一年级英语下册 1B Unit 6 Famer and fisherman教案 沪教牛津版

PAGELet’sactLanguagefocus: 1.UsingimperativestogivesimpleinstructionEg.SayHellotoAliceListening:       Locatespecificinformationinresponsetosimpleinstructions.Speaking:       Usemodeledphrasestocommunicatewithotherlearners.Materials:       Cassette1BTeachingladders:Ⅰ. Warmingup1． Greeting2． RhymeLookatthedoctorReadingabookAboutanurseAndacookThedoctorandthebookThenurseandthecookOhlook.AllveryoldⅡ. Pre-taskpreparationPlayagameof“Simonsays”OpenyourmouthSay“Ah”  Ⅲ. While-taskprocedure1． Say“Hello”totheclassT：Hello,XXT：Hello,XXS：Hello,missping.2． Askapairofstudentstocometothefront.T：(Patontheshoulderofonepupil.)  SayhelltoXXS：Hello3． Invitethehertwopupils.T：SayHellotoXXS：HelloT：What’stheChinesemeany?4． DogroupwithSayHellotoXX5． T：Comewithme.(Toastudent)T：What’stheChinesemeaning.6． T：Nowpleasopenyourbooks.      Listen&readafterit.7． Listenitagain.Havestudentsrepeatthesenterceswiththeappropriateyestures  Ⅳ. Post-taskactivity   Playamatch:Whoistheqaickesttorespond?Let’stalkLanguagefocus: 1.UsingformulaicexpressionstoidentifypeopleEg.Youareafarmer.2.Askkyyes/noquestionstoidentifypeople.particularthing Eg.Areyouateacher?Listening:     Locatespecificinformationinresponsetosimplequestions.Speaking:     Usemodeledsentencestocommicatewithotherlearners.Materials:     Wallchart1BTeachingladders:Ⅰ. Warmingup1． Greeting2． TrainSayHellotoAliceComewithmeⅡ. Pre-taskpreparation1． Revisetheexpression“Hello,I’m……”T(gotoastudent)S：Hello,I’maXXT：YouareXX2． Invitepairsofstudentstocometothefrontandstandfacingeachother.T：Youcanuse“YouareXX  YouareXX”Ⅲ.  While-taskprocedure1． T：(holdupthe“farmer”cards.)Farmer.               （Getthestudentsrepeat）                 farmer2． Repeattheprocesswith“fisherman”3． Presstwostudentsupasafarmerandafisherman.T：(Pointtothe“farmer”)  Youareafisherman.  YesorNo.4． Repeattheprecesswith“fisherman”.5． T：(Lookatthepictures)Farmer.Youareafarmer.Fisherman.Yourareafisherman.6． T：(Pointtomyself)Iamateacher.IamanEnglishteacher.T：(Pointtoastudent)  Areyouateacher?T：No,youareastudent.7． T：GivethepointertothestudentsAreyouateacherT&S：Yes,Iam.(Doitwith   otherstudentsagain)8． T：Openyourbook P28      Listen&Follow        Ⅳ.  Post-taskactivities1． Invitefourstudentstostandinthefront.HoldanobjectthattepresentsajobJavetherestoftheclasspointtothemonebyoneandsay.Youarea……2． Group1actasafarmerGroup2actasafishermanGroup3actasateacherGroup4actasadoctor.(1) G1：Areyouafisherman?  G2：Yes,Areyouateacher?  G3：Yes,Areyouadoctor?  G4：Yes,Areyouafarner?(2) G1：Areyouafisherman?  G2：No,I’mafisherman.       Areyouafishman.3． Selsctgrapstoactoutthedialogre.Consolisation  P19：Listenandhangonlythecorrectpicturesontothebooks.Let’slearnLanguagefocus: 1.Usingnounstoidentifypeople.Eg.Farmer.2.Usingadjectivestodescribepeople eg.thinListening:     locatespecificinformationinresponsetosimplequestions.Speaking:     1.Usemodelldephrasesandsentencestocommunicatewithotherlearners.             2.ProumeewordsproperlyMaterials:     WordandPictureCards1bTeachingladders:Ⅰ. Warmingup1． Greeting2． TrainIama……    (teacher,pupil)Ⅱ. Pre-taskpreparation1． PutupthepictureandwordcardsforUnit4&5ontheboaed.T：Whowillcametothefront?  