1A Unit 3牛津英语1A教案Word格式.docx
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e.g.:
Showmeyourbook.
2.Repeatthecommandsandaskthestudentstoactthem.
3.Showapictureofatree.
T:
Howmanycircles?
Let’scount.
S:
One,two,three,four,five.
oh,fiveyearsold.
4.Showsomeotherpicturesoftreesandaskstudentstopracticethephrase:
eg:
T:
Howold?
….yearsold./Oneyearold.
5.T:
Thetreeisfiveyearsold.Howoldareyou?
I’m…yearsold.
6.Studentspracticethepatterninpairs.
Post–taskactivities
1.Llistentothetapeonpage13andrepeat.
2.Doasurvey:
Askandfindoutyourclassmates’ages.
Report:
Aliceissevenyearsold.
3.Encouragestudentsmakeanewdialogue.
“Meetyournewclassmate”
A:
I’mA.Howareyou?
B:
I’mfine.I’mB.
Howoldareyou?
I’msevenyearsold.
二次备：
给学生做示范，Raiseyourhand./Putitdown./Showmeyourbook.由学生模仿老师的动作做相同的动作，练习边做边说。
老师发出指令，学生做动作，或叫一个学生在前面发出指令，其他同学做动作。
同桌练习、小组比赛。
Showmeyour……的变换，让学生换用学过的不同物品说这句话，两个人一个人说，另一个人听后作出相应的动作。
Period2Let’stalk
Languagefocus:
1.usingformulaicexpressionstoaskforone’sageandresponding.
2.Usemodelledphrasestocommunicatewithotherlearners.
3.Openaninteractionbyelicitingaresponse.
Languageskills:
Howoldareyou?
I’mfiveyearsold.
Pre-taskpreparation
1.Saysomerhymes
<
One,two,three>
2.Dosomequickresponse
Hi!
Howareyou?
3.Listentoasongonpage16,trytounderstandthemeaningbyteacher’spresentation.
While-taskprocedure
1.Teachersingsthesongandask:
WhatcanIdo?
Thenanswerbyhimself”Icansing.”
2.Studentslookatthepictures,wordcardsandreadtheword.
3.Studentsrepeattheword,phrase,rhymeafterteacher.
A.singsong
B.singasong
C.sing,sing
Icansing.
sing,sing
Icansingasong.
4.Studentspracticetherhymewiththeirpartners.
5.Teacheracttheothertwonewwordsandshowthecards.
6.Encouragestudentsmakesomenewphrasesandsmallrhymesbyusingthenewwords.
draw,draw
Icandrawabook.
7.Studentstrytomatchthepicturesandnewwordcards.
8.Aguessinggame
Student1actsthenewwordbyusinghisvoice,theotherstudentsbacktoS1andguesswhatcanhedo.
Post-taskactivity
1.Listentothesongonpage16twice.
2.Encouragestudentstrytosingthesongafterthetape.
二次备：
复习学过的数字。
让学生猜猜老师的年龄，引出Howoldareyou?
I’m..yearsold.同桌互相问答，小组比赛。
出示一幅小孩的图片，让学生用这个句型猜测图片上人物的年龄，猜对的人活接近的人加分。
由于Howareyou?
和Howoldareyou?
比较接近，为了不使孩子们弄混，特别注意对这两个句子的操练和辨别。
Period3Let’slearn
1Languagefocus:
1.Usingverbstoindicatemomentaryactions.
Eg:
readsingdancejump
2.pronouncewordsproperly.
2Languageskills:
Learntheverbs.
1.Singthesongbyactions.
Readread>
2.Studentswatchthescreamandsaythesentencesonebyoneasfastasthecardschange.
1.Teachersaysandact.
Icandance.
Canyoudance?
Studentsanswer
S1:
Yes,Icandance.
S2:
No.
2.Encouragemoreablestudentstoasktheirclassmates.
S3:
S4:
Yes,Icandance./No.
3.Studentsidentifythethreewordsbysaying“Ican…”
4.Holdthewordcardsandaskthemtoreadaloud.
