Unit 10 Is he a farmer?优质教案设计

Unit 10

Is he a farmer?

一、第一课时教材分析及学情分析

本单元话题为职业（profession）。与职业类词汇紧密结合的是询问他人职业的句型。在教学中，除了教授职业单词以外，还让学生对相关的职业有一个正确的认识。三年级的学生已有一定的英语基础，本课句型中的he, she, is, isn’t在前面已经学过。

二、第一课时设计思路

本课时以职业（profession）为话题，以谈论“family photo”为主线，以“Is he/she a ...? Yes, he/she is./No, he/she isn’t.”为功能句进行构思设计。在分享老师及本文A部分主人公Mingming的“family photo”时引出并练习四个新单词teacher, farmer, nurse, and postman和新句型。在拓展巩固练习时，结合以前所学句型“Who’s he/she?”和今天新学句型来让学生分享自己的“family photo”。

课时

教学

目标

The First Period 课型

New Words and Sentences Teaching 1. Be able to catch the main information in part A by listening.

2. Be able to understand, say and dub the dialogue of Part A. 3. Be able to read, recognize and speak teacher, farmer, nurse, and postman. 4. Be able use the words and sentence patterns “Is he/she a ...? Yes, he/she is./No, he/she isn’t. “in different situations. 5. Be able to understand the hardship of parents’ jobs. Try to be a good child. 重点

难点

教具

学具

教学过程

步骤、内容、时间

I. Warming up 1.

Say hello to the Ss. “I’m 1. Greeting.

1. Greetings

三、第一课时教学设计

教学内容

Parts A

Be able to understand and say new words and sentence patterns. Be able to use the words and sentence patterns to talk about others’ jobs.

PPT, small paper, flashcards.

教师活动

学生活动

设计意图

so glad to be your new 1

teacher today!”

2.

Introduce myself.

Chant :

2.Be

Chant together

wordcurious expected. 进行日常问候,让学生初步感受到职业。

and

活跃气氛，且引入了课题（profession）职业；同时复习和区分he/she。评价也以男生和女生

1通过chant 引入新单词教学，过渡自然，再通过My family photo照片猜职业，进行句型对话练习，激发了孩子们的积极性。

2.3.4.整条主线以family photo为主，依次介绍老师的姐姐、妈妈和爸爸的职业引出句型和单词顺序为Is she a teacher? Yes, she is.----Is she a teacher? No, she isn’t.----Is he a farmer? Yes, he is.----Is he a

5.继续以family photo为II. Lead-in Teacher, teacher,

he’s a teacher.

III. Presentation and drill 1. Part B

2.Part A

Teacher, teacher, she’s a teacher

1.

Teach the 1. Learn new word：teacher.

T: Is she a teacher? “teacher”教授字母组合“er”, 指导升降调读单词

photo，箭头指向并介绍2.

课件出示my family 2.Ask and answer. my sister. 引出问句Is she Ss: Yes, she is. a teacher?及肯定Yes, she

is.

3.

Introduce my mother

3.Ask and answer. 教授句型和单词Is she a Is she a teacher? She’s a farmer. （拼读单词farmer)

farmer.

teacher? No, she isn’t. No, she isn’t. She’s a teacher, farmer。句型引出4.

Introduce my father,

4.Ask and answer. 教授句型和单词Is he a Is he a teacher? a farmer.

family.(PPT) 教授单词postman, nurse以及练习he/she is./No, he/she isn’t.

farmer.

Is he/she...? teacher? No, he isn’t. He’s No, he isn’t. He’s a farmer? No, he isn’t 5.

Introduce Mingming’s 5.Ask and answer. Yes, 话题，以课文A部分中公，来认识他的家人。学习新单词postman, nurse及练习句型。

he/she is./No, he/she Mingming为第二主人

句型Is he/she...? Yes, isn’t. 6.

Pair-work: Talk about 6. Pair-work: Talk 6. 安排一次两人练习谈Mingming’s family with about sentence pattern.

7.

Drills. 2 Mingming’s 论明明家人的职业，巩固

7.

考虑到本课单词相对family with sentence 句型和新单词。

pattern. 7. Drills.

IV. Consolidation

V. Homework 1)

Read quickly. new words 1）Read quickly. games together

1. Learn Part A farmer, nurse. 2)Listen and follow. 3)Read by yourself. 4)Let’s dub.

Hello, _______. Hello, _______. Who’s she/he? She/He’s my... Is she/he a...? 教难，为了后面的输出做联想大比拼的游戏以巩固所学。

2) Play the imagine 铺垫，设计快速读单词和2)

Imagine game.

1.

Learn Part A. words. 2)

Listen, read and follow. 3)

Read by yourself. 4)

Let’s dub.

2.

Let’s share. photo.(课件出示谈论要求及对话模板）

1)

Listen and catch the key

1) Listen and catch: 1.A部分课文，通过听音postman, 获取信息、跟读、角色配音几个步骤，使学生掌握好课文。

2. 通过分享自己的家人照片来运用今天所学单词和句型。

T: Let’s share your family 2. Let’s share. Yes, she/he is. No,

she/he isn’t. She/He’s

a....

3.渗透情感教育。

3. T: Our parents work so

hard, so to be a good

child!

1.听读A部分课文

2.借用所得道具奖品，运用今天所学句型和小伙伴进行角色扮演。

板书设计

Unit 10

Is he /she a

--Yes, he is.

--No, he isn’t

teacher？

farmer？

nurse？

postman？

3