Lesson 18优秀教案

课题：Unit 5 My father is a writer. (Lesson 18) 教学设计

科目：英语

教师：吕国菊

一、教学内容分析

该单元学习内容较为贴合学生日常生活，谈论的主题为家庭成员及职业，通过师生之间，以及生生之间的互动使学生运用所学英语进行表达和交流，用英语表达自己的理想，并树立职业理想，从现在起做好准备。

教学对象：五年级

课时：1课时

单位：天津市滨海新区塘沽徐州道小学

二、教学目标

1.

Knowledge and skills: Ss are able to listen, speak, read and write new words, “policeman, policewoman, reporter, who, uncle, aunt, police”; Ss could further understand and use the sentence pattern, “Who’s he/she? He’s/She’s my uncle/aunt. What’s his/her job? He’s/She’s a ...”; Ss are able to master the pronunciation of letter “Hh” and list some words with the same pronunciation. 2.

Process and methods: Ss could use the sentence, “Who’s he/she? He’s/She’s my uncle/aunt. What’s his/her job? He’s/She’s a ...” to talk about family members and jobs; Ss are able to interact with the teacher and Ss with the sentence, “What’s his/her job? He’s/She’s a ...”; Ss could comprehend the method of expressing his or her own dream and elaborate their reasons, such as, “I want to be a ... in the future. Because ...”

3.

Emotion, attitudes and values: Ss are dare to express their own ideas about their future jobs; Ss could express their own ideas towards different jobs according to “the most beautiful traveler” and show their own respect towards people from all walks of life. 三、学习者特征分析

五年级是小学阶段的一个转折点，也是小学生形成自信心的关键期，他们能在接受别人的评价中发现自己的价值，产生兴奋感，自豪感，但也容易产生自负的心理；同时，他们喜欢与伙伴共同游戏，学习，但情绪不稳，容易激动；因此，在此阶段应加强集体和团队意识，利用层次不同的鼓励性语言和内容丰富的课堂活动能够很好的调动学生学习的积极性以及集中学生的注意力。

四、教学策略选择与设计

依据此阶段学生的心理和生理特征，在本节课中我主要采用Pair-work, group-work,以及role play的教学策略。在小组合作中使学生培养积极的竞争意识和合作精神；在同伴互助中使学生学会并熟练掌握询问家庭成员和职业的重点句型：Who’s he/she? He’s/She’s my uncle/aunt. What’s his/her job? He’s/She’s a ...;在师生以及生生互动中使学生熟练掌握重点句型：What’s his/her job? He’s/She’s a ...;同时利用角色扮演的教学策略将学生置身于较为真实的具体情境中，在情境中复习旧知习得新知。

五、教学重点及难点

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Teaching focus: 1)New words: policeman, policewoman, reporter; 2)Sentence pattern: Who’s he/she? He’s/She’s a ... What’s his/her job? He’s/She’s a ...; 3)Everyday English: I want to be a ... in the future.

Teaching difficulties: the difference between “his” and “he’s”;

六、教学过程、

教师活动

ⅠGreeting Greet with Ss ⅡWarm-up: Brainstorming 学生活动

Greet with the teacher and ready for class 设计意图

To let Ss ready for class; To attract Ss’

attention towards learning English and review words about jobs; To encourage Ss to talk with the teacher Encourage Ss to do a brainstorming and list as names as possible.

many job names as possible and stick cards of jobs on the blackboard; Ⅲ

Free talk Have a free talk with some individual Ss about the jobs and interview Ss with the following questions, 1.

What does your father do? 2.

What does your mother do? 3.

What do you want to be in the future? Ⅳ

Lead-in Present the picture of an album and tell Ss that there are some photos in the album. Present one picture of a reporter and encourage Ss to ask some questions about the picture, such as, “Who’s he? What’s his job?”

Ⅴ

Presentation

1.

Word: reporter Design some practicing games to practice the pronunciation and spelling of new word, reporter. ` 2.

