创新英语教材分析与处理

《创新英语教材分析与处理》由会员分享，可在线阅读，更多相关《创新英语教材分析与处理（126页珍藏版）》请在金锄头文库上搜索。

1、创新英语教材分析与处理创新英语教材分析与处理创新英语教材分析与处理创新英语教材分析与处理创创 新新 英英 语语Creative EnglishFor Primary schools主编主编Dr.AlanR.B.Etherton刘文渊刘文渊接力出版社接力出版社全国优秀出版社全国优秀出版社教育部教材审定委员会评价：教育部教材审定委员会评价： 教学内容与小学生的生活接近，能够激发他们教学内容与小学生的生活接近，能够激发他们的兴趣，对他们的身心发展产生积极的影响，有的兴趣，对他们的身心发展产生积极的影响，有的课文还提乡了学科的融和性。的课文还提乡了学科的融和性。 教材的编写体现出结构与功能相结合，兼顾

2、话教材的编写体现出结构与功能相结合，兼顾话题。语法结构安排系统，简单的句型通过多样的题。语法结构安排系统，简单的句型通过多样的活动活动（如听、说、做、玩、画、读等）呈现并反（如听、说、做、玩、画、读等）呈现并反复练习与实际生活和交际性的活动综合在一起，复练习与实际生活和交际性的活动综合在一起，有助与学生进行语言的实践。书中还有任务型的有助与学生进行语言的实践。书中还有任务型的活动。活动。创新英语系列创新英语系列学学生生用用书书活活动动手手册册教教师师用用书书录录音音磁磁带带教教学学挂挂图图英语老师的开场白英语老师的开场白Hello,class!IamMiss/MrWang.Fromtodayo

3、nIamyourEnglishteacher.AsweallknowthatEnglishisoneofthemostusefullanguagesintheworld.Iamsureyouwillgetitifyoustudyhardatit.Dontbeshyandbebravetoopenyourmouth,speakit,actitanduseittodothings.Letshaveagoodbeginning.Letsworktogetherandwewillallsucceedinthefuture!(ThenexplaininChinese)SingasonginEnglish

4、ifpossible!About Creative EnglishAbout Creative English创新英语小学英语学生用书是按照2001年小学英语课程教学基本要求编写的， 内容覆盖一级和二级要求（1 8 册）。每个学期的学生用书包括一本学生用书、一本活动手册、一本教师用书、磁带和多种教辅资料。主要特点主要特点创新英语创新英语是一套是一套充分考虑学习者的需充分考虑学习者的需要和兴趣要和兴趣的以学习者为本的英语书。我们的以学习者为本的英语书。我们是这样设想：是这样设想：如果能给予成功的机会，学生对学英如果能给予成功的机会，学生对学英语的态度就会更好。根据对以往大纲的调语的态度就会更好。

5、根据对以往大纲的调研，我们发现，像研，我们发现，像物主代词、人称代词和物主代词、人称代词和后置状语后置状语都是许多学习者很难掌握的内容，都是许多学习者很难掌握的内容，过多的生词的用法给孩子们的学习带来了过多的生词的用法给孩子们的学习带来了过大的负担。随着其他难点的出现，他们过大的负担。随着其他难点的出现，他们在小学初学阶段就有了一种失败感。过高在小学初学阶段就有了一种失败感。过高的期望会导致学生的失败感。的期望会导致学生的失败感。小小学学英英语语课课程程教教学学基基本本要要求求强强调调对对有有趣趣的的和和有有意意义义的的活活动动的的需需要要。所所以以配配套套的的活活动动用用书书的的设设计计旨旨

6、在在提提供供大大量量的的激激发发兴兴趣趣并并有有意意义义的的活活动动，以以帮帮助助学学生生用用众众多多的的有有意义的方法操练所学过的内容。意义的方法操练所学过的内容。 The interest of the learner should be of central concern. We cannot eliminate a substantial element of repetitious practice of an unexciting and uninspiring nature but we should also try to provide tasks which intere

7、st pupils.教学理念教学理念以学生为中心，关注学生的兴趣和体以学生为中心，关注学生的兴趣和体验，让孩子们在快乐中学习，体验英语验，让孩子们在快乐中学习，体验英语进步的成就。进步的成就。Take our pupils as the centre.Pay attention to the interest and experience of pupils.Let them learn English happily and have the sense of achievement.使用使用创新英语创新英语的方法和原则的方法和原则结构法结构法主要强调语言的结构，如组织学生进行句主要强调语言

8、的结构，如组织学生进行句型的操练等。型的操练等。交际法交际法则注重对学生交际能力的培养，则注重对学生交际能力的培养，如教授学生运用语言打招呼、道歉、表达意见等。如教授学生运用语言打招呼、道歉、表达意见等。采用结构法的教学可以帮助学生操练、重复单词和采用结构法的教学可以帮助学生操练、重复单词和句子以达到准确地复述，但是学生有可能对词义一句子以达到准确地复述，但是学生有可能对词义一知半解，或一旦碰到外国人，还是不会使用学过的知半解，或一旦碰到外国人，还是不会使用学过的语言进行交际。使用交际法的教学可以帮助学生建语言进行交际。使用交际法的教学可以帮助学生建立使用语言的自信心，了解语言的功能，但也可能

9、立使用语言的自信心，了解语言的功能，但也可能带来学生在使用语言时的准确率降低。另外，强调带来学生在使用语言时的准确率降低。另外，强调交际法的课堂必然有一定数量的句型和词汇项目的交际法的课堂必然有一定数量的句型和词汇项目的学习，对小学生而言，过多的句型和词汇的学习会学习，对小学生而言，过多的句型和词汇的学习会使他们困惑。使他们困惑。创创新新英英语语把把结结构构法法和和交交际际法法相相结结合合，以以确确保保语语言言形形式式和和交交际际功功能能携携手手并并进进的的成成功功语语言言教教学学。语语言言形形式式就就是是语语法法结结构构，语语言言功功能能就就是是语语言言的的运运用用。结结构构在在传传授授和和

10、操操练练种种很很重重要要，能能让让学学习习者者掌掌握握基基本本句句型型和和用用法法。发发挥挥语语言言结结构构的的功功能能是是语语言言学学习习的的生生命命。它它能能给给学学习习者者提提供供与与交际为目的的有意义的练习和活动。交际为目的的有意义的练习和活动。The structural approach offers a sensible grading of language items, and gives us many exercises types which we can use to practise learning the patterns and vocabulary item

11、s. But the communicative approach reminds us that this is not enough: we must also make sure that children understand the meaning of the words, and know how to use them in realistic situation.教学方法综述：教学方法综述：传传授授新新内内容容要要简简洁洁明明了了，采采用用实实物物、模模仿仿、翻翻译译等等方方法法，必必须须注注意意语语境境。新新内内容容能能在在真真实实情情景景中中多多次次运运用用。练练习习和和

12、操操练练通通过过活活动动、任任务务等等完完成成。让让学学习习者者轻轻松松流流利利地地运运用用新新内内容容来来掌掌握握语语言言和和应应用语言。用语言。RealobjectsImitationTranslationSituations教学原则：教学原则：(1)成成功功是是语语言言的的教教与与学学追追求求的的目目标标。只只要要能能帮帮助助学学生生成成功功地地学学会会语语言言，任任何何学学生生用用书书和和方方法法都都可可以以使使用用。换换句句话话来来说说，我我们们要要寻寻求求能能使使学学生生成成功功地地学学会语言的方法和材料。会语言的方法和材料。Successisthemostvitalfactori

