上海牛津版版第一册教案.docx
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上海牛津版版第一册教案.docx
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上海牛津版版第一册教案
深港版第一册
英语教案
师大附小:
夏旺
目录
内容
页码
Module1Gettingtoknowyou
Unit1Hello
Tasksinthisunit:
·Beginninganinteractionbygreetingsomeonepolitely
·Beginninganinteractionbyintroducingoneselfbriefly
·Endinganinteractionwithsimpleexpressionsoffarewell
Languagefocus:
·Usingthekeywordsincontext
e.g.,morning,afternoon
·Usingformulaicexpressionstogreetpeopleandbidfarewell
e.g.,Hello./Goodmorning./Goodafternoon./Goodbye.
·Usingacommonpatterntointroduceoneself
e.g.,I’m…
Languageskills:
Listening
·Identifyingthekeywordsinanutterancebyhearingthepronunciation
e.g.,morning,afternoon
·Understandingformulaicexpressionsofgreetingsandfarewellincontext,andrespondingappropriatelye.g.,Hello./Goodmorning./Goodafternoon./Goodbye
·Understandingacommonpatternforself-introduction
e.g.,I’m…
·Recognizingdifferentnamesandbeingabletomatchthenamestocorrespondingcharacterse.g.,Kitty,Alice,Tom,Eddie,Danny,Ben,andMissWang
·Understandingasimplestorywiththehelpofpictures,puppetsortheteacher’sbodylanguage
Speaking
·Usingformulaicexpressionstogreetpeopleandbidingfarewellinthe
appropriatecontext
e.g.,Goodmorning./Goodbye.
·Usingacommonpatterntointroduceoneself
e.g.,I’m…
Schemeofwork:
Period
Corecontents
Materiais
Grammarand
expressions
vocabulary
1
Hello!
Hi!
Goodmorning!
Goodafternoon!
Goodbye!
morningafternoon
SB:
pp.2,3and5
WB:
pp.2and3
2
Hello!
/Hi!
I’m…
HellohiIam
SB:
pp.4and5
WB:
pp.2,4and5
Period1
Languagefocus:
·Usingthekeywordsincontext
e.g.,morning,aftemoon
·Usingformulaicexpressionstogreetpeopleandbidfarewell
e.g.,Hello./Goodmorning./Goodafternoon./Goodbye.
Languageskills:
Listening
·Identifyingthekeywordsinalqutterancebyhearingthepronunciation
e.g.,morning,afternoon
·Understandingformulaicexpressionsofgreetingsandfarewellincontext,andrespondingappropriately
e.g.,Hello./Goodmorning./Goodafternoon./Goodbye.
·Understandingasimplestorywiththehelpofpictures,puppetsortheteacher’Sbodylanguage
Speaking
Usingformulaicexpressionstogreetpeopleandbidfarewellintheappropriatecontext
e.g.,Goodmorning./Goodbye.
Materials:
Student'sBook1A,pp.2,3and5
Workbook1A,PP.2and3
Cassette1A
Cassetteplayer
Flashcards1A
Characterpuppets
Pre-taskpreparations
Activity1
Greetthestudentsandintroduceyourselftothem
e.g.,T:
Goodmoming!
Hello!
I'mMiss!
Mr(surname).
Activity2
UsethepuppetsandflashcardstoelicittheformulaicexpressionsGoodmorning!
andGoodafternoon!
e.g.,
PuppetI:
Goodmorning/(Presenttheflashcardmorning)
Puppet2:
Goodafternoon!
(Presenttheflashcardaflemoon)
Puppet3:
Hello!
Puppet4:
Hi!
While-taskprocedures
ActivityI
Havethestudentspractisethewordsandthegreetings.
e.g.,morning,afternoon,Goodmorningl/Goodafternoon!
/Hello!
/Hi!
/Goodbye!
Activity2
UsethepuppetstoimitatethecharactersthatappearedinUnitl.
e.g.,
Puppet1:
Goodmorning!
(Presenttheflashcardmorning)
Puppet2:
Goodaftemoon!
(Presenttheflashcardafternoon)
Puppet3:
Hello!
