上海版牛津小学英语2b教案fishermanandfarmer教案
一年级英语下册BUnit6FarmerandFisherman(4-6)教案沪教牛津版
Unit6 Farmer and Fisherman第四课时(4th PERIOD)一、主要新授内容(new contents)Let’s play---You are… Yes, I am. No, I am not.二、学习目标(Objectives)1、在做游戏的语言使用环境中，能用正确的语音语调说出一些已经学过的职业词汇farmer, fisherman，policeman等。
2、在第三课时的学习基础上，能熟练运用I have got… What am I ？You are… 等简单语句进行问答。
3、在做游戏过程中,学习新句型：You are... Yes，I am. No，I am not.使学生能熟练正确的表述。
4、根据二期课改新课标的要求，在确保完成基本教学目标的基础上，可以结合学生的学习能力和语言的实际使用对教材呈现的教学内容进行拓展，所以在游戏中导入Can you…? Play with me. 有助于学生在实际生活中对语言的理解和表达更为准确和真实。
三、教学建议1、任务前期准备阶段（Pre-task preparation section）Pre-task Preparation是指我们要求学生运用目的语（即所学的语言）之前，呈现给学生的新语言材料。
也就是我们常说的：Input。
在这个环节主要让学生获得对新语言材料的第一次感知。
Activity 1 （Song）1、教学辅助(Aids)1)电脑（1B-U6-P4-1）2）屏幕Activity 2 Rhyme1、教学辅助(Aids)1)电脑（1B-U6-P4-2）2）屏幕Activity 3 （Song）1、教学辅助(Aids)1)录音机2）图片2、任务中期实施阶段（While-task procedure section）While-task Procedure，这是指语言技能的习得过程。
其中分为机械性操练和意义性操练两部分。
牛津英语上海版2B教案
牛津英语上海版2B教案教案点拨载体《牛津英语上海版2B》是针对中学生的英语学习教材，本教案重点针对Unit 1-6进行教学设计，总字数不足1200字。
一、教材分析1.教材内容：Unit 1: Sports DayUnit 2: The ZooUnit 3: The WeatherUnit 4: At the Department StoreUnit 5: On the FarmUnit 6: At the Pet Show2.学生年级：中学二年级3.学习目标：掌握与体育活动、动物、天气、购物、农场、宠物展有关的词汇和表达方式。
通过听、说、读、写等综合训练，提高学生的听说能力、语言应用能力和跨文化交际能力。
二、教学设计Unit 1: Sports Day1. Warm-up Activity: Have a class discussion about favorite sports, ask students to share their opinions and reasons.2. Vocabulary: Introduce new vocabulary related to sports, such as running, jumping, swimming, etc. Use flashcards and real objects to help students understand and memorize the words.3. Listening: Play a recording of a sports event, ask students to listen and answer questions about the participants and their performance. Have a class discussion about the sports event.4. Speaking: Organize a mini sports day in the classroom. Divide the class into groups and assign different sports to each group. Students will take turns performing their chosen sports and describing their actions in English.6. Writing: Ask students to write a paragraph about their favorite sports and why they like it. Provide sentence starters and vocabulary to support their writing.Unit 2: The Zoo1. Warm-up Activity: Show students pictures of different animals, ask them to identify the animals and describe their characteristics.2. Vocabulary: Introduce new vocabulary related to animals, such as lion, elephant, giraffe, etc. Use flashcards and real pictures to help students understand and remember the words.3. Listening: Play a recording about a visit to the zoo, ask students to listen and answer questions about the animals seenat the zoo. Discuss the experience as a class.4. Speaking: Organize a group presentation about different animals. Each group will research and present information about an assigned animal, including its physical characteristics, habitat, and behavior.6. Writing: Ask students to write a paragraph about their favorite animal and describe its appearance and characteristics. Provide sentence starters and vocabulary to support their writing.Unit 3: The Weather1. Warm-up Activity: Review previous knowledge about different types of weather. Ask students to share their favorite weather and reasons.2. Vocabulary: Introduce new vocabulary related to weather, such as sunny, rainy, windy, etc. Use flashcards and pictures to help students understand and remember the words.3. Listening: Play a weather report recording, ask students to listen and identify the weather conditions mentioned. Discuss the weather conditions and their impact on activities.4. Speaking: Organize a weather forecast presentation. Each group will research and present a weather forecast for a chosencity, including the current weather conditions and predictionsfor the next few days.6. Writing: Ask students to write a short weather report fora chosen city. Provide sentence starters and vocabulary to support their writing.Unit 4: At the Department Store2. Vocabulary: Introduce new vocabulary related to department store items, such as clothes, shoes, bags, etc. Use flashcards and real objects to help students understand and remember the words.3. Listening: Play a conversation between a customer and a shop assistant in a department store, ask students to listen and answer questions about the customer's needs and the shopassistant's suggestions. Discuss the conversation as a class.4. Speaking: Organize a role play activity where studentsact as customers and shop assistants. They will take turns practicing conversations in a department store setting, focusing on making inquiries and providing suggestions.6. Writing: Ask students to write a short letter to a friend, describing a shopping experience in a department store. Provide sentence starters and vocabulary to support their writing.Unit 5: On the Farm1. Warm-up Activity: Show pictures of different farm animals, ask students to identify the animals and describe their appearances and behaviors.2. Vocabulary: Introduce new vocabulary related to farm animals, such as cow, sheep, chicken, etc. Use flashcards, videos, and real objects to help students understand and remember the words.3. Listening: Play an audio recording about life on a farm, ask students to listen and answer questions about the daily activities and responsibilities of farmers. Discuss therecording as a class.4. Speaking: Organize a class discussion about farming andits importance. Ask students to share their thoughts on why farming is important and the challenges faced by farmers.6. Writing: Ask students to write a diary entry about avisit to a farm. Provide sentence starters and