《2019-2020年小學(xué)英語(yǔ) Unit 1 Where I Live教案 牛津版.doc》由會(huì)員分享，可在線閱讀，更多相關(guān)《2019-2020年小學(xué)英語(yǔ) Unit 1 Where I Live教案 牛津版.doc（38頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

2019-2020年小學(xué)英語(yǔ) Unit 1 Where I Live教案 牛津版 Teaching aids: A. Words : letters Aa --Bb , bin , park , road , building , Shanghai B. Structures : I live in …. I love …. I see …. That’s … C. Functions : Give simple instructions; Refer to specific classroom objects. Material: 1. Students Book 2A page 2--6 2. Cassette 1A and a cassette player 3. Wallcharts 4. Photograph page 1 5. Alphabet Cards Teaching times: 5 times Learning targets: A. Basic aims: 1. Be able to identify the letters Aa -- Bb 2. Be able to give simple instructions 3. Be able to use the simple present tense to indicate facts 4. Be able to "point to your home" 5. Read the rhyme B. Further aims: 1. 2.Practise saying a new rhyme substituting Shanghai with another places Language focus: 1. Using the definite article to refer to specific classroom objects 2. Using the simple present tense to express interests and preferences 3. Learning the words: bin , park , road , building , Shanghai Period 1 Teaching focus: Using imperatives to give simple instructions Using the definite article to refer to specific classroom objects Teaching steps: Students activities Teaching activities Teaching starlegry Media Pre-task preparation: point to their own desk and say desk students to follow : This is a classroom. We are in the classroom now. While-task procedure Look Performs the action and repeats the mand The student performs the action The student performs the action. The students repeat and mime the actions. Post-task activities One student give the mands and the other mime the actions. Change roles Look Vote for the best pair Homework Read the Let act after the cassette A: Point to a desk and say dsek . Encourage the class to point to their own desk and say desk B: Gesture with arm to indicate the classroom and say This is a classroom. We are in the classroom now. (Say the word classroom slowly and encourage students to follow) C: T :Our classroom is nice. We must help to keep it clean. A: T say Clean the desk. And wipe a desk with a rag B: Invite a more able student to e to the front. Give the rag to him/her and say Clean the desk, please. C: Invite more able student to e to the front. Let the more able student give the mand and others do the action. (Repeat with several groups of students.) D: Clean the classroom by sweeping the floor. Let the more able student to e up and say the mand Sweep the floor, please. (Repeat step 3) E: Open the book to page 2. Play the cassette tape. Let the students listen to the instructions Clean the desk, please. and Sweep the floor, please. Ask students to repeat and mime the actions. A: Divide students into pair. Have one student give the mands and the other mime the actions. Then let them change roles. B: Invite pairs of students to act out the dialogue to the class. coaching coaching coaching cooperative learning cooperative learning Show Lets act book cassette Workbook Period 2 Teaching focus: Using the simple present tense to indicate facts Using the simple present tense to express interests and preferences Teaching steps: Students activities Teaching activities Teaching starlegry Media Pre-task preparation: Say the word Shanghai While-task procedure Look and listen The students talk about and answer the questions The students to copy I live in Shanghai. The students repeat I love Sally. Repeat Get student to say after The students look at the book and listen to the tape Post-task activities Draw a picture of the place they live in. say something about pictures by using the sentences I live in …, I love … Talk about Consolidation l Look, listen and tick the correct sentence. l Listen and draw. Homework Read the Let s talk after the cassette A: Ask the students Where do you all live ? Show a picture of Shanghai (Say the word Shanghai slowly) T: That s right . We all live in Shanghai . Shanghai is our home . A: Put up the wallchart for page 3. Tell a story something like this : Sam and his father went for a walk on Sunday. After a while they sat down to rest and watched the ferries go by. They could see the Oriental Pearl Tower and a lot of tall buildings. Can you recongnize any? Sitting on the bench next to them were some tourists(a woman and her son). The boy asked Sam where he lived and Sam replied I live in Shanghai. The boy said I love Shanghai. Sam was pleased. Children, do you love Shanghai? If you do, you must help to keep it clean. Do not litter. Throw all rubbish into the bin. Can you find a bin in this picture? (Point to it) B: Ask questions such as the following: l Where does Sam live? l Where do you live? l Dose Sam love Shanghai? l Do you love Shanghai? l What is this?