（dance,jump,write）
5.listentothetapeandrepeatonpage14.
6.Askstudentstomatchthewordcardsandthepictures.
本节课学习的是几个动词，在讲这几个单词时，请几名同学在前面表演动作，下面的同学边看边听边学着说。
一个同学说出一个动词，另一个同学作出相应的动作；
也可以由一个同学作出一个动作，另一名同学说出该动词是什么，然后进行小组比赛。
在讲动词的发音时，write和read,dance和draw较容易混淆，着重操练这几个单词的发音。
Period4Let’splay
Let’slearn
1.
usingmodalverb“can”toexpressabilities.
2.
usingformulaicexpressionstoexpressthanks.
3.
openaninteractionbyexpressingone’sabilities.
Speaking
Pronouncecorrectlywordsinconnectedspeechbylinkingwordstogetherandusingappropriatestress
Listening
Identifykeywordsinanutterancebyrecognizingstress
Recognizealliterativeandrhymingwords
Holdupthesixactionwordcardsandaskindividualstudentstoreadanddotheactions.
Putupthepicturecardsforthenewwordsontheboard.Askindividualstudentstocomeupandchooseaartaincard.thenputupthecorrespondingwordcardnexttoitandreadtheword.
Practicethesentence:
canyoudraw（sing,dance,write,read）youcandomanythings.
1.Openthestudent’sbooktopage15.
Tellthestoryinthestudents’mothertongue.
2.ReadthestoryinEnglish,imitatingagirls’voice,explainthe
meaningof“can”.
3.Playthetape.thestudentslookateachpictureintheirbooks,listenandrepeat.
4.T:
Whatcanmaydo?
whatdoesshesay?
InviteindividualtorepeatMay’swordsanddotheactions.
5.
Practicereadingthestoryonceortwicewiththestudentsastheypointtoeachpicture:
walkaroundtoseeiftheyareabletofollowthesequencecorrectly.
Post-taskactivities
Writethesixactionwordsontheboardreadoneofthewordandaskindividualstudentstocomeupandcircle.Thewordyoujustread,thenpracticereadingthewordstogether.
Putabook,apencilandsomepaper,andacassettetapeonthetableinfrontofyou.
Askyouactouteachaction,Askstudentstosay“Iam-----.”
4.
Openthestudents’booktopage16.Pointtoeachpictureanddisscuss.
Readtheverses’ofthesongslowly,Letstudentsrepeatwordonthisforawhile.
6.
Letthemlistentothesong.Singforthemafewtimes,Singforthemallowthemtosingwiththetape.
把上节课所学的单词放在句子Ican….中。
老师发问Canyou….?
学生用句子进行回答，也可以边做动作边说。
用该句型和单词进行英汉互译的练习。
让一名同学在前面指出一个单词，其他同学做造句练习。
Period5Let’senjoy
Usingformulaicexpressionstogreetpeople
e.g.Howoldareyou?
.Iam6yearsold.
Languageskill:
Speaking
Openaninteractionbygreetingsomeonepolitely
1Greetthestudentsastheycomeintotheclassroom‘Howoldareyou?
’
2Pointtopictureandsayverbs.Studentspointtoyouandrepeat.
3Putthepicturecardandwordcardforactionsontheboardandsaythem.Studentsrepeat.
While-taskprocedure
1Playthecassettetapeforthesongonce.Studentslisten
andlookatthepictureintheirbooks,clappingtheirhands.
2Playthesongagain.Encouragestudentstosingalongwithyouandthecassettetape.Addactionstothesong.
3Studentssingthesonganddotheactions.
1Dependingonindividualstudents’abilities,invitethemtosingthesong.
2Dividetheclassintogroups.Singitwiththeppt.
3Selectgroupstosingtheirmodifiedsongstotheclass.
复习前几节课所学的单词和句型，把单词和句子运用到歌曲中。
先听两遍歌曲，讲解歌曲的意思，然后教唱歌曲，让学生自编动作，边做边唱。
用所学过的单词替换书上的歌词，试着练习改编歌曲。
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