2019-2020年小学英语 1B Unit 4 Postman and policeman教案 牛津版.doc

2019-2020年小学英语 1B Unit 4 Postman and policeman教案 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年小学英语 1B Unit 6 Famer and fisherman教案 牛津版Lets actLanguage focus: 1. Using imperatives to give simple instructionEg. Say Hello to AliceListening: Locate specific information in response to simple instructions.Speaking: Use modeled phrases to municate with other learners.Materials: Cassette 1BTeaching ladders:. Warming up1Greeting2RhymeLook at the doctorReading a bookAbout a nurseAnd a cookThe doctor and the bookThe nurse and the cookOh look. All very old. Pre-task preparationPlay a game of “Simon says”Open your mouthSay “Ah” . While-task procedure1Say “Hello” to the classT：Hello, XXT：Hello, XXS：Hello, miss ping.2Ask a pair of students to e to the front.T：(Pat on the shoulder of one pupil.) Say hell to XXS：Hello3Invite the her two pupils.T：Say Hello to XXS：HelloT：Whats the Chinese meany?4Do group withSay Hello to XX5T：e with me. (To a student)T：Whats the Chinese meaning.6T：Now pleas open your books. Listen & read after it.7Listen it again.Have students repeat the senterces with the appropriate yes tures . Post-task activity Play a match: Who is the qaickest to respond?Lets talkLanguage focus: 1. Using formulaic expressions to identify peopleEg. You are a farmer.2. Askky yes/no questions to identify people.particular thing Eg. Are you a teacher?Listening: Locate specific information in response to simple questions.Speaking: Use modeled sentences to micate with other learners.Materials: Wallchart 1BTeaching ladders:. Warming up1Greeting2TrainSay Hello to Alicee with me. Pre-task preparation1Revise the expression “Hello, Im ”T(go to a student)S：Hello, Im a XXT：You are XX2Invite pairs of students to e to the front and stand facing each other.T：You can use “You are XX You are XX”. While-task procedure1T：(hold up the “farmer” cards.)Farmer. （Get the students repeat） farmer2Repeat the process with “fisherman”3Press two students up as a farmer and a fisherman.T：(Point to the “farmer”) You are a fisherman. Yes or No.4Repeat the precess with “fisherman”.5T：(Look at the pictures)Farmer. You are a farmer.Fisherman.Your are a fisherman.6T：(Point to myself)I am a teacher.I am an English teacher.T：(Point to a student) Are you a teacher?T：No, you are a student.7T：Give the pointer to the studentsAre you a teacherT &S：Yes, I am.(Do it with other students again)8T：Open your book P28 Listen & Follow . Post-task activities1Invite four students to stand in the front.Hold an object that tepresents a jobJave the rest of the class point to them one by one and say.You are a 2Group 1 act as a farmerGroup 2 act as a fishermanGroup 3 act as a teacherGroup 4 act as a doctor.(1)G 1：Are you a fisherman? G 2：Yes,Are you a teacher? G 3：Yes, Are you a doctor? G 4：Yes, Are you a farner?(2)G 1：Are you a fisherman? G 2：No, Im a fisherman. Are you a fishman.3Selsct graps to act out the dialogre.Consolisation P19：Listen and hang only the correct pictures onto the books.Lets learnLanguage focus: 1. Using nouns to identify people.Eg. Farmer.2. Using adjectives to describe people eg. thinListening: locate specific information in response to simple questions.Speaking: 1. Use modellde phrases and sentences to municate with other learners. 2. Proumee words properlyMaterials: Word and Picture Cards 1bTeaching ladders:. Warming up1Greeting2TrainI am a (teacher, pupil). Pre-task preparation1Put up the picture and word cards for Unit 4&5 on the boaed.T：Who will came to the front? Put away the word.T：teacherS：(Put awey the word “teacher”) pupil, doctor, nurse, cook, policeman, postman, driver, milkman, fireman2Ask three students to act as a teacher, aformer and a fisherman.T：Who are you?S：Youre a teacher.(Point it one by one)3Ask one sturent e to the front.T (teacher)The student act as a teacherS：Are you a teacher?S：Yes, I am. 、 While-task properties1Hold the picture cards for “farmer” “fisher enar” and “teacher” in the hanrds.T：XX, select are.Put it up on the board.Revise the word together.2Write the words or the blackboard.Match the word & picture.3Erase themT：(Pick out the correct word cards on the desk)4Invit 2 pupil “for” “thin”T：FatT：thin5T：fat, thin (With the hand gestures)6T：Open your books. Turn to P29. Listen & Repeat.、 Post-task activity Hhide any of the word cards at you backT：Wich word?、 Consolidationwork book page 20 Listen & colour Work book page 21 Tick the correct box.Lets playLanguage focus: 1Using formulaic expressiong to identify peopleEg. You are a 2Using formulaic expressions to conform and dery things. Eg. Yes/NoSpeaking: 1. Open an interaction by eliciting a response. 2. Maintain an interaction by using formulaic expressions to acknowlgdge, agree or disagree.Materials: Picture cards 1BMarks with pictures of people.Teaching ladders:. Pre-task preparation1Pick up the picture and word cards for “famer, fisherman, teacher.Match it.2Read the word one by one.Farmer, fisherman, teacher. While-task procedure. 1Invite 6 students to arme to the front.T：Who will act as a doctor? nurse? policeman? postman? farmer? fisherman? teacher?T：Lets point it & say. You are a 2Use a handkerchief to cover a volunteers eyesT：e to the front & catch them & Guess “You one”(1)Inivite a pupil of Group 1. 2. 3. 4(2)The rest of the class should tell him “Yes. No”3Continve the game with other students.Let all the students have a chance to play、 Post-task activities 1Write the six adjective words “tall” “short” “fat” “thin” “young” and “old” on the board. Have students draw a person that fits each descriptin.2Play hide and seek after dass. 、 Condolidation Work book page 21Can you find the word in the pnzzle?Colour the boxes.Lets enjoyLanguage focus: Using adecties to decrile thingsEg. Thin pig.Fat pig.Speaking: Pronunce correctly words in connected speech by linking words together and using appropriate stress.Listening: Identify key words in an utterance by recognizing stress.Materials: Pictures , cards 1BTeaching ladders:. Warming up1Greeting2RhymeLooking at the doctor.Reading a book.About