2019-2020年一年級英語上冊 Unit 8 Period 3(2)教案 上海新世紀版.doc

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2019-2020年一年級英語上冊 Unit 8 Period 3(2)教案 上海新世紀版 教學說明 本課時是Unit 8的第三課時，在前兩課時學生已經(jīng)完成了本單元主要句型Are you a …?Yes./No.及四個人物和他們的四種職業(yè)的詞匯教學。本節(jié)課主要是讓學生一方面復習前兩課時的內(nèi)容，同時學習Sports Club中的兩句指令和Disneyland的內(nèi)容。 教學內(nèi)容 復習鞏固前兩課時的主要詞匯和句型。 能對教師在課堂上發(fā)出的Clap your hands 和 Shake your head.指令做出正確的反應。 能根據(jù)節(jié)奏正確朗誦Disneyland中的Babies. 教學步驟 Task 1 利用圖片和游戲，復習Are you a …? Yes./No.的句型及回答。 建議：〈1〉教師出示 (milkman, milkwoman, postman, postwoman, teacher, policeman, nurse, doctor) 八張圖片，組織學生讀出單詞。 〈2〉教師將八張圖片分發(fā)給八位小朋友，讓他們自己先看一看，然后每人做動作，全班猜他們所扮演的職業(yè)，八個小朋友用點頭或搖頭表示。 〈3〉組織全班學生閉眼，讓一個小朋友變怪聲說一英語單詞，全班用“Are you …?”猜猜說話者是誰。 目的： 借助圖片，復習所學的八種職業(yè)名稱。借助游戲復習詞匯與句型，猜一猜說話者是誰，可以激發(fā)學生的學習熱情。 Task 2 聽錄音做動作，復習以前學過的指令。 建議：〈1〉教師播放自錄錄音帶，學生聽到后根據(jù)指令做出正確的反應，可分全班的或個人的。 〈2〉教師做動作，學生說出指令。 目的： 通過播放錄音，可使學生的復習變得有趣，可增強學生學習時效性，由老師做動作，學生發(fā)布指令，可讓學生變?yōu)橹鲃?，積極性倍增。 Task 3 學習操練新指令Clap your hands和Shake your head. 建議：〈1〉教師讓學生把雙手平放在課桌上，告訴學生老師要檢查他們的手是否干凈，若干凈老師就說指令:Clap your heads.全班拍手表揚。 〈2〉若哪個小朋友的手很臟，老師就搖搖頭，同時命令所有學生: Shake your heads. 目的：檢查小朋友的雙手是否干凈，并進行表揚批評，然后借此引出句型，比較貼近生活。如此還可讓學生知道講衛(wèi)生光榮，要從小養(yǎng)成講衛(wèi)生的好習慣。句型的操練也更自然，實用。 Task 4 結合游戲“眼力大考驗”操練句型 建議：教師將學生分成四大組，每組按順序看教師口型做出反應，全組都對將獲得一面紅旗，游戲結束評出優(yōu)勝組，每位學生獎五角星。 Task 5 創(chuàng)設情景，學習Disneyland中的Babies. 建議：〈1〉教師請獲勝的那組學生起立，表揚他們是好孩子，然后出示Babies,學生跟讀。 〈2〉展示一張公園的場景的圖片，許多小小孩兒坐在草地上玩耍，老師引導學生一起數(shù)How many babies? 〈3〉學生模仿跟讀little，baby， babies 教師幫助學生理解含義。 Task 6 利用課文音帶，通過模仿，配合動作，進行表演。 建議：〈1〉組織學生聽錄音，教師解釋含義。 〈2〉分組跟讀數(shù)遍。 〈3〉教師示范，加以動作。學生模仿。 〈4〉學生表演，評選最佳小演員。 目的：抓住一年級學生好動，模仿力強的特點，通過模仿，表演，增添學習的樂趣。 教學提示 一 、教學媒體準備：人物圖片，場景圖片，錄音機，錄音帶（配套和自制），小紅旗，紅五角星及課文音帶。 二 、教育關注點： 要讓學生讀準單詞 hand,hands,并了解其不同含義。 單詞 hand, head 學生容易混淆讀音，教師應注意加以區(qū)別，引導學生比較音，形和義 ，能正確發(fā)音。 三 、設計思路： 在整個教學過程中，力求抓住低年級學生的年齡特點，利用游戲，符合兒童特點的教具（人物圖片，錄音帶，小紅旗，五角星）來突破教學重點與難點，引導學生在快樂，真實中學習新知。 附送： 2019-2020年一年級英語上冊 Unit1 Hello period1教案 （新版）滬教牛津版 Tasks in this unit: 1. Beginning and interaction by greeting someone politely 2. Beginning and interaction by introducing oneself briefly 3. Ending and interaction with simple expressions of farewell Language focus: 1. Using the key words in context e.g., morning, afternoon 2. Using formulaic expressions to greet people and bid farewell e.g., Hello. /Good morning./Good afternoon./Goodbye. Language skills: Listening 1. Identifying the key words in an utterance by hearing the pronunciation e.g., morning, afternoon 2. Understanding formulaic expressions of greetings and farewell in context, and responding appropriately e.g., Hello./Good morning./Good afternoon./Goodbye. ?Understanding a simple story with the help of pictures, puppets or the teacher’s body language Speaking Using formulaic expressions to greet people and bid farewell in the appropriate context e.g., Good morning./Goodbye. Pre-task preparations Activity 1 Greet the students and introduce yourself to them e.g., T: Good morning! Hello! I’m Miss/Mr. (surname). Activity 2 Use the puppets and flashcards to elicit the formulaic expressions Good morning! and Good afternoon! e.g., Puppet 1: Good morning! (Present the flashcard morning) Puppet 2: Good afternoon! (Present the flashcard afternoon) Puppet 3: Hello! Puppet 4: Hi! While-task procedures Activity 1 Have the students practice the words and the greetings. e.g., morning, afternoon, Good morning!