Lesson 16教学设计与反思

五年级上学期

Unit 3 Lesson16教学设计

学科

课题

教

学

目

标

英语

年级

五年级

执教教师

做课时间

2017/10 Unit 3 Lesson16 韩春莉

本节课将继续职业的学习，在帮助学生能够在真实情景以及现实生活中熟练运用句式表达同时，指导学生会书写四会单词；鼓励学生在真实语境中介绍和表达家庭成员的职业，并初步树立自己的职业理想。

教学重点

教学难点

教学环节

指导学生听说读写a, an, actor, actress, worker, parents等词以及He’s an actor. She’s a worker句型。

帮助学生了解询问职业的句型，并熟练进行交流。

教师活动

学生活动

设计意图

歌曲热身，帮助学生回忆知识点，

轻松愉悦；借助歌曲的新任务布置自然且流畅。

T: Class begins! Stand up. S: Good morning, Miss Han. Good morning, boys and

girls.

T: First, let’s listen to a

song, Ok? S: Ok. T: What did you hear in the

song?

S1: doctor…policeman…

S2: singer…postman…

T: Yes, they are all jobs.（学

歌曲热身，生一起说）

创设情境。

T:（教师指着图片）Look,

there are many jobs here, S3: 空姐…

can you tell me what her job

is?

T: Yes, today we will

continue to learn some jobs

that you can’t say it in

English now. Ok? S: Yes. Try your best to get more

stickers about jobs. And the

best group finally can have S: Lesson16.

the chance to share your

dream card with other

classmates. Ok?

T: First, let’s listen and guess.

What does he do?

S: He is a driver. 听音，猜词，连句等三个环节的词语以及句型渗透为新课的导入做好了基础。

S: Ok.

T: Good. Look here. Let’s read

it together.

T: Yes, they are the same. Ok?

S: What does he do? What’s his job?

What is he? S: Ok.

用听的方式猜出来driver,

dancer, singer, doctor and nurse.

(学生两个人一组提问回答。) S: Is she/he a …

课题引入，T: Next, let’s look and guess.

句型渗透。

Please use the sentence “Is

he/she a…”

猜出worker, reporter和writer等词。

（学生两个人一组提问并回答。）

T: Finally, let’s read the

sentence and guess.

He works on the farm.

He is a …

He works at the police. 由policeman学习引到

S: farmer

S: policeman

policewoman.

T: Look, this is my family S: parents…

photo. This is my mother, and S: this is my father. They are my…

T: Yes, you are right. （学习拼写

parents）

新课学习由老师自己家庭成员照片引入，拉近了与学生的距离，降低了难度，易于学生接受。

T: Can you guess what my

mother’s job is?

She’s a/an…

T: No.

S: Is she a/an...?

S: Is she a/an…?

S: Is he a/an…?

新课学习，T: Yes. She’s a worker. 拼写操练。

(出示图片，学习worker读音及拼写。) T: What about my father? Can you guess? T: Yes, he is an actor. （学习actor,以及actress的读音和拼写）

T: Now, let’s look at the pictures and talk about their jobs. (操练actor, actress 以及worker.) T: Now, you have known my S: Yes.

课程的输出回parents’ jobs. Can you introduce (用自己家庭成员照片进行操练) 归真实生活，指your parents’ jobs?

S: 小组练习。

导学生在真实语境中进行交流。

回归生活，

拓展输出。

T: 选几组代表进行上台展示。

T: Now, it’s time to have a rest. S: 全体起立chant Let’s chant together.

T: In the chant, there are two S: Ok, let’s go.

persons. They are Norman and Nancy. They are my friends. Let’s listen to the passage about the introduction of Norman and Nancy. And then fill in the blank. Ok? T: Let’s check the answer together.

T: Now, it’s

time to choose the S: 获胜组将自己的未来职业心首尾回应，帮助学生初步树立职业理想，具有深刻意义。

分层作业让全体学生得到全面且均衡发展。

总结评价，best group? And your group can 愿卡进行朗读，与大家分享。

升华主题。

read your dream card loudly to others.

课后作业

1.

Copy the words and 1.

抄写16课的单词和句子。

sentences of Lesson16. 2.

用获得的粘贴和同伴编一个2.

Use the stickers to make up 新的对话。

a new dialogue about jobs 3.

向你的同班同学介绍更多自with your partners. 己家庭成员的工作信息。

3.

Introduce more family members’ jobs to your classmates.

板书设计

Unit3 Lesson16

What does your father do?

He’s an actor.

+

What does your mother do?

She’s a worker.

=

parent(s)