新版-牛津译林版一年级上册Unit 2 Good morning教案

这是一份新版-牛津译林版一年级上册Unit 2 Good morning教案，共4页。

TeachingContents1A Unit 2 (Story time &Fun time) The 2nd lessonDate：Sep.16th 总第8课时AimsWordsmorning, afternoon, evening, nightStructuresGood morning/ afternoon/ evening.FunctionStudents can read the dialogue well. They can use the structures correctly.FocusLearn the way to ask and answer the questions with the new structures; Help Ss to learn the dialogue.AidsTape, pictures, exercise booksTEACHING PROCEDURESProceduresContentsMethodsPurposeWarming-up5’1. Greet the students with Hello and Hi and wave to the students as I walk in the classroom.2. Review the new words.1. T: Hello, boys and girls. S: Hello.2. Ask the students to read the new words of last class one by one with the pictures.通过相互问好，创造和谐的学习气氛，通过朗读复习巩固所学单词Pre-task PreparationandWhile-task Procedure30’Show the picture and describe it.Learn the new structures “Good afternoon/ evening” Use the structures make new dialogues. 4. Listen to the tap and read the Part A.1. Let students to look at the picture (1) Describe it in groups.(2) Say it by themselves.(3) Teach the students to learn the new structures.2. Read the new structures use the different waysRead them together.Read them in groups.Ask some students to read them.Ask and answer in pears.3. Work in pears.(1) Teacher: Good afternoon. Student: Good afternoon, Miss Chen. (Help students to answer)(2) Ask students to make new dialogues and show it.Eg: S1: Good afternoon … S2: Good afternoon …4. Listen and read Part A.(1) Listen to the tap and read it follow the tap.(2) Read it together.(3) Do the reading match.通过对话的表演巩固所学，并加强了学生之间的协作，同时也激发了学习兴趣朗读时采用多种方式激发学生兴趣Post-task Activities5’Play a game1. Teacher play this game first, then teach the students how to play it.2. Play this game in groups.通过游戏检查巩固，及时反馈学生的掌握情况AssignmentAsk student to read the new words and structures expert.Read the dialogue correctly.Do the exercise 1.Board WritingUnit 2 Good morning A: Good afternoon. B: Good afternoon.Teacher’s Reflections在操练的过程中，我发现有一些学生的发音不是很准确，因此鼓励读的好的学生带领发音有些问题的学生一起练习，希望他们在同伴力量的影响下，认识并能够读准这三个单词。做练习的时候，我放慢了速度，引导学生学习做练习。