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.Teachingaims1.BasicaimsUsingimperativestogivesimpleinstructionse.g.SayhellotoAlice2.DevelopingaimsEstablishandmaintainrelationshipsincarryingoutclassroomactivities3.EducationaimsHowtoexpressone’sgreeting二.TeachingimportanceUsingimperativestogivesimpleinstructions三.TeachingdifficultyUsingimperativestogivesimpleinstructions四.Teachingaids.Cassetle.Atoydog五.TeachingprocessStepⅠWarmingupArhyme(P26)StepⅡRevisionSayandactStepⅢPresentation1.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,××.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。1<3>Repeatstep2withmorepairsofstudents.Makesurestudentsunderstandthemeaningoftheinstruction‘Sayhelloto…’Theotherstudentsact.2.Learntosay‘Comewithme.’<1>PretendthatIamgoingtowalkout.Gestureforastudenttofollowmeandsay‘…(thestudent’sname),comewithme.’Thenstarttowalkoutoftheclassroomwiththestudent.Makegesturetolettheclassunderstandthemeaningoftheinstruction.<2>Letthepupilsdothesameonebyone.<3>Repeatseveraltimes3.Discusswiththepupilswhentheyusuallyareordered.Saywhenwegetanorderfromothers,weshouldsay‘OK’.ReviewLet’sactinUnit5.4.Puttwosentencestogetherandexpressone’sideas.Invitepairsofpupils(aboyandagirl)tocometothefront.Letthemactoutthescence.StepⅣConsolidation1.Playthecassettetape.2.Havepairsofpupilstaketurnstogiveandactthecommands,substituting‘hello’with‘goodbye’‘goodmorning’StepⅤHomeworkListentothecassettetape.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:2TheSecondPeriod一.Teachingaims1.BasicaimsUsingformulaicexpressionstoidentifypeoplee.g.Youareafarmer.2.DevelopingaimsAskingyes/noquestionstoidentifypeoplee.g.Areyouateacher?3.EducationaimsUsemodeledsentencestocommunicatewithotherlearners二.TeachingimportanceUsingformulaicexpressionstoidentifypeople三.TeachingdifficultyUsingformulaicexpressionstoidentifypeople四.Teachingaids·CassetleWordandPictureCards1B·Ateacher’spointer·Workbook1Bpage19·Masks五.TeachingprocessStepⅠWarmingupAsongP21StepⅡRevisionSayandactStepⅢPresentation1.Learntosay‘Youare…’<1>Revisetheexpression‘Hello,Iam…’Gotoastudentandgreethim/herusingthisexpression.Afterhe/shesays‘Iam…’,Irepeat‘Youare…(student’sname)’Practiseinpairs.Hello,Iam…./Youare….<2>Invitepairsofstudentstocometothefrontandstandfacingeachother.Askthemtousetheirrealnamesandsay‘Youare…’‘Youare…’2.Learntosay‘farmer’and‘fisherman’<1>Holdupthepicturecardfor‘farmer’.Say‘farmer’Getthestudents...