this ? It’s a school. This is my school.
T: You are so smart! (要求每说一幅图力争说出三句话，培养了学生由词到句，由句到段的基础培养)
T: (point to a bird ) What’s this ? It’s a bird. This is a bird.
S1: What’s this ? It’s a bird . This is a bird.
(point to the door)
S2: What’s this ? It’s a door. This is a door.
(point to the window)
S3: What’s this ? It’s a window .This is a window.
S4.S5………Ss: ( talk about all the pictures.)
(According to the training, all of them can ask and answer very quickly. They feel very happy and confident because they can speak very fluntely and loudly.)
T: Ok, let’s have a rest. Listen and say a chant.
( show the projector ,listen to the recorder and clap their hands.)
T: Let’s clap our hands and speak .( 对于低年级的孩子课中间适当的律动会让孩子们提高注意力为下面的学习作好准备)
B. ask and answer
T: Let’s play a game . Come to the front to find word s you know.
(培养学生指读,认读单词的能力)
（put the small blackboard on ,many words on it : pen, book bag desk chair what is classroom door window teacher this）
Ss: I can I can…..(call more students to point and read, if you get the words put them on your team’s desk. )
T: Let’s count how many words do you get ? Team 1, Team 2….(展开小组比赛培养了学生的竞争意识，既练习了数数又为下面的对话做了铺垫)
Ss: ( count follow the teacher.)
T: use the words you got just now to make a dialogue like What’s this ? It’s a …This is a ….
Ss: (all of them are talking about it carefully and happily))
T: ( give them five minutes to discuss how to ask and how to answer.)
T: Who can come to the front to act??
S:vI can I can. (find four or five groups to act out)
T: Answer my questions together ok?
Ss: Ok.
T: Talk about the other things. (use the things in the classroom )老师可帮助与提醒，学生以培养他们的口语交际能力
C.listen and Learn the text
T: Well done! You can do it very well ,You are so wonderful! And no w listen to the tape , please point and follow. Open your books. Let’s listen
(Play the tape and ask)
Ss: (read and point carefully)
T: Now listen again and repeat sentence by sentence.
Ss: (Follow the tape.)
T: Practice the text in groups two minutes.
Ss: (Practice the text in groups and act it in front. Then all class read together)
Step Four: sing a song we have learnt
(listen to the tape .)
T: sing the song together, do action with me .
Ss: ( follow the teachers and do actions with fingers)
(动听的旋律合着节拍，孩子们脸上定会洋溢着开心与幸福的微笑)
Step Five: Sum up.
T: Today we learnt to ask What’s this ? It’s a …and this is a /my…..
Step Six: Homework.
T: So today’s homework. Point and read words you know then read the text, please.
Unit 2
Purpose:
Knowledge aim: New words and the expressions
Ability aim: Train them to learn the colours, ask and answer what’s this/that ? It’s a red/blue/black/yellow/…….train them to say a chant.
Ideological aim: Improve the students’ appreciation.
Main points: New words, new pattern and a chant.
Difficult points: colours : red blue yellow black green
It’s a red/blue/black/….
the pronounciation of that.
Teaching materials: pictures, cards, tape recorder , projector. Real things.
Teaching process:
Step One: Greeting with students.
T: Are you ready for our English class?
S:Yes .
T: Hello, everyone.
S: Hello, sunny.
T: How are you today?
S: I’m fine ,thank you, and you?
T: Very well, thanks. Are you happy ?
Ss: Yes.
T: I’m happy， too. Sit down, please.
S: Thank you.
T: You’re welcome.
Step Two: Representation
T: Let’s say a chant . Please clap your hands., do actions, please.
Ss: I’m a cat, cat , cat.
I’m a cap , cap, cap.
I’m a cat, cat, cat,
I’m a hat, hat, hat. (say together happily)
T: wonderful! Now I have a picture , Let’s talk about it ,Ok ?
T: What’s this ? It’s a cat. This is a cat. (教师示范由词到句，由句到段的练说，启发学生看图模仿，大胆张嘴)
S1: What’s this ? It’s a dog . This is a dog.
S2: What’s this ? It’s a desk. This is a desk.
S3: What’s this ? It’s a chair . This is a chair.
S4: What’s this ? It’s a school. This is a school….
T: Very good . please look at your classroom and choose something to talk.
Ss: ( stand up to speak.)
T: look at our classroom,( do actions ) many boys , many girls, also you can say
This is a boy .This is … This is a girl . This is …
S2 : This is a boy. This is … This is my teacher.
S3: This is a girl. This is …
T: Ok,I will call boys or girls , if I call your name stand up please .you will say This is a boy /girl .This is …together,ok?
Ss :Ok.(speak loudly )
T: Li Hong
Ss: This is a girl.
T: Wang Gang
Ss: This is a boy.
T: you are so smart!
Step Three: New course
A. New words,drills
T: What’s this ?(适时的指向教师自己的桌子) It’s a desk. It’s a yellow desk. A yellow desk.( 强调yellow 引起孩子们的注意，明白yellow)含义
S1: It’s a yellow desk.
S2: It’s a yellow desk.
T: ( show may colour pens one by one) What colour is it? Follow me!
