一年級(jí)英語(yǔ)下冊(cè) Module1 Revision教案 （新版）滬教牛津版

一年級(jí)英語(yǔ)下冊(cè) Module1 Revision教案 （新版）滬教牛津版ContentUsing my five senses (Period 1)Aims1. To use nouns to identify animals. e.g. frog, sheep2. To use colours or sounds to identify animals. 3. To ask wh-questions to find out what people see or hear. e.g. What do you see/hear?4. To use formulaic expressions to indicate what people see or hear. e.g. I see/hear5. To protect the animals and protect ourselves.Language focus1. To use nouns to identify animals. e.g. frog, sheep2. To ask wh-questions to find out what people see or hear. e.g. What do you see/hear?3. To use formulaic expressions to indicate what people see or hear. e.g. I see/hearTeaching aidsMultimediaProceduresStepContentsMethodsPurposePart 11.Warming upGreetingsSing a song (Bingo)Say and act( Page2 -Rhyme)通過(guò)歌曲營(yíng)造英語(yǔ)學(xué)習(xí)氛圍。讓學(xué)生在輕松的語(yǔ)言環(huán)境中回顧復(fù)習(xí)內(nèi)容。Part 2Review the words about the animals and sentences-What do you see? -I see1. Ask and answer(Show the picture of a zoo)Q: What do you see in the zoo? What colour is it?(Show the picture of a farm)Q: What do you see on the farm? What colour is it? How many?2. Matching game(Match the pictures and words.)3. Listening games a. Listen and choose the picture you cant hear.b. Listen and judge. 4. Make rhymes.e.g.See, see, What do you see?Frog, frog,I see a frog.Colour, colour, What colour is it? Green, green, Its green.情景中的問(wèn)答既復(fù)習(xí)鞏固了單詞和句子，又使表達(dá)有了語(yǔ)境意義。通過(guò)說(shuō)兒歌，詞形和詞義配對(duì)等學(xué)習(xí)活動(dòng)，幫助學(xué)生鞏固單詞音、形、義的聯(lián)系；模仿編兒歌，則初步培養(yǎng)學(xué)生在語(yǔ)境中運(yùn)用所學(xué)單詞的能力，并鞏固了本單元的重點(diǎn)句子。Review the sounds animals make and the sentences (What do you hear? I hear)1. Guessing game What do you hear?2. Say the rhyme (Workbook page 6)3. Make a rhyme通過(guò)聽(tīng)各類動(dòng)物的叫聲，復(fù)習(xí)動(dòng)物類單詞和hear的句子。朗誦和創(chuàng)編兒歌的學(xué)習(xí)活動(dòng)使單詞和句子有了結(jié)合。Part 31. Riddles about animals2. Look and sayListen and guessLook and say通過(guò)聽(tīng)四則有關(guān)動(dòng)物的謎語(yǔ)，培養(yǎng)學(xué)生初步理解小語(yǔ)段的能力。通過(guò)圖文結(jié)合的形式，讓學(xué)生嘗試表達(dá)完整的語(yǔ)句。Part 41. Listen and follow the tape P2-92. Draw an animal and describe it at least three sentences板書(shū)設(shè)計(jì)What do you see? I see.What do you hear? I hear.教學(xué)反思1B M1 Revision ContentUsing my five senses (Period 2)Aims1. To use nouns to identify food items. e.g. soup, noodles2. To use imperatives to give simple instructions.e.g. Taste/Smell 3. To act out the short dialogue at the restaurant.4. To educate the pupils to be polite to the others and not to waste food. Language focus1. To use nouns to identify food items. e.g. soup, noodles2. To use imperatives to give simple instructions.e.g. Taste/Smell/TouchTeaching aidsMultimediaProceduresStepContentsMethodsPurposePart 11.Warming upGreetingsQuick Response(Listen and act)Sing a song (Food I like)快速反應(yīng)游戲能讓學(xué)生快速進(jìn)入學(xué)習(xí)狀態(tài)，也是對(duì)本單元句子的復(fù)習(xí)。以歌曲形式幫助學(xué)生回顧本單元單詞。