What’s his job? He’s a reporter. ①T ask, Ss answer; ②Pair work: one ask, one answer;

Do a brainstorming and list as many job Interact with the teacher and answer the and share their teacher’s questions; information with the teacher; To arouse Ss’

interest towards the Enjoy the photo in the album and try to ask some questions about the photo of the reporter; learning of jobs and lead in the learning of new words and sentences; To let Ss practice Play some practicing games to practice the pronunciation and spelling of new word, reporter. the pronunciation and spelling of new word, reporter. To let Ss practice Interact with the teacher and their partner and practice the sentences, “What’s his job? He’s a reporter.”

the sentences “What’s his job? He’s a reporter.”

2

To let practice the Ⅵ

Practice 1.

Present some bubble maps and invite Ss to play a guessing game. Guess the job names according to the bubble maps; 2.

Present a turntable and ask Ss, “What’s his/her job?”. Invite Ss to play the game with the teacher and other Ss; 3.

Present the picture of “Let’s talk” part and introduce the dialogue of the two kids. Encourage Ss to make up a similar dialogue; Watch the turntable and play a game with the teacher and students. Answer the teacher’s and other Ss’ questions;; Watch the picture of the two kids and try to make up a similar dialogue with their partners; Observe the bubble maps and guess the job names through the key words of the bubble maps; words and sentences learnt before; To let Ss practice the key sentences, “What’s his/her job? He’s/She’s a ...”; To encourage Ss to make up new dialogues by themselves and in pairs; To let Ss review Enjoy the pictures in the album and try Ⅶ

Summary Present another four pictures in the album and to answer the teacher’s question with the sentence, “He’s a ask Ss, “What’s his/her job?” Present the four policeman/postman/milkman/fireman.”

words later and encourage Ss to find the rule Try to summarize the rule through the of the four words;

four words provided by the teacher. words they learnt before and summarize the rule by themselves through observing the pictures and words; Ⅷ

Moral education 1. Present the date “2015. 08. 12”, and ask Ss whether they know something about the date. Invite some individual Ss to share some information about the date. 2. Present the picture of a fireman who was called “the most beautiful traveler” and play a video about the big explosion happened in Tanggu and the firemen. 3. Ask Ss to share their idea towards the most beautiful travels. “Do you think they are the most beautiful travelers? Why?”

4. Present the pictures of different jobs and ask Ss, “What do you want to be in the future?” and ask Ss to elaborate their reasons. Enjoy the pictures of different jobs and share their future jobs and elaborate their reasons;

Enjoy the picture and the video about the big explosion happened in Tanggn and the most beautiful travelers.

Express their own idea towards the most beautiful travelers and show their respect towards them. Recall the information about the date, “2015. 08. 12” and share some information they knew about the big explosion in Tanggu. To let Ss recall some information about the big explosion happened in Tanggu. To let Ss get a more clear idea about the big explosion and show their respect towards the most beautiful travelers;

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X Homework Assign some homework for Ss which are as follows, 1)Read and recite the words and sentences of Lesson 18; 2)Copy the words and sentences of Lesson 18; 3)Collect information about the most beautiful travelers. Memorize the homework assigned by the teacher To let Ss clear about the main content of the class and review what they have learnt just now after class 七、教学评价设计

利用与本课内容相关的简笔画以及较为生动形象的的板书设计为学生设置较为真实语言情境，同时在评价学生的表现的过程中注重调动生生之间的良性竞争和团队协作的精神，从而使学生在较为轻松有趣的课堂氛围中习得新知，注重教学过程中对学生表现的语言评价和反馈，更为重要的是注重与学生之间的互动和情感共鸣。

八、板书设计

Lesson 18 policeman Who’s he?

Who’s she?

He’s my uncle.

She’s my aunt.

What’s his job?

What’s her job?

He’s a policeman.

She’s a policewoman. policewoman

九．教学反思

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