T: Red yellow blue black green
Ss: Red yellow blue black green
(practice more and more )
T: Let’s play a game ,say and touch colours.(老师用英语说颜色，学生快速找到老师说的颜色并用手去模，同时大声的说出此颜色，此活动既锻练了同学的听力又训练了孩子们的快速思维和反应力，而且参与面广)
Ss: Great.
T: red green black blue yellow green( 教师的速度要快，看孩子们的反应 多作几次)
Ss: ( Touch and speak quickly )
T: well done .Now what s this ? (用贴近我们生活的一个孩子的书包，并示意回答要说颜色)
S1: It’s a bag. It’s blue bag.( call more pupils to practice.)
T: (point to the chair) What’s this ?
S2: It’s a black chair.
T: wonderful!( call more pupils to speak.)
. (启发学生自己试着去自己问答，培养学生主动思考训练句到段的练习,给两分钟小组讨论)
T:Ok, who can ?
Ss:.( Teacher can call many pupils to practice )
T: ( 教师指向自己的椅子，)What’s this ?It’s a yellow chair.
( 再指向远处同学的一书包) What’s that ? It’s a red bag.
(再用手势并说this that this that this and that ,然后让学生跟教师边说边作动作 this that this that this and that, 适时的加上带韵味的小诗，降低了学习难度，激发了孩子们的兴趣)
Ss: ( say the chant happily and loudly)
T: say ogether
Ss: This that this that this and that
This that this that this and that
b. Listen, say and do actions
T: All of you are the best .Now look at my actions .when I point to something ( 用手势的远近引导孩子们提问，分散了难点)please say what’s this or what’s that?
Ss: Ok.
T: ( point to the things)
Ss: What’s this ? What’s that?
T: ( 随着熟练程度的提高，手指方向的速度要越来越快，)
S: ( they will speak very quickly) What’s this ?What’s that?
T： look at the door/desk who can ask ?
S3: What’s this ? It’s a a yellow door. What’s that ? It’s a yellow desk.
T: Who can come here to ask and answer.
(动作来引导学生自己到前面介绍教室里的东西)
S2 : What’s this ?It’s a blue pen. What’s that? It’s a green pencil.
S3 : What’s this ? It’s a black bag ，What’s that? It’s a red book.
T: Let’s play again .who can come here?
Ss: I can I can…
Ss: I can. ( speak use the things they took.)
T: Let’s say together . ( 用孩子们的文具展示去练说)
Ss:What’s this ? It’s a … What’s that ? It’s a … (they will speak loudly and happily)
T: Ok, let’s have a rest. Listen and say a chant.
( show the projector ,listen to the recorder and clap their hands,first.)
T: Let’s clap our hands and speak .
Ss: Pen and pencil
Pencil and pen
Pen and pencil
Say it again
T: Yes ,say it again ( tell the pupils the meaning of say it again.)
Ss: pen and pencil
Pencil and pen
Pen and pencil
Say it again
B. ask and answer
T: Let’s play a game . Come to the front to find word s you know.
(培养学生指读,认读单词的能力)
（put the small blackboard on ,many words on it : pen, this ,that, red green yellow black blue book, is a What’s It’s ）
T: first read these words again, follow me !
Ss: ( follow the teacher.)
T: Who can?
Ss: I can I can…..(call more students to point and read and get the word you hear)
T: this time if you get the words please hold card listen to me ,I will say a sentence, please stand in your right place to make a sentence.( 向孩子们讲明白拿到单词听清句子后再按单词的先后顺序站好，也可先示范)understand?
Ss: Yes.
T: Who can come to the front to act??
S:I can I can. T: First one what’s this ?
S1/2 : (按顺序站好举起单词,齐读一遍)
T: second one this is a red pen.
S
T: Third one It’s a green book.
S
T: wonderful! Well done.(此环节不仅培养了学生的认知能力，而且为以后词到句的过渡打下了良好的基础.但需要教师的坚持不懈的训练)
C.listen and Learn the text
T: Well done! You can do it very well ,You are so wonderful! And no w listen to the tape , please point and follow. Open your books. Let’s listen
(Play the tape and ask)
Ss: (read and point carefully)
T: Now listen again and repeat sentence by sentence.
Ss: (Follow the tape.)
T: Practice the text in groups two minutes.
Ss: (Practice the text in groups and two or three groups act it in front. ) Step Four: Say the chant
(listen to the tape .)
T: say the chant together, do action with me .(拿自己的pen ,pencil)
Ss: pen and pencil
Pencil and pen
Pen and pencil
Say it again ( follow the teachers and do actions with fingers)
(合着节拍，再轻松和谐的课堂气氛中结束了学习,孩子们也会期待着下一节课的到来)
Step Five: Sum up.
T: Today we learnt to ask What’s that ? It’s a red/yellow/blue… and a chant
Step Six: Homework.
T: So today’s homework. Point and read words you know then read the text, please.
《英语》(新标准)（三起）第一册Module 7
unit 1
Purpose:
Knowledge aim: New words and expressions
Ability aim: master the sentence pattern “Here’s your present”
Ideological aim: to understand the essence of “giving is better than receiving”
Main points: new words , new pattern, the text.
Difficult points :Here’s your present
Teaching materials: pictures , cards , tape recorder ,small blackboard
Teaching process
Step one : Greeting with students
T : Are you ready for class?
