2019-2020年一年级英语上册 Unit3 Animals活动课教案 人教新起点.doc

2019-2020年一年级英语上册 Unit3 Animals活动课教案 人教新起点一 说课我开课的主题是Animals.动物与学生的生活关系比较密切，特别是低年级学生充满了对大自然的热爱，动物是他们的朋友。所以本课的目标是通过句型、游戏、歌曲等多种不同的方式让学生能够熟悉并掌握动物类单词，培养学生对动物的热爱之情。只是几个单一的单词，会让学生感到比较枯燥乏味。因此首先我从座位上作了一些改动，让学生有一个比较放松、新奇的心情参与到活动中。其次一开始就由Free talk和一首歌曲Animal Friends导入，并借此引出主题。然后设计一个去动物园的情景，带领学生去参观不同的动物，此间插入Whats your/his/her name? Who are you? Who is he/she? 等不同的句型，特别是现在进行时的引入，让学生仔细观察动物正在干什么，并用is doing.的句型说出来，通过动物的一举一动让学生在不知不觉间操练句型，学会说动物单词。在此情景中，让学生选择自己喜欢的动物，说说它正在干什么，然后让学生自己扮演不同的动物角色，自然地用英语表达，培养学生热爱动物之情。接着是一个高潮，游戏“拷贝不走样”可以吸引学生的注意力，锻炼其想象能力，又可以让那些不愿开口的学生轻松、放心、毫无戒备地展现自己的才能。最重要的是可以测试学生对单词的掌握程度，他们是否能够通过动物的动作来认识动物。最后又在歌曲Goodbye中结束本课，让学生感到意犹未尽，为下一课作好准备。二 教学过程（一） Free talk1. T: Good morning.S1: Good morning.T: Whats your name?S1: My name is Tiger.T: Whats his name?S1: His name is Monkey.T: Nice to meet you, Monkey.S2: Me, too.T: Whats her name?S2: Her name is Pig.T: Nice to meet you, Pig. S3: Me, too.2. T: Excuse me, who are you?S4: Im Rabbit. T: Who is he? S4: He is Tiger. T: Nice to meet you, Tiger.S5: Me, too.T: Who is she?S5: She is Fish.T: Nice to meet you.S6: Me, too.(二) Sing a song: Animal Friends(三) Presentation1. T: I love animals. Do you love animals?Ss: Yes.T: OK, lets go to the zoo.Ss: OK, lets go.T: Look! This is the zoo.Read the word “zoo”.2. Go around the zoo and talk about the animals.(1) T: Oh, look! Whos there? S: Its Cat. T: The cat is . S: The cat is playing. T: Is he a dog? S: Yes, hes dog. T: Is he playing? S: No, he is running. T: The dog is running. They are friends. Are they happy? S: Yes, theyre happy.(2) T: Look! There is a river. Who is she?S: She is fish.T: The fish is .S: The fish is swimming.(Paste the picture on the Bb)T: Who is she? S: Shes duck. T: The duck is . S: The duck is swimming.(Paste the picture on the Bb) T: Theyre swimming. Theyre friends.(3) T: Whos there?S: Its Panda.T: The panda is .S: The panda is playing.T: Who is he?S: Hes Tiger.T: Is he playing?S: No, hes sleeping.T: Sh! Whos she?S: Shes Rabbit.T: Is she sleeping?S: No, shes dancing.T: Are they happy?S: Yes, theyre happy.(4) T: Whos he?S: Hes Elephant.T: Is he dancing?S: No, hes singing.T: Whos he?S: Hes Monkey.T: Is he singing.S: Yes, hes singing.T: Whos she?S: Shes Minnie.T: Is she dancing?S: Yes, shes dancing.T: Whos there?S: Its Pig.T: Is he singing.S: No, hes dancing.T: Theyre .Ss: Theyre singing and dancing.（四） Consolidation and innovation1. Ask Ss to choose an favourite animal and say something about it.eg. I like the tiger. Look! The tiger is sleeping.2. Tell Ss to be their favourite animals and saying the sentences like examples while doing actions.eg. Im Tiger. Im sleeping.3. A game: Copy others actionDirection: Choose six Ss and ask them to stand in a vertical line back to back, then the first student can choose a picture of animal and do an action. Others must copy the action one by one and the last one should tell what the animal is.(五） Sing a song: Goodbye三 评课1. 活动课比较符合孩子的心理，可以让更多的学生参与到活动中来，但要注意增加活动课的互动性，要让学生充分展示自己的才能。2. 活动“拷贝不走样”是本课的高潮，如果做完后可以让学生再做一个动物的动作，那会让这个活动更加活起来。3. 在整节课中，如果可以增加一些头饰、形象的动作等，就可以将活动课的气氛充分调动出来。附送：2019-2020年一年级英语上册 Unit3 My face period1教案 （新版）沪教牛津版Tasks in this unit: Using modelled phrases to municate with other students Using modelled sentences to introduce the parts of a facePeriod 1Language focus: Using nouns to identify parts of a face e.g., eye, mouth, face, nose Using formulaic expressions to introduce oneself , Hello! Im Jack. Using pronouns to show which item is being referred to , This is my nose. Using imperatives to give simple instructions , Touch your face.Language skills:Listening Understanding some expressions of introducing the parts of a face, eye, mouth, face, nose, ear Understanding pronouns that show which item is being referred to, Look! This is my . Identifying the key words in an utterance by hearing the pronunciation Locating specific information in response to simple instructionse.g., Touch your face. Understanding imperativese.g., Touch your face.Speaking Using modelled phrases to municate with other studentse.g., Look! This is my . Beginning an interaction by introducing the parts of a facee.g., Look! This is my . Pronouncing the words, phrases and sentencescorrectly Using imperatives to give simple instructionse.g., Touch your face.Materials:Students Book 1A, pp.10, 11 and 13 Workbook1 1A, pp. 10 and 12Cassette 1ACassette playerWall picture 1AA paper cut-out of a boys facePre-task preparationsActivity 1Have the students listen to the rhyme on Students Book page 13. Then ask the students to look at the paper cut-out of a boys face. Elicit the new words nose, mouth, face, eye and ear.Activity 2Point to and introduce the parts of your face. Make sure the students understand the new words.e.g., T: Look! This is my eye.Activity 3Show the puppet of a clown to the students and present a short dialogue.e.g.,T: Touch your eye.P: (Touches its eye) This is my eye.While-task proceduresActivity 1Prompt the students to repeat after you. Have them point to corresponding parts of their faces and say sentences like the following.T: Nose, nose, this is my nose.Ss: Nose, nose, this is my nose.Activity 2Teach a new chant about the parts of a face.e.g.,Touch your eyes,And touch your ears.Touch your nose,And touch your face.Repeat the chant with hand motions and have the students follow your lead.Activity 3Ask a student to e to the front of the class and act as a puppet. This student should do actions according to the mands of the other students.e.g.,T: Eye.Ss: Touch your eye.P: (Touches his eye) This is my eye.Activity 4Have the students do “Listen, act and say” on Workbook page 10. They can do this as pair work.e.g.,S1: Touch your face.S2: (Touches and says) This is my face.Activity 5Ask the students to do “Draw and say” on Workbookpage 12.Activity 6Have the students read the rhyme on Students Book page 13 using hand motions.Teachers Book 14Post-task activitiesActivity 1Ask the students to play a game like the one on Students Book page 11 in groups.e.g.,S1: (S2s name), touch your .S2: (Touches and says) This is my .Activity 2Have the students do “Listen and number” on Workbook page 10 and then check the answers.