幼师英语教案.doc

幼师英语教案
Unit1 The First Day
第一天
Contents:
I. Warm-up
Questions for discussion
1. How do you introduce yourself to your classmates on the first day?
2. Have you made a plan for your study? Why is it good to make a plan for your study?
3. Compare your plan with your classmates’, and discuss what you can learn from each other?
II. Listening and speaking
III. Learning focus
1. Meeting people and introducing yourself.
2. Preparation work for the first day.
IV . Grammar—Noun.
1. Learn some proverbs about jobs.
2. Learn the dialogue of listening and speaking.
3. Learn the characters of a kindergarten teacher.
V. Teaching difficult points:
1. Learn the proverbs.
2. Listening and speaking.
VI. Teaching steps:
1. Warm-up
(1) Learn some sayings and proverbs about jobs and ask the students to translate them into Chinese.
Rome was not built in a day. 罗马不是一天建成的。/ 冰冻三尺非一日之寒。
It is no use doing what you like, you have got to like what you do. 干一行爱一行。
Work makes the workman. 勤工出巧匠。
All works and no play makes Jack a dull boy. 只工作不玩耍，聪明杰克也变傻。
2. Learn some words about jobs.
Actor/actress, announcer, artist...
3. Listen to the dialogue and then answer the following questions:
Can woman do various jobs in China?
What ‘s Liu Mei’s dream?
4. Role play
Depart the whole class into two big groups and play the roles of Peter and Liu Mei.
5. Discussion
Discuss what items a good kindergarten teacher needs:
Be calm, confident, friendly...
6. Free talk. Talk about how to make a shy kid more active.
VII. Homework: Recite the dialogue.
Dialogues
This is the first class of the new term. The teacher Mary is introducing herself to her students.
Mary: Good morning, boys and girls. This is our first class and please let me introduce myself to all of you. My name is Mary, and I’m your English teacher this term. Hope we can get along with each other very well. Who is the monitor?
Jim: Glad to meet you, Mary. My name is Jim, and I’m the monitor.
Mary: Glad to meet you. Will you come and see me after class? My office is Room 219.
Jim: Yes, I will.
Mary: And now, is there anyone who wants to be my class representative?
Lisa: I want to have a try! My name is Lisa, and I am eager to serve all classmates.
Mary: Good! Thank you! Your courage should be praised and I believe you will do a good job.
Lisa: Thank you.

Tom, Mike and John are introducing themselves to each other.
Tom: Are you new here?
Mike: That’s right. This is my first year here. How about you?
Tom: Me, too. May I introduce myself? My name is Tom, and nice to meet you.
Mike: Nice to meet you, too. And everyone calls me Mike. Hope we can be good friends.
John: Hi! I’m not sure you got my name. I’m John, a second-year student.
Tom: Hello, John. I don’t think we’ve met before. I’m Tom.
John: Glad to know you. Since you are a new-comer, maybe I can help you if you have troubles.
Tom: Thank you! It’s very nice of you.

Text
Getting Ready for the First Day
The big day is around the corner. On the first day of kindergarten, Miss Mary must prepare her classroom for her beloved students. The kind and warm-hearted teacher greets her dark, summertime-empty classroom with an explosion of color—a pile of fallen leaves, some goldfish, beautiful posters, and shoeboxes full of no-doubt-delightful surprises. Miss Mary prepares for the first day of school, so that her 26 prospective students who are anxious to go to the kindergarten for the first day should find great comfort in her kindergarten room.

At the same time, the parents get ready, too. As a parent, one of the first things you need to do is to let your children know where they can expect to find you after school when you are preparing your children for kindergarten. If they are taking a bus, then tell them that you will be waiting for them after the bus drops them off. This is a very big deal to them at their age.
Now the young students get ready, too. Susan wakes up; Lucy brushes her teeth; Jim finds his shoes; and Sandy matches each animal character with a letter of the alphabet. They are so eager to go to the kindergarten next morning.
Learning Assistant
new words and expressions
introduce vt.介绍，引进
compare　　　　　　　　　 v.比较，相比，比方
discuss　　　　　　　　　　vt.讨论，论述
monitor　　　　　　　　　　n.班长
representativeｃ　　　　　 　n.代表
　　　　　　　　　　　　　adj.有代表性的，典型的
serve　　　　　　　　　　　v.服务，招待
new－comer 　　　　　　　　n.新来者
trouble　　　　　　　　　　 n.烦恼，麻烦
　　　　　　　　　　　　 vt.使烦恼，使打扰，使费心

