苏教牛津版一上《Fruit》教学设计.docx

《苏教牛津版一上《Fruit》教学设计.docx》由会员分享，可在线阅读，更多相关《苏教牛津版一上《Fruit》教学设计.docx（62页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、苏教牛津版一上Fruit教学设计苏教牛津版一上On the farm教学设计 教学目标： 1.能听懂、会说、会读交际用语：Welcome to What are these/those?Theyre Are these/those ？ Yes, they are./No, they arent 2.能听懂、会说、会读词汇：theyre=they are, pig, cow, chicken, duck 3.能听懂、会说、会读、会写词汇：farm, they, pig, apple, those 4.能娴熟朗读对话或表演对话。 教学重点： 目标1、2、3 教学难点： 1.句型：What are

2、these/those? Are these/those ？的语调和用法。 2.词汇：farm, they, those, chicken, apple, pear的读音；a和an用法的区分；名词复数形式。 教学打算： 动物头饰，水果、动物卡片，PPT、学生学案 教学过程： Step1 Before class Listen and Sing a song:Old Mac Donald had a farm Step 2. Warming up 1. Free talk. T:Hello,boys and girls.Im your new English teacher,Miss Wang.

3、 Im very glad to be here. I want to be your friend. OK,firstly,I want to know your names. T:Whats your name? Whos your friend? Nice to meet you.Welcome to my class.（PPT） S:Thank you. 2. Learn to say:Welcome to （请学生先听懂欢迎来到我的课堂并进行回答，然后学会自己说欢迎来到我的班级，向上课老师、听课老师说） 3. Lead-in and learn T: Boys and girls,w

4、e sang a song before class.We were very happy. We saw a lot of animals there.Right?（PPT出现农场画面） They were on the farm. Learn on the farm。 Step 3. Presentation and practice 1.Learn : What are these/those? And pigs/cows/ducks/chickens （1）What are these?Theyre pigs. （2） Are these pigs?No, What are these

5、?Theyre cows. （3） What are those?Theyre s. Are those ？Yes./No. （同步出现动物卡，结合句型学习生词。） 2. Lets say.A chant These,these. What are these? Pigs,pigs. Theyre pigs. Those,those. What are those? Cows,cows. Theyre cows. Step 4.Text-learning 1.Task 1 : Lets listen！ Who is on the farm too? （谁也在农场？） 2.Task 2 : Li

6、sten and tick：Whats on the farm? 3,Task 3 : Lets watch: （观赏动画，将农场上的动植物摆在正确的位置。） 4.Task 4 : Lets follow.（跟读） 留意语音语调 要读出感情哦 5.Task 5 : Lets read. （让我们读吧！）分角色朗读。 6.Task 6 : Farm show！ （农场秀！）（发挥想象创编并表演，说得越多越好哦！） T：Its great fun to visit a farm. Liu Tao and Mike have great fun on the farm. Its great fun

7、to have a farm,too. 30 years later, youre grown up. Someone may have a wonderful farm. Would you please show your friends around your farm? Make a dialogue in groups. A model: A （farmer）： Look！ I have a farm！ Look！ Theyre pigs！/Theyre cows！ Welcome to my farm, Mr ！ B: Oh, thank you！ My good friend,

8、Mr/Miss A: Nice to see you！ B: Nice to see you！ What are these? A: Theyre Theyre lovely！ Would you like a ？ B: Yes, please. Thank you！ I like What are those? A: Theyre s. Theyre sweet. Would you like ? B: Yes, please. Its yummy！ A: Do you like my farm? B: Yes. Its great！ A: Welcome to my farm next t

9、ime！ B: Thank you. Bye-bye！ A: Goodbye！ Step 5. Ticking time Ticking time I can talk about things on a farm. I can act things on a farm. Step 6. Homework 1.Read Story time for 5 times. 2.Make your performance better. 3.Visit a farm if its possible. 板书设计： Unit 7 On the farm -What are these/those? -Th

