unit 1 hello
第一课时:
教学内容:认识三个人物,su hai ,wang bing ,helen 。
问候语hello ,hi
教学目标:能够认识三个人物,见面会用hello,hi 和别人打招呼。
教学重难点:会说hello ,hi ,认识三个人物。
教学用具:面具头像,卡纸,cai
教学过程:一 warming up
t :class begins
ss :stand up!
t :good morning ,class。
ss :good morning ,teacher。
t :sit down,please!
二 presentation
由学生上课的坐姿,来引入新人物教学。
学生端正坐好,乘此机会表扬坐的好的同学,给他们介绍新朋友。
t :小朋友坐的真好,老师决定给大家介绍几个新朋友,大家想认识他们吗?
ss:想
t : 想知道他叫什么名字吗?想知道他们长什么样吗?
ss: 想
t : 老师从书中慢慢抽出头饰,先露出头发,依次眼睛,鼻子,嘴巴,整个象头像。老师让学生看清楚他长什么样?头发什么颜色?眼睛什么颜色?短头 发还是长头发?
ss:学生,头发是黑色的,眼睛是黑色的,男的。
t :wang bing 。
ss:wang bing。
(分组读,个别读,同桌读,男女生读)
t :我们认识了新朋友,和新朋友问声好吧。hello ,wang bing !
ss :hello ,wang bing 。
(逐个练习)
t :向我们的同桌问好。
同样方法学习 hellen ,su hai
三 practise
1 让学生到黑板前进行角色扮演,戴上头饰。坐着的学生向讲台前学生问好。
s : hello ,。。。 ss : hello ,su hai /wang bing /hellen 。
t :我们见到同学,老师可以说hello,除了hello 还可以说 hi 。
教授 hi 。
(练习 hi, su hai /wang bing /hellen )
2 打开电脑 :出现小动物 ,让学生和动物们问好,以巩固所学的hello,hi 。
教学后记:本节课内容很少而且简单,学生对于认识新朋友很感兴趣,所以人物很快就认识了,但是孩子对中国小孩的名字很容易就记得,而外国的hellen却是练习很多才记得,发音也是个难点。对于问候语学生能够见到同学老师说出 hello ,hi。估计长久的说才能形成习惯。
unit 1 hello
第二课时:
教学内容:新人物 mike ,句子 i'm 。。。《hello》song
教学目标:会用i'm。。。自我介绍。能认识新朋友 mike 。会唱歌曲。
教学重难点:会说 i'm 。。。会唱《hello》。
教具准备: 小孩头饰,卡纸,cai。
教学过程:一 warming up
t :good afternoon, class.
ss:good afternoon, teacher.
t: i want to see who's remember is good.
who is she?
ss:hellen
t :who is he?
ss:wang bing
t :what's her name?
ss:su hai.
二 presentation
1 t :today,i invite mike to our classrooom。
he will be our new friend。
t :teach :mike
ss:follow teacher
(read in group,boys girls )
ss:hello,mike ,hi ,mike 。
2 cai 电脑中出现mike,他向大家介绍自己,hello,i 'm mike 。
t :teach i'm ...
(个人,两个,小组,男女,排,列跟读)
t :let some students to introduce themselves.
ss:hello, i'm ...
个人,小组练习。
3 《hello》song
1 let students listen to the tape three times ,then sing after teacher sentence by sentence.
2 ask ss to try to sing the song sentence by sentence, one by one.
3 ask one student to sing the first sentence,the others to sing the next sentence. one by one.
4 sing after the teacher wholely.
5 sing after the tape together.
三 homework
sing the song《hello》to parents。
introduce them self to parents.