Putawaytheword.T：teacherS：(Putaweytheword“teacher”)pupil,doctor,nurse,cook,policeman,postman,driver,milkman,fireman2． Askthreestudentstoactasateacher,aformerandafisherman.T：Whoareyou?S：You’reateacher.(Pointitonebyone)3． Askonesturentcometothefront.T(teacher)ThestudentactasateacherS：Areyouateacher?S：Yes,Iam.   Ⅲ、While-taskproperties1． Holdthepicturecardsfor“farmer”“fisherenar”and“teacher”inthehanrds.T：XX,selectare.Putitupontheboard.Revisethewordtogether.2． Writethewordsortheblackboard.Matchtheword&picture.3． ErasethemT：(Pickoutthecorrectwordcardsonthedesk)4． Invit2pupil“for”“thin”T：FatT：thin5． T：fat,thin     (Withthehandgestures)6． T：Openyourbooks.TurntoP29.      Listen&Repeat.Ⅳ、 Post-taskactivity     HhideanyofthewordcardsatyoubackT：Wichword?Ⅴ、 Consolidationworkbookpage20     Listen&colour     Workbookpage21     Tickthecorrectbox.Let’splayLanguagefocus: 1．UsingformulaicexpressiongtoidentifypeopleEg.Youarea……2．Usingformulaicexpressionstoconformandderythings. Eg.Yes/NoSpeaking: 1.Openaninteractionbyelicitingaresponse.     2.Maintainaninteractionbyusingformulaicexpressionstoacknowlgdge,agreeordisagree.Materials:  Picturecards1BMarkswithpicturesofpeople.Teachingladders:Ⅰ. Pre-taskpreparation1． Pickupthepictureandwordcardsfor“famer,fisherman,teacher.Matchit.2． Readthewordonebyone.Farmer,fisherman,teacher.Ⅱ. While-taskprocedure. 1． Invite6studentstoarmetothefront.T：Whowillactasadoctor?                 nurse?                 policeman?                 postman?                 farmer?                 fisherman?                 teacher?T：Let’spointit&say.  Youarea……2． Useahandkerchieftocoveravolunteer’seyesT：Cometothefront&catchthem&Guess“Youone……”(1) IniviteapupilofGroup1.2.3.4(2) Therestoftheclassshouldtellhim“Yes.No”3． Continvethegamewithotherstudents.LetallthestudentshaveachancetoplayⅢ、Post-taskactivities    1． Writethesixadjectivewords“tall”“short”“fat”“thin”“young”and“old”ontheboard.Havestudentsdrawapersonthatfitseachdescriptin.2． Playhideandseekafterdass.     Ⅳ、 CondolidationWorkbookpage21Canyoufindthewordinthepnzzle?Colourtheboxes.Let’senjoyLanguagefocus: UsingadectiestodecrilethingsEg.Thinpig.Fatpig.Speaking:      Pronuncecorrectlywordsinconnectedspeechbylinkingwordstogetherandusingappropriatestress.Listening:      Identifykeywordsinanutterancebyrecognizingstress.Materials:      Pictures,cards1BTeachingladders:Ⅰ. Warmingup1． Greeting2． RhymeLookingatthedoctor.Readingabook.Aboutanurseandacook.Thedoctorandthebook.Thenurseandthecook.Oh,look.Allveryold.Ⅱ. Pre-taskpreparation1． Putthewordscardsforthisarmtontheboard.T：Whotakescareofanimals?  Whoisit?2． MakeenlargedphotocopiesofthetwopigsfromStudent’s.bookpage31T：Whichisfat?  Whichisthin?S：Itisfat.Itisthin.      Ⅲ. While-taskprocedure1． T：Listentothetape.      Followit.2． T：(Usehandgestures)Up,Dowm(Repeatforstudenytocopyyou)Up,Down.3． T：(Usebodylanguage)      Thin,fat4． Showfingersfor“Oneandtwo”Puthandonehestfor“I”Pointtostudentsfor“you”Pointtoceilingfor“up”Pointtofloorfor“down”Drawcirdesintheairfor“roundandround”5． Encouragestudentstoreadtherhyme.6． Letstudentsdoactionswhilereadingouttherhyme7． Inviteindividualstudentstoactouttherhymetotheclass.Studentsvoteforthebestone.       Ⅳ. Post-taskactivities    haveeachgroupactout1hrhyme.