2021-2022年一年級(jí)英語(yǔ)下冊(cè) 1B Unit4教案 滬教牛津版

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1、2021-2022年一年級(jí)英語(yǔ)下冊(cè) 1B Unit4教案 滬教牛津版 一． 單元目的要求：通過(guò)課堂活動(dòng)得到一些信息，主要是讓學(xué)生掌握有關(guān)職業(yè)方面的內(nèi)容 二． 課時(shí)數(shù)：5課時(shí)。 The First Period Let’s act 一． 教學(xué)目標(biāo)： 1． 知識(shí)目標(biāo)：用祈使句發(fā)簡(jiǎn)單的指令。e .g. Follow me. 2． 能力目標(biāo)：提高學(xué)生自然運(yùn)用英語(yǔ)進(jìn)行交際的能力。 3． 情感目標(biāo)：培養(yǎng)學(xué)生從小養(yǎng)成一切行動(dòng)聽指揮的良好習(xí)慣。 二． 教學(xué)重點(diǎn)：發(fā)指令。 三． 教學(xué)難點(diǎn)：聽指令做動(dòng)作。 四． 教具準(zhǔn)備：錄音機(jī)、磁帶、卡片。 五． 教學(xué)過(guò)程： Step I: War

2、ning up. A rhyme(P14) Step II: Revision Review the classroom instruction language students have learned by playing the game: Simon says. e.g. Simon says: Draw… Step III Presentation 1. Learn to say: Follow me. (1) T: Hello! (Wave the teacher’s hand.) Follow me! (Gesture for the whole class t

3、o repeat “Hello!”) P5: Hello! (Wave their hands.) (2) Replace : T: Goodbye. (Good morning …) Follow me. P5: Goodbye. (…) (3) 學(xué)當(dāng)小老師。 2. Learn to say: Turn left. Turn right. (1) Show a remote control toy. Repeat several times so that students understand the meaning of the mands. (2) T: Left.

4、（背對(duì)學(xué)生用左手指指向左面。） Follow me. Ps: Left. Have students follow the teacher. Do the same with “right”. Have students stand up and follow the teacher. (3) 背向?qū)W生說(shuō)：Turn left and demonstrate the action. Repeat several times and let the students copy the teacher. Step IV Consolidation 1. Play the casse

5、tte tape. 2. Play a game. Simon say: Step V Homework Listen to the cassette tape. 板書設(shè)計(jì)： 課后小結(jié) The Second Period Let’s talk 一、 教學(xué)目標(biāo)： 1、 知識(shí)目標(biāo)：用肯定句來(lái)辨認(rèn)人物。e.g. He is a postman. 用一般疑問(wèn)句來(lái)辨認(rèn)人物。e.g. Is he a postman? 2、 能力目標(biāo)：提高學(xué)生運(yùn)用英語(yǔ)交際的能力。 3、 情態(tài)目標(biāo)：培養(yǎng)學(xué)生對(duì)從事不同職業(yè)的人都要尊敬的美德。 二、教學(xué)

6、重點(diǎn)： He is a… Is he a…? 三、 教學(xué)難點(diǎn)：policeman postman 四、 教具準(zhǔn)備：錄音機(jī)、磁帶、玩具手槍、信、一瓶牛奶、玩具消防車、卡片。 五、 教學(xué)過(guò)程： StepⅠWarming up A song StepⅡRevision Simon says: Follow me. Turn left. Turn right. StepⅢPresentation 1. He is a... (1) He is a postman. Get two boys to e up. Give one a toy gun. Point t

7、o him and say: He is a policeman. Repeat the word “policeman”. Ask students to follow the teacher. Point to him again and say: He is a postman. Repeat and have students copy the teacher. Pass the toy gun .Point the boy and say the sentence. 2. Do the same (1)Give one boy a big bag of letters. To

8、elicit: He is a postman. (2)Hold up a box of milk. Ask: Do you drink milk every day? Do you like milk? Say: Every day, milkman deliver milk to many homes. Get a boy to carry the box of milk. To elicit: He is a milkman. (3)Use the toy fire-engine to try to explain the work of a fireman. Invite

9、 a student to make the sound of a fire-engineer’s siren with the teacher. To elicit: He is a fireman. (4)Show students some pictures of drivers and what they drive. To elicit: He is a driver. 3. Is he a...? (1) Put up the wallchart. Tell the story. To elicit: Is he a...?Yes.(No.) (2) Point to

