上海版牛津英語1A教案 Unit 7 My family
[3] 1.teaching aims: ss can use pronounce to identify people e.g.meusing nouns to identify family members e.g. mother2.language skillslisten identify key words in an utterance by recognizing stressspeakingpronounce words properly3.teaching period: 3 teacher’s activityss’ activityremarkspre-task1. go around the classroom. show picture cards for ‘father’, ‘mother’, ‘brother’and ‘sister’. tell students to say the word upon seeing the picture.2. ask individual students ‘have you got a sister/brother?’ let them answer according to real situations.3. put up the above four picture cards of family members on the board in a circle.4. point to the picture card for ‘mother’ and say ‘my mother’. ask the students to repeat.5. repeat step 4 with the other words for family members. while-task1.put the picture cards for ‘me’ in the centre of the circle of pictures on the board. imitate sam’s gesture by putting your hand on your chest. say ‘me’ slowly. repeat.2.draw on the board a simple outline of a house similar to the one shown on the student’s book page34. move picture cards of the family members into the house.3.write the words below the pictures. read the words slowly. let the students copy you.4.open the student’s book to page 34. play the cassette tape and allow students to follow orally until they are familiar with the words. ask the students to point to each picture as it is being read out.5.put up the picture and word cards on the board in random order. ask individual students to come up and re-arrange them by putting the word cards below their corresponding picture cards, as shown in their student’s books.6.take away the picture cards but leave the word cards. ask individual students to draw the corresponding family members above the words. post-taskmake 7 10cm rectangles of coloured cardboard. draw a curved or zigzag line through each to create two puzzle pieces that will fit together. on one side of the line write a ‘family member’ word and on the other half glue the corresponding picture. cut the pieces up and put them on a table. ask a small group to come up and try to match the pieces together and then read out the words. individual ss read and do the action. individual ss answer the teacher’s question. ss look at each picture in their books. listen and repeat. ss repeat the words . ss read after the teacher. ss copy the teacher ss open the book and listen to the cassette. ss point to each picture as it is be read out. individual ss come up and re-arrange them by putting the word cards below their corresponding picture cards. individual ss to draw the corresponding family members above the words. individual ss come up and try to match the pieces together and then read out the words. 通過復(fù)習(xí)昨天所學(xué)的生詞來開始今天的新課,以舊帶新,符合認(rèn)知規(guī)律。 通過提問,檢測(cè)學(xué)生的掌握情況。 反復(fù)操練,鞏固新學(xué)的內(nèi)容。 以看土介紹家人的形式,激發(fā)他們的表達(dá)欲,鍛煉學(xué)生的口語。 通過排列正確的卡片,使學(xué)生真正掌握所學(xué)的知識(shí)。 動(dòng)手做一做,不僅緩解了課堂的緊張氣氛,還鍛煉了學(xué)生的動(dòng)手能力。 反復(fù)的讀,聽,更進(jìn)一步復(fù)習(xí),鞏固單詞內(nèi)容,符合低年級(jí)學(xué)生的認(rèn)知規(guī)律。