Part A B教学设计实例

Chapter4. People at work

执教者：谢丹

Teaching objectives：

1.Ss can read ,recognize the words doctor, nurse, cook , housewife. 2.Ss can listen and recognize the sentences What’s your father’s job? He’s a …

What’s your mother’s job? She’s a …

Teaching important points：

1.The pronunciation of the words; 2.Ss can use the words correctly in a sentence. Teaching difficult points：

1.Ss can get to know different kinds of jobs, and can use the words correctly in daily life. Teaching aids：1.PPT ;2.Word cards

Teaching process：

Ⅰ.Warm Up T：Good morning, boys and girls! How are you ? Ss: Good morning, Miss Xie. I am fine, thank you , and you? T: I’m fine, too. Thank you! Look！Today Miss Xie invites you into 6 groups ,we will see which group will be the winner. T: I’m so happy to see you today. Hello! What’s your name?

K: I’m Kaien. T: How are you? K: I’m fine, thank you! How are you?

T: I’m fine,too. How old are you?

Ss: I’m ten. How do you come to school?

T: I come to school by bus today, sometimes I come to school by car. How do you come to school? Ss: I come to school by car. T: You’re great! Every group can get 2 points.( T can ask several students to talk) (设计意图：1.通过和学生们运用所学句型进行交流，提高学生日常口语表达能力；

2.运用本课各种职业设计有趣的竞争机制，引起学生的学习兴趣，激发学生的学习热情。）

Ⅱ.Lead in T: (T shows the picture of the characters of the book. Ask Ss to say Hello! To their friends one by one) Look at our friends. This is Beeno. This is Betty….Let’s say Hello to them! Ss: Hello! Ben, Peter, Sally, Mary... T: Our friends are talking about jobs today. (T introduces her job to the students to lead in the topic. Ask Ss to guess the meaning of job.)

I am a teacher. This is my job.

3.Use phonics to spell “job”. Ask Ss to read together. （设计意图：通过从Say Hello to our friends引出本课所学主题jobs。）

Ⅲ.Presentation 1.

Show the picture on the book, T introduces the characters of the picture, ask Ss to listen carefully and answer the questions.

T: Betty and Sally are talking about their father and mother’s job. Let’s watch and listen carefully!

2. Teach the word “doctor”

①. Teach the meaning of the word by showing a picture of a doctor. T say to the Ss “This is a doctor. Do you want to be a doctor? He’s a doctor.”

②

.Teach the pronunciation of “doctor” by phonics. ③

.Ask Ss to read and act like a doctor by train. 3. Teach the word “nurse”

T: Sally’s mother is a nurse. She’s a nurse. The nurse can take care of sick people.(T acts like a nurse.) ①. Teach the meaning of the word by showing picture of a nurse.

T say to the Ss “This is a nurse. Do you want to be a nurse? She’s a nurse….

②. Teach the pronunciation of “nurse” by phonics. ③.Ask Ss to read and act like a nurse 2 by 2. 4. Teach the word “cook”

T: Look what am I doing? (act like a cook) I am a cook. Look! He’s a cook.

①. Teach the meaning of the word by showing picture of a cook.

T say to the Ss “This is a cook. He’s a cook. The cook is cooking a delicious meal.The cook is wearing a white hat….

②. Teach the pronunciation of “cook” by phonics.

③.Ask Ss to read and do the actions group by group. 5. Teach the word “housewife”

T: Look at this picture. She’s a housewife. The housewife can cook and sweep the floor.

①. Teach the meaning of the word by showing picture of a housewife. T say to the Ss “She’s cooking at home. She’s a housewife. This housewife can sweep the floor,too….

②. Teach the pronunciation of “housewife” by phonics.

③.Ask Ss to read and act like a housewife by girls and by boys. If they read and act correctly, they can has a chance to throw the dice. 6. T asks Ss to pay attention when there is one doctor/nurse/cook/housewife,we can say a doctor, a nurse, a cook, a housewife. Ask Ss to listen carefully. (设计意图：1.教师通过不同方式反复输入，帮助学生在句型中学习词汇。

2.