/Good afternoon!/ Hello! /Hi! /Goodbye! Activity 2 Use the puppets to imitate the characters that appeared in Unit 1. e.g., Puppet 1: Good morning! (Background: Present the flashcard morning) Puppet 2: Good afternoon! (Background: Present the flashcard afternoon) Puppet 3: Hello! Puppet 4: Hi! ... Activity 3 Have the students listen to the recording on pages 2 and 3. Illustrate the meaning of the dialogues with the help of pictures, puppets and your body language. The students are only required to understand the general meaning of the dialogues. Then have the students try to plete the dialogues with you. You may use the puppet and the flashcards. e.g., T: Hello! Ss: Hi! T: Goodbye! Ss: Goodbye! ... Activity 4 1 Tell the story on pages 2 and 3 slowly and clearly to the class with the help of pictures, puppets or your body language. The students are only required to understand the general meaning of the story. 1) In the morning, Kitty and Ben are going to school. Alice and Tom are going to school, too. They meet at the school bus stop. Ben and Kitty say, “Hello!” Alice, Alice’s mum and Tom say, “Hi!” 2) The school bus is ing. They get on the school bus. “Goodbye!” Alice says to her mum. Mum says, “Goodbye!” 3) Kitty, Ben, Alice and Tom arrive at school. They see Miss Wang. Ben, Kitty, Tom and Alice say, “Good morning!” Miss Wang says, “Good morning!” 4) In the afternoon, Kitty, Alice, Danny and Eddie are in the classroom. Miss Wang says, “Good afternoon!” Kitty, Alice, Danny and Eddie say, “Good afternoon!” 5) School is over. Teacher’s Book 3 Kitty, Alice, Danny and Eddie say, “Goodbye!” Miss Wang says, “Goodbye!” 2 Tell the story to the class again. Then ask the students to plete the story with you. e.g., T: In the morning, Kitty and Ben are going to school. Alice and Tom are going to school, too. They meet at the school bus stop. Ben and Kitty say, “Hello!” Alice and Tom say... Ss: Hi! T: The school bus is ing. Alice gets on the school bus. Alice says “Goodbye!” Mum says... Ss: Goodbye! Post-task activities Activity 1 Ask the students to act out the story “A school day” on page 4. Then have the students listen to the song “Good morning” on page 5 and sing along using hand motions. Activity 2 Ask the students to make short dialogues in groups. Then have the students listen to the song “Good morning” on page 5. Activity 3 Have the students do “Look, listen and say” on Workbook page 2. Activity 4 Have the students do “Listen and tick” on Workbook page 3. Then check the answers. Have them act out the short dialogues.