vocabulary to support their writing.Unit 6: At the Pet Show1. Warm-up Activity: Show pictures of different pets, ask students to identify the pets and share their experiences with pets.2. Vocabulary: Introduce new vocabulary related to pets,such as cat, dog, rabbit, etc. Use flashcards and real picturesto help students understand and remember the words.3. Listening: Play a conversation between pet owners at apet show, ask students to listen and answer questions about the pets being shown and their unique features. Discuss the conversation as a class.4. Speaking: Organize a pet show in the classroom. Each student will bring a toy pet and present it to the class, describing its special features and characteristics.6. Writing: Ask students to write a short paragraph about their ideal pet and why they would choose it. Provide sentence starters and vocabulary to support their writing.以上是《牛津英语上海版2B》教学设计的主要内容，根据课程特点和教学目标，选择了适合学生的各种教学活动和评估手段。
上海版牛津小学英语2B教案 fisherman and farmer教案
Teaching Plan School: Fengxian Experimental Primary School(奉贤区实验小学)Teacher: Zhu Yulan (朱玉兰)Book: Oxford English 1B Unit 6Topic: The fisherman and the goldfishTime: 30 minutesAims:1.Enable the students to learn the words: fisherman, goldfish, net, sitter.2.Enable the students to introduce someone with the sentences ‘ I am/have/can/see…’3.Enable the students to read the rhymes rhythmically and make new rhymes.4.Enable the students to know how to care others. Aids:Multimedia, mask.教案说明：本课时是小学牛津英语1B Unit 6 Farmer and fisherman 中的Let’s learn部分内容，是继前两课之后的又一类职业名词的教学。
因为教材的编排上已有一定的铺垫，故我在教授新单词fisherman 的基础上拓展课外词汇goldfish, net, sitter, 并把它们用故事完整地串联起来。
本课时的目标是能听、说、读、理解这些单词，并在实际情景中正确运用；让学生了解新编英文版《渔夫和金鱼》的故事。
本课时的重点是单词的发音、意义及运用。
我们奉贤区实验小学是市课改基地校，实施牛津英语教材的时间较长，经验较丰富，教学成绩在区内也一直名列前茅。
我们学校相当重视英语教学，由专职教师任教一年级。
我就教一年级三个班，一周有四课时，其中一节是阅读课，尝试课外故事的阅读和儿歌教学。
沪教牛津英语2b教案
沪教牛津英语2b教案【篇一：小学牛津英语2b全册教案】unit1 do you like winter?第一课时教学目标：1、能听懂一般疑问句do you like?？引导尝试用yes，i do.和no，i don`t.回答。
2、能听懂、会说、初步认读sping、summer、autumn和winter四个单词，发音正确。
3、初步学习歌曲season`s song。
教学重点难点：1、能听懂一般疑问句do you like?？引导尝试用yes，i do.和no，i don`t.回答。
2、能听懂、会说、初步认读sping、summer、autumn和winter四个单词，发音正确。
教具准备及辅助活动：录音机、词语卡片、挂图教学过程：a. free talk:1、播放歌曲happy new year，给学生创造新年新气象的愉悦氛围。
2、播放season`s song给学生欣赏，让学生初步了解本歌曲的曲调和节奏。
b、learn to say1、由学生的衣服和颜色引出单词：t: happy new year!（指着某个学生的衣服表示赞美）you look so beautiful! 引导学生用thank you 回答。
t: your blue coat is nice. do you like blue?（根据学生衣服的实际情况引导学生回答）yes,i do./no, i don`t.2、让学生猜猜教师喜欢的颜色，引出单词winter。
t：what do i like?学生说颜色的单词，引导学生尝试用do you like ??的句型来问。
t：i like white. today i`d like to show you a picture of a white winter.教师出示冬天的图片，引出winter，组织学生听单词录音，朗读单词。
3、以相同的方法学习单词sping、summer、autumn。
沪教版牛津英语1B教案 Unit6 Farmer and Fisherman(4-6)
Unit6 Farmer and Fisherman第四课时(4th PERIOD)一、主要新授内容(new contents)Let’s play---You are… Yes, I am. No, I am not.二、学习目标(Objectives)1、在做游戏的语言使用环境中，能用正确的语音语调说出一些已经学过的职业词汇farmer, fisherman，policeman等。
2、在第三课时的学习基础上，能熟练运用I have got… What am I ？You are… 等简单语句进行问答。
3、在做游戏过程中,学习新句型：You are... Yes，I am. No，I am not.使学生能熟练正确的表述。
4、根据二期课改新课标的要求，在确保完成基本教学目标的基础上，可以结合学生的学习能力和语言的实际使用对教材呈现的教学内容进行拓展，所以在游戏中导入Can you…? Play with me. 有助于学生在实际生活中对语言的理解和表达更为准确和真实。
三、教学建议1、任务前期准备阶段（Pre-task preparation section）Pre-task Preparation是指我们要求学生运用目的语（即所学的语言）之前，呈现给学生的新语言材料。
也就是我们常说的：Input。
在这个环节主要让学生获得对新语言材料的第一次感知。
Activity 1 （Song）1、教学辅助(Aids)1)电脑（1B-U6-P4-1）2）屏幕2．活动过程（Process）Steps Contents Methods Purpose1 Song “He is apostman, apostman…”一边听歌曲一边看屏幕上映出的表示职业的图片。
一开始让学生听有关职业的的歌曲，既能营造出轻松的气氛，又能让学生直接进入本课的语言使用环境中2 Questions &answers 教师通过类似“What is he？He is… Is he…? Yes, heis. No, he is not.句型进行问答。
一年级英语下册 1B Unit 6 Famer and fisherman教案 沪教牛津版.doc
Let' s actLanguage focus:1. Using imperatives to give simple instmctionEg. Say Hello to AliceListening: Locate specific information in response to simple instructions.Speaking: Use modeled phrases to communicate with other learnets.Materials: Cassette IBTeaching ladders:I • Warming up1.Greeting2・ Rhvme•Look at the doctorReading a bookAbout a nurseAnd a cookThe doctor and the bookThe nurse and the cookOh look. All verv oldII.Pre-task preparationPlay a game of “Simon says”Open your mouthSay “Ah”III.While-task procedure1.Say "Hello” to the classT： Hello, XXT： Hello, XXS： Hello, miss ping.2.Ask a pair of students to come to the front.T： (Pat on the shoulder of one pupil.)Say hell to XXS： Hello3.Invite the her two pupils・T： Say Hello to XXS： HelloT： What' s the Chinese meany?4.Do group withSay Hello to XX5・ T： Come with me. (To a student)T： What" s the Chinese meaning.6.T： Now pleas open your books.Listen & read after it.7.Listen it again.Have students repeat the senterces with the appropriate yes turesIV.Post-task activityPlay a match: Who is the qaickest to respond?Lets talkLanguage focus:1・ Using formulaic expressions to identify peopleEg. You are a farmer.2.Askky yes/no questions to identify people .particular thingEg. Are you a teacher?Listening: Locate specific information in response to simple questions. Speaking: Use modeled sentences to commicate with other learners.Materials: Wallchart IBTeaching ladders:I. Warming up1.Greeting2.TrainSay Hello to AliceCome with meII・ Pre-task preparation1.Revise the expression "Hello 「m ..................... ”T(go to a student)S： Hello, r m a XXT： You are XX2.Inv ite pairs of students to come to the fro nt and st and faci ng each other. T： You can use “You are XXYou are XX”III. While-task procedure1.T： (hold up the u farmer" cards.)Farmer.