10、eyre s. -Are these/those s? -Yes./No,theyre s. 苏教牛津版英语一年上Fruit教学设计 教学内容： 义务教化课程标准试验教科书牛津小学英语1A第五单元第三课时 （ D Play a game and review）。 教学目标： 1. 能听懂、会说水果类单词banana, pear, mango, peach. 2. 能听懂、会说日常交际用语 Is this a ？ 及其回答Yes, it is. 教学重点： 1. 能娴熟驾驭单词banana, pear, mango, peach. 2. 能运用一般疑问句Is this a ？确认某件物品，语音语

11、调正确。 教学难点： 能娴熟敏捷地运用日常交际用语 Is this a ？ 及其回答Yes, it is进行交际。 课前打算： 1. 教具打算：水果实物及图片。实物投影仪。水果篮。自制陀螺。练习纸。 2. 板书打算：预先写好课题Unit 5 Fruit 教学过程： A Review the words of fruit（约十五分钟） 1. Listen and draw 老师让学生在事先打算好的水果虚线图上听音画图。 学生依据所听内容，在相应的虚线图上画水果。 T: Draw a banana, please. Ss: OK. （学生将香蕉的虚线图描成实线） 2. Play a game: F

12、inger game 老师让学生将刚才已连线的水果图片分别贴在四个手指上，利用所学的句子来打招呼。 T: Hello, pear. Good morning, peach. This is a mango. 学生之间相互打招呼。 3. Sing a song 利用歌曲两只老虎的旋律，填入英文歌词。 Is this a banana/pear/peach/mango?（边唱歌边拍手） Is this a banana/pear/peach/mango? Yes, it is. Yes, it is. This is a banana/pear/peach/mango. This is a ban

13、ana/pear/peach/mango. Love, love, love. Love, love, love. 学生跟老师唱。 男女生唱。 分组唱。 全班齐唱。 B Review the sentences（约非常钟） 1. Play a game: Touch and guess 老师拿出课前打算好的水果实物和水果篮，将学生S1的眼睛蒙上，触摸水果篮中的水果。 S1: Is this a peach? S2: Yes, it is./ No. 学生假如一次就能猜对，老师嘉奖一张相应的水果贴纸。 2. Work in pairs 四人小组将事先打算好的水果实物拿出，闭眼摸物并猜物。 S1:

14、 Is this a peach? S2: Yes, it is./ No. C Practice（约十三分钟） 1. 陀螺嬉戏 拿出课前打算的陀螺（正方形两张卡片，对角线划分成四部分，在第一 张卡片的每一部分贴上Helen, Mike, Su Hai, Wang Bing, 在其次张卡片上贴 上四种水果的图片。并在两张卡片中间插入一只铅笔。） 老师利用实物投影仪示范转动两个陀螺，将铅笔指向的人物和水果连起来进行操练。 T: Helen, is this a banana? Ss: Yes, it is. Work in pairs 请几组同学利用投影仪和陀螺表演。 2. Listen and

15、 match 听录音，完成练习纸上的练习。 认读练习中的人物和水果。 听录音，完成连线。 校对答案。 D Assign homework （约两分钟） 1. 听录音，朗读课文。 2. 利用课上分发的拇指图片将所学水果用歌谣的方式唱给父母或挚友听。 3. 激励学有余力的学生在课余时间了解更多水果的英文名称。 苏教牛津版一上Good morning教学设计 教学目标： 学问实力与技能 Learn to greet people with hello, hi, Good morning/afternoon/evening. How are you? And their answers; Learn

16、the pronunciation and the writing of letters Aa-Hh; Know something about familiar boy names and girl names; Understand some abbreviations HB, CD、BBC. 过程与方法 With the studying strategies of Imitating and Drilling, get the students to do Pair work to learn how to say hello to and greet people in Englis

17、h by using the teaching courseware, pictures, flashcards; Catch the others information by practicing conversations; Know the greetings well by singing English song. 情感、看法与价值观 This content is easy to understand and the basic greetings in English, and its the easiest to imitate and use. It can not onl

