上海版牛津英语2B教案.docx
- 文档编号:6521821
- 上传时间:2023-01-07
- 格式:DOCX
- 页数:112
- 大小:61.21KB
上海版牛津英语2B教案.docx
《上海版牛津英语2B教案.docx》由会员分享,可在线阅读,更多相关《上海版牛津英语2B教案.docx(112页珍藏版)》请在冰豆网上搜索。
上海版牛津英语2B教案
Period5Let’senjoy.
Contents:
story:
I’vegotacow.Itgoes‘moo,moo’.
Aims:
⒈Usingformulaicexpressionstoindicatepossessions.e.g.I’vegotacow.
⒉Usingformulaicexpressionstoindicatewhatnoiseanimalsmake.e.g.Itgoes‘moo,moo’.
Mainpoints:
Usingformulaicexpressionstoindicatepossessionsandwhatnoiseanimalsmake.
Difficulties:
Pronouncecorrectlywordsinconnectedspeechbylinkingtogetherandusingappropriatestress.
Aids:
Student’sBook,tape,atoyanimal
Procedures:
Ⅰ.Pre-taskpreparation
⒈Flashthepicturecardsandwordcardsfor‘cow’,‘duck’,‘pig’,‘hen’,‘sheep’,‘chick’tocheckthatstudentsrememberthewords.
T:
Lookatthepicturesorwords.Readthemasquickaspossible.
⒉Askvariousstudentstopointtoeachpictureandsay‘Iseea…
T:
Whatdoyousee?
Pleasepointandsay‘Iseea…’
⒊Askstudentstoimitatethesoundsandactionstheanimalsmake.
T:
Whatdotheanimalsmakesounds?
Canyouactthemout?
:
⒋Howupatoyanimal(e.g.aduck)andsay.T:
Look!
I’vegotaduck.Itgoes’quack,quack’.Todaywewilllearntotellastoryaboutanimalsonafarm.
Ⅱ.While-taskprocedure
⒈ShowfourpicturesoropentheirStudent’sBooktopage6.Askthestudentstocalloutthenamesandsoundsoftheanimalsinthefourpictures.
T:
Lookatthefirstpicture.What’sthis?
S:
It’sacow.(apig,aduck,ahen)
⒉Readthestoryslowlytotheclass.
T:
I’vegotacow.Itgoes‘moo,moo’.
T:
I’vegotapig.Itgoes‘oink,oink’.
T:
I’vegotaduck.Itgoes‘quack,quack’.
T:
I’vegotahen.Itgoes‘cluck,cluck’.Look!
I’vegotfourlegs.
Thenaskaboutthestory.
T:
Whohasgotacow?
Whatgoes‘moo,moo’?
Whohasgotfourlegs?
⒊Readthestoryagainlinebylinesothatstudentscanrepeatafteryou.
e.g.T:
Followme.I’vegotacow.S:
I’vegotacow.
⒋Playthecassetteforthestory.Studentslistenandfollowintheirbooks.
T:
Lookatyourbook.Listentothestory.
⒌Playthecassetteagainandaskstudentstolistenandrepeat.
T:
Listentothestoryagainandrepeatitlinebyline.
⒍Dividethestudentsintogroupsoffourandaskthemtoactoutthestory.T:
Pleasereadthestoryandpreparetoactitoutingroupoffour.
T:
Nowletmeinvitesometoactinfrontoftheclass.Who’lltry?
Ⅲ.Post-taskactivities
⒈Dividetheclassintopairsandencouragethemtocomposeanotherversebysubstitutingthefarmanimalsinthestorywithanyotheranimalsthattheyknowthesoundsof(e.g.)dog,cat,sheep.
T:
Canyoutellastoryaboutotheranimals?
Forexample:
Adoggoes‘bowwow,bowwow’.Achickgoes‘cheep,cheep’
Acatgoes‘miew,miew’.Asheepgoes‘baa,baa’
Ahorsegoes‘Nay,nay’.
⒉Invitesomestudentstoactouttheirnewstory.
:
闪烁卡片,以慢到快,加快节奏,增加趣味性。
说话练习。
模仿动物叫声和动作,增加趣味性。
用玩具动物引出新课。
引出本课将要学的有关动物。
介绍本课教学内容,训练学生听力理解力。
在听的基础上学说。
听说后进行认读,并表演故事。
扩展学生的知识。
创新能力的培养。
Ⅳ.Informalessayafterteaching
2BUnit1FarmAnimals
Period1Let’slearn
Contents:
1.Word:
hen,chick,duck,cow,pig
2.Letter:
Nnnose,Ooorange
Aim:
1.Usingnounstoidentifycommonfarmanimals.
e.g.hen,chick
2.Learntheabovenamesandsoundsoftheletters‘Nn,Oo’.
