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2019-2020年一年級英語下冊 Module1 Revision教案 （新版）滬教牛津版 Content Using my five senses (Period 1) Aims 1. To use nouns to identify animals. e.g. frog, sheep 2. To use colours or sounds to identify animals. 3. To ask wh-questions to find out what people see or hear. e.g. What do you see/hear? 4. To use formulaic expressions to indicate what people see or hear. e.g. I see/hear… 5. To protect the animals and protect ourselves. Language focus 1. To use nouns to identify animals. e.g. frog, sheep 2. To ask wh-questions to find out what people see or hear. e.g. What do you see/hear? 3. To use formulaic expressions to indicate what people see or hear. e.g. I see/hear… Teaching aids Multimedia Procedures Step Contents Methods Purpose Part 1 1.Warming up Greetings Sing a song (Bingo) Say and act ( Page2 --Rhyme) 通過歌曲營造英語學(xué)習(xí)氛圍。讓學(xué)生在輕松的語言環(huán)境中回顧復(fù)習(xí)內(nèi)容。 Part 2 Review the words about the animals and sentences ---What do you see? ---I see… 1. Ask and answer (Show the picture of a zoo) Q: What do you see in the zoo? What colour is it? (Show the picture of a farm) Q: What do you see on the farm? What colour is it? How many…? 2. Matching game (Match the pictures and words.) 3. Listening games a. Listen and choose the picture you can’t hear. b. Listen and judge. 4. Make rhymes. e.g. See, see, What do you see? Frog, frog, I see a frog. Colour, colour, What colour is it? Green, green, It’s green. 情景中的問答既復(fù)習(xí)鞏固了單詞和句子，又使表達有了語境意義。 通過說兒歌，詞形和詞義配對等學(xué)習(xí)活動，幫助學(xué)生鞏固單詞音、形、義的聯(lián)系；模仿編兒歌，則初步培養(yǎng)學(xué)生在語境中運用所學(xué)單詞的能力，并鞏固了本單元的重點句子。 Review the sounds animals make and the sentences (What do you hear? I hear…) 1. Guessing game What do you hear? 2. Say the rhyme (Workbook page 6) 3. Make a rhyme 通過聽各類動物的叫聲，復(fù)習(xí)動物類單詞和hear的句子。 朗誦和創(chuàng)編兒歌的學(xué)習(xí)活動使單詞和句子有了結(jié)合。 Part 3 1. Riddles about animals 2. Look and say Listen and guess Look and say 通過聽四則有關(guān)動物的謎語，培養(yǎng)學(xué)生初步理解小語段的能力。通過圖文結(jié)合的形式，讓學(xué)生嘗試表達完整的語句。 Part 4 1. Listen and follow the tape P2-9 2. Draw an animal and describe it at least three sentences 板 書 設(shè) 計 What do you see? I see... What do you hear? I hear... 教 學(xué) 反 思 1B M1 Revision Content Using my five senses (Period 2) Aims 1. To use nouns to identify food items. e.g. soup, noodles 2. To use imperatives to give simple instructions. e.g. Taste/Smell… 3. To act out the short dialogue at the restaurant. 4. To educate the pupils to be polite to the others and not to waste food. Language focus 1. To use nouns to identify food items. e.g. soup, noodles 2. To use imperatives to give simple instructions. e.g. Taste/Smell/Touch… Teaching aids Multimedia Procedures Step Contents Methods Purpose Part 1 1.Warming up Greetings Quick Response (Listen and act) Sing a song (Food I like) 快速反應(yīng)游戲能讓學(xué)生快速進入學(xué)習(xí)狀態(tài)，也是對本單元句子的復(fù)習(xí)。 以歌曲形式幫助學(xué)生回顧本單元單詞。 Part 2 Review the words about the food 1. Ask and answer (Show some pictures of food) Q: What do you see? What do you like? 2. Matching game a. Match the pictures and words. b. Read and categorize Fruit shop: apple… Snack bar: pizza… Restaurant: soup… 情景中的問答既復(fù)習(xí)鞏固了單詞和句子，又使表達有了語境意義。通過圖詞配對，幫助學(xué)生鞏固單詞音、形、義的聯(lián)系；通過單詞（配圖）歸類游戲，復(fù)習(xí)、鞏固、拓展食物類單詞 Review the sentences: Taste/Smell… 1. Say the rhyme(P13) 2. Look and say 通過誦讀兒歌，鞏固句子結(jié)構(gòu)；通過看圖（動作）表達，提高學(xué)生在情景中理解句意和表達的能力。 Practice the dialogue (Introduce the situation: Eat out at the restaurant) 1. Watch and listen 2. Listen and number 3. Work in group 4. Act out the dialogue 運用多媒體創(chuàng)設(shè)在飯店用餐的情景和語境，把語言點串成一個主題，讓學(xué)生在看看、聽聽、說說中感知、理解、掌握語言。 Part 3 Make a dialogue 1. Say and act 通過模仿自編對話，初步培養(yǎng)學(xué)生同伴合作能力和會話能力。 Part 4 1. Listen and follow the tape P10-13 板 書 設(shè) 計 rice Taste the ... egg soup Smell the ... noodles 教 學(xué) 反 思 附送： 2019-2020年一年級英語下冊 Module1 Unit1 Look and see period1教案 （新版）滬教牛津版 Content 1B M1U1 Look and see（1） Aims 1. Using nouns to identify small animals e.g. frog, rabbit, bee, bird 2. Using numbers to count e.g. one, two three 3. Using the key patten to introduce oneself e.g. I am a … Language focus 1. Using nouns to identify small animals 2. Using numbers to count 3. Using the key patten to introduce oneself Teaching aids Cassette, Wall picture, Several paper cut-outs of animals Procedures Procedure Content Method Purpose Pre-task preparation 1. Show a park. 1. Show a picture of a park to the students. Ask them what they see. T: Look, what can you see? A frog, a bee… 2. Guessing. 1. Mime the small animals and let students guess what the animals are. T: What am I? (Mimes) Yes, I’m a rabbit. While-task procedure 1. Miming. 1. Ask the students to say and mime the actions of the animals. 2. Rhyme. 1. Teach the rhyme on Student’s Book page 2. 3. Say and act. 1. Divide the class into pairs. Ask them to act as an animal and let the partner guess what animal it is. A: Are you a rabbit? B: Yes, I’m a rabbit. / No, I’m not a rabbit. 4. Guessing game. 1. Use the paper cut-outs. Show the students some parts of the small animals and ask them to guess what the animals are. The students can play this guessing game in groups. A: What is it? B: It’s a bee. Post-task activity 1. Make a mask and a dialogue. 1. Ask each student to make a mask of an animal. 2. Ask them to put on their masks and make a dialogue with their partner. A: Hello. I am a bee. I am small. B: Hi, I am a frog. I am green. 2. Act the rhyme. 1. Ask the students to say and act the rhyme on page 2. 3. Listen and tick. 1. Ask the students to do Part A’ Listen and tick’ on Workbook page 2. Then have them work in pairs to introduce each animal. A: It’s a … B: It’s a … 4. Act and guess. 1. Have the students do Part B ‘Act and guess’ on Workbook page 3 and then ask them to do an activity like this in groups. 板 書 設(shè) 計 Unit 1 Look and see look see frog bee rabbit bird I am a frog. 教 學(xué) 反 思