Lesson 21全国优秀课堂实录

Lesson21

一、教学目标:

1、听、说、读、写单词:CCTV、hospital句子:Where does she work? She works at CCTV. Where does he work? He works in Beijing Hospital.听、说、认读单词TV reporter, doctor及询问他人职业的句型Is your...a...? Yes./No,he(she) is a...

2、能够在真实的情景中,描绘人物的职业,询问他人的职业及其作出相应的回答,询问人物的工作地点及其作出相应的回答等综合运用本课所学知识。

3、通过观看family视频等方式,能够引导学生对父母说出Father and mother, I love you!等简单描述,真正体会到家庭的重要性。

二、学习内容分析:

本节课是精通英语5年级上册第四单元21课,是以询问职业为话题对话课,本课在本单元中具有承上启下作用,主要考查学生在真实情景中对怎样询问对方家人的职业,以及学生如何介绍家人的职业理解和掌握。因此,教师遵循“隐性”语法教学的原则,设置一系列的活动、任务、游戏,在学生充分感知语言的基础上,再引领他们适当的情境下综合运用语言知识。在授课过程中,教师要考虑到不同水平层次的学生的需要,从浅入深,层层递进。因此,设计了一些生生互动的环节,开展了同伴合作、小组交流等活动。

三、学生分析:

我校是一所地处城乡结合部的农村学校,生源比较复杂,除了少数的本地孩子大部分属于外地务工人员子女,孩子们接触英语的时间仅限于课堂,平时的学习中的基本知识比较扎实,但是对综合知识的运用较弱。孩子们淳朴,善良,课堂表现积极、主动,乐于参与,乐于表现自己,大部分同学对学习英语都有浓厚的兴趣,但是也存在着个体差异。所以在本节课中,教师要考虑到不同水平层次的学生的需要,精心设计教学环节,通过有趣的教学活动激发学生的学习兴趣。通过小组合作为学生提供展示平台,使学生在实践中体验英语学习的乐趣。

四、教学重难点:

教学重点:听、说、读、写单词:CCTV、hospital句子:Where does she work? She works at CCTV. Where does he work? He works in Beijing Hospital.听、说、读单词TV reporter, doctor 及询问他人职业的句型Is your...a...? Yes./No, he(she) is a...

教学难点:能够运用本课所学知识,在真实的情景中询问他人的职业及其作出相应的回答,能够运用不同的词句来描绘人物的职业,询问人物的工作地点及其作出相应的回答等,提高语言运用能力。

五、教具准备:

1. 多媒体课件和用来奖励学生的粘贴及奖状。

2. 用于板书的词条贴。

六、教学过程:

Step One::Warming-up:

(1)Greeting and playing a game.

T: Good morning, boys and girls.

S: Good morning, Mr Che.

T: Sit down, please. Boys and girls, Do you like playing games?

S: Yes.

T: First, I divide you six groups. You can get small cards if you are good. Ready?

S: Go

S: teacher

S: writer

S: ...

【设计意图】良好的学习氛围是一节课成功的重要条件,分组的同时为下文做铺垫

(2)Free talk.

T: Great! Look , there are so many ‘jobs’. Now I have some questions. What does she do? S1: She’s a policewoman.

T: What does he do?

S2: He’s a doctor.

T: What’s his job?

S3: He’s a farmer.

T: What’s her job?

S4: She’s a worker.

T: Is he an actor?

S5: Yes.

T: Is she a teacher?

S6: No.

T: What’s her job?

S6: She’s a reporter/TV reporter.

【设计意图】通过复习职业词汇直接引入描述话题, 通过Free talk引入TV reporter

Step Two: Presentation:

(1)Show a picture

T: Look at the picture. Who’s she?

S1:She’s Wang Xiaoya.

T: Is she a TV reporter, too?

S: Yes.(板书TV reporter )

T:TV reporter(two times)

T: Guess. Where does she work?

S: She works at CCTV. (板书Where does she work? She works at CCTV. )

T: Look at the picture. Who can ask? Who can answer?

S1:Where does she work?

S2:She works at CCTV.

S3:Where does she work?

S4:She works at CCTV.

T: Great. What about him? Who can ask? Who can answer?

S5:Where does he work?

S6:He works at CCTV.

S5:Where does he work?

S6:He works at CCTV.

【设计意图】通过图片把本课知识在情景中教授TV reporter. Where does she work? She works at CCTV. 通过“王小丫撒贝宁”等图片让学生更好理解TV reporter,CCTV,学生在情境中学习掌握问答句Where does she/he work? She/He works at CCTV.

(2)Talk in pairs

T: Hello...

S1: Hello...

T: What’s her job?

S1: She’s a TV reporter.

T: Where does she work?

S1: She works at CCTV.

T: Bye.

S1: Bye.

T: Work in pairs. Let’s talk.

S1: Hello...

S2: Hello...

S1: Is she a TV reporter?

S2: Yes.

S1: Where does she work?