通过不同形式的操练，熟悉目标词汇。3.通过实物、游戏、动作表演等不同方式，增加词汇学习的趣味性。）

Ⅲ. Practice 1.Game:Guessing game( T shows a pictures of a person who is covered partly, guess his or her job. If the Ss can guess it by using the sentence He’s a…/She’s a … correctly, they can get point.

T: Look at the picture, what’s his/her job? Can you guess?

S1: He’s a doctor…

3.

Ss look at the four new words of jobs and read them. ①.Ss read the word in the sentence, if they read it correctly, they can play a game.(Ss look at the word cards and turn the head with the word card in the different side.) ②.Ask Ss to say something to “doctor, nurse, cook, housewife”, if they read it correctly, they can play paper, scissors, stone with teacher.

4. Let’s watch, listen, follow and read, then ask and answer the questions with teacher. （设计意图：1.本环节设计了难度逐层递增的游戏，让学生们在有趣、轻松的课堂氛围中操

练目标词汇。）

Ⅳ. Production Group work 1.6 pupils in a group, act like a family. Introduce your father and mother’s job.

by using the sentences What’s your father’s job? He’s a… What’s your father’s job? She’s a…I’ m a…

Ask two groups’ students to act. （设计意图：我设计运用学过的职业单词，结合句型并且运用各种职业所用的教具在情境中

进行对话交流，学生们能够运用所学单词在情境中进行对话。

Ⅳ. Sum Up 1.Brain storm T: We have many different jobs in life. B: He’s a doctor.

T: She’s a nurse.

S:He’s a cook.

T: What else?

Ss: Policeman/ waitress/driver/fireman…

2.Moral education T: Yes. And every job is important in life. (设计意图：让学生们了解每一个职业在生活中的重要性。) T: You’re wonderful! Now, let’s find your friend and share what we have learnt today.

You did a good job today. Let’s see which group is the winner. Group one is the winner.

(设计意图：对本课进行总结，对学生进行奖励及鼓励。)

Chapter4 People at work What’s your father’s job? He’s a doctor. What’s your mother’s job? She’s a nurse.

Ⅴ. Homework 1.Listen to the CD and read Chapter4 Words；

2.Make word cards of a doctor, a nurse, a cook, a housewife. 3. Share what you learnt with your parents. (设计意图：根据本课所学内容，布置相应的作业，巩固所学知识。)

教学反思：

本课围绕学生核心素养的培养展开教学，老师通过与学生运用所学句型进行日常交流，通过

了解朋友们父母的职业，引出本课的话题job，根据本班学生的学情以学生性格特点设计了

不同方式的单词操练，在学生能掌握单词的基础上，设计难度逐层加深的有趣的游戏，学生

们在游戏中掌握单词，能听、说、认读单词，培养学生的语言能力。在游戏之后的跟读环节，

为Production内容作铺垫，自然地引出了Group work环节，运用各种职业所需的教具，通

过创设情境，提高了学生的语言能力，同时也提高了学生的思维能力。最后，结合Brain strom 进行情感教育，让学生们说说你所知道的其他职业，并学生们了解职业不分贵贱，每一个职

业在生活中的重要性。最后，布置了本课相关的作业，作为课后的学习巩固。在整节课教学

学过程中，我能围绕学生核心素养的培养展开教学根据本班学生学情，设计教学目标、重

难点，也能结合学生的年龄特点设计教学环节，教学过程环环相扣，教学难度逐层递增，教

学过程较流畅。学生们在教学过程中能积极参与到课堂中，在游戏中学习单词、句型中运用

单词，在pair work 环节能设计对话。学生都能掌握并运用。不足之处是在pair work 部分，

由于时间有限，只能邀请个别小组的同学们进行展示。在往后的课堂设计中，我也会关注这

一部分，在学习中将每一课的各个环节设计得更完美！