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1、2021-2022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 peoples occupationsDiffi
2、cult 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 Cass
3、ette playerDesign on board:教學(xué)步驟：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.(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
4、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, its red/No, its 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：“Whats this? What
5、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
6、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 practiceStick all the picture to the b
7、oard, 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 consolidationTeacher 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
8、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：2021-2022年小學(xué)英語
9、 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 ladd
10、ers:. 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”O(jiān)pen your mouthSay “Ah” . While-task procedure1Say “Hello” to the classT：Hello, XXT：Hello, XXS：Hell
11、o, 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 b
12、ooks. 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 t
13、o 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 prepa
14、ration1Revise 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 th
15、e 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 Engli
16、sh 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
17、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：A
18、re 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. thinListeni
19、ng: 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
20、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：Yo
21、ure 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 tog
22、ether.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
23、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 eli
24、citing 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 on
25、e 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 “Y
26、ou 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 stude
27、nts 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 l
28、inking 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 a nurse and a cook.The doctor and the book.The nurse and the coo
29、k.Oh, look.All very old. Pre-task preparation1Put the words cards for this armt on the board.T：Who takes care of animals? Who is it?2Make enlarged photocopies of the two pigs from Students. book page 31T：Which is fat? Which is thin?S：It is fat. It is thin. . While-task procedure1T：Listen to the tape
30、. Follow it.2T：(Use hand gestures)Up, Dowm(Repeat for studeny to copy you)Up, Down.3T：(Use body language) Thin, fat4Show 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”5Encourage students to read the rhyme.6Let students do actions while reading out the rhyme7Invite individual students to act out the rhyme to the class.Students vote for the best one. . Post-task activities have each group act out 1h rhyme.
2021-2022年小學(xué)英語 1B Unit 4 Postman and policeman教案 牛津版