S : Yes
T: Morning ,everyone.
S : Morning ,Shelly.
T : How are you today?
S: I’m super .what about you ?
T: Very well ,thanks .Sit down, please .
S: Thank you .
T: You are welcome.
Step Two: Revision
T: I have some pencils now. Can you guess how many I have
S1: Five
T : Maybe
S2: Six
T: Maybe . Now Let’s count together.
T and Ss : One , two ,three, four, five, six, seven, eight, nine .
T: I have nine pencils.
Step Three: New course
T : I also have a bag. Do you want to know what’s in it?
S: Yes.
T: Now let’s have look .What’s this? ( show them the things)
S1:It’s a pencil?
T: What’s this?
S2: It’s a pen.
T: What’s this? ( show them a “present” which is a new word for them )
S: It’s a….
T It’s a present .Now follow me “present” ( show them the word card of present)
S: “present” “ p-r-e-s-e-n-t” “present”
( practice the word with different methods in case the students feel bored)
T :Look at this picture. What’s this?
S: It’s a cake.
T: Yes, it’s a cake . It’s a birthday cake. Now follow me “birthday”
S: “birthday”
( practice the word with different methods in case the students feel bored)
( show the students the picture of P26)
T: I have a picture .Do you want to have a look?
S: yes.
T : Ok . who can tell me what’s in the picture
S1: boys
S2: girls
S3 :presents
S4: birthday cake
T: Well done! You really did a good job. Listen ! They are talking . what are they talking ?
Now let’s listen to the tape .
( play the tape . only two sentences (“ Hello, Sam . Happy birthday!”)
T: What did they say ?
S1 : “ Hello, Sam . Happy birthday!”
T : Really? Anyone else?
S2: “ Hello, Sam . Happy birthday!”
T: Yes, you are both right. Let’s say it together
S: “ Hello, Sam . Happy birthday!”
( write “happy birthday” on the blackboard)
T : Today is my birthday ,what should you say to me ?
S: Happy birthday ,Shelly .
T: Thank you! Today is also Billy’s birthday .
S: Happy birthday , Billy.
T: Ok , now let’s sing a song to Billy , Ok?
S: Ok!
( follow the tape to sing the song of happy birthday )
T: I have a present for Billy .
Billy, Here’s your present.
Billy: Thank you.
T: Who can follow my example
S1: Billy, Here’s your present.
Billy: Thank you.
S2: Billy, Here’s your present.
Billy: Thank you.
( write “here’s your present” on the blackboard. Explain the meaning of the sentence. And practice the sentence pattern replacing the word of present . Give them a example with two good students)
T : Here’s your rubber .
S1: Thank you
T: Here’s your ruler
S2: Thank you.
( Give them a period of time to practice with their partners)
(the students show their dialogues)
T: Open your books . finger the words and listen to the tape
S: listen to the tape and finger the words.
T: Now let’s follow the tape this time
S: Follow the tape.
( Give them a period of time to practice reading)
S: Practice reading
( ask some according to different roles )
T : Do you think the text is easy for you? udents to read it a
S: Yes.
T: Ok, let me check you
( show them a small blackboard with a chant)
birthday birthday birthday
today’s my birthday
present present present
Here’s your present.
S: The students chant it with the hands clapped
T: I’m so happy today. You did a good job.
Step four: homework
Read this text three times
unit 2
Purpose:
Knowledge aim: New words and expressions
Ability aim:To master the sentence pattern “How old are you”
Main points: New words , new pattern, the text.
Difficult points : “How old are you” “I’m nine.”
Teaching materials: pictures , cards , tape recorder ,small blackboard
Teaching process
Step one : Greeting with students
T : Are you happy?
S : Yes
T:Let’s begin our class .Stand up .Hello ,boys and girls.
S : Hello ,Shelly.
T : How are you today?
S: I’m fine ,and you ?
T: Very well ,thanks .Sit down, please .
S: Thank you .
Step Two: Revision
(Show them pictures )
T:What’s this.?
S: It’s a pencil.
T :What’s this ?
S: It’s a present.
T: What’s this in English?
S: It’s a birthday cake.
T: well done! Did you remember the chant ?
S: Yes.
T: Ok! Let’s chant
S: Review the chant together
T: Who can do it again ?
S1: do the chant
T :Excellent! Here’s your sticker.
S1 : Thank you .
T: Do you still remember the sentence pattern “ Here is your …”
S: Yes.
T: Ok , a time for you to prepare. Make a short dialogue with your partner then show us.
S:Prepare the dialogue
( The students show the dialogue)
T: Well done! Now , let’s sing a song together.
S: Ok.
( The song is “ten little Indians” with the purpose of practicing the numbers)
Step Three: New course
T : Who can complete the word .___l___ It’s pronounced [euld]
S1: I can . o-l-d
T: Do you agree with him\her?
S: Yes.
T: You are right. Now please follow me .
S: Read the word with the finger spelling it.
( show them a picture of an old man)
T : He is old .
S: Read after the teacher . ( try to understand the meaning of it with the help of the picuture)
T : (Write “How old” on the blackboard ) Who can read ?
