Lesson 2教学设计(第二课时)

Unit6 Jobs(Vocabulary & Target)

执教老师:刘轶妮

一、简介

I.教材版本:广东版《开心学英语》第4册

II.课型:小学中年级英语词汇,句型课 Unit6 Jobs

III.学段(年级):小学四年级

二、具体内容

I.教学内容

本单元是四年级英语下册Unit6 Jobs ,是学生熟悉又感兴趣的话题。本节课为第一课时,词汇、句型课。主要学习关于职业的8个词汇(a teacher, a writer, a doctor, a nurse, an office worker, a police officer, a taxi driver, a firefighter),在词汇教学中渗透句型:What do you want to be? I want to be a/an ...when I grow up.引导学生学会表达自己梦想的职业。同时,结合单词的构词法,拓展介绍更多的职业,让学生了解含有er,or 结尾的职业,树立正确的职业观。

II.学生分析

本节课的教学对象是小学四年级下学期的学生。四年级的学生喜欢新鲜事物,对英语的学习怀有好奇心,有持续学习的兴趣,在一、二、三年级三年的学习基础上,已经能用比较简单的英语进行有关问候、个人、生活、家庭等方面的信息交流。在读写能力的发展方面,能在图片的帮助下听懂、读懂基本语句信息,完成对应的句子表达任务。经过三年的英语学习的铺垫,四年级的学生已经积累了一定英语基础知识,他们具备与他人合作共同用简单的英语完成学习任务的能力,他们能在词语与相应事物之间建立联想,也能对所学习的内容进行主动的练习和实践。

III.教材分析

本节课的教学内容是在广东版教材《开心学英语》四年级下册第六单元Jobs的Vocabulary and Target,属于第一课时,重点是结合8个新授的职业词汇,以树立职业理想为契机,结合What do you want to be? I want to be a /an...when I grow up.句型的表达,在情境中反复操练,使学生能够将词汇和句型有效地结合起来。同时,在教师的教学引导下,让学生了解更多不同的职业,树立正确的职业观,然后结合所学句型学会表达自己梦想的职业,并写下来。

IV.教学目标

1.知识和技能目标

1)学生能够熟练掌握本单元的词汇句型并加以运用。具体如下:

词汇:a teacher, a writer, a doctor, a nurse, an office worker, a police officer, a taxi driver, a firefighter

句型:What do you want to be? I want to be a /an...when I grow up..

2)学生能够在情境中理解运用What do you want to be? I want to be a /an...when I grow up.句型,与他人谈论自己梦想的职业。

3)通过构词法,了解更多含有er,or结尾的关于职业的单词。

2.情感和文化目标

1)学生能够通学习,认识和了解不同的职业,养成正确的职业观,表达自己梦想的职业。 V.教学重点

1.词汇:a teacher, a writer, a doctor, a nurse, an office worker, a police officer, a taxi driver, a firefighter

2.句型:What do you want to be? I want to be a /an...

VI.教学难点

1、词汇中an office worker, a police officer, a firefighter的发音;

2、学生能够在情境中理解运用What do you want to be? I want to be a /an...句型,与他人谈论自己梦想的职业。

VII.教学策略

1.通过“任务型教学”,使学生在教学的过程中带着小小的思考任务,完成学习。

2. 辅助手段:CAI,练习。通过师生对话练习、实物操练、任务教学的等形式多样的教学活动,对学生进行多感官的刺激发学生英语学习的兴趣,帮助学生理解和运用新知识。三、教学过程:

Step One: Warming up

1.Sing a song.(I want to be...)

2.From the song, what does the girl want to be when she grow up.

3.Lead in my “dream job” when I was six years old.

2.Present the mind map of “Jobs”.

【设计意图】通过歌曲,活跃课堂氛围,感知本节课语言知识I want to be..,然后以歌曲中小女孩的愿望“I want to be a teacher when I grow up”,引入职业a teacher, 感知和学习句型I want to be a teacher when I grow up.并联系教师自己小时候的职业梦想,

让学生初步感知“dream job”的主题。接着呈现关于Jobs的思维导图,检测学生对职业名词的了解程度,为这节课的学习做铺垫。

Step Two: Presentation

1.Teacher teach “a writer, a nurse, a doctor and a taxi driver.”