3.Knowningaboutthefarmanimalsandsaysomethingabouttheanimalsyoulike.
Mainpoints:
Usingnounstoidentifycommonfarmanimals.
Difficulties:
Pronouncewordsproperly.
Aids:
1.T:
picturecards,wordscards,tape,Student’sBookandWordbook.
P:
picturecards(studentspreparedbeforehand)
Procedures:
Ⅰ.Pre-taskpreparation
1.Letthestudentslistentothenoiseofthefarmanimals.
Sayoutwhattheycanhear.
T:
Listen!
Whatcanyouhear?
S1:
Icanhearaduck.
S2:
Icanheara
2:
Putthepicturecardsontheboardaccordingtotheiranswers.
Ⅱ.While-taskprocedure
1.Pointtotheanimalsandlearntosaytheirnames.
2.Holdupeachpicturecardforfarmanimalsandaskindividualstudentstheirnames.
3.Repeatthe2ndprocedurewithotherstudentsbutthistimeshowthewordcardsaswell.Readthewordsforstudentstofollow.
4.Listentothetapeof‘Let’slearn’.Makethepicturecardsinorder.
(OnestudentdoessowithT’scardsontheboard.Theothersdosowiththeirowncards.)
5.Listentotheteacheranddoquickresponse.
e.g.T:
Showmeahen./Pickoutahen./Raiseahen.
S:
(Raisethepicturecard.)hen,hen,hen.
6.Repeatthesomethingprocedureinthegroupoffour.
e.g.s1:
Pickoutahen.
S2.s3.s4:
hen,hen,hen.
7.Lookatthepicturecardsandwordcards.
Listentotheteacherandjudge.
Pleaseclaporrepeat.
e.g.T:
(Pointtothecow.)Cow,cow.
S:
(Repeat)Cow,cow.
T:
(Pointtothepig.)Chick,chick.
S:
(Claptheirhandsandraisetheirhands. Thencorrectit.)Pig,pig.
8.Readthewordsontheboard.Thenguess,whatwordismissing?
9.Askindividualstudentstocomeupandchooseawordcardtoputnexttotheappropriateanimalontheboard.Thenreadit.
10.Showstudentsthepicturecardsfor‘nose’andsay“Nosebeginswiththesound‘n’.”Showthewordcardfor‘nose’andsay“N┄Nose’.Repeat.Showalphabetcards‘N’and‘n’.Readandcomparethecapitalletter‘N’withthesmallletter‘n’. Dothesamewith‘O o┄orange’. Playthetapeforstudentstofollowintheirbooks.
Ⅲ.Post-taskactivities
1.Knowmoreabouttheanimals.
e.g.T:
Iliketoeateggs.Doyouliketoeateggs?
S:
Yes,Iliketo┄
T:
Wherearetheeggsfrom?
S:
They’refromhens.
T:
Wherearethechicks?
S:
They’refromeggs.
T:
Yes.Henslayeggs.Chickscomefromeggs.Chicksgrowandgrow.Theybecomehensandcocks.
Q:
Whereismilkfrom?
Whereiswoolfrom?
Whereismeatfrom?
Conclusion:
Theseanimalsareveryusefultous.
2.Whichanimalsdoyoulikebest?
Why?
Ⅳ.Consolidation
1.Listentothetapeandreadthewords.
2.Workbookpage3:
Matchandwritethecorrectnumberinthebox.
3.Workbookpage4:
Drawlinestohelpthelittleanimalsfindtheirmothers.
Informalessayafterteaching(教后随笔):
身临其境,引人入胜。
色彩鲜艳的卡片易引起低年级学生的学习兴趣,会收到事半功倍之效。
适当增加一些课外知识,开拓思维。
寓练习于趣味中,增加学生的兴趣。
Period2Let’stalk
Contents:
Whatdoyousee?
Isee┄Whatdoyouhear?
Ihear┄
Aims:
1.Asking‘wh’questionstofindoutspecificinformationaboutafarm.
e.g.Whatdoyousee/hear?
2.Usingthesimplepresenttense.e.g.Isee/hearaduck.
MainPoints:
Askingandansweringthe‘wh’questions.