(Get the students repeat)farmer2.Repeat the process with u fisherman”3.Press two students up as a farmer and a fishermari・T：(Point to the "farmer” )You are a fisherman.Yes or No.4.Repeat the precess with u fisherman” .5.T： (Look at the pictures)Farmer. You are a farmer.Fisherman.Your are a fisherman.6.T： (Point to myself)T am a teacher.I am an English teacher.T： (Point to a student)Are you a teacher?T： No, you are a student.7.T： Give the pointer to the studentsAre you a teacherT &S： Yes, I am.(Do it with other students again)8.T： Open your book P28Listen & FollowIV. Post-task activities1.Invite four students to stand in the front.Hold an object that tepresents a jobJave the rest of the class point to them one by one and say.You are a ........2.Group 1 act as a farmerGroup 2 act as a fishermanGroup 3 act as a teacherGroup 4 act as a doctor・(1) G 1: Are you a fisherman?G 2： Yes,Are you a teacher?G 3： Yes, Are you a doctor?G 4： Yes, Are you a farner?(2) G 1： Are you a fisherman?G 2： No, I' in a fisherman.Are you a fishman.3.Selsct. graps to act out the dialogre.ConsolisationP19： Listen and hang only the correct pictures onto the books.Let， s learnLanguage focus:ing nouns to identify people・Eg. Farmer・ing adjectives to describe peopleeg. thinListening: locate specific information in response to simple questions. Speaking: 1. Use modelIde phrases and sentences to communicate with otherlearnets・2. Proumee words properlyMaterials: Word and Picture Cards lbTeaching ladders:I . Warming up1.Greeting2.TrainI am a .......(teacher, pupil)II・ Pre-task preparation1.Put up the picture and word cards for Unit 4&5 on the boaed.T： Who will came to the front?Put. away the word・T： teacherS： (Put awey the word "teacher) pupil, doctor, nurse, cook, policeman, postman, driver, mi]kman, fireman2.Ask three students to act as a teacher, aformer and a fishermaruT: Who are you?S： You" re a teacher.(Point it one by one)3.Ask one sturent come to the front.T (teacher)The student act as a teacherS： Are you a teacher?S： Yes, I am.HR While-task properties1.Hold the picture cards for “farmer” "fisher enar" and “teacher” in the hanrds・T： XX, select are.Put it up on the board.Revise the word together.2.Write the words or the blackboard.Match the word & picture.3.Erase themT： (Pick out the correct word cards on the desk)4.Tnvit 2 pupil "for” "thin”T： FatT： thin 5・ T： fat, thin(With the hand gestures)6. T： Open your books. Turn to P29.Listen & Repeat.IV、Post-task activityHhide any of the word cards at you backT： Wich word?V、Consol Idation work book page 20Listen & colourWork book page 21Tick the correct box.Let' s playLanguage focus:1・ Using formulaic expressiong to identify peopleEg. You are a .........2. Using formulaic expressions to conform and dery things.Eg. Yes/NoSpeaking: 1. Open an interaction by eliciting a response.2. Maintain an interaction by using formulaic expressions to acknowlgdge, agree or disagree.Materials: Picture cards IBMarks with pictures of people.Teaching ladders:I . Pre-task preparation1・ Pick up the picture and word cards for a famer, fisherman, teacher・ Match it.2. Read the word one by one.Farmer, fisherman， teacher・II.While-task procedure.1.Invite 6 students to arme to the front.T： Who will act as a doctor?nurse?policeman?postman?farmer?fi sherman?teacher?T： Let.' s point it & say.You are a .........e a handkerchief to cover a volunteers eveserT： Come to the front & catch them & Guess u You one ............. ”(1)Inivite a pupil of Group 1. 2. 3. 4(2)The rest of the class should tell him "Yes. No”3.Conlinve the game with other studenls.Let all the students have a chanee to playIII、Post-task Qctivities1.Write the six adjective words “tall” "short” "fat” “thin” "young” and “old” on the board ・ Have students draw a person that fits each descriptin.2.Play hide and seek after dass・IV、Condoli dat ionWork book page 21Can you find the word in the pnzzle?Colour the boxes.Let' s enjoyLanguage focus: Using adecties to decrile thingsEg. Thin pig.Fat pig・Speaking: Pronunee correctly words in connected speech by linking words together and using appropriate stress.Listening: Identify key words in an utteranee by recognizing stress・Materials: Pictures , cards IBTeaching ladders:I • Warming up1.Greeting2・ RhvmeLooking at the doctor・Reading a book・About a nurse and a cook.The doctor and the book.The nurse and the cook.Oh, look.All very old・II • Pre-task preparation1.Put the words cards for this armt on the board.T： Who takes care of animals?Who is it?2.Make enlarged photocopies of the two pigs from Student' s. book page 31 T： Which is fat?Which is thin?S： It is fat. It is thin.III. Whi le-task procedure1.T： Listen to the tape.Fol 1 ow it.2.T： (Use hand gestures)Up, Dowm(Repeat for studcny to copy you)Up, Dowru3.T： (Use body language)Thin, fat4・Show fingers for “One and two nPut hand on ehest for “I”Point to students for "you”Point to ceiling for "up”Point to floor for “down”Draw cirdes in the air for "round and round”5.Encourage students to read the rhyme.6.Let students do actions while reading out the rhyme7.Invite individual students to act out the rhyme to the class. Students vote for the best one. IV. Post-task activitieshave each group act out lh rhyme.。
上海版牛津小学英语2b教案全册 2B教案U9_2
第二课时（THE SECOND PERIOD）一．主要内容（Main contents）Let’ revise --- 复习动物类、家居用品类、洗漱类、一日三餐及餐具类、季节自然类等方面的名词及学过的动词、形容词。
二．学习目标（Learning objectives）1.能够正确认读学过的单词，发音准确。
2.掌握单词的意思并能进行归类。
3.能在学过的句型中正确使用单词。
三．教学建议（Teaching suggestion）1.任务前期准备阶段（Pre-task preparation section）Pre-task preparation 是指我们在进入语言学习之前，让学生获得对即将学习的语言材料的第一次感知，让学生尽快进入学习状态的前期准备阶段。
通过创建一种愉快的英语学习氛围，把学生自然地带入到单词复习的气氛中。
