Lesson 4教学设计及课堂实录

滨海新区塘沽二中心小学备课记录

课题

Lesson 4 He’s a teacher. 一、知识与技能

1、能够听、说、认读postman, 能够听、说、读、写teacher和farmer，并能够在四线三格中规范书写。

2、学习并进一步巩固询问爸爸职业的语言：What does your 教学father do? He is a ...并把词汇融入句子中进行学习、操练。

第（

1 ）课时

目标

二、过程与方法

创设情境、自主学习、小组合作学习

三、情感态度与价值观

1、能够学会基本的自主学习方法。

2、培养学生正确的职业观。

教学1、postman, teacher, farmer 重点

2、What does your father do? He’s a ... 教学1、farmer的拼写区别于from 难点

2、What does your father do? He’s a ... 英语书、录音机、教法

创设情境、自主学习、小组教学准备及

多媒体课件、学学法

合作学习

教学环节

引进资源

生家人照片

双边活动及设计意图

二次备课

Step 1 Revision 1. Ask some of the individuals to talk about their family photos by using the sentences learned in Lesson 3: --- This is a photo of my family. --- Who’s this? --- She’s my... Give stickers to the best performers. 【设计意图】谈论照片，复习主要目标语言，为新课做好铺垫。

Step 2 Presentation 1.

Teacher asks some questions by

showing the picture of teacher: I’m a teacher. Is your father a teacher? What does your father do? Help the ss say: Yes. OR No. He’s a ... Do the same by showing the pictures of farmer and postman. Do ask and answer between teacher and students. 【设计意图】出示三种职业的图片目的是引导学生理解新单词的含义，通过师生对话初步感知询问职业的语

言。

2.

Teach the new words: teacher, farmer and postman. Put on the pictures on Bb. Students read the words one by one, check their pronunciation. Pay attention to the spelling of farmer, make a difference to from. Students write down the new words as the teacher’s example.

【设计意图】在单词新授环节中，正确朗读和书写非常重要，教师的示范和给予及时的纠正是十分必要的，利于学生模仿。

3.

Get ss make up new sentences by using the new words. Such as: He’s a teacher / farmer / postman. Is he a teacher / farmer / postman? No, he’s a ... Teach the sentence pattern: What does your father do? He’s a teacher / farmer / postman. Do it among teacher and students, and

then get the ss do “form sentences”

and make up new sentences by changing the underlined part. Give stickers to the good students. 【设计意图】用所学单词造句是学习单词和句型的有效形式，体现了英语教学中词不离句的原则。

4.

Look at VCD, talk about the picture of Lesson 4. What are they talking about? Answer questions:

--- who’s boy?

--- Who’s that boy?

--- Who’s this man?

--- Where is the man?

--- Is he driving a car?

--- Is he a driver?

--- What does he do? Is he cool? Books opened. Ss listen and read after the tape. Get some of the ss role-play the dialogue. Check their pronunciation.

【设计意图】看图提问可以培养学生

的发散性思维，同时也可以培养学生仔细观察图片的能力。

Step 3 Practice 1.

Do the exercises: find out the right Chinese meaning of each sentences. 2.

Free talk: Get ss talk about their family members by using their family photos, like: Who’s he / she? He’s / She’s... What does your father/ mother do? He’s / She’s a... Wow! He’s cool. / Great! 【设计意图】小组活动目的是培养学生自主和合作学习能力。

Step 4 Homework

Lesson 4 He’s a teacher. What does your father?

板书设计

He’s a teacher.

必做：

1.

Copy the 分words and 层sentences in 作Lesson 4. 业

2.

Finish off the exercises in

Lesson 4.

3. Recite the dialogue in Lesson 4. 选做：

Make a collection of jobs.