Difficulties:
Usingthemodelstocommunicatewithotherlearners.
Aids:
thewallchartforpage3,sixpicturecardsandsixwordcards,tape,Student’sBookandWorkbook
Procedures:
ⅠPre-taskpreparation
⒈Showsixtoyfarmanimalsorpicturesofthem.AskstudentstonameinEnglish.⒉Showsixwordcards.Askstudentstoreadthem.
⒊Matchthewordstothepicturesontheboard.
⒋Ask:
①Whatcomesfromahen?
/Wheredoesaneggcomefrom?
②Wheredoesmilk/achick/ahencomefrom?
Ⅱ.While-taskprocedure
⒈Whileputtingyourhandsonyoureyeslikeatelescope,say‘Whatdoyousee?
’Thenputtingyourhandonyourearlikelistening,say‘Whatdoyousee?
’Getthestudentstodotheactionslikeyouwhilerepeatingthequestionsafteryou.
⒉Putupthewallchartforpage3tellastorysomethinglikethis:
T:
Lookatthepictureofafarm.ThisboyisSamandthisgirlisMay.They’rebrotherandsister.Thisoldmanistheirgrandfather.SamandMaysometimesgotothecountrytovisittheirgrandfather.Theirgrandfatherisafarmer.SamandMayliketogotohisfarmtoseetheanimals.Therearealotofanimalsonthefarm:
apig,sheep,cows,aduckandevenahenwithbabychicks.Howmanyofthemdoyouseeinthepicture?
S:
Isee…
⒊Playthesoundsoftheanimalsontherecordingandanswerthequestions‘Whatdoyouhear?
’bysaying‘Ihear…’
⒋Listentothestoryagain.Thenanswerthequestionsandsuchasthefollowing:
1Whoistheboy/girl/oldman?
(Sam,May,grandfather)
2WhatisSamandMay’sgrandfather?
(Heisafarmer.)
3Aretheremanyanimalsonhisfarm?
(Yes,thereare.)
4Whatanimalshasgrandfathergotonhisfarm?
(Hehasgotapig,sheep,cows,aduck,ahenandchicks.)
5Whatdoyouseeinthepicture?
(Isee…)
6Whatdoyouhearonthetape?
(Ihear…)
⒌Opentheirbooks.Listentotheletstudentshearthecorrectpronunciationofthesentencesandrepeat.Thenaskindividualstudentstosay‘Whatdoyousee/hear?
’and‘Isee/hear…’
⒍Practicethelanguageinpairs.
Ⅲ.Post-taskactivities
⒈Askthestudentssomemorequestionsaboutthepicture:
Whatcolour…?
Doyoulike…?
⒉Trytotalkaboutthepictureasmuchaspossible.
⒊Makeadialogueaboutthepictureinpairs.
Ⅳ.Consolidation
Workbookpage2:
Look,listenandanswerthequestions.
温故而知新,为新授打好基础。
积极调动学生的肢体活动,帮助大脑的记忆。
游戏中不忘听说练习,培养学生良好的学习习惯。
尽量使好生多学点,多用点,层次更高点。
检查反馈,及时了解学生掌握情况。
Ⅴ.Informalessayafterteaching教后随笔
Period3Let’sact
Contents:
Drawthecowonthepaper.Drawtheduckontheground.
Aims:
⒈Usingimperativestogivesimpleinstructions.e.g.Drawthecowonthepaper.
⒉Locatingspecificinformationinresponsetosimpleinstructions.⒊Usingmodeledphrasestocommunicatewithotherlearners.
Mainpoints:
Usingimperativestogivesimpleinstructions.
Difficulties:
Usingmodeledphrasestocommunicatewithotherlearners.
Aids:
plainsheetsofpaper,toyanimals,animalpicturecards,tape,Workbook,Student’sBook
Procedures:
Ⅰ.Pre-taskpreparation
1.(Showsixpicturesoffarmanimals.)T:
Whatanimalsarethey?
⒉(Drawanoutlineofacowontheboard.)T:
WhatamIdoing?
/AmIdrawing?
T:
WhatamIdoingontheblackboard?
⒊T:
Canyoudrawacow?
(Givethestudentsafewpieceofpapereach.)
T:
Todaywe’lllearntodrawsomeanimals.
Ⅱ.While-taskprocedure
⒈T:
Wearegoingtodrawacowonthepaper.Howtodrawacow?
Plea
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 上海 牛津 英语 教案