Activity 1 （英语乐园）1、教学辅助(Aids)1) 电脑（2B-U9-1）、（2B-U9-2）、（2B-U9-3）2）屏幕Activity 2 （英语乐园）1、教学辅助(Aids)1)电脑（2B-U9-4）、（2B-U9-5）、（2B-U9-6）2）屏幕Activity 3 （英语乐园）1、教学辅助(Aids)2)电脑（2B-U9-7）、（2B-U9-8）2）屏幕2、任务中期实施阶段（While-task procedure section）While-task Procedure，这是指语言技能的习得过程。
其中分为机械性操练和意义性操练两部分。
机械性操练：让学生准确地模仿、复说要学习的知识，从模仿到识记，使新知识由感知、理解、模仿直到储存。
Activity 1（A or B）1、教学辅助(Aids)1) 电脑（2B-U9-9）2）屏幕3）A和B的牌子Activity 2 （Guess）1、教学辅助(Aids)1) 电脑（2B-U9-10）2）屏幕3）A和B的牌子完成比较扎实的机械性操练后，就进入了意义性操练阶段。
上海版新牛津英语2BM2U2教案
Teaching planPeriod 1 Title Look and learn Look and say Aims Language aims:ing nouns to indicate the food items.e.g. salad,carrot,fish,chicken,banana ing Wh-questions to ask about one‟s food preferences.e.g. What do you like eating? ing modelled sentences to answer the questions .e.g. I like eating…. Ability aims:1.Through the teacher's guidance, let the students pronounce the key words, phrases and sentences correctly. ing modelled sentences to ask about one‟s likes. Emotional aims:Help the students build their self- confidence in English learning Developing aims:1.Let the students talk about their favourite food. 2.Tell them how to keep health and the importance of balanced diet. Main points Using modelled sentences to ask about one‟s food preferences and provide a response to factual questions. e.g. What do you like eating? I like eating…Difficult points 1.The difference of cn. and un. ing modelled sentences to ask about one‟s food preferences and provide a response to factual questions. e.g. What do you like eating? I like eating…Teaching aids Power Point , masks of little animals ProceduresStep Contents Methods PurposePre-task preparation chant Revision Say together: Play, play, I like playing. Fly, fly, I like flying. Sing, sing, I like singing. Ride, ride, I like riding. Eat, eat, I like _eating_. 1.T:What do you like eating? ChantChant 是低年级学是低年级学生最容易操练的方式，充分培养学生的口头能力。
(沪教版)二年级英语教案2BUnit1FarmAnimals
Period 1 Let’s learnContents: 1.Word: hen, chick, duck, cow, pig2.Letter: N n nose, O o orangee.g. hen, chick2.Learn the above names and sou nds of the letters ‘N n, O o’.you like.Difficulties: Pronounce words properly.Aids: 1.T: picture cards, words cards, tape, Student’s Book and Wordbook.P: picture cards (students prepared beforehand )Period 2 Let’s talkContents: What do you see? I see┄What do you hear? I hear┄Aims: 1. Asking ‘wh’ questio ns to find out specific information about a farm.e.g. What do you see /hear?２.Ｕsing the simple present tense. e.g. I see/hear a duck.Main Points: Asking and answering the ‘wh’ questions.Aids: the wallchart for page 3, six picture cards and six word cards ,tape , Student’s Procedures:ⅠPre-task preparation⒈Show six toy farm animals or pictures of them. Askstudents to name in English.⒉Show six word cards.Ask students to read them.⒊Match the words to the pictures on the board.Ⅱ. While-task procedure⒈While putting your hands on your eyes like a telescope,say ‘What do you see?’Then putting your hand on yourear like listening, say ‘What do you see?’ Get the s tudentsto do the actions like you while repeating the questionsafter you.⒉Put up the wallchart for page 3 tell a story somethinglike this:T: Look at the picture of a farm. This boy is Sam andthis girl is May. They’re brother and sister. This old man iscountry to visit their grandfather. Their grandfather is afarmer. Sam and May like to go to his farm to see theanimals. There are a lot of animals on the farm: a pig,sheep, cows, a duck and even a hen with baby chicks.How many of them do you see in the picture? S: I see…⒊Play the sounds of the animals on the recording andanswer the questions ‘What do you hear?’bysaying ‘I hear…’⒋Listen to the story again. Then answer the questionsand such as the following:①Who is the boy/girl/old man? (Sam, May, grandfather)②What is Sam and May’s grandfather? (He is a farmer.)③Are there many animals on his farm? (Yes, there are.)④What animals has gra ndfather got on his farm? (Hehas got a pig, sheep, cows, a duck, a hen and chicks.)⑤What do you see in the picture? (I see…)⑥What do you hear on the tape? (I hear…)⒌Open their books. Listen to the let students hear thecorrect pronunciation of the sentences and repeat.Then ask individual students to say ‘What do youPeriod 3 Let’s actContents: Draw the cow on the paper. Draw the duck on the ground.Aims: ⒈Using imperatives to give simple instructions. e.g. Draw the cow on the paper.⒉Locating specific information in response to simple instructions.⒊UsingMain points: Using imperatives to give simple instructions.Aids: plain sheets of paper, toy animals, animal picture cards, tape, Workbook, Period 4 Let’s play.Contents: Listen, tick and say: I hear a…Aims: ⒈Using the simple present tense to indicate what you hear. e.g. I hear a sheep.2. Using nouns to refer to farm animals. e.g. cowMain points: Using the simple present tense to indicate what you hear. Difficulties: Recognizing key words of the animals.Aids: Student’s Book and Workbook, tape, word and picture cardsPeriod 5 Let’s enjoy. Contents: story: I’ve got a cow. It goes ‘moo, moo’.Aims: ⒈Using formulaic expressions to indicate possessions. e.g. I’ve got a cow.⒉Using formulaic expressions to indicate what noise animals make. e.g. It goes‘moo, moo’.Main points: Using formulaic expressions to indicate possessions and what noise animals make.Difficulties: Pronounce correctly words in connected speech by linking together and using appropriate stress.。
牛津英语二年级上册2A全册教案(上海版)
牛津英语二年级上册2A全册教案（上海版）Oxford English 2AM1 U1(1)AimsTo learn the following words, e.g, afternoon, evening, night, morning.Teaching focusTo greet the others, e.g., Good ….Teaching Aidsmedia, mask, cards, etc.ProceduresStepTeacher’s activitiesStudents’ activitiesPurposePre-taskpreparation1. Sing a song.2. Say a rhyme.1.Sing a song.2. Say a rhyme.利用歌曲，让学生进入学习状态。