Puppet4:
Hi!
…
Activity3
Havethestudentslistentotherecordingonpages2and3.Illustratethemeaningofthedialogueswiththehelpofpictures,puppetsandyourbodylanguage.Thestudentsareonlyrequiredtounderstandthegeneralmeaningofthedialogues.Thenhavethestudentstrytocompletethedialogueswithyou.Youmayusethepuppetandtheflashcards.
e.g.,
T:
Hello!
Ss:
Hi!
T:
Goodbye!
Ss:
Goodbye!
…
Homework:
BoardDesign:
Period2
Languagefocus:
·Usingthekeywordsincontext
e.g.,morning,aftemoon
·Usingformulaicexpressionstogreetpeopleandbidfarewell
e.g.,Hello./Goodmorning./Goodafternoon./Goodbye.
Languageskills:
Listening
·Identifyingthekeywordsinalqutterancebyhearingthepronunciation
e.g.,morning,afternoon
·Understandingformulaicexpressionsofgreetingsandfarewellincontext,andrespondingappropriately
e.g.,Hello./Goodmorning./Goodafternoon./Goodbye.
·Understandingasimplestorywiththehelpofpictures,puppetsortheteacher’Sbodylanguage
Speaking
Usingformulaicexpressionstogreetpeopleandbidfarewellintheappropriatecontext
e.g.,Goodmorning./Goodbye.
Materials:
Student'sBook1A,pp.2,3and5
Workbook1A,PP.2and3
Cassette1A
Cassetteplayer
Flashcards1A
Characterpuppets
Pre-taskpreparations
Tellthestoryonpages2and3slowlyandclearlytotheclasswiththehelpofpictures,puppetsoryourbodylanguage.Thestudentsareonlyrequiredtounderstandthegeneralmeaningofthestory.
1)Inthemorning,KittyandBenaregoingtoschoo1.AliceandTomaregoingtoschool,too.Theymeetattheschoolbusstop.
BenandKittysay,“Hello!
”
Alice.Alice。
SmumandTomsay,“Hi!
”
2)Theschoolbusiscoming.Theygetontheschoolbus.“Goodbye!
”Alicesaystohermum.Mumsays.“Goodbye!
”
3)Kitty,Ben,AliceandTomarriveatschoo1.TheyseeMissWang.
Ben,Kitty,TomandAlicesay,“Goodmorning!
”MissWangsays,“Goodmorning!
”
4)Intheafternoon,Kitty,Alice,DannyandTomareintheclassroom.
MissWangsays,“Goodafternoon!
”
Kitty,Alice,DannyandTomsay,“Goodafternoon!
”
5)Schoolisover.
Kitty,Alice,DannyandTomsay,“Goodbye!
”
MissWangsays,“Goodbye!
”
2Tellthestorytotheclassagain.Thenaskthestudentstocompletethestorywithyou.e.g.,
T:
Inthemorning,KittyandBenaregoingtoschoo1.AliceandTomaregoingtoschool,too.Theymeetattheschoolbusstop.BenandKittysay,“Hello!
”AliceandTomsay…
Ss:
Hi!
T:
Theschoolbusiscoming.Alicegetsontheschoolbus.Alicesays“Goodbye!
”Mumsays…
Ss:
Goodbye!
Post-taskactivities
Activity1
Askthestudentstoacoutthestory“Aschoolday”onpage4.Thenhavethestudentslistentothesong“Goodmorning”onpage5andsingalongusinghandmotions.
Activity2
Askthestudentstomakeshortdialoguesingroups.Thenhavethestudentslistentothesong“Goodmorning”onpage5.
Activity3
Havethestudentsdo“Look,listenandsay”onWorkbookpage2.
Activity4
Havethestudentsdo“Listenandtick”onWorkbookpage.3.Thenchecktheanswers.Havethemactouttheshortdialogues.
Homework:
BoardDesign:
Period3
Languagefocus:
Usingacommonpatterntointroduceoneselfe.g.,I’m…
Languageskills:
Listening
·UnderstandingthepatternI’mKitty.
·Understandingformulaicexpressionsofgreetingse.g.,Nicetomeet/seeyou.
