上海牛津1A教案Unit1MyClassroom

　　unit1myclassroom1、teachingaims：sscanuseimperativestogivesimpleinstructions，suchas：sitdown，please。2、teachingaids：taperecorder3、teachingmethods：visualmethod4、languagefocus：usemodeledphrasestocommunicate5、teachingperiod：6〔1〕teacher’sactivityss’activityremarkspretask1。asksstointroducethemselvestotheclass，sayinghello，iam2。playthecassettetapeforthefourpicturesanddotheactions。asktheclasstolookandlisten。3。playthecassettetapeagainandasktheclasstofollowyouractionswhiletask1。playthetapeforstandup，please。asksomesstoactitandtherestoftheclasstojudgerightorwrong。2。repeattheaboveprocesswithsitdown，pleaseopenyourbookcloseyourbook3。openthess’booktopage2andreadthecommandsfortheclasstofollow，orplaythecassettetape。askthess’topointtotherelevantpictureswiththeirfingers。4。givecommandsandaskinpidualsstorepeatandactthem。posttask1。givecommandsboys，standup，pleasegirls，standup，pleasethewholeclass，standup，please2。repeatthecommandsandasksstoactthem。3。pidethessintopairs。onestudentgivecommandsandtheotherstudentactthem。thenletthemchangeroles。4。pidethewholeclassintotwoteams，askinpidualsstogivecommandsandtoseewhichteamisbetter。varythegamebylettingsstogivecommandstotheirownteamortheopposite。studentsintroducethemselvestotheclass，hello，iamsslistenandlookssfollowthetapeinpidualsscarryoutthecommandsthewholeclassjudgerightorwrongssfollowthetapeandpointtotherelevantpicture。inpidualssrepeatandactsscarryoutthecommandsssrepeatssdopairworksschangetheirrolessscompetebetweenthetwoteams。以打招呼的方式，引入新课，可以激发学生兴趣，消除学生的紧张。从听、看入手，逐步过度到跟读，说、做。循序渐进，符合学生认知规律。让学生在听的同时，指出相应的图片，使学生建立起音、形之间的联系。通过游戏，使学生巩固所学，避免了枯燥。blackboarddesign：standupsitdown〔pictures〕closeopen〔pictures〕〔2〕teacher’sactivityss’activityremarkspretaskgoodmorning1。useapuppetorasofttoytomodelthedialogue。saygoodmorning。repeatseveraltimesandshakehandswiththepuppetorwaveandgreeteachother2。standinfrontofastudent。greetthestudentorusethepuppettogreetthestudent。promptthestudenttoreturnthegreetingbysayinggoodmorning3。repeatwithotherstudentsandencouragethemtogreeteachother。howareyou1。usetwopuppetstomodelthedialogue。2。askthesstolistenandrepeatthedialogueseveraltimes。3。askinpidualsstoanswerthegreetinghowareyou4。chaindrillaroundtheclass。whiletask1。putupthewallchartontheboarddothatthesscanseeit。2。tellastory3。playthecassettetapeforpage3andsslistenandrepeat。4。sspreparethedialogueingroupsoffour。5。selectgroupstoactthedialoguefortheclass。providethemthecharactermasks。posttaskplaythegame：findmyfriendsconsolidationworkbookpage2：looklistenandrespondsswatchandlistenssgreetthepuppetsstrytogreeteachothersswatchandlistensslistenandrepeatthesentencesinpidualssrespondtothegreetings1：howareyous2：fine，howareyou？s3：fine，howareyou？。sslookattheboardsslistentothestorysslistenandrepeatssworkingroupsoffourinpidualgroupsactfortheclassssplaythegamessdotheexercises利用玩具引出整个对话，让学生了解对话的发音和意思，比较生动有趣。通过连锁问答，使每个学生都有简单交际、练习对话的机会。利用挂图做图意描述，使学习比较直观，符合低年级学生的特点通过游戏做一个巩固，避免枯燥。blackboarddesign：stationary：
　　picturesbookrulerrubberpenpencilbag〔3〕teacher’sactivityss’activityremarkspretask1。asksswhatcanyouseeintheclassroom？〔holdupsomestationeriessshave〕2。introducethevocabularybycarefullypronouncingthewordsandletssrepeatseveraltimes。3。askinpidualssdoyouhavearulerarubberabook？promptthesstoholduptheirpersonalstationaryandrepeatthewordswhiletask1。playthecassettetape。askthesstopointtotherelevantpicturesandrepeat。2。putthevocabularyobjectsonyourdesk。sayarulerarubber，etc。inviteastudenttocomeupandpickouttherightobject。3。sayaruler。asktheclasstoholduptheirrulersandrepeataruler。practiceuntilthesscanrespondquickly。4。putupthepicturecardforrulerontheboard，andputthewordcardnexttoit。readthewordseveraltimesandaskthesstorepeat。5。repeatsteps3and4withtheothernewwords。posttask1。onetheleftsideoftheboardputupthewordcardsforallthenewwordsandontherighttheirpicturecardsbutinadifferentorder。pointtoonewordandthepictureoppositeandaskisthisright？havesscomeupandchangetheorder。2。afterthewordsandpicturesarecorrectlymatched，practicereadingthewordsagain。3。askinpidualsstocomeupandputawaythepicturesandcardsasyoutellthem。ss：icanseesspronouncethewordscarefullyaftertheteacher。