While-task procedure1. To teach :afternoon(1) To elicit:T: Good afternoon, boys and girls.(Show the word and picture.)(2) Read the word.(3) T: Say “good afternoon” to your classmates or teachers.(4) Show some pictures(Kitty, Alice, Danny, Eddie, Miss Fang.)2. To teach: evening(1) Show a picture and ask: Look at the sun. Is it afternoon?(2) Read the word.(3) Fill in the blanks: _vening(4) Guess: Morning or Evening?(5) Say “Good evening” to Mr tiger, Mr dog, …(6)Let student do pair-work3. To teach: night(1) T: Look, the sun is missing. What do you see?(2) Read(3) Show a picture (a girl says “Good night” to her mum and dad.)Rhyme:Night, night, good night, Mum.Night, night, good night, Dad.Good night, good night,Hu----hu---(4) Make a new rhyme.(5) Show a picture of night.T: It’s night. Good night, children.4.To teach: morning(1) Listen to a cock (sound)(2) Read(3) Enjoy a song.1. Ss: Good afternoon.2. Boys read it.Girls read it.3. Say “Good afternoon.” to the others.4. Say together.(Good afternoon, …)1. Ss: No.2. Choose the answer.3. Play a guessing game.4. Role-play in the evening show (animals’masks)5. Work in pairs.1. S: I see…2. Read3. Say a rhyme.4. Make a rhyme1. Ss: Good night.(Enjoy a song: Good night.)2. Follow the teacher3. Sing or enjoy the song根据上课的实际时间，先教授afternoon一词.从情景过度到实际生活，学生从学到用。
上海版牛津英语2B教案
Period 5 Let’s enjoy.Contents: story: I’ve got a cow. It goes ‘moo, moo’.Aims: ⒈Using formulaic expressions to indicate possessions. e.g. I’ve got a cow.⒉Using formulaic expressions to indicate what noise animals make. e.g. Itgoes ‘moo, moo’.Main points: Using formulaic expressions to indicate possessions and what noise animals make.Difficulties: Pronounce correctly words in connected speech by linking together and using appropriate stress.2B Unit 1 Farm AnimalsPeriod 1 Let’s learnContents: 1.Word: hen, chick, duck, cow, pig2.Letter: N n nose, O o orangeAim: ing nouns to identify common farm animals.e.g. hen, chick2.Learn the above names and sounds of the letters ‘N n, O o’.3.Knowning about the farm animals and say something about the animalsyou like.Main points: Using nouns to identify common farm animals.Difficulties: Pronounce words properly.Aids: 1.T: picture cards, words cards, tape, Student’s Book and Wordbook.P: picture cards (students prepared beforehand )Period 2 Let’s talkContents: What do you see? I see┄What do you hear? I hear┄Aims: 1. Asking ‘wh’ questions to find out specific information about a farm.e.g. What do you see /hear?２.Ｕsing the simple present tense. e.g. I see/hear a duck.Main Points: Asking and answering the ‘wh’ questions.Difficulties: Using the models to communicate with other learners.Aids: the wallchart for page 3, six picture cards and six word cards ,tape , Student’s Procedures:ⅠPre-task preparation⒈Show six toy farm animals or pictures of them. Askstudents to name in English.⒉Show six word cards.Ask students to read them.⒊Match the words to the pictures on the board.⒋Ask: ①What comes from a hen?/ Where does an eggcome from?②Where does milk/a chick /a hen come from?Ⅱ. While-task procedure⒈While putting your hands on your eyes like a telescope,say ‘What do you see?’Then putting your hand on yourear like listening, say ‘What do you see?’ Getthe students to do the actions like you while repeating thequestions after you.⒉Put up the wallchart for page 3 tell a story something likethis:T: Look at the picture of a farm. This boy is Sam andthis girl is May. They’re brother and sister. This old manis their grandfather. Sam and May sometimes go to thecountry to visit their grandfather. Their grandfather is afarmer. Sam and May like to go to his farm to see theanimals. There are a lot of animals on the farm: a pig,sheep, cows, a duck and even a hen with baby chicks.How many of them do you see in the picture? S: I see…⒊Play the sounds of the animals on the recording andanswer the questions ‘What do you hear?’bysaying ‘I hear…’⒋Listen to the story again. Then answer the questionsand such as the following:①Who is the boy/girl/old man? (Sam, May, grandfather)②Wh at is Sam and May’s grandfather? (He is a farmer.)③Are there many animals on his farm? (Yes, there are.)④What animals has grandfather got on his farm? (He hasgot a pig, sheep, cows, a duck, a hen and chicks.)⑤What do you see in the picture? (I see…)⑥What do you hear on the tape? (I hear…)⒌Open their books. Listen to the let students hear thePeriod 3 Let’s actContents: Draw the cow on the paper. Draw the duck on the ground.Aims: ⒈Using imperatives to give simple instructions. e.g. Draw the cow on the paper.⒉Locating specific information in response to simple instructions.