2019-2020年一年級(jí)英語下冊 Module4 Unit12 A boy and a wolf period1教案 （新版）滬教牛津版.doc

《2019-2020年一年級(jí)英語下冊 Module4 Unit12 A boy and a wolf period1教案 （新版）滬教牛津版.doc》由會(huì)員分享，可在線閱讀，更多相關(guān)《2019-2020年一年級(jí)英語下冊 Module4 Unit12 A boy and a wolf period1教案 （新版）滬教牛津版.doc（6頁珍藏版）》請?jiān)谘b配圖網(wǎng)上搜索。

2019-2020年一年級(jí)英語下冊 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 the 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。 通過簡單的對話引出新知識(shí)。 While-task procedure 1. Learn: boy Ask ten 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 wolf 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 the 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 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. S: Who’s he/she? Work in pairs. S: He’s…. Put on the mask S: I’m the…. 通過舊句型引出新單詞，讓學(xué)生更易接受和理解。 模仿簡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。 通過學(xué)生感興趣的小品表演來吸引學(xué)生的眼球，來感知新單詞的真正意思。 利用對話操練來鞏固新知。 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: Oh! A wolf! Help! S2: Go away! 在對話表演中幫助學(xué)生記憶新詞和句型。 鍛煉學(xué)生的聽力水平，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： 2019-2020年一年級(jí)英語下冊 Module4 Unit12 A boy 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 farmers. 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 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 language. 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 see 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 situations 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. S: The boy. S: Here e(s) the …. 通過觀看flash讓小朋友感知整個(gè)故事的內(nèi)容。 通過情景的創(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. Each 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)話的樂趣，培養(yǎng)學(xué)生的語音交際能力。 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