牛津1BU6教学设

Oxford English 1BUnit 6 Farmer and fisherman Lets learn魏塘镇第一小学 马微教材分析本单元是围绕“职业”这个主题展开的，学生在前几节课学习了基本的职业名称postman, policeman, driver, fireman, milkman, doctor, nurse, cook和形容词tall, short, old, young的口语表达基础上，增加了farmer, fisherman, teacher, fat, thin 五个常用词的口头表达。在前几个单元的基础上，进一步学习更多职业名称和形容词。能根据不同职业和人物特征,正确使用farmer, fisherman, teacher, fat, thin等。I. Teaching aims:1. Basic aims：Be able to use nouns to identify people. E.g. farmer, teacher, fisherman.2. Developing aims: a) Be able to describe people. E.g. He is tall/./fat/young.b) Use modeled phrases and sentences to communicate with other learners.II. Teaching importance: Be able to using nouns to identify people.III. Teaching difficulty: The new words. E.g. farmer, teacher, fisherman.IV. Teaching aids PPT Headwear of Kitty Word and picture cards 1B: farmer, teacher, fisherman A whistle, a microphone, an English book.V. Teaching processes: Step I. Warming up1. Greetings: Hello, boys and girls! How are you? Im fine, too. Thank you. Sit down, please.2. Lets sing: Apple tree. He is a postman 3. T: Good! You are wonderful!Lets play a game: Tims family (Listen and correct)Look at the picture and words. Am I right? Listen!a) PPT: policeman (father policeman tall thin young Coke)Teacher: This is Tims father. He is a postman. He is tall. He is fat. He is young. He likes ice-cream. b) PPT: milkman (grandfather milkman short fat old milk)Teacher: This is Tims grandfather. He is a driver. He is tall. He is fat. He is young. He likes milk. c) PPT: fireman (uncle fireman short fat old cake)Teacher: This is Tims uncle. He is a cook. He is short. He is fat. He is young. He likes cake.d) PPT: nurse (aunt nurse tall thin young jelly)Teacher: This is Tims aunt. She is a nurse. She is tall. She is fat. She is young. She likes Coke.T: (PPT shows Kitty) A cat for you as a prize.The cats name is Kitty. Lets say “Hello” to Kitty.Ss: Hello! Kitty!T: Kitty is lovely. She is short and fat. She likes fish. Step II. Presentation 1. Learn to say “farmer”T: Now, Kitty is hungry, she wants to get some fish. First she goes to the field.(PPT shows the field) Wow! How beautiful! I see a rabbit. What do you see?S: I see a.T: I see a man. Kitty is hungry, so she asks: “Hello! I am Kitty. I like fish. Have you got fish?”(Stick the sentence)Let the students repeat the sentence.The teacher puts on the headwear of Kitty “Hello! I am Kitty. I like fish. Have you got fish?”T: Now we are Kitty. Lets ask the man. Ss: “Hello! I am Kitty. I like fish. Have you got fish?”T: The man cant hear us. Loudly, please!Ss: “Hello! I am Kitty. I like fish. Have you got fish?”T: Listen!(PPT) Farmer: “I am a farmer. No fish.”T: Oh, the man is a farmer.(PPT “farmer”) Listen-Read(farmerfarmer)-Practise one by one(farmerfarmer)Act like a farmer as reading the word.The teacher says: “I am a farmer.”