⒊Usingmodeled phrases to communicate with other learners.Main points: Using imperatives to give simple instructions.Difficulties: Using modeled phrases to communicate with other learners.Aids: plain sheets of paper, toy animals, animal picture cards, tape, Workbook,Period 4. Let’s play.Contents: Listen, tick and say: I hear a…Aims: ⒈Using the simple present tense to indicate what you hear. e.g. I hear a sheep.2. Using nouns to refer to farm animals. e.g. cowMain points: Using the simple present tense to indicate what you hear. Difficulties: Recognizing key words of the animals.Aids: Student’s Book and Workbook, tape, word and picture cards2B Unit2 In the circus Period1 Let’s act Teaching aims:1)Locate specific information in response to simple instructions.2)Use imperatives to give simple instructions.3)Learn the sentences: Come here. Go there. Come back . Education aims:Foster the thought of loving animals.Difficult points:Using imperatives to give simple instructions.Materials:Cassette 2B and cassette player.2B Unit2 In the circus Period2 Let’s learn Teaching aims:1)Learn the words: horse, bear, elephant, tiger, monkey, panda.2) Pronounce words properly.Education aims:Foster the thought of loving animals.Difficult points:Using nouns to identify animals.e. g. bear, elephantMaterials:Cassette 2B and a cassette player.Wookbook 2B page 6.Teaching essay2B Unit2 In the circus Period3 Let’s talk Teaching aims:1)Learn the sentences: Look at the…It’s… and…2) Use imperatives to draw attention to something.3 ) Use adjectives to describe animals.Education aims:Foster the thought of loving animals.Difficult points:Use imperatives to draw attention to the animals and describe them. Materials:Cassette 2B and a cassette playerWord and picture cards (animals)Wallchart 2BTeaching essay2B Unit 2 Period 4 In the circus LettersBasic aim: ing nouns to identify things.. .. e.g. pencil, quilt.2. Learning the letters: Pp , Qq.Difficult point: Writing the letters2B Unit 2 Period 5 Let’s play Guess Who’s my friend?Basic aim:ing connectives to link two adjectives.e.g. She is little and white.2.Asking “Wh-’’questions to find out specific information about a person.e.g. Who is she?Developing aims:1.Learn other words. e.g. tail,short.2.Make a riddle.Materials: cassette,player,toys,masks. Teaching procedure:Unit 2 Let’s enjoy Period 6 SongBasic aim:ing imperatives to draw attention to somethinge. g. Look at the bear.ing adjectives to describe animalse. g. It’s big and bro wn.Developing aims:1.Rhyme2.Like animals, like nature.Materials:Cassette, player, pictures, masks.UNIT 3 Let’s learnPeriod 1 Teaching aims:1.Basic aims: a. To learn the letters: Rr Ss.b. To learn the words: rubber, sweet.c. Add a new word: chocolate.2.Developing aims: using the words to make some sentences, make some dialogues or some rhymes.Main points: To learn the letters and the words.Difficult points: The pronunciation of ‘Rr’.UNIT 3 Let’s learn Period 2Teaching aims:1.Basic aims:To learn the seven words: window, door, bed, room, sofa, table, lamp.2.Developing aims: Using the words to describe a room.Main points: To learn the words.Difficult points: Using some English to describe the words. Materials: cassette, picture cards, a big picture of a room.UNIT 3 Let’s actPeriod 3Te aching aims:1.Basic aims: Using imperative to give simple instructions:Close the window, please.2. Developing aims: Using imperative in the correct situation.Main points and difficult points:Use modelled phrases to communicate with other learners.2B U NIT 3 Let’s talkPeriod 4Teaching aims:1.Basic aims:(1)Using the simple present tense to indicate facts. E.g. This is my room.(2)Using introductory ‘There’ to express facts. E.g. There is / are… in my room.2. Developing aims: To describe one place using ‘There is/are…’.Education aims: Let the students to love their homes.Main points and difficult points:Using ‘This is …’ ‘There is/are …’ to express facts.Materials: cassette, the tape of listening( 2parts),the tape of the sounds(the admire and2B UNIT 3 Let’s playPeriod 5Teaching aims:1.Basic aims: Using prepositions to indicate positions. E.g. There is a lamp onthe table.2. Developing aims: To describe the story fluently.Education aims: Let the children be interested with the story.Main points: Repeat the story.Difficult points: The using of the prepositions: on, under, in.2B UNIT 3 Let’s enjoyPeriod 6Teaching aims:1. Basic aims: To learn the story and repeat it.2. Developing aims: To say the rhyme using appropriate stress. Education aims: Let the children fell interesting with the English. Main points: To say the rhyme correctly.Difficult points: To say the rhyme using appropriate stress.2B Unit 4 In the parkThe first period Let’s learnTeaching Aims:Basic aims:Using verbs to identify momentary actions:e.g. walk, climb, skip, swing, fly, ride Difficult points: Using the verbs to say sentences Education Aims: To love sports and deep a good health Materials: Picture and word cards2B Unit 4 In the parkThe second period Let’s actTeaching Aims :Basic aims: Using imperatives to express prohibitione.g. Don’t walk on the grass.Difficult points : Using imperatives to express prohibition Education Aims : To protect the surroundingMaterials : Picture2B Uint 4 In the parkThe third periodLet’s talkTeaching Aims:Basic aims : 1. Using the modal verb “can” to express abilitiese.g. I can climb.2.Asking “Wh-“ questions to find out particular information abouta persone.g. What can you do?Difficult points : Using verbs to indicate momentary actionse.g. I can skip.Education Aims : To love sportsMaterials : PicturesUnit4 In the park LettersThe fourth period Teaching aims:1)Using nouns to identify things. e.g. tree umbrella2)Learning the letters: T t, U uDifficult points:Writing the letters correctly.Materials:Unit4 In the park Let’s playThe fifth period Teaching aims:ing modal ve rb ‘can’ to express abilities.e.g. Spotty can climb.ing verbs to indicate momentary actions.e.g. Spotty can skip.Difficult points:Using modal verb ‘can’ to express abilities.e.g. Spotty can climb.Materials:Cassette, picture, dice, countersUnit 4 In the park RhymeThe sixth period Teaching aims:ing verbs to describe movements.e.g. Walk like a cat.2. Using prepositional phrases to describe locations.e.g. On the floor.Difficult point:Using modeled phrases to communicate with other learners. Education aims:To love sports and the animals.Materials:Cassette, cassette player, pictures。
