一年级上册英语教案Good morning 牛津译林精选文档.docx
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一年级上册英语教案Good morning 牛津译林精选文档.docx
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一年级上册英语教案Goodmorning牛津译林精选文档
观察内容的选择,我本着先静后动,由近及远的原则,有目的、有计划的先安排与幼儿生活接近的,能理解的观察内容。
随机观察也是不可少的,是相当有趣的,如蜻蜓、蚯蚓、毛毛虫等,孩子一边观察,一边提问,兴趣很浓。
我提供的观察对象,注意形象逼真,色彩鲜明,大小适中,引导幼儿多角度多层面地进行观察,保证每个幼儿看得到,看得清。
看得清才能说得正确。
在观察过程中指导。
我注意帮助幼儿学习正确的观察方法,即按顺序观察和抓住事物的不同特征重点观察,观察与说话相结合,在观察中积累词汇,理解词汇,如一次我抓住时机,引导幼儿观察雷雨,雷雨前天空急剧变化,乌云密布,我问幼儿乌云是什么样子的,有的孩子说:
乌云像大海的波浪。
有的孩子说“乌云跑得飞快。
”我加以肯定说“这是乌云滚滚。
”当幼儿看到闪电时,我告诉他“这叫电光闪闪。
”接着幼儿听到雷声惊叫起来,我抓住时机说:
“这就是雷声隆隆。
”一会儿下起了大雨,我问:
“雨下得怎样?
”幼儿说大极了,我就舀一盆水往下一倒,作比较观察,让幼儿掌握“倾盆大雨”这个词。
雨后,我又带幼儿观察晴朗的天空,朗诵自编的一首儿歌:
“蓝天高,白云飘,鸟儿飞,树儿摇,太阳公公咪咪笑。
”这样抓住特征见景生情,幼儿不仅印象深刻,对雷雨前后气象变化的词语学得快,记得牢,而且会应用。
我还在观察的基础上,引导幼儿联想,让他们与以往学的词语、生活经验联系起来,在发展想象力中发展语言。
如啄木鸟的嘴是长长的,尖尖的,硬硬的,像医生用的手术刀―样,给大树开刀治病。
通过联想,幼儿能够生动形象地描述观察对象。
教学目标:
知识能力与技能
Learntogreetpeoplewithhello,hi,Goodmorning/afternoon/evening.Howareyou?
Andtheiranswers;LearnthepronunciationandthewritingoflettersAa-Hh;Knowsomethingaboutfamiliarboynamesandgirlnames;UnderstandsomeabbreviationsHB,CD、BBC.
过程与方法
WiththestudyingstrategiesofImitatingandDrilling,getthestudentstodoPairworktolearnhowtosayhellotoandgreetpeopleinEnglishbyusingtheteachingcourseware,pictures,flashcards;Catchtheothers’informationbypracticingconversations;KnowthegreetingswellbysingingEnglishsong.
情感、态度与价值观
ThiscontentiseasytounderstandandthebasicgreetingsinEnglish,andit’stheeasiesttoimitateanduse.ItcannotonlymakethestudentsfallinterestinEnglish,butalsomakethemlearnhowtocommunicatewithotherspolitely;Atthesametime,itcanmakethestudentslearnhowtocallthewesternersandknowsomethingaboutthewesterncultures.
重点难点:
1、LearnthepronunciationandwritingoflettersAa~HhandconsolidatethepronouncingrulesofthevowellettersA,EinEnglishwords.
2、Learntosayhellotopeoplewithhello,hi,Goodmorning/afternoon/eveningandtheiranswers.
3、LearntogreetpeoplewithHowareyou?
andtheiranswers.
教学过程:
SectionA
创设情境,导入新课Createplotsandscenestoguidethenewlesson
ThemaincontentofSectionAistolearntosayhellotoandgreettopeoplebyactingouttheconversationsandimitatingthem;LearnthepronunciationandwritingoflettersAa~Hh;Knowsomethingaboutfamiliarboynamesandgirlnames.WecanadopttheSituationGuidingMethodandtheAudiovisualGuidingMethod:
Theteachercanmakeateachingcourseware(aboutgreeting)fortheteaching,orpreparesomecartoonstoimitatesthedifferentvoicesofthepeopleintheCartoonstosayhellotoandgreeteachother,sothetargetsentencesareguidedGoodmorning/afternoon/evening,Helen!
