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...
