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2019-2020年一年級(jí)英語(yǔ)上冊(cè) Unit11 In the zoo教案 （新版）滬教牛津版
教學(xué)目標(biāo)
1． 學(xué)習(xí)詞匯lion, tiger, monkey, panda
2． 能用It’s…來(lái)描述動(dòng)物特征。能正確運(yùn)用What’s this?及其回答It’s a …。
3． 在學(xué)習(xí)過(guò)程中，體驗(yàn)朗讀的樂(lè)趣，培養(yǎng)正確的語(yǔ)音語(yǔ)調(diào)并幫助學(xué)生高效的記憶和運(yùn)用單詞。
4． 創(chuàng)設(shè)情境，鼓勵(lì)學(xué)生運(yùn)用學(xué)過(guò)的語(yǔ)言知識(shí)，發(fā)展他們聽(tīng)、說(shuō)、讀的技能
教學(xué)重點(diǎn)難點(diǎn)
1. 能用It’s…來(lái)描述特征。能正確運(yùn)用What’s this?及其回答It’s a …。
2. 能根據(jù)創(chuàng)設(shè)的情景，運(yùn)用所學(xué)句型進(jìn)行問(wèn)答。
PROCEDURE
CONTENT
METHODS
PURPOSE
Pre - task
1.Sing a song
2. Read and guess
3. Lead in the title
1) T reads the riddles
2) Ps guess
T shows the title ’Animals on the farm’
To arouse the students’ learning interest and prepare for the new teaching.
While - task
1. Learn ‘lion’
2. Learn ‘tiger’
3. Learn ‘monkey’
4. Learn panda’
1) Ps pronounce the new word ‘lion’
2) Read and spell
3) Say a rhyme
1) A voice
2) Ps pronounce the new word ‘tiger’
3) Ps desribe the cow with the sentence pattern: It’s…
4) A tiger familyt
1) A riddle.
2) Ps pronounce the new word ‘monkey’
3) T helps Ps to distinguish the ’duck’ and the ‘monkey’：It’s …It’s a …
4) A rhyme
1) A story
2) Play a guessing game: What’s this?
3) Ps pronounce the new word ‘panda’
4) Ps ask and answer:
What’s this?
It’s a …It’s…
1.Have the students get some mon senses of animals and ask them to practice the words with the familiar rhymes and songs .
2.Use different teaching and learning methods to teach the sentence patterns ‘What’s this? It’s a …’ and train the students’ listening, speaking, reading and thinking ability
Post-
task
1. Read the
chant
2. Make
a dialogue
1) T asks questions to lead in the chant.
2) Show the chant:
What’s this? What’s this?
It’s big. It’s brown. It’s a bear.
What’s this? What’s this?
It’s small. It’s brown. It’s a monkey.
What’s this? What’s this?
It’s tall. It’s black and yellow.It’s a tiger.
What’s this? What’s this?
It’s fat. It’s black and white. It’s a panda.
3) Ps try to read the chant.
1) Ps try to make a dialogue with the sentences ‘What’s this? Its… It’s a …’ in pairs
2) Ps act out the dialugue
bine what students have learned in this class.
Homework
1. Listen and read
2. Make a rhyme
1) Listen to the tape and read the new words for three times
2) Make a rhyme with the sentence patterns: ‘What’s this? It’s… It’s a …’.
Consolidate what
students learned in this class.
附送：
2019-2020年一年級(jí)英語(yǔ)上冊(cè) Unit11 In the zoo教案（1） （新版）滬教牛津版
一、教學(xué)內(nèi)容
1) 認(rèn)知內(nèi)容：
a. 能聽(tīng)，讀，認(rèn)tiger, bear, panda, monkey。
b. 可以運(yùn)用what’s this/that? 并能回答it’s a ….。
c 用what can you do?來(lái)讓學(xué)生回答I can …。
表達(dá)動(dòng)物的能力。
2) 能力要求：能成功讀出四種動(dòng)物的名稱
3) 情感態(tài)度：
通過(guò)對(duì)四種動(dòng)物的學(xué)習(xí)，可以讓小朋友們對(duì)大自然動(dòng)物的了解和喜愛(ài)。
二、媒體準(zhǔn)備
PPT，單詞卡片，四個(gè)動(dòng)物的頭像等。
三、教學(xué)過(guò)程
Procedures
Contents
Methods
Purpose
Pre-task preparation
Warming up
1. Enjoy the song
配以動(dòng)作的歌曲，既讓學(xué)生進(jìn)入了英語(yǔ)學(xué)習(xí)的氛圍，又埋下了伏筆。
2. Quick Response.
E.g. how are you?
What can you do?
What’s this/that?
T→S S→S
通過(guò)快速反應(yīng)這個(gè)環(huán)節(jié)，能進(jìn)一步激發(fā)學(xué)生英語(yǔ)學(xué)習(xí)的興趣，同時(shí)既鞏固了舊知，又為引出新知作鋪墊
While-task procedure
new word:
monkey
1. Introducing two new friends to students:
T: hello, everyone, let’s wele two new friends here, who are they?
