牛津英语1B Unit 2 Small animalsoxford 1B教案.docx
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牛津英语1B Unit 2 Small animalsoxford 1B教案.docx
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牛津英语1BUnit2Smallanimalsoxford1B教案
牛津英语1BUnit2Smallanimals(oxford1B)教案
OxfordEnglish1bunit2smallanimals(Oxford1b)
牛津英语1BUnit2Smallanimals(oxford1B)教案
前言:
小泰温馨提醒,英语作为在许多国际组织或者会议上都是必需语言,几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识,包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是小学生群体的特点,将教学诸要素有序安排,确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用,本文下载后内容可随意修改调整及打印。
unit2 smallanimals
(为了方便大家,本人将各部分分页了,请点""或页码阅读)
smallanimals
languagefocus:
1.usingnumeralstocount
eg.one,two,three
2.usingnoustoidentifysmallcommals.
eg.bird
listening; locatespecificinformationinresponsetosimpleinstructions.
speaking:
usemodeledphrasestocommunicatewithotherlearners.
materials:
1.10papercut-outsofbees.
2.wordandpicturecards1b
teachingladders:
ⅰ. warmingup
1.greeting
2.t:
todayi’llinvitesyoutoabeautifulplace,therearemananimds,wouldyougowithme?
(情景)
s:
yes.
t:
ok,let’sgo.
3.train
ilikethesweets.
ilikethisnewdress.
ilikethenewshoes.
ⅱ. pre-taskpreparation
1.drawtenflowersontheboard.
shits1~6forreviewing.
t:
one,two,three,four,five,six
2.countthepenspenalsrulerssweets.
eg:
1、2、3 threepens
3.writet&say
t:
seven(emphasize)
(1) thewholeclassread
(2) readitonebyone.
4.repeadstop2for“eight”“nine”and“ten”
5.
(1)t:
(holduptenfingers)countwithme.
t&s:
one,two,three……
(2)dopairwork.
t:
(encarragethestudentstogetintopairsandcounteachother’sfingers.)
ⅲ. while-taskprocedure
1.t:
(extendarmsmovearound)
bzz,bzz,bzz
iamabee
t&s:
iamabee.
2.t:
(extandyourarms&movethemupanddowm.)
iambird
letstudentsfollow.
3.t:
(puthandsaboveyourhead.squat,hop)
iamarabbit
letstudentscopy
4.t:
(stoopdownslightly&pretandtojumpforward)
iamafrog.
letstudentcopy
5.repeatthenumber1~6 7~10
6.playthecassettetapeforstudentstolistentoanativwspeaker.
7.playthetapeagain
t:
saythelines&dotheactions.
ⅴ. post-taskactivity
teachanotherrhyme
onetwo,bucklemyshoe
threefourshutthedoor
fivesixpickupsticks
seveneightclosethegate
ninetenagoodfather
ⅵ.summany
languagefocus:
usingformulaicexpressionstoindicatewhetpeoplesee.
eg.iseeabee
speaking:
1.usemodeledphrasestocommunicatewithotherlearners
2.openoninteractionbyeliritingaresponse.
materials:
wallcharts1b
teachingladders:
ⅰ. warmingup
1.greeting
2.train
ilikethesweets
thisnewdress
thenewshoes
3.readarhyme
1.2.3 i’mabee
4.5 bird
6.7.8 rabbit
9.10 frog
ⅱ. pre-taskpreparation
再表演儿歌
动作:
i’m
t:
(usethepicturecardstoreviewthenamesforthefoursmallanimalstaughtintheprevionslesson.)
ⅲ. while-taskprocedure
1.putupthewallchartforpage8.t:
itwasabeautifuldayinspring.sam&maywenttoaparkwiththeirparents.spottywentwiththem.maysawabeautifulyellowbutterflyneartheflowers.“iseeabutterfly”samwasinterestedinaflog.hesaid.“iseeafrog.”sportysawarabbithidingitselfinaholeunderabigtree.hewasthinking:
“iseearabbit.”itwssuchfunitthepark.
2.t:
(pointtoaboy).iseeaboy(pointtoyoureyes.)“see”.
3.t:
whatdidmaysay?
sam
spotty
4.t:
(pointtothevocabulangitemsonthewallchart)
t&s:
iseeabuiterfly
frog
rabbit
(1) train
(2) croupwork
5.listentothetape.
ⅳ. post-taskactivity
encauragestudentstotellotherswhattheseeintheclassroomusingthestructure“iseea……”
ⅴ. sunnamy
todaywe’relearned“isee……”
languagefocus:
usingmounstoidentifysmallanimals.
eg.frog,rabbit
listening:
identifykeywordsinonutterancebyrecognizingstress.
speaking:
pronouncewordsproperly
materials:
wordandpicturecards1b
teachingladders:
ⅰ. warmingup
1.greeting
2.train
howareyou?
howoldareyou?
