【牛津英语模块九第三单元教案】牛津英语１Ａ第三单元教案（小学）上海版

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topic   unit 3  my abilities         1 partlet’s act aims and demand1.     using imperatives to give simple instructions .2.     locate specific information in response to simple instructions .3.     using modeled phrases to communicate with other learners. main pointslocate specific information in response to simple instructions . difficult pointsusing modeled phrases to communicate with other learners. teaching toolstape ,cardsteaching approaches  step一、teaching organization.              t:  class begins.    good morning,boys and girls.             s:   good morning ,miss zhu .            t:   sit down ,please.step 二、revision.1.     revise the classroom instruction language students have learnt , eg: stand up ,please .                 come me pen\etcask the students to listen and act.            2.say :open your book .             who can act?  (raise your hand)                and move your hand to give students a hint .let the students copy you. teaching approachestime3.say “put it down”and “put down your hand to let the students understand its meaning .ask the students to repeat the words and the action.4.t: show me your book .          move your book.(hand to explain the meaning)step 三、pretation.1.     have the class listen and act according to your commands “raise your hand ,put it down”and “show me your book .(repeat several times until they can act freely.)2.     say the commands in random order and ask individual to act accordingly.3.     open the students book to page 12.  play the tape for “raise your hand”ask some students to act it and the rest of the class to judge right or wrong .4.     repeat the process with “put it down”and “show me your book”.5.     divide the class into groups of four to practice acting the commands .in each group ,one student gives  commands and the other do the actions .then let them change roles.      12345  teaching approachestime 6.     select group to act the commands to the class.step 四、play game.          play a match.         who is the quickest to respond?         ask every student to act according to your commands.          the quickest student to act will be the winner.step 五、consolidation.          read three sentence .step 六、hw.          listen to the tape and read them.  

topic    unit  3. my abilities      2 partlet’s talk aims and demand1.using formulaic expressions to ask for one’s age and responding.2.use modelled phrases to communicate with other learners.3.open an interaction by eliciting a response. main points learn:      how old are you ?   i’m five years old. difficult pointslearn:      how old are you ?   i’m five years old. teaching toolsthe tape ,cards.                                        teaching           approaches step 一、teaching orgnization.         t:   class begins.     hello,boys and girls.        s:     hello,miss zhu          t:   sit  down .please.step 二.revision.1.    listen and act according to your commands :raise your hand
put it downshow ,me your book .2.    say the commands in random order and ask individuals to act                  accordingly .3.open the student’s book to page 12.

 

                                         teaching                 approaches        play the cassette tape for “raise your hand”ask some students to act it and the rest of the class to judge right or wrong.step 三、preparation.1.put up the wallchart on the board and tell a story like this:one day sam and may went to the beach with mummy and  daddy ,they had swim-suits on and were doing some warm-up exercises before getting into the water .there was a fat man sitting nearby. look at the fingers and toes .they were so round .as sam was kicking up his foot.this man asked “how old are you?” sam answered “l’m five years old” may kown how to count,so she help up five fingers. sam and may had a happy time at the beach.2.use muppet to elicit answer to the question “how old are you?if the students only give a one word response such as “five”say “i am five years old”let them copy.3.play the cassette tape forpage 13.students listen and follow in their books.4.play the tape again.students listen and repeat several time .students may have trouble saying the word “years”help them to drill the correct pronunciation.         5.group the students into pairs .allow them to practice asking and answering the question:how old are you?i’m five years old.

