外研版（一起）一年级英语上册教案 module 10 unint 2(2)

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外研版（一起）一年级英语上册教案
Module10 Unit 2 A doll is under the bed.
Ⅰ.Teaching content:
New Standard English (The first volume) Module10 Unit2 A doll is under the bed (period 1).
Ⅱ.Teaching aims:
1. Learn the new words: doll, bear and balloon.
2. Learn the sentence pattern: A ... is on/ in/ under the... and use it to describe the position of the objects.
3. Use the new words and sentence pattern do an oral practice.
Ⅲ. Teaching important points and hard points:
1. Learn the new words: doll, bear and balloon.
2. Learn the sentence pattern: A ... is on/ in/ under the... and use it describe the position of the objects.
3. Use the new words and sentence pattern do an oral practice.
Ⅳ. Prepare before class:
Word cards, CAI, some pictures of objects, sentence pattern cards.
Ⅴ. Teaching procedures:
Step 1 Warm – up
1. Greeting
T: Good morning, boys and girls!
S: Good morning, Miss Yao!
2. Give the orders and do the actions: Put your...in/ on/ under your...
Step 2 Revision
Play a game
T: Boys and girls, look at the picture on the TV. You must quickly remember the position of these things. Then I’d like one student come to the front. After that I will point to one thing.
For example: T point to a dog. All the students say its position:
Ss: It’s in the box.
He/she must guess: Is it a...
Other students give the judge: Yes, it is. / No, it isn’t.
Step 3 Presentation & Practice
1) T: Boys and girls, let’s look at the picture again. T points to a cat.
T: A cat is under the desk.
So lead the sentence pattern: A...is in/ on/ under the....
Show the sentence pattern card, students read it after the teacher。
T: Now a school bag is on the seat. Who can make sentence like this
S: A...is in/ on/ under the...
2) Learn the new words
1. T: Now let’s play a guessing game. Watch carefully please, what’s this
S: It’s a...
T: It’s a balloon.
Lead the word “balloon” in. The teacher must emphasize “oo” pronounces as /u: /. Then T put the balloon somewhere in the classroom.
Ss: A balloon is in/ on/ under the...
T: Let’s play another guessing game. Touch it and guess it. (T put a bear in a school bag)
T: Guess what’s in the school bag
S: It’s a...
T: A bear is in the school bag.
Lead the word “bear” in. Then T put the bear somewhere in the classroom.
Ss: A bear is in/ on/ under the...
3. T: Boys and girls, do you like toys
S: Yes.
T: I like toys, too. Look, I have so many toys: a dog, a cat... But my favorite toy is a babe doll.
Lead the word “doll” in. Then T put the doll somewhere in the classroom.
Ss: A doll is in/ on/ under the...
3). T: Look at my mouth, guess what I said. (Review the new words: doll, balloon and bear)
4). Say a chant:
Oh, where Oh, where Where’s the doll
In, in. It’s in the hat.
Oh, where Oh, where Where’s the bear
On, on. It’s on the desk.
Oh, where Oh, where Where’s the balloon
Under, under. It’s under the seat.
5). Practice
1. Play a game--- Hide and seek.
T: Boys and girls, let’s play a game---Hide and seek. Now, let’s look at...
Ask S1 come to the front, let him/ her close his/ her eyes. T hides the object somewhere in the classroom.
Ss: Where’s the...
S1 opens his/ her eyes to look for the object. He/she can make sure the position of the object according to changing of voice that other students made by asking question, “Where’s the... ” If the voice is louder, he/she is close to the object; if the voice is lower, he/she is far away from the object; if the voice is loudest, he/she finds the object. He/she answers the question, “It’s on/ in/ under the...”
Ss: A...is in/ on/ under the...
2. T: Look at the TV, guess the position of these things.
For example: A bear is under the desk.
S1: A...is in/ on/ under the...
T: Yes or no
Ss: Yes/No.
Step4 Consolidation
(T shows one thing)T: What can you see
S: (I can see) a dog/a pencil/ a bear...
T: Oh, I’ll hide one of it somewhere in our classroom. Please guess “Where are they ” Now please close your eyes.
(T hides the thing.) S: A...is in/ on/ under...
T: I’d like one student come here to hide the things.
(S1 hides the thing.)S: A...is in/ on/ under...
S1: Yes. / No.
Ⅵ. Assign the homework.
1. Review the text at Page36.
2. Use the sentence patterns: “A...is in/ on/ under...”describe your own things.
教后反思：
本节课的主要教授内容是三个新授单词：balloon, bear, doll 以及让学生学会运用句型A...is in/ on/ under the...来描述物品的方位。上课伊始，我首先运用教师给口令学生做动作的方式活跃课堂气氛. 接着复习旧知部分我运用一个大部分学生描述物品的位置，少数学生猜物品的游戏，复习了上一单元的句型It's in/ on/ under... 在此过程中渗透了新句型A...is in/ on/ under the...的练习。接下来通过各种形式引入了新单词：balloon , bear, doll，并且逐一将新单词带入句型A...is in/ on/ under the...中，然后将新单词运用高低音进行训练，最后运用一个Chant概括复习了新单词及旧句型Where's.. It's in/ on/ under... 新授完毕后，开展了一个游戏，将一件物品藏到教室的某一个角落，引导全班学生提问Where’s... 让这个学生找，根据这个学生离这个物品的远近，全班学生问问题的声音有高有低。然后我又制作了一个课件游戏，出示几样物品，让学生猜物品究竟在哪个位置，游戏目的主要练习新单词以及句型A...is in/ on/ under the... 最后拓展部分进行了一个老师藏各种各样的物品，学生猜物品位置的游戏，主要的目的是让学生运用所学的单词带入句型A...is in/ on/ under the...中练习句型。
下面就本节课，我来谈谈优点与不足之处。优点：1.始终把学生的学习兴趣放在首位，设计了各种有趣的活动。2.在说Chant时，教师与学生一起说一起做师生互动。3.课件设计生动，学生比较感兴趣。不足：1.做游戏时我运用英语进行讲解，对低年级学生来说理解起来有些困难，针对于这一点，平时在课堂上应该尽量多讲英语，少用中文，多一些肢体语言。2.在童谣的练习中，不应该拘泥于童谣本身，应该用不同的单词替换到童谣中。3.在拓展部分时，应该更多地放手给学生，教师尽量不参与。我觉得作为一名低年级教师，我应该多关注学生的兴趣所在，将课堂变得更有趣，更乐于学生，另外平时要多动脑筋，多总结，多思考，设计出更多，更好地适合学生的课堂活动，游戏，让我们的英语课堂更加活泼，生机盎然。
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