beloved　　　　　　　　　　adj.心爱的
　　　　　　　　　　　　　n.倾听的人，爱人
greet　　　　　　　　　　　vt.问候，向…致意
explosion　　　　　　　　　 n.爆发，发出，爆炸
pile　　　　　　　　　　　　n.堆，大堆
goldfish　　　　　　　　　　n.金鱼
poster　　　　　　　　　　　n.海报，招贴
delightful　　　　　　　　 adj.令人快乐的，可喜的
prospective　　　　　　　　　adj.预期的
anxious　　　　　　　　　　 adj.担忧的

comfort　　　　　　　　n.安慰，舒适
　　　　　　　　　　　vt.安慰
expect　　　　　　　 　 vt.期待，预期，盼望
deal　　　　　　　　 　 n.交易
　　　　　　　　　　 　vi.解决，应付
brush　　　　　　　　 　n.刷子，毛刷，画笔
　　　　　　　　　　 　vt.刷
character　　 n.特性，性质，特性，人物，品质，字符
alphabet　　　 n.字母表

Notes
1. This is our first class and please let me introduce myself to all of you. 这是我们的第一节课，请允许我向你们做一个自我介绍。
　introduce oneself to sb. 向某人介绍自己。例如：
　Ladies and gentlemen, may I introduce myself to all of you？
　女士们、先生们，我可以向你们做一个自我介绍吗？
　The boy introduced himself to his new classmates.
　这个男孩向他的新同学介绍了自己。
2. Hope we can get along with each other very well.
　希望我们可以很好地相处。
　get along with sb.　very well 和某人相处得很好。例如：
　The little boy gets along with his classmates very well.
　这个小男孩和他的同学们相处得很好。
3. ...is there anyone who wants to be my class representative? …有没有谁想做我的课代表？
　who wants to be 作anyone 的定语。
　class representative 课代表。

4. I want to have a try! 我想试一试！
　have a try 试一试。 例如：
　Do you want to have a try? 你想试一试吗？
5. Your courage should be praised and I believe you will do a good job. 你的勇气应当得到表扬，并且我相信你会做得很好的。
　do a good job 做得很好。例如：
　You did a good job. 你做得很好。
6. Since you are a new－comer, maybe I can help you if you have troubles. 既然你是新来的，假如你碰到什么麻烦，我会帮助你的。
　since 既然。引导因素状语从句。例如：
　Since you are not happy about this, you should not care about it any more.
　你既然对此不快乐，你就不应当再关心它。
7. The big day is around the corner. 重要的一天就要来了。
　around the corner 就要来了，就要发生了。 例如：
　The Christmas is around the corner. 圣诞节就要来了。
　The New Year is around the corner. 新年就要来了。

8. On the first day of kindergarten, Miss Mary must prepare her classroom for her beloved students. 幼儿园的第一天，玛丽小姐必须为她亲爱的学生准备好教室。
　prepare for: 为…做准备。例如:
　The soldiers are preparing for the battle.战士们正在为战斗做准备。
　The students are preparing for the exam. 学生们正在为考试做准备。
9. The kind and warm－hearted teacher greets her dark, summertime－empty classroom with an explosion of color—a pile of fallen leaves, some goldfish, beautiful posters, and shoeboxes full of no－doubt－delightful surprises. 这位善良、热情的老师用一堆落叶，几尾金鱼，一些美丽的海报和装满惊喜的鞋盒子把她那灰暗的、暑假期间空荡荡的教室布置得五彩斑斓。
　greet...with 用…迎接。例如：
　The mother greets her child with a big hug.
　母亲用一个大大的拥抱迎接她的孩子。

