2019-2020年一年級(jí)英語(yǔ)上冊(cè) Unit12 In the park教案 （新版）滬教牛津版.doc

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2019-2020年一年級(jí)英語(yǔ)上冊(cè) Unit12 In the park教案 （新版）滬教牛津版 教學(xué)目的：1）學(xué)習(xí)詢問(wèn)他人正在做什么事情。 2）描述他人正在做的事情。 3）學(xué)生能夠聽(tīng)、說(shuō)、認(rèn)boat chess row soybean milk drink hungry 4）通過(guò)創(chuàng)設(shè)和諧的氛圍，讓孩子們輕松愉快地學(xué)習(xí)英語(yǔ)，并形成良好的英語(yǔ)語(yǔ)感。 教學(xué)重點(diǎn)：1）學(xué)說(shuō)問(wèn)句What are they doing? 2）掌握句型They’re 動(dòng)詞+ing [+賓語(yǔ)] 教學(xué)難點(diǎn)：能清晰準(zhǔn)確地發(fā)出本課所教的單詞的音，并自如地應(yīng)用。 教學(xué)準(zhǔn)備 課件、豆奶 教學(xué)過(guò)程： 一、Warming and revision 1． 教師快速向?qū)W生出示幾個(gè)動(dòng)詞，請(qǐng)學(xué)生說(shuō)出這個(gè)動(dòng)詞。師板書(shū)：read , write , jump , run … 2， 請(qǐng)學(xué)生說(shuō)這些動(dòng)詞的-ing形式。 3. 全班整體邊做動(dòng)作邊操練 4。 齊讀黑板上的動(dòng)詞及其-ing形式。 二、Presentation （一）學(xué)習(xí)新句型 1． 請(qǐng)一學(xué)生挑選黑板上所提供的任一動(dòng)詞，做出相應(yīng)的動(dòng)作。 2． 教師通過(guò)提問(wèn)：What is he/ she doing ?復(fù)習(xí)He’s/ She’s 動(dòng)詞+ing [+賓語(yǔ)]。 3． 請(qǐng)?jiān)撋诮M的成員模仿該生的動(dòng)作，并做動(dòng)作邊說(shuō)：I’m動(dòng)詞+ing [+賓語(yǔ)]。 4． 教師故作不解狀問(wèn)：What are they doing ? 后又釋然說(shuō)：Oh. They’re 動(dòng)詞+ing [+賓語(yǔ)],并板書(shū)。 5． 教師指著黑板上的句子，請(qǐng)學(xué)生跟說(shuō)多遍。 6． 再請(qǐng)一組學(xué)生挑選黑板上所提供的任一動(dòng)詞（不能重復(fù)），做出相應(yīng)的動(dòng)作，教師請(qǐng)其他學(xué)生回答問(wèn)題：What are they doing ? 然后教師把正確答案寫(xiě)在黑板上。 7． 請(qǐng)學(xué)生一起認(rèn)讀黑板上的句子。 （二）學(xué)習(xí)新動(dòng)詞 1.教師畫(huà)簡(jiǎn)筆畫(huà)，教學(xué)單詞chess，并男女生比賽“下棋”，看 一堂課結(jié)束誰(shuí)最快走完這部棋，現(xiàn)學(xué)現(xiàn)用 play chess. 2．教上幾位學(xué)生模仿一個(gè)動(dòng)作，讓其他學(xué)生猜猜他們正在做什么。 3． 學(xué)生看動(dòng)作，引入短語(yǔ)： doing taijiquan.。 4． 請(qǐng)全體學(xué)生一起邊做動(dòng)作，邊說(shuō)： doing taijiquan.教師通過(guò)提問(wèn)：What are they doing ?引入 句子：They’re doing taijiquan. 并板書(shū)。 5.圖片出示dragon boat ,并教學(xué)操練。教師隨即出示PPT并提問(wèn)：What are they doing? 從而引出rowing a dragon boat, 操練doing taijiquan rowing a dragon boat： （1） 老師說(shuō)，學(xué)生做(可加快速度，增加趣味性) （2） 老師做，學(xué)生說(shuō) 6． 教師做饑餓狀說(shuō)：I’m hungry. I’m hungry.板書(shū) hungry（餓的）并重復(fù)說(shuō)多遍，再提問(wèn)學(xué)生： What’s the matter with me?由此教單詞 hungry（餓的）。 8． 教師從包中拿出一瓶豆奶說(shuō)：I want to drink soybean milk. 邊：“喝”邊說(shuō)：drink drink , I’m drinking.讓學(xué)生模仿跟著教師重復(fù)句子并模仿動(dòng)作。 9． 教師拿著豆奶走到學(xué)生中，到邊“喝”邊說(shuō)： Soybean milk is very nice. Soybean milk is very nice. 提問(wèn)學(xué)生What am I drink? 由此教說(shuō)soybean milk （豆奶）并板書(shū)，在此可適當(dāng)擴(kuò)展drink coffe,cola.water.tea. 10．請(qǐng)一些學(xué)生模仿喝豆奶的動(dòng)作，比比誰(shuí)表演的最好。 其間老師可以適時(shí)用What is he/ she doing ? What are they doing ?提問(wèn)其余學(xué)生。 三、Consolidation （一）快速反應(yīng) 1．請(qǐng)幾位學(xué)生到教室前，由教師說(shuō)動(dòng)詞詞組，學(xué)生模 仿動(dòng)作，比比誰(shuí)的反應(yīng)最靈敏。 2．讓學(xué)生在小組內(nèi)進(jìn)行訓(xùn)練。 （二）游戲 1．猜猜猜 教師請(qǐng)幾位學(xué)生到講臺(tái)上，事先悄悄地告訴他們要做什么動(dòng)作，但是學(xué)生猜之前不準(zhǔn)做動(dòng)作，全班一起問(wèn)What are they doing? 問(wèn)完后個(gè)別學(xué)生舉手回答，若猜對(duì)，棋子向前走幾步。 （四）學(xué)歌曲 1．