10、the postman .Ask: Is he a...? (3) Repeat step(2)with people in uniform. StepⅣ Consolidation 1. Play the cassette tape. 2. Play a game. 把玩具手槍等分發(fā)給五個(gè)男生，并且放在身后，讓同學(xué)們用Is he a...?來(lái)猜。 3. Do some listening exercises. (1)Workbook page 12. (2)Workbook page 13. StepⅤHomework (1) Introduce your father

11、or uncle with “He is a ...” (2) Ask your friend’s father or uncle with “Is he a ...?” 活躍氣氛。 復(fù)習(xí)舊知識(shí)為新授policeman埋下伏筆。 用玩具手槍代表警察，使學(xué)生一目了然。 用各種小道具來(lái)引出所學(xué)內(nèi)容，能維持學(xué)生的興趣。 在具體的情景中引出一般疑問(wèn)句，比較真實(shí)。 鞏固已學(xué)知識(shí)。 鍛煉聽力。 板書設(shè)計(jì)： 課后小

12、結(jié)： The Third Period Let’s learn 一、教學(xué)目標(biāo)。 1、 知識(shí)目標(biāo)：用名詞來(lái)辨認(rèn)人物的職業(yè)。e.g. postman,policeman 用形容詞來(lái)描述人物。 e.g. tall, short 2、 能力目標(biāo)：提高學(xué)生運(yùn)用英語(yǔ)交際的能力。 3、 情感目標(biāo)：培養(yǎng)學(xué)生從小樹立平等對(duì)人的思想。 二、教學(xué)重點(diǎn)：Words: postman policeman driver fireman milkman tall short 三、教具準(zhǔn)備：錄音機(jī)、卡片、圖片、五種職業(yè)的衣服。 四、教學(xué)過(guò)程： Step III: Presentation

13、 1. Learn five words: a. Dress five boys up as a driver, a milkman, a postman, a policeman and a fireman. Stand in a row at the front of the class. Each holds the appropriate word card. Point them one by one and say together with the class: He is a… b. Read the words after the teacher. c. Read

14、one by one. d. Invite some pupils to put the words under the pictures. 2. Learn: tall, short a. Stand in front of the blackboard and mark the teacher’s own height with a piece of chalk. Have a student e out and measure his height against the teacher’s. To elicit: tall, short b. Write the two wo

15、rds. Read after the teacher. c. A rhyme show a picture, and listen to the cassette. Sam 和 Peter 比身高，都說(shuō)自己長(zhǎng)得高。比一比，奧，Peter is tall. Sam is short. Read after the cassette. Step IV: Consolidation 1. Play the cassette tape. Listen and repeat. 2. Play a game. Show a boy the word card for “driver” with

16、out letting others see it. Have him act out the word. The others guess “Is he a…?” The first student to guess correctly gets the second card. pare: Is he tall? Continue the game. 3. Workbook page 14. Step V: 1.Listen to the cassette. 1. Listen to the cassette. 2. Workbook page 15. 活躍氣氛。

17、 復(fù)習(xí)舊知，為認(rèn)識(shí)字形 作準(zhǔn)備。 避免常常用圖片，讓學(xué)生參與進(jìn)來(lái)。 培養(yǎng)興趣，加深對(duì)tall, short 的理解。 板書設(shè)計(jì)： 課后小結(jié)： The Fourth Period 一． 教學(xué)目標(biāo)： 1． 知識(shí)目標(biāo)：用肯定句來(lái)辨認(rèn)人物。e.g. He is a postman. 用一般疑問(wèn)句來(lái)辨認(rèn)人物。e.g. Is he a driver? 2． 能力目標(biāo)：提高學(xué)生生活中運(yùn)用英語(yǔ)的能力。 3． 情感目標(biāo)：培養(yǎng)學(xué)生從小養(yǎng)成良好的學(xué)習(xí)習(xí)慣。

18、 二． 教學(xué)重點(diǎn)：He is a … 三． 教學(xué)難點(diǎn)：句子的分辨。 四． 教具準(zhǔn)備：玩具槍、信、紙方向盤、一瓶牛奶、玩具消防車、五塊板。 五． 教學(xué)過(guò)程： Step I Warming up A song Step II Revision 1. Review five occupations (1) Look and guess. 把玩具槍等放在講臺(tái)上，把五種教具的單詞放在一個(gè)盒子里，某個(gè)學(xué)生放出一個(gè)單詞，拿道具表演，其余同學(xué)猜猜這是什么單詞，猜對(duì)后把這個(gè)單詞貼在黑板上。 (2) Match the following. 在單詞的旁邊隨意貼單詞，讓學(xué)生出來(lái)搭配。 2.