13、nlanguageteachingandlearning.Theend(success)isfarmoreimportantthananymeans(methods).2)学学习习者者的的兴兴趣趣始始终终是是我我们们关关注注的的首首要要问问题题。我我们们要要设设法法设设计计学学生生感感兴兴趣趣的的任任务务。最最好好的的培培养养兴兴趣趣的的方方法法就就是是帮帮助助学学生生体体验验成成功功。孩孩子子们们往往往往喜喜欢欢他他们们学学得得好好的的课课程程，而而不不喜喜欢欢或或害害怕怕成成绩绩差差的的课课程程。根根据据对对波波兰兰的的辍辍学学者者的的一一项项调调查查，影影响响成成功功学学习习英英语语的的

14、首首要要因因素素是是成成就就感感，其其次次是是课课外外对对英语的使用、英语的其他用途、对英语的好感等。英语的使用、英语的其他用途、对英语的好感等。 The best way to motivate learners is tohelpthemtosucceed.3)教教与与学学不不是是一一回回事事。我我们们不不能能想想当当然然地地认认为为教教学学成成功功的的一一堂堂课课（从从教教师师的的角角度度来来看看），学学生生必必定定收收获获颇颇丰丰。同同样样，学学生生可可能能在在课课堂堂上上非非常常开开心心，但但是是学学得得甚甚少少。因因此此我我们们必必须须想想方方设设法法既既让让学学生生学学得得愉愉快

15、，又要学得扎实。快，又要学得扎实。Teachingisnotthesameaslearning.4)扎扎实实的的基基础础是是成成功功的的前前提提。如如果果我我们们不不考考虑虑学学生生的的接接受受能能力力而而一一味味地地追追求求进进度度会会事事与与愿愿违违。学学生生们们会因为跟不上而产生厌学的情绪，导致退却。会因为跟不上而产生厌学的情绪，导致退却。Buildingonweakorinsecurefoundationsisboundtoleadtofailures.5）稳扎稳打，循序渐进。稳扎稳打，循序渐进。在第一阶段，尽量地放慢在第一阶段，尽量地放慢进度，建立孩子们的自信心。不要过多地考虑其他进

16、度，建立孩子们的自信心。不要过多地考虑其他学校或其他班级是否跑到了你的前面。坚持你的原学校或其他班级是否跑到了你的前面。坚持你的原则，即你的进度适合你的班级。渐渐地你的孩子们则，即你的进度适合你的班级。渐渐地你的孩子们会走向成功会走向成功。1.SLOWBUTSTEADYisasoundapproach.6）语语言言的的形形式式和和功功能能兼兼顾顾。语语言言的的结结构构必必须须与与意意义义和和使使用用目目的的相相结结合合。每每堂堂课课都都应应包包括括“为为交交际际而而设设计计的的真真实实的的语语言言使使用用”，并并为为学学生生提提供供交交际际的情景。的情景。Languageformsandthe

17、irfunctionsarecombined.Wehavetocreatesomesituations,usingauthenticlanguage.7）语言教学应与需求相结合语言教学应与需求相结合。Ourclassroomteachingandtheneedsmustbelinkedtogether.8）每一篇课文或单元都应设计一个目标或任务每一篇课文或单元都应设计一个目标或任务。Eachtextorunitwillhaveatargetorataskwehavetoreach.9）为学生创造真实交际的环境为学生创造真实交际的环境。（。（举例举例）Createsomerealsituatio

18、nsandourpupilscancommunicateintheclass.10）提提供供真真实实的的语语言言材材料料。语语言言的的恰恰当当性性和和真真实实性性比比语语言项目编排的次序更重要。言项目编排的次序更重要。Presentauthenticlanguagematerials.Theappropriatenessandauthenticityarefarmoreimportantthantheirarrangements.11）正确处理听、说、读、写之间的关系正确处理听、说、读、写之间的关系，使，使学学生生的的各个技能全面而平衡地发展。各个技能全面而平衡地发展。 Handle the

19、four skills properly. Listening,speaking, reading and writing go together. Wehavetopaymoreattentiontofirsttwoskillsatthefirststage.12)Wemustexpectyoungchildrentomakemistakes,andweshouldnotbeundulyworriedwhenthemistakesoccur.Asthepupilsgrowolder,theycorrectmostoftheseerrors.我我们们必必须须有有学学生生出出错错的的思思想想准准

20、备备，但但是是，不不要要过过分分担担忧忧学学生的错误。生的错误。13)Childrenusuallyworkbetterwhentheyfindtheworkisinteresting.The ideal method is one which isinterestingandleadstosuccess.孩子们对有兴趣的事通常会干得很好的。孩子们对有兴趣的事通常会干得很好的。Interestis the keyto languageteaching.兴趣是语言教学的法宝。兴趣是语言教学的法宝。14）教学有法，教无定法。教学有法，教无定法。Thereisnoidealteachingmetho

21、d.Wedonotknowforcertainwhichteachingmethodgetsthebestresults. Different teachers and children requiredifferent teaching methods, and itisunwise toforceallteacherstoadoptthesamemethod. Teachers should feel free to use anymethod,whichtheyfindisclearlysuccessful,i.e.whichenableschildrentolearnEnglish.1

22、5）如何使用汉语？如何使用汉语？IndividualteachersmustdecideforthemselvestheroleofChineseintheteachingofEnglish.老师自己决定在英语教学中这样使用汉语。老师自己决定在英语教学中这样使用汉语。Speak English if possible, Use Chinese when necessary.教学中应注意的问题教学中应注意的问题:（1）课课堂堂语语言言。在最初阶段可用汉语以便学生听懂。慢慢地可增加英语的表达，尽量使用学生学过的英语，在课堂中创造学英语的气氛。下列课堂用语可以选择使用：Hello.Write.Ple

23、asegivemeGoodmorning.Comehere. Thankyou.Goodafternoon.Comein.Goout.Goodbye.Sitdown.GotoListen.Standup.Openyourbook.SayStop.Shutyourbook.Draw.Handsup.Good.Read.Handsdown.Thatsgood.Thatsright.Thatswrong.Goodgirl.Goodboy.Lookat（2）活活动动和和游游戏戏。活活动动和和游游戏戏是是小小学学生生比比较较喜喜欢欢的的学学习习途途径径。我我们们可可以以组组织织各各种种各各样样的的活活动

24、动和和游游戏戏，如如操操练练、交交际际活活动动、热热身身表表演演活活动动等等。教教师师手手册册将将对对每每一一个个单单元元提提供供详详细细的的活活动动和和游游戏戏的的建建议。议。（3）改改正正错错误误。学学生生在在学学习习英英语语的的过过程程中中免免不不了了要要犯犯错错误误。我我们们在在对对待待语语言言错错误误的的问问题题上上应应该该有有个个平平和和的的态态度度。即即既既不不放放任任不不管管，也也不不揪揪住住不不放放。以以保保持持学学生生学学习习英英语语的的积积极极性性为为前前提提。也也就就是是说说，我我们们不不要要见见错错就就改改，以以免免挫挫伤伤学学生生的的自自尊心。尊心。（4）语语法法。

