牛津版英语A完整教学说课完整版文档格式.docx
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牛津版英语A完整教学说课完整版文档格式.docx
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复习准备期所学的儿歌,营造融恰的英语气氛。
通过师生间的问候,增进师生友谊。
歌曲的引入即能培养欢乐课堂氛围,也为今天的学习奠定基础。
While-taskprocedure
1.Learn:
morning
Goodmorning,children.
A:
Showtheflashcardmorning.
B;
Goodmorning.
2.Learn:
afternoon
A;
Showtheflashedafternoon.
B:
Greeting:
Goodafternoon.
3.Playagame.
read:
4.ShowthestoryaboutAlice!
5.Song:
Ps:
Goodmorning,Lisa.
Read:
Sayonebyone.
Workinpairs.
Patthewordcards.
Match:
Twopupilspat.
Followthemultimedia.
Actoutthestory.
Makeanewsong<
Goodafternoon>
Greetone’snewfriend.
通过玩玩做做,使学生在游戏中巩固所学的新知。
通过语境的创设,让学生进行语言的交流,虽然难度颇高,但真正达到了运用语言的目的。
用所学的句型来改编歌曲,即激发了学生强烈的求知欲,也更好的在歌曲中巩固了新句型。
Post-taskactivity
Dialogue:
Makeanewfriend
Doinpairsandgiveafeedback
在场景中运用所学,提高实际运用语言的能力。
Assignment:
1.Readthebookofpage2,3.
2.Greetyournewfriends.
作业的布置是课堂教学的延伸。
通过对新朋友的问候巩固课堂的知识。
板
书
设
计
1AM1U1Greetings
morningGoodmorning.
afternoonGoodafternoon.
教
学
反
思
OxfordEnglish1AModule1Unit2
Myclassmates
1.Tousethekeywordstomakearhyme.
2.Touseimperativestogivesimpleinstructions;
e.g.Giveme…,please.
3.Touseformulaicexpressionstoofferpeoplethings.
e.g.Hereyouare.
4.Touseformulaicexpressionstoexpressthanks.
e.g.Thankyou.
Tousethesentencesincontext.
Multimedia,sticks,flashcards,etc.
1.Greetings:
2.Song:
Askandanswer.
通过反复的操练来巩固所学的知识。
歌曲能激发学生学习的兴趣。
1.Showthewords:
Whatcanyousee?
Abook,apencil.
Icansee.
Foryouandme!
2.Showtheotherwords
Aruler,arubber
3.Game:
Show:
Abag,apencil;
Abook,aruler;
4.T:
Givemearuler,please!
Hereyouare.(action)
5.T:
Givemearuler,please.
Thankyou.
Abook,
apencil
Readtherhyme
Sayonebyone
Read
Foryouandme.
…
P1:
(act)
Hereyouare.
第一首儿歌,通过老师的教授,来教会学生。
而第二首儿歌,部分学生能在第一首的基础上进行自己创造。
于是,通过游戏,给学生一组组Keywords.让学生逐步逐步地进行改编。
学生也在老师的帮助下体验到了创造的快乐。
在教学中,充分运用肢体语言,能更好地帮助学生题解内容。
同时也能符合低年级新生好动的性格特点。
6.Showastory:
OnSundayafternoon
Sayandact.
努力尝试在语境中进行语言的交流。
培养学生的语感及交际能力。
1.Readthebookofpage6,7,9
2.Actoutthestoryaboutpage8.
更好地巩固所学的知识。
M1U2Myclassmates
Thankyou!
OxfordEnglish1AM1U3
(1)
(含课时)
OxfordEnglish1AM1U3Myface
(1)
1.Usingnounstoidentifypartsofthebody.e.g.,eye,mouth,face,nose,ear
2.Usingpronounstoshowwhichitemsisbeingreferredto
e.g.Thisismy…
3.Usingformulaicexpressionstointroduceoneself.
e.g.Hello.I’mJack.
4.Usemodeledsentencestocommunicatewithotherstudents.
Understandsomeexpressionsofintroducingthepartsofaface.
Usemodeledsentencestocommunicatewithotherstudents.
multimedia,sticks,etc.
