Unit 2 Jobs教学评价实录

四年级《What are you》教学设计

一．教学内容分析：

本课为牛津英语上海版中关于jobs的教学。需要掌握的词汇有policeman, policemen

policewoman, policewomen,

fireman, firemen,

postman, postmen等。句型学习则由What is he/ she?过度到What does he/ she do? 学生学习有关职业的单词、句子，并通过问答了解彼此家庭成员的工作情况，实现课堂中学得，活动中习得，生活中运用的教学目标。

学生情况分析：

四年级学生积累了一定的词汇量，对各种职业也有了一定的了解和认知，具备初步的交流能力。我从复习旧知、引入新知的角度设计了课堂活动——通过相互问答，复习以前学过的各种职业称谓；以旧句型代入新单词，便于学生逐步理解、掌握；新授单词后立即用小练习进行巩固；随后再引入新的句型，并通过语篇阅读进行知识的迁移和拓展。

二．教学目标和教学重点难点：

（一）教学目标：

1．知识和技能：

知识

能正确认读关于职业的词汇：policeman, policemen

policewoman, policewomen,

fireman, firemen,

postman, postmen 能正确运用新句型进行对话：

What does he/ she do?

He/ She is a…

技能：

1）培养学生用英语连续说话，灵活运用语言的能力；

2）培养学生阅读、理解语篇的能力；

3）培养学生自编对话，提高语用输出能力。

2．过程与方法

1）由实际生活中对家庭成员职业的了解，培养学生用英语连续说话，灵活运用语言的能力。

2）通过查阅有关的职业称谓语言材料，初步学会根据收集到的资源，合作学习，在课堂中进一步学习有关职业的单词和语句，并能自如交流。

3．态度情感价值观：

1）让学生初步了解各种职业的特色和差异，培养其树立自己的职业理想；

2）通过小组活动，培养团结协作的精神。

（二）教学重点难点：

1．教学重点：

能正确认读职业称谓的词汇：policeman, policemen

policewoman, policewomen,

fireman, firemen,

postman, postmen 能准确运用关于职业问答的句子：What does he/ she do?

He/ She is a…

2．教学难点：

1）有关职业称谓的单词的正确读法

2）能正确运用新句型进行课堂交流

3）能够连贯地表达自己的职业理想

三．

教学过程：

1．儿歌热身，新课导入：

Warm-up 儿歌和歌曲热身。营造欢快活跃的气氛，使学生迅速调整状态，集中注意力投入学习过程中。儿歌的内容选择旨在帮助学生复习巩固助动词do和

does的区别，歌曲则以大家耳熟能详的《两只老虎》的曲调，唱出旧句型，还有学生对话，都为后面的教学内容作了铺垫。

2．深入主题，学习新单词：

1）Hi, I’m Ben.小男孩Ben出现，向大家介绍自己亲人的不同职业。

2）通过展示不同的家庭成员图片，引出新授单词。

3．课堂练习，巩固新知：

1）孩子们已经具备一些关于职业的基本知识，新授单词后，通过Listen and tick，根据听到的内容选择对应的职业，来巩固新知。

2）新授句型后，出现语篇阅读，并以阅读理解的课堂小练习（选择题，判断题，填空题）加以巩固。

3）新的语篇阅读，既帮助巩固新知，又达到了拓宽视野、增加词汇量的目标。

（附教案）

English Teaching Design 4A What are you? Period 3 Look and say 授课教师

Lecturer

朱文玲

授课班级

Learners 授课日期

Date of Teaching

教具准备

Teaching Aids 

Student’s Book 4A page 10 

Cassette 4A and a cassette player and PPT 

Listen and tick;



Reading. 

The words post



a teacher, a doctor,

a dentist, a nurse,

a shop assistant,

a waiter, a waitress, a cook, a bus driver, a policeman,

a policewoman,

a fireman and

a postman

教学目标

Teaching Targets 教学内容

Teaching Contents

功能目标

Functional Targets

语言目标

Language Targets

情感目标

Emotional Targets

Words:

Use nouns to 1. Use policeman, policemen

describe policewoman, different jobs. policewomen,

Use fireman, firemen,

imperatives to postman, postmen somebody’s job. simple 2. Locate specific

Structure: Asking give Wh-questions to know instructions. information in somebody’s

job.

Use modeled response to What’s he/ she? phrases to simple What does he/

she communicate instructions. do?

with other He/ She is a…

What are you? What do you do? I’m/ We’re…



Function: Asking about somebody’s job. Giving simple instructions. 培养学生团结友爱、互相Wh-questions 帮助的情感，并在教学过程中融入亲情观念和感恩to ask 教育。

learners.

教学过程Teaching Procedure Pre-task Activities Step 1

Warming up：

Chant: I do, you do, we do, they do and don’t; he does, she does, it does, Jim does and doesn’t.

