2019-2020年一年级英语下册 1B Unit 4 Postman and policeman教案 沪教牛津版.doc

2019-2020年一年级英语下册 1B Unit 4 Postman and policeman教案 沪教牛津版执教者： 教学理念：针对一年级小朋友好动，对新鲜事物好奇的特点，我这节课的主要特点是让学生在动中学。营造轻松愉快的气氛，让学生在学的同时没有压力。给他们的感觉是，是我自己很喜欢，很有兴趣学。我正是遵循了这样的教学理念。我们的教是为了以后的不再教，从小培养他们自主的学习能力，一种学习方法。当他们再次遇到一些问题的时候，自己会去思考，自己去探寻，我该怎么做。教材分析：Important point: Using nouns to identify peoples occupationsDifficult point: Pronounce words properlyKey Point: Using adjectives to describe peopleKnowledge aim: The nouns words postman policeman milkmanAbility aim: Using nouns to identity peoples occupationsFeeling aim; Enjoy English, Enjoy life; To have a sense of creationPrepare for class: Cards for words Cassette playerDesign on board:教学步骤：Step 1 Warm up Lets chant One two Red and blue Up and down Orange and brown Kites in the sky Flying very high Lets sing Red and yellow and pink and green Purple and green and blue I can see a rainbow , see a rainbow see a rainbow now.(设计理念：让学生在说说唱唱中体验成功，体验乐趣。把发散的思维集中到课堂中来。)Step 2 Revision 呈现一张大的七彩图片，上有很多前几个单元学过的小动物和其它的一些物品。Teacher asks: How many birds? Is it red?Class answer: Five. Yes, its red/No, its green. 鼓励学生去问，学生自己答。以竞赛的形式，哪一小组提出的问题，由哪一组的学生回答，看一看，哪一组提的最多。大部分学生都能够踊跃举手。（设计理念：复习了前面的单词与句型，以竞赛的形式，增加了学生的趣味性。）Step 3 Presentation在黑板上画一笔，让学生们去猜，问：“Whats this? What am I drawing?”学生会猜出很多很多的以前学过的单词：如grandmother grandfather mother father （设计理念：以滚雪球的形式，复习以前学过的单词。）然后画一笔，让学生猜一个单词，直到画出牛奶为止，领读：milk问：Do you like milk? 引导他们回答说：I like milk.问：给我们送milk 的人，我们把他叫作 milkman领读 milkman继续在黑板上画，让学生猜，呈现 fire 领读 fire问：Do you like fire?学生们摇头。引导学生说，是的，fire 是危险的东西，小朋友平时可不要玩火噢。（设计理念：在课中给以火是危险的东西，不要去玩火的教育意义。）边做消防员灭火的动作，边问: Who is he?提示学生牛奶工是milkman, 让学生自主地总结出消防员是 fireman领读 fireman（设计理念：培养学生的思考能力，自主学习的能力。）再画，让学生猜，呈现 post 领读，自主的读。做邮递员送信的动作，让学生自主的说出 Postman在黑板上画，让学生猜，呈现出手枪，做动作，呈现出 policeman 领读，跟读，自主的读。在黑板上画，让学生猜，呈现出 car 做动作，呈现出 driver 领读，跟读Step 4 practiceStick all the picture to the board, Let class match them.（设计理念：降低要求，让学生再次地接触刚才所学的单词，强化记忆。）Step 5 consolidationTeacher read the words, ask class to point to the words on the book.教学反思： 在复习阶段，以竞赛的形式让学生自主的说出以前学过的单词，激发学生发动脑筋把以前学过的单词运用起来，当他想出很多很多的单词的时候，自然而然产生一种成就感，更激发了学生学习英语的兴趣。学生有一种猎新猎奇的心理，在新课导入的环节中，恰当地运用游戏的形式，竞赛的形式，来激发每个学生学习新课的兴趣，主动探索新知。新课程理念里经常提到我们的英语教学要培养学生的综合素质，发散思维、培养学生创新能力和自主学习的能力。今天的教是为了明天的不教，使学生从小养成一种良好的学习习惯，在学习中享受乐趣，享受成功，体验生活。把今天的学习延伸到生活中，使终生受用。所以，在我今天的课中的新课呈现中就是体现了这一理念，在教了第一个新单词milkman以后，我就先教前面的一个单词，让学生自主地总结出后面加一个man就好了，如Post-postman fire-fireman.这也是从小培养学生的观察能力，和思考的习惯，和自主的学生的能力。他们自己总结出的知识点，也能加深他们的记忆。附送：2019-2020年一年级英语下册 1B Unit 5 Doctor and nurse教案 沪教牛津版Language focus: Using imperatives to give simple instructionEg. Listen to me.Listening: Locate specific information in response to simple instructions.Speaking: Use modeled phrases to municate with other learners.Materials: Casette 1BTeaching ladders:. Warming up1Greeting2Read a rhtme1,2 red &blueUp and Drun Orange & BrownKites in the skyFlying very high. Pre-task preparation1Play a game.“Simon says”Stand up. Sit dowm.Raise your hand. Wave your hand.Clap your hand. Follow me.Turn left. Turn right.2Ask some more able students to give the mandsS：Stand up . While-task procedure1T：Listen to me, shhh.(Repent several times)follow me2T：Lets act.Follow me3T：(Point to your mouth)Open your mouthLet the class do the same(Repeat several times)4Repeat the process with “Say ah5T：Open you bools to page 22Read aften it. . Post-task activites1T：Play a matthWho is the quickest students to respend?Lets act.2Divide the class into two teams.Have a more able student give co,amds and the rest perfore the actins in each tear. summary Lets talkLanguage focus: 1. Using formulaic expressions to identify people.Eg. She is a 2. Asking yes/no questions to identify people. Eg: Is she a Listening: Locate specific information in response to simplw instructions.Speaking: Use modeled phrases to municate with other leaners.Matericals: Wallcharts 1BTeaching ladders:. Warming up1Greeting2TrainFollow meTurn leftTurn rightListen to meOpen your mark. Pre-task preparation1Press two girls up as a doctor and a nurse.Ask the “nures” to hold up a classmates jacker. The “doctor” could listen to his/her chest.2T：(Point to the “doctor”)Look, she is a doctor.