教師用《兩只老虎》的調(diào)子，教學(xué)生學(xué)一首自編的歌 What are they doing? What are they doing? They’re reading. They’re reading. What are they doing? What are they doing? They’re rowing. They’re rowing.. What are they doing? What are they doing? They’re playing. They’re playing. What are they doing? What are they doing? They’re drinking. They’re drinking. 2．可分小組，分男女生學(xué)唱。 四、Homework 1． 學(xué)唱歌曲。 2． 抄寫(xiě)單詞：row , play, drink, boat, milk 3． 收集有關(guān)人物或動(dòng)物正在進(jìn)行某種動(dòng)作行為的 照片、圖片、圖案，并用英語(yǔ)說(shuō)說(shuō)他們正在做什么？ 附送： 2019-2020年一年級(jí)英語(yǔ)上冊(cè) Unit2 My classmates period1教案 （新版）滬教牛津版 Tasks in this unit: ? Using modelled phrases to municate with other students ? Using modelled imperatives to borrow study materials Period 1 Language focus: ? Using nouns to identify school supplies e.g., rubber ? Using simple language to point out objects e.g., A book! Language skills: Listening ? Understanding some words used for mon school supplies e.g., book, ruler, pencil, rubber ? Locating specific information in response to simple instructions e.g., A book! Speaking ? Pronouncing the key words correctly e.g., book, ruler, pencil, rubber ? Using modelled phrases to municate with other students e.g., A book! ? Pronouncing words in connected speech correctly by linking them together and using appropriate stress Materials: Student’s Book 1A, pp. 7 and 9 Workbook 1A, p. 6 Cassette 1A Cassette player Wall picture 1A A book, a rubber, a ruler, a pencil, a pencil case Pre-task preparations Activity 1 Show the students a pencil case. Then take out a ruler, a rubber and a pencil from the pencil case to elicit the new words. e.g., T: Look, what’s in the pencil case? A ruler, a pencil ... Activity 2 Ask the students, “What can you see in the classroom?” Hold up some objects that the students have, such as a ruler or a rubber. e.g., T: What can you see? (Holds up a ruler) I can see a ruler. While-task procedures Activity 1 Ask the students to repeat the new words after you. Activity 2 Teach the rhyme on Student’s Book page 9. Activity 3 Say aloud the names of the objects introduced in Unit 2. Have the students hold up the corresponding objects and repeat the words they have heard. Practise until they can respond quickly. Then have them practise in groups. e.g., T: A book! Ss: (Hold up a book) A book! Activity 4 Engage the students in the following rhythmic chant. Hold up different objects to cue the students to respond. e.g., T: What can you see? What can you see? Ss: A book, a pencil, I can see. A book, a pencil, I can see. Post-task activities Activity 1 Ask the students to play a guessing game. Hide an object behind you and have the students guess what it is. e.g., T: What’s this? S: A book! T: Yes. A book. Activity 2 Have the students practise the rhyme on Student’s Book page 9, substituting book, pencil, ... with other words. Activity 3 Have the students do “Listen and tick” on Workbook page 6.