S1: I can . (read the phase)
T: Can you help me to teach the phrase to the other students?
S1: Yes. Follow me . “How old”
S: Follow you. “How old”
T: (Complete the sentence on the blackboard. ) “How old are you?”
S: Read the sentence.
( explain the sentence in Chinese and practice it with different methods to raise the
interest of the students.)
T: Answer my question . “How old are you ?”
S1: I’m ten .
S2 : I’m nine
S3: I’m nine.
T : You can say “ I’m nine , too”
( Explain the word “too” to the students)
( Give them a period of time to practice and play the game named “telephone”)
S1: How old are you?
S2: I’m nine. How old are you?
S3: I’m nine,too. How old are you?
S4: I’m ten . How old are you?
T: Open your books and turn to page 28. Listen to the tape and finger the words.
S: Listen to the tape and finger the words.
T; Let’s follow the tape this time
S: Follow the tape.
T: This time please follow me.
S: Follow the teacher.
T: Now let’s have a competition to see who can read the text best.
S1: Read the text
S2: Read the text
S3: Read the text
T: You did a good job.
( show them the small blackboard with some exercises)
T: Now let’s learn another song on page 29.
S: learn the song .
S: Sing the song together.
T: I want to check you now. Who can do the quick answer.
S: I can . I can .
T: “ How old are you?”
S1: I’m nine.
T: How are you?
S2: I’m fine.
( Help them to tell the difference between “How are you?” and “ How old are you?”)
Step four: homework
a. Read this text three times
b. Act the dialogue out.
《英语》(新标准)（三起）第一册Module 8
unit 1
Purpose:
Knowledge aim: New words and expressions
Ability aim: To master the sentence pattern “Is it a dragon?”
Ideological aim:
Main points: new words , new pattern, the text.
Difficult points : “Is it a …? Yes, it is.\No, it isn’t.”
Teaching materials: pictures , cards , tape recorder ,small blackboard
Teaching process
Step one : Greeting with students
T : Are you ready for class?
S : Yes
T: Morning ,everyone.
S : Morning ,Shelly.
T : How are you today?
S: Very well .what about you ?
T: I’m wonderful ,thanks .Sit down, please .
S: Thank you .
T: You are welcome.
Step Two: Revision
T: Let’s sing the song we learned last time .
S:Ok. ( sing the song)
T :Let’s do the quick answer. How old are you?
S1: I’m nine.
T: How are you?
S2: I’m fine.
T: What’s that? ( show them the picture)
S3: It’s a present .
T: It’s my birthday today.
S4: Happy birthday!
T: A good job. Let’s go on with a new lesson.
Step Three: New course
T : “What is this?”( show them a picture of a dragon) Do you know?
S: No. (There is little possible for them to know)
T: If you don’t know . Please say : “ I don’t know”
S: I don’t know.
( write the sentence on the blackboard)
T: Ok, I will tell you. “It’s a dragon.” Who can complete the word. Dra__o__ ( tell them the pronounciation
S1 : D-r-a-g-o-n .
T: Right. . Follow me
S: follow the teacher.
( practice the word with different methods )
T : Let’s read some words..
S: All right.
( Show them word cards and ask them to read . When they meet the word “dragon” they shout “help, help”)
T: well done. Let’s play a guessing game.
S: Ok .
T: Here’s my bag. There are something in my bag .You can’t see but you can touch. Then tell me what it is with the sentence pattern “Is it a….”
( write the sentence on the blackboard and explain the meaning of it.)
S1: Is it a cat?
T: No, it isn’t ( write this sentence on the blackboard)
S2 Is it a rabbit ?
T: No, it isn’t.
S3: Is it a dog?
T: Yes, it is. ( write this sentence on the blackboard)
( Explain the two sentences and practice them.
(Play the game themselves.)
S1: Is it a …?
S2 :No, it isn’t.
S3 Is it a …?
S2: Yes, it is.
T: ( Show them some pictures ) Is it a present?
S: Yes, it is.
T: Is it a book?
S: No, it isn’t.
( Ask them to follow the examples to practice the dialogue)
S1: Is it a …?
S2: Yes, it is.
S2: Is it a …?
S3: No, it isn’t .
S3: Is it a …?
S4: No, it isn’.
………
T: Open your books and turn to page 30. Listen to the tape and finger the words.
S: Listen to the tape and finger the words.
T; Let’s follow the tape this time
S: Follow the tape.
T: This time please follow me.
S: Follow the teacher.
T: Now let’s have a competition to see who can read the text best.
S1: Read the text
S2: Read the text
S3: Read the text
T: You did a good job.
T: Let’s learn a new chant
Kite kite kite
Fly a kite
I like to
Fly a kite
S: learn the chant and say it with hands clapped.
T: Look at your book on page 31 .I will give some time to practice then I will find some of you to do it .
( a period time for them to practice)
S1: Look at Picture 1 . Is it a dragon?
S2: No, it isn’t . It’s a cat.
……..
T: I’m happy today ,you are so clever. That’s all for today.
Step four: homework
a. Read this text three times
b. Act the dialogue out.
unit 2
Knowledge aim: New words and expressions
Ability aim:To master the sentence pattern “Where is the …”
Main points: New words , new pattern, the text.
