广州版（一起）一年级英语上册教案 Unit 3
文档属性
| 名称 | 广州版（一起）一年级英语上册教案 Unit 3 |  | |
| 格式 | zip | ||
| 文件大小 | 15.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 其它版本 | ||
| 科目 | 英语 | ||
| 更新时间 | 2012-11-13 18:56:56 | ||
图片预览
文档简介
UNIT 3 COUNT FROM ONE TO TEN Lesson One Activity one (Listen and point) and two (Listen and write) on Page 10 (Activity Book) will be added as the follow-up activity after the song.
Objectives: By the end of this lesson, hopefully pupils will be able to: Count and group the correct numbers in the TPR activity; Sing after the tape or the teacher. Hold up the right prompt cards when singing. Understand and write the correct numbers in “listen and write “activity. Enjoy the games and activities and build up their appreciation of English. Respond to the teacher and events throughout the whole lesson. Language focus:? Vocabulary: New (productive): one, two, three, four, five, cat, little Known: “pencil, bag, book, ruler, pencil case, rubber” Structures and phrases: New: I have + plural noun Known: I have + singular noun Productive; the words of the song Receptive: the typescript of “Listen and Write.”
Procedures: Activity 1: Play “Kim’s game”. This is actually a revision of learnt vocabulary rather than a game. The teacher shows the children a picture of a school thing for only 30 seconds and removes it. Then the children try to recall the name of it in English. In this way the whole class can revise the target items. ????????????????????????????????
Activity 2: ?
Play a TPR game. Group the pupils in fours, play a “Group up the toothpicks” game in which they divide the toothpicks in threes/fours/fives as quickly as possible. When it’s ready, as the children to report how many toothpicks they have grouped.
Activity 3: ?
“Let’s sing “. Introduce the song in “Let’s Sing” by telling the pupils that you are going to sing a song. Introduce the pupils to the key vocabulary (little,black,cat,cats,onle,two,three,four,five,six,seven,eight,nine,ten,merow) and the chunk in the song, put the cut-out pictures of cats on the slide projector. ?Narrate the song. Play the tape; get children to listen to it. The teacher holds up the relevant number prompt cards. The teacher sings the song again, inviting the pupils to join humming. Do this twice if necessary. The pupils sing the song on their own in chorus.? Ask some of them to hold up the number prompt cards (teacher’s own decision of Arabic form only or with English form) Sing again or twice, identify the four big groups as “one little, two little, three little cats”
Activity 4: ?
get children to do activity 1 and 2 on page 10 (activity book) as a follow up activity.? Draw the children’s attention to the numbers by translating “What did your mum buy for you, Andy? “My mum bought “into Chinese.
Activity 5:?
Remind the pupils to sing the song to their parents and end the class.
Lesson Two
This lesson will cover the “Let’s Try” section plus activity 7 on page 14 (Activity Book). A purpose of rearranging the order of the textbook is to group the sections into the similar topic of number. Besides, let’s chant is quite difficult to follow because it shares two language focuses on numbers and chunks, which are new to the pupils. So it is more suitable to put it off till one of the focuses has been worked out in other activities.
Objectives: By the end of this lesson, hopefully pupils will be able to: Count and tell correctly the numbers of school things in their own bag. Recognize the obvious feature of the same initial sound in the words of four and five; six and seven. Exchange the result of the survey with their group-mates. Enjoy doing the games and activities. Language focus:? Vocabulary: six, seven, eight, nine, ten (productive) Structures Productive: I have 4 pencils.
Procedures: Activity 1: Play the tape and ask the children to sing along in chorus.
Activity 2: ?
Play the game” Chinese whisper”, focusing on the pronunciation of numbers one to ten. First, group the children in the same number in different teams. Second, choose some children to be the judges. Then ask the first child of each group to come one bye one to the teacher who whisper to the next children what they heard. One after another the children whisper the number as quickly as possible. When it comes to the last child, he /she should stand up and shout the word. The judges should monitor whether the children have broken the rule which is to whisper, now to shout.? Do it several rounds by changing the numbers.
