上海版牛津英语1A教案 Unit 8 playtime

unit 8 playtime1、  teaching aims: ss can use imperatives to give simple instructions e.g. pick up the doll.2、  teaching aids: tape recorder3、  teaching period: 1 [1]teacher’s activityss’ activityremarkspre-task1. revise all the commands taught in the previous units.say the commands and ask students to act them.2. say’open your book’ and ‘close your book’.let students follow your instructions. then say ‘pick up your book’and do the action so that students understand the meaning of ‘pick up’.3.say ‘put up your book’ and ask students to follow your instruction. then say ‘put it down’. students have learnt this command so they should be able to perform the action.4.say ‘go to the door’ and walk towards the door of the classroom. say ‘go to the window’ and walk towards the window. repeat several times.5.give commands and invite individual students to perform the actions. while-task1.put up paper cut-outs of ‘a slide’ and ‘a swing’ on the board. point to each paper cut-out and say ‘slide. it is a slide’.2. put up a paper cut-put of a doll next to the slide. say ‘look. it is a doll. a doll’.3. point to the slide, the swing and the doll. ask each time ‘what is this?’prompt the students to answer ‘it is a slide’ or ‘slide’, ‘it is a doll’ or ‘doll’.4.remove the paper cut-out of the doll from the board and say ‘pick up the doll’.repeat with students following you and miming. put it back and say ‘put it down’. ask students to repeat and mime the action.5.put up a paper cut-out of ‘sam’s brother on a bicycle’.move it closer to the slide as you say ‘go to the slide’.let students repeat.6.open the student’s book to page 37.play the cassette tape to practice pronunciation.7.have individual students come up. ask them to move the correct paper cut-outs according to your commands. post-task1.divide the class into pairs. practise giving and doing the commands ‘pick up…’ and ‘put it down’,substituting with other classroom objects.2.select groups to say and act the modified commands to the class.   students listen and act.      ss act. students copy and follow.   students repeat the word and act.         ss listen and do the teacher’s action.   ss carry out the commands.       ss repeat the commands and act.    individual ss carry out the commands.    ss answer .     ss repeat it and follow the teacher.      ss act the commands to the class.   ss repeat       ss open the book and listen to the tape practice  individual student move the correct paper paper cut-outs according to your commands   ss work in pairs and practice.     individual students act the modified commands to the class..通过口令复习，引入新课，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。符合认知规律。             让学生边听，边做，使得他们更容易掌握句型。           个别操练和整体操练相结合。    师生间互相交流，提问，使之更快，更好的学习，掌握。        通过集体，个别操练，使每个学生都有简单交际，练习对话的机会。          通过反复操练，巩固，复习所要掌握的东西。         让学生说说做做，活跃课堂气氛，更有效学习。共6页，当前第1页123456 [2] 1.teaching aims: ss can use imperatives to give simple instructions e.g. pick up the doll.2.language skillslisteninglocate specific information in response to simple instructionsspeakinguse modeled phrase to communicate with other learns 3.teaching period: 2  teacher’s activityss’ activityremarkspre-task1. hold up the picture cards for ‘slide’, ‘swing’ and ‘doll’. ask each time ‘what is this?’ and get individual students to answer,e.g. ‘it is a slide’ or ‘slide’.2.hold up a picture of a playground. ask do you like to go to the playground? what do you like to do there? while-task1.put up the wallchart on the board and discuss with students what things can be found in the playground.2.tell a story something like this:one day sam and mary went to the playground to play with theirs. there are so many fun things to do at the playground. sam climbed up the slide and then went sliding down. tom was riding his bicycle near the slide.sam saw tom and said, ‘he has got a bicycle.’ tom seemed a little bit too big for the bicycle.don’t you think so? may chose to sit on the swing-she swung higher and higher. her friend’s dog wanted to go on the swing too!may saw her friend and said, ‘she has got a balloon.’isn’t it pretty?do you like the colour?3.ask questions such as the following:  a. what did sam play on at the playground?(a slide)  b. who was on a bicycle?(tom)  c.what did sam say? (he has got a bicycle.)d. what did may play on at the playground?