Difficult points : “Where is the …” “Is it in the …?”
Teaching materials: pictures , cards , tape recorder ,small blackboard
Teaching process
Step one : Greeting with students
T : Are you happy?
S : Yes
T:Let’s begin our class .Stand up .Hello ,boys and girls.
S : Hello ,Shelly.
T : How are you today?
S: I’m fine ,and you ?
T: Very well ,thanks .Sit down, please .
S: Thank you .
T: You are welcome.
Step Two: Revision
T: ( show them the picture) What’s this?
S :It’s dragon .
T:What’s that?
S : It’s kite.
T: Is it a present ?
S: Yes, it is.
T: Is it a book?
S:No, it isn’t. It’s a bag
T: What color is it?
S: It’s blue.
T : Now I want to draw a picture. Can you guess what is it?
S: (wait to see.)
( the teacher is drawing a traffic light)
T: Look , What is it in English? Do you know?
S: No, I don’t know.
T: It’s a traffic light. What color are they?
S1: red yellow and green
T: Well done. Let’s go on with our new lesson .
Step Three: New course
T : Let’s do an activity. listen to my orders. (Stand up , sit down , hands up ,
hands down, put your book on the desk, put your pencil in the desk…..）
S: Do the actions.
T: look at me carefully. What’s this?
S: It is a rubber.
( put the rubber in my hand)
T: Where is the rubber?
( write the sentence on the blackboard)
S1: It’s in your hand. ( some good students may give me the answer)
( Teach the word “where” and practice pronouncing it)
T: “Where is the rubber”
S : It’s in your hand
T:Who can do the same with me ? Come to the front.
S1: Where is the rubber?
S: It’s in your hand.
S2: Where is the rubber ?
S: It’s in your hand.
T: Now make a dialogue like this .
S:Make a dialogue like that and practice
S1 : Where is the book?
S2: It’s in your desk.
S3 :Where is the ruler?
S4: It’s in the bag.
T: Let’s chant together.
S: Ok! Where’s the book? It’s in the black bag.
Where’s the pen? It’s in the red bag.
Where’s the pencil? It’s in theblue bag.
( chant it with the hands clapped)
T: good job! Now I have three bags in different colors and a toy cat. Close your eyes
( put the toy cat in the red bag.)
S: Close their eyes
T: Look , the cat is missing . where is the cat?
Guess with the sentence pattern like “Is it in the ..bag?”
S1: Is it in the yellow bag?
T: No, it isn’t
S2: Is it in the green bag?
T: No, it isn’t.
S3: Is it in the red bag?
T: Yes , it is.
T: Please make a dialogue like this
( give them a period of time to practice and show us)
S1: Where is my pencil?
S2: Is it in the red pencil-box?
S1: No, it isn’t
S2:Where is it?
S1: It’s in the blue pencil-box.
……..
T: Now open your books and turn to page 32. Listen to the tape and finger the words.
S: Listen to the tape and finger the words.
T; Let’s follow the tape this time
S: Follow the tape.
T: This time please follow me.
S: Follow the teacher.
T: Now let’s have a competition to see who can read the text best.
S1: Read the text
S2: Read the text
S3: Read the text
T: You did a good job. I had a good time with you. That’s all for today.
Step four: homework
a. Read this text three times
b. Act the dialogue out.
《英语》(新标准)（三起）第一册Module 9
Unit 1
Purpose:
Knowledge aim: New words and the expressions
Ability aim: Train them the ability of reading, listening, and speaking.
Ideological aim: Improve the students’ be dutiful.
Main points: New words, new pattern, the text.
Difficult points: Is this your…?
Teaching materials: pictures, cards, tape- recorder, photos.
Teaching process:
Step One: Greeting with students.
T: Shall we begin our English class?
S: Of course. Let’s begin.
T: Morning, everyone.
S: Morning, Miss×.
T: How are you today?
S: I’m wonderful. What about you?
T: Very well, thanks. Sit down, please.
S: Thank you.
T: You’re welcome. Let’s sing a song 《Family finger》
（教师在和学生自由交谈中自然导出新课，并结合英语歌曲，引
出本课主题）
Step Two: Representation
(Show a photo of my family, and it is about my childhood, there are many people in my family.)
T: Now, first, let me show you an old photo. What can you see in this picture?
S: I can see a girl/boy/man/woman.
T: How many people are there in the picture?
S: There are six people.
T: Now, look at this little girl. Do you know her name?
S: we don’t know.
T: Oh, I’ll tell you, it’s me. It’s the photo of my childhood, and this is my family.
(学生们都观察着教师自己儿时的照片，将语言学习与生活实际相结合，创造了轻松愉悦的学习氛围，使孩子们很自然地将注意力集中到英语课堂上。)
Step Three: New course
A. New words
T: (to point the people, then introduce.)Please look at it, this is my father.
This is my mother.
(To practise the new words: father, mother)
T: Look, my father is a doctor, my mother is a teacher.
(To practise the new words: doctor, teacher)
(The same way to teach “sister” and “brother.”
T: Oh, this is my family. I love them all very much. Especially my father
and my mother, boys and girls, do you love your father and your mother?
S: Yes.
T: So, we’ll say: father and mother, I love you.
