上海版牛津英语小学一年级下册1bUnit6Farmerandfisherman5课时表格式教学设计

1、如有帮助，欢迎下载支持Unit6 Farmeiand fisherman1. 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。2. 课时数：5课时The First Period一.Teaching aimsI.Basic aimsUsing imperatives to give simple instructions e.g. Say hello toAlice2.Developing aimsEstablish and maintain relationships in carrying out classroom activities 3.Education

2、 aimsHow to express one ' s greeting二.Teaching importanceUsing imperatives to give simple instructions三.Teaching difficultyUsing imperatives to give simple instructions四.Teaching aids.Cassetle.A toy dog五.Teaching processStep I Warming upA rhyme (P26)Step n RevisionSay and actStep m Presentation1

3、. Learn to say Say hello to Alice ”<1>T: Hello, x x ! (Wave the teacher s hand) P: Hello, Missx x ! (Wave the pupil 'shand)T Greeting three pupils.T: Hello, Boys and girls!P: Hello, Missx x !Say Hello ' to the class. Have the students respond to you in a loud and clear voice.<2>

4、Ask a pair of students to cometo the front.Have them face each other. Pat on the shoulder of one of the students and tell him/her Say hello to P2 (the other student 's name)'P1: Hello,xx.Exchange, T: Say hello to P1 'P2: Hello, x x .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。

5、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。<3> Repeat step2 with more pairs of students. Make sure students understand the meaning of the instructionSay hello to 'The other students act.2. Learn to say Come with me.'<1> Pretend that I am go

6、ing to walk out.Gesture for a student to follow me and say '(the student s name),come with me. 'Then start to walk out of the classroom with the student. Make gesture to let the class understand the meaning of the instruction. <2> Let the pupils do the same one by one.<3> Repeat

7、several times3. Discuss with the pupils when they usually are ordered. Say when we get an order from others, we should sayOKReview Let s act in Unit 5.4. Put two sentences together and express one s ideas. Invite pairs of pupils(a boy and a girl) to cometo the front. Let them act out the scence.Step

8、 IV Consolidation1. Play the cassette tape.2. Have pairs of pupils take turns to give and act the commands, substituting hello 'with goodbye' good morning' Step V HomeworkListen to the cassette tape.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 讲求市出新授内谷。让学生学会恰当及 时地使用应答句。进行综合操练，逐步

9、训练学生试着说几 句话。人里的替换练习，更 能让学生掌樨新知 识。板书设计：教后随笔：The Second PeriodTeaching aimsI.Basic aimsUsing formulaic expressions to identify people e.g. You are a farmer.2. Developing aimsAsking yes/no questions to identify people e.g. Are you a teacher? 3.Education aimsUse modeled sentences to communicate with oth

10、er learners二.Teaching importanceUsing formulaicexpressions to identify people三.Teaching difficultyUsing formulaicexpressions to identify people四.Teaching aids Cassetle Word and Picture Cards 1B- A teacher ' s pointer Workbook 1B page 19- Masks14五.Teachingprocess由歌引入，活 跃气氛通过复习 Let ' s a处学 生对刚

11、学过 的内容有进 一步的掌握， 让学生在多 次反复中学 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。Step I Warming upA song P21StepH RevisionSay and actSteplH Presentation1 .Learn to say You are '<1>Revise the expression Hello, I am 'Goto a student and greet him/her using this expre

12、ssion.After he/she says I' am：I repeat You are (student 's name)'Practise in pairs. Hello ,I am ./You are<2>Invite pairs of students to come to the front and standfacing each other. Ask them to use their real names and say You are 'You are '2 .Learn to say farmer' and f

13、isherman'<1>Hold up the picture card for farmer '. Say farmer ' Get the students to repeat several times and with the Gesture of a farmer.<2>T say I am a farmer. ' (Put on a farmer of a mask.) Let the students put on a farmer of a mask and sayI "m a farmer.'T: Yo

14、u Ye a farmer. You can answer meYes' or NoP: Yes. (Nod your head.)Practise in pairs. You re a farmer./ Yes.<3>With the same way teaching fisherman and the answer No'<4>Have students point to the farmer and the fishermanand repeat the words and sentences after me, i.e. Farmer, Far

