一年级牛津英语1AUnit1教案

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1、Oxford English Book 1A 一（3）班 陈俞桦Unit 1The first period一 学情分析1 今天是小朋友进入小学的第一节英语课，所有的学生都表现出对英语的极大的好奇。作为一名英语教师，要通过充满知识和乐趣的课堂将孩子们的好奇转换成对英语学习持久的兴趣和热情。2 班级中的孩子来自不同的环境，有着完全不同的知识基础和认知能力。教师应主动地去了解学生，这对今后的教学工作十分重要。二 教学内容1 认知内容：能听懂会说Good morning. How do you do? How are you?-Fine, thank you. Hello! 等问候语。2 能力要求：

2、学会用-Good morning. How do you do? How are you?-Fine, thank you. Hello! 来问候和交流。3 情感态度：通过学生对本课问候句子的学习，培养学生讲文明的良好习惯。并鼓励学生用这些问候语与新同学交朋友，增进新生之间的了解和友谊。三 、教学准备：玩偶、录音机及录音带，课文挂图四、 教学步骤ProceduresContentsMethodsPurposePre-task preparationwarmerEnjoy the song of page 6.歌曲缓解了小朋友第一次上课的紧张心理。让他们对这首歌曲旋律歌词有初步感知。While-

3、task procedure1. IntroductionGood morning.How do you do?1. T: I am Frieda. I am your teacher. This is my friend, Cici.(T takes out a puppet.) 2. Use the puppet to elicit the greetings.玩偶玩偶的出现既吸引了小朋友的注意力，又便于新授对话的引出和示范。2.Imitation Good morning.How do you do?1. Teacher greets children with a warm embra

4、ce or handshake. Eg.T: Im Frieda.P1: Im Lucy.T: Good morning.(How do you do?)P1: Good morning. (How do you do?) TPs2. Encourage the individuals to introduce themselves and greet with the class. P1: Im Kitty. Good morning.Ps: Good morning, Kitty.P2: Im Jack. How do you do?Ps: How do you do, Jack?老师和小

5、朋友抱一抱，握握手，一下子拉近了师生间的距离。由于这两句问候的上下句是相同的，所以学生在模仿中就能和老师进行交流问候了。让小朋友在问候中渐渐熟悉同伴们的英文名字。3Getting to know you.T: Ask pupils to greet their groupmates .Ps: Do the groupwork.学生可以根据自己的能力选择一个到两个句子和其他同学进行问候交流。4IntroductionHow are you?Fine, thank you. 5. ImitationHow are you?Fine, thank you.1. Enjoy the English s

6、ong.2. T: Use the puppet to elicit : Cici, Cici. How are you? Fine. Fine. Thank you.3. Pupils listen and follow the teacher.4. Encourage the more able students to practice with the teacher.5. Practise in pairs.6. Practise the drill around the class.P1: How are you?P2: Fine, thank you.How are you?P3:

7、 Fine, thank you. How are you? (to P4)歌曲为下面的新授做伏笔。可用响板为句子朗读打节奏，使句子的学习变得趣味十足。利用多种形式的操练有层次的学习句型。6. Song1. Listen to the song. 2.Encourage children to sing together.在轻松快乐的歌曲中有效的巩固今天所学的句型Post-task activityActivity: Make friends.Encourage the children to make the friends in the class. e.g. -Good morning.

8、 Im Jane. -Im May. Good morning. -How are you? -Fine, thank you.让学生用今天所学的句子与新同学交朋友，让小朋友们在相互的交流和合作中丰富巩固自己的知识。五、教学板书Good morning. How do you do ?How are you?-Fine, thank you.六、教学后记 由于有些小朋友还没接触过英语，因此整个流程操作起来不是很顺畅，还需要给多点机会给小朋友锻炼，一节课不易教授太多内容。 The second period一 学情分析1 通过第一课时的学习，学生能用Good morning. How do yo

9、u do? How are you? 来问候和交流。1 过了解发现班中有6名同学在入学前曾系统地学过2到3年的英语， 16名学生学过一些简单的英语单词和句子。8名同学从未接触过英语。因此， 学生在起始年级就已经出现了知识的分化。二 教学内容1 认知内容:1) 学会用book, bag, pencil-box 等单词来表述单词。2) 能听懂指令： Stand up, please. Sit down, please. 并能做出反应。3）学会祈使句： Open your _. Close your _. 并能用所学的单词结合本句型给出指令。2. 能力要求： 学会用祈使句来表述自己的意愿。3 情感态

10、度： 能礼貌地使用祈使句三教学准备 单词卡片，图片，书，包，铅笔盒，录音机四. 教学步骤ProceduresContentsMethodsPurpose1.Pre-task preparation1warmerPs: Sing the song: 通过歌曲帮助学生复习已有知识，并让学生快速进入学习状态。2GreetingsGood morning.How are you?How do you do?1. T: Greet the children with a handshake or embrace.2. Encourage the children to great each other.