(To tell the students each letter of family means a word.)
f---father
a---and
m---mother
i---I
l---love
y---you
(不同的方式操练新授单词，使单一枯燥的单词操练于各种变化之中，让学生饶有兴趣的参与学习，让学生充分感到学习、记忆单词的快乐，体验有方法学习才会轻松。)
B. New pattern drills
1. This is my …
T: (Show me your family photo, now, point your father. Then tell me who’s
Your father.
S: This is my father. (point it and say. If he can’t say well, I’ll tell him.)
(practise the drill. This is my…)
Show some toys or stationary ,then let the students describe.
2.He’s … a. She’s a …
T: You know, my father is a doctor, Whose father is a doctor?
S: My father.
T: So you can point your father and say…
T and S: This is my father, he’s a doctor.
(Then practise this pattern drill.)
(通过贴近学生生活的照片和话题,引出新句型和以前所学过的关于谈论人物的句型,使知识的导入水到渠成.看着他们高高举起的小手和那迫切的急于发言的表情，会给予教师无比的快乐与欣慰。)
C. Learn the contents of the text
1.T: Well done! You are so wonderful! And today Lingling and Sam are talking about Sam’s family. Now, listen to the tape-recorder, then answer my question:
⑴How many people are there in Sam’s family?
⑵What’s Sam’s father?
⑶What’s Sam’s mother?
(Play the tape and answer)
2.Open their books, listen and point.
3.Listen and say.
4.point and say.
(通过听对话，回答问题，使学生手眼结合，充分培养学生听力能力，认读能力)。
Step four: consolidation
Group work
Show their own family photo, then discribe their family.
（学生们以小组为单位运用新学的句型互相交流,互通有无，所有的孩子都能积极的参与到活动中来，小组中的每个成员都争先恐后地举手发言要展示自己的学习成果与审美情趣，此活动营造了宽松和谐、积极主动的学习氛围，掀起了本节课的高潮。与此同时也最后完成了由词到句再到篇的循序渐进、由点到面的教学过程。）
Step four: Homework.
1. Say “ father and mother , I love you.” to your parents.
2. Make the dialogues with your good friends.
Unit 2
Purpose:
Knowledge aim: New words and the expressions
Ability aim: Train them the ability of reading, listening, and speaking.
Ideological aim: Improve the students’ be dutiful.
Main points: New words, new pattern, the text.
Difficult points: 1.he and she.2.The name of some occupation
Teaching materials: pictures, cards, tape recorder, photos, pieces of paper.
Teaching process:
Step One: Greeting with students.
T: Are you ready?
S: Yes, we are.
T: Now, Stand up, please. Hello, everyone.
S: Hello, Miss×.
T: How are you today?
S: I’m OK. What about you?
T: Very well, thanks. Sit down, please.
S: Thank you.
T: You’re welcome. Let’s sing a song 《FamilyFinger》
（此处从问候到师生一起拍手唱歌，都体现师生共同参与，亲如朋友的和谐气氛。这样的热身活动，即亲切活泼，又适合三年级学生年纪小的特点，渲染了英语课的学习气氛。）
Step Two: Revision and checking
1. Free talk: Ask some questions: How many people are there in your family? What’s your father/mother/… like?
2. T: Show me your photos, please. Talk about your family.
3. T: Open your books, turn to Page 34, let’s point and say.
（在和谐气氛中师生朋友似的会话，实际上是起到承上启下，自然引入活动内容的作用。同时，教师在黑板上板书学生在活动中所涉及的部分句子，经过教师与多个学生的对话，学生对活动内容也有了初步印象，知识也在不知不觉中得到复习和巩固。）
Step Three: New teaching
1. Words about some occupation
T: Can you tell me, what’s my job?
S: You’re a teacher.
T: Yes, I am a teacher.
(practise the word “teacher”, then show the picture of “driver, nurse, farmer, doctor, policeman.” To learn these them.
2. Drills: She/He’s a…
Point to the pictures, then ask: What’s he/she job? Then try to answer use the pattern drill: He/She’s a…
3. Listen and point (Page 36)
(通过师生双边活动，把新授内容自然引出，通过直观图片展示，使学生尽量在真实的环境中实践，将语言学习与生活实际相结合，创造了轻松愉悦的学习氛围，使孩子们很自然地将注意力集中到英语课堂上。)
Step Four: consolidation
B. About words
Play a missing game. To find out the missing words as quickly as you can.
C. About drills
a) Play a guessing game. Let one student act, others guess what’s he/she?
T: What’s his job?
S: He’s a driver.
T: No.
S: He’s a teacher.
T: Yes, that’s right.
Then the students can ask together, one student do the action, one student guess.
b) To prepare some materials to make up all kinds of occupation. Then ask the students speak out what is he/she? They’ll answer: He’s a…, She’s a….
c) Make a survey to fill in the form in groups.
Then they’ll have a free talk to introduce their father and mother in groups.
Draw
Fill in the blanks
(father)
This is my ____________.
He’s a _____________.
(mother)
This is my ____________.
She’s a _____________.
C: Open your books, Page 36, listen and point.
D: Page 37, to listen and point the rhyme.
