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2019-2020年小學(xué)英語 1B Unit 4 Postman and policeman教案 牛津版 執(zhí)教者： 教學(xué)理念：針對一年級小朋友好動，對新鮮事物好奇的特點，我這節(jié)課的主要特點是讓學(xué)生在動中學(xué)。營造輕松愉快的氣氛，讓學(xué)生在學(xué)的同時沒有壓力。給他們的感覺是，是我自己很喜歡，很有興趣學(xué)。我正是遵循了這樣的教學(xué)理念。我們的教是為了以后的不再教，從小培養(yǎng)他們自主的學(xué)習(xí)能力，一種學(xué)習(xí)方法。當(dāng)他們再次遇到一些問題的時候，自己會去思考，自己去探尋，我該怎么做。 教材分析： Important point: Using nouns to identify people’s occupations Difficult point: Pronounce words properly Key Point: Using adjectives to describe people Knowledge aim: The nouns words postman policeman milkman Ability aim: Using nouns to identity people’s occupations Feeling aim; Enjoy English, Enjoy life; To have a sense of creation Prepare for class: Cards for words Cassette player Design on board: 教學(xué)步驟： Step 1 Warm up Let’s chant One two Red and blue Up and down Orange and brown Kites in the sky Flying very high Let’s 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. (設(shè)計理念：讓學(xué)生在說說唱唱中體驗成功，體驗樂趣。把發(fā)散的思維集中到課堂中來。) Step 2 Revision 呈現(xiàn)一張大的七彩圖片，上有很多前幾個單元學(xué)過的小動物和其它的一些物品。 Teacher asks: How many birds? Is it red? Class answer: Five. Yes, it’s red/No, it’s green. 鼓勵學(xué)生去問，學(xué)生自己答。以競賽的形式，哪一小組提出的問題，由哪一組的學(xué)生回答，看一看，哪一組提的最多。大部分學(xué)生都能夠踴躍舉手。 （設(shè)計理念：復(fù)習(xí)了前面的單詞與句型，以競賽的形式，增加了學(xué)生的趣味性。） Step 3 Presentation 在黑板上畫一筆，讓學(xué)生們?nèi)ゲ?，問：“What’s this? What am I drawing?”學(xué)生會猜出很多很多的以前學(xué)過的單詞：如grandmother grandfather mother father …… （設(shè)計理念：以滾雪球的形式，復(fù)習(xí)以前學(xué)過的單詞。） 然后畫一筆，讓學(xué)生猜一個單詞，直到畫出牛奶為止，領(lǐng)讀：milk 問：Do you like milk? 引導(dǎo)他們回答說：I like milk. 問：給我們送milk 的人，我們把他叫作 milkman 領(lǐng)讀 milkman 繼續(xù)在黑板上畫，讓學(xué)生猜，呈現(xiàn) fire 領(lǐng)讀 fire 問：Do you like fire? 學(xué)生們搖頭。引導(dǎo)學(xué)生說，是的，fire 是危險的東西，小朋友平時可不要玩火噢。 （設(shè)計理念：在課中給以火是危險的東西，不要去玩火的教育意義。） 邊做消防員滅火的動作，邊問: Who is he? 提示學(xué)生牛奶工是milkman, 讓學(xué)生自主地總結(jié)出消防員是 fireman 領(lǐng)讀 fireman （設(shè)計理念：培養(yǎng)學(xué)生的思考能力，自主學(xué)習(xí)的能力。） 再畫，讓學(xué)生猜，呈現(xiàn) post 領(lǐng)讀，自主的讀。 做郵遞員送信的動作，讓學(xué)生自主的說出 Postman 在黑板上畫，讓學(xué)生猜，呈現(xiàn)出手槍，做動作，呈現(xiàn)出 policeman 領(lǐng)讀，跟讀，自主的讀。 在黑板上畫，讓學(xué)生猜，呈現(xiàn)出 car 做動作，呈現(xiàn)出 driver 領(lǐng)讀，跟讀 Step 4 practice Stick all the picture to the board, Let class match them. （設(shè)計理念：降低要求，讓學(xué)生再次地接觸剛才所學(xué)的單詞，強化記憶。） Step 5 consolidation Teacher read the words, ask class to point to the words on the book. 教學(xué)反思： 在復(fù)習(xí)階段，以競賽的形式讓學(xué)生自主的說出以前學(xué)過的單詞，激發(fā)學(xué)生發(fā)動腦筋把以前學(xué)過的單詞運用起來，當(dāng)他想出很多很多的單詞的時候，自然而然產(chǎn)生一種成就感，更激發(fā)了學(xué)生學(xué)習(xí)英語的興趣。學(xué)生有一種獵新獵奇的心理，在新課導(dǎo)入的環(huán)節(jié)中，恰當(dāng)?shù)剡\用游戲的形式，競賽的形式，來激發(fā)每個學(xué)生學(xué)習(xí)新課的興趣，主動探索新知。新課程理念里經(jīng)常提到我們的英語教學(xué)要培養(yǎng)學(xué)生的綜合素質(zhì)，發(fā)散思維、培養(yǎng)學(xué)生創(chuàng)新能力和自主學(xué)習(xí)的能力。今天的教是為了明天的不教，使學(xué)生從小養(yǎng)成一種良好的學(xué)習(xí)習(xí)慣，在學(xué)習(xí)中享受樂趣，享受成功，體驗生活。把今天的學(xué)習(xí)延伸到生活中，使終生受用。所以，在我今天的課中的新課呈現(xiàn)中就是體現(xiàn)了這一理念，在教了第一個新單詞milkman以后，我就先教前面的一個單詞，讓學(xué)生自主地總結(jié)出后面加一個man就好了，如Post-postman fire-fireman…….這也是從小培養(yǎng)學(xué)生的觀察能力，和思考的習(xí)慣，和自主的學(xué)生的能力。他們自己總結(jié)出的知識點，也能加深他們的記憶。 