UNIT 6牛静英语1B教案.docx

UNIT 6牛静英语1B教案.docx

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UNIT6牛静英语1B教案

Unit6Farmerandfisherman

一．单元目的要求：

通过课堂活动得到一些信息，主要是让学生掌握有关职业方面的内容。

二．课时数：

5课时

TheFirstPeriod

一．Teachingaims

1.Basicaims

Usingimperativestogivesimpleinstructionse.g.SayhellotoAlice

2.Developingaims

Establishandmaintainrelationshipsincarryingoutclassroomactivities

3.Educationaims

Howtoexpressone’sgreeting

二．Teachingimportance

Usingimperativestogivesimpleinstructions

三．Teachingdifficulty

Usingimperativestogivesimpleinstructions

四．Teachingaids

.Cassetle

.Atoydog

五．Teachingprocess

StepⅠWarmingup

Arhyme（P26）

StepⅡRevision

Sayandact

StepⅢPresentation

1.Learntosay“SayhellotoAlice”

<1>T:

Hello,××!

（Wavetheteacher’shand）

P:

Hello,Miss××!

（Wavethepupil’shand）

TGreetingthreepupils.

T:

Hello,Boysandgirls!

P:

Hello,Miss××!

Say‘Hello’totheclass.Havethestudentsrespondtoyouinaloudandclearvoice.

<2>Askapairofstudentstocometothefront.

Havethemfaceeachother.Patontheshoulderofoneofthestudentsandtellhim/her‘Sayhelloto┄P2（theotherstudent’sname）’

P1:

Hello,××.

Exchange,T:

‘SayhellotoP1’

P2:

Hello,××.

<3>Repeatstep2withmorepairsofstudents.Makesurestudentsunderstandthemeaningoftheinstruction‘Sayhelloto…’

Theotherstudentsact.

2.Learntosay‘Comewithme.’

<1>PretendthatIamgoingtowalkout.Gestureforastudenttofollowmeandsay‘…（thestudent’sname）,comewithme.’Thenstarttowalkoutoftheclassroomwiththestudent.Makegesturetolettheclassunderstandthemeaningoftheinstruction.

<2>Letthepupilsdothesameonebyone.

<3>Repeatseveraltimes

3.Discusswiththepupilswhentheyusuallyareordered.Saywhenwegetanorderfromothers,weshouldsay‘OK’.

ReviewLet’sactinUnit5.

4.Puttwosentencestogetherandexpressone’sideas.Invitepairsofpupils（aboyandagirl）tocometothefront.Letthemactoutthescence.

StepⅣConsolidation

1.Playthecassettetape.

2.Havepairsofpupilstaketurnstogiveandactthecommands,substituting‘hello’with‘goodbye’‘goodmorning’

StepⅤHomework

Listentothecassettetape.

通过儿歌创设良好的英语氛围，并采用教师命令，学生行动的方式来复习学过的祈使句，并为今天的新授作准备。

用日常的问候语增强师生间的亲切感，并为今天所教的内容作铺垫。

邀请学生到前面来，引起全体学生的注意，并通过手势要求学生互相打招呼，听懂今天所教授的内容。

在听懂会做动作的基础上，要求学生会讲，会发命令，其他同学加以配合，巩固所学内容。

通过老师边演示边讲来带出新授内容。

让学生学会恰当及时地使用应答句。

进行综合操练，逐步训练学生试着说几句话。

大量的替换练习，更能让学生掌握新知识。

板书设计：

教后随笔：

TheSecondPeriod

一．Teachingaims

1.Basicaims

Usingformulaicexpressionstoidentifypeoplee.g.Youareafarmer.

2．Developingaims

Askingyes/noquestionstoidentifypeoplee.g.Areyouateacher?

3.Educationaims

Usemodeledsentencestocommunicatewithotherlearners

二．Teachingimportance

Usingformulaicexpressionstoidentifypeople

三．Teachingdifficulty

Usingformulaicexpressionstoidentifypeople

四．Teachingaids

·CassetleWordandPictureCards1B

·Ateacher’spointer·Workbook1Bpage19·Masks

五．Teachingprocess

StepⅠWarmingup

AsongP21

StepⅡRevision

Sayandact

StepⅢPresentation

1.Learntosay‘Youare…’

<1>Revisetheexpression‘Hello,Iam…’Gotoastudentandgreethim/herusingthisexpression.