(此环节，教师首先设计学生喜闻乐见的猜谜游戏为切入点，使句型操练更加清晰，透彻。充分调动孩子学习的积极性，有效将学习英语知识和培养学生的相象力接合起来，趣味性很强，能充分发挥学生的主体性。此外，教师采用了小组完成表格的形式，设置任务型教学活动，吸引学生积极参与，让学生在玩中学，学中玩，在体验和参与中实践语言，培养学生语言综合运用能力。)
Step Five: Homework
1. Talk about your family.
2. Practise the name of some occupation.
《英语》(新标准)（三起）第一册Module 10
Unit 1
Purpose:
Knowledge aim: Enable the students master the words and drill
Ability aim: Improve the students’ ability of listening, speaking and reading
Ideological aim: Improve the students’ ability of cooperation.
Main points: a. Words: head, arm, leg, foot, body, his
b. Sentence pattern: This is his …
Difficult points: how to use ‘his’
Teaching materials: pictures, jigsaw puzzle, tape-recorder
Teaching process:
Step One: Greetings
Say ‘hello’ to each other.
Step Two: Representation
(Show pictures of a dog, a cat, a bird, a monkey, an elephant and a panda. )
T: What’s this?
Ss: It’s a/an …
T: What colour is the panda?
Ss: It’s black and white.
T: Guess. What’s his name?
S1,S2, S3…: (Guess the panda’s name.)
（教师以朋友的语气与学生交流，能消除学生的紧张情绪。此环节的
设计不仅复习了旧知，起到温故而知新的作用，而且为新课的呈现
作了铺垫；让学生猜熊猫的名字，不仅增加了趣味性，也使学生很快
的投入到课堂状态中来。）
Step Three: New course
A. New words
T: His name is Panpa. (Write ‘his’ on the blackboard.)
Ss: (Read after the teacher, practice one by one, four by four.)
T: (Point to some boys in the class.) What’s his name?
Ss: His name is…
T: (Show the picture of the back of the panda’s head.) Guess. What’s this?
S1,S2, S3…: Is it a ball/ sun / watermelon?…
T: (Show the picture of the panda’s head and put it on the blackboard.) Look! This is Panpan’s head. (Write ‘head’ on the blackboard.)
Ss: (Read after the teacher, practice one by one, four by four.)
T: Nod your head, please.
Ss: (Nod and say ‘head’.)
Use the same way to learn the following words:
arm (Stretch your arms.) leg (Shake your legs.) foot (Stamp your feet.)
T: Now, let’s play a puzzle game. Let’s put the parts of Panpan’s body together to make a panda.
S1,S2, S3…: (Come to the blackboard and make a panda.)
T: We’ve got a panda. This is his body. ( Write ‘body’ on the blackboard.)
Ss: (Read after the teacher, practice one by one, four by four.)
（用不同的方式操练新授单词，如：点头、跺脚、摇腿、伸臂等，避免了枯燥乏味，让学生饶有兴趣的参与学习，充分感受到学习、记忆单词的快乐。）
B. New pattern drills
T: (Write ‘This is his’ on the blackboard.)
Ss: (Read after the teacher, practice line by line.)
T: Now, let’s make a chant.
Head, head, this is his head.
Arm, arm, this is his arm.
Leg, leg, this is his leg.
Foot, foot, this is his foot.
Body, body, this is his body.
Ss: (Read after the teacher and clap hands.)
（自编chant有节奏，有韵律，使学生朗朗上口，便于记忆。）
C. Learn the contents of the dialogue
a. Listen and point.
T: (Play the tape-recorder.)
Ss: (Listen and point to the sentences.)
b. Listen and say.
T: (Play the tape-recorder again.)
Ss: (Listen and repeat.)
c. Say and do.
T: Point to your…
Ss: (Point and say the word.)
（通过听听、指指、说说这一活动练习，调动学生手、眼、口、耳多种感官的参与，使学生达到能够熟练应用身体部位名称的目的，培养学生的应变能力。）
Step Four: Knowledge extension.
Group work: Divide the students into several groups. Give each group a jigsaw puzzle of a kind of animal, such as dog, rabbit, elephant, monkey and so on. Let the students put them together and make an animal. And the let them talk about the animal.
S1: This is a/an …
S2: His/Her name is …
S3, S4, S5, …: This is his/her …
（以小组为单位进行操练，能培养他们的团结合作精神，让口语暂时落后的学生也有表现的机会，增强他们说英语的信心，保护他们学英语的兴趣。通过动手操作，帮助小动物找到相应的身体部位，让学生多种感官参与活动，培养学生的动手能力，辨别能力。提高学生运用语言的能力，增加学生对动物知识的了解。使学生在玩中学，学中练。）
Step Five: Sum up.
T: Today we learnt five new words…
Ss: Body, head, arm, leg, foot.
T: And a sentence pattern…
Ss: This is his…
Step Six: Homework.
Prepare a doll for the next lesson.
Handwriting on the blackboard:
Module10 Unit 1 Body
This is his arm.
leg.
foot.
教学反思：本课教学从激发学生的兴趣入手，引导学生由词到句，由
句到文，循序渐进地达到学习目标，整个教学体现全员参与，体现合
作探究。在活动中开始，在情景中操练，在运用中创新，充分发挥学
生的自主性、创造性。
Unit 2
皇姑区岐山路第一小学 屈丹
Purpose:
Knowledge aim: Enable the students master the words and drills
Ability aim: Improve the students’ ability of listening, speaking and reading
Ideological aim: Improve the students’ ability of cooperation.