上海版牛津英语2B各单元教学内容分析
上海版牛津英语2B各单元教学内容分析2B Unit 1 Farm animals【单元分析（UNIT ANALYSIS）】一．教材地位(UNIT POSITION)1．从第一、二单元“动物”的主题来看，本单元教材内容是着重围绕“农场上的动物”这个课题展开。
2．在一年级，学生已会用口语表达I’ve got…以及I see a …句型，在此基础上，本单元巩固了这些句型，并通过有关动物词汇的累积和问答句的使用丰富了句子表述的语意。
3．在本册教材中，学生将继续识认书写大小写字母。
4．本单元学生将学习农场上常见的六种动物：hen, chick, duck, cow, sheep, pig及其相关表述。
5．结合本单元“农场”、“动物”的主题和语境，无论学生是否熟悉农场的环境，都可以让学生通过听觉和视觉感受农场上最常见的人类驯养的动物和野生动物，并且用习得的语言简单表达出自己的所见所闻。
二．学习目标（LEARNING OBJECTIVES）1．本单元学习Oo 、Nn两个字母，字母的教学可与单词教学相结合，要求学生不仅能按字母表顺序背诵字母，能正确认读大小写字母之外，还能正确掌握所学字母大小写的书写。
2．学生应该能够用正确的语音语调表达hen, chick, duck, cow, sheep, pig等动物名称，掌握这些词汇的认读、拼读、简单运用等口语表达；能够正确书写这些单词。
除此之外，可根据学生的学习能力在口语学习中适当增加所学动物的复数表达。
3．培养学生的视听观察能力，能根据实际情况运用What do you see/hear?I see/hear…进行简单的信息交换，表达个人的见闻。
教学资源（TEACHING RESOUCES）1、现代技术支撑（I.P. support）录音机♦电脑♦实物投影机♦多媒体软件2、视听材料辅助（Audio-visual aids）♦图片♦实物3、学习材料（Materials）♦学生用书♦配套练习册四．课时划分（PERIOD DIVISION）本单元建议分六课时完成。
一年级英语下册 1B Unit6 Farmer and Fisherman(1-2)教案 沪教牛津版
Unit6 Farmer and Fisherman【单元分析（UNIT ANALYSIS）】一、教材地位（UNIT POSITION）1、从本单元的中心“我们周围的人们”为主线来看，教材内容是围绕“职业”这个主题展开的：语言的使用环境是在郊外、办公室里的工作和生活。
2、词汇方面，学生在前几节课学习了基本的职业名称postman, policeman, driver, fireman, milkman, doctor, nurse, cook和形容词tall, short, old, young的口语表达基础上，增加了farmer, fisherman, teacher, fat, thin 五个常用词的口头表达。
3、句型方面，一年级第一学期学习I’m May.的简单自我介绍，本单元呈现了You are …Yes./ No 和Are you …? Yes./No.应答句的完整性和交互性。
4、Follow me.前几节课是出现过的，结合本单元“郊外”的语境，增加了Come with me.和Say hello to …的句型.二、学习目标（LEARNING OBJECTIVES）1、在平时的生活中，每个学生的亲朋好友都有着各种不同的职业，学生们都或多或少受到了这些职业的影响。
通过在郊外和办公室中所了解的不同职业和生活习惯来感受社会分工的不同。
结合实际生活，会用简单的祈使句来要求别人向新朋友打招呼，并邀请他加入；用常用的问答句来猜测和询问别人的职业和相关特点；用简单明确的形容词配以儿歌的形式描述人物的外形、职业特征。
2、在原来口语表达的基础上，能够针对不同职业用You are …/Are you …?来询问和回答。
3、在前几个单元的基础上，进一步学习更多职业名称和形容词。
能根据不同职业和人物特征,正确使用farmer, fisherman, teacher, fat, thin等。
4、能够根据实际情况使用Say hello to …和Come with me.表达自己的意愿。
牛津沪教一下Unit6Farmerandfisherman课件之一
工具和设备
农民使用各种农具和设备，如犁、收割机、 喷雾器等。
食品供应的重要性
农民的工作对于保障食品供应非常重要，他 们为人们提供健康的食物。
渔民的工作
职责和任务
渔民负责在海洋或水域中捕捞 鱼类和其他水生生物。
工具和设备
渔民使用渔网、渔具等工具和 设备进行捕鱼活动。
钓鱼技巧和捕鱼技术
渔民掌握了丰富的钓鱼技巧和 捕鱼技术，以提高捕鱼效率。
农民和渔民：食物的守护者
农民
渔民
农民为我们带来新鲜的蔬菜和 水果，保障食物的安全和健康。
渔民为我们提供新鲜的鱼类和 海产品，让我们品尝到美味的 海鲜。
食物供应链
农民和渔民的努力构成了全球 食物供应链的重要环节。
牛津沪教一下 Unit6Farmerandfisherman 课件之一
课件概述。单元名称：农民和渔民。目标：了解农民和渔民的工作以及他们 对社会的贡献。
农民的工作
职责和任务
农民负责耕种、养殖、收割等一系列农业活 动，以确保食物供应。
农田管理和农作物种植
农民负责农田的管理和农作物的种植，以保 证产量和质量。
农民使用各种农具和设备，如犁、收割机、喷 雾器等。
农民负责农田的管理和农作物的种植，以保证 产量和质量。
农民的工作对于保障食品供应非常重要，他们 为人们提供健康的食物。
渔民的职责和任务
• 渔民负责在海洋或水域中捕捞鱼类和其他水生生物。 • 渔民使用渔网、渔具等工具和设备进行捕鱼活动。 • 渔民掌握了丰富的钓鱼技巧和捕鱼技术，以提高捕鱼效率。 • 渔民的工作对于保护海洋资源具有重要意义，确保资源的可持续利用。
1 农民精耕细作
农民通过勤劳的努力，为社会提供安全、健康的食物。
沪教版Unit6《Farmerandfisherman》第二课时教案
沪教版Unit6《Farmerandfisherman》第二课时教案沪教版Unit 6《Farmer and fisherman》第二课时教案教学目标：知识与技能1.能用正确的语音语调说出fat, thin两个新授词汇；2.能够在前几单元的学习基础上，熟练运用学过的形容词tall, short, old, young 等，形容描述不同的人或物。
过程与方法通过相互简单的问候，让学生开始形成在日常生活中良好的语言习惯。
情感态度价值观让学生开始形成在日常生活中良好的语言习惯和待人接物时落落大方态度、有问有答的礼貌。
重点难点：Let’s learn---fat, thinLet’s enjoy--- Rhyme教学准备：单词卡片、关于职业的一些工具、多媒体教学过程：一、Warming up1. Song “Postman & policemanl” 一边唱Unit 4 “邮递员和警察”的歌曲一边看屏幕上出现的人物，一开始让学生唱学过的歌曲，复习了以前学过的形容词，让学生直接进入本课的语言使用环境中。
2. 教师通过类似“What is he? How is the postman? Is he old or young? …”问答，复习巩固旧知识。
让学生通过问答，帮助他们回忆学过的知识点，为后面的学习内容作好铺垫。
3. Rhyme“Look at the doctor reading a book,…Oh, look, All very old！” 集体朗诵儿歌，引起学生对于要学过的儿歌的回忆。
4. 出示doctor, nurse, postman…等不同职业人物图片，用This is a doctor. She is happy. She is short and young…请学生自己介绍其中的人物。
输入语言使用环境后，可以通过复习doctor, nurse, postman…以及He /She is…句型，帮助学生先回忆学过的.内容，为本教时学习另外两种形容词作铺垫。
上海版牛津英语小学一年级下册1b Unit 6 Farmer and fisherman 5课时表格式教学设计
Unit6 Farmer a nd fisherman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The First Period一．Teaching aims1.Basic aimsUsing imperatives to give simple instructions e.g. Say hello toAlice2.Developing aimsEstablish and maintain relationships in carrying out classroom activitiescation 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 dogThe Second Period一．Teaching aims1.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?cation aimsUse modeled sentences to communicate with other learners 二．Teaching importanceUsing formulaic expressions to identify people 三．Teaching difficultyUsing formulaic expressions to identify people 四．Teaching aids·Cassetle Word and Picture Cards 1B·A teacher’s pointer ·Workbook 1B page 19 ·MasksThe Third Period一．Teaching aims1.Basic aimsUsing nouns to identify e.g. farmer2.Developing aimsUsing adjectives to describe people e.g. thincation 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 , 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 processThe Fourth Period一、Teaching aims1.Basic aimsUsing formulaic expressions to identify people e.g.You are a…2.Developing aimsUsing formulaic expressions to confirm and deny things e.g.Yes./No.cation aimsMaintain an interaction by using formulaic expressions to acknowledge,agree or disagree.二、Teaching importanceUsing formulaic expressions to identify people三、Teaching difficultyUsing formulaic expressions 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.The Fifth Period一、Teaching aims1.Bisic aimsUsing adjectives to describe things.e.g. thin pig,fat pig2.Developing aimsIdentify key words in an utterance by recognizing stresscation 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 w ords “up”, “down”, “round”The phrases “Fat cat up”, “Fat cat down”, “Round and round”四、Teaching aidsCassetteWord and Picture Cards 1BEnlarged photocopies of the two pigs from Student’s Book page 31Cardboard and lollipop sticks。
沪教版一年级英语下册《Farmer and fisherman》Lesson3教案设计
Let s act---Come with me.