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teaching        approaches6.select pairs to act out the rold play to the class.step 四、post –task activities.1.  extend the task by having the same groups practice the    dialogue,substituting with their own ages.2.  select pairs to act the modified dialogues check student’s pronunciation,and correct if necessary .step 五、consolidation.        wb page 9step 六、hw         listen to the tape .

  topic    unit 3  my abilities    3 partlet’s learn aims and demand1.using verbs to indicate momentary actions .eg:  read  sing   dance  jump  2.pronounce words properly. main pointslearn the verbs. difficult pointsread the  verbs teaching toolsthe tape,card.teaching      approachesstep 一、teaching orgnization.         t:   class begins.     hello,boys and girls.        s:     hello,miss zhu          t:   sit  down .please.step 二.revision.1.  extend the task by having the same groups practice the dialogue .t: how old are you?s: i’m six \seven \five.   (substituting with their own ages,)2.  select pairs to act the modified dialoguce .check student’ pronuncition and correct if necessary.s:  how old are you?s:i’m       .

 

teaching       approachesstep 二、pre-task preparation.1.    put up the picture cards for the new words “drow,read,write ,jump,sing dance”on theboard.2.    point to the picture card for the word “draw”and “dance” ask the student to repeat.3.    repeat step 2 with the other five action words .step 三、while-task procedure.1.say the words “draw”.ask one student to do the action and the rest of the class to judge right or wrong.2.repeat step 1 with the other five action words .3.point to each picture card on the board and say the words slowly ,ask the class to listen and repeat.4.wirte the words below the pictures read the words slowly,let the students copy you.5.open the students book to page 14 ,play the cassette and allow student to follow orally until they familiar with the words .ask the students to point to each picture as being read out.6.put up the picture and word card on the board in randon 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.

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teaching       approachesstep 四、past –task  activities.1.    show any one of the word cords to pairs of students .ask one to read the word and the other to do the action.2.    hide any one of the word cards at your back and ask individal students to guess which words.step 五、consolidation.      wb page 10      what can may do ?tick the correct word.      wb page 11       can you find the word in the puzzle?colour the boxes.step 六、hw .     listen to the tape and read the words.

 

topic    unit 3    my abilities   4 partlet’s play aims and demand1.     using modal verb “can” to express abilities .2.     using formulaic expressions to express thanks .3.     open an interaction by expressing one’s abilities. main pointsthe sentence struction “i can read \    etc”. difficult pointsread the sentences. teaching toolsthe pictures, cards.teaching      approachesstep 一、teaching orgnization.         t:   class begins.     hello,boys and girls.        s:     hello,miss zhu          t:   sit  down .please.step 二.revision.1.     show any one of the word cards to pairs of students .ask one to read the word and the other to do the action.2.     hide any one of the word cards at your back and ask individual students to guess which word?3.      t:  how old are you?(answer this question one by one).step 三、pre-task preparation.1.       hold up the six action word cards and ask individual students to read and do the actions. 

 

teaching       approaches2.     put up the picture cards for the new words on the board. ask individual students to come up and choose a artain card.then put up the corresponding word card next to it and read the word .3.     practice the sentence : can you draw (sing ,dance ,write ,read )  you can do many things.step 二、1.open the student’s book to page 15.    tell the story in the students’ mother tongue.                 2.read the story in english ,imitating a girls’ voice ,explain the meaning of “can”.                 3.play the tape .the students look at each picture in their books, listen and repeat .                 4. t:  what can may do ?   what does she say ?   invite individual to repeat may’s words and do the actions.5.     practice reading the story once or twice with the students as they point to each picture :walk around to see if they are able to follow the sequence correctly.step 三、sing the song .1.     write the six action words on the board read one of the word and ask individual students to come up and circle. the word you just read ,then practice reading the words together.2.     put a book ,a pencil and some paper, and a cassette tape on the table in front of you. 12345

 

teaching       approaches3.     ask you act out each action ,ask students to say “i am -----.”4.     open the students’ book to page 16 .point to each picture and disscuss.5.     read  the verses’ of the song slowly ,let students repeat word on this for a while.6.     let them listen to the song .sing for them a few times, sing for them allow them to sing with the tape.step 四、consolidation.          wb page 12.         a:  draw a line from the speech bubble .         b:   how about you?  what can you do ?tick the sentence.step 五、hw. read ,sing.

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