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、說、認(rèn)boat chess row soybean milk drink hungry4）通過創(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)說問句What are they doing? 2）掌握句型Theyre 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)過程：一、Warming and revision1 教師快速向?qū)W生出示幾個(gè)動(dòng)詞，請(qǐng)學(xué)生說出這個(gè)動(dòng)詞。師板書：read , write , jump , run 2， 請(qǐng)學(xué)生說這些動(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 教師通過提問：What is he/ she doing ?復(fù)習(xí)Hes/ Shes 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：Im動(dòng)詞+ing +賓語(yǔ)。4 教師故作不解狀問：What are they doing ? 后又釋然說：Oh. Theyre 動(dòng)詞+ing +賓語(yǔ),并板書。5 教師指著黑板上的句子，請(qǐng)學(xué)生跟說多遍。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)生回答問題：What are they doing ? 然后教師把正確答案寫在黑板上。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.教師畫簡(jiǎn)筆畫，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： doing taijiquan.教師通過提問：What are they doing ?引入句子：Theyre doing taijiquan. 并板書。5.圖片出示dragon boat ,并教學(xué)操練。教師隨即出示PPT并提問：What are they doing?從而引出rowing a dragon boat,操練doing taijiquan rowing a dragon boat：（1） 老師說，學(xué)生做(可加快速度，增加趣味性)（2） 老師做，學(xué)生說6 教師做饑餓狀說：Im hungry. Im hungry.板書hungry（餓的）并重復(fù)說多遍，再提問學(xué)生：Whats 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：I want to drink soybean milk. 邊：“喝”邊說：drink drink , Im 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：Soybean milk is very nice. Soybean milk is very nice.提問學(xué)生What am I drink? 由此教說soybean milk（豆奶）并板書，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What are they doing? 問完后個(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?Theyre reading. Theyre reading.What are they doing? What are they doing?Theyre rowing. Theyre rowing.What are they doing? What are they doing?Theyre playing. Theyre playing.What are they doing? What are they doing?Theyre drinking. Theyre drinking.2可分小組，分男女生學(xué)唱。四、Homework1 學(xué)唱歌曲。2 抄寫單詞：row , play, drink, boat, milk3 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)說說他們正在做什么？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 materialsPeriod 1Language 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 stressMaterials:Students Book 1A, pp. 7 and 9 Workbook 1A, p. 6Cassette 1ACassette playerWall picture 1AA book, a rubber, a ruler, a pencil, a pencil casePre-task preparationsActivity 1Show 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, whats in the pencil case? A ruler, a pencil .Activity 2Ask the students, “What can you see in the classroom?” Hold up some objects that thestudents 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 proceduresActivity 1Ask the students to repeat the new words after you.Activity 2Teach the rhyme on Students Book page 9.Activity 3Say aloud the names of the objects introduced in Unit 2. Have the students hold up thecorresponding 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 4Engage the students in the following rhythmicchant. 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 activitiesActivity 1Ask the students to play a guessing game. Hide an object behind you and have the students guess what it is.e.g.,T: Whats this?S: A book!T: Yes. A book.Activity 2Have the students practise the rhyme on StudentsBook page 9, substituting book, pencil, . with other words.Activity 3Have the students do “Listen and tick” on Workbook page 6.