Afterhe/shesays‘Iam…’,Irepeat‘Youare…（student’sname）’

Practiseinpairs.Hello,Iam…./Youare….

<2>Invitepairsofstudentstocometothefrontandstand

facingeachother.Askthemtousetheirrealnames

andsay‘Youare…’‘Youare…’

2.Learntosay‘farmer’and‘fisherman’

<1>Holdupthepicturecardfor‘farmer’.Say‘farmer’

Getthestudentstorepeatseveraltimesandwiththe

Gestureofafarmer.

<2>Tsay‘Iamafarmer.’（Putonafarmerofamask.）

Letthestudentsputonafarmerofamaskandsay

‘I’mafarmer.’

T:

You’reafarmer.Youcananswerme‘Yes’or‘No’.

P:

Yes.（Nodyourhead.）

Practiseinpairs.You’reafarmer./Yes.

<3>Withthesamewayteachingfishermanandtheanswer‘No’

<4>Havestudentspointtothefarmerandthefishermanandrepeatthewordsandsentencesafterme,i.e.‘Farmer,Farmer,Farmer.Youareafarmer.’‘Fisherman,Fisherman,Fisherman.Youareafisherman.’

3.Learntosay‘Areyouateacher?

’andtheanswer‘Yes,Iam.’

<1>Holdupateacher’spointerandsay‘Iamateacher.IamanEnglishteacher.’Pointtoastudentandask‘Areyouateacher?

’Thenanswermyself‘No,Youareastudent.’

<2>Givethepointertoastudentandlethim/herpretendtobeateacher.Askhim/her‘Areyouateacher?

’Prompotthestudenttoanswer‘Yes,Iam.’Repeattheprocesswithotherstudents.Practiseinpairs.

<3>Practisewith“Areyouateacher?

Yes,Iam.”andsubstitut‘ateacher’with‘afisherman’‘afarmer’‘anurse’‘acook’.

StepⅣConsolidation

1.Openthestudent’sBooktopage28.Playthecassettetape.Studentslistenandfollow.

2.Invitefourstudentstostandinthefront.Askeachofthemtoholdanobjectthatrepresentsajob.Havetherestoftheclasspointtothemonebyoneandsay‘Youarea…’

3.Dividetheclassintogroupsofthree.HaveS1actasafarmer,S2afishermanandS3ateacher.Askthemtopractiseadialoguelikethis:

S1:

Areyouafisherman?

（talkingtoS2）

S2:

Yes,Areyouafisherman?

（talkingtoS3）

S3:

No,Iamateacher.

4.Selectgroupstoactoutthedialogue.

StepⅤ.Homework

Listentothecassettetape.

由歌引入，活跃气氛

通过复习Let’sact，使学生对刚学过的内容有进一步的掌握，让学生在多次反复中掌握知识。

以旧带新。

通过邀请学生到前面来表演说新句型，进一步巩固新句型。

通过图片来教学新单词，并伴以手势，使学生更加容易掌握所教内容。

通过“You’re…”来带出回答Yes.orNo.

通过有节奏的朗读，即活跃了气氛，又复习了新单词和新句型。

用所学过的职业进行替代练习。

通过综合练习来巩固所学的内容。

板书设计：

教后随笔：

TheThirdPeriod

一．Teachingaims

1.Basicaims

Usingnounstoidentifye.g.farmer

2.Developingaims

Usingadjectivestodescribepeoplee.g.thin

3.Educationaims

Usemodelledphrasesandsentencestocommunicatewithotherlearners

二．Teachingimportance

Usingnounstoidentifypeople

三．Teachingdifficulty

Thenewwordse.g.farmer,fisherman

四．Teachingaids

•Cassette

•WordandPictureCards1B

•Picturesofobjectsthatrepresent‘farmer’,‘fisherman’and‘teacher’

•Twodollsofthesamesizeandtype（onestuffedwithcottonballs）

•Workbook1Bpages20and21

五．Teachingprocess

StepⅠWarmingup

AsongP11

StepⅡRevision

1.Sayandact

2．PutupthepictureandwordcardsforUnits4and5ontheboard.Askindividualstudentstocomeupandputawaythecardsasyoutellthem.