附送： 2019-2020年小學(xué)英語 1B Unit 6 Famer and fisherman教案 牛津版 Let’s act Language focus: 1. Using imperatives to give simple instruction Eg. Say Hello to Alice Listening: Locate specific information in response to simple instructions. Speaking: Use modeled phrases to municate with other learners. Materials: Cassette 1B Teaching ladders: Ⅰ. Warming up 1．Greeting 2．Rhyme Look at the doctor Reading a book About a nurse And a cook The doctor and the book The nurse and the cook Oh look. All very old Ⅱ. Pre-task preparation Play a game of “Simon says” Open your mouth Say “Ah” Ⅲ. While-task procedure 1．Say “Hello” to the class T：Hello, XX T：Hello, XX S：Hello, miss ping. 2．Ask a pair of students to e to the front. T：(Pat on the shoulder of one pupil.) Say hell to XX S：Hello 3．Invite the her two pupils. T：Say Hello to XX S：Hello T：What’s the Chinese meany? 4．Do group with Say Hello to XX 5．T：e with me. (To a student) T：What’s the Chinese meaning. 6．T：Now pleas open your books. Listen & read after it. 7．Listen it again. Have students repeat the senterces with the appropriate yes tures Ⅳ. Post-task activity Play a match: Who is the qaickest to respond? Let’s talk Language focus: 1. Using formulaic expressions to identify people Eg. 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 1B Teaching ladders: Ⅰ. Warming up 1．Greeting 2．Train Say Hello to Alice e with me Ⅱ. Pre-task preparation 1．Revise the expression “Hello, I’m ……” T(go to a student) S：Hello, I’m a XX T：You are XX 2．Invite pairs of students to e to the front and stand facing each other. T：You can use “You are XX You are XX” Ⅲ. While-task procedure 1．T：(hold up the “farmer” cards.) Farmer. （Get the students repeat） farmer 2．Repeat the process with “fisherman” 3．Press two students up as a farmer and a fisherman. T：(Point to the “farmer”) You are a fisherman. Yes or No. 4．Repeat the precess with “fisherman”. 5．T：(Look at the pictures) Farmer. You are a farmer. Fisherman. Your are a fisherman. 6．T：(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. 7．T：Give the pointer to the students Are you a teacher T &S：Yes, I am. (Do it with other students again) 8．T：Open your book P28 Listen & Follow Ⅳ. Post-task activities 1．Invite four students to stand in the front. Hold an object that tepresents a job Jave the rest of the class point to them one by one and say. You are a …… 2．Group 1 act as a farmer Group 2 act as a fisherman Group 3 act as a teacher Group 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, I’m a fisherman. Are you a fishman. 3．Selsct graps to act out the dialogre. Consolisation P19：Listen and hang only the correct pictures onto the books. Let’s learn Language focus: 1. Using nouns to identify people. Eg. Farmer. 2. Using adjectives to describe people eg. thin Listening: locate specific information in response to simple questions. Speaking: 1. Use modellde phrases and sentences to municate with other learners. 2. Proumee words properly Materials: Word and Picture Cards 1b Teaching ladders: Ⅰ. Warming up 1．Greeting 2．Train I am a …… (teacher, pupil) Ⅱ. Pre-task preparation 1．Put 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：teacher S：(Put awey the word “teacher”) pupil, doctor, nurse, cook, policeman, postman, driver, milkman, fireman 2．