S: they are Tom and Jerry!!!
T: yes! Hello, I am Tom, mia~ hello I am Jerry, jijiji~~say hello to Tom and Jerry!
S: hello tom and Jerry!!
T：Now today they will go to a place, can you guess what place they will go?
(then show next PPT)
S: zoo!!!
T: yes, they go to the zoo! Follow me , z-o-o, zoo!
S: zoo.
T: train train
S: go go go!
(s say zoo)
(show next PPT)
T: what’s this?
S…
T: now, what’s this?
S: it’s a tree!
T: very good! Look, what’s this now?
S: it’s monkey!
（train train go go go）
(next PPT)
T: how many monkeys can you see?
S: three monkeys!
T: yes! Now how many?
S: six monkeys!
T: how many monkeys?
S: eight monkeys!
T: now how many monkeys can you see?
S:ten monkeys!
從TOM和JERRY兩個(gè)大家熟知的卡通動(dòng)物參觀動(dòng)物園來(lái)了解四個(gè)新單詞?？梢约て鸷⒆拥膶W(xué)習(xí)興趣。
從一個(gè)尾巴到一顆樹(shù)再到一只猴子讓孩子有想象力的發(fā)揮~
New word:bear
S: eight monkeys!
T: how many monkeys?
S: ten monkeys!
T: really? Ok! Let’s count!
S+T: one little, two little, three little monkeys, four little, five little, six little….
T: what can monkeys do?
S: monkeys can jump high!
T: hello, I’m a monkey, I can jump high!
S: hello, I’m a monkey, I can jump high!
T: listen, what’s that?
S:(listen)
S: It’s a bear.
T：bear, bear!
T: what’s this?
S: it’s a bear.
T: is it tall or short?
S: tall.
T: what about this?
S: it is short.
T: ok, let’s read. Tall bear, short bear, one two go.
S: tall bear, short bear, one and two, tall bear, short bear, I see you.
T: very good! Everyone stand up! Let’s read it together!
S: tall bear….
T: what can bears do?
S: he can read?
T: yeah, I’m bear, I can what?
S: I’m a bear, I can read,,one two, one two
用這首歌既可以記憶以前的知識(shí)也可以預(yù)習(xí)新知。
用聲音來(lái)識(shí)別動(dòng)物，讓孩子們熟識(shí)動(dòng)物的叫聲。
New word:
Tiger
New word:
panda
Three.
T:ok ,let’s read it together!
S: hello, I’m a ….
T: listen, what’s that?
S: it’s a tiger?
T: yeah, it’s a tiger.
I’m a tiger! Follow me.
S: I’m a tiger!
T: look, what can this tiger do?
S: wow! This tiger can run!!!
T:yeah, I’m a tiger, I can run fast, hahahaha.
What about the girl?
S: oh, nononono, tiger!
T: ok, I be the tiger. Who can be the girl?
S: I be the girl.
T: now, I be the girl, who can be the tiger?
S: I be the tiger.
T: now practice with your partner, one be the tiger, one be the girl, go, 20 sec!
T: look, what’s this?
S: it’s a panda?
T: yeah, he is sleeping!
Let’s wake up them.
T: panda panda stand up!
S: panda panda stand up!
T: look, he is standing up. Let’s do it again!
S: panda, panda, stand up!
T: let’s read loudly!
S: panda panda stand
讓孩子們?cè)诒硌輙iger的同時(shí)快速記憶老虎和它的習(xí)性等。
練習(xí)方法
Up!
T: oh, look, panda is stand up now, and he says: I’m a panda, I’ m fat! Follow me!
S: I’m a panda, I’m fat!
Post-task activity
The story time.
T: now I will tell you a story about what is the king of the zoo?
T: the tom says what is who is the king of the zoo? And the jerry says emm, let’s look!
Can you guess who?
S: panda? Tiger? Monkey? Bear?
T: ok, let’s see! Can you read it?
S: yeah. I’m a monkey, I can jump high, I am the king!
T: very good. Look, what about bear?
S: no! I’m a bear, I can read, I am the king.
T: oh! Yeah, but the panda says?
S: no! no! I’m a panda, I’m fat, I am the kind!
T:look, the tiger is ing!
S: nonono!!! I’m a tiger, I can run fast, I can eat you!!! Aaaaa!
T: wow!!! So who is king of the zoo?
S: tiger!!!
T: yeah, work in group 4 of you. Give you 1 min to prepare. Go
從四種動(dòng)物的自白來(lái)猜出誰(shuí)是動(dòng)物之王。
Group work
T: let’s wele a group to show up!
Assignment
1. 聽(tīng)讀指P42-45 我愛(ài)英語(yǔ) 3遍
2. 畫一幅你最喜歡的動(dòng)物
2019-2020年一年級(jí)英語(yǔ)上冊(cè) Unit11 In the zoo教案 （新版）滬教牛津版.doc
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