1.Song/Goodmorning/
2.Arhyme
3.Dailytalk
e.g.Hello.Goodmorning.
Pleaseintroduceyourself.
1.Singthesong
2.Saytherhyme
/Abook,apencil/
3.Sayordosomethingtheteacherasks.
Establishahappylearningatmosphere
EstablishthepupilsgoodoralEnglish
1.Showthemedia.
Lookattheclownandlistentowhatdoeshesay.
2.LookatJack,thisishisface.(action)
3.Look,thisismyface.(action)
4.Teach“mouth,nose,eye,ear”justlikestep1and2.
5.Makearhyme.
6.Song/Myface/
7.Quickresponse:
Askthestudentstopointtotheirorgans.
8.Game:
Introducethepartsofyourbody.
1.ListenandsayhellotoJack.
2.Learn“face”
A,Saytheword
B,Say“myface”“yourface”(action)
C,Rhyme“face,face,myface,face,face,yourface”
3.Saythesentence.
4.face,face,myface,face,face,yourface…ear,ear,yourear.
5.Singtogether
6.Pointtothepartsofthebody.
7.Hello,I’m…
Thisismy…
Learn“Jack”
Learnthenewwordsandthesentence.
Letthepupilsrelaxthemselves,
Strengthenthenewwordsandthesentence.
Strengthenthenewwords
1.Myfeeling
2.Myattitude
Jack
Thisismyface.
Thisismymouth.
Thisismynose.
Thisismyeye.
OxfordEnglish1AM1U3
(2)
OxfordEnglish1AM1U3Myface
(2)
1.Usingthekeywordsincontext.
e.g.,eye,mouth,face,nose,ear
2.Usingimperativestogivesimpleinstructions.
e.g.,Touchyour…
3.Usemodeledsentencestocommunicatewithotherstudents.
4.Usingimperativestogivesimpleinstructions.
multimedia,cards,sticks,etc.
1.Song/Myface/
2.Dailytalk
e.g.,Hello.Goodmorning.
3.Readthewordswiththecards.
4.Makearhymewiththewords.
5.Introducethepartsofyourbody.
1.Singtogether
2.Sayordosomethingtheteacherasks.
3.Readtogetherandpointtotheirbody.
4.face,face,myface,face,face,yourface…ear,ear,yourear
5.Hello,I’m…
Establishahappylearningatmosphere..
EstablishthepupilsgoodoralEnglish.
Reviewthenewwords.
Reviewthephrases,layafoundationforthefollowing.
1.Showthemedia.Look,thisisEddie.Eddie,touchyourface(action)
2.Eddie:
Elicitthenewword“touch”
3.Touchyourface,boysandgirls.(T/P,P/T,P/P)
4.Makearhyme.
5.Listentothetapeandreadthebook.
6.Game:
(fouragroup)Askonestudentactasapuppet.
1.Lookcarefully.
2.Readtogetheranddotheaction.
3.Thisismyface.
4.Touch,touch,touchyourface…
5.Listenandread.
6.Thisstudentshoulddoactionsaccordingtothecommandsoftheotherstudents.
Learntheword.
Learnthesentence.
Strengthenthenewsentences.
touch
Touchyourface.Thisismyface.
mouth(picture)
nose(picture)
eye(picture)
ear(picture)
OxfordEnglish1AM2U1
(1)
M2U1Myabilities(thefirstperiod)
1.Touseverbstoindicateactions.
e.g.,read,sing,dance,draw.
2.Tousethemodalverbcantoexpressabilities.
e.g.,Icansing.
3.Tobelieveyourabilities.
Pronouncethekeywordscorrectly.
Pictures,wordcards,multimedia,tape,etc.
Contents
Methods
Warming-up
1.Saysomerhymes
Abook,apencil>
2.Dosomegreetings
eg:
Hi!
Goodbye.
Howareyou?
3.Listenandenjoyasongonpage17,watchtheflashandtrytounderstandthemeaningbyteacher’spresentation.