S2: She works at CCTV.

...

【设计意图】通过分层对话,让学生掌握新知Where does she work? She works at CCTV.

(3)Ask and answer

T: I want to know more about you. Is your father a TV reporter,too?(point the picture)

S1: No, he’s a doctor.

T: Is your father a TV reporter,too?

S2: No, he’s a worker.

T: Is your father a TV reporter,too?

S3: No, he’s a teacher.

T: Is your mother a ...

S4: Yes(板书Is your...a...? Yes./No, he’s (she’s)....)

【设计意图】通过图片交谈引出新知Is your...a...? Yes./No, he’s (she’s)....

(4)Play a game.

T: Do you want to know more about our classmates?

S: Yes.

T: OK. Let’s play a game. Who wants to ask?

S5: Is your mother a ...

S6: Yes.

S7: Is your father a ...

S8: No.

S9: Is your father a ...

S8: Yes.

【设计意图】通过游戏猜学生家人职业,学生更好旳掌握新知Is your...a...? Yes./No, he’s (she’s)....

Step Three: Practice

(1) Listen and answer.

T: Great! Boys and girls, in our lesson there is also a TV reporter. Let’s watch the video. Who is a TV reporter?

T: OK. Who is a TV reporter?

S1: Yang Ming’s mother.

【设计意图】通过设置简单问题,让学生带着问题去听文章,初步感知文章

(2) Read it again and answer questions.

T: OK, now open your books. Read after it and answer questions. ‘Where does Yang Ming’s father work? Is Yang Ming’s father a TV reporter?

(Read the text)

T: Where does Yang Ming’s father work?

S2: She works at CCTV.

T: Is Yang Ming’s father a TV reporter?

S3: No, he’s a doctor.

【设计意图】通过设置有效性问题,让学生深度理解文章

(3) Role play

T: OK. Everyone, Who’s A? Who’s B?

S1: Look,Lisa...

S2: Really?...

【设计意图】通过角色扮演,让学生掌握文章,实际运用

(4)Show my family photo

T: Just now, We talked about Yang Ming’s Family. Do you want to know my family?

S: Yes.

T: Look! This is my family. Who wants to ask?

S1: May I ask you some questions?

T: Sure.

S1: What does your father do?

T: Can you guess?

S1: Is he a teacher?

T: No.

S1: Is he a worker?

T: Yes, he is.

S1: Thank you!

S2: Can I ask you some questions?

T: Certainly.

S2: What’s your mother’s job?

T: She is a worker, too.

S2: What about your wife?

T: Can you guess?

S2: Is she a worker, too?

T: No, she is a teacher.

【设计意图】通过师生问答,在真实情境中把所学的知识运用到实处,同时也为生生扩展练习做铺垫

Step Four: Language Use

T: Boys and girls, Would you like to know more about other students?

S: Yes.

T: Task1:Make a survey. Task2:Make up a dialogue. You can choose any way.

Let’s begin.

S: …

T: Which group will be the first?

S: …

T: That’s good. Thank you.

【设计意图】通过小组合作,在合作表演中综合运用所学知识,同时颁发奖状,对学生的表演进行评价

Step Five: Think deeply

T: Boys and girls, I believe you love your family. But, do you know the meaning of ‘family’? Let’s watch it.

(Watch the video of family.)

T: After watching it, what do you want to say?

S1: I love my family.

S2: Family is ...

T: So we know that ‘We love our family. We love our parents.’ Now let’s take a look. Which group will be the first! Congratulations!(the most cards)

Step Six: Homework

T: Homework for today:

1.Write a short passage about your family.

2.Find the English song‘What does he do?’and sing it.

板书设计:

Lesson21

Where does she work? She works at CCTV.

Is your …a/an…Yes/No, he’s (she’s) a/an…TV reporter

板书设计

Lesson 21

Where does she work? She works at CCTV.

Is your...a...? Yes./No, he(she) is a...

TV reporter

教学反思:

本课是Yang Ming向Lisa介绍自己家人职业及工作单位,操练主要功能语句,Where does he work? He works in Beijing Hospital. Where does she work? She works at CCTV. TV reporter并进行描述。课堂上,教师在做对话时不仅限于本课单词而是将本单元甚至以前学的动词都带进来达到滚动运用,不仅丰富了语言内容,而且培养了学生运用英语的能力。通过滚雪球和打埋伏的方法来教学,让学生在语境中操练对话,由浅入深,层层递进。

通过游戏和角色扮演,降低学生的学习难度,再将内容与实际生活构建起来,培养学生的综合语言运用能力。创设情景,将本课的重难点语句熟练运用到生活中去。同时增加其他场景,拓展学生的学习内容,培养学生用英语做事情的能力。教育学生要热爱家庭,同学之间要互相帮助。

同时,本节课中也存在着许多的不足。每个环节的衔接要更加柔和,在评价方式上要做到新颖,方式要多样。如:师生互评,生生粘贴评价等。