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2019-2020年一年級(jí)英語上冊(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，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。 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)物的自白來猜出誰是動(dòng)物之王。 Group work T: let’s wele a group to show up! Assignment 1. 聽讀指P42-45 我愛英語 3遍 2. 畫一幅你最喜歡的動(dòng)物 附送： 2019-2020年一年級(jí)英語上冊(cè) Unit11 In the zoo教案（2） （新版）滬教牛津版 Teaching plan Topic: In the zoo (Look and learn) Teaching Aim: 1. To learn the new words: panda monkey 2. Asking Wh-questions to know about various kinds of animals. e.g. What’s this? 3. Using adjectives to describe animals. e.g. It’s fat. It’s thin 4. Using verbs to describe animals. e.g. It can dance. Language focus 1. To ask and answer Wh-questions 2.To describe animals simply. Difficult point: How to ask and answer with “what,s this? and what’s that?”. Materials: Multimedia, animal masks Procedure contents Methods Purpose Pre-task 1. Poem 2.Daily talk 3. Review Say together What’ this? What’ this? …… Touch your … What can you do? 1.Words 2.Short dialogue A: What’s this? B: It’s a pig/chick. What’s that? A: It’s a cow/duck. 營造輕松愉快的英語學(xué)習(xí)氣氛，集中學(xué)生注意力。 鞏固舊知識(shí)，培養(yǎng)學(xué)生的說話能力。為新授知識(shí)作鋪墊。 While-task Procedure 1. Go to the zoo 2．To know about bear. 1.To elicit “zoo”. 1) Dora and Boots take us to the zoo (show picture) 2) Read the word “zoo” and the phrase “in the zoo”. 3) Enjoy a flash Let’s go to the zoo 2.Ask and answer 1) Enjoy a flash 2) What can you see in the zoo? I can see… 1.To elicit “bear” 1) Show the picture. A: What’s this? B: It’s a bear. 2) Read “bear” 2.Say in pairs A: What’s this? B: It’s a bear. It’s fat. 3.A chant What’s this? What’s this? It’s a bear. It’s fat. 創(chuàng)設(shè)情景，和學(xué)生們熟悉的Dora、Boots一起去動(dòng)物園，認(rèn)識(shí)不同的動(dòng)物。培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣。 帶學(xué)生進(jìn)入故事情景，激發(fā)學(xué)生學(xué)習(xí)興趣。 借助圖片、實(shí)物、多媒體吸引學(xué)生注意力，讓學(xué)生在有趣、輕松氣氛中學(xué)習(xí)、鞏固新句型。 通過看圖學(xué)兒歌、編兒歌，說一說，做一做操練、鞏固新句型。 3.To know about tiger. 4.Review animals we have learned. 5.To know about panda. 1.To elicit “tiger” 1) Show the picture. A: What’s that? B: It’s a tiger. 2) Read “tiger” 2.Say in pairs A: What’s that? B: It’s a tiger. It’s big. 3.A chant What’s that? What’s that? It’s a tiger. It’s big. 4.A poem What’s this? What’s this? It’s a bear. It’s fat. What’s that? What’s that? It’s a tiger. It’s big. The bear and the tiger. The tiger and bear. I can see. 1.(Show pictures of animals) A: What’s this/that? B: It’s a … It’s … 1. To elicit “panda” 1) Show the picture. 2) Read “panda” 2.Say in pairs A: What’s this? B: It’s a panda. It’s fat. 3.A chant What’s this? What’s this? It’s a panda. It’s fat. 用相同的方法認(rèn)識(shí)老虎。 把之前的兒歌結(jié)合，鞏固知識(shí)。 在模仿基礎(chǔ)上編簡(jiǎn)單對(duì)話，鞏固知識(shí)，培養(yǎng)學(xué)生的交際能力，做到學(xué)以致用。 6.To know about monkey. 7. A guessing game. 8. Its abilities. It can … 1.To elicit “monkey” 3) Show the picture. A: What’s that? B: It’s a tiger. 4) Read “monkey 2.Say in pairs A: What’s that? B: It’s a monkey. It’s thin. 3.A chant What’s that? What’s that? It’s a monkey. It’s thin. 4.A poem What’s this? What’s this? It’s a panda. It’s fat. What’s that? What’s that? It’s a monkey. It’s thin. The panda and the monkey. The monkey and the panda. I like you. Show pictures and guess. A: What’s this/that? B: It’s a … A: No/Yes. It’s a … B: It’s … 1. A game (act as an animal) Hello, I am a … I can … 2. Pair work (One pupil acts and the other introduce.) A: Hello, I am a … I can … B: Look. This is a … It can … 聽聽Dora和 Boots在動(dòng)物園的對(duì)話，引出對(duì)話內(nèi)容。培養(yǎng)學(xué)生英語能力，特別是英語口語表達(dá)能力。 用兒歌做總結(jié)，鞏固新授知識(shí)。最后一句做感情升華，讓學(xué)生熱愛動(dòng)物。 用猜謎游戲，活躍課堂氣憤，激發(fā)學(xué)生興趣。并能鞏固知識(shí)。 用表演形式更生動(dòng)地呈現(xiàn)內(nèi)容，再通過不同角色的扮演來轉(zhuǎn)換人稱代詞，更易理解。 3. A flash (The panda is dancing.) It’s a panda. It can dance. 4. Other animals It’s a … It can … 用短片吸引學(xué)生注意力，加深理解。 Post-task activity Dora and Boots know many animals. 1.A Dialogue A: Hello, Boots. What’s this/that? B: It’s a … Its … It can … A: Thank you. Bye. B: Bye. 最后用一段對(duì)話來鞏固知識(shí)。 Assignment Homework 1. Listen and read the text. 2.Ask and answer with your friends . What’s this/that? It is a … It’s … It can … 延伸課堂教學(xué)內(nèi)容，讓學(xué)生運(yùn)用所學(xué)內(nèi)容。