15、mer, Farmer. You are a farmer. ' Fisherman, Fisherman, Fisherman. You are a fisherman. '3. Learn to say Are you a teacher? ' and the answer Yes ,I am.'<1>Hold up a teacher s pointer and say I 'am a teacher. I am an English teacher. ' Point to a student and ask Are you a

16、 teacher? ' Then answer myself No, You are a student.'<2>Give the pointer to a student and let him/her pretend to be a teacher. Ask him/her Are you a teacher? ' Prompot the student to answer Yes, I am." Repeat the process with other students. Practise in pairs.<3> Practi

17、se with Are you a teacher? Yes, I am. " and substitut a teacher ' with a fisherman ' a farmer ' a nurse ' a cook '.Step IV ConsolidationI.Open the student s Book to page 28. Play the cassette tape. Students listen and follow.2. Invite four students to stand in the front. Ask

18、 each of them to hold an object that represents a job. Have the rest of the class point to them one by one and say You are a '3. Divide the class into groups of three. Have S1 act as a farmer, S2 a fisherman and S3 a teacher. Ask them to practise a dialogue like this: S1: Are you a fisherman? (t

19、alking to S2) S2: Yes, Are you a fisherman? (talking to S3) S3: No, I am a teacher.4.Select groups to act out the dialogue.Step V. HomeworkListen to the cassette tape.板书设计：通 过“ You' re” 来 带出回答Yes. or No.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。教后随笔:The Third PeriodTeachin

20、g aimsI.Basic aimsUsing nouns to identify e.g. farmer2 .Developing aimsUsing adjectives to describe people e.g. thin3 .Education aimsUse modelled phrases and sentences to communicate with other learners二.Teaching importanceUsing nouns to identify people三.Teaching difficultyThe new words e.g. farmer

21、, fisherman四.Teaching aids? Cassette? Word and Picture Cards 1Bteacher? Pictures of objects that represent'farmer ' ,'fisherman ' and? Two dolls of the same size and type (one stuffed with cotton balls)? Workbook 1B pages 20 and 21五.Teaching processStep IStepHWarming up A song P11 Re

22、vision由歌引入，活跃 课堂气氛1.2.3.Say and actPut up the picture and word cards for Units 4 and 5 on the board . Ask individual students to come up and put away the cards as you tell them.Ask three students to act as a teacher, afarmer and a fisherman. Have the others point toSteplHthem one by one and say'

23、Yo u are a4. Put the pictures of objects that represent the three kinds of people in a box. Have students take turns to draw out a picture. The other students can ' t see it. Have h do the actions so that others can guess what his/her job is by asking questions, e.g. 'Ar you a fisherman? 

24、9;Presentation通过句型“ You are a”来复习上 一教时学过的单 词。im/her1. Learnthe“ farmer,fisherman,teacher Hold the picture cards fornew力wordse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。(farmer, fisherman,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。teacher ' in your hands. Ask various student pick a card, say what it is a

25、nd put it up on the board. When the task is completed, revise the words together. Say them with the representative gestures.©Write the words below the corresponding picture cards. Read and repeat. Have students copy you.Have students point to the farmer, the fisherman and the teacher, and repea

26、t thewords and sentences after me. e.g. farmer / farmer/ farmer , You are a farmer. fisherman / fisherman / fisherman You are a fisherman. teacher / teacher / teacher You are a teacher.2 .Learn the new words fat " and thin ” To introduce the concept of 'fata nd 'thin use two dolls of th

27、e same size and type but stuff one of them with cotton balls. Point and say the words slowly.Say the words one by one. Put up the picture and word cards for 'fa and 'thin Point to the farmer, stretch my arms wide to represent 'fatanc| say the word slowly. Narrow my arms when introducing

28、the word'thin '.Have the students say'fat' and 'thhand gestures.3 . Open the Student ' s Book to page 29. Pla cassette tape. Students listen and repeat.StepIV Consolidation1. Hide any of the word cards at my back and ask individual students to guess“Which wc2. Workbook page 2