教学准备：
单词卡片、关于职业的一些工具、多媒体
教学过程：
一、Warming up
1. Song He is a postman. 一开始让学生听有关歌曲，让学生直接进入本课 的语言使用环境中。教师通过类似 This is a green bike .Who has got it？ What is he？ Is he a ？ 提问，学生 match 让学生猜测，从而过渡到新授内容。
4. 学生扮演着不同职业的人物，通过对自己的描绘，重复课本中的游戏。 老师指着新出现的人物重复强调两次 I m a teacher. A teacher. 将游戏间的交流 自然地从句型 You are a 。转移到句型 Are you a ？ Yes， I am. / No， I am not.。
三、Practice and consolidation
1. 将职业，及职业特点，及人物特征，人物姓名组成 2~3 句的短语进行听 力练习。可以体现学生之间的思维和语言积累的差异。
2. 校对，巩固所学内容。
板书设计：
Unit 5 Doctor and nurse
Farmer fisherman
2. fisherman 的机械性操练也可以先全体跟着教师朗读。其中开始一两遍可 以是正常声音升降调跟读，接着可以由响到轻或由轻到响地跟读。旨在通过 跟读音调的变化既达到反复模仿上口，由减少机械模仿的枯燥。
3. 教师示范，在卡片中抽出表示职业特点的图片 I have got a I am a 比较 简单的陈述，其中新授语言和旧的知识相结合，采用整体听后模仿，采用集 体训练快速完成，旨在通过学习形式的变化完成上口，加快学习节奏。4. 听 录音中课文内容并进行跟读，注意语音语调。比较简单的对话过程，其中新 授语言和旧的相比差别不大，相对容易，所以采用整体听后模仿，采用集体 训练快速完成，旨在通过学习形式的变化完成上口，加快学习节奏。
unit6 farmer and fisherman
《Unit 6 Farmer and fisherman》教学设计教材来源：上海版一年级《牛津英语》教学内容来源：小学一年级下学期《牛津英语》第六单元教学主题：《Farmer and fisherman》授课对象：一年级学生教学课时：第一课时设计者：解小青/沈倩郑州市郑东新区永平路小学【目标确定的依据】一、课程标准相关要求：1.能用正确的语音认读单词。
2.能在实际情境中准确的运用句子。
二、教材分析：本单元是继前两单元之后的又一类职业名词的教学。
本课时的目标是能听、说、读、理解这些表示职业的单词，并在实际情景中正确运用You are...形容某人的职业和运用Are you a ...?询问对方的职业，及其回答Yes,I am./No.三、学情分析：经过了前两单元的学习后，学生对职业类的英语表达表现出浓厚的兴趣，加上课上有趣的英语活动，课堂氛围非常活跃，为本单元的学习奠定了很好的基础。
【学习目标】1.能认读并运用三个表示职业的单词。
2.能在情境中猜测和询问职业，并做出正确的回答。
3.能感知各种职业的辛苦和美好，心存感恩之情。
【评价任务】1.通过古诗词，引导学生学习farmer、fisherman和teacher三个单词。
2.通过模仿音频、老师领读、小组活动用You are a.../Are you a...?进行职业的描述和猜测，并用Yes./No.回答。
3.通过描述各种职业的工作，体会每个职业的辛劳，学会感恩和感谢。
【学习重难点】1.farmer和fisherman的发音2.陈述句和疑问句的转换和区分。
【学习准备】多媒体课件【学习课时】1课时学习过程：【板书设计】Unit 6 Farmer and fishermanYou are a... farmerAre you a...? fishermanYes,I am./No. teacher 【教学反思】。
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Teacher: Zhu Yulan (朱玉兰)
Book: Oxford English 1B Unit 6
Topic: The fisherman and the goldfish
Time: 30 minutes
Aims:
1.Enable the students to learn the words: fisherman,
goldfish, net, sitter.
2.Enable the students to introduce someone with the
sentences ‘ I am/have/can/see…’
3.Enable the students to read the rhymes rhythmically
and make new rhymes.
4.Enable the students to know how to care others. Aids:
Multimedia, mask.
教案说明：
本课时是小学牛津英语1B Unit 6 Farmer and fisherman 中的Let’s learn部分内容，是继前两课之后的又一类职业名词的教学。
因为教材的编排上已有一定的铺垫，故我在教授新单词fisherman的基础上拓展课外词汇goldfish, net, sitter, 并把它们用故事完整地串联起来。
本课时的目标是能听、说、读、理解这些单词，并在实际情景中正确运用；让学生了解新编英文版《渔夫和金鱼》的故事。
本课时的重点是单词的发音、意义及运用。
我们奉贤区实验小学是市课改基地校，实施牛津英语教材的时间较长，经验较丰富，教学成绩在区内也一直名列前茅。
我们学校相当重视英语教学，由专职教师任教一年级。
我就教一年级三个班，一周有四课时，其中一节是阅读课，尝试课外故事的阅读和儿歌教学。
因此我的学生的英语学习水平相对而言较其他同龄学生更高些，掌握能力更强些。
根据我校学生的年龄特点和实际水平，我设计了利用媒体演绎故事教学的教学思路，并在整个设计过程中努力体现以下几点：一．将故事引入课堂，让学生乐“听”
低年级的小朋友还处于由兴趣支配注意力的阶段，因此要充分调动他们的积极性和兴奋点，使他们积极投入到英语学习中。
而听故事
是这个年龄段孩子最大的兴趣所在，于是我从了解他们已知的童话故事入手，将今天的故事引出。
并在讲故事的过程中多处让学生体验角色的心理状态和情绪：如边说“catch fish”边和渔夫一起捕鱼，一网一网撒下去，又一网一网收起来，等到真有鱼入网时孩子们激动不已，好象真是自己的劳动成果似的；又如当一学生被老师用网网住他时拼命挣扎求救“Help! Help!”。
这样一来，金鱼被捕到时的心情孩子们便深刻体会了。
角色体验能使学生走进故事情节，从而获得亲身的体验，更理解故事含义。
二．将语言融入情景，让学生乐“说”
在操练fisherman这个新单词时，从渔夫有什么、看见什么到
他能干什么，融入情景进行所学语言的训练，并由易到难，有序推进。
描述金鱼时让学生自己来扮演并介绍：I am a goldfish. I am/see/can／have got…在恰当的情景中设计开放性问题，不仅巩固了新知，又进行了综合操练。
学生们戴着头饰做金鱼也乐此不疲、跃跃欲试。
另外，我设计给父母讲故事的家作其实将语言知识延伸到了课外，拓宽了学习的时空性。
三．将情感深入心灵，让学生乐“做”
渔夫的第二个愿望是想找个能够照顾病中弟弟的人。
我刻意挖
掘故事寓意，对学生进行关爱和帮助别人的教育：如果你弟弟病了，你会为他做什么？如果别人病了，你又会做什么？有目的地引导学生进行这方面的思考，从而用他们已学的英语知识进行表达，学生的回答中应该有关心、有问候、有安慰、有提供帮助。
既是语言操练，又是思想教育，达到一举双得的目的。
课的最后，我又设置了这样一个家作：为你的父母做一件你能做的事。
这实际上是一种课内向课外的延伸，让学生从课堂走向家庭，联系生活，既进行德育教育拓展，又是学生能力的输出。
本节课通过故事教学模式的探索，让学生在听故事、学故事中充分调动学生的形象思维与创造性联想，调动他们学习英语积极性，努力创设英语学习、会话、交流的语言情境，使学生在乐中学，玩中学，并学得扎实、到位；通过故事教学拓展词汇，并运用讲故事，理解与体验故事情景，使学生在思想情感和道德品质方面受到潜移默化的熏陶，更使英语学习由难变易，让学生的能力、智力和个性得到健康和谐的发展。