19、 Review the words: tall,short 根據(jù)黑板上的圖片說(shuō)：He is tall/short. Step III Presentation 1. Play a matching game: (1) Choose five boys to e to the front. Each is given a representative object for the five kinds of people. (2) Show five card boards with sentences written on them.e.g. He is a postman. (

20、3) Play the music while passing the board around the class. (4) When the music stops,the pupil who happen to have the board in his/her hand need to walk out,find the right boy in the front and stand him. (5) Continue the game until every in the front has been identified. (6) Point to each of them

21、 and say: He is a… 2. Play this matching game again. (1) Divide the class into five groups. (2) Pass five boards. (3) Find the right boys and stand beside them. (4) Read the sentences. (5) Play it until most of the sentences have the chance to match a sentence with the person it describes. St

22、epIV. Consolidation 1. Play the cassette tape. (1) Open the books. (2) Listen and point to each person. (3) Listen again and point to each sentence. 2. Ask and answer. (1) Show some photos of the five kinds of people. (2) Ask and answer about them in pairs. e.g.A:Is he a driver? B:Yes.Is

23、 he a postman? A:No.He is a … 3. Workbook page 15. Step V Homework 1. Listen to the tape. 2. Identify people’s occupations in English. 活躍氣氛。 在游戲中復(fù)習(xí)單詞，學(xué)生較勇躍。 加強(qiáng)形，意的結(jié)合。 讓學(xué)生伴著音樂，既活躍氣氛，又提高了協(xié)作能力。 避免重復(fù)，操練的面更廣，而且具有競(jìng)爭(zhēng)性。 鍛煉判斷力。

24、 提高交際能力。 板書設(shè)計(jì)： 課后小結(jié)： The Fifth Period 一、教學(xué)目標(biāo)： １． 知識(shí)目標(biāo)：用肯定句來(lái)辨認(rèn)人物，用形容詞描述人物，以及學(xué)會(huì)道別。 ２． 能力目標(biāo)：通過(guò)教歌曲，培養(yǎng)語(yǔ)感和興趣。 ３． 情感目標(biāo)：提高學(xué)生的審美力。 二、教學(xué)重點(diǎn)和難點(diǎn)：學(xué)唱歌曲。 三、教具準(zhǔn)備：錄音機(jī)，磁帶，掛圖。 四、教學(xué)過(guò)程： StepI Warming up A rhyme StepII Revision 1. Review five occupations. (1) Show picture car

25、ds. (2) Ask and answer. 2. Review the words: tall, short. (1) Invite two boys to e up. (2) Use arm actions to illustrate the idea of “tall” and “short”. (3) Shout the words out. (4) Say the sentences:He is tall/short. 3. Review the expression “Goodbye”. StepIII Presentation 1. Show a pictur

26、e: A postman and a boy. 2. Ask and answer. (1) Is he a postman? (2) Is he tall? (3) Say”Goodbye” to the postman. 3.Learn the song. (1) Play the cassette tape to allow pupils to get used to the melody. (2) Ask:Who knows the tune? (強(qiáng)調(diào)四拍子的特點(diǎn)) (3) Play the cassette tape again.Clap hands and hum

27、 the tune together. (4) Read the words line by line. (5) Sing after the teacher,one line at a time. (6) Sing the whole song. Step IV Consolidation 1. To liven up the song a bit. (1) Make up a set of gestures for the song. (2) Dance in a set of gestures for the song. (3) Sing along with the t

28、ape. (4) Build up speed. 2. Replace: Divide the class into groups.Have each group sing a new song by substituting”postman” with other kinds of people. StepV. Homework. Sing this song at home. 調(diào)整心態(tài)　 復(fù)習(xí)舊知，為新授歌曲作準(zhǔn)備。 有形象的圖片支持，便于記憶 熟悉旋律。 有利于體現(xiàn)