10. Miss Mary prepares for the first day of school, so that her 26 prospective students who are anxious to go to kindergarten for the first day should find great comfort in her kindergarten room. 玛丽小姐为学校的第一天做准备， 为的是让她即将到来的26个学生在教室里感到很舒适，他们热切盼望着幼儿园开学第一天。
　so that: 以致。引导目的状语从句。
　prospective: 预期的，盼望中的，即将发生的。
　be anxious to: 急于做…。例如：
　I am anxious to know the news from the battlefield.
　我迫切想知道战场的消息。
11. As a parent, one of the first things you need to do is to let your children know where they can expect to find you after school when you are preparing your children for kindergarten. 作为父母,当你在为孩子上幼儿园做准备时，你一方面要做的事情之一是让你的孩子知道放学后在哪里可以找到你。
　one of...: 其中的一个。注意of 后的词要用复数形式。例如:
　She is one of my best friends. 她是我最佳的朋友之一。
　as a parent 作为父母。as 作为。例如：
　As a teacher, you should be patient with your students.
　作为一名老师，你应当耐心地对待你的学生。
Grammar
名词
Ⅰ.名词分类
名词可以分为专有名词和普通名词。专有名词是某个（些）人，地方，机构等专有的名称，如Shanghai，New York等。普通名词是一个（类）人或事物或是一个抽象概念的名词，如：apple，happiness等。普通名词又可以分为下面四类：
个体名词：表达某类人或东西中的个体，如：book。
集体名词：表达若干个个体组成的集合体，如：family。
物质名词：表达无法分为个体的实物，如：water。
抽象名词：表达状态、品质、动作、感情等抽象概念，如：stability。
个体名词和集体名词可以用数目来计算，称为可数名词；物质名词和抽象名词一般无法用数目计算，称为不可数名词。

Ⅱ.名词的复数
名词的复数形式分为规则变化和不规则变化两种，规则变化的构成规则是：见课本第六页表。
其他名词复数的规则变化是：
1. 以y结尾的专有名词，或“元音字母+y”结尾时，直接加s变复数。例如：
donkey→ donkeys holiday→ holidays
2. 以o 结尾的名词，变复数时：
(1) 加s，如： photo→ photos piano→ pianos
(2) 加es，如：potato→potatoes tomato→tomatoes
3. 以f或fe 结尾的名词变复数时：
(1) 加s，如： belief→ beliefs roof→ roofs
(2) 去f, fe 加ves，如： wolf→ wolves life→ lives　

名词复数的不规则变化是：
1. 有些名词的复数形式不遵循上述规则，比较特殊，需要牢记掌握。例如：
child→ children tooth→ teeth mouse→ mice
2. 单复数同形。例如：deer，sheep，fish，Chinese，Japanese等。
3. 集体名词，以单数形式出现，但实际为复数。例如：
people，police，cattle 等。
4. 表达由两部分构成的东西。 例如：
trousers,　clothes等，若表达具体数目，要借助量词 pair（对，双）;　suit（套）等。
5. 此外尚有一些名词，其复数形式有时可表达别的意思。例如：
goods（货品）， fishes（各种鱼）。

Ⅲ.名词的格
英语名词所有格有两种：’s属格和of属格。
1. ’s所有格的用法
(1) 重要用于有生命的名词，例如：my brother’s books, Mary’s friend, sheep’s skin。
(2) 用于地理、国家机关、城市等名词，例如：Beijing’s future, the government’s decision。
(3) 用于时间、价值、距离、重量等名词，例如：today’s assignment, ten dollars’ worth, five miles’ distance, twenty pounds’ weight。
(4) 表达理发店、商店等名词或一些习惯用法，例如：at the butcher’s, at one’s wit’s end。
2. of所有格的用法：重要用于表达无生命的名词，例如：the door of the house, the map of China。
3. 双重属的用法：重要用来表达人的所有关系，例如：a friend of my brother’s, two plays of Shakespeare’s, some children of Mr. Brown’s, these ideas of yours, those dirty shoes of James’。双重属格的名词前不能用the和one来修饰。

4. 特殊所有格：若同样东西为两人共有，后一个人名用所有格；假如不是两人共有，而是各有各的，则两个名词都用所有格，且其后名词应为
5. 名词所有格的规则如下：
(1) 单数名词词尾加“’s”，复数名词词尾没有s，也要加“’s”，如：the girl’s pen女孩的钢笔，men’s room男厕所。
(2) 若名词已有复数词尾s，只加“ ’ ”，例如：the workers’ struggle工人的斗争。
(3) 凡不能加“’s”的名词，都可以用“名词+of+名词”的结构来表达所有关系，例如：the name of the film电影的名字。
(4) 复合名词或短语，’s 加在最后一个词的词尾。例如：a month or two’s holiday 一两个月的假期。

