牛津4A Uint 8第一課時教案
s:（齊讀句子。）
t: oh,look, the bird is thirty. but the water is too dirty. let’s say to
the bird: “bird, bird, don’t drink.”
t: in class, can we drink? no, don’t drink in class.
(設計意圖：從eat到drink，從實物小卡到電腦出示的飲料圖，從具體到簡單，從動到靜，扶放相宜，讓學生激動的心逐漸恢復平靜。)
5. t: look, i can draw a cat. can you?
t:（教學draw。）
t: what can you draw?
s: draw, draw, draw a ……
t: please draw an apple.
t: （放cai課件）look, liu tao is drawing. he is drawing in the book. let’s say
“don’t draw in your book.”.
6. t: now, i can draw a boy. who is he? what is he doing? he is
reading.
t:（ 教學read。）
read the book read english read storybook.
t: now, the tiger is sleeping. let’s say to david:“don’t read.”
(設計意圖：由教師的動手畫，引出對draw的理解，并由此讓學生以chant的形式說出自己能畫的東西，將單詞的教學融入到句型中去，教師畫的david在讀書的情景更引起了學生的注意，巧妙地轉到了read的教學之中)
step 3 .presentation and guess
1.t: today, we have learned six words. they are ……. they are all new
words.
t: （教學word。）
t: let’s read the new words.
s: read together.
open, close , new words.
eat, drink, new words.
draw, read, new words.
let’s read the new words.
2.play a game: what’s missing.
(設計意圖：對所學的新單詞作一整理，并以chant的形式串聯起來，從而幫助學生連成知識的線，織成知識的網，滾成知識的球。“what’s
missing”這一游戲，讓學生稍微疲倦的心得到了調整，更加強了所學單詞在頭腦中的滾動。)