29、0: Listen and colour the correct part of the picture.3. Workbook page 21: Tick the correct box通过有节奏的拍 手朗读，巩固 新单词用肢体语百来表 示胖和瘦，使学 生能更加容易记 住所教的单词。n ' with the通过猜的游戏， y斯活跃了课堂气 氛，又巩固了所 学单词。rd? ”板书设计：教后随笔：The Fourth Period、Teaching aimsI.Basic aimsUsing formulaic expressions to identify people e.g.You

30、 are a2.Developing aimsUsing formulaic expressions to confirm and deny things e.g.Yes./No.3.Education aimsMaintain an interaction by using formulaic expressions to acknowledge,agree or disagree.二、Teaching importanceUsing formulaic expressions to identify people三、Teaching difficultyUsing formulaic ex

31、pressions to identify people 四、Teaching aids.Cassette.Masks with pictures of people who help us.Word and Picture Cards 1B.Workbook 1B page 21五、Teaching process.Step I .Warming upA rhyme P26Step n .RevisionReview the word of occupatione.g.farmerZ farmerZ You are a farmer.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

32、习所 学的内容，并为今天 的游戏打下埋伏。邀请六个学生到 前面来，每人戴上 一个所学职业的 头饰，其他学生指 着带头饰的学生Step m .Presentation.I.Put up the picture and word cards for this unit on the board in a random order.Ask individual students to come up and re-arrange them by putting the word cards below their corresponding picture cards.2.Let ' s p

33、lay a game.Encourage students to point and say individual students say “Youare a ” students say after her/him."Y o u3 .Use a handkerchief to cover a volunteer“YoU anviae用新学的句型,thenthe are aother«_ 力 士you are a 来复习职业的单词， 提高学生的学习s eyes. Let him/hercome to the front and try to catch some one

34、with a mask.He/She should guess “Ycare a" Theest of the class should tell him“Yes” or "No”.4 .Continue the game with other students.Let all the students have a chance to play.Step IV .ConsolidationI.Write the six adjective words “tall Mshort ”"fat ”"thin “young" andold "

35、; the board.Have students draw a person that fits each description.2 .Play hide and seek after class.3 .Workbook page 21:Can you find the word in the puzzle?Colour the boxes.Step V .Homework.板书设计课后总结The Fifth Period一、Teaching aims1. Bisic aimsUsing adjectives to describe things. e.g. thin pig,fat pi

36、g这个游戏尽量让 更多学生参与， 扩大参与面。通过学生画一个 人来巩固所学的 形容词。First I invite six students to come to the front.Give each of them a mask with a picture of the people who help us,e.g.a doctor.Let the rest of the dass identify who they are.2. Developing aimsIdentify key words in an utterance by recognizing stress3. Educa

37、tion aimsPronounce correctly words in connected speech by linking words together and using appropriate stress二、Teaching importanceUsing adjectives to describe things三、 Teaching difficultyThe new words “up” ,“down” ,“round”The phrases “ Fat cat up ” ,“ Fat cat down ” ,“ Round and round ”四、Teaching ai

38、dsCassetteWord and Picture Cards 1BEnlarged photocopies of the two pigs from Student' s Book page 31Cardboard and lollipop sticks五、Teaching processStep I : Warming upA songStep II: RevisionSay and actStep III: Presentation1. Put the word cards for this unit on the board. Ask students riddles for

39、 the correct card. e.g. I ' thinking of the someone who takes care of animals. Who is it?2. Make enlarged photocopies of the two pigs from Students Book page 31. Paste them on a cardboard, cut them out and attach lollipop sticks on the backs. Move the cut-outs in my hands while askingis fat? Whi

40、ch is thin ?”3. Open your books at page31. Play the cassette tape. Students listen.4. Learn the first verse of the rhyme.<1>To make the rhyme move interesting. Use body language.Think up actions to go with the rhyme, e.g. use some hand gestures for'thin ' and 'fatfor '由歌引入，活跃气氛。通过复习引出新授内容。m通过听录音，初步接触今 天所学内容。'刚hich语言和儿歌的每 一句话配合起来，既增',show fingers'oneand two' put hand on c