教学后记:低年级英语教学主要是激发学生学习英语的兴趣,树立自信心,培养学习积极的态度,歌曲恰是能够充分的调动学生学习的积极性,培养学生的语音语调语感,为以后的英语学习打好基础。
一、教学说明:
1. 通过前五个单元的学习,师生关系日趋融洽,师生之间的密切程度有所增强,课堂教学效率有所提高。
2. 本课学习一些简单的命令句:如look at … wash your …. eat a/ an…
3. 学习i like to eat …来表述自己喜欢吃的东西。
二、教学内容
1)认知内容:
a. 能听懂并会说祈使句look at your hands. wash your hands.和eat a cake.
b. 能用i like to eat…表述自己喜欢吃的食物。
2)能力要求:
在学习和生活中能用所学祈使句表述自己的意愿,同时对这些命令作出反应。
3)情感态度:
通过本课的学习,培养学生讲卫生的良好习惯。
三、教学步骤:
procedures
contentsmethodspurposei.pre-task preparation:1. warming up. rhymes songs. 2.revision words of fruits1.(tape recorder)ps: say, act and sing. 2.greetings. 1.shadow games: (fruit garden)e.g. t: an apple? p: yes, it’s … no, it’s… 采用儿歌、歌曲等形式活跃课堂气氛,使学生自然地进入学习状态。 通过猜影子的游戏来巩固前一单元所学的水果,为接下来的句型教学作好铺垫。ii.while-task procedure:a new pattern:i like to eat…1.teacher looks at the picture of fruit garden and says by actions. e.g. oh, so many fruits here. i like to eat apples. yummy, yummy.2.teacher says and ps repeat.3.say the chant as following:i like , i likei like to eat.apples, oranges, peaches and pears.4.encourage the pupils to say the sentence: i like to eat… 由果园图引出新授句型,自然明了。 节奏鲜明、琅琅上口的儿歌对于低年级学生学习句型增添了趣味性。commands teaching 1: look at your hands. 1.teacher shows the fruit to model the dialogue.e.g. p1: i like to eat …. t: show me your hands.look at your hands.dirty, dirty!2.have the pupils listen and act with the teacher.e.g. look at your book/ pencil/ bag/ ruler/ mouth. ps follow.3.have the pupils say commands and teacher does the actions.4.give commands and do the actions in pairs. 承上启下,自然引出新授句型。 听指令做动作,调动学生的积极性,并巩固新知识。commands teaching 2: wash your hands. 1.have the pupils show their hands and say: your hands are very dirty. please wash your hands. ( do the action.)2 repeat the sentence. ps follow.3 make the rhyme as following: wash, wash, wash your hands.wash, wash, wash your face.…4. have a match: ask one group to give commands, the other group do the actions. who is the winner? 用编儿歌的方法来操练,既训练了学生的朗读,有拓展了学生的思维。 commands teaching 3: eat a cake. 1 ask the pupils to show their hands again. t: now your hands are clean. we can eat some food.2. show a cake and say: look at this cake. it’s so nice. do you like it?2 elicit: eat a cake.3 read the sentence.4 pass the cake and say the sentence.5 have the pupils say more and more sentences: eat a/ an…. 用传递蛋糕的游戏既活跃气氛,又操练了句型。 iii.post-task activity:let’s act. 1.play a game: simon says.通过游戏巩固所学句型。i like to eat…2.show a basket: have the pupils pick the fruit and say: i like to eat… yummy, yummy.设计“摘果子”的游戏为学生创造了使用语言的情景,扩大操练面。v. assignment:listening and speaking1.listen to the tape, say and act page 27.2.play the game (simon says) with their family让学生在与家人的游戏中分享学习英语的快乐。四、教学提示:
1.媒体准备:图片,录音机, 蛋糕,水果,篮子等
2.教学关注点:
1)关注句型i like to eat…这个句子对于学生来说很上口,所以我通过让学生诵读教师自编的chant,从而达到耳熟能详的程度。
2)注意句子的连读:如look at… i like to eat…。
3.资料分享:
1) 《剑桥少儿英语》中有许多节奏鲜明、琅琅上口的儿歌,我们可以改变内容为教学所用。