Activity 3: ?
complete let’s try (a survey) Play a “guessing game”. Bring into classroom a bag with a card “Andy” on it; get the pupils to guess what and how many schools things are in it (five pencils, six books, one pencil-case, one ruler and two erasers). The child can get a point if he/she guesses correctly. The winner is the one with the most points. Introduce the topic by telling the children, “now we are going to make survey of the quantities if school things in your bags”. To begin with, encourage the children to pool topic-related items they have already known in either Chinese or English, e.g.? What school things do you have in your school bags? Collect the entities from the children as your teaching materials and model the pronunciation. Give task instructions by explaining what outcome is required, e.g. ask the children to count the school things in their bags and then fill in the form after the previous model. Then group the children in fours. Set a time limit. Give a none-minute warning before the end of the task. The children do “let’s try “in groups. The teacher goes around. Observes and gives encouragement or help where necessary. Ask one representative from each group to report the result orally. Give comments on what the children have down effectively to build up their sense of achievement.
Lesson Three
Activity 3 (Listen and number) 4 (listen and write) on Page 11, 5 (look, match and say) on page 12 and 6 (look, say and trace) on page 13 in the activity book.
Objectives: By the end of this lesson, hopefully pupils will be able to: count and say the correct number in “Let`s play”. Understand and say “doll, cat, teddy bear and dog” in English. Do the activities successfully. Language focus:? Vocabulary: Doll, cat, teddy bear, dog (productive) Toy car, toy plane, cap and snoopy (receptive) Known: one, two…………… Structures: I have……. Procedures:?????????????????????
Activity 1: Have a free talk with the children about their toys. Provide input of “you have….” “How many ….do you have? “Write them on the board. E.g. toy dog, snoopy, doll, toy car, toy bus, toy ship, pop gun, toy animals. etc
Activity 2: ?
Set up the situation for “Let’s play” by shifting the children’s attention to Andy’s toys. Play a memory game of “what toys does Andy have” first, tell the children that you are going to play a memory game about Andy’s toys. Secondly, hold up the enlarged picture on page 20 of the textbook. Allow 20 seconds for the children to look and remember. Do not allow any writing. Thirdly, suggest the children act as Andy when answer the questions. Hold up the pictures of the key words (doll, cat, teddy bear, dog) in turn, then ask the children: “do you have any teddy bears?” “Do you have any dogs?” respectively, when a child gives a right answer, a point is added to that group. Stick the pictures on the board. The group with the most points will win the game.
Activity 3:?
model the pronunciation of the key words, read each one three times, then invite the children to repeat in chorus, the individually. Check pronunciation carefully and purposefully. Stick the prompt cards on the board.
Activity 4:?
write a number alongside each of the prompt cards. Get the class to say (in chorus) the dolls in sequence. Then remove one of the cards from somewhere in the sequence. Now the class choruses the whole sequence including the missing card. Remove another card and get the children to say the whole sequence again.
Activity 5: ?
get the children to do activity 3 on page 11. Play the tape; explain what the children are going to do in this activity. Pilot the activity. Alternative: Do activity 5 instead. Adapt it as “listen, look, match and say”. Then ask the children to tell the teacher how they have done that.
Activity 6: Do “let’s Play” with a purpose of helping Andy to count his toys and write down their numbers under the relevant pictures on page 20. Then report the results to the teacher. Some more items can be added to provide more opportunities.
Activity 7:
get the children to do activity 4 on page 11. Check the answers with the class after listening.
Activity 8:
get the children to do activity 6 on page 13 individually.
Activity 9:
elicit from the children what they have learnt and what they are able to do. End the class.?????
Lesson Four This lesson will cover the “Let’s Chant” and "Let’s Make" sections.
Objectives: By the end of this lesson, hopefully pupils will be able to: Chant after tape or teacher. Understand the meaning of the chant and do the correct actions when chanting. Follow the instructions in “Let’s make”. Finish the activities in groups or individually. Language focus:? Vocabulary: one to ten (productive) Instructions in “Let’s Make” (receptive)
Procedures:
Activity 1: Sing the song; invite some pupils to sing in front of the class, holding the number prompt cards accordingly.? Teacher could note down the children’s performances as a formative assessment.
Activity 2: ?