inpidualssrespondthequestionsslistentothetapeandpointtorelevantpictures。inpidualsscomeupandpickthewholeclasslistenandactsslookattheboardsscomeupandchangetheorder。ssreadthewordsagaininpidualsscomeupandputawaythewordcard联系实际，引出问句，为下面的教学做铺垫让学生建立起单词音、形、义之间的联系。通过各种不同的游戏来操练巩固所学的单词，使学生乐学、好学。blackboarddesign：rhyme：paper，papericanseepaper，paperforyouandme〔4〕teacher’sactivityss’activityremarkspretask1。holdupthesixvocabularyobjectsorpicturecardsandaskwhattheyare。remindsstoputuptheirhandsinsteadofsimplycallingouttheanswer。alsocallonsswhodonotraisetheirhands。attimesyoumaywishthewholeclasstorespond，sayingthewholeclassandmoveyourhandstogivethemahint。2。putupthepicturecardsforthenewwordsontheboard。askinpidualsstocomeupandchooseacertaincard。thenputupthecorrespondingwordcardnexttoitandreadtheword。3。saytodaywearegoingtolearnarhymeabouthowstudentssharetheirthingswhiletaskthefirstverse1。discusswithsswhatishappeninginthepictureandthenreadtheversetothem。2。explainicanseeandforyouandmewithgestures3。playthecassettetapeforthisverse。thesslookatthepictureintheirbooks，listenandrepeat4。playthecassetteagainandencouragethesstojoininandpracticeseveraltimes。5。invitepairsofsstoactoutthefirstversethesecondverserepeatthestepsabovefrom1to5posttask1。askeachstudenttotakeoutapenandabook。pidetheclassintopairsandletthemcomposeanotherversebysubstitutingrulerandrubberinthesecondversewithbookandpen。helpthelessablesswhileyouwalkaroundtheclassroom2。askinpidualpairstoactoutthisthirdverse。3。playthecassettetapeforthewholerhymewhilesslookatthepicturesintheirss’bookandrepeat。ssreadthewordsaccordingtothepictures。inpidualsscomeupandchoosethecertaincardandreadthemsstelltheteacherwhatishappeninginthepicturesslookatthepicturesandlistenandrepeatsspracticetherhymeinpidualpairsactoutthefirstverseoftherhymesstakeoutapenandabookinpidualssactouttherhymeinpairssslookatthebookandlistentothetapeagain通过复习昨天所学的生词来开始今天的新课，以旧带新，符合认知规律。先让学生观察图片，讨论图中发生的事，可以让学生对即将要学的小诗有一个自己的认识和猜测，为下面的学习做了一个很好的铺垫。用其他词语来对歌谣进行替换，使学生做到学以致用blackboarddesigngoodmorninggoodafternoongoodeveninggoodnight〔5〕teacher’sactivityss’activityremarkspretask1。greetthessgoodmorningtoelicittheirresponsegoodmorning2。pointtoyourselfandsayteacher。sspointtoyouandrepeat。3。putthepicturecardandwordcardforteacherontheboardandsayteacherssrepeat。4。askthesswhattheytaketoschooleveryday。promptthemtoanswerthequestionwiththewordstheyhavelearnt5。sayitakemybagandbooktoschool。explainthemeaningandasksstorepeat。6。askssdoyouwanttolearnasong？andthensayallright，let’slistenwhiletask1。playthecassettetapeforthesongonce。sslistenandlookatthepictureintheirbooks，clappingtheirhands。2。playthesongagain。encouragesstosingalongwithyouandthecassettetape。addactionstothesong3。sssingthesonganddotheactionsposttask1。dependingoninpidualss’abilities，invitethemtosingthesong2。pidetheclassintogroups。asksstosubstitutemybagandbookinthesongwithsomeotherwordstheyhavelearnt。3。selectgroupstosingtheirmodifiedsongstotheclassssgreettotheteacherssrepeatssreadagainss：itake。。。toschoolss：yessslistenandlookatthepicture，clappingtheirhands。sssingalongwiththetapesssingthesonganddotheactionsinpidualsssingthesongsschangethesongingroupsinpidualgroupsactbeforetheclass以问候方式开始本课，激发学生兴趣，消除紧张感问学生是否想学歌曲，以引起学生的兴趣在唱的同时加入动作，可以帮助学生有效了解歌曲的内容意思请学生对歌曲进行改编，逐步培养学生的创造能力。blackboarddesignotherstationeries：notebook。crayonballpen〔6〕teacher’sactivityss’activityremarksfinishworkbook1。page2：listenandcirclethecorrectpicture2。page3：matchthepicturestothewords3。page3：canyoufindthewordsinthepuzzle，colortheboxes4。page4：circlethewordsthatyoulearnttodayrevisionofunit11。playthegame：simonsaysinordertoreviewthecommands2。throwatoytoastudentandsayhowareyou？。afterthestudentrespondtothesentence，hecanthrowthetoytohisfriendandaskhimthequestion3。showthessthewordcardsandaskthemtojudge。ifwhattheteachersaidiscorrespondtothepicture，ssrepeat。otherwise，don’t。4。asksstoacttherhymeandthesongssfinishtheworkbookssplaythegame：simonsaysssgreettoeachother，usingthetoyssjudgeandrepeattherightwordssacttherhymeandthesong通过完成练习册，巩固学生听和认读的技巧借由各种各样的游戏，来复习本单元所学的所有的知识点，真正做到寓教于乐。blackboarddesign：
　　wordcardsthisisaan。。icanseeaan教学后记：学生掌握情况良好，除了掌握了书上的基本词汇和句型之外，对于补充知识的接受情况也不错。另外，学生在情景中学习，在任务教学方法中学习，使他们的口语表达能力有所提高。