29、四拍子強(qiáng)，弱，次強(qiáng)， 使氣氛活躍起來(lái)，避免單一地唱歌。 把其它的單詞緊密地聯(lián)系起來(lái)，達(dá)到活用的目的。 板書設(shè)計(jì) 課后小結(jié) 。 附送： 2021-2022年一年級(jí)英語(yǔ)下冊(cè) 1B Unit6教案 滬教牛津版 一． 單元目的要求： 通過(guò)課堂活動(dòng)得到一些信息，主要是讓學(xué)生掌握有關(guān)職業(yè)方面的內(nèi)容。 二． 課時(shí)數(shù)：5課時(shí) The First Period 一．Teaching aims 1.Basic aims Using imperatives to give s

30、imple instructions e.g. Say hello to Alice 2.Developing aims Establish and maintain relationships in carrying out classroom activities 3.Education aims How to express one’s greeting 二．Teaching importance Using imperatives to give simple instructions 三．Teaching difficulty Using imper

31、atives to give simple instructions 四．Teaching aids . Cassetle . A toy dog 五．Teaching process Step Ⅰ Warming up A rhyme (P26) Step Ⅱ Revision Say and act Step Ⅲ Presentation 1. Learn to say “Say hello to Alice” <1>T: Hello,××! (Wave the teacher’s hand) P: Hello, Miss ××! (

32、Wave the pupil’s hand) T Greeting three pupils. T: Hello, Boys and girls! P: Hello, Miss××! Say ‘Hello’ to the class. Have the students respond to you in a loud and clear voice. <2> Ask a pair of students to e to the front. Have them face each other. Pat on the shoulder of one of t

33、he students and tell him/her ‘Say hello to┄ P2 (the other student’s name)’ P1: Hello, ××. Exchange, T: ‘Say hello to P1’ P2: Hello, ××. <3> Repeat step2 with more pairs of students. Make sure students understand the meaning of the instruction ‘Say hello to…’ The other students act. 2.

34、Learn to say ‘e with me.’ <1> Pretend that I am going to walk out. Gesture for a student to follow me and say ‘…(the student’s name),e 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

35、the same one by one. <3> Repeat several times 3. Discuss with the pupils when they usually are ordered. Say when we get an order from others, we should say ‘OK’. Review 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 e to th

36、e front. Let them act out the scence. Step Ⅳ Consolidation 1. Play the cassette tape. 2. Have pairs of pupils take turns to give and act the mands, substituting ‘hello’ with ‘goodbye’ ‘good morning’ Step Ⅴ Homework Listen to the cassette tape. 通過(guò)兒歌創(chuàng)設(shè)良好的英語(yǔ)氛圍，并采用教師命令，學(xué)生行動(dòng)的方式來(lái)復(fù)習(xí)學(xué)過(guò)的祈使句，并為今天的新授

37、作準(zhǔn)備。 用日常的問(wèn)候語(yǔ)增強(qiáng)師生間的親切感，并為今天所教的內(nèi)容作鋪墊。 邀請(qǐng)學(xué)生到前面來(lái)，引起全體學(xué)生的注意，并通過(guò)手勢(shì)要求學(xué)生互相打招呼，聽懂今天所教授的內(nèi)容。 在聽懂會(huì)做動(dòng)作的基礎(chǔ)上，要求學(xué)生會(huì)講，會(huì)發(fā)命令，其他同學(xué)加以配合，鞏固所學(xué)內(nèi)容。 通過(guò)老師邊演示邊講來(lái)帶出新授內(nèi)容。 讓學(xué)生學(xué)會(huì)恰當(dāng)及時(shí)地使用應(yīng)答句。 進(jìn)行綜合操練，逐步訓(xùn)練學(xué)生試著說(shuō)幾句話。 大量的替換練習(xí)，更能讓學(xué)生掌握新知識(shí)。 板書設(shè)計(jì)： 教后隨筆： The Second Period 一．Teachi

38、ng aims 1.Basic aims Using formulaic expressions to identify people e.g. You are a farmer. 2．Developing aims Asking yes/no questions to identify people e.g. Are you a teacher? 3.Education aims Use modeled sentences to municate with other learners 二．Teaching importance Using for

39、mulaic expressions to identify people 三．Teaching difficulty Using formulaic expressions to identify people 四．Teaching aids ·Cassetle Word and Picture Cards 1B ·A teacher’s pointer ·Workbook 1B page 19 ·Masks 五．Teaching process StepⅠ Warming up A song P21 StepⅡ Revision Say and ac