18、y make the students fall interest in English, but also make them learn how to communicate with others politely; At the same time, it can make the students learn how to call the westerners and know something about the western cultures. 重点难点： 1、Learn the pronunciation and writing of letters AaHh and c

19、onsolidate the pronouncing rules of the vowel letters A, E in English words. 2、Learn to say hello to people with hello, hi, Good morning/afternoon/evening and their answers. 3、Learn to greet people with How are you? and their answers. 教学过程： Section A 创设情境，导入新课Create plots and scenes to guide the new

20、 lesson The main content of Section A is to learn to say hello to and greet to people by acting out the conversations and imitating them; Learn the pronunciation and writing of letters AaHh; Know something about familiar boy names and girl names. We can adopt the Situation Guiding Method and the Aud

21、iovisual Guiding Method: The teacher can make a teaching courseware （about greeting） for the teaching, or prepare some cartoons to imitates the different voices of the people in the Cartoons to say hello to and greet each other, so the target sentences are guided Good morning/afternoon/evening, Hele

22、n！ Good morning/afternoon/evening, Alice！ Hi/Hello, Bob！ Hi/Hello, Eric！； And then the teacher communicates with the students; At last get the students to communicate with each other. 自读感知，整体把握Pre-read to apperceive and grasp the whole Section A is designed by three steps. In 1a-1b, get the students

23、 to learn to say hello to and greet others by practicing conversations and know some cartoons well; In 2a-3, get the students to learn the pronunciation and writing of letters Aa-Hh and pay attention to the orders of strokes and formats, and get them to apperceive the pronouncing characters of lette

24、rs A and E and conclude their pronouncing rules; In 4a-4c, get them to grasp the familiar English names and consolidate the greetings. 合作沟通，解读探究Cooperate and intercourse to unscramble and research The main content in Section A is to learn the target language: Hi/Hello, Bob！ Hi/Hello, Eric！ Good morn

25、ing/afternoon/evening, Helen！ Good morning/afternoon/evening, Alice！ 【Intercourse】The teacher communicates with the students in class first: （Say hello to the students）Hello, ！ （Get the students to answer）Hello, 。！ （Say hello to the students）Hi, ！ （Get the students to answer）Hi, 。！ （Say hello to the

26、 students）Good morning/afternoon/evening, ！ （Get the students to answer）Good morning/afternoon/evening, ！ 【Experiences】After the students grasp the target sentences, the teacher projects the courseware （about greeting） or shows some cartoons and imitates different voices of the people in the cartoon

27、s （or play the tape） to say hello to and greet each other: Good morning/afternoon/evening, Helen！ Good morning/afternoon/evening, Alice！ Hi/Hello, Bob！ Hi/Hello, Eric！； The students listen carefully while watching and grasp the pronunciation of some familiar English names, finish the teaching task o

28、f Activity 1b. 【Activities】Get the students to practice conversations and communicate with each other. Get them to imitate the conversations they hear and say hello to and greet each other, finish the teaching task of Activity 1b. Hi/Hello, Bob！ Hi/Hello, Eric！ Good morning/afternoon/evening, Helen！

29、 Good morning/afternoon/evening, Alice！ 【Demonstration】Learn the pronunciation and writing of English letters AaHh. The teacher can draw four-line grids on the blackboard and teach the students the correct writing orders and structures. The students imitate what the teacher have taught and pay atten

30、tion to the varieties of capital and small English letters, finish the teaching task of Activities 2a and 2b. 【Experiences】Play the tape of Activity 2c and get the students to listen and distinguish the right letters and mark the orders, finish the teaching task of Activities 2c. 【Practice】Get the s

31、tudents to write the corresponding small letters according to the capital letters, finish the hearing teaching task of Activities 2d. 【Discussion】Get the students to observe the abbreviations in Activity 3 and guess their meanings according to the pictures. Tell the students these abbreviations are

32、common in English and also important, finish the teaching task of Activities 3. 【Experiences】 1）Play the tape of Activity 4a and get the students to listen and circle the names they hear according to the conversations, finish the hearing teaching task of Activities 4a. 2）Play the tape of Activity 4a