25、小小学学英英语语课课程程教教学学基基本本要要求求中中指指出出，小小学学阶阶段段的的英英语语教教学学主主要要以以激激发发学学生生学学习习英英语语的的兴兴趣趣为为目目的的，培培养养学学生生一一定定的的语语感感和和良良好好的的语语音音、语语调调基基础础。因因而而，语语法法知知识识不不用用系系统统地地讲讲解解。但但是是，出出现现在在本本学学生生用用书书中中的的语语法法项项目目，如如词词性性的的概概念念（名名词词、动动词词、副副词词、形形容容词词、冠冠词词、介介词词等等），词词序序、时时态态（一一般般现现在在时时、一一般般过过去去时时、现现在在进进行行时时）以以及及疑疑问问句句和和肯肯定定句句的的形形式

26、式等等内内容容须须向向学学生生作简单的交代。作简单的交代。（5）写。写。a）听写是很有作用的练习。听写是很有作用的练习。b)早早期期写写作作练练习习包包括括写写标标签签、用用学学过过的的单单词词填填空空、比比较较物体、描述动作和创建资料。物体、描述动作和创建资料。c）指指导导性性和和限限定定性性作作文文时时必必要要的的。这这种种练练习习包包括括连连线线替换、填空、句子重新排序。替换、填空、句子重新排序。d）限限定定性性写写作作练练习习包包括括完完成成句句子子、根根据据示示例例写写作作和和根根据教师和学生用书所提供的信息写作。据教师和学生用书所提供的信息写作。e）关于自由写作的问题，课程标准指出

27、：在早期，可关于自由写作的问题，课程标准指出：在早期，可教学生相互写一、两个句子的简单的便条。但是期望多数教学生相互写一、两个句子的简单的便条。但是期望多数小学生在没有指导的情况下用英语随意写作是不现实的。小学生在没有指导的情况下用英语随意写作是不现实的。自由写作可在小学高年级进行尝试，最合适的内容可能是自由写作可在小学高年级进行尝试，最合适的内容可能是写简单的解说词、日记、或给亲戚朋友写信。写简单的解说词、日记、或给亲戚朋友写信。（6）音音标标。一一般般来来说说，音音标标的的教教学学在在学学生生通通过过“看和说看和说”掌握了一定的词汇以后再进行。掌握了一定的词汇以后再进行。（7）书写。书写。

28、在在使使用用本本学学生生用用书书第第二二册册的的适适当当时时间间，对对于于印印刷刷体体的的掌掌握握应应过过渡渡到到一一些些字字母母的的连连写写。书书写写练练习习应应包包括括运运用用连连写写书书写写学学过过的的单单词词，每每次次操操练不应超过练不应超过1015分钟。分钟。（8）拼写。拼写。单单词词应应该该先先看看和和读读（LookandSay），再再仿仿写写，最最后后默默写写。教教师师可可能能发发现现有有些些学学生生由由于于发发音音不不清清，辨辨音音不不准准，拼拼写写单单词词有有很很大大困困难难。在在语语言言环环境境中中进进行行短短期期的的发发音音练练习习有有时时会会有有助助于于他他们们克克服服

29、混混淆淆不清的问题。例如：不清的问题。例如：f和和th；p和和b。Thecahastwokittens.Thecaisonhishead.英语作为母语的小学低年级孩子们也有同样英语作为母语的小学低年级孩子们也有同样的拼写困难。他们可能把的拼写困难。他们可能把d写成写成b，bird写成写成brid，或犯其它的错误。在多数情况下，这些错误随或犯其它的错误。在多数情况下，这些错误随着孩子们的年龄增长而消失着孩子们的年龄增长而消失（9）阅读。阅读。(由老师选择提供由老师选择提供)建议采用下面的活动处理：a）图画描述问、答、解说词、描述图画b）戏剧表演两个或三个学生读出对话c）歌曲韵文与读物中的故事相关

30、d）剪贴运用通过绘画或采集图画编故事e）动画或木偶制作f）封面制作重新设计读物的封面g）对话改写或复制h）填词游戏从读物中选择单词i）座谈讨论谈故事和图画的内容j）手工制作做模型、图表等来表现故事的内容（10）测试。（测试。（评价评价）小小学学英英语语教教学学评评价价的的主主要要目目的的是是激激励励学学生生的的学学习习兴兴趣趣和和积积极极性性。因因此此，测测试试的的方方法法应应具具有有多多样样性性和和可可选选择择性性。在在低低年年级级可可采采用用游游戏戏、活活动动、表表演演等等形形式式检检查查学学生生学学习习英英语语的的兴兴趣趣、态态度度和和交交际际能能力力。在在高高年年级级可可采采用用口口笔

31、笔试试相相结结合合的的方方式式。口口试试主主要要考考查查学学生生实实际际运运用用语语言言的的能能力力，笔笔试试考考查查听和读的技能。考查要尽量贴近学生的生活。听和读的技能。考查要尽量贴近学生的生活。Activities&Games（活动与游戏）活动与游戏）Afteranitemhasbeenpresentedtolearners(page 29), the main part of the lesson nowbegins, that is having the pupils themselvespractise and use the new items in as wide arangeo

32、fmeaningfulandappropriatesituationaspossible.Theactivitiesaredividedintothreemaingroups:a)ManipulativeExercises(30,32-42)控控制制性性练练习习b)CommunicativeActivities(31,32-54)交交际际性活动性活动c)Pre-LanguageArts(54-57)初级语言艺术初级语言艺术ManipulativeExercisesThemainfocusisontheformalfeaturesofEnglish,andthemainaimistogiveth

33、epupilspracticeinrepeatingandmanipulatingtheformsofthelanguage,i.e.toenablethelearnertohandlethelanguagesystemwitheaseandfluency.Activitiesincludedinourtextbookare:Repetitionbythepupilsoftheteachersmodelingroupsandasindividuals(30)Repetitionwithcues(30)Sentencesbasedonasubstitutiontable(30)Conversat

34、ionandactionchains(30,37)GameSimonSays(Imperativedrill)(33)Actionillustratingvarioustensesandperhapsinvolvingmime(33-35)Numberactivities(35)Possessionbasedonarticlesborrowedfrompupils(36)Simple diagrams to practise Where?, What?,etc.(36)Comparisonswithshape,size,etc.(37-38)MemoryGames(39-40)Guessing

35、Games(40-42)CommunicativeActivitiesThe focus is upon communicative purposes, uponlanguageasamediumforgettingthingsdone,uponEnglishasatoolforuseratherthanasaformalsystem.Theaimofthisgroupofactivitiesistoprovidethelearnerwiththereason and opportunity to use the system to achievesuccessfulcommunication

36、.Activities may involve bridging an information gap,solvingaproblemorcarryingoutanoperationofsomekind. These activities as task-orientated included thefollowing:Directions:turnleft/rightgivingandfollowingdirections(see1B)Spotthedifference:twosimilarpictureswithdifferences(P.15AH)SolvingProblemsandPu

37、zzles:solvingproblemsconnectedwithdrawings,apicturewithhiddenobjectsColouringandDrawing:Pre-LanguageArtsActivitiesTheseactivitieswherethemanipulationofformsandpurposefulusetakesecondplacetoanenjoymentoflanguageforitsownsake.Here, English is treated as a medium ofdelightandtheprincipalpurposeisenjoym