Ask three students to act as a teacher, aformer and a fisherman. T：Who are you? S：You’re a teacher. (Point it one by one) 3．Ask one sturent e to the front. T (teacher) The student act as a teacher S：Are you a teacher? S：Yes, I am. Ⅲ、 While-task properties 1．Hold 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. 2．Write the words or the blackboard. Match the word & picture. 3．Erase them T：(Pick out the correct word cards on the desk) 4．Invit 2 pupil “for” “thin” T：Fat T：thin 5．T：fat, thin (With the hand gestures) 6．T：Open your books. Turn to P29. Listen & Repeat. Ⅳ、 Post-task activity Hhide any of the word cards at you back T：Wich word? Ⅴ、 Consolidation work book page 20 Listen & colour Work book page 21 Tick the correct box. Let’s play Language focus: 1．Using formulaic expressiong to identify people Eg. You are a …… 2．Using formulaic expressions to conform and dery things. Eg. Yes/No Speaking: 1. Open an interaction by eliciting a response. 2. Maintain an interaction by using formulaic expressions to acknowlgdge, agree or disagree. Materials: Picture cards 1B Marks with pictures of people. Teaching ladders: Ⅰ. Pre-task preparation 1．Pick up the picture and word cards for “famer, fisherman, teacher. Match it. 2．Read the word one by one. Farmer, fisherman, teacher. Ⅱ. While-task procedure. 1．Invite 6 students to arme to the front. T：Who will act as a doctor? nurse? policeman? postman? farmer? fisherman? teacher? T：Let’s point it & say. You are a …… 2．Use a handkerchief to cover a volunteer’s eyes T：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” 3．Continve the game with other students. Let all the students have a chance to play Ⅲ、 Post-task activities 1．Write the six adjective words “tall” “short” “fat” “thin” “young” and “old” on the board. Have students draw a person that fits each descriptin. 2．Play hide and seek after dass. Ⅳ、 Condolidation Work book page 21 Can you find the word in the pnzzle? Colour the boxes. Let’s enjoy Language focus: Using adecties to decrile things Eg. 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 1B Teaching ladders: Ⅰ. Warming up 1．Greeting 2．Rhyme Looking at the doctor. Reading a book. About a nurse and a cook. The doctor and the book. The nurse and the cook. Oh, look. All very old. Ⅱ. Pre-task preparation 1．Put the words cards for this armt on the board. T：Who takes care of animals? Who is it? 2．Make enlarged photocopies of the two pigs from Student’s. book page 31 T：Which is fat? Which is thin? S：It is fat. It is thin. Ⅲ. While-task procedure 1．T：Listen to the tape. Follow it. 2．T：(Use hand gestures) Up, Dowm (Repeat for studeny to copy you) Up, Down. 3．T：(Use body language) Thin, fat 4．Show fingers for “One and two” Put hand on ehest for “I” Point to students for “you” Point to ceiling for “up” Point to floor for “down” Draw cirdes in the air for “round and round” 5．Encourage students to read the rhyme. 6．Let students do actions while reading out the rhyme 7．Invite individual students to act out the rhyme to the class. Students vote for the best one. Ⅳ. Post-task activities have each group act out 1h rhyme.