三年級英語上冊 Unit 1 Here I am教案 滬教牛津版.doc

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Module1 Getting to know you Unit1 Hello I am! Period One Teaching contents: Listen / Sing (P. 2) Teaching Aims: 1． 知識目標(biāo)：To know the word: parrot and its name: Dotty; Using formulaic expressions to greet people; Using formulaic expressions to introduce oneself; Can sing the song: Hello, I’m Dotty. 2． 能力目標(biāo)：Use modeled phrases to communicate with teachers and other learners; Open an interaction by introducing oneself. 3． 情感目標(biāo)：How to greet people and introduce oneself politely. Difficult and key points: I’m… / The song. Teaching aids: Pictures, the word cards and the phrase cards. Teaching procedure: 教學(xué)步驟 方法與手段 補(bǔ)充與修改 Warming-up 1. Sing a song: Good morning. 2. Daily talk e.g. What’s your name? Are you a boy? What do you like ? Where are you? What is this / that ? Is this a…? Is that ? … Revision Look at the pictures and spell the words. e.g. rabbit, bird, cat, frog, fish, duck… teacher, boy, girl, farmer, doctor… Presentation 1. Teach the word: parrot. A. To stick the picture on the bord. B. Read and spell it. Take out the word card: Parrot Dotty C. (T asks and answers) What’s its name? Its name’s Dotty. D. Write the parrot’s name on the board. Then say after the teacher. F. Say after to the teacher: I’m a parrot. I’m Dotty. 2. Learn to sing a song: Hello, I’m Dotty. A. Listen to the tape. B. Try to follow the tape. C. Sing and do the action. D. Sing this song in the group. 3. To teach the sentences: Hello. I’m . A. The teachers to the children: Hello, I’m Mr / Miss . B. To ask the children speaking the same drills. C. To stick the phrase cards on the board. Hello! I’m … D. To greet people and introduce oneself each other. E. Open the book and look at the picture (P. 2). Then say about the picture in pairs. e.g. I’m Miss Fang. I’m Alice. I’m Peter. … Consolidation 1.Speaking: A. To stick the pictures on the board. Duckling Kitten Puppy Mr White Dotty Panda B. Say about the pictures in pairs. e.g. Hello! I’m Puppy. … 2.Homework: Sing a song and say the sentences with the children’s parents. 課 后 隨 筆 成功與經(jīng)驗(yàn) 板書設(shè)計(jì) 參見教案中的板書。 思考與對策 Period Two Teaching contents: Look and say (P. 3) Teaching Aims: 1．知識目標(biāo)： Learning the capital letters: A-Z; Learning the small letters: A-z 2．能力目標(biāo)：Can recognize, read and copy the letters. Difficult and key points: The letters Teaching aids: Pictures, The Alphabet Cards. Teaching procedure: 教學(xué)步驟 方法與手段 補(bǔ)充與修改 Warming-up 1. Sing a song: Hello! I’m Dotty.. 2. Daily talk e.g. What’s your name? Are you a boy? / What do you like ? Where are you? / What is this / that ? Is this a…? / Is that ? … Revision 1. Look at the pictures and speak. e.g. Hello! I’m Duckling. 2. To greet people and introduce oneself each other. Presentation 1. To sing the Alphabet Song together. 2. The whole class say the letters with the teacher. 3. To take out the alphabet cards (The capital letters). And read aloud the letters: Q, W, E, R, T, Y, U, O, P, L, K, J, H,G, F, D, S, A, Z, X, C, V, B, M, N 4. To take out the alphabet cards (The small letters). And read aloud the letters: q, w, e, r, t, g, f, d, s, a, b, v, c, x, c, z, n, m, l, k, j, h, y, u, I, o, p 5. To point to the vowel letters: A a, E e, I i, O o, U u 6. Copy the letters with the teacher. Consolidation 1. Show the alphabet cards A-Z one by one while playing the cassette. Children listen to the names of the 26 letters and learn to recognize the capital letters. 2. Show the alphabet cards A-Z randomly and ask students to say in chorus, groups or individually. 3. Show the alphabet cards A-Z one by one while playing the cassette. Children listen again to the names of the 26 letters and learn to recognize the small letters. 4. Show the alphabet cards a-z randomly and ask students to say in chorus, groups or individually. 5. Homework: read, recite and copy the letters. 課 后 隨 筆 成功與經(jīng)驗(yàn) 板書設(shè)計(jì) A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z 元音字母： A a, E e, I i, O o, U u 思考與對策