C优质教案设计

Meet my family

Part B let’s talk and Let’s learn 1. Teaching objectives

1)Students are able to understand, listen, speak and write the words of” driver/nurse/cook/doctor/farmer”. 2) Students are able to use “what’s your…’s job?””He/She is a…” to ask and answer . 3) Foster a spirit of cooperation among students. 2.Key points and difficult points

1).The pronunciation of the new words。

2). use “What’s your…’s job？”“He/She is a…” to ask and answer. 3.Teaching procedures Step 1.Warming up 1.Greeting 2. Enjoy a song: The finger family. 3. Game:

Is this your …? Step2 . Presentation and practise 1. How many people are there in your family? T: Look. There are 5people in this family. And how many people in your family. T: Who are they? Group work1: Share your family. 2. Teacher T: This is my family. There are 7 people in my family. Look, My uncle, my aunt, my cousin, my mother, my mother, my brother. And this is me. I’m a teacher. T:ea /i:/ teacher. Follow me. “Teacher”

T: It’s my job.

o,o /ɔ/, /dʒɔb /job 3. nurse “what’s your…. Job?”

T: Guess, what’s my mother’s job?

T: mother’s job. Read it.”What’s your mother’s job?”(card)

T:Ask me and I’ll tell you.

S: What’s your mother’s job?

T: She’s a nurse. (whisper) T: what’s my mother’s job? S: She’s a nurse.

T: Can you read it? T: What’s his job?

Oh, he’s a nurse, too. T: Nurse can help the sick people. They are helpful. “helpful”

4. doctor T: My father can help the sick people, too. Look, what’s his job? S: He’s a doctor.

/ɔ//ɔ/ job and /ɔ//ɔ/ doctor. T: Doctor can help the sick people, too. Follow me ”Help the sick people.”

” Doctor can help the sick people”.

5. driver/cook/farmer T: My mother is a nurse. It’s here And my father is a doctor. It’s here. What’s your mother’s job? / What’s your father’s job? Can you find your father’s job here? S：He’s a… (driver/cook/farmer) T: what does the ( driver/cook/farmer) do? Let’s have a look. T: Look. What’s his job? (farmer) Farmer:

T: He’s a farmer.

T: Look, what’s this?

S:(big) watermelon. T: Farmer can grow the big watermelon. “Grow the big watermelon.”

T: So farmers are…

S: Helpful. T: I want to be a farmer. Grow the big pear. What about you?

T: It’s a hard work to be a farmer. But they are happy. Driver: T: He’s a driver. “driver”. He’s happy, too. He can drive around the city. T: Do you want to be a driver. S: I want to be a driver. T: so you can drive around the class.(let them drive around the class a while.) Cook:

T: Who drive the car in your family?

T: My father drives the car in my family. And my mother cooks the yummy food for us. Look, yummy food. I like yummy food. What about you?

T: She can cook the yummy food, too. Guess what’s her job?

S: Cook

T: oo /u/cook. Look, cook. She’s a good cook.

T: Who can read it.” Look, she’s a good cook.”

6. Review the words of jobs, “er/or”, ”football player”

T: Let’s review the words of jobs.

T: what’s the same sound can you find?

T:”er”

pronounce /

ə/.. The doctor is special. But”or” pronounce/

ə/, too. Many words with “er/or” means a kind of job.

T: How about this one. What’s his job? Who can read it? ( football player) 7.Group work 2:Act and guess. T: let’s read the words.(read and act together.) T: look and guess. T: act and guess in your group. 8. Group work 3: ask and answer (make the survey) T: What’s your mother’s job?

S1: She’s a…

T: You ask S2.

S1: What’s your mother’s job?

T: Ask and answer one by one in your group.(then show) T: What’s your father’s job? Ask and answer on by one in your group. (then show) T: Ask and answer in your group. And write down the answer. Step 3.Consolidation

1. Let’s take of Part B T: listen and tell me what Sarah’s uncle’s job is. And what’s Sarah’s aunt’s job. Check the answer and role-play reading 2. Group work 4: Read, choose and write. T: This is about Tom’s family. S1 read it. S2/3/4 listen, write and choose. Then S1 read the result. Step 4.Extention T: Tom has no job. But he has a dream. What does he want to be? Listen. T: what do you want to be? 4. Homework 1. Talk about the jobs in your family with your friends. 2. Talk about your dream with your parents.

【点评】

这节课最值得我们学习和借鉴的，就是她整节课花了较多时间在做的事儿：培养孩子如何进行合作学习。合作学习不算一个新鲜词汇了，也曾一次次被我们这些老师放在嘴边聊起，也曾一次次在自己的课堂中进行实践，可通常会出现一些问题，如合作的目的不明确，为了合作而合作，只是走了合作的形式，却没有合作的实质效果；再比如合作的方式不对，老师也没有给予正确的引导，孩子们不知道自己要做什么，怎么做，也达不到合作学习的效果；等等……在这节课中，教师设置了很多的合作学习环节，在第一个合作环节，教师就明确了合作的方式方法，让每个孩子都了解了自己需要做什么，该怎么做，从而使接下来的每个group work都落到了实处，真正让每一个孩子都有了开口说的机会，有了公平的体验，更锻炼了一部分能力较好的孩子，他们可以对小组进行组织、对组内较弱同学进行互帮互助等，充分发挥了合作学习的真正目的，也让孩子找到适合自己的角色，在合作学习中能做得更好。

或许适当的运用能让课堂锦上添花，但我个人觉得适当的对有些环节进行取舍也未必不是另一种美。在这节课中，我认为有些环节其实可以进行取舍：

首先，一开始教师有一首finger family歌曲，老师和孩子们都带着漂亮的手指玩偶唱得很开心，但是这么漂亮的道具仅仅只是在唱这首歌的时候出现了那么一小会儿，随后就被“弃之闺阁”，似乎有那么点可惜，如果需要这些拇指玩偶，在随后的教学中就应该有体现，如果只是为了让课堂看起来有色彩一点我个人觉得不需要让孩子都辛辛苦苦地做了这些玩

偶；

其次在教学过程中有一个小细节，教师在教授了driver单词后，问了一个无关紧要的问题：“who can drive around our classroom ?”学生不理解，而且后来请了一个男孩子来动了一下，好像也没有什么实际意义，我觉得大可以不要了这个环节；

最后在操练环节，教师可能是为了让孩子更明确如何进行小组合作，似乎设计了两个平行的活动，一个是让孩子小组内四人轮流问答“what’s your father’s job?---He’s a ...”，问答完后又是一个采访完成表格的练习，同样是让孩子在小组内问答家人的工作，似乎这个层次性不太明显，也许老师都是希望学生能理解的更好，多练一练，但我们千万记得，永远别低估了学生的能力，因此我个人觉得可以适当的舍弃一环。

适合的学习方式，是由老师适当的教学方式决定的，不管是恰恰好地运用或是适当的取舍，只要是适合学生的教与学都是我们老师值得一试的！以上就是我对这节课的一点想法，也许不够严谨、不够细致，但也是自己听了并思后的一番感悟，有不恰当的地方，还请大家指正！