上海牛津1A Unit1 Period7教案
period 7teaching aids: cassette player. real object (paper, pencil, ruler, rubber, pen, book)procedurecontentmethodpurposepre-taskpreparation1. warming-uplet pupils do “roll, roll, roll” game.(first)t: what?p: a pencil.t: here you are.p: thank you.(then)p1-p2/p1.p2-p3.p4p1.p2.p3.p4-p5.p6.p7.p8“滾雪球”游戲是在老師給出一個model之后，讓學生將這段內容一傳二，二傳四地傳播開來。這種形式的操練可讓學生在最短的時間內，有充分的語言交流機會，使全體學生都處于語言操練的氣氛之中。2. daily talktalk about the objects in the classroom.t: what can you see in the pencil-box?p: i can see…t: what can you see in the classroom?p: i can see bag/book/…用看得見模得著的實物來復習單詞，操練句型，體現語言的交際性。同時可自然地引出下面的學習內容。3. an activityask pupils to answer questionsif the pupils’ answers are right, awards to them.t: what can you see on the desk?p: i can see a …(book e.g.)t: yes. a star for you.p: i can see a …t: yes. a star for you.一年級的新生對粘紙會有興趣，因此當學生答對后用五星粘紙當獎品，會激發學生的學習興趣。由于教師的話語，學生可在自然的狀態下了解…for you 的意思。while-task
procedure1. learn: one for…1.t: look! so many stars.one for you, one for me.one for you and one for me.follow me to say, please.(body language)p: one for you, one for me.(body language)2. t: now if you have got a box of chocolates and you want to share with us. you can say…p: one for you, one for me.通過教師的形體語言，學生容易理解for you /for me 的意思。學生經過機械模仿，可熟悉新單詞和句型。2. situational dialogueif there are two desks here, what can you say to your deskmate?p1: one for you, one for me.p2: a desk, a desk for you and me.t: excellent.創設一些情景，讓學生感受for you/for me的實際運用。 3. a gameshow pupils a sentence or write a sentence on the blackboard.(pair work)p1 (face to the blackboard)say the sentence to p2p2 (back to the blackboard)listen and repeat the sentence.sentence 1: i can see a pencil.sentence 2: i can see a ruler.sentence 3: paper, a pencil for you and me.這個游戲是通過看、聽、說環節初步培養學生的閱讀、聽力和表達的能力。4. a rhymeask pupils to follow the tape to read the rhyme. post-task
activitiesmake a new rhyme(pair work)ask pupils make a new rhyme according to the rhyme just learned with the objects in the classroom.讓學生嘗試根據教室里或書包里的實物，編出新的兒歌。assignmentwork book p4circle the words that you learnt today. 【教案設計說明】剛入學的學生在接觸牛津英語教材時，會被其中的圖片所吸引，產生濃厚的學習興趣。牛津英語的特點之一就是插圖形象生動，趣味性強，圖文并茂；牛津英語的特點之二就是教學內容具有很濃的生活氣息，這為我們進行情境教學創造了有利的條件。作為老師，我們的任務就是利用課本，靈活多變地創設情境，活化教材，讓學生學習英語，運用英語，激發學習英語的興趣。本課的引入部分及操練部分都體現了這些特點。在daily talk中，老師安排了一個與實際環境相結合的情景，讓學生通過觀察教室，運用已學的詞匯回答what can you see in the classroom?這樣一問就使學生自然地要去觀察教室。在新授后的操練中，老師創設了一個與生活實際相結合的情景。在學了…for you and me之后，老師設計了一個情景，你有一包巧克力想與人分享，你該怎么說？這是活化教材的進一步體現。通過創設一個與生活實際相結合的情景，學生在操練for you/for me 的同時，也體會著與人分享的快樂。課堂教學要體現的交際化和情境化，應該是英語教師不斷鉆研和嘗試的目標。