38、ent.Activitiesincludethefollowing:Funwithlettersofthealphabet:findinghiddenlettersFunwithwords:riddles,amazewithclues,aversewithrhymingmissingSongs,chants,Rhymes:Role-playing:Story-tellingbytheTeacher:AimsforeachLesson:Language:Function:Newwords:Periods:TeachingPlansforeachLesson分课教案建议分课教案建议Lesson 1

39、Language:Hello.Iam.Yes.No.Functions:1.Greetingafriend2.Introducingoneself.(Sayingonesname)Newwords:SeeLanguageabove+namesofchildren.Periods:3or4(dependingonthelevelofthepupils.)Period11.TeachersaysHellotoeachofthepupils.(smiling)2.WriteHelloontheblackboardandrepeatmanytimes.3.Pupilsrepeat.4.Listento

40、thetape.5.Letthefirstpupilforeveryrowdothesameasteacherdid.6.(SaysHellotoeachoftherow.)6.ExplainTom(aboysname,)Ann(agirlsname).Playtheroles.7.Letthepupilssaytheirnamesandhaveapairdrill.8.8.ChangethepairandsayHellotoeachother.Period21.Listentothetape.2.Greetingtothepupils:3.Teacher:Hello4.PupilA:Hell

41、o.IamTaotao.5.Teacher:Hello.Taotao.3.Pairdemonstrations.4.T/Ppractice:5.Teacher:Hello,Chenchen.IamMissLee.6.Pupil:HelloMissLee.5.T/Pdrills:6.Teacher(pointingtoapupil)Hello.7.Pupil:Hello,MissLee.IamMeimei.8.Teacher:Hello,Meimei.Andsoon7.Changetherole:PupilAintheplaceoftheteacher.8.PupilA:IamWangFang.

42、(Pointingtoapupil)Hello.9.PupilB:Hello,WangFang.IamMary.10.PupilA:Hello,Mary.andsoon.8.GiveEnglishnamesforallyourpupils.9.LetpupilsdoTrytosay.onActivityHandbook.10.Afterthatpupilscandoitfreelyinfreepairs.Period31.Explainthatwearegoingtoplaythegameonpage3of1A.2.Listentothetape.3.5pupilsgotothefront,T

43、omwithamask.Theother4play4.Ann,John,Peter,Lingling.4.ExplainthemeaningofNoandYes.5.Playthegame.OnechildgreetsTom.Hemusttrytoqueswhospoke.6.Taketurnswithinthegroupoffiveormorechildren.Groupbygroupinturn.Teachercanjointhem.7.7.Picturesonpage2ofActivityHandbookareforspeaking.Lesson 2Language:Goodmornin

44、g.Goodbye.MissFunctions:1.Greetings2.Sayingfarewell.Newwords:SeeLanguageabove+Daddy,Mummy.Periods:2Period11.ReviseHelloandIam2.Listentothetape.3.ExplaininChinesethemeaningsofGoodmorningandGoodbye,andwhentheyareusedinEnglish.4.Greettheclassandgetasuitableresponse.5.Letthepupilsactpage4inpairs.6.Pupil

45、scancompletep.3ofActivityHandbook.Theymustdrawlinestoconnecttheappropriatespeakers,andcompletethegreetings.Period21.SayGoodmorningtotheclass.Revisepreviouswork.2.TeachersofafternoonsessionshouldteachGoodafternoonandpracticeusingitatthestartofeachlesson.3.Actthebottomhalfofp.5.Thenletachildpretendtob

46、eateacher.He/shecanintroducehimselftotheclass.4.Listentothetapeifthereistime.Lesson 3Language:IamaFunctions:1.Identifyingoneself.2.Givingandobeyinginstructions.Newwords:ateacher,aboy,agirlSeeLanguageabove.Periods:2Period11.GreettheclassandreviseHello,andGoodmorning(orGoodafternoon).2.Listentothetape

47、andreadafteritortheteacher.ThepupilsshouldNOTreadinaslowchant.TheyarelearningEnglish,notasong.Varythemethodsbygettingonerowatatimeorjustthegirls/boystorepeatwords.3.Explainthemeaningsofthenewwords.4.Usingtheteachername,sayIamMissLee.Iamateacher.5.Bringpairsofchildrentothefront.Asktheclass:6.Aboy?Agi

48、rl?RequireYesorNoanswers.6.Pointtopupilsintheclass.TheclassmustsayAboyorAgirlwhenyoupoint.7.Havegoodpupilssaythewordsonthebottomhalfofp.6,usingtheirownnames.Period21.Revisethelastlesson.Nevergoontonewmaterialifmostoftheclassarestillconfusedaboutthepreviouswork.2.ReplaythetapeofP.6and7ifyouhavetime.3

49、.ExplainthesituationonP.7:4.a)Amonitortellstheclasstostandup.5.b)Theteacherandclassgreeteachother.6.c)Theteachertellstheclasstositdown.4.Actthesituationseveraltimes.Differentpupilscanactthepartsofthemonitorandtheteacher.5.Exchangeinformationwithindividualchildren:6.Teacher:IamMissIamateacher.7.Pupil

50、:IamLingling.Iamagirl.8.6.PupilscancompleteAHpage4,enteringcorrectnames.Lesson 4Language:Namesofthings.Yes.No.Functions:IdentifyingsimpleobjectsandlearningtheirEnglishnames.Newwords:anapple,abag,acat,abook,abox,aball.Periods:3Period11.GreetthechildrenandreviseGoodmorningHello,Goodafternoonetc.2.Revi

51、seStandupandSitdown,etc.3.(Inthefuturelessonplans,wewillassumethattheteachernormallystartsthelessonwithgreetingsandbriefrevisionofthelastlesson.Tosavespace,thiswillnotmentionedinallthelessonplans.)4.3.Itwillhelpiftheteachercanbringanapple,abag,a(toy)cat,abook,aboxandaballtoclassforthesethreeperiods.

52、4.PlaythetapeforP.8and9andgetthepupilsrepeatthewordsseveraltimes.5.Thenteachthenamesoftheobjectsonebyonefollowingthesestages:6.Showthepupilsabook.Tellthemthename,andgetthemtorepeatitafteryou.7.Getthegroups,rowsandindividualstorepeatthename.8.Holdupanotherobject,andteachthename.9.Holduponeofthetwoobj

53、ectsandaskAbook?orAbox?.PupilsanswerYesorNo.10.Teachthreeorfournamesinthislesson.Period21.Reviseandlearnthenamesofthesixobjects2.Drawthesixobjectsontheblackboard.Askpupilstosaythenames.3.Writethesixwordsontheotherendoftheblackboardandaskpupilstodrawthepicturestothem.4.Practiseusingthesixobjects.5.Pu

54、pilscancompleteconnectinglinesonP.8Period31.Revisethenamesofthesixobjectsusingsomeorallofthesemethods:2.a)Putthesixobjectsindifferentpartsoftheroom.3.Saythenameofanobject.Thepupilsmustpointtotherightobject.4.b)FollowthegameonP.9.Holdupanobjectora pictureofanobject,andsay(orpointto)aname.AskAnapple?P

