一年级上册英语教案Good morning 牛津译林.docx

一年级上册英语教案Good morning 牛津译林.docx

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一年级上册英语教案Goodmorning牛津译林

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）PlayingthetapeofActivity5andteachthestudentsthisEnglish