上海牛津英语二年级上册教案_上海牛津英语1A教案 Unit 5 Fruit

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unit 5 fruit1、  teaching aims: ss can pronounce words properly, master words of some common fruits. ss can use the sentence pattern : “what’s this/that?” freely.2、  teaching aids: tape recorder3、  teaching methods: visual method4、  language focus: use modeled phrases to communicate5、  teaching period: 6 [1]teacher’s activityss’ activityremarkspre-task1. free talk: ask students some easy daily questions, and ask them to ask some questions too.2. play the cassette tape for the four pictures and do the actions. ask the class to look and listen.3.play the cassette tape again and ask the class to follow your actions while-task1. play the tape ask some ss to act it and the rest of the class to judge right or wrong.2. take out some fruits, and ask students to guess what is it through: smell/ touch/taste3. open the ss’ book to page 24 and read the commands for the class to follow, or play the cassette tape. ask the ss’ to point to the relevant pictures with their fingers.4. give commands and ask individual ss to repeat and act them. post-task1. give commands “smell the …../ touch your….”2. repeat the commands and ask ss to act them.3. divide the ss into pairs. one student give commands and the other student act them. then let them change roles.4. divide the whole class into two teams, ask individual ss to give commands and to see which team is better. vary the game by letting ss to give commands to their own team or the opposite.  students communicate with the teacher  ss listen and look    ss follow the tape     individual ss carry out the commands the whole class judge right or wrongss guess    ss follow the tape and point to the relevant picture.      individual ss repeat and act    ss carry out the commands ss repeat  ss do pair work ss change their roles    ss compete between the two teams. 以文号的方式开始每天的新课，可以激发学生兴趣，消除学生的紧张。 从听、看入手，逐步过度到跟读，说、做。循序渐进，符合学生认知规律。                 让学生在听的同时，指出相应的图片，使学生建立起音、形之间的联系。           通过游戏，使学生巩固所学，避免了枯燥。                     123456blackboard design:smell          [pictures]touch          [pictures]taste          [pictures] [2]teacher’s activityss’ activityremarkspre-task1. wrap up a  real or plastic fruit with a cloth: don’t hide its shape. ask “what’s this ?” if students respond with a one-word answer, re-state it this way,” yes, it is a/an..”2. continue the game with other fruit so that students can practice saying the expression more.3. let students try and wrap the fruit when they are familiar with the game.4. play the cassette tape to listen to and then say the expression  properly.5. use the cassette tape to revise pronunciation.6.  put some fruit on a tray. cover the tray with a cloth, have individual students touch something under the cloth and guess what it is. they must say it in english.  while-task1. put up the wall chart on the board do that the ss can see it.2. play the cassette tape for page25 and ss listen and repeat.3. ss prepare the dialogue in groups of four.4. select groups to act the dialogue for the class. provide them the character masks. consolidationput a tick in the correct box. ss watch and guess        ss continue the game    ss try it    ss listen and repeat   ss listen and repeat the sentences             ss look at the board  ss listen to the storyss listen and repeat  ss work in groups of four individual groups act for the class   ss do the exercises 利用实物引出整个对话，让学生了解对话的发音和意思，比较生动有趣。                      通过反复练习，使每个学生都有练习的机会，并且在练习中熟练。       利用挂图做图意描述，使学习比较直观，符合低年级学生的特点             blackboard design:this -------------- thatwhat’s this/ that?it’s a/an…… [3]teacher’s activityss’ activityremarkspre-task1. ask ss “ what can you see in the basket?” [put some fruit in the basket]2. introduce the vocabulary by carefully pronouncing the words and let ss repeat several times.3. ask individual ss “what’s this/that?” prompt the ss to hold up their personal stationary and repeat the words 123456while-task1. play the cassette tape. ask the ss to point to the relevant pictures and repeat.2. put the vocabulary objects on your desk. say “a pear” “a melon”, etc. invite a student to come up and pick out the right object.3. say “a pear”. ask the class to tell which picture and repeat “a pear”. practice until the ss can respond quickly.4. put up the picture card for “pear” on the board, and put the word card next to it. read the word several times and ask the ss to repeat.5. repeat steps 3 and 4 with the other new words. post-task1. one the left side of the board put up the word cards for all the new words and on the right their picture cards but in a different order. point to one word and the picture opposite and ask  “ is this right?” have ss come up and change the order.2. after the words and pictures are correctly matched, practice reading the words again.3. ask individual ss to come up and put away the pictures and cards as you tell them. ss: i can see…    ss pronounce the words carefully after the teacher.  