Main points: a. Words: nose, eye, mouth, ear, her
b. Sentence pattern: This is her … Point to her…
Difficult points: how to use ‘her’
Teaching materials: pictures, cards, tape-recorder, a doll
Teaching process:
Step One: Greetings
Say ‘hello’ to each other.
Step Two: Representation
T: Now, let’s say a chant.
Ss: (Say the chant together.)
Point to the window. Point to the door.
Point to the ceiling. Point to the floor.
Point to your head. Point to your arm.
Point to your leg. Point to your foot.
（此环节中chant有助于营造宽松、愉悦的语言学习氛围，利于学生积极情感态度的形成。既可激发学生的学习兴趣，有效地复习旧知，同时也为新知的进一步学习起到了铺垫的作用。）
Step Three: New course
A. New words
T: Point to your nose. (Write ‘nose’ on the blackboard.)
Ss: (Point and read after the teacher, practice one by one, four by four.)
T: (Show some pictures of animals’ noses.) Which animal’s nose is it?
S1: It’s the pig’s nose.
S2: It’s the dog’s nose.
S3: It’s the panda’s nose.
T: (Point to my nose.) Whose nose is it?
Ss: It’s the teacher’s nose.
T: I can smell with my nose. I can see with my …
Ss: Eyes.
T: (Write ‘eye’ on the blackboard.)
Ss: (Read after the teacher, practice one by one, four by four.)
T: How many eyes have you got?
Ss: Two eyes.
T: Close your eyes. Open your eyes.
Ss: (Listen and do.)
Use the same way to learn the following words:
mouth (eat) ear (hear)
(多种感官参与学习活动的设计符合低年级儿童的生理及心理特点，学习效果好。变换不一的操练形式，避免了学习语言时的枯燥、乏味感。)
B. New pattern drills
T: (Show a doll.) Look! What’s this?
Ss: It’s a doll.
T: This is my doll. It’s got two big eyes, a small nose, a red mouth and two small ears. It’s very beautiful. I like her very much. Do you like her?
Ss: Yes!
T: Now, listen and point, please. Point to her nose/ eyes/ mouth/ears/ head/ arms/legs/hands/feet.
Ss: (point and say.)
（帮助学生熟练身体各部位的名称，锻炼学生的快速反应能力。）
T: (Write ‘Point to her’ on the blackboard.)
Ss: (Read after the teacher, practice row by row.)
T: Can you make a chant?
Ss: Nose, nose, point to her nose.
Eyes, eyes, point to her eyes.
mouth, mouth, point to her mouth.
Ears, ears, point to her ears.
(整节课的板书都是随着学生的认知、理解过程逐渐完善的，而非机械地呈现、认读、记忆，体现出了逐层深入的教学原则。)
C. Learn the contents of the text
d. Listen and point.
T: (Play the tape-recorder.)
Ss: (Listen and point to the sentences.)
e. Listen and say.
T: (Play the tape-recorder again.)
Ss: (Listen and repeat.)
f. Point and say.
Students take out their dolls and talk about the parts of the dolls’ bodies.
S1: Point to her/ his …
S2: (Point and say.)
D. Learn to sing.
a. Listen and sing.
T: (Put the word cards on the blackboard: head, shoulders, knees, toes. Teach the students these words.)
Ss: (Read after the teacher, practice line by line.)
b. Sing and do the actions.
T: (Play the tape-recorder.)
Ss: (Sing and do the actions.)
Step Four: Knowledge extension.
A. Let’s draw.
Draw four faces on the blackboard. Let some students draw eyes, mouths, ears and noses on the faces. In order to make this game more interesting, teacher can let the students close their eyes.
(在游戏活动中巩固所学，符合课标提倡的“玩中学”观点。)
B. Let’s talk.
Divide the students into several groups. Every student takes out some stationeries, and then put them together. Let them find the owners.
S1, S2, S3, S4: This is my… This is his … This is her…
（此这项活动形式不仅能让学生得以最大的空间和时间进行语言操练，而且最能让学生在相互的交流中互相帮助，互相检验所说的语言。学生有了充分的相互交流的时间，有时间相互商讨、演练，以便在说给全班同学听时能够更加默契。有了成功表现自己的机会，也对他们的学习起了极大的鼓舞和促进作用。）
Step Five: Sum up.
T: Today we learnt four new words…
Ss: Nose, eye, mouth, ear.
T: And a sentence pattern…
Ss: Point to her…
Step Six: Homework.
Do the exercises on page 42. 1. Look and say.
Handwriting on the blackboard:
Module10 Unit 2
head
nose.shoulders
Point to her eye.knees
mouth.toes
ear.
教学反思：本课教学充分调动了学生的眼、耳、口、手等器官，通过视、听、说、表演等活动，使学生在轻松愉快的气氛中学习英语，使他们感到学语是一种乐趣，而不是一种负担。在教学中做到了教、学、做合一，在学中用，在用中学，达到了学以至用的目的，并培养了学生的综合语言运用能力和交际的能力。