(Point to the “nurse”)she is a nurse.(Repeas several times)3Use a doctor and nurse toy set to teach students.T：doctor, nurseFollow me.4Have another girl dress up as a cook.T：Can you cook a meal for us? (Ask the class) Is she a doctor?S：NoT：Is she a nurse?S：She is a cook. Let the students repeat after you.5Teach the classT： “cook”Have the students follow you. 、 While-task procedure1Put up the wallchart.T：Sam had a high fever. He had stryed in hospital for three days, the was still lying in bed, but he was feeling much better now. the doctor was asking Sam “How are you”. The nurse, who was ready to give Sam an jnjection. Sam didnt want any more injections or medicines. He was thingking about delicions food already.2T：What kinds of people you can see in the picture.(Point to the cook) is she a doctor?No, She is a cook.3T：Open your books. Listen to the radio.、 Post-task activity Allow students to act out the story by taking differeny roles. T：She is a Is she a ?、 ConsolidationLets learnLanguage focus: 1. Using nouns to identify people.Eg. Doctor, cook2. Using adjectives to descrike people. Eg: old youngSpeaking: Pronowce words properly Materials: Wallchartc 1BTeaching ladders:. Warming up1Greeting2TrainIs she a ?Yes, she is.Is she a ?Yes, she is. Pre-task preparation1Ask three girls to pretend that they are either the doctor nurse or cook.Have each of them do the oppropricte gesturesT：Who is she?S：She is a nurse doctor cook2Show the picture cards.T：She is a doctor (nurse, cook) Repeat the sentences and the words.、 While-task procedure1Hold up the picture card for “doctor”T：doctorsRepeat for students to copy.Stick the word card & picture card next to each to each other on the board. Encourage students to read the word.2Repect step 1 using the picture and word cards for “nurse” and “cook”3Put up the wallchart for page 3Point to S ams fatherT：This is Sams father.He is young.T：(Point to his grandfather) This is Sams grandfather. He is old. (To ask the students to copy)4Hold up the picture cards for “old” and “young”T：old, young (Follow the teacher)5T：(Point to Sams mother)Is she young? S：YesT：(Point to Sams grandmother) Is she young?T：No, she is old.6Listen to the tape.I、 Post-task activity Circle the correct word.、 Consolidation Workbok P171Trace the lives to find who they are.2Listen & tick the correct box.Lets playLanguage focus: 1. Asking yes/no questions to identify poepleeg. Is she a doctor?2. Using adjectives to describe peopleEg. She is young3. Using imperatives to give instructions.Eg. Open your mouth.4. Using formulaic expessions to exprees thanks. Eg: Thank you, doctor.Speaking: Use modelled phrases and sentances to municate with other learners.Listening: Identify key words in an atterance by recognizing stress.Teaching ladders:、Warming up1Greeting2Traid the wordsNurse, doctor, cookOld, young、 Pre-task preparation1Put up the wallchart for page 23Point and ask students to identify the vocabulary items.2Stick on the board all the picture cardsT：Whos she? (nurse, doctor, cook)3Review the adjective.Young, old 、 While-task procedure1Put up the wallchart for page 25T：(Point to May) Who is this? (May) Hello May!T：(Use Mays voice) Hello, I am May. I am not feeling well. I am going to see a doctor.2Discuss with students what they can see in each picture.Do group work.3T：Open your books P25Listen to the tape.(Have them say the expressions with the tap.)4Press up as a doctor.Act out the student with a more able student.Use the doctor and nurse set to enhance dramatizatin.5Act out the story in group （pair） 、 Post-task activity T：What night you go and see doctor for? Do group ush Act it outV、 Consolidation P18 Write the correct number in the box according to the pair of wordsLets enjoyLanguage focus: 1. Using imperatives to give simple instructionsEg. Look at the doctor.2. Using adjectives to describe people. Eg. All very oldListening: Identify key words in an atterance by recognizing stress.Speaking: Pronounce correctly words in connected speech.Materials: Paper cut- outs of th