individual ss respond the question     ss listen to the tape and point to relevant pictures. individual ss come up and pick      the whole class listen and act    ss look at the board           ss come up and change the order.          ss read the words again   individual ss come up and put away the word card 联系实际，引出问句，为下面的教学做铺垫              让学生建立起单词音、形、义之间的联系。                          通过各种不同的游戏来操练巩固所学的单词，使学生乐学、好学。                 blackboard design:an apple/orangea pear/melon/lemon/ peachthis/that is….. [4]teacher’s activityss’ activityremarkspre-task1. hold up the six vocabulary objects or picture cards and ask what they are. remind ss to put up their hands instead of simply calling out the answer. also call on ss who do not raise their hands. at times you may wish the whole class to respond, saying “ the whole class” and move your hands to give them a hint.2. put up the picture cards for the new words on the board. ask individual ss to come up and choose a certain card. then put up the corresponding word card next to it and read the word.3. say “ today we are going to learn a very interesting story   123456while-task1. discuss with ss what is happening in the picture and then read the verse to them.2. play the cassette tape for this verse. the ss look at the picture in their books, listen and repeat3. play the cassette again and encourage the ss to join in and practice several times.4. invite pairs of ss to try to retell the story.5. the whole class retell the story together6. ask individual students to retell the story before the class  post-task1. ask each student to draw a picture of some fruit. divide the class into pairs and let them compose another verse by substituting the fruit name. help the less able ss while you walk around the classroom2. ask individual pairs to act out this new story.3. play the cassette tape for the whole story  while ss look at the pictures in their ss’ book and repeat. ss read the words according to the pictures.             individual ss come up and choose the certain card and read them            ss tell the teacher what is happening in the picture  ss look at the pictures and listen and repeat   ss practice the rhyme    individual pairs retell          ss take out a pen and draw pictures            ss look at the book and listen to the tape again 通过复习昨天所学的生词来开始今天的新课，以旧带新，符合认知规律。                            先让学生观察图片，讨论图中发生的事，可以让学生对即将要学的故事有一个自己的认识和猜测，为下面的学习做了一个很好的铺垫。                   对故事进行拓展，可以复习运用更过所学词汇。                 blackboard designis this/that a/an。。。？yes, it is/ no, it isn’t. [5]teacher’s activityss’ activityremarkspre-task1. do daily free talk2. have a basket of real fruit, including an apple, a lemon and etc. pick up the apple and ask “is this an apple?” repeat the question in english immediately. say” yes, it is.” again repeat the answer in english.3. hold up the lemon and ask “ is this a banana?” repeat in english. answer “no, it is not!” in students’ mother tongue first, then in english.4. open the student’s book to page 26. discuss with  students what they can see in each picture.  123456while-task1. use the pictures to let students practice the target language. get two students come up to the front. one is to ask” is this a/an…?” and the other is to say “yes, it is “ or “no, it is not” 2. choose more able students to ask questions to elicit the answer “no, it is not”  post-taskworkbook19 ss greet to the teacherss answer          ss answer      ss discuss with the teacher       ss practice         more able students ask questions 以问候方式开始本课，激发学生兴趣，消除紧张感                                       blackboard designis this/that…?yes, it is/ no, it is not. [6]teacher’s activityss’ activityremarksfinish workbook1.      page 16: put a cross on the one which is not a fruit.2.      page 16: listen and draw the fruit on the plate.3.      page 17: circle the fruit and color it.4.      page 17: draw a line to match the words with its pictures revision of unit 11.      play the game: teacher verses students2.      using pictures to ask students questions “what’s this/that?”. after the student respond to the sentence, he can ask his friend the question3.      show the ss the word cards and ask them to judge. if what the teacher said is correspond to the picture, ss repeat. otherwise, don’t.4.      game: response quickly. teacher goes first, ask one student a question, using “is this/that a/an…?”, and the student has to response quickly. and then he can go on the chains to ask others. the team that can ask more questions is the winner5.      ask ss to retell the story ss finish the workbook             ss play the game :   ss ask and answer        ss judge and repeat the right word      ss play the game and practice in the game             ss retell the story 通过完成练习册，巩固学生听和认读的技巧            借由各种各样的游戏，来复习本单元所学的所有的知识点，真正做到寓教于乐。123456blackboard design:

word cards                 is this/ that?

                 yes, it is.                 no, it isn’t. it is…..                     教学后记：学生能在创设的情境中自如地运用所学的词汇和句型。但是，学生在认读单词方面，有个别同学存在困难，他们当听到中文或看到图片时，能够准确说出英文单词，但当单独看到英文单词时却读不出，以后要多加强单词的认读训练。123456

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