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1、2021-2022年一年級(jí)英語(yǔ)下冊(cè) Module4 Unit12 A boy and a wolf period1教案 （新版）滬教牛津版 Content (Period 1) Aims 1. To learn the new words: wolf, boy, farmer, narrator 2. To use the key pattern to introduce oneself e.g. I’m the boy. Language focus 1. To pronounce the words: wolf, farmer, etc. 2. To use th

2、e pattern correctly: I’m the …. Teaching aids Multimedia, word cards, object and masks Procedures Step Teacher’s activity Students’ activities Purpose Pre-task preparation Sing a song Daily talk Sing a song T→S 活躍課堂氣氛。 通過(guò)簡(jiǎn)單的對(duì)話引出新知識(shí)。 While-task procedure 1. Learn: boy Ask ten

3、boys to stand up. T: How many boys? T: Tall boy, short boy One and two Tall boy, short boy I see you. 2. Learn: wolf Show a picture. T: Is this a dog? Is this a tiger? T: What’s this? It’s a wolf. T: Is this a wolf? What color is it? T: Wolf, wolf A brown wol

4、f Wolf, wolf I see you, 3. Learn: farmer T: Take out a fork. Look, I’m a farmer. Use “farmer” to make a sentence. 4. Learn: narrator Show a flash. Watch the beginning of the story. (The narrator is just describing the story) T: Look, He/she is a narrator. T: (Point to th

5、e narrator)Who is he/she? T: He/She is the narrator. 5. Learn: I’m… T: Who is he?(Point to the student in the class) T: He’s a boy. And I’m a girl. Take out some masks. T: Now I’m the …. Who can make a sentence like me. S: Ten boys. Read the word: boy. Read the rhyme

6、S: No. S: No. Read the word wolf. S: Yes, it’s a wolf. S: It’s brown. Say the rhyme and ask the students to make the new rhyme. Read the word: farmer. S1: The farmer is fat. S2: I see a farmer. …. S: Read the word “narrator”. S: He/She is the narrator.

7、 S: Who’s he/she? Work in pairs. S: He’s…. Put on the mask S: I’m the…. 通過(guò)舊句型引出新單詞，讓學(xué)生更易接受和理解。 模仿簡(jiǎn)單的兒歌鞏固新單詞。 形象的圖片再配上舊句型，學(xué)習(xí)單詞。 讓學(xué)生發(fā)揮想象，打開思維的空間，編出一些有關(guān)wolf的新兒歌。 以實(shí)物來(lái)刺激，讓學(xué)生感知農(nóng)民伯伯所需要的工具。 鼓勵(lì)學(xué)生用所學(xué)到的知識(shí)創(chuàng)編新句子。 通過(guò)學(xué)生感興趣的小品表演來(lái)吸引學(xué)生的眼球，來(lái)感知新單詞的真正意思

8、。 利用對(duì)話操練來(lái)鞏固新知。 帶上頭飾表演出自己現(xiàn)在的角色。 Post-task activity 1. Have the students put on the masks and make a short dialogue in groups. 2. Have the students listen to the story and act it out. e.g.: S1: I’m the farmer. S2: I’m the boy. S3: I’m the wolf. S2: Hello! S1: Hi! S1:

9、Oh! A wolf! Help! S2: Go away! 在對(duì)話表演中幫助學(xué)生記憶新詞和句型。 鍛煉學(xué)生的聽(tīng)力水平，激勵(lì)學(xué)生的學(xué)習(xí)興趣和熱情。 Assignment 1. Listen and read the words and the sentences. P46 2. Preview P47P48P49 板 書 設(shè) 計(jì) boy I’m the…. wolf farmer narrator 教 學(xué) 反 思 附送： 2021-2022年一年級(jí)英語(yǔ)下冊(cè) Module4 Unit12 A b

10、oy and a wolf period2教案 （新版）滬教牛津版 Content (Period 2) Aims 1. To use the verb help to request assistance. e.g. Help! Help! 2. To use wh-question to get simple responses. e.g. Where’s the wolf? 3. To use the key pattern to indicate that something is approaching. e.g. Here e the fa

11、rmers. Language focus To use phrases and sentences to municate with other students. Teaching aids Multimedia, etc Procedures Step Teacher’s activity Students’ activities Purpose Pre-task preparation 1. Greetings. Who is he? Who is she? Is he …? How many…? 2. Show the word cards

12、1. Greetings a. T-S1 b. S1-S2 2. Read the words: boy wolf farmer narrator 熱身運(yùn)動(dòng)，活躍氣氛, 同時(shí)復(fù)習(xí)前面所學(xué)的單詞為下文作鋪墊。 While-task procedure While-task procedure Learn the story of “A boy and a wolf”. Show the flash of this story, with the help of pictures, masks and body l

13、anguage. Then ask the question. 2. Learn : help T: Who says “Help! Help!”? Create the different situations. Let the students to say “Help! Help!. 3. Learn : Where ‘s the wolf? No wolves. T: Can you see the tiger in the classroom? T: Where’s the tiger? No tigers. T: Can you se

14、e the wolf at first? T: Where’s wolf? No wolves. T: No lions. T: Where’s the dog? T: Where’s the bear? 4. Learn: Here e the farmers. T: When the boy says ”Help! Help!” , who is ing? T: Here e the farmers. T: Show the boy. Who is ing? T: Here es the boy. T: Create some si

15、tuations and let the students to say: Here e(s) the …. Watch the flash. S: The boy. Read the word: help S: Help! Help!. S: No, I can’t. S: No, I can’t. S: Where’s the lion? S: No dogs. S: No bears. Work in pairs. S: The farmers.

16、 S: The boy. S: Here e(s) the …. 通過(guò)觀看flash讓小朋友感知整個(gè)故事的內(nèi)容。 通過(guò)情景的創(chuàng)設(shè)，讓學(xué)生在體驗(yàn)中學(xué)習(xí)。 鼓勵(lì)學(xué)生用所學(xué)到的單詞進(jìn)行對(duì)話。 Post-task activity 1. Let the students to listen to the story and repeat after the tape. 2. Divide the students into groups. Put on the masks. Eac

17、h group will play one of the characters in the story. 3. ”Don’t tell a lie”. 1. Listen and repeat. 2. Act out the story. 讓學(xué)生進(jìn)行故事表演，在情景中體驗(yàn)會(huì)話的樂(lè)趣，培養(yǎng)學(xué)生的語(yǔ)音交際能力。 Assignment 1. Listen to the tape and read( P47P48P49) 2. Listen to the new story (Workbook P46P47P48) and act it out with your parents. 板 書 設(shè) 計(jì) help Where’s the wolf? Here e(s) the …. Don’t tell the lie. 教 學(xué) 反 思