Do “Let’s chant” Introduce the topic of “Let’s chant” by telling the children that you are going to say an action chant. Talk with the children about “tie your shoe”,”close the door’, “pick up the sticks” i.e.? Can you tie your shoe? Xiaoming, close the door, please. Pick up the sticks. Pick up the doll. Get up late? Don’t be late for school. Be a good boy. Play the tape twice; try to find out the rhythm. Show how to beat where necessary. Chant the rhyme and beat the rhythm (pay special attention to the stresses of the chunks). Invite the children to join the by doing actions. Ask the children to chant once with beating, once more with actions, since “start again” can’t strongly be represented by action. Just beat it. Divide the children into groups to chant different verses in succession.
Activity 3: ?
Do “Let’s Make”. An alternative arrangement might be: Preparation: to shorten the time spent on the activity, the teacher can ask the children to cut the tissue (any colour the child likes) into small pieces before this lesson. Reduce the procedures: ask the children to choose their own number secretly, and then glue the number. Cover the number with the small pieces of tissue.
Activity 4:
remind the children to chant the rhyme to their parents and end the class.
Lesson Five
This lesson will cover the "Story time”, activity 9 (look and circle), and Andy’s box.
Objectives: By the end of this lesson, hopefully pupils will be able to: Understand and like the story in “story time” Enjoy story telling and join in. Language focus:? Vocabulary: one to six (productive) I have….. (Productive) “It’s mine” (receptive)
Procedures: Activity 1:? chant in chorus with actions ???
Activity 2:?
Play a spinner game. Invite the children to take turns to spin a spinner. He/she has to say the toys in English and whether he/she has the toy or not. If yes, how many he /she has got.
Activity 3:?
listen and match: stick the animal prompt cards on the board. Then ask the children to come to the front, stick the relevant word card under or beside the animal card accordingly.
Activity 4:
get the children to do activity I, support then with the cards on the board.
Activity 5:
“Story time” Tell the pupils that you are going to tell them a story. Introduce the characters in the story by wearing relevant head ornaments. Set up a situation for the story by brainstorming. Tell the story. Firstly, wear a head ornament and a bag accordingly so that the children can tell who is who and understand who is saying what. Keeping eye contact with the children is also an effective way to involve them. Thirdly, using facial expressions, entities, pictures, doing action can help the children understand meaning. Tell the story again, inviting the pupils to join in. first do it as a whole class. Then in “character group”
Objectives: By the end of this lesson, hopefully pupils will be able to: Count and group the correct numbers in the TPR activity; Sing after the tape or the teacher. Hold up the right prompt cards when singing. Understand and write the correct numbers in “listen and write “activity. Enjoy the games and activities and build up their appreciation of English. Respond to the teacher and events throughout the whole lesson. Language focus:? Vocabulary: New (productive): one, two, three, four, five, cat, little Known: “pencil, bag, book, ruler, pencil case, rubber” Structures and phrases: New: I have + plural noun Known: I have + singular noun Productive; the words of the song Receptive: the typescript of “Listen and Write.”
Procedures: Activity 1: Play “Kim’s game”. This is actually a revision of learnt vocabulary rather than a game. The teacher shows the children a picture of a school thing for only 30 seconds and removes it. Then the children try to recall the name of it in English. In this way the whole class can revise the target items. ????????????????????????????????
Activity 2: ?
Play a TPR game. Group the pupils in fours, play a “Group up the toothpicks” game in which they divide the toothpicks in threes/fours/fives as quickly as possible. When it’s ready, as the children to report how many toothpicks they have grouped.
Activity 3: ?
“Let’s sing “. Introduce the song in “Let’s Sing” by telling the pupils that you are going to sing a song. Introduce the pupils to the key vocabulary (little,black,cat,cats,onle,two,three,four,five,six,seven,eight,nine,ten,merow) and the chunk in the song, put the cut-out pictures of cats on the slide projector. ?Narrate the song. Play the tape; get children to listen to it. The teacher holds up the relevant number prompt cards. The teacher sings the song again, inviting the pupils to join humming. Do this twice if necessary. The pupils sing the song on their own in chorus.? Ask some of them to hold up the number prompt cards (teacher’s own decision of Arabic form only or with English form) Sing again or twice, identify the four big groups as “one little, two little, three little cats”
Activity 4: ?
get children to do activity 1 and 2 on page 10 (activity book) as a follow up activity.? Draw the children’s attention to the numbers by translating “What did your mum buy for you, Andy? “My mum bought “into Chinese.