55、upilsmustanswerYesorNo.5.c)GetthepupilsintogroupsandoneofthemactstheteacherDoitseveraltimes.d)Hideanobjectsunderathincloth.Letchildrenguesstheobjectbylookingatitsshape.2.Page6ofAHrequirespupilstodrawlinesthroughthemazes,andthencompletethewords.3.PractisewritinglettersAandB.A teacher who works hard i

56、s not necessarily a good Teacher. A good teacher makes the children work hard.Lesson 5Language:Namesofthings.Yes.No.Functions:IdentifyingsimpleobjectsandlearningtheirEnglishnames.Newwords:ruler,rubber,pen,pencil,tree,line.Periods:2Period11.Listentothetapeandrepeatthenewwords.2.Revisethenounswhichpup

57、ilshavelearnedbefore.3.Teachthesixnewwords(givenabove)inthesamewaythatnewwordsweretaughtintheworkonP.8and9.4.Pupilscanstartadrawingontheboar.(Theteachercantellhim/herwhattodraw,orthepupilcanchoosefromalist.)Otherpupilscantrytoguesswhatitis.Period21.Pupilshavenowlearnt15nounsinthelastpages.Helpthemto

58、rememberandrevisethewordsbyusingavarietyofmethods.Somemethodshavealreadybeendescribed.Othermethodsteacherscanuseare:2.a)Drawobjectsonthebard.Pupilsmustwritedownthenamesoftheobjectsontheboardoronapieceofpaper.3.b)Theteachercanwritethenamesofobjectsontheboardwiththelettersinwrongorder.E.g.:LABL(=BALL)

59、,XOB(=BOX),etc.Pupilscancompleteinpairsorteamstocomeoutandwritethewordscorrectly.4.2.Page7ofAH.Jointhelinesandfind:3.a rubber, a pencil and a bag.Lesson 6Language:Draw.Write.Cut.(Forrecognition.)Showmea/anThisisa/anFunctions:Followinginstructions.Identifyingthings.Newwords:acup,aglass,anegg,anumbrel

60、la(Andsee“Language”above.)Periods:3Period11.Readyforsomeobjects,picturesandcards.2.Listentothetape.Readthenewwords.3.Teachthemeaningsofthenewwords.4.Explaintopupilshowtomakecards(orpiecesofpaper),asonP.12.Pupilscanworkinpairsorgroupstomakecardswithpicturesandthenamesofthesethings:5.aby,agirl,ateache

61、r,anapple,abag,acar,abook,abox,aball,aruler,apen,atree,arubber,apencil,aline,anegg,anumbrella,aglass6.Thesecardscanthenusedformanyexercises.5.Theteachercallsoutthenameofanobject,e.g.atree.Childrenmustholduptherightcard.Period21.Moretimewillprobablyneededtofinishmakingthecards,andrevisingthewords.2.P

62、upilscancompleteingroups.Whentheteachersaysaword,thefirstgrouptoholduptherightcardgetsonepoint.3.Pupilscanalsotakeovertheroleofteacherhere.4.NotethatweuseaninfrontofnounswhichstartswithavowelSOUND.(ItiswrongtotellpupilsthatweuseanbeforewordsstartingwithA,E,I,O,orU.)5.PupilscompleteAHpage8,awordpuzzl

63、e.Notethatthepluralsisneededhere.Period31.Listentothetapeseveraltimes.2.Playthegameonpage13,usingShowme3.Repeatwithrealobjects,ifyouhavethem.4.Ensurethatallpupilsknow19nouns.5.PupilscompleteAHpage9.Theymustputatickoracrossbyeachsentence.Lesson 7Language:Whatisthis?ItisaFunctions:Identifyingobjects.N

64、ewwords:acar,abus,ataxi,atrain,atable,achair,adesk,adoor,adog,Whatisthis?Periods:4Period11.Teachthemeaningsofthefourvehiclenames:acar,abus,ataxi,atrain2.Bringsomemodelsofthevehiclestoclass.(Oraskchildrentodoso),itwillmakeyourteachinginteresting.3.Usesomeofthepreviousmethodtohelppupilstolearnthesefou

65、rnewwords.4.IntroduceWhatisthis?.Pointingtoavehicle,orapicture,andgetpupilstoreplyItisa5.PupilscompleteAHpage10.Numberandcolourthem.Period21.Focusonthenewwords:table,chair,desk,door,dog.2.Thefirstfourwordsdescribefeaturesintheclassroom.Pointtothesefeatures.3.UseWhatsthistoaskaboutthesewords.4.Ifrequ

66、ired,pupilscanpreparemorecardstohelpthemlearnthenewwords.5.ShowpupilshowtoformthelettersCandD.PupilscancompleteAHpage11.Period31.Playthetapeforpages14.Pupilslistenandrepeatthewordsandsentences.2.Playthegameonpage15.3.Drawpicturesontheboard,orusecards.Writetwopossiblewordsbyeachpicture.4.Pointtoapict

67、ureandask,Whatisthis?PupilsmustanswerusingItisa/an5.Pupilsgotothefrontinturnandmatchthepicture.Period41.PupilscancompleteAHpage12.Heretheymustwriteinthemissingwordstogivethesesentences:2.It is a rubber. It is a book. It is a train. It is a bus. It is an apple. It is a pencil. It is a bag.2.Iftimerem

68、ains,revisethelettersofthealphabetorgivehandwritingpractice.3.Notethatifpupilsaremakingcardsofnewwords,thesecardscanalwaysbeusedtofillinafewspareminutesattheendofaperiod.Lesson 8Language:Thisisa/anFunctions:Identifyingobjects.Newwords:tablePeriods:2Period11.Nonewlanguagepointsornewwordsonpage16and17

69、.Itisarevisionlesson.2.Listentothetapeandrepeatthewords.3.Askindividualpupilsorgroupstoreadthesentencesonpage16,choosingthecorrectwordsfromtheboxes.4.Drawmoreoftheobjectsontheboard,withtwoorthreechoices,asonpage16.Pupilsmustsaythecorrectwords.5.Revisethewords,usingrealobjects,cards,etc.Period21.Befo

70、reclass,MaketwobigpicturesofPage17.Usingthefirstone,theteachersaysanumber(inEnglishorinChinese),thepupilsmustidentifytheobjectandsayThisisa/an.2.Dothesamewiththesecondone.3.Childrencancometothefrontoftheclassandcalloutthenumbersoftheobjectstobeidentified.4.Teachersmayorganizeacompetitionbetweendiffe

71、rentrows.5.Pupilsmaycompletepage13oftheAH.Workinpairs.Checkiftheyareright.Lesson 9Language:ThisisThisisnotFunctions:Identifyingobjects.Newwords:not,ThisisnotPeriods:2Period11.Themainpurposeofthese2pagesistoteachthewordnot.2.Listentothetapeandrepeatthewordsandsentences.3.Drawapictureontheboard(oruseo

72、bjectorcards).Writetwonouns.E.g.,drawabus,andwriteabusandacar.4.Pointtothepicture,andsay:Thisisabus.ThisisNOTacar.5.Pupilsreadafteryou.6.Dothesamewithotherpictures.7.Organizepupilstoworkinpairs.Period21.Usetheninepicturesonpage19.Numbertheboxesfrom1to9inEnglishorChinese.2.Theteachersaysanumber,e.g.,