Unit2 Sample Room Diagram
房间布置

Contents:
I. Warm-up
Questions for discussion
1. Suppose that your teaching will start in one month. The kindergarten director suddenly calls you and asks you to design your own classroom. How would you handle this task?
2. When designing a classroom, we should take the needs of kids into consideration. Discuss with your partner what the needs that should be paid special attention to are. List them and share them with the whole class.
1. Reading
2. Teach the students some phrases
II. Learning focus
1. Learn how to describe the room diagram.
2. A good classroom organization leads to a good classroom performance.
3. Grammar—Preposition and conjunction.
4. Action poems for kids.
III. Teaching difficult points:
1. Learn some words and expressions.
2. Understand the passage.
Teaching steps:
1. Greeting.
2. Learn the new words and expressions of reading passage. Then explain the usage of some new words and lead in some difficult sentences in the passage.
3. Explain the passage
(1) even though
(2) the ability to do sth
(3) lose the ability to do sth.
(4) Search for sth.
(5) Keep doing sth
(6) Start to do sth
(7) Conquer great difficulty.
4. Explain some difficult sentences in the passage and give examples.
(1) even though 句型
(2) However 的用法
(3) It seemed that + 从句
(4) More and more + 名词（复数）
5. Read some difficult sentences together.
6. Homework: Copy the new words.
Unit3 Characteristics of Kids
孩子的特点
Contents:
Questions for discussion
1.Discuss with your partner about the characteristics of kids aged from three to five. List them on a sheet of paper and share them with your fellow classmates.
2.If a mother complains that something must have happened to her kid because the kid refuses to come to the kindergarten, what will you do if you come across this situation?
1. Reading
2. Teach the students some phrases
Learning focus
1. Learn how to express your congratulations and compliments.
2. Learn to manage your students.
3. Grammar—Adjective and adverb(Ⅱ).
4. Family poems for kids. Teaching important points:
1. Learn some words and expressions.
2. Explain some difficult sentences in the passage to the students.
Teaching difficult points:
1. Learn some words and expressions.
2. Understand the passage.
Teaching steps:
1. Greeting.
2. Review.
(1) Go over the words and expressions and ask the students to read the words together.
(2) Go over the phrases.
3. Reading for the details. Explain the questions in Chinese. Then give them a few minutes to find out the correct answers.
4. Ask some students to answer the questions.
5. Correspondence. Ask the students to match the words with explanation, then explain some phrases in the exercise:
Get control of sth... be unable to do sth.
Be full of be sorry for sb wake up
6. Translations. Ask the students to fill in the blanks and try to translate the whole sentence.
7. Guess games. Guess the job by explaining in English.
8. Homework: remember the words.

Unit 4 Classroom Management Activities
课堂管理活动
Contents:
1. Warm-up
Questions for discussion
1. Kids are difficult to concentrate their attention for long. How do you solve this problem?
2. What kind of games can you think of for children?
3. Listening and speaking
Learning focus
1. Know how to ask for and give permission.
2. Understand the importance of arranging different classroom activities.
3. Consider what kind of activities can be adopted.
4. Grammar—Verb(Ⅰ). Teaching important points:
2. Practice speaking English.
3. Learn some useful expressions
Teaching difficult points:
1. Group work to practice the dialogue.
2. Pair work to practice the dialogue.
Teaching steps:
1. Warm-up. Ask some students to answer the three questions:
(1) Do you think education is very important in our daily life.
(2) What’s the relationship between you and your parents.
(3) What kind of teacher or parents do you like best.
2. Learn some words in the dialogue:
newcomer bake bake a cake borrow
be glad to do sth. Ask for sth. Send sb sth.=send sth to sb
borrow sth from sb make friends with sb
3. Listen to the dialogue and then answer the two questions in listening practice.
4. practice the dialogue.
Group work to practice the dialogue.
Pair work to practice the dialogue.
5. Teach the students how to read the words and expressions on page 16.
6. Homework: ask the students to recite the dialogue.
Dialogues
This dialogue is between the English teacher Mary and her student Robert.
Robert: Look, Miss! I’ve finished my painting. Isn’t it beautiful?
Mary: Surely, Robert. This is the most beautiful picture I’ve seen.
Robert: Thank you, Miss. Is it all right if I turn on the TV?
Mary: You’d better not, Robert. You see, your classmates haven’t finished their work. Just wait for a moment.
Robert: Then, could I go out to play for some while?
Mary: Fine. But don’t go too far away. Just in our playground.
Robert: OK, I remember.

This dialogue is between the three students, Mike, Lynn and Susan.
Mike: Excuse me, Ly