3．Askthreestudentstoactasateacher,afarmerandafisherman.Havetheotherspointtothemonebyoneandsay‘Youarea…’.

4．Putthepicturesofobjectsthatrepresentthethreekindsofpeopleinabox.Havestudentstaketurnstodrawoutapicture.Theotherstudentscan’tseeit.Havehim/herdotheactionssothatotherscanguesswhathis/herjobisbyaskingquestions,e.g.‘Areyouafisherman?

’

StepⅢPresentation

1.Learnthenewwords“farmer,fisherman,teacher”

1Holdthepicturecardsfor‘farmer,fisherman,

teacher’inyourhands.Askvariousstudentstopickacard,saywhatitisandputitupontheboard.Whenthetaskiscompleted,revisethewordstogether.Saythemwiththerepresentativegestures.

2Writethewordsbelowthecorrespondingpicturecards.Readandrepeat.Havestudentscopyyou.

3Havestudentspointtothefarmer,thefishermanandtheteacher,andrepeatthewordsandsentencesafterme.e.g.farmer↗farmer↗farmer↘,Youareafarmer.fisherman↗fisherman↗fisherman↘Youareafisherman.teacher↗teacher↗teacher↘Youareateacher.

2.Learnthenewwords“fat”and“thin”

1Tointroducetheconceptof‘fat’and‘thin’,usetwodollsofthesamesizeandtypebutstuffoneofthemwithcottonballs.Pointandsaythewordsslowly.

Saythewordsonebyone.

2Putupthepictureandwordcardsfor‘fat’and‘thin’.Pointtothefarmer,stretchmyarmswidetorepresent‘fat’,andsaythewordslowly.Narrowmyarmswhenintroducingtheword‘thin’.

3Havethestudentssay‘fat’and‘thin’withthehandgestures.

3.OpentheStudent’sBooktopage29.Playthecassettetape.Studentslistenandrepeat.

StepⅣConsolidation

1.Hideanyofthewordcardsatmybackandaskindividualstudentstoguess“Whichword?

”

2.Workbookpage20:

Listenandcolourthecorrectpartofthepicture.

3.Workbookpage21:

Tickthecorrectbox

由歌引入，活跃课堂气氛

通过句型“Youarea…”来复习上一教时学过的单词。

通过游戏既复习了句型，又巩固了所教单词，并增加了学生学习英语的兴趣。

因为这几个单词在前面一教时出现过，学生接触过，这里再加以巩固，加深印象。

通过有节奏的拍手，朗读，巩固新单词

用肢体语言来表示胖和瘦，使学生能更加容易记住所教的单词。

通过猜的游戏，既活跃了课堂气氛，又巩固了所学单词。

板书设计：

教后随笔：

TheFourthPeriod

一、Teachingaims

1.Basicaims

Usingformulaicexpressionstoidentifypeoplee.g.Youarea…

2.Developingaims

Usingformulaicexpressionstoconfirmanddenythingse.g.Yes./No.

3.Educationaims

Maintainaninteractionbyusingformulaicexpressionstoacknowledge,agreeordisagree.

二、Teachingimportance

Usingformulaicexpressionstoidentifypeople

三、Teachingdifficulty

Usingformulaicexpressionstoidentifypeople

四、Teachingaids

.Cassette

.Maskswithpicturesofpeoplewhohelpus

.WordandPictureCards1B

.Workbook1Bpage21

五、Teachingprocess.

StepⅠ.Warmingup

ArhymeP26

StepⅡ.Revision

Reviewthewordofoccupation

e.g.farmer↗farmer↗Youareafarmer.

通过儿歌创设良好的英语氛围

采用有节奏的朗读单词句子来复习所学的内容，并为今天的游戏打下埋伏。

StepⅢ.Presentation.

1.Putupthepictureandwordcardsforthisunitontheboardinarandomorder.Askindividualstudentstocomeupandre-arrangethembyputtingthewordcardsbelowtheircorrespondingpicturecards.

2.Let’splayagame.

FirstIinvitesixstudentstocometothefront.Giveeachofthemamaskwithapictureofthepeoplewhohelpus,e.g.adoctor.Lettherestofthedassidentifywhotheyare.

Encouragestudentstopointandsay“Youarea…”Inviteindividualstud