40、t StepⅢ Presentation 1. Learn to say ‘You are…’ <1> Revise the expression ‘Hello, I am …’ Go to a student and greet him/her using this expression. 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

41、to e to the front and stand facing each other. Ask them to use their real names and say ‘You are …’ ‘You are …’ 2.Learn to say ‘farmer’ and ‘fisherman’ <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

42、 ‘I am a farmer.’ (Put on a farmer of a mask.) Let the students put on a farmer of a mask and say ‘I’m a farmer.’ T: You’re a farmer. You can answer me ‘Yes’ or ‘No’. P: Yes. (Nod your head.) Practise in pairs. You’re a farmer./ Yes. <3>With the same way teaching fisherman and

43、the answer ‘No’ <4>Have students point to the farmer and the fisherman and repeat the words and sentences after me, i.e. ‘Farmer, Farmer, 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

44、 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 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 a

45、nswer ‘Yes, I am.’ Repeat the process with other students. Practise in pairs. <3> Practise with “Are you a teacher? Yes, I am.” and substitut ‘a(chǎn) teacher’ with ‘a(chǎn) fisherman’ ‘a(chǎn) farmer’ ‘a(chǎn) nurse’ ‘a(chǎn) cook’. Step Ⅳ Consolidation 1. Open the student’s Book to page 28. Play the cassette tape. Student

46、s listen and follow. 2. Invite four students to stand in the front. Ask 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

47、. Ask them to practise a dialogue like this: S1: Are you a fisherman? (talking 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. Homework Listen to the cassette tape. 由歌引入，活躍氣氛 通過(guò)復(fù)習(xí) Let’

48、s act，使學(xué)生對(duì)剛學(xué)過(guò)的內(nèi)容有進(jìn)一步的掌握，讓學(xué)生在多次反復(fù)中掌握知識(shí)。 以舊帶新。 通過(guò)邀請(qǐng)學(xué)生到前面來(lái)表演說(shuō)新句型，進(jìn)一步鞏固新句型。 通過(guò)圖片來(lái)教學(xué)新單詞，并伴以手勢(shì)，使學(xué)生更加容易掌握所教內(nèi)容。 通過(guò) “You’re…”來(lái)帶出回答Yes. or No. 通過(guò)有節(jié)奏的朗讀，即活躍了氣氛，又復(fù)習(xí)了新單詞和新句型。 用所學(xué)過(guò)的職業(yè)進(jìn)行替代練習(xí)。 通過(guò)綜合練習(xí)來(lái)鞏固所學(xué)的內(nèi)容。 板書設(shè)計(jì)： 教后隨筆： The Third Period 一．Teaching aim

49、s 1.Basic aims Using nouns to identify e.g. farmer 2.Developing aims Using adjectives to describe people e.g. thin 3.Education aims Use modelled phrases and sentences to municate with other learners 二．Teaching importance Using nouns to identify people 三．Teaching difficulty

50、The new words e.g. farmer , fisherman 四．Teaching aids ? Cassette ? Word and Picture Cards 1B ? Pictures of objects that represent ‘farmer’, ‘fisherman’ and ‘teacher’ ? Two dolls of the same size and type (one stuffed with cotton balls) ? Workbook 1B pages 20 and 21 五．Teaching process

51、 StepⅠ Warming up A song P11 StepⅡ Revision 1. Say and act 2． Put up the picture and word cards for Units 4 and 5 on the board . Ask individual students to e up and put away the cards as you tell them. 3．Ask three students to act as a teacher, a farmer and a fisherman. Have the

52、others point to them one by one and say ‘You are a…’. 4． 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 him/her do the actions so that others can guess what his/her job is by asking

53、 questions, e.g. ‘Are you a fisherman?’ StepⅢ Presentation 1. Learn the new words “farmer, fisherman, teacher” ① Hold the picture cards for ‘farmer, fisherman, teacher’ in your hands. Ask various students to pick a card, say what it is and put it up on the board. When the task is pleted, rev

54、ise the words together. Say them with the representative gestures. ② Write the words below the corresponding picture cards. Read and repeat. Have students copy you. ③ Have students point to the farmer, the fisherman and the teacher, and repeat the words and sentences after me. e.g. farmer↗ far

55、mer↗ 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” ① To introduce the concept of ‘fat’ and ‘thin’, use two dolls of the same size and type but stuff one of them with cotton ba