Goodmorning/afternoon/evening,Alice!
Hi/Hello,Bob!
Hi/Hello,Eric!
;Andthentheteachercommunicateswiththestudents;Atlastgetthestudentstocommunicatewitheachother.
自读感知,整体把握Pre-readtoapperceiveandgraspthewhole
SectionAisdesignedbythreesteps.In1a-1b,getthestudentstolearntosayhellotoandgreetothersbypracticingconversationsandknowsomecartoonswell;In2a-3,getthestudentstolearnthepronunciationandwritingoflettersAa-Hhandpayattentiontotheordersofstrokesandformats,andgetthemtoapperceivethepronouncingcharactersoflettersAandEandconcludetheirpronouncingrules;In4a-4c,getthemtograspthefamiliarEnglishnamesandconsolidatethegreetings.
合作交流,解读探究Cooperateandintercoursetounscrambleandresearch
ThemaincontentinSectionAistolearnthetargetlanguage:
Hi/Hello,Bob!
Hi/Hello,Eric!
Goodmorning/afternoon/evening,Helen!
Goodmorning/afternoon/evening,Alice!
【Intercourse】Theteachercommunicateswiththestudentsinclassfirst:
(Sayhellotothestudents)Hello,…!
(Getthestudentstoanswer)Hello,…。
!
(Sayhellotothestudents)Hi,…!
(Getthestudentstoanswer)Hi,…。
!
(Sayhellotothestudents)Goodmorning/afternoon/evening,…!
(Getthestudentstoanswer)Goodmorning/afternoon/evening,…!
【Experiences】Afterthestudentsgraspthetargetsentences,theteacherprojectsthecourseware(aboutgreeting)orshowssomecartoonsandimitatesdifferentvoicesofthepeopleinthecartoons(orplaythetape)tosayhellotoandgreeteachother:
Goodmorning/afternoon/evening,Helen!
Goodmorning/afternoon/evening,Alice!
Hi/Hello,Bob!
Hi/Hello,Eric!
;ThestudentslistencarefullywhilewatchingandgraspthepronunciationofsomefamiliarEnglishnames,finishtheteachingtaskofActivity1b.
【Activities】Getthestudentstopracticeconversationsandcommunicatewitheachother.Getthemtoimitatetheconversationstheyhearandsayhellotoandgreeteachother,finishtheteachingtaskofActivity1b.
Hi/Hello,Bob!
Hi/Hello,Eric!
Goodmorning/afternoon/evening,Helen!
Goodmorning/afternoon/evening,Alice!
【Demonstration】LearnthepronunciationandwritingofEnglishlettersAa—Hh.Theteachercandrawfour-linegridsontheblackboardandteachthestudentsthecorrectwritingordersandstructures.ThestudentsimitatewhattheteacherhavetaughtandpayattentiontothevarietiesofcapitalandsmallEnglishletters,finishtheteachingtaskofActivities2aand2b.
【Experiences】PlaythetapeofActivity2candgetthestudentstolistenanddistinguishtherightlettersandmarktheorders,finishtheteachingtaskofActivities2c.
【Practice】Getthestudentstowritethecorrespondingsmalllettersaccordingtothecapitalletters,finishthehearingteachingtaskofActivities2d.
【Discussion】GetthestudentstoobservetheabbreviationsinActivity3andguesstheirmeaningsaccordingtothepictures.TellthestudentstheseabbreviationsarecommoninEnglishandalsoimportant,finishtheteachingtaskofActivities3.
【Experiences】
1)PlaythetapeofActivity4aandgetthestudentstolistenandcirclethenamestheyhearaccordingtotheconversations,finishthehearingteachingtaskofActivities4a.
2)PlaythetapeofActivity4aagainandgetthestudentstolistenandmatchtheconversationstheyhearwiththepicturesandmarktheorders,finishthehearingteachingtaskofActivities4b.
