Unit 10 Is he a farmer?课堂实录

教学目标

1. Revise members of family, and grasp the new words: teacher farmer postman nurse doctor driver pupil, and know about –er,-man. 2. Be able to use the sentence patterns : Is he/she a driver? Yes, he/she is. No, he/she isn’t.

3. Get to know the differences between “Yes, he/she is.” and “No, he/she isn’t.”.

4. Get them to play the turntable and act the occupation. 重点

难点

1. The new words and sentence structures. 2. Be able to distinguish “Yes, he/she is.” “No, he/she isn’t.” , the pronunciation of “nose” and “nurse” correctly

教具

学具

T’s: occupation word cards and some family photos.

Ss’: occupation word cards and some family photos.

教学过程

I. Warming up (3 mins)

1.Greet with the song“good morning”.

2. Assessment way II．Presentation and drill （20 mins）

1. family members 2.Sentences: Is he/she a teacher…?and the words: teacher, farmer, driver, doctor, postman, nurse Part G Ⅲ. Practice (10 mins) Parts B and

Ⅳ. Consolidation (6 mins) Guessing，listening and writing Homework (1min) 1. T :Good morning to you, good morning to you…good morning my pupil, good morning to you. 2.T:Hello,everyone. Today I’ll divide you into five groups: Group Farmer, Group Driver…I am Group Teacher. Let’s have a competition. See which group can get more occupation pictures. , OK?

1. T (ppt. shows a S’s family photo): Who are they? Do you know? Who’s he/she?

2. 1)T (to the S): Great! You have a happy family. (point to the father…)Is he a teacher?

2) T helps her say: Yes, he is. and T shows her father’s working photo. 3) T (ppt.. shows several teachers’ picture)let them ask and answer in groups: Is he a teacher? Yes, he is. 3. T shows them a farmer picture, and asks them: Is he a teacher? Help them drill “arm, farm, farmer”

4. T teaches “driver, doctor, postman” in the same way.

5. Teach “nurse” by compare “nose” and asks(with several nurse pictures): Is she a doctor? No, she isn’t. She’s a nurse.

6. T shows them several nurses and let them ask: Is she a nurse? in groups 7. T Shows them a turntable and turn the hand, let them look act and say together. Part G 1. Get Ss to read Parts B and C after the DVD. 2. Look and quick response. T: Great! Look, I have so many occupation tools. Please tell me what I am together quickly. e.g.

doctor 3. T: Now you can play in groups with your own occupation tools. At the same time T goes around. 1. T: You play the game very well .Look! you and I have many beautiful occupation cards in your boxes. Please guess what they are.(show them one of mine) This is a man. Is he a teacher/ farmer? Please guess. When they guess it correctly, T will write down the words on the cards say “yes, he is.” or “No, he isn’t”.

2. Now please play the game in your groups with the pictures that you got from me as your prize. 3. Let them act out. 1.Pin their occupation cards they’ve got on their rooms including that they’ve got in the class.

2. Listen to and read Part B and D after the DVD. 3. Preview Part A and D. 1.C(continue the song ):good morning my teacher, good morning to you. 2.Listen and know about new knowledge 1. The S: He’s/She’s my father/mother…

2.1) The S: Yes/No. 2) S and C: Yes, he is.

3) They ask and answer in groups. 3. T and C: No, he isn’t. He’s a farmer. Drill “arm, farm, farmer”

4. C ask and answer in pairs: Is he a farmer/driver…? According to the pictures and the words’ pronunciations.

5. C and in pairs: No, she isn’t. She’s a nurse. Compare :nose, nurse 6. Groups: Yes, she is. 7.Look, act and say together。

1. Open the books. Read Parts B and C after the DVD, then by themselves. 2. C watch and say the occupation words together quickly. 3. S1 act and others say the words in groups quickly. 1 Ss guess: Is he a …?

2. The leader give out their pictures, Ss guess. S1: This is a boy/woman…

S2: Is he/she a doctor…?

S1: Yes, he/she is. and write down the words. Or: No, he/she isn’t.

3. Act out. 1.Copy their homework. 1.将teacher, pupil在轻松愉快的音乐问候中出现，既活跃课堂，又

为下文学习职业奠定基础。

2.分组采用老师和学生一起参与竞争，除开老师，其余的职业分别由各组来承接。采用带有四线格的漂亮职业图片来作为奖励，为学生提供良好的学习策略，也为下文的对话提供素材，还能为书写做准备。

1.2.1)2)由一学生的全家福入手，复习he/she的正确使用，然后由此创设真实的信息沟：了解该学生家庭成员的职业。吸引学生的兴趣，激发学生用英语做事的欲望。

3)出示多张教师的灯片，让学生看图片进行问答练习，打破了机械练习，且达到词不离句的效果。而且不同的图片不同的视觉效果带来不同的学习效果。

3.以旧单词帮助他们记忆新单词，并且暗示构词法，有助于学生学好新单词，复习旧单词。

4.将单词进行整体教学，让学生在问答交流中学习新单词和运用新句型。

5．在Is he a …?Yes, he is. No, he isn’t.句型很熟练之后学习类似的句型

Is she a…?行云流水，容易接受。nose, nurse的区分能帮助学生区分易混淆的单词，达到解决发音难点的目的。

6.分组看不同图片练习，既练习了新单词也练习了易学的新句型。

7.在新单词的学习之后，用全员参与游戏的形式来巩固记忆单词，有助于为下面的活动奠定语言知识基础，

还消除疲倦感。

1.跟读DVD，模仿标准的语音语调是学习英语必不可少的环节，有助于学生回家自主学习和复习。

2.3.打破教材明知已经演示的职业还来问答的形式，改成看工具说职业的快速反应，增强趣味性和真实性，达到巩固所学新单词的效果，为下面学以致用奠定语言知识基础。

1.2.3.巧妙地利用课堂评价资源进行英语交流活动、听力活动、书写活动，达到真实巩固所学习知识的目的。

1.给学生提供好的学习策略，帮助学生学好英语，充分利用评价资源减少学生回家作画的难度。

2.听读录音，培养正确的语音语调。

3.预习能引导学生养成好的学习习惯。

板书

设计

Unit 10 Is he /she a farmer(pic.)? Yes, he/she is. No, he/she isn’t.

He’s a doctor(pic.)/a postman(pic.)

She’s a teacher(Pic.)/a nurse(pic.)/a driver(pic.)