(a swing)4. have a boy and a girl stand in the front.give the boy a toy bicycle. point to him and say ‘he has got a bicycle’. repeat. give the girl a balloon. point to her and say ‘she has got a balloon’.repeat.5.play the cassette tape for this page.students listen and repeat several times.6.use other objects and get individual students to come up in turns so that the whole class can practice saying the structure ‘he/she has got a…’ post-taskvisit a nearby playground that has a slide and a swing.   individual ss answer         ss listen and answer the teacher’s question.    ss discuss with the teacher.      ss listen to the story.                           ss answer the teacher’s question.          ss work in pairs ss practise ask and answer question.   ss act.   ss listen to the tape anf repeat.   individual ss in turns and practice.              通过挂图做图意描述，使学生比较直观。符合低年级学生的特点。           通过讲故事的形式，传授知识。      联系实际，引出文句，为下面的教学做铺垫。               通过小组操练的形式，培养学生的团队精神，接近生活化。      通过问答游戏做一个巩固，避免枯燥。     共6页，当前第2页123456 [3] 1.teaching aims: ss can use nouns to identify things related to playgrounds e.g. slide, swing.2.language skillslisteningidentify key words in an utterance by recognizing stressspeakingpronounce words properly3.teaching period: 3 teacher’s activityss’ activityremarkspre-task1. blow up a balloon and ask ‘what is this?’ hold up a toy bicycle and ask the same question. tie the balloon onto the handles of the bicycle.put your hand down at an angle so that it can serve as a slide for the bicycle. lastly, put the bicycle into your palm and pretend that your hand is a swing.ask the students to say the words ‘bicycle’, ‘balloon’, ‘slide’and ‘swing’.2.put up the wallchart for page 38. point to the picture of each vocabulary item and say the words with the students.3.put up picture cards for ‘doll’ and ‘ball’ onto the wallchart. say the words slowly and repeat with students.4.ask student whether their parents take them to playgrounds. ask what they like to do there.  while-task1.draw simple pictures for the vocabulary on the board. put up the corresponding word card below each picture. read the words with the students.2.put up picture cards for the vocabulary. ask individual students to come up and choose the correct word card for each picture.3. open the student’s book to page 39. play the cassette tape and allow the 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.4.ask six students to come up and give each of them a toy bicycle, a balloon, a doll, a ball and picture cards of ‘slide’ and ‘swing’.let them point and say ‘this is a..’5. give another group of six students word cards for the vocabulary.ask them to find the students with the corresponding things or pictures.6.continue steps4 and 5 with other students. post-task1.give each stident a balloon . ask them to tell their parents and relatives what it is called in english. ss answer the teacher’s question.            ss repeat.            individual ss do read the word. the other students judge right or wrong.    ss answer whether they like it.    ss read the words after the teacher.      individual students to come up and choose the correct word for each picture.    ss follow orally      ss point each picture.   individual ss come up point and say ‘this is a…’        ss work in pairs.individual ss read. other do the action.          利用实物，使学生更形象的认知单词，比较直观，使学生乐学，好学。          让学生建立起单词音、形、义之间的联系。          问学生在是否想到游乐场玩？想在游乐场干什么等问题引出教学内容，又能引发学生的学生兴趣。          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。    通过各种不同的游戏来来测试学生认读单词的情况，在游戏中学习。  听录音，练习发音。        相互操练的形式，锻炼学生口语的表达能力。激发学习的兴趣。   指出图片，让老师能够得到反馈学生的掌握情况。             通过实物，让学生更进一步明白掌握单词。并运用所学知识介绍。共6页，当前第3页123456 [4] 1.      teaching aims: ss can use formulaic expressions to indicate possession e.g. i have got an apple.asking wh-questions to find out particular information about a person e.g. what has  he/she got?2.language skillsspeakinguse modeled phrases to communicate with other learners open an interaction by eliciting a response3.teaching period: 4    teacher’s activityss’ activityremarkspre-task1. ask some students to come up and give them some fruit, stationery items or soft toys. point to each student and say ‘he/she has got a …’ ask ‘what has he/she/got? answer yourself ‘he/she has got a …’ repeat.2.point to a student in the front and ask ‘what has he/she got?’ this time, let students answer the question.3.approach a student in the front and ask ‘what have you got?’ prompt the student to say ‘i have got a…?4.say would you like to play a guessing game? let’s go! while-task1.give a student a real or plastic fruit wrapped up with a cloth. ask ‘what have you got?’ pretend to guess a few times ‘have you got a …?’ finally, let the student show what it is and say ‘i have got a…’2.continue the game with other objects so that more students can practice the expressions3.let pairs of students try and play the guessing game when they are familiar with the expressions.4. invite pairs of students to come up to the front. ask the other student students ‘what has he/she got?’ let the student look at what it is and tell you ‘he/she has got a..’5. repeat step 4 with more students.6.play the cassette tape to listen to and then say the expressions properly. use the cassette tape to revise pronunciation. post-task.1.divide the class into groups of three and play the guessing game.  individual ss come up.       ss repeat    ss listen and answer the question.    ss say ‘i have got a …  ss play a game.        individual ss guess  ss show what it is and say ‘i have got a..   ss practice the expressions.        ss work in pairs      ss repeat   ss listen to the cassette and revise pronunciation.       ss work in pairs and play the guessing game. 教师先做一定的示范，再引发，示意学生。                   游戏‘猜一猜’引发学生的兴趣。                反复操练，巩固新学的内容。      以学生做游戏的形式，激发他们的表达欲，锻炼学生的口语。         听录音，巩固所学的知识，练习发音。        共6页，当前第4页123456 [5]1.      teaching aims: ss can use nouns to identify people and things e.g. boy,ball,,dollusing the definite article to indicate particular things e.g. the boy, the ball2.language skillslisteningidentify key words in utterance by recognizing stressspeakingpronounce correctly words in connected speech by linking words together and using appropriate stress3.teaching period: 5 teacher’s activityss’ activityremarkspre-task1.flash picture cards and word cards of this unit. let students say or read the words. gradually increase the tempo so that students have to say or read faster. make it into a race.2.show a picture of a boy and say ‘boy. the little boy’. explain the meaning and ask students to repeat.3. repeat step 2 with ‘doll. the little doll’ and ‘ball. the little ball’.4. say now that you know the words.we are going to read a rhyme about them. while-task1. open the student’s book to page 41. play the cassette tape for the tongue-twister. explain the meaning of the words ‘little’ and ‘show… to…’ by miming.2. say the tongue-twister yourself putting special emphasis on the words ‘boy’, ‘ball’ and ‘doll’.let students copy you.3. play the cassette tape again and encourage students to follow. continue until they are familiar with it.4.invite all the girls to say the first line and all the boys to say the second line.5.say the tongue-twister together while doing the actions. post-task1.vary the tongue-twister by substituting ‘boy’ with ‘girl’ and ‘ball’ with ‘balloon’. have pairs of students practice the modified tongue-twister.2. select pairs to act to the class. individual ss come up and say the word.ss practise reading the words together.      ss repeat it.          ss listen to the teacher.   ss listen the tape.ss read it after the tape.     ss copy it.        ss follow it.      ss say the tongue-twister together and do action.   ss practice the modified tongue-twister.    work in pairs. 让学生建立起单词音，形 ，义之间的联系。   通过跟读，模仿等形式，使每个学生都有机会传东西或回答，练习对话的机会。  问学生是否想学儿歌，以引起学生的兴趣。        在听的同时，可以帮助学生有效了解歌曲的内容意思。           通过儿歌练习，让学生做出相应的动作，真正做到寓教于乐。   反复练习，直到真正掌握。                    绕口令形式的儿歌，不仅帮助学生区分单词的发音，也很容易激起学生的兴趣，符合低年级学生的兴趣。  共6页，当前第5页123456 [6]teacher’s activityss’ activityremarksfinish workbook1.      workbook page26: tick the true sentence.2.      workbook page27: look at the picture for each number. then tick the correct word.3.      workbook page28: listen and circle the correct picture.4.      oxford english(shang hai edition) practice and assessment series 1a unit8 presents further grammar and vocabulary exercises as well as listening and reading skills development tasks.   ss finish the workbook                          通过完成练习册，巩固学生听和认读的技巧             板书设计：  unit 8balloon        (picture)bicycledollballswingslide what have you got?i  have got a/an…what has he/she got?he/she got a/an…. 教学后记：本单元以 play为主线展开，通过实物，图片等进行直观教学，使学生更好的掌握知识，通过绕口令，游戏让学声快乐的掌握知识。达到口语交际的能力，锻炼。共6页，当前第6页123456