(point to a bin and a building respectively) C: Hold up a stamped envelope and say My friend in Canada sent this to me. She had to write Shanghai on it because Ilive in Shanghai. Say I live in Shanghai. and ask students to copy you. D: Hug a toy bear and say This is my bear. Her name is Sally. I love Sally. Show the picture of Shanghai again. Hug it and say I love Shanghai. E: Open the students book to page 3. Play the cassette tape to let students hear the correct pronunciation of the words and sentences. Then ask indicidual students to say I live in Shanghai. and I love Shanghai. A: Give each student a sheet of white drawing paper. Ask them to draw a picture of the place they live in. B: Ask students to say something about their pictures by using the sentences I live in …, I love … Workbook page 2 Explain the Workbook page 2 coaching coaching cooperative learning modeling modeling cooperative learning Show a picture of Shanghai Wallchart for page 3 a toy bear book cassette white drawing paper. Workbook Period 3 Teaching focus: Using nouns to identify object Using proper nouns to refer to places Teaching steps: Students activities Teaching activities Teaching starlegry Media Pre-task preparation: The students to say something about the picture I live in …a I love …’ While-task procedure Look and answer: building The students to repeat Look , think, talk about and answer the questions . The students to repeat. Look , think and answer the questions . The students to repeat. the students read the words Open the book to page 4. Students listen and repeat. the students to point to each picture as the word is being read out. The students look at the letters and listen to the tape Post-task activities students have just learned s1: I see a bin. S2: That s a building. Homework Workbook page 3: l Colour the word in the puzzle. l Trace the letters. Read the let s learn after the cassette A: Put up the wallchart for page 3. Ask the students to say something about the picture by using the sentences they have learned in the previous lesson: ‘ I live in …’a I love …’ A: Still referring to the wallchart. T: What you can see in the picture ? Introduce the word ‘ building ‘ Hold up the picture card for ‘ building ‘ and say ‘ building ‘ (Ask the students to repeat) B: T: ‘ What things do you sometimes see lying on the pavement? ‘ Show examples of rubbish that people throw away – soft drink cans, plastic bags, food wrappers, etc. T : ‘ How do they there? Dose it make Shanghai look beautiful? What should we always do with our rubbish? ‘ Show a toy bin and say ‘ bin’ slowly. (Ask students to repeat. ) C: Show the pictures of a park and a road. T : do you often go to the park? To elicit the new words ‘ park ‘ and ‘road ‘. Say the words slowly. (Ask the students to repeat.) D: Put up the picture and word cards on the board in random order. Then re-arrange them by putting the word cards below their corresponding picture cards, as shown in their Student’ s Books. Read the words with the students. E: Play the cassette tape. Ask the students to point to each picture as the word is being read out. F: Show students the picture cards for ‘ apple’ and say Apple begins with the sound ‘ a ‘ . Show the word card for ‘ apple’ and say ‘ A …’ Apple’ .(Repeat) Show alphabet cards ‘ A ‘ and ‘ a ‘ . Have students pare the capital letter ‘ a ‘ . Do the same with ‘ B b… Bird ‘ . Play the tape for students to follow in their books. A: Say something about the wallchart, using the new words e.g. : I see … That’ s … Workbook page 3 Explain the Workbook page 3 coaching coaching cooperative learning modeling modeling Put up the wallchart Wallchart for page 4 the picture and word cards the picture and word cards book cassette tape. letter A a B b book cassette Workbook Period 4 Teaching focus: Asking Wh- questions to find out various kinds of specific information about a person Using the simple persent tense to express truth Using the simple persent tense to express interests and preferences Teaching steps: Students activities Teaching activities Teaching starlegry Media Pre-task preparation: The students to say something about the picture students to e up take one, and put it under the corresponding picture. While-task procedure The students answer : I live in Shanghai repeat Play a game a more able student to e to the front. point to the area he lives in on the map and use the structures I lives in … I love … to answer the question Open the Student s Book to page 5. Look , think, talk about and answer the questions . The students into groups of four, one student ask the question Where do you live? the other three answer it. (change roles.) The students to e to the front and act The students to repeat. Homework l Workbook page 4: Listen and draw the lines to find where they live. l Read the let s play after the cassette. A: T: Yesterday we learned some new words. Do you remember what they are? Put up the picture cards for bin, park, road , building, and Shanghai . Hold up the word cards. Ask individual students to e up, take one, and put it under the corresponding picture. Continue until all cards have been matched. Then remove the pictures but leave the word cards. Ask various students to e up and get the word that you say. A: Put up a simple map of Shanghai. T : Where do you live? Point to the area you live in and say I live in (name of the area). I love (name of the area). B: Play a game with the students. Invite a more able student to e to the front. Ask him/her to point to the area he/she lives in on the map and use the structures I lives in … I love … To answer the question Where do you live? C: Open the Student s Book to page 5. Check that