Activity 5:?
Remind the pupils to sing the song to their parents and end the class.
Lesson Two
This lesson will cover the “Let’s Try” section plus activity 7 on page 14 (Activity Book). A purpose of rearranging the order of the textbook is to group the sections into the similar topic of number. Besides, let’s chant is quite difficult to follow because it shares two language focuses on numbers and chunks, which are new to the pupils. So it is more suitable to put it off till one of the focuses has been worked out in other activities.
Objectives: By the end of this lesson, hopefully pupils will be able to: Count and tell correctly the numbers of school things in their own bag. Recognize the obvious feature of the same initial sound in the words of four and five; six and seven. Exchange the result of the survey with their group-mates. Enjoy doing the games and activities. Language focus:? Vocabulary: six, seven, eight, nine, ten (productive) Structures Productive: I have 4 pencils.
Procedures: Activity 1: Play the tape and ask the children to sing along in chorus.
Activity 2: ?
Play the game” Chinese whisper”, focusing on the pronunciation of numbers one to ten. First, group the children in the same number in different teams. Second, choose some children to be the judges. Then ask the first child of each group to come one bye one to the teacher who whisper to the next children what they heard. One after another the children whisper the number as quickly as possible. When it comes to the last child, he /she should stand up and shout the word. The judges should monitor whether the children have broken the rule which is to whisper, now to shout.? Do it several rounds by changing the numbers.
Activity 3: ?
complete let’s try (a survey) Play a “guessing game”. Bring into classroom a bag with a card “Andy” on it; get the pupils to guess what and how many schools things are in it (five pencils, six books, one pencil-case, one ruler and two erasers). The child can get a point if he/she guesses correctly. The winner is the one with the most points. Introduce the topic by telling the children, “now we are going to make survey of the quantities if school things in your bags”. To begin with, encourage the children to pool topic-related items they have already known in either Chinese or English, e.g.? What school things do you have in your school bags? Collect the entities from the children as your teaching materials and model the pronunciation. Give task instructions by explaining what outcome is required, e.g. ask the children to count the school things in their bags and then fill in the form after the previous model. Then group the children in fours. Set a time limit. Give a none-minute warning before the end of the task. The children do “let’s try “in groups. The teacher goes around. Observes and gives encouragement or help where necessary. Ask one representative from each group to report the result orally. Give comments on what the children have down effectively to build up their sense of achievement.
Lesson Three
Activity 3 (Listen and number) 4 (listen and write) on Page 11, 5 (look, match and say) on page 12 and 6 (look, say and trace) on page 13 in the activity book.
Objectives: By the end of this lesson, hopefully pupils will be able to: count and say the correct number in “Let`s play”. Understand and say “doll, cat, teddy bear and dog” in English. Do the activities successfully. Language focus:? Vocabulary: Doll, cat, teddy bear, dog (productive) Toy car, toy plane, cap and snoopy (receptive) Known: one, two…………… Structures: I have……. Procedures:?????????????????????
Activity 1: Have a free talk with the children about their toys. Provide input of “you have….” “How many ….do you have? “Write them on the board. E.g. toy dog, snoopy, doll, toy car, toy bus, toy ship, pop gun, toy animals. etc
Activity 2: ?
Set up the situation for “Let’s play” by shifting the children’s attention to Andy’s toys. Play a memory game of “what toys does Andy have” first, tell the children that you are going to play a memory game about Andy’s toys. Secondly, hold up the enlarged picture on page 20 of the textbook. Allow 20 seconds for the children to look and remember. Do not allow any writing. Thirdly, suggest the children act as Andy when answer the questions. Hold up the pictures of the key words (doll, cat, teddy bear, dog) in turn, then ask the children: “do you have any teddy bears?” “Do you have any dogs?” respectively, when a child gives a right answer, a point is added to that group. Stick the pictures on the board. The group with the most points will win the game.
