英語牛津教材2B-Unit1教案

procedures: ⅰ. pre-task preparation⒈ imitate some animals sounds and ask students to guess what animals they are. t: listen! what animals are they?⒉ randomly put the picture and word cards on the board. get the students to match the words to the pictures together. t: look at the words and pictures on the board. match them correctly. ⒊ revise the names of the animals by reading the word cards together. t: let’s check . read together.ⅱ. while-task procedure⒈ open the student’s book to page 5. ask them to read out the names of the animals on the right.t: open your books to page 5. read the words on the right together.⒉ ask the students to look at the first picture and listen to the recording. answer the question ‘what do you hear?’ to elicit ‘i hear a sheep.’t: look at the first picture. listen to the tape what you hear.⒊ tell the students to tick the correct answer in the box. t: i hear a sheep. so i tick in the box in front of ‘sheep’.⒋ repeat step 2 and for the rest of the choices.⒌ go around the class to check students’ answers.ⅲ. post-task activities⒈ let the students play a guessing game in pairs. they can take turns to make an animal sound and to guess what the animal is by saying ‘i hear a…  t: now let’s play a guessing game. one makes an animal noise, the other says ‘i hear a…’ then change the role.⒉ play a game called ‘write and guess’ in pairs. one student writes names of an animal by one’s finger on his/her partner’s back. then let his partner guess the animal. s1: what do i write?s2: you write a…they can take turns to do so.⒊ act and say . they can draw and write some animals, also can make animals noises. ask and answer in pairs.s1: what do you hear?    s2: i hear a…s1: what do you draw?    s2: i draw a…s1: what do you see?     s2: i see a…s1: what do you write?   s2: i write a…ⅳ. consolidationworkbook page 4: listen and trace the letters.   聽動物的叫聲，說出動物的名稱。 單詞與圖片配對練習(xí)，加強(qiáng)對單詞的 辨認(rèn)。    先認(rèn)讀單詞，再聽錄音，復(fù)述所聽的內(nèi)容，勾出正確的答案。           同桌以游戲的進(jìn)行說話訓(xùn)練。       以書寫和猜的形式進(jìn)行說話訓(xùn)練。     說話訓(xùn)練，鞏固句型。ⅴ. informal essay after teaching:  period 5   let’s  enjoy. contents: story: i’ve got a cow. it goes ‘moo, moo’.aims: ⒈ using formulaic expressions to indicate possessions. e.g. i’ve got a cow.⒉ using formulaic expressions to indicate what noise animals make. e.g. it goes ‘moo, moo’.main points: using formulaic expressions to indicate possessions and what noise animals make.difficulties: pronounce correctly words in connected speech by linking together and using appropriate stress.aids: student’s book, tape, a toy animalprocedures: ⅰ. pre-task preparation⒈ flash the picture cards and word cards for ‘cow’, ‘duck’, ‘pig’, ‘hen’, ‘sheep’, ‘chick’ to check that students remember the words. t: look at the pictures or words. read them as quick as possible.⒉ ask various students to point  to each picture and say ‘i see a…t: what do you see?  please point and say ‘i see a…’⒊ ask students to imitate the sounds and actions the animals make.t: what do the animals make sounds?  can you act them out?:⒋ how up a toy animal (e.g. a duck) and say. t: look! i’ve got a duck. it goes’quack, quack’. today we will learn to tell a story about animals on a farm.ⅱ. while-task procedure⒈ show four pictures or open their student’s book to page 6. ask the students to call out the names and sounds of the animals in the four pictures.t: look  at the first picture. what’s this?   s: it’s a cow.(a pig, a duck,a hen)⒉ read the story slowly to the class. t: i’ve got a cow. it goes ‘moo, moo’.t: i’vegot a pig. it goes ‘oink,oink’.t: i’ve got a duck. it goes ‘quack,quack’.t: i’ve got a hen. it goes ‘cluck,cluck’.look! i’ve got four legs.then ask about the story. t: who has got a cow? what goes ‘moo,moo’? who has got four legs?⒊ read the story again line by line so that students can repeat after you.e.g. t: follow me. i’ve got a cow.   s: i’ve got a cow.⒋ play the cassette for the story. students listen and follow in their books.t: look at your book. listen to the story.⒌ play the cassette again and ask students to listen and repeat. t: listen to the story again and repeat it line by line.⒍ divide the students into groups of four and ask them to act out the story. t: please read the story and prepare to act it out in group of four.t: now let me invite some to act in front of the class. who’ll try?ⅲ. post-task activities⒈ divide  the class into pairs and encourage them to compose another verse by substituting the farm animals in the story with any other animals that they know the sounds of (e.g.) dog, cat, sheep.t: can you tell a story about other animals?for example: a dog goes ‘bow wow, bow wow’. a chick goes ‘cheep, cheep’a cat goes ‘miew, miew’. a sheep goes ‘baa, baa’a horse goes ‘nay, nay’.⒉ invite some students to act out their new story.:   閃爍卡片，以慢到快，加快節(jié)奏，增加趣味性。   說話練習(xí)。  模仿動物叫聲和動作，增加趣味性。  用玩具動物引出新課。  引出本課將要學(xué)的有關(guān)動物。   介紹本課教學(xué)內(nèi)容，訓(xùn)練學(xué)生聽力理解力。        在聽的基礎(chǔ)上學(xué)說。   聽說后進(jìn)行認(rèn)讀，并表演故事。    擴(kuò)展學(xué)生的知識。    創(chuàng)新能力的培養(yǎng)。  ⅳ. informal essay after teaching