11、在师生之间，学生之间的问候交流时，完成了对上节课知识的复习。3Listen and act1 T: Ask the children to listen and follow the teacher. Now lets do some exercises. Hands up. Hands dwon. Legs up. Legs down. Arms up. Arms down. Stand up. Stand down.2 T: Stand up, please. Sit down, Please. Teacher repeats several times and asks the chil

12、dren to stand up and sit down.请小朋友跟着老师“听听做做”。即可加大语言输入量，又加深学生对up, down的感知。 在听听做做中感知句子的含义。While-task procedure2. Introduction new wordsbag book 3. Listen and try to follow the English song . 4. To elicit the new words: book, bag.玩偶借助歌曲，以边听边唱的形式引出本课新单词。2.Imitationbagbook2. Ask children to follow the ne

13、w words.3. Encourage the individuals to change their voices and say the words. 4. Read the words.学生通过机械模仿熟悉新单词。在跟读之后，出示单词，进行认读。3Learn the word:pencil-box.1. T: Guess. Whats in the bag? To elicit the word: pencil-box.2. Say and read the wordpencil-box是学生最常见的文具，所以做为拓展单词教学。4Consolidationbag, bookpencil

14、-box7. Look at the picture and say the words8. Read the words9. Match the pictures and words10. Quick responseT: Take your bookPs: Take my book. ( Raise their books).通过单词和图片的配对，培养学生认读能力对单词进行复习和巩固，为下面新授句型打好基础。11. Introduction: Open your_ Close your_2. Teacher does the actions and say the following se

15、ntences:Open the door.Close the door.Open the window.Close the window.Open your book.Close your book.Open your bag.Close your bag.通过教师的语言和动作，让小朋友充分感知close和open两词的含义。12. Imitation:Open your_Close your_1. T: Ask pupils to follow2. T: Ask children to follow the sentences with the gesture3. Encourage th

16、e pupils to change the sentences with other wordsEg. Open your pencil-boxClose your school bag学生通过机械性的模仿，熟悉新句型的基本结构和表达方式。动作可以加深学生对这对动词反义词的记忆和区分。把操练活动带入意义性操练阶段。13. ActivityWho is the best little teacher? 1. Ask some more able pupils to order the commands. The others try to follow and act.Eg. P1:Open

17、your bookP2:Open my book.2. Choose the best little teacher, award him/her a star.这样的活动为学生创设了一个鲜活的语言环境。即充分调动了more able students表现英语的欲望，又给其他同学多一些练习的机会。14. Lets act1. Read page 2 after the tape.2. Encourage the children to act it out with the deskmates.通过同学间的合作、互助，努力缓解差异造成的成效不一。Post-task activity1Game:

18、 Simon Says.1. T: Order the commandsPs: Do the action2. Do the pair-work通过游戏巩固所学句型。2 Song.(P6)Sing the song together.五、 教学板书 bag bookpencil-box六、教学后记小朋友的学习兴趣比较浓厚，上节课学的一些新内容，通过这节课的复习记忆犹新，在学习新知识的过程，也表现得不错，但课堂纪律还有待调整。 The third period 一、 学情分析：1.师生和生生之间的了解更多了，在开展教学活动中，学生参与活动的积极性会明显提高。 2.本课是继续学习有关学生身边的学习

19、用品，如bag, book；学生也可以用一些简单句式，如Open the 或Close the 来表述自己的意愿。3.学生可以更熟练地表述Hello, Good morning，how are you? 等句式。二、教学内容1)认知内容：a.单词ruler, pencil, pen, rubber达到“三会” 要求。b.能流利地表演儿歌。c.能用I can see表述看到的学习用品。 2）能力要求：能用其他学习用品替换操练儿歌。在学习和生活中能用所学祈使句表述自己的意愿，同时对这些命令做出反应。3）情感态度： 在吟诵儿歌的过程中体验学习英语的快乐，同时学会爱护自己的学习用品和与别人分享学习用品

20、。三、 教学准备单词卡片，图片，录音机，学习用品等四、教学步骤：ProceduresContentsMethodsPurposeI.Pre-task preparation:warming up1.Sing the song by actions.2.Greetings.e.g.: Hello, Hi, Good morning. 3.Do a TPR activity.e.g.: Boys, stand up and open your bag. Girls, close your book and say Good morning.大多数学生已经会唱歌曲，这时可以配上动作让学生更能体会歌曲

21、的含义。把学过的动作命令串起来，让学生在说说做做中熟练运用句型。II.While-task procedure:Words teaching: ruler, rubber, pen, pencil. A new pattern1.Students review the words by reading the cards.e.g.: Teacher shows the object and ask: What is it? Students may say: bag, book.2.Say a rhyme as following. A bag, a book, I can see. A ba

22、g, a book, for you and me. 3.Say the rhyme by using the new words.A pen, a pencil, I can see. A pen, a pencil, for you and me.4. Students identify the four words by saying “I can see a”5. Hold the word cards and ask them to read aloud. (ruler, rubber, pen, pencil.)6.Listen to the tape and repeat on

23、page 4.学生通过教师的示范和动作，可以基本了解I can see和For you and me句型的含义。A rhyme 1.Listen to the tape and identify the object of paper. 2.Follow the tape by the actions.3.Students present the rhyme in groups or in pairs.教师稍向同学点击一下Paper与其它学习用品的不同，使学生在朗读时引起注意。III.Post-task activity:Making a new rhyme. Encourage students act out the rhyme in pairs or small groups by using the new words.在编新儿歌中学生的创造能力和合作精神都得到了提高。五、教学板书ruler, rubber, pen, pencil六、教学反思这堂课学习单词的效果不佳，照着黑板读单词让学生感到乏味无趣，由此了解到最好的教具和学具是学生周围的实物，在教学单词时要充分利用。