·IdentifyingsomeEnglishnames
e.g.,Kitty,Alice,Tom,Ben,Eddie,DannyandMissWang
Speaking
·Usingacommonpatterntointroduceoneself
e.g.,I’m…
·Usingformulaicexpressionstogreetpeoplepolitely
e.g.,Goodmorning./Goodbye.
Materials:
Student’sBook1A,pp.2,4and5
Workbook1A,pp.2,4and5
Cassette1A
Cassetteplayer
Characterpuppets
Fingerpuppets
Pre-taskpreparations
Activity1
Tellthestory“Aschoolday”in“Let’Sact”onStudent'sBookpage4slowlyandclearly,withthehelpofpictures,puppetsandyourbodylanguage.Promptyourstudentstocompletethesentenceswhennecessary.
e.g.,
T:
KittymeetsEddieattheschoolgate.Kinysays.“Hello!
”Eddiesays…
Ss:
Hello.
T:
KittyandEddiemeetDannyinthemorning.KitryandEddiesay,“Goodmorning.”AndDannysays…
Ss:
Goodmorning.
T:
Intheaftemoon,KitrymeetsTomintheplayground.Kittysays,“Goodafternoon!
”Tomsays…
Ss:
Goodafternoon.
T:
Schoolisover.AliceandTomsay,“Goodbye!
”Kinysays…
Ss:
Goodbye!
Havethestudentspractisethestorywithpuppetsingroups.Thenhavethemactoutthestory.
Activity2
ShowthecharactersofUnit1.Usethefingerpuppetstohavethemintroducethemselves.
e.g.,T:
(Showsafingerpupper)Hi!
I’mEddie.
Activity3
Introduceyourselftothestudents.
e.g.,T:
Hi!
I’mKelly.Nicetomeetyou.
While-taskprocedures
Activity1
Havethestudentslistentotherecordingof“Let’splay”andrepeatafterit.
e.g.,
T:
Hi!
I’mDanny.
S:
Hello!
I’mEddie.
…
Activity2
Askthestudentstojudgewhetherthepuppetisintroducingitscorrespondingname.Ifthepuppetisright,thestudentsshouldclaptheirhandsandrepeatit.Ifthepuppetiswrong,thestudentsshouldcorrectit.
T(HoldsthepuppetforKitty)Hello!
I’mAlice.
Ss:
No,I’mKitty.
Activity3
HavethestudentsusethepuppetstopractisethepatternI’m…
e.g.,S:
Hello!
I’mDanny.
Homework:
BoardDesign:
Period4
Languagefocus:
·Usingthekeywordsincontext
e.g.,morning,aftemoon
·Usingformulaicexpressionstogreetpeopleandbidfarewell
e.g.,Hello./Goodmorning./Goodafternoon./Goodbye.
Languageskills:
Listening
·Identifyingthekeywordsinalqutterancebyhearingthepronunciation
e.g.,morning,afternoon
·Understandingformulaicexpressionsofgreetingsandfarewellincontext,andrespondingappropriately
e.g.,Hello./Goodmorning./Goodafternoon./Goodbye.
·Understandingasimplestorywiththehelpofpictures,puppetsortheteacher’Sbodylanguage
Speaking
Usingformulaicexpressionstogreetpeopleandbidfarewellintheappropriatecontext
e.g.,Goodmorning./Goodbye.
Materials:
Student'sBook1A,pp.2,3and5
Workbook1A,PP.2and3
Cassette1A
Cassetteplayer
Flashcards1A
Characterpuppets
Pre-taskpreparations
AskthestudentstoplaytherolesinUnit1.
e.g.,
S1:
Hello!
I’mEddie.
S2:
Hi!
I’mKitty.
S1:
Nicetomeetyou.
S2:
Nicetomeetyou,too.
Post-taskactivities
Activity1
Askthestudentstodo“Listenandnumber”onWorkbbokpage2.
Activity2
Dividethestudentsintofourgroupsanddo“Lookandsay”and“Drawandsay”onWorkbookpage4.Thenselectseveralgoroupstoactouttheshortdialogues.
Activity3
Havethe
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