(With gesture)Let the students say: “Im a farmer.” (With gesture)The other students point to him/her and say: “He/She is a farmer.”T: Farmer has no fish. Lets go!2. Learn to say “teacher”T: (PPT shows classroom) Kitty goes to a classroom. I see a blackboard. What do you see?Ss: I see.T: Kitty is very hungry, she asks: “Hello! I am Kitty. I like fish. Have you got fish?”Let the students repeat the sentence.The teacher puts on the headwear of Kitty “Hello! I am Kitty. I like fish. Have you got fish?”T: Now we are Kitty. Lets ask the man. Ss: “Hello! I am Kitty. I like fish. Have you got fish?”T: Now the girls are Kitty. Lets ask the man.Gs: “Hello! I am Kitty. I like fish. Have you got fish?”T: Has she got fish? Lets listen!(PPT) Teacher: “I am a teacher. No fish.”T: Oh, the woman is a teacher.(PPT “teacher”) Listen-Read(teacherteacher) ( with gesture)T: The woman is a teacher. I am a teacher. They are teachers. Lets sing a song for teachers. OK?Ss: Song Good morning, good morning, good morning, teacher.The teacher points to herself and says: “I am a teacher. I am an English teacher.”(An English book under the arm)T: Hello! I am a teacher. (Wave the hand)Ss: Hello! Teacher!T: Stand up, please.Follow me: (cards) farmerfarmer, teacherteacher. Sit down, please.Goodbye.Ss: Goodbye, teacher.T: Who can be an English teacher?Two students come to the front and act like an English teacher.T: Now I am a P.E. teacher (put on the whistle)Hello! I am a teacher. (Wave the hand)Ss: Hello! Teacher!T: Jump-jump-jumpDance-dance-danceTurn left. / Turn right.Goodbye.Ss: Goodbye, teacher.T: Who can be a P.E. teacher?Two students come to the front and act like a P.E. teacher.T: Oh, Kitty is still hungry. Where does Kitty go?3. Learn to say “fisherman”T: (PPT shows seaside) Look! Kitty goes to the seaside. She wants to get some fish. What does Kitty say?T: (PPT shows Kittys words) Who can be Kitty?Ask some able student to be Kitty. Let him/her ask the man “Hello! I am Kitty. I like fish. Have you got fish?”T: Listen! “I am a fisherman. Some fish for you.” T: Oh, the man is a fisherman.(PPT “fisherman”) Listen-Read (fisherman)-Practise (fisherman) (read with gesture)T: Can you say something with “fisherman”?I am. He/She is. My. I like. I see. This is.S: My mother is a fisherman.T: Attention, please. If a woman, we should say: fisherwoman. Your mother is a woman. We should say: My mother is a fisherwoman. (PPT shows fisherwoman) Read: My mother is a fisherwoman.My aunt is a fisherwoman.My sister is a fisherwoman.My grandmother is a fisherwoman.Step III. Consolidation1. Read the words after the tapeT: Lets read the words together.2. Act the storyT: The fisherman gave Kitty some fish. Kitty is very happy. Lets act the story. OK? Group1 is Kitty. Group2 is farmer. Group3 is teacher. Group4 is fisherman. Let each group say and act: G1-I am Kitty. (Act like a cat)G2-I am a farmer. (Act like a farmer)G3-I am a teacher. (Act like a teacher)G4-I am a fisherman. (Act like a fisherman)OK. Now lets act the story.3. Whats missing?T: Kitty gets some fish. Now she is going home. But on the way, some fish are missing. Lets help Kitty. (PPT shows whats missing”)a. postman farmer doctor driverb. policeman nurse fisherman firemanc. teacher milkman farmer nursed. fisherman teacher farmer postmane. Game: Lets meet Kittys family.T: All the fish are found. Now Kitty gets home. Look, this is Kittys house. Lets meet Kittys family. Take out your paper. Listen and match with your partner. Please Draw a line with your ruler.