2)教学参考1 a第28页上的游戏可以在巩固操练中采用。
4.设计思路:
1)句型i like to eat…通过“看影子猜水果”的形式引出,并通过诵读chant加以巩固;祈使句的教学结合情景,通过动作和游戏让学生在说说做做中运用句型。
2)情景创设的整体性和连贯性,如从复习水果单词引出i like to eat…并由此导入祈使句的教学,从检查学生双手引出look at your hands. dirty! 让学生必须先洗手引出wash your hands. 待手洗干净后再引出eat a/ an…
period 7teaching aids: cassette player. real object (paper, pencil, ruler, rubber, pen, book)procedurecontentmethodpurposepre-task
preparation1. warming-uplet pupils do “roll, roll, roll” game.(first)t: what?p: a pencil.t: here you are.p: thank you.(then)p1-p2/p1.p2-p3.p4p1.p2.p3.p4-p5.p6.p7.p8“滚雪球”游戏是在老师给出一个model之后,让学生将这段内容一传二,二传四地传播开来。这种形式的操练可让学生在最短的时间内,有充分的语言交流机会,使全体学生都处于语言操练的气氛之中。2. daily talktalk about the objects in the classroom.t: what can you see in the pencil-box?p: i can see…t: what can you see in the classroom?p: i can see bag/book/…用看得见模得着的实物来复习单词,操练句型,体现语言的交际性。同时可自然地引出下面的学习内容。3. an activityask pupils to answer questionsif the pupils’ answers are right, awards to them.t: what can you see on the desk?p: i can see a …(book e.g.)t: yes. a star for you.p: i can see a …t: yes. a star for you.一年级的新生对粘纸会有兴趣,因此当学生答对后用五星粘纸当奖品,会激发学生的学习兴趣。由于教师的话语,学生可在自然的状态下了解…for you 的意思。while-task
procedure1. learn: one for…1.t: look! so many stars.one for you, one for me.one for you and one for me.follow me to say, please.(body language)p: one for you, one for me.(body language)2. t: now if you have got a box of chocolates and you want to share with us. you can say…p: one for you, one for me.通过教师的形体语言,学生容易理解for you /for me 的意思。学生经过机械模仿,可熟悉新单词和句型。2. situational dialogueif there are two desks here, what can you say to your deskmate?p1: one for you, one for me.p2: a desk, a desk for you and me.t: excellent.创设一些情景,让学生感受for you/for me的实际运用。 3. a gameshow pupils a sentence or write a sentence on the blackboard.(pair work)p1 (face to the blackboard)say the sentence to p2p2 (back to the blackboard)listen and repeat the sentence.sentence 1: i can see a pencil.sentence 2: i can see a ruler.sentence 3: paper, a pencil for you and me.这个游戏是通过看、听、说环节初步培养学生的阅读、听力和表达的能力。4. a rhymeask pupils to follow the tape to read the rhyme. post-task
activitiesmake a new rhyme(pair work)ask pupils make a new rhyme according to the rhyme just learned with the objects in the classroom.让学生尝试根据教室里或书包里的实物,编出新的儿歌。assignmentwork book p4circle the words that you learnt today. 【教案设计说明】刚入学的学生在接触牛津英语教材时,会被其中的图片所吸引,产生浓厚的学习兴趣。牛津英语的特点之一就是插图形象生动,趣味性强,图文并茂;牛津英语的特点之二就是教学内容具有很浓的生活气息,这为我们进行情境教学创造了有利的条件。作为老师,我们的任务就是利用课本,灵活多变地创设情境,活化教材,让学生学习英语,运用英语,激发学习英语的兴趣。本课的引入部分及操练部分都体现了这些特点。在daily talk中,老师安排了一个与实际环境相结合的情景,让学生通过观察教室,运用已学的词汇回答what can you see in the classroom?这样一问就使学生自然地要去观察教室。在新授后的操练中,老师创设了一个与生活实际相结合的情景。在学了…for you and me之后,老师设计了一个情景,你有一包巧克力想与人分享,你该怎么说?这是活化教材的进一步体现。通过创设一个与生活实际相结合的情景,学生在操练for you/for me 的同时,也体会着与人分享的快乐。课堂教学要体现的交际化和情境化,应该是英语教师不断钻研和尝试的目标。
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