Activity 3:?
model the pronunciation of the key words, read each one three times, then invite the children to repeat in chorus, the individually. Check pronunciation carefully and purposefully. Stick the prompt cards on the board.
Activity 4:?
write a number alongside each of the prompt cards. Get the class to say (in chorus) the dolls in sequence. Then remove one of the cards from somewhere in the sequence. Now the class choruses the whole sequence including the missing card. Remove another card and get the children to say the whole sequence again.
Activity 5: ?
get the children to do activity 3 on page 11. Play the tape; explain what the children are going to do in this activity. Pilot the activity. Alternative: Do activity 5 instead. Adapt it as “listen, look, match and say”. Then ask the children to tell the teacher how they have done that.
Activity 6: Do “let’s Play” with a purpose of helping Andy to count his toys and write down their numbers under the relevant pictures on page 20. Then report the results to the teacher. Some more items can be added to provide more opportunities.
Activity 7:
get the children to do activity 4 on page 11. Check the answers with the class after listening.
Activity 8:
get the children to do activity 6 on page 13 individually.
Activity 9:
elicit from the children what they have learnt and what they are able to do. End the class.?????
Lesson Four This lesson will cover the “Let’s Chant” and "Let’s Make" sections.
Objectives: By the end of this lesson, hopefully pupils will be able to: Chant after tape or teacher. Understand the meaning of the chant and do the correct actions when chanting. Follow the instructions in “Let’s make”. Finish the activities in groups or individually. Language focus:? Vocabulary: one to ten (productive) Instructions in “Let’s Make” (receptive)
Procedures:
Activity 1: Sing the song; invite some pupils to sing in front of the class, holding the number prompt cards accordingly.? Teacher could note down the children’s performances as a formative assessment.
Activity 2: ?
Do “Let’s chant” Introduce the topic of “Let’s chant” by telling the children that you are going to say an action chant. Talk with the children about “tie your shoe”,”close the door’, “pick up the sticks” i.e.? Can you tie your shoe? Xiaoming, close the door, please. Pick up the sticks. Pick up the doll. Get up late? Don’t be late for school. Be a good boy. Play the tape twice; try to find out the rhythm. Show how to beat where necessary. Chant the rhyme and beat the rhythm (pay special attention to the stresses of the chunks). Invite the children to join the by doing actions. Ask the children to chant once with beating, once more with actions, since “start again” can’t strongly be represented by action. Just beat it. Divide the children into groups to chant different verses in succession.
Activity 3: ?
Do “Let’s Make”. An alternative arrangement might be: Preparation: to shorten the time spent on the activity, the teacher can ask the children to cut the tissue (any colour the child likes) into small pieces before this lesson. Reduce the procedures: ask the children to choose their own number secretly, and then glue the number. Cover the number with the small pieces of tissue.
Activity 4:
remind the children to chant the rhyme to their parents and end the class.
Lesson Five
This lesson will cover the "Story time”, activity 9 (look and circle), and Andy’s box.
Objectives: By the end of this lesson, hopefully pupils will be able to: Understand and like the story in “story time” Enjoy story telling and join in. Language focus:? Vocabulary: one to six (productive) I have….. (Productive) “It’s mine” (receptive)
Procedures: Activity 1:? chant in chorus with actions ???
Activity 2:?
Play a spinner game. Invite the children to take turns to spin a spinner. He/she has to say the toys in English and whether he/she has the toy or not. If yes, how many he /she has got.
Activity 3:?
listen and match: stick the animal prompt cards on the board. Then ask the children to come to the front, stick the relevant word card under or beside the animal card accordingly.
Activity 4:
get the children to do activity I, support then with the cards on the board.
Activity 5:
“Story time” Tell the pupils that you are going to tell them a story. Introduce the characters in the story by wearing relevant head ornaments. Set up a situation for the story by brainstorming. Tell the story. Firstly, wear a head ornament and a bag accordingly so that the children can tell who is who and understand who is saying what. Keeping eye contact with the children is also an effective way to involve them. Thirdly, using facial expressions, entities, pictures, doing action can help the children understand meaning. Tell the story again, inviting the pupils to join in. first do it as a whole class. Then in “character group”
同课章节目录