可朗诵一些学生以前的儿歌,给学生成功的体验经历,调动学生学习英语的积极性,并复习Ican句型,为新授服务。
通过快速应答的方式来巩固旧知识,可以快速的把学生带到英语学习的氛围中来。
学生在聆听中感知歌曲的旋律和歌词的大意,为进一步学习本课单词draw和歌曲作好准备。
While-task
procedure
1.Tolearn:
draw
1.Teacherdrawstheflowerontheblackboardandasks:
WhatcanIdo?
Thenanswerbyhimself”Icandraw.”
2.Studentslookatthepictures,wordcardsandreadtheword.
3.Studentsrepeattheword,phrase,rhymeafterteacher.
A.draw,draw,Icandraw
B.draw,draw,drawaflower.
C.draw,draw,Icandrawaflower.
4.Studentspracticetherhymewiththeirpartners.
用悦耳的歌曲和生动的画面形象地引出单词,激发学习兴趣。
为了进一步加深学生的印象,老师有必要再在黑板上演示一下。
注意图、词的呈现,让学生能音、形、图(意)统一起来。
教师示范用单词来造词组、句子,为学生接下去自己学习巩固后几个新词打下基础。
2.Toteach:
sing
1.Teachersingsasong,<
Icandraw>
.
2.TeacheraskswhatcanIdo?
Andthenanswersbyhimself.Icansing.
3.Readandsaysomethinglikedraw
4.Trytosingasong<
aftertheflash.
让学生在真实的唱歌活动中理解sing的含义,并巩固draw,一举两得。
3.Tolearn:
dance,read
Teacheracttheothertwonewwordsandshowthecards.
Encouragestudentsmakesomenewphrasesandrhymesbyusingthenewwords.
read,read,
Icanreadabook.
学生在通过模仿的基础上自己进行创编,来学习并巩固dance和read。
学习最终的目的是让学生在学习的过程中学会学习的方法。
并在以后的学习中学会使用这些方法。
Post-task
activity
1.Playagame:
readorclap.
2.Matchthepicturesandwords.
3.Watchtheflashofpage14,listenandreadit.
4.ReadthechantonTeacher’sBook26.
通过不同形式的活动让学生快速有效地巩固今天所学的知识。
Assignment
Listen,speakandread
1.listentothetapeonpage14
2.Readthenewwords.
3.Singthenewsongtotheirfamily.
Let’slearn的单词,要让学生在不断地认读中巩固。
Icandraw.
dance
read.
OxfordEnglish1AM2U1
(2)
下沙学校谈建华
1AM2U1Myabilities(thesecondperiod)
1.ToaskWh-questionstofindoutaperson’sability
e.g.Whatcanyoudo?
2.Tolearntoaskandanswer
e.g.,Whatcanyoudo?
Icansing.
3.Tobepolit
Whatcanyoudo?
Ican….
Tape,wordcards,pictures,multimedia,masks,etc.
1.Singthesongbyactions
2.Watchflashcards1A(dance,read,sing,draw)
e.g.,T:
WhatcanAlicedo?
Ss:
Sing.(Dotheaction)
3.Listenandact
e.g.T:
order:
Dotheaction.
配上动作演唱歌曲,学生会唱得欢记得牢。
通过看、说、听、做,调动学生各种感官来复习巩固四个动词。
1.Toelicit:
1)Tchoosesastudentandask:
2)Tpromptshimtoanswerwithactions.
3)TRepeatthequestionforseveraltimes.
2.Sayachant
1)Sayaftertheteacher.
Icandance.Icandance.
2)Dividetheclassintogroups.Haveeachgroupmakenewchants.
在学生学会答句的情况下,通过老师与一学生简单的问答,学生应该能很快明问句的含义。
通过学生喜欢的chant形式,使新句型朗朗上口。
而不是一味枯燥的领读跟读。
通过小组比赛的方式激发学生的学习热情,让他们更快的学会说新句型。
2.Askandanswer.
1.Watchtheflashofpage15
2.Listenandreadit.
3.Workinpairs.
Ican___.
充分利用多媒体操练问答句,然后由机械模仿到同桌自由操练,此时对学有余力的学生老师可以适当增加其他一些动词,以满足学生需要。
1.Doasurvey.
2.Talkaboutwhatyoucando?
1.(watchtheflash)
DoasurveyonSBpage16.
1)Model
Eddie,whatcanyoudo?
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