56、lls. Point and say the words slowly. Say the words one by one. ② Put up the picture and word cards for ‘fat’ and ‘thin’. Point to the farmer, stretch my arms wide to represent ‘fat’, and say the word slowly. Narrow my arms when introducing the word ‘thin’. ③ Have the students say ‘fat’ and ‘thin’

57、 with the hand gestures. 3. Open the Student’s Book to page 29. Play the cassette tape. Students listen and repeat. StepⅣ Consolidation 1. Hide any of the word cards at my back and ask individual students to guess “Which word?” 2. Workbook page 20: Listen and colour the correct part of the

58、picture. 3. Workbook page 21: Tick the correct box 由歌引入，活躍課堂氣氛 通過(guò)句型“You are a…”來(lái)復(fù)習(xí)上一教時(shí)學(xué)過(guò)的單詞。 通過(guò)游戲既復(fù)習(xí)了句型，又鞏固了所教單詞，并增加了學(xué)生學(xué)習(xí)英語(yǔ)的興趣。 因?yàn)檫@幾個(gè)單詞在前面一教時(shí)出現(xiàn)過(guò)，學(xué)生接觸過(guò)，這里再加以鞏固，加深印象。 通過(guò)有節(jié)奏的拍手，朗讀，鞏固新單詞 用肢體語(yǔ)言來(lái)表示胖和瘦，使學(xué)生能更加容易記住所教的單詞。 通過(guò)猜的游戲，既活躍了課堂氣氛，又鞏固了

59、所學(xué)單詞。 板書設(shè)計(jì)： 教后隨筆： The Fourth Period 一、Teaching aims 1.Basic aims Using formulaic expressions to identify people e.g. You are a… 2.Developing aims Using formulaic expressions to confirm and deny things e.g. Yes./No. 3.Education aims Maintain an interaction by usi

60、ng formulaic expressions to acknowledge,agree or disagree. 二、Teaching importance Using formulaic expressions to identify people 三、Teaching difficulty Using formulaic expressions to identify people 四、Teaching aids .Cassette .Masks with pictures of people who help us .Word and Picture Cards 1B

61、 .Workbook 1B page 21 五、Teaching process. Step Ⅰ.Warming up A rhyme P26 Step Ⅱ.Revision Review the word of occupation e.g.farmer↗ farmer↗ You are a farmer. 通過(guò)兒歌創(chuàng)設(shè)良好的英語(yǔ)氛圍 采用有節(jié)奏的朗讀單詞句子來(lái)復(fù)習(xí)所學(xué)的內(nèi)容，并為今天的游戲打下埋伏。 Step Ⅲ.Presentation. 1.Put up the picture and word cards for thi

62、s unit on the board in a random order.Ask individual students to e up and re-arrange them by putting the word cards below their corresponding picture cards. 2.Let’s play a game. First I invite six students to e to the front.Give each of them a mask with a picture of the people who help us,e.g.a do

63、ctor.Let the rest of the dass identify who they are. Encourage students to point and say “You are a …”Invite individual students say “You are a …”,then the other students say after her/him. “You are a …” 3.Use a handkerchief to cover a volunteer’s eyes.Let him/her e to the front and try to catch s

64、ome one with a mask.He/She should guess“You are a…”The rest 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.Consolidation 1.Write the six adjective words “tall”, “short”, “fat”, “thin”, “young”and “old”on the boa

65、rd.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. 邀請(qǐng)六個(gè)學(xué)生到前面來(lái)，每人戴上一個(gè)所學(xué)職業(yè)的頭飾，其他學(xué)生指著帶頭飾的學(xué)生用新學(xué)的句型“you are a …”來(lái)復(fù)習(xí)職業(yè)的單詞，提高學(xué)生的學(xué)習(xí)興趣。

66、 這個(gè)游戲盡量讓更多學(xué)生參與，擴(kuò)大參與面。 通過(guò)學(xué)生畫一個(gè)人來(lái)鞏固所學(xué)的形容詞。 板 書 設(shè) 計(jì) 課后總結(jié) The Fifth Period 一、 Teaching aims 1. Bisic aims Using adjectives to describe things. e.g. thin pig,fat pig 2. Developing aims Identify key words in an utterance by recognizing stress 3. Education aims Pronounce correctly words in connected speech by linking words together and using appropriate stress 二、 Teaching importance Using adjectives to describe things 三、 Teaching difficulty The new words “up”, “down”, “r