沪教牛津版(五四制)一年级上册unit 2 In the zoo教案
展开Unit 2 In the zoo
【教学目标】
1．认知内容：
a．能听，读，认tiger, bear, panda, monkey。
b．可以运用what’s this/that? 并能回答it’s a ….。
c．用what can you do?来让学生回答I can …。
表达动物的能力。
2．能力要求：能成功读出四种动物的名称
3．情感态度：
通过对四种动物的学习，可以让小朋友们对大自然动物的了解和喜爱。
【教学重难点】
【教学准备】
PPT，单词卡片，四个动物的头像等。
【教学过程】
Procedures | Contents | Methods | Purpose |
Pre-task preparation | Warming up |
| 配以动作的歌曲，既让学生进入了英语学习的氛围，又埋下了伏笔。 |
E.g. how are you? What can you do? What’s this/that? T→S S→S | 通过快速反应这个环节，能进一步激发学生英语学习的兴趣，同时既巩固了旧知，又为引出新知作铺垫 | ||
While-task procedure | new word: monkey
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T: hello, everyone, let’s welcome two new friends here, who are they? S: they are Tom and Jerry!!! T: yes! Hello, I am Tom, mia~ hello I am Jerry, jijiji~~say hello to Tom and Jerry! S: hello tom and Jerry!! T：Now today they will go to a place, can you guess what place they will go? (then show next PPT) S: zoo!!! T: yes, they go to the zoo! Follow me, z-o-o, zoo! S: zoo. T: train train S: go go go! (s say zoo) (show next PPT) T: what’s this? S… T: now, what’s this? S: it’s a tree! T: very good! Look, what’s this now? S: it’s monkey! （train train go go go） (next PPT) T: how many monkeys can you see? S: three monkeys! T: yes! Now how many? S: six monkeys! T: how many monkeys?
S: eight monkeys! T: now how many monkeys can you see? S:ten monkeys!
| 从TOM和JERRY两个大家熟知的卡通动物参观动物园来了解四个新单词。可以激起孩子的学习兴趣。
从一个尾巴到一颗树再到一只猴子让孩子有想象力的发挥~ |
New word: bear | S: eight monkeys! T: how many monkeys? S: ten monkeys! T: really? Ok! Let’s count! S+T: one little, two little, three little monkeys, four little, five little, six little…. T: what can monkeys do? S: monkeys can jump high! T: hello, I’m a monkey, I can jump high! S: hello, I’m a monkey, I can jump high!
T: listen, what’s that? S:(listen) S: It’s a bear. T：bear, bear! T: what’s this? S: it’s a bear. T: is it tall or short? S: tall. T: what about this? S: it is short. T: ok, let’s read．Tall bear, short bear, one two go. S: tall bear, short bear, one and two, tall bear, short bear, I see you. T: very good! Everyone stand up! Let’s read it together! S: tall bear…. T: what can bears do? S: he can read? T: yeah, I’m bear, I can what? S: I’m a bear, I can read, one two, one two
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用这首歌既可以记忆以前的知识也可以预习新知。
用声音来识别动物，让孩子们熟识动物的叫声。 | |
New word: Tiger
New word: panda | Three. T: Ok, let’s read it together! S: hello, I’m a ….
T: listen, what’s that? S: it’s a tiger? T: yeah, it’s a tiger. I’m a tiger! Follow me. S: I’m a tiger! T: look, what can this tiger do? S: wow! This tiger can run!!! T: yeah, I’m a tiger, I can run fast, hahahaha. What about the girl? S: oh, nononono, tiger! T: ok, I be the tiger. Who can be the girl? S: I be the girl. T: now, I be the girl, who can be the tiger? S: I be the tiger. T: now practice with your partner, one be the tiger, one be the girl, go, 20 sec!
T: look, what’s this? S: it’s a panda? T: yeah, he is sleeping! Let’s wake up them. T: panda panda stand up! S: panda panda stand up! T: look, he is standing up. Let’s do it again! S: panda, panda, stand up! T: let’s read loudly! S: panda panda stand |
让孩子们在表演tiger的同时快速记忆老虎和它的习性等。
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| Up! T: oh, look, panda is stand up now, and he says: I’m a panda, I’ m fat! Follow me! S: I’m a panda, I’m fat!
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Post-task activity
| The story time. T: now I will tell you a story about what is the king of the zoo? T: the tom says what is who is the king of the zoo? And the jerry says emm, let’s look! Can you guess who? S: panda? Tiger? Monkey? Bear? T: ok, let’s see! Can you read it? S: yeah. I’m a monkey, I can jump high, I am the king! T: very good．Look, what about bear? S: no! I’m a bear, I can read, I am the king. T: oh! Yeah, but the panda says? S: no! no! I’m a panda, I’m fat, I am the kind! T:look, the tiger is coming! S: nonono!!! I’m a tiger, I can run fast, I can eat you!!! Aaaaa! T: wow!!! So who is king of the zoo? S: tiger!!! T: yeah, work in group 4 of you. Give you 1 min to prepare. Go
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从四种动物的自白来猜出谁是动物之王。 | |
Group work | T: let’s welcome a group to show up! |
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Assignment |
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【教学反思】
每一次的公开课都是不易。这是我上的真正意义上的第一节课。对上课者来说，上一次公开课就是完成一次蜕变，虽然有着铭心的累甚至是痛，可换来的却是较快的专业成长；对导师来说，每一次磨课势必都要对本课时先有腹稿，进而提出一起讨论与研究，这研磨的过程亦烦琐亦喜悦；对听课者来说，每一次听都如同是一次盛宴，在每次盛宴后加以咀嚼和消化，这过程，亦享受亦期待。在这点上，COCO老师对我的帮助及其之大。每一次磨课，都给我提出宝贵的意见和建议。并陪我修改教案和PPT的细节内容。让我受益匪浅。最后完整的把公开课上下来与COCO老师的帮助真是分不开。我收获了不仅是公开课的辛劳和专业成长。更多的是处世之道和同事之间关系的交流和密切合作！
但是我在这次公开课中也存在一些问题：
1．语速较快，有些学生在接受知识信息反应不过来。
2．在备课上要更下苦工，使所有学生更加积极参与。
3．对表现好的学生要即时的施以表扬，才能增强他们学习英语的自信心。
当然，任何一堂不成功的课也有亮点，任何一堂课成功的课也有败笔。所以我们战斗在一线的老师要不断的学习，不断的探索，不断的努力，才能上好每一堂课。
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