Unit 10 Is he a farmer?教学内容概述

Unit10 Is he a farmer?第一课时

黄玺阳

一、教学目标

（一）语言目标

1、词汇：能听懂、会说、认读B部分词汇teacher, farmer, postman, nurse, doctor, driver。

2、句型：能用“Is he a farmer?”询问职业情况；能正确描述不同的职业，并进行问答。

（二）应用目标

1、能谈论职业情况；

2、能听懂、会说A部分的对话。

二、教学重、难点

1、重点：能听懂、会说、认读B部分词汇teacher, farmer, postman, nurse, doctor, driver，并能用“Is he a farmer?”询问职业情况。

2、难点：能结合实际情况和个人愿望描述各种职业。

三、教学准备

1、教具：有关职业的单词卡片，两块图板，纸质苹果，多媒体课件。

2、学具：自制的职业单词卡片（正面是图片，反面为四线格）

四、教学过程

Step1 Revision 1.

Greetings 2.

Free talk

T: I'm glad to meet you. I bring many friends for you. Can you guess?

Ss: Yes. T: OK.

（快速出示Peter照片）Who is he?

Ss: He is Peter. （板书he）

（又出示一遍）

Is he Peter?

(引导学生回答)Ss: Yes, he is. （快速出示Tim照片)

Is he Peter?

(引导学生回答)

Ss: No, he isn't. He is Tim. (快速出示Lingling图片)Is she Lingling?

Ss: Yes, she is. (板书she) （快速出示Anne照片) Is she Lingling?

Ss: No, she isn't. She is Anne. （设计意图：用学生熟知的人物图片创设找朋友的情境，引导孩子复习Is he/she...?的肯定回答和否定回答，并明确he和she的区别。）

T: Wonderful! You did a very good job. Peter, Tim, Lingling and Anne are our old friends. Group 1 and Group 2 are good friends, too. I'm sure you will give us a wonderful show. If you act well, I will give you apples. Let's see which group will get the most apples. Today we have some new friends. Let's listen to a song. After listening, you will know who is our next new friend. （设计意图：引出评价机制。用歌曲引出新朋友：farmer，也活跃气氛。）

Step2 Presentation 1.听歌T: Who is our next friend? Do you know?

Ss: A farmer. T: Good! How do you spell "farmer"?（板书）

Ss: F-a-r-m-e-r. T: Good! Follow me, farmer.（强调er读音。）

Is he a farmer?（板书）

引导学生回答：Yes, he is. 2.

出示司机灯片：Is he a farmer?

Ss: No, he isn't. He is a driver.(拼读板书跟读练读，强调er读音) 出示司机图片：Is he a driver?

Ss: Yes, he is. (师问生答) 3.

出示医生灯片: Is he a farmer/driver?

Ss: No, he isn't. He is a doctor.(拼读板书跟读练读，强调or读音，or像听诊器) 出示医生图片：Is he a doctor？

Ss: Yes, he is. （师问生答，生问师答。）

4.

出示邮递员灯片：Is he a farmer/driver/doctor?

引导学生回答：No, he isn't.（板书）

He's a postman.(拼读板书跟读练读，强调post+man) 出示邮递员图片：Is he a postman?

Ss: Yes, he is.（两组互问互答。）

5.

出示教师灯片：Is she a farmer/postman/doctor/driver?

Ss: No, she isn't.

She is a teacher.(拼读板书跟读练读，强调er读音) 出示教师图片：Is she a teacher?

Ss: Yes, she is. (男问女答) 6.

出示护士灯片：Is she a farmer/postman/doctor/driver/teacher?

Ss: No, she isn't.

She is a nurse.(拼读板书跟读练读)

出示护士图片：Is she a nurse?

Ss: Yes, she is. (女问男答) （设计意图：用灯片教学新单词，注重音节教学，渗透字母组合发音规律，并用小组问答、师问生答等形式操练句型。）

7.

A game for consolidation. Brain storm

给出部分字母，根据提示快速说出单词。

（设计意图：用游戏来复习单词，引导学生注意音节划分。）

Step3 Practice Part A 1.

Listen and draw a happy face of the words you hear. farmer

postman

doctor

driver

teacher

nurse

（设计意图：用练习来训练学生听音掌握关键词的能力。）

2.

Listen and say （设计意图：听音说句子，让各层面的学生都有机会参与表现。）

3.

Open the books and follow the tape. （设计意图：引导学生有感情地朗读。）

4.

Practice reading and perform. （设计意图：小组活动，表演对话，内化知识。）

5.

Try to fill the blanks:

Is he a farmer?

Yes, _____ is.

Is he a farmer?

____, he isn't. He's a postman.

Is ____ a nurse?

Yes, she ____.

（设计意图：加入写的练习，实现由输入到输出的全过程。）

Step4 Extension Work in groups of 3. One acts, the other two ask and answer. Then the actor answers a question: Are you ...? Show.

（设计意图：拓展活动引导学生小组合作，让每个孩子都参与进来。

）

Step5 Summary and homework T: This class we have learned the jobs. You have done very good jobs. Let's see which group get the most apples.

Today's homework: 1. 听磁带朗读并背诵Unit10A、B部分。

2. 预习C、D部分。

3. 将职业单词归类，做一份图文并茂的特色作业。

板书：

Unit 10

Is he a farmer?

Is he/she a postman?

Yes, he/she is.

doctor

No, he/she isn't.

driver

teacher

nurse