Part 2Review the words about the food1. Ask and answer(Show some pictures of food)Q: What do you see? What do you like?2. Matching gamea. Match the pictures and words.b. Read and categorize Fruit shop: apple Snack bar: pizza Restaurant: soup情景中的問(wèn)答既復(fù)習(xí)鞏固了單詞和句子，又使表達(dá)有了語(yǔ)境意義。通過(guò)圖詞配對(duì)，幫助學(xué)生鞏固單詞音、形、義的聯(lián)系；通過(guò)單詞（配圖）歸類游戲，復(fù)習(xí)、鞏固、拓展食物類單詞Review the sentences:Taste/Smell1. Say the rhyme(P13)2. Look and say 通過(guò)誦讀兒歌，鞏固句子結(jié)構(gòu)；通過(guò)看圖（動(dòng)作）表達(dá)，提高學(xué)生在情景中理解句意和表達(dá)的能力。Practice the dialogue(Introduce the situation: Eat out at the restaurant)1. Watch and listen 2. Listen and number3. Work in group4. Act out the dialogue運(yùn)用多媒體創(chuàng)設(shè)在飯店用餐的情景和語(yǔ)境，把語(yǔ)言點(diǎn)串成一個(gè)主題，讓學(xué)生在看看、聽(tīng)聽(tīng)、說(shuō)說(shuō)中感知、理解、掌握語(yǔ)言。Part 3Make a dialogue 1. Say and act通過(guò)模仿自編對(duì)話，初步培養(yǎng)學(xué)生同伴合作能力和會(huì)話能力。Part 41. Listen and follow the tape P10-13板書(shū)設(shè)計(jì) riceTaste the . egg soupSmell the . noodles教學(xué)反思附送：2019-2020年一年級(jí)英語(yǔ)下冊(cè) Module1 Unit1 Look and see period1教案 （新版）滬教牛津版 Content1B M1U1 Look and see（1）Aims1. Using nouns to identify small animals e.g. frog, rabbit, bee, bird2. Using numbers to counte.g. one, two three3. Using the key patten to introduce oneselfe.g. I am a Language focus1. Using nouns to identify small animals2. Using numbers to count3. Using the key patten to introduce oneselfTeaching aidsCassette, Wall picture, Several paper cut-outs of animalsProceduresProcedureContentMethodPurposePre-task preparation1. Show a park.1. Show a picture of a park to the students. Ask them what they see. T: Look, what can you see? A frog, a bee2. Guessing. 1. Mime the small animals and let students guess what the animals are.T: What am I? (Mimes) Yes, Im a rabbit.While-task procedure1. Miming.1. Ask the students to say and mime the actions of the animals.2. Rhyme.1. Teach the rhyme on Students Book page 2.3. Say and act.1. Divide the class into pairs. Ask them to act as an animal and let the partner guess what animal it is.A: Are you a rabbit?B: Yes, Im a rabbit. / No, Im not a rabbit.4. Guessing game.1. Use the paper cut-outs. Show the students some parts of the small animals and ask them to guess what the animals are. The students can play this guessing game in groups.A: What is it?B: Its a bee. Post-task activity1. Make a mask and a dialogue.1. Ask each student to make a mask of an animal.2. Ask them to put on their masks and make a dialogue with their partner.A: Hello. I am a bee. I am small.B: Hi, I am a frog. I am green.2. Act the rhyme.1. Ask the students to say and act the rhyme on page 2.3. Listen and tick.1. Ask the students to do Part A Listen and tick on Workbook page 2. Then have them work in pairs to introduce each animal.A: Its a B: Its a 4. Act and guess.1. Have the students do Part B Act and guess on Workbook page 3 and then ask them to do an activity like this in groups.板書(shū)設(shè)計(jì)Unit 1 Look and seelook seefrog beerabbit birdI am a frog.教學(xué)反思