Unit 1 Hello!优质课教案推荐

外研社(一起)一上英语"Hello" teaching design! Teaching content: Unit 1 Hello! Teaching objectives: through this course of learning, students can understand in different situations, and will say Hello. / Hi. Goodbye. / Bye-Bye. I'm... Teaching emphasis: this part is mainly to greet and introduce yourself and say goodbye to language conversation learning, so that students in different scenarios to understand, say Hello. / Hi. Goodbye. / Bye-Bye. I'm....

Teaching difficulties: the pronunciation of the self introduction I'm... Is not easy to pronounce in place, it is difficult to learn. The teacher should exaggerate the demonstration and correct it in time, but it must not contuse the enthusiasm of the children. Preparation for teaching aids:

1. Material masks or head ornaments

2. For the Let's play drums and flower games to prepare the corresponding props

3. And the tapes matching the teaching materials

Teaching process: Step1. Warm-up to allow students to listen to the song "Hello" in this part of the Let's sing after the preparation of the bell, so that students have some perceptual knowledge before class, and stimulate their

interest and desire to participate. Step2. A new lesson (Presentation) : (1) Playing the recording of the song "Hello" again, which naturally leads to greeting between teachers and students. T: Hello, boys and girls. Ss: Hello.

(2) Teachers use this opportunity to introduce themselves to students in time: Hello, I'm... / Hi, I'm...

(3) Teachers wear a Sarah headgear. For beginners, body language and gesture language can help them understand and remember, so teachers should use gesture and action and facial expression to cooperate with teaching.

(4) Give students the mask or head ornaments of Sam,

Daming,

Amy, Lingling, and play these characters to the platform to say Hello! I'm...

(5) Listen to the recording, see the wall map; or the video, VCD to show the Let's talk part of the teaching content.

Step3. Interest training (Practice)

(1) Game playing Let's play game, "drum flower". First of all, the whole class is divided into two groups. Teachers put music, two groups of students started to pass the flower, when the music stopped, each of the two groups had a student to get the flowers. At this time, the students who got the flowers said: Hello, I'm... / Hi, I'm... In doing this game, the teacher should prompt the students to pronounce and guide their

students to distinguish correct and wrong pronunciation. In particular, the pronunciation of I'm should not be read as [em] or [ai] for [aim], but it should be noted that the teacher can not correct the pronunciation blindly, but also contuse the child's interest in learning or dispel the enthusiasm of the children's practice. According to the student's condition, teachers can feel the pronunciation and feel the pronunciation gradually in the next class hour.

(2) Let students talk about their usage environment, and let students draw up a place to learn the language.

Combine pictures to further consolidate the situation. In the morning, two children meet at the school gate and guess what? What do they say? < scenario two > How do you introduce yourself in English, if you are a new student? < scenario three >. Several students want to know a new classmate, Sarah. How should they say that? Scene four > after school, students say goodbye to each other. What do they say to each other?

(3) Two to four people practice self introduction in groups. If students have English names, they can be used and practise more realistic. If you don't have an English name, you can replace it with Chinese name. Say Goodbye./Bye-Bye when you emphasize the breakup.

(4) Free association or understanding of new partners. Practice Hello, I'm... / Hi, I'm... Goodbye. / Bye-Bye again. Step4. Classroom assessment (Assessment). Because students just

contacted English, and the first time to do activity manuals, teachers should conduct comprehensive and detailed guidance.

(1) Teachers and students to discuss the number of small flowers awarded by this unit, because it is the first unit, the starting point can be a little lower, as far as possible for each student to get the brown bear or small squirrel's small sticker reward. (2) Let the students read the picture and guess what the characters are talking about.

(3) The teacher explains the requirement of the topic and guides the way to do it. It is suggested that teachers remind students to pay attention to the identification of subjects and signs, so that students can independently accomplish similar problems in the future.

(4) Let the students listen to the recordings to do the exercises.

(5) The recordings are played again. Under the guidance of the teachers, the students can read and check each other with each other. Finally, the students are self - evaluated by color painting.

Step5. Expansibility activities (Extensive-activities)

(1) I will send materials for masks to students. Teach students how to paint the mask mask, cut and paste in thin cardboard.

(2) Students wear masks to greet each other and introduce themselves to review the knowledge they learned in this lesson.

(3) Prompt students to pay attention to keeping masks, and these

masks will be used later in teaching activities.

Board design:

Unit 1 Hello!

(the "early morning, two children meet at the school gate" on the blackboard)

Hello! / Hi! (put the pictures on the blackboard) Hello, I'm...

(will post the scene on the blackboard when the teacher and the teacher say goodbye to each other)

Goodbye.