73、Three,andthepupilsmustsayThisisnotadog/aboy/atable.(PupilscanuseANYnounsforthesentencewithnot.3.Dothesame.Askpupilstosaynumbersandothersanswer).4.Thenchangethemethod.Theteachersaystwosentences:Thisisnotaboy.Thisisagirl.5.Pupilsmustthensaythenumberoftherightpicture.6.5.Pupilscancompletepage14ofAH.Les

74、son 10Language:Whatisthis?Isita?Functions:Askingaboutobjectsandidentifyingthem.Newwords:sock,shoe,shirt,banana,orange,bed,fish,fan,finger,Isita?Periods:3(ormore)Period11.Listentothetapeforthetophalfofpage20.2.Teach3words:sock,shoe,shirt.Payspecialattentiontopronunciation.3.Usepictures,cards,orrealcl

75、othestoteachthe3words.UsethepatternWhatisthis?Itisa4.Teachthewordsabananaandanorange.Period21.Listentothetapeforallofpage20.2.Teachthemeaningsofthewordsbed,fish,fan,andfinger.3.Pupilshavemet9newwordsonthispage,sospentplentyoftimemakingsuretheyknowthesewords.Usevariousmethods,asdescribedearlier.4.Yuc

76、anoutwordsinsets.YouwillhavetoexplainthisinChinese,e.g.,askpupilstotellyoutheEnglishnamesofanyvehiclestheyknow.Alsoaskaboutfurniture;thingsyoucaneat;tingsfrowriting;animalsclothes;etc.Itsimportanttogetpupilstothinkaboutmeanings,andtousewordsinavarietyofways.5.Completepages15,16ofAH.Period31.Listento

77、thetapeforpage21.2.Playthegameonpage21,usingrealobjectsifpossible.3.TeachpupilstouseIsita/an?3.TeachercanusegestureoractComehereAskapupiltothefront,sayingComehere,Tom.Thepupilfacestheclasswithhandsontheback.Theteacherputsathinginpupilshandandask“Isitanapple?”TheclassanswerYesorNo.4.Completepage17ofA

78、H.Lesson 11Language:Whatisthis?Thisisa/anIsthisa/an?Functions:Identifyingobjects.Newwords:come,here,Isit?Periods:2Period11.Thisisaconsolidationandpracticeactivity,tohelprevisethenouns.2.Choose15wordsandwritethemontheboard.Theaskpupilstomakecardsandputthemintoabigbox.3.Theteacherdrawsacardandasks:Wha

79、tisthis?ThepupilsmustanswerThisisa/anAskpupilstodothesamewiththecards.4.Theteacheraskswithacard:Isthisabox?Thepupilsanswer:YesorNo.5.PupilsmakecardswiththewordTHIS,IS,A,AN,YES,NO.Andmake2cardswith.and?.Theseareputinabigboxforthenextperiod.Period21.Listentothetape.2.Dividepupilsintogroupsof4andplayth

80、egameonpage22.Theteachershowsanobjectoracardandasks:Whatisthis?.4pupilslookfor4cards,THIS,ISA,SOCK.Thenputthemincorrectorderbeforeclass.ThelastcardwithSOCKandthefullstopappearatthesametime.3.Thegamecanhelpremembernewwordsandwordorderandknowthepunctuationmarks.4.Playthegameonpage23withgroupsof5.5.Com

81、pletepage18ofAH.Lesson 12Language:Iam,Youare,Areyou?Functions:Identifyingoneselfandaperson.Askingaboutidentity.Newwords:YouarePeriods:2Period11.Listentothetapeonpage24.2.Theteachersays,IamMiss/MrIamateacher.Writeontheboard:3.Iam4.Iamaboy.5.Iamagirl.3.Pupilsmake2sentenceswiththeirownnames:IamLingling

82、.Iamagirl.4.Teachthewordyou,andexplainIandyou.5.Theteacherpointstoapupilandsays,Youareaboy/girl.Iamateacher.6.Pupilsworkinpairs:IamYouare7.Completepage19ofAH:Iamacat.Youareadog.Iamagirl.Youareaboy.Iamanapple.Yuareabanana.Iamataxi.Youareabus.8.Encouragethepupilstopractisemorefreelyifpossible.Period21

83、.Listentothetapeofpage25.2.Playthegameonpage25.Onepupilisblindfolded.Theother3-5pupilsplaythegame.Onegreetsthechildwiththeblindfold,whotriestoguesswhospoke.Questionscanbe:3.Hello,Tom.4.Hello,areyouLingling?5.No,IamWangFang.6.Areyouagirl?7.Yes.3.Groupsofpupilscantaketurnstoplaythegame.4.Anothergameca

84、nbeplayedinthisway:5.a)Arrange2linesofpupilsatthefrontoftheclass,facingeachother.6.b)Eachchildmusttelltheclasshis/hername:Iam7.c)Fastenablindfoldroundachildinonerow.8.d)Let2blindfoldedpupilsgotogetherandasknamesandidentity,usingAreyou9.5.Completepage20ofAH.Lesson 13Language:Iam(not)+(anadjective).Ar

85、eyou+(anadjective)?Functions:Expressbasicneedsandwants.Newwords:thirsty,hungry,now,ill,drink(v),hot,cold,tired,house,head,hand,this,AreyouAnn/agirl?Periods:4Period11.先用问题引发孩子们的兴趣。如老师可以这样问：如果我们感到肚子饿了，渴了，用英语该怎么说呀？让我来告诉你们。I am thirsty. 我渴了。I amhungry.我饿了。2.听录音，模仿跟读。3.让孩子们说说26页图中的意思，然后重复图中孩子说的话：Iamthirs

86、ty.Iamhungry.4.老师可以用汉语问孩子们：你渴吗？你饿吗？要求学生用Iamthirsty.或Iamnotthirsty.来回答。1.5.第26页图告诉我们，孩子们吃了东西，喝了水以后就不渴也不饿了。他们高高兴兴地跟着爸爸回家。这时老师提醒学生注意使用now这个词。Now表示“现在”，它可以放在句首，也可以放在句尾。如：NowIamnotthirsty.Iamnotthirstynow.6.老师给一些提示，让学生说。比如，老师：thirsty学生：Iamthirstynow.老师：notthirsty学生：Iamnotthirstynow.老师：hungry学生：Iamhungryn

87、ow.老师：nothungry学生：Iamnothungrynow.7.把这4个句子写在黑板上，让学生朗读。8.把4个句子标上号码，老师报号码，学生说句子。Period21.听听27上的录音。上的录音。2.解释解释ill,drink,hot,cold,tired等的意思。等的意思。3.解释图解释图13。4.在黑板上写上在黑板上写上Iamhungry.Iamthirsty.Iamill.5.老师每说一个形容词，学生就说一个句子。老师每说一个形容词，学生就说一个句子。如：如：hungry:Iamhungry.Ill:Iamill.6.在形容词后面加上在形容词后面加上not,重复上述练习。重复上述练