33、 again and get the students to listen and match the conversations they hear with the pictures and mark the orders, finish the hearing teaching task of Activities 4b. 【Activities】Get the students to drill the conversations in Activity 4b and grasp the target sentences: Good morning/afternoon/evening,

34、 Helen！ Good morning/afternoon/evening, Alice！，finish the teaching task of Activity 4c. 【要点直击】【English notes】 中西方日常交际差异：中国人见面喜爱问：你吃过了吗？老外听了，以为你要请客；你去哪儿？老外认为你是干涉他的隐私。而西方人见面以问候为主，如：Hello！， Hi！， Good morning.等。问候语的运用：Good morning早上好（指早晨、上午）；Good afternoon下午好（指午后，黄昏前）；Good evening晚上好（指黄昏后，就寝前）。 应用迁移，巩固提

35、高Application and transfer, consolidation and improvement 1. Make letter cards: Get different letters and words by assembling the cards freely. Its helpful to promote the intercourse between the students and bring up their friendship. 2. Identify the character cartoons: Know some familiar boy and gir

36、l names. Section B and Self Check 创设情境，导入新课 The main content in Section B is to review and consolidate the greetings learnt; Learn to greet others by using How are you? and familiarize and grasp the familiar English names further; Summarize the pronouncing rules of the vowel letters A and E in words

37、. So the Audiovisual Guiding Method can still be adopted: The teacher can make a teaching courseware （about saying hello and greeting） for teaching, or prepare some cartoons and imitate the different voices of different characters in the cartoons to say hello to and greet each other, so the target s

38、entences can be guided: Good morning/afternoon/evening, Helen！ Hi/Hello, Eric！ How are you? Im fine, thanks. Im OK.。 自读感知，整体把握 Section B is designed by three steps: In 1-2b, review and consolidate the greetings learnt and learn to greet others by using How are you?；In 3a-4, review the pronunciation

39、and writing of the English letters Aa-Hh, and summarize the pronouncing rules of the vowel letters A and E in words; In 5, use the English song to consolidate the target language and inspire the students interest in English at the same time. 合作沟通，解读探究 The main content in Section B is to review and c

40、onsolidate the greetings learnt; Learn to greet others by using How are you? and familiarize and grasp the familiar English names further; Summarize the pronouncing rules of the vowel letters A and E in words. Good morning/afternoon, Helen！ Hi/Hello, Eric！ How are you? Im fine, thanks. How are you?

41、Im OK. 【Experiences】Project the courseware or play the tape of Activity 1 and get the students to watch or listen and imitate, and make them learn to greet others by using How are you? Im fine, thanks. How are you? Im OK., finish the teaching task of Activity 1. 【Making】Get the students to review th

42、e familiar English names learnt and choose one of them as their own English names according to their fancy and write them down in the cards, finish the teaching task of Activity 2a. 【Role-playing】After they make their own name cards, the teacher can get the students to practice conversations to cons

43、olidate the target language learnt by using the target sentences and English names, finish the teaching task of Activity 2b. 【Experiences】Playing the tape of Activity 3a and get the students to draw the lines between the letters they hear, finish the hearing teaching task of Activity 3a. 【Activities

44、】Get the students to match the capital letters with the small letter and review and consolidate the pronunciation and writing of the English letter, finish the teaching task of Activity 3b. 【Experiences】 1）Play the tape of Activity 4 and get the students to listen and imitate and summarize the prono

45、uncing rules of the vowel letters A and E, finish the teaching task of Activity 4. 2）Playing the tape of Activity 5 and teach the students this English song, finish the teaching task of Activity 5. 【要点直击】【English notes】 1、How are you? 也是一句问候语，一般用于熟人之间，意思是你（身体）好吗？，它的答句一般是：Fine/Im fine. Thank you.，而不能用How are you?干脆回答。 2、Thank you与Thanks：thank是动词，Thank you是感谢你，表示感谢对方，Thanks是名词感谢（复数形式）。 应用迁移，巩固提高Application and transfer, c