【Activities】GetthestudentstodrilltheconversationsinActivity4bandgraspthetargetsentences:
Goodmorning/afternoon/evening,Helen!
Goodmorning/afternoon/evening,Alice!
,finishtheteachingtaskofActivity4c.
【要点直击】【Englishnotes】
中西方日常交际差异:
中国人见面喜欢问:
“你吃过了吗?
”老外听了,以为你要请客;“你去哪儿?
”老外认为你是干涉他的隐私。
而西方人见面以问候为主,如:
Hello!
,Hi!
,Goodmorning.等。
问候语的使用:
Goodmorning早上好(指早晨、上午);Goodafternoon下午好(指午后,黄昏前);Goodevening晚上好(指黄昏后,就寝前)。
应用迁移,巩固提高Applicationandtransfer,consolidationandimprovement
1.Makelettercards:
Getdifferentlettersandwordsbyassemblingthecardsfreely.It’shelpfultopromotetheintercoursebetweenthestudentsandbringuptheirfriendship.
2.Identifythecharactercartoons:
Knowsomefamiliarboyandgirlnames.
SectionBandSelfCheck
创设情境,导入新课
ThemaincontentinSectionBistoreviewandconsolidatethegreetingslearnt;LearntogreetothersbyusingHowareyou?
andfamiliarizeandgraspthefamiliarEnglishnamesfurther;SummarizethepronouncingrulesofthevowellettersAandEinwords.SotheAudiovisualGuidingMethodcanstillbeadopted:
Theteachercanmakeateachingcourseware(aboutsayinghelloandgreeting)forteaching,orpreparesomecartoonsandimitatethedifferentvoicesofdifferentcharactersinthecartoonstosayhellotoandgreeteachother,sothetargetsentencescanbeguided:
Goodmorning/afternoon/evening,Helen!
!
Hi/Hello,Eric!
Howareyou?
I’mfine,thanks.I’mOK.。
自读感知,整体把握
SectionBisdesignedbythreesteps:
In1-2b,reviewandconsolidatethegreetingslearntandlearntogreetothersbyusingHowareyou?
;In3a-4,reviewthepronunciationandwritingoftheEnglishlettersAa-Hh,andsummarizethepronouncingrulesofthevowellettersAandEinwords;In5,usetheEnglishsongtoconsolidatethetargetlanguageandinspirethestudents’interestinEnglishatthesametime.
合作交流,解读探究
ThemaincontentinSectionBistoreviewandconsolidatethegreetingslearnt;LearntogreetothersbyusingHowareyou?
andfamiliarizeandgraspthefamiliarEnglishnamesfurther;SummarizethepronouncingrulesofthevowellettersAandEinwords.
Goodmorning/afternoon,Helen!
Hi/Hello,Eric!
Howareyou?
I’mfine,thanks.Howareyou?
I’mOK.
【Experiences】ProjectthecoursewareorplaythetapeofActivity1andgetthestudentstowatchorlistenandimitate,andmakethemlearntogreetothersbyusingHowareyou?
I’mfine,thanks.Howareyou?
I’mOK.,finishtheteachingtaskofActivity1.
【Making】GetthestudentstoreviewthefamiliarEnglishnameslearntandchooseoneofthemastheirownEnglishnamesaccordingtotheirfancyandwritethemdowninthecards,finishtheteachingtaskofActivity2a.
【Role-playing】Aftertheymaketheirownnamecards,theteachercangetthestudentstopracticeconversationstoconsolidatethetargetlanguagelearntbyusingthetargetsentencesandEnglishnames,finishtheteachingtaskofActivity2b.
【Experiences】PlayingthetapeofActivity3aandgetthestudentstodrawthelinesbetweentheletterstheyhear,finishthehearingteachingtaskofActivity3a.
【Activities】GetthestudentstomatchthecapitalletterswiththesmallletterandreviewandconsolidatethepronunciationandwritingoftheEnglishletter,finishtheteachingtaskofActivity3b.
【Experiences】
1)PlaythetapeofActivity4andgetthestudentstolistenandimitateandsummarizethepronouncingrulesofthevowellettersAandE,finishtheteachingtaskofActivity4.
2)PlayingthetapeofActivity5andteachthestudentsthisEng
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