88、习。7.用用hot,cold,tired替换替换hungry,thirsty,ill.如上操练。如上操练。8.说说说说写写写写活活动动手手册册第第21页页上上的的练练习习。Iamill.Iamhot.Iamtired.Iamthirsty.Iamcold.Iamhungry.Period31.老老师师问问一一学学生生：Areyouthirsty?并并用用汉汉语语解解释释这这句句话话的的意意思思。请请学学生生用用Yes,No来来回回答答。鼓鼓励励学学生生用用学学过过的形容词互相提问。的形容词互相提问。2.听录音，跟读，加深对听录音，跟读，加深对Areyou句型的印象。句型的印象。3.让让学学生生

89、表表演演一一个个动动作作或或表表情情，请请其其他他同同学学根根据据动动作作和表情提问。这个游戏可以轮流进行。和表情提问。这个游戏可以轮流进行。4.完完成成活活动动手手册册2223页页上上的的活活动动。学学生生可可以以互互相相讨讨论，说说写写。论，说说写写。Iamtired.NowIamnottired.Iamhungry.NowIamnothungry.Iamthirsty.NowIamnotthirsty.Iamcold.NowIamnotcold.Period41.听听第第29页页上上的的录录音音。跟跟读读单单词词和和句句子子。复复习习前前三个课时的内容。三个课时的内容。2.教生词：教生词

90、：ahouse,ahand,ahead3.用用这这些些生生词词复复习习句句型型：Whatisthis?Thisisahouse.Thisisnotahand.Thisisahead.Itisahouse.Isthisahouse?Yes.Itisahouse.No.Itishand.4.强强调调字字母母GH的的大大、小小写写的的书书写写格格式式，并并要要求求学生练习。学生练习。5.完完成成活活动动手手册册第第24页页上上的的练练习习。agirl,achair,anegg,ahand,afinger,ahead,ahouse,adog,anorange,ashoe,abag,afish。活活动动

91、手手册册第第25页页有有两两个个活活动动：一一是是把把图图中中有有字字母母sfhi的的地地方方涂涂上上颜颜色色，你你会会看看到到一一条条鱼鱼。Itsafish.二二是是按按照照提提示示连连点点成成线线。Itsacar.Lesson 14Language:Areyoua?Functions:Learningaboutoccupations.Newwords:hawker,doctor,nurse,policeman,bus-driver,farmer,waitressPeriods:2Page 30 is mainly a matter of new vocabulary. Page 31 gi

92、ves practice in using the new words in an interesting way.Period11.听录音，跟读。听录音，跟读。2.搞清各种职业。搞清各种职业。3.老老师师或或学学生生模模仿仿某某一一职职业业的的动动作作，让让同同学学猜猜。Ahawker?Yes.No.4.用用Areyouanurse?Yes.Iamanurse.No.Iamnotanurse.等句型操练。等句型操练。Period21.听第听第3031页上的录音，检查学生的发音。页上的录音，检查学生的发音。2.让学生说说每一个职业的特点。让学生说说每一个职业的特点。3.重复上一堂课第重复上一堂

93、课第3、4步骤。步骤。4.鼓励学生完成活动手册第鼓励学生完成活动手册第26、27上的活动。上的活动。老师应解释老师应解释HOSPITAL医院，医院，SCHOOL学学校和校和RESTAURANT饭店等意思。第饭店等意思。第26页页 上上的的活活动要求学生把单词和图画对号入座。动要求学生把单词和图画对号入座。第第27页页要求用要求用Yes,No回答问题。回答问题。Lesson 15Language:Whoisshe?SheisFunctions:Toaskaboutidentityandoccupations.Newwords:Who,she,(Mrs),taxi-driverPeriods:2P

94、eriod11.听第听第3233页上的录音。页上的录音。2.解释解释Who和和she的意思。的意思。3.先先叫叫学学生生指指出出第第32页页上上每每一一幅幅图图中中人人物物的的职职业业。Teacher,taxi-driver,hawker,doctor,nurse,waitress4.看看图图说说话话。先先说说第第一一幅幅画画。ThisisMissLee.Sheisateacher.学生跟着说。学生跟着说。1.6.然然后后依依次次说说每每一一幅幅图图。ThisisMissChan.Sheisataxi-driver.ThisisMrsWang.Sheisahawker.ThisisMrsTan

95、g.Sheisadoctor.ThisisMissBrown.Sheisnurse.ThisisMissLam.Sheiswaitress.7.老师说出图中的名字，然后学生说出她的职业。老师说出图中的名字，然后学生说出她的职业。老师：老师：MissLee学生：学生：Sheisateacher.老师：老师：Chan学生：学生：Sheisataxi-driver.4.8.学学生生扮扮演演图图中中的的人人物物，做做一一张张卡卡片片，在在卡卡片片上上写写上上名名字字。请请6位位女女同同学学上上讲讲台台，面面对对同同学学站站着着。老老师师站站在在一一位位学学生生的的后后面面，问问：Whoisshe?学学

96、生生根根据据卡卡片片上上的的名名字字回回答答，如：如：SheisChan.Sheisadoctor.5.9.注意注意Miss和和Mrs的发音。的发音。Period21.再听几遍第再听几遍第3233页上的录音。巩固学生的发音。页上的录音。巩固学生的发音。2.第第33页页上上的的人人物物与与第第32页页相相对对应应。最最上上面面的的是是MissChen,ataxi-driver后面依次为：后面依次为：MissLee,ateacherMissBrown,anurseMrsTang,adoctorMrsWang,ahawkerMissLam,awaitress3.老老师师就就每每一一幅幅图图进进行行提

97、提问问：Whoisshe?请请两两位位同同学学回回答答。一一位位说说：SheisMissLee.另另一一位位说说：Sheisateacher.4.学生三人为一组，看图提问。学生三人为一组，看图提问。提醒学生注意提醒学生注意she只指女的她。只指女的她。Lesson 16Language:Whoishe?HeisFunctions:Toaskaboutidentityandoccupations.Newwords:he,(Mr)Periods:2These pages can be taught in much the same way as the last two pages.Period1

98、1.听录音，跟读。听录音，跟读。2.解释解释He指男的他。指男的他。Period21. 第第35页页上上的的人人物物分分别别是是：最最上上端端：Mr. Lee, apoliceman后面依次为：后面依次为：MrWang,afarmerMrBrown,ateacherMrChan,apostmanDrWhite,adoctorMrZhou,abus-driverMrLam,ahawker2.看图说话。看图说话。1.3.3.完完成成活活动动手手册册第第28、29页页上上的的活活动动。第第28页页的的活活动动主主要要让让学学生生搞搞清清She和和He的的用用法法。Whoisshe?SheisMiss

99、Lee.Whoishe?HeisMrLam.Whoisshe?SheisMissLamb.Whoishe?HeisMrTan.Whoisshe?SheisMrsTang.Whoisshe?SheisMrsWang.Whoishe?HeisDrWhite.Whoishe?HeisMrBrown.4.4.活动手册第活动手册第29页是个总复习。选择填空。页是个总复习。选择填空。IamMissLee.Iamateacher.IamLingling.Iamagirl.Whatisthis?Itisabus.Whatisthis?Itisacar.Thisisadog.Thisisanapple.This

100、isatrain.Thisisnotacar. Thisisatable.Thisisnotachair.Isthisabanana?Yes.Isthisadog?No.Areyouhot?Yes.Iamhot.Iamnotcold.SheisMissChen.HeisMrChen.Lesson 17Language:Whoishe?Whoishe?Functions:Toenquireaboutidentityandtogiveinformation.Newwords:face,name,ice-cream,ship,jug,jump(v)Periods:2Period1这两页的内容侧重代词