(PPT) Kitty: My father is a fisherman.Kitty: My mother is a teacher.Kitty: My grandmother is a farmer.Kitty: My grandfather is a milkman.T: Lets check the answer. (PPT)T: Now, look, Kittys father is a fisherman. He is tall. He is fat. He is young. Can you describe Kittys family?5. Talk about your future job.T: When Kitty grows up, what does she want to be? Look and listen.(PPT) Kitty: I like teacher. I will be a teacher.T: When you grow up, what do you want to be?(Ask some able student answer)6. Emotion educationT: Farmer, teacher, doctor, fisherman, cook, fireman and policeman are all very important in our daily life. They can do many things for us. So we must love them.Step IV. Homework1. Listen to the tape: Page 29.2. Act out the story.3. Talk about your future jobs with “I like _.I will be a _.”由歌引入，活跃课堂气氛通过快速反应的游戏，复习了以前所学过的家庭成员、职业、描述人物的形容词以及食物的单词，为本课描述Kitty的一家人作了铺垫。同时调动了学生的积极性，集中学生的注意力。引入本课的线索人物Kitty。以故事的形式展开单词教学，吸引学生的注意力，能够激发学生的兴趣。引导学生表述图片中的事物。锻炼学生的表演能力单词与相应的动作结合，有利于学生的记忆。将单词教学与句型相结合，让学生区分不同人物的称谓。复习文具类的单词和句型I see。歌曲既让学生放松，又把新的单词在歌曲中操练。通过邀请学生到前面来表演不同学科的老师，进一步巩固新单词，同时复习了以前所学过的内容。让学生自己来扮演Kitty，让他们自己在故事中寻找答案，能引起学生的注意。发挥学生的主体，让他们自由的发挥，造句子。补充fisherwoman这个词，扩大学生的词汇量。给学生创造一个良好的语言环境，培养学生良好的语音面貌。培养学生的表演能力以及语言运用能力。通过游戏操练新授知识，加强对单词的记忆。小组合作，让学生手、耳并用，练习听的能力。引导学生描述人物。将本科学习的内容运用到实际的语言环境中。课外扩展，让学生运用简单的语言表达自己的未来职业。学生的德育不容忽视，让学生从小养成尊敬不同职业的人好品质。课后作业分层次，满足不同学生的需要。走进故事世界，增强教学实效牛津英语1BUnit6课后反思本节课的主要讲授farmer，fisherman，teacher三个词，教授对象是一年级的小学生，基本完成了制定的教学目标。在本节课的教学中，我创设各种情景，采用故事的形式，将枯燥的单词教学通过故事一一引出，符合小学生的学习特点，能够引起学生的注意，增加了学生对英语学习的兴趣。我注重对基础知识和基本技能的训练以及学生的情感体验。通过一个学生们喜欢的卡通人物Kitty来贯穿整堂课的内容，使整堂课有一个连贯性，力求做到“既有基本，又有拓展空间”，注重语言知识与社会文化的内在联系。1. 整体设计巧妙合理，环环相扣，不断吸引学生的注意力。整个教学设计从歌曲引入，用孩子们熟悉和了解的卡通人物Kitty为主线，Kitty饿了，想找鱼吃，它要去哪里找鱼呢？让学生们跟着Kitty一步一步的走，在一个个不同的情景中引出不同的教学内容，同时让学生产生一种帮助他人的情感。同时也让学生体会解决不同的问题需要找不同的人帮助。2. 调动学生学习的主动性，挖掘学生的自身潜力教师利用多媒体课件进行导入，这种方法切入正题迅速，并且最能吸引学生的注意力。在操练Kitty向他人讨鱼的句子时，不断提高要求，开始是让学生跟老师读，之后是全班读，小组读，最后是个别人读。每个单词的教学都采用不同的操练方式，由浅入深，例如让学生用新学的单词表演、造句、歌唱等不同的形式。为学生提供自主学习和直接交流的机会，以及充分表现和自我发展的一个空间。 师生互动，不断鼓励学生积极思维，能创造性地把所学单词进行扩展。在教学中，老师以表扬、鼓励为主，用孩子们喜欢的五角星作为奖品。营造一种平等、积极、轻松、愉快的学习环境。本课在教授新知识的同时，将以前所学习过的职业的名词、形容人外部特征的词、以及原来学的句子又滚动进来，加强了对知识的巩固与理解运用，使原来的旧知识与新知识一起滚动。3. 采取不同的方式让学生对本堂课的内容进行巩固操练。Kitty找到了鱼，但是故事并没有结束，我又设计了一些操练游戏，让故事更完整。爱玩是每个小孩子的天性，游戏是每个孩子都喜爱的活动。因此，我在巩固操练阶段中设计了三个环节：（A） Whats missing? Kitty找到了鱼，它要把鱼带回家与家人分享，可是粗心的它在路上把一些鱼弄丢了，要求学生们帮助Kitty找回丢失的鱼儿。让学生在游戏中反复认读单词，同时也检测了学生对新单词的掌握情况。（B） Lets meet Kittys family. Kitty找到了丢失的鱼，它回到家里，让学生们认识一下Kitty的家庭成员，要求学生们根据听到的录音，将人物与相应的职业的单词以及该职业经常使用的工具连线，在听一听、连一连同时，检测孩子们的听力能力及句子理解能力。也为下面一个环节作铺垫。（C） Describe Kittys family.通过描述Kitty的一家人，综合操练了学生的语言能力，让学生在真实的情景中把学到的知识转化为自己的语言并能正确运用。本课在巩固阶段的游戏设计上比较恰当，难度适宜，使学生都能体验到成功的快乐。