3.reviewfather,mother……
4.t:
todayi’llinviteyoutoabeautifulplace.therearemanyunimalsthree.
wouldyougowithme?
s:
yes.
t:
ok,let’sgo.
ⅱ. pre-taskpreparation
1.出示bee
师:
(翁翁翁)listen.
iamabee.
bee
t:
readafterme.
s:
bee
t:
bee
iamabee.
(1) 请生读
(2) groupwork.
(3) bee iamabee.
请生表演
2.出示 bird
t:
bird(twice)
s:
bird
t:
bird
iamabird.
s:
bird
iamabird
(1) 请生表演
(2) 请男、女生读
3.出示rabbit
t:
rabbit
s:
rabbit
t、s:
rabbit
i’marabbit
dogroupwork
4.frog,butterfly
目标配乐器学。
ⅲ. while-taskprocedure
1.出示bee,bird,rabbit,frog,butterfly卡片
认读单词
bee:
2只大眼睛
bird:
2只翅膀
rabbit:
2只耳朵
frog:
肚子鼓鼓
butterfly:
真美丽
2.打乱顺序请生认读
3.个别生上前
ⅳ. post-taskactivity
1.听录音跟读
2.齐读
3.看黑板再读
ⅵ. homework
readofrerthetape.
languagefocus:
1.usingformunlaicexpressionstoindicatewhatpeoplesee.
eg:
iseea……
2.usingnounstoidentifysmallanimals.
eg:
bee
3.usingindefinitearticletorefertoaparticularanimal
eg:
abirdabee
listening:
identifykeywordsinanutterancebyrecognizingdtress.
speaking:
pronouncewordspreperly
materials:
papercut-outsof“bird”“bee”“butterfly”“frog”&“rabbit”
teachingladders:
ⅰ. warmingup
1.greeting
2.singasong
eye&ears&mouth&nose.
3.readarhyme
《iseearabbit》
ⅱ. pre-taskpreparetion
1.t:
let’sbeginthetrain
howareyou?
s:
fine,thankyou.
verywell,andyou?
2.t:
(usepapercut-outsofsmallanimalstorenisrthevocabulangitems)
t:
whatdoyousee?
s:
isee……
3.t:
openyourbooks.
pointtothehalfsichouetteofthebirdontheleft.
(1) train
(2) dofroupwork
ⅲ. while-taskprocedure
1.handoutapieceofpaper.
write&drawapictureoftheseaminals.
2.t:
nowcolourtheanimals.
3.hargallthepaper.putthemonthepicture.
askstudentstomovearoundpointtotheanimalstosay.
iseea……
thisisa……
that’sa……
ⅳ. post-taskactivity
workbookpage8
t:
drawtheotherhalfofeachsmallanimal.
languagefocus:
usingnumeralstocount
eg:
threelittlerabbits.
speaking:
usemodelledphrasestocommunicatewithotherlearners.
materials:
10littlepaperrabbits.
teachingladders:
ⅰ. warmingup
1.greeting
2.readarhyme
1.2.3 iamabee
4.5 iamabird
6.7.8 iamarabbit
9.10 iamafrog
3.train
1.2.3.4.5.6.7.8.9.10
one two three four five six seven eight nine ten
ⅱ. pre-taskpreparation
1.dividetheclassintotengroupsandgiveeachgroupamunber.(1~10)
2.playagame.
t:
ireadthenumber.
allthemembersofagroupshouldstandupwhemhearingtheirnumber.
eg:
t:
one
s:
one
3.t:
(showtenlittlerabbitsmadebythemselves&countwiththestudents.)
t:
1~10
t:
let’slearnasongabouttenlittlerabbitstoday.
ⅲ. while-taskprocedure
1.t:
openyourbooks.turntop11.readtheversesofthesongslowly.
listen&point
2.t:
nowrepeattheverses.
workonthisforawhile.
3.playthetape.
t:
listentothesong
singalongwithit.
onelittle.
twolittle.
threelittlerabbits.
fourlittle.
fivelittle.
sixlittlerabbits.
sevenlittle.
eightlittle.
ninelittlerabbits.
tenlittlepaperrabbits.
ⅳ. post-taskactivities
1.dividetheclassintofourgroups.
haveeachgrouppractisesinginganewsongsubsttuting“rabbit”withothersmallaninalstheyhavelearned.
2.t(invitseverygrouptosingtheirsingstotheclass.)
ⅴ. summary
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