101、这两页的内容侧重代词he和和she的用法。的用法。1.请请学学生生在在黑黑板板上上画画几几个个男男孩孩的的脸脸，并并在在脸脸的的旁旁边边写写上上名名字字。然然后后，老老师师问问：Whoishe?学学生生回回答答：Heis2.老老师师在在黑黑板板上上写写上上face,name两两个个单单词词，并并解解释释其其意思。让学生跟读。意思。让学生跟读。3.学生扮演老师，向其他同学提问：学生扮演老师，向其他同学提问：Whoishe?4.在在黑黑板板上上画画出出新新的的男男孩孩面面孔孔，让让学学生生轮轮流流提提问问和和回回答答。可可以以把把男男孩孩面面孔孔边边上上的的名名字字用用纸纸遮遮住住，让让学学生生猜

102、猜一一猜。调动全班同学的积极性。猜。调动全班同学的积极性。Period21.听录音，跟读。听录音，跟读。2.重重复复上上一一堂堂课课的的步步骤骤。但但现现在在要要求求学学生生画画女女孩孩子子的的脸。搞清脸。搞清She的用法。的用法。3. 教教第第37页页上上的的生生词词：an ice-cream,a ship, a jug,jump.特别强调特别强调jump是个动词，表示跳跃的动作。是个动词，表示跳跃的动作。4.教教会会学学生生书书写写字字母母I，J的的大大、小小写写格格式式。并并要要求求学学生练习。生练习。5.完完成成活活动动手手册册第第30页页的的活活动动。要要求求学学生生用用相相同同的的

103、颜颜色图相同的字母。色图相同的字母。6.活活动动手手册册第第31页页的的活活动动要要求求学学生生在在画画中中选选出出相相应应的的号码填入单词的后面。号码填入单词的后面。Lesson 18Language:Numbers1-12Functions:Touseandrecognizethenumbers112.Newwords:(Numbers1-12)Periods:4Period11.听听歌歌曲曲，学学唱唱Onelittle,twolittle,threelittleIndians.Four little, five little, six little Indians. Seven litt

104、le, eightlittle,ninelittleIndians.TenlittleIndianboysandgirls.2.把把1，2，3，4等等12个个数数字字写写在在黑黑板板上上，同同时时写写出出相相应应的英语单词。老师领读。先按照顺序读，然后打乱抽读。的英语单词。老师领读。先按照顺序读，然后打乱抽读。3.用用卡卡片片，叫叫学学生生说说出出卡卡片片上上有有几几个个东东西西。如如：threerulers,onebook,twobananas,fourcards等等。提提醒醒学学生生，在说两个以上的名词时，名词后面须加在说两个以上的名词时，名词后面须加s。4.做做游游戏戏。请请两两个个同同

105、学学上上台台，一一个个同同学学报报threeapples，另另一一个个同同学学迅迅速速在在黑黑板板上上画画出出三三个个苹苹果果。然然后后交交换换角角色色。让更多的同学上台做这个游戏。让更多的同学上台做这个游戏。Period21.组组织织学学生生做做卡卡片片。正正面面写写上上阿阿拉拉伯伯数数字字，反反面面写写上上英语单词。英语单词。2.老师说老师说one,学生即举起学生即举起1的卡片，以此类推。的卡片，以此类推。3.老师说老师说1，学生马上说，学生马上说one,以此类推。以此类推。4.小小组组比比赛赛。老老师师先先在在黑黑板板的的左左右右两两边边分分别别写写上上任任意意的的几几个个数数字字，如如

106、：eight,twelve,four,six,seven;six,nine,three,two,ten等等。请请两两组组同同学学上上台台，快快速速写写出出阿阿拉拉伯伯数数字。写得又快又准确者获胜。字。写得又快又准确者获胜。Period31.听录音，跟读。听录音，跟读。2.老师用十个手指数数。复习老师用十个手指数数。复习1-10的数字。的数字。3.做做数数字字加加减减游游戏戏。用用英英语语报报出出加加数数、被被加加数数和和得得数。数。4.完成活动手册第完成活动手册第32和和33页上的活动。页上的活动。Period41.复习歌曲复习歌曲littleIndians.2.做接龙游戏。做接龙游戏。3.开

107、小火车，报数。开小火车，报数。EnglishNamesforyourChoiceGirlsAda Alice Amanda (Mandy)Amy Angela AnnAnne Barbara BelindaBeth (from Elizabeth)Betty (from Elizabeth)Brenda Bridget CarolCaroline Carolyn CharlotteChristina Christine (Chris, Chrissie)Clare DaisyDaphneDeborah (Debby)DianaDoraDorisDorothyEdithElizabethElle

108、nEmilyEmmaEricaEvaEveFelicityFionaFlorenceFrances (Fran)FredaGillian (Gill, Jill)GloriaGraceHazelHeatherHelenIdaIngridIreneIsabelIvy Jacqueline (Jackie)JaneJanetJeanJennifer (Jenny)JillJoanJosephine (Jo)JoyJudithJuliaJulietJuneKarenKatherine (Kate, Katie)KayLauraLilyLindaLisa (from Elizabeth)LouiseL

109、ucyMabelMadeleineMargaret (Maggie)MariaMarianMarieMarilynMaryMavis May (from Mavis)MichelleMirandaMonicaNancy NatalieNicola NoraOliveOliviaPamela (Pam)Patricia (Pat)PaulinePenelope (Penny)RachelRebeccaRitaRosalindRoseRosemaryRuthSallySamanthaSandraSarahSharonSheilaShirleySophiaSusan (Sue)Suzan (Sue)

110、SuzanneSylvia, SilviaTeresaTheresaTinaTracyUrsulaVanessaVictoriaWendyYvonneZoeBoysAdamAdrianAlanAlbertAlexander (Alex)AlfredAndrew (Andy)Anthony, Antony (Tony)ArthurBarryBenjamin (Ben)Bernard (Bernie)Bill (from William)Bob (from Robert) BorisBrianBruceCedricCharles (Charlie)ChristianChristopher (Chr

111、is)ColinDaniel (Dan)David (Dave)DenisDick (from Richard)Donald (Don)EdgarEdward (Ed, Ted)EricFrancisFrankFrederick (Fred)GarethGaryGeorgeGerald (Gerry)GordonGrahamGuyHarold (Harry)HenryHowardHubert (Hu)IanJackJacobJames (Jim, Jimmy)Jeffrey (Jeff)Jeremy (Jerry)JohnJonathanJosephJulianKeithKenneth (Ke

112、n)KevinLawrence (Larry)LeoLeonard (Len)LeslieLukeMalcolmMarkMartinMathewMauriceMaxMichaelNeilNicholas (Nick)NigelNormanOliverPatrick (Pat)PaulPeter (Pete)Philip (Phil)Raymond (Ray)RexRichard (Dick)Robert (Bob, Rob) RobinRogerRonald (Ron)RoyRupertSamuel (Sam)Sandy (from Alexander)SimonStanley (Stan)StephenSteven (Steve)StuartTed (from Edward)TerenceThomas (Tom)Timothy (Tim)TobyTony (from Anthony)TrevorVictorVincentVivian (Viv)WalterWayneWilliam (Will, Bill)