the students know all the places on the map, such as Lu Xun Park. Shanghai Railway Station. Yu Garden… Ask individual students Where do you live? To elicit various answers. Encourage them to use the structure I love … D: Divide students into groups of four, Have one student ask the question Where do you live? and the other three answer it. Then let them change roles. E: Invite groups of students to act out the dialogue to the class. Workbook page 4 Explain the Workbook page 3 coaching coaching cooperative learning modeling cooperative learning modeling cooperative learning Put up the wallchart the picture cards for bin, park, road , building, and Shanghai . the word cards. a simple map of Shanghai. a simple map of Shanghai the Student s Book the Student s Book Workbook Period 5 Teaching focus: Using the simple persent tense to express interests and preferences Teaching steps: Students activities Teaching activities Teaching starlegry Media Pre-task preparation: The students look at the picture and read the words The students look at the picture and say This is … While-task procedure The students answer follow and repeat The students open the Student s Book to page 6. Play a game Discuss where Sam and May live and what they are doing now. Two students e to the front The Student read the rhyme slowly line by line. Look and listen The students follow and read the rhyme. The students read the rhyme in pair The students to e to the front and act Post-task activity The students practise saying a new rhyme Practise in pair The students read the new rhyme Homework l Read the let s enjoy ‘ after the cassette. l Make a new rhyme A: Flash the picture cards and word cards for bin , building, park, road and Shanghai to check that students remember the words. B: Ask various students to point to each picture and say This is … A: Invite some students to clean the classroom with you. Put rubbish into a toy bin you have brought to class. T : We use the bin every day. We keep Shanghai clean every day. B: Get students to open the Student s Book to page 6. Discuss with students where Sam and May live and what they are doing now. C: Invite two students to be Sam and Mary putting rubbish into the bin. D: Read the rhyme slowly line by line. Practise saying both verses. E: Explain the words and phrases use, every day and keep it clean in student s mother tongue. F: Play the cassette for the rhyme. G: Invite pairs of students to act out the rhyme to the class. Have pairs of students practise saying a new rhyme substituting Shanghai with Beijing or Guangzhou . Invite pairs to say their rhymes to the class. coaching cooperative learning modeling cooperative learning modeling cooperative learning modeling the picture cards for bin, park, road , building, and Shanghai . the word cards. the Student s Book the Student s Book the Student s Book cassette Unit 4 Going about Teaching designing: Teaching aids: A. Words: letters Gg—Hh, plane, ferry, train, taxi, car, bus, van. B. Structures: Get ……How do you go to…… C. Functions: Give simple instructions; Using connectives to add information Material: 1. Student’s Book 2A page 17-21 2. Cassette 1A and a cassette player 3. Wall charts 4. Photograph page 14 5. Alphabet Cards Teaching times: 5 times Learning targets: A. Basic aims: 1. Be able to identify the letters Gg--Hh 2. Be able to give simple instructions 3. Be able to introduce oneself using I’m. 4. Be able to write the sentence Hello, I’m . 5. Sing a song. B. Further aims: 1. Using more information to introduce oneself 2. The sorts of the alphabet Language focus: 1. Using imperatives to give simple instructions 2. Asking How questions to find out means and Using prepositions to indicate meas 3. Learning the words: plane…… Period 1 Teaching focus: Using imperative to give simple instructions Teaching steps： Students activities Teaching activities Teaching Media I. Pre-task preparation: The students listen to the teacher and act The students copy teacher II. While-task procedure: Practise with more students. The students act A small group of students line up in front as if they are ready to get off the bus. Repeat Students listen and follow in the books. III. Post-task A Revise all the mands taught in the previous units. Say the mands and ask students. B Show a toy bus and a toy car. T: Do you often see them on the road? Do you go to school by bus? Say the words ‘bus’ and ‘car’ clearly. A Put two chairs in a line. Ask student to sit in the front chair and act as a car driver. Pretend to get in the car by bending over and sitting in the back chair. T: Get in the car. Practise with more students. B Invite individual students to act as passengers. Say the mand and ask them to perform the scene. Make sure students understand the mand ‘Get in the car’. C Have a small group of students line up in front as if they are ready to get off the bus. Say ’Get off the bus’ and prompt them to walk off one by one. D Repeat step C with more groups of students. Ask them to repeat the mand after you while doing the action. E Open the student’s book to page 17. Play the cassette tape to drill the correct pronunciation. Teach the other two mands to do with cars and buses; Get out of the car. Get on the bus. coaching Scaffolding and fading