1)Show the pictures of 4 students (Anna, Angel, Jack, Ben) to the class.

What do they want to be when they grow up?

A.Watch the video twice and finish exercises 1 : watch and match.

B.Check the answers.

【设计意图:整体呈现文本,呈现Anna, Angel, Jack, Ben对应的四种职业梦想,分别是a writer, a nurse, a doctor and a taxi driver.学生在整体认知之后完成匹配的练习,并在脑海中对这四种职业形成初步的印象,为接下来深入了解这四种职业做铺垫。】

2) Teacher teach “a writer”.

A. Anna wants to be a writer. Present “write, er, writer, a writer.”

B. Show a famous writer Yang Hongying, let students know the meaning of writer.

C. Ask and answer:

--What do you want to be? --I want to be a writer when I grow up.

--Why does Anna want to be a writer? --Because I like reading and writing.

C.Try to sing: What do you want to be? I want to be a teacher.

3). Teacher teach “a nurse”.

A. Angel wants to be a nurse. Present “a nurse”.

B. Ask and answer: --What do you want to be? --I want to be a nurse when I grow up.

C. Show some women nurses and men nurses.

4). Teacher teach “a doctor”.

A. Jack wants to be a doctor. Present “a doctor”.

B. Ask and answer: --What do you want to be? --I want to be a doctor when I grow up.

C. Show the video of the “clown doctor”.

5) Teacher teach “a taxi driver”.

A. Ben wants to be a doctor. Present “a taxi, driver, a taxi driver”.

B. Ask and answer: --What do you want to be? --I want to be a taxi driver when I grow up.

【设计意图:在句型What do you want to be? I want to be a...when I grow up.中,逐

个教授单词a writer, a nurse, a doctor, a taxi driver.由于这四种职业学生熟知,单词的音、义、形较容易掌握,那么着重放在句型的操练上,以及词汇的拓展和文化的拓展上,比如“著名作家杨红樱、男护士、小丑医生”等。让学生通过这些知识更好地了解该职业,通过语言学习,学到更多的知识。】

6) Teacher teach “ an office worker”.

1)Show the picture of “an office worker”. Where is she? She’s in an office.

2)Teach “an office--an office worker”.

3)Play a game: Pass the card.

Practice: --What do you want to be? --I want to be an office worker when I grow up. 7). Teacher teach “ a police officer”.

1)Show the picture of “a police officer”. What does he do?

2) Show more pictures to Ss. “ They are cool, They are brave.”

3)Ask and answer: --What do you want to be? --I want to be an office worker when I grow up.

8).Teacher teach “ a firefighter”.

1)Show pictures : fire,fire. Let ss know we should call 119 to put out fire.

2)Teach: fight ---fighter---a firefighter

3)Watch a video to know more about firefighter.

4)Ask and answer: --Do you want to be a firefighter? --What do you want to be? 【设计意图】因为“an office worker, a police officer, a firefighter”这三个职业词汇,单词的结构比较复杂,发音有些难度,如office与officer发音上的区别,所以,教师通过不同的方式呈现单词,并通过构词法让学生自己尝试拼读,达到“授之以鱼,不如授之以渔”的效果。教师在教学的过程中,通过与学生对话交流的方式, 用句型“What do you want to be? I want to be...when I grow up.”以及扩充的句子“Because I like …”

与学生对话,慢慢地让学生学会用英语表达自己的职业理想,且说明原因。为下文写职业梦想做铺垫。

Step Three: Extension

1.Summary:

1)look and find.

Can you find the secret of these words?

Many words with “er, or”means some kinds of jobs.

2)Present more jobs with “er”. “or”.

3)Play a game: One two three

Practice the sentences: What do you want to be?

I want to be...when I grow up.

4)Write down your dream jobs.

5)Put the “dream jobs” into the drift bottle.

【设计意图】:教师通过总结构词法以“er””or”结尾的关于职业的词汇,让学生更加清晰词汇的“形”与“意”的结合。学生通过结对活动和四人小组活动,运用本节课已经学习过的单词句型,表达自己梦想的职业,并学会简单表达原因,并写下来。

Step Five: Homework

Know more about your dream jobs.

四、教学板书:

五、学生随堂练习。

1.Watch and match.(看视频,将人物与梦想职业连线。)

2.Think, write and talk. (写下你的职业梦想)。