新版-牛津上海版一年级下册Unit 1 Look and see公开课课件ppt

这是一份新版-牛津上海版一年级下册Unit 1 Look and see公开课课件ppt，文件包含牛津上海版一下m1u12课件课件pptx、M1unit1教案docx等2份课件配套教学资源，其中PPT共16页， 欢迎下载使用。
Module 1  Using my five sensesUnit 1 Look and seeTasks in this unitUse modelled phrases to communicate with other studentsUse modelled phrases to begin and maintain an interaction by providing information in respone to factual questionsLanguage focus1. Using the new words in the contexte.g., frog, rabbit, bee, bird2. Asking wh-questions to find out what people seee.g., What do you see?3. Using formulaic expressions to indicate what people seee.g., I see…Learning skills:Listening1. Identify the key words in an utterance by hearing the pronunciatione.g., frog, rabbit, bee, bird2. Understand the meaning of wh-questionse.g., What do you see?3. Understand the key patterne.g., I am a … Speaking1. Ask wh-questions to find out what people seee.g., What do you see?2. Use formulaic expression to indicate what people seee.g., I see…3. Use the key pattern to introduce oneselfe.g., I am a …Scheme of workperiodCore contentsExtensionMaterialsGrammar and expressionsVocabulary1I am a …frog, rabbit, bee, bird  SB:p2. WB:pp.2 and 3Parts A and  B2What do you see?I see…  SB: pp. 3,4 and 5WB: pp.4 and 5 , PartsC,D and Task  ContentOxford English 1B Module 1 Unit 1 Look and seePeriod1Teacher Language focus:Using nouns to identify small animalse.g., frog, rabbit, bee, birdUsing numbers to counte.g., one, two, three…Using the key pattern to introduce oneselfe.g., I am a …Language skillsListening Identify the key words in an utterance by hearing the pronunciatione.g., frog, rabbit, bee, birdUnderstand the key patterne.g., I am a …SpeakingPronounce the key words correctlye.g., frog, rabbit, bee, birdUsing the key pattern to introduce oneselfe.g., I am a …Materials:Student’s Book 1B, p2Cassette 1BFlashcards 1B (frog, rabbit, bee, bird)Teaching ProcedureProcedureTeacher’s activityLearner’s activityPurposePre-task preparationActivity 1Show the students a picture of a park. Ask them what they see. E.g., T: Look! What can you see? Ss: I can see… Activity 2Mime the small animals and let the students guess what the animals are.e.g., T: What am I ?(mines) Yes, I’m a rabbit. Look and say       Listen and guess     While-task procedureActivity 1Ask the students say and mime the actions of the animals. Activity 2Teach the rhyme on Students Book page 2e.g., One two threeI am a bee.Four fiveI am a bird.Six seven eightI am a rabbit.Nine tenI am a frog. Activity 3Divide the class into pairs. Ask them to act as an animal and let the partern guess what animal it is.e.g.,s1: Are you a rabbit?S2: Yes, I’m a rabbit./No, I’m not a rabbit. Activity 4Use the flash cards to show the students some parts of the animals and ash them to guess what the animals are. The students can play this guessing game in groups.e.g.,what is it?It’s a bee.Mime the animals and say “I am a …”     Learn the rhyme.Say it when the picture flies.Read it.Read again.Read it with some actions.Recite it if someone can.     Ask and answer in pairs.           Ask and answer in groups     Post-task activitiesActivity 1Ask each student to make a mask of an animal. Ask them to put on theis masks and make a dialogue with their partern.e.g.,s1: Hello. I am a bee, I am small. I can fly.S2: Hi. I am a frog. I am green. I can jump. Act out the animal and make a short dialogue.         Boardfrog    rabbit     bee    bird Feedback             ContentOxford English 1B Module 1 Unit 1 Look and seePeriod2Teacher Language focus:Asking wh-questions to find out what people seee.g., What do you see?Using formulaic expressions to indicate what people seee.g., I see…Using nouns to identify small animalse.g., frog, rabbit, bee, birdusing indefinite articles to refer to particular animalse.g., a bird, a beeAsk wh-questions to find out the colors of objectse.g., What color id it?Using adjectives to identify colorse.g., It is red.Language skillsListening Understand the meaning of wh-questionse.g., What do you see?SpeakingAsking wh-questions to find out what people seee.g., What do you see?Using formulaic expressions to indicate what people seee.g., I see…Materials:Student’s Book 1B, p3,4,5Cassette 1BTeaching ProcedureProcedureTeacher’s activityLearner’s activityPurposePre-task preparationWarming up: Sing  a song (number I to 10) Activity 1Show the students the flash of page 3. Ask them to listen to the dialogue. Activity 2Elicit the key partern what do you see. Activity 3Have the students practice in pairs.What do you see?I see a …Sing a song    Listen to the dialogue.     Read it.   Practice in pairs      While-task procedureActivity 1Play the flash of page 4  and ask them to follow the dialouge with sentences. Activity 2Ask the students to listen and watch the flash and repeat it.What do you see?I see a …What color is it?It’s … Activity 3Ask them to act out the dialogue in pairs. Activity 4Have the students to make a new dialogue according to the picture.  Follow the dialouge with sentences.  Repeat the dialogue on page 4.      Act out the dialogue.    Make a new dialogue and feedback.       Post-task activitiesActivity 1Ask each student to look at the pictures and describe the animals or plants or anything they see in it.e.g.,s1: what do you see?S2: I see … it’s … Discribe the picture.Ask and answer.       BoardWhat do you see?I seea …What colour is it?It’s …What do you see?I see …It’s …Feedback