Sing a song: What are you? Step 2 Review：

Ask and answer:

(Show a picture, point to a person in the picture.)

T--- Who is he?

P1--- He is Mr Black.

T--- What is he?

P1--- He is a waiter. T--- Who is she?

P2--- She is Alice.

T--- What is she?

P2--- She is a waitress.

T--- Look! There are some people in this picture. They have different jobs. Now, please choose one and make a dialogue with your partner. Use the sentences above. Pair works. OK?

(Pupils do pair works.)

While-task Activities

Presentation + Practice T: Now, look! What can you see in the picture?

P1: I can see a boy. His name is Ben. T: Yes. This is Ben. He is a pupil. And Ben’s father works in this place.

Look, what’s this?

P2: It’s a police station.

T: Good! Ben’s father works in the police station. So, what is he?

P3: He’s .a policeman.

T: Good. Together say--- policeman. Ps: ‘policeman’. 帖字条

T: Look! What are they?

P4: They are policemen. T: Yes. Read after me--- policemen. Ps: ‘policemen’. 帖字条

T: And Ben’s mother works in the police station, too. What is she?

P5: She’s a policewoman.

T: Yes, policewoman. Together say --- policewoman. 帖字条

T: Look! What are they?

P6: They’re policewomen.

T: Good. Let’s say together--- policewomen. 帖字条

T: Look! Look at the fire, the fire, the fire. Telephone one one nine. Who’s coming?

P7: A fireman is coming. T: Good！Look, here’s a fireman. He can put out the fire. Let’s say together--- fireman. Ps: ‘fireman’. 帖字条

T: Now, who can tell me what they are?

P8: They’re firemen.

T: Yes, firemen. Can you spell ‘firemen’?

P8: ‘f-i-r-e-m-e-n, firemen’.

T: Wonderful! You are so clever! Let’s say together--- firemen. 帖字条

T: (Show a video. Then point to the role.) Do you know him?

Who’s he?

P9: He’s Pat.

T: What has he got?

P10: He’s got a big bag and a bicycle.

T: Yes, he’s got a big bag with many letters and newspapers in it. He rides his bicycle everyday to take letters and newspapers to people.

T: What does he do?

P9: He’s a postman.

T: Good！Read after me--- postman. 帖字条

T: Now, look, what are they?

P10: They’re postmen.

T: Yes, postmen. Let’s say together--- postmen. 帖字条

T: Pupils, we have learnt many new words about different jobs. Now let’s do an exercise--- Listen and tick. I’ll speak some sentences. In each sentence, you should pay attention to the ‘key word’, then guess what he is, OK?

(Do ‘Listen and tick’.)

T: (Show a picture.)

Look! This is Eddie’s family.

Now answer my questions.

Who’s he?

P1: He’s Eddie.

T: What does he do?

P1: He’s a pupil.

T: Who’s she?

P2: She’s Kitty.

T: What does she do?

P2: She’s a pupil, too.

T: Who’s he?

P3: He’s Eddie’s father.

T: What does he do?

P3: He’s a businessman. T: Who’s she?

P4: She’s Eddie’s mother.

T: What does she do?

P4: She’s a worker.

T: Now read after me--- What does your mother do?

She’s a policewoman.

What does your father do? He’s a postman. 帖字条

T: Pupils, have you got a photograph here? Ps: Yes.

T: Please take it out. And use the new sentences to make a dialogue with your partner. OK? Pair works. (Show pair works.)

Post-task Activities T: Boys and girls, open your books and tern to P10, let’s listen to the tape and read after it. (Read after the tape.)

T: Now, let’s read a passage and do some exercises.

Look at your reading-paper, and Iisten to the tape.

T: Now I want you to read the story by yourself, OK?

T: This time, I want someone to read the story aloud. Who wants to have a try? S1: (Read the first paragraph.)

S2: (Read the second paragraph.) S3: (Read the third paragraph.)

S4: (Read the last paragraph.)

T: Now, let’s do the exercises.

Ps: (Do the exercises one by one.) T: Boys and girls, have you finished? Ps: Yes. T: Let me check your answer. (Check their answer.)

T: Pupils, now let’s think--- What do you want to be in future? Perhaps fifteen years later, you will be a doctor, a bus-driver, a postman and so on. Please think it over, then tell us what you want to be in future. Ps: (Talk about their plan one by one.) Homework: 1. Make a new dialogue. 2. Work-book P7. 3. Read the story fluently.

板书设计Blackboard Writing What is he/ she?

What does he/ she do?

--- He/ She is a…

课后作业

Assignments Make a new dialogue. Work-book P7. Read the story fluently. 课后反思

Reconsideration 拓展部分应适当加入新的词汇，特别是学生自己提到的新词，若能事先找到相应的图片就更好了，这样可以帮助学生进一步提高学习兴趣，掌握更多知识，从而促进他们自觉、主动学习