Lesson 14教学目标

天津市河西区新会道小学教师备课教案

学科：英语 教师：孙娜 年级：五 课时编号： 课题

Unit 3 My father is a writer. 课时

Lesson 14 授课时间

10.19 （一）

教学目标

知识目标：能够听、说、读、写单词mother, father, this, love, family;

能够听、说、认读单词singer, dancer, writer;

能够理解、说出句子

This is my father. He’s a writer. This is my mother. She’s a dancer.

能够辨别字母m在单词中的读音。

能力目标：能够介绍和表达父母及家庭成员的职业，在真实情境和现实生活中运用、交流。

情感目标：能够关爱自己的家人，热爱各种职业。

（二）教具

学具

PPT课件

小猪佩奇角色玩偶、绘本、道具

学生的家庭照片及配套的书写练习纸

（三）教学思路

用在小学生中十分风靡的英国动画片《小猪佩奇》中的角色人物创设主情境，在情境中串联起自我介绍（姓名、年龄和国籍）以及介绍家人（家庭关系，外貌、性格特征和所从事的职业）的单词和句子。通过播动画和讲故事的方式学习新单词；通过“佩奇关爱辛苦工作的妈妈”代入歌谣的说唱；通过“山羊夫人的小讲堂”使学生把握从动词到职业名词的单词建构；通过“猪妈妈的编剧时间”促成学生之间的小组合作，运用所学语言进行新对话的创编；通过“佩奇的礼物”进一步链接英美文化。

（四）教学重难点

重点：能够听、说、读、写四会单词

难点：能够听、说、认读三会单词并理解、说出句子

This is my father. He’s a writer. This is my mother.

She’s singer.

将词句综合运用于情境交流中。

（五）教学过程

教师活动：

学生活动：

教学意图：

一、热身/复习

1. Revision

T: Anna want to introduce two

friends to you.

Old friend—Tom S repeat the text of Lesson 13 通过关键信息和图片提示展开“头（The main character in L13）

according to some keywords and 脑风暴”

T: Can you talk about Tom and pictures

复习L13单课课文

his families?

激趣导入

T: Let’s sing our new friend’s S sing the bing bong song 也为后面情境人物埋好伏笔

together

favorite song.

二、新课呈现

1. Create the main situation and talk about the keywords(3个四会词) T: This bing bong song is our new friend Peppa Pig’s (拿出小猪佩奇的玩偶)favorite song. Look! Peppa is coming! (播放小视频) Do you remember her families?

This is T: This is Peppa’s

T: This is Peppa’s

T: And this is Peppa’s

T: Peppa, George ,Mummy Pig and Daddy Pig make up a

T: Look at this heart! Do you know its meaning?

T: So Peppa can say: T: I also invite George, Daddy Pig and Mummy Pig!（拿出其他三个玩偶）Who wants to be…? (Play the sound of Peppa: Can you introduce yourself and your families like me?) T: Everyone takes your family photos here. Write down your information and talk in pair, then come to the front and show. 2. Talk about the key words(2个四会词) and the key sentences(3会+四会句) (Play the sound of Peppa: Can you say these jobs?) T: Peppa not only has a happy family but also has many good friends. This is…

(Play the sound of Peppa: Talk about their families’ jobs!)

T: When you introduce somebody, you say: This is my….(贴板条)

Can you spell father? T: Father is man, so we say: He’s

导入情境

S: Peppa. S: little brother George. S: father. S: mother. (自然拼读四会词this ) S: family!

(自然拼读四会词family)

S: Love! (自然拼读四会词love 比出各种love的手语

S: I love my family!

4 students come to the front and introduce each other

学生空书

老师板书

以上三个四会单词

连词成句

用情境人物练说四会核心句

This is my…

.

双人小组合作

书写和表达四会词句

（家庭照片及配套书写纸）

复习四年级学过的职业单词

S write and talk in pairs

S Say the job words according to

the pictures

S1: Hi, I’m Zoe. This is my 以旧词代新句

将教材中Let’s talk的练习自father. He’s a postman.

然代入情境

S: F-a-t-h-e-r-father.

板书呈现四会和三会核心句

This is my …

.

a…(贴板条) postman.

He’s a …. She’s a …

.

个人说对后

小组成员复述该句

复现

加深印象

情境中操练本课核心句

联系学生生活

师生互动

夹叙夹议

课堂生成

动词sing到职业名词singer的建构

情境中操练本课核心词句

联系学生生活

师生互动

夹叙夹议

课堂生成

动词dance到职业名词dancerS2: Hi, I’m Emily. This is my father. He’s a doctor.

S3: Hi, I’m Rebecca. This is my mother. She’s a nurse.

T: Can you help me to spell mother?

T: Mother is a woman. Can we also

S: No! She’a

say: He’s a….? T: Yes! We should say: She’s

a….(贴板条) nurse. S4: Hi, I’m Peppa. This is my

grandma. She’s a farmer.

S5: Hi, I’m Danny. This is my

grandpa. He’s a driver.

S6: Hi, I’m Billy. This is my

father. He’s a worker.

(Some group’s members can

repeat together or one by one) 3. Talking about the key words(3个

三会词)

T: Look at this picture. Mrs Goat is S: This is Mrs Goat. She’s a teaching maths. So all the teacher. children can say:

T: Yes. Just like me. Can you S: This is Anna. She’s a teacher. introduce me? (She’s an English teacher.)

T: I’m an English teacher, I’m good at speaking English. And I think Mrs Goat is better than me.

(山羊夫人比Anna更棒！想知道为什么吗？) Let’s have a look. T: Mrs Goat’s sings very well. Can you spell “sing” for me?

T: Mrs Goat sings very well. She’s a……singer.

T: My favorite singer is Wang Fei. What about you?

T: Mrs Goat not only sings well but also……

（山羊夫人不仅唱歌好而且……）Oh, I can’t say much, let’s have a look. T: Mrs Goat dances very well, too.

S观看山羊夫人唱歌的小视频

S: S-i-n-g-sing.

Read and spell sing-singer +er recite singer This is Mrs Goat. She’s a singer.

S: My favorite singer is XX.

This is Mrs Goat. She’s a singer.

S观看山羊夫人跳舞的小视频

S: D-a-n-c-e-dance.

Can you spell dance? T: Mrs Goat dances very well She’s a T: How to change dance into dancer? We can just plus an…because dance has a e.

I know in our class, some students are good at dancing.

XX, do you like dancing? T: Do you want to be a dancer in the future? T: Hope you dream come true!/ Can you show us a dancing pose? T: In Peppa’s mind, what does she think of Mrs Goat? Can you read together? T: Oh, look! Mrs Goat’s class begins.

When changing sing into singer, we can plus

T: Yes! Just like

T: When changing dance into dancer, we can just plus an

T: Yes, because it has already has a e, for example

T：Peppa told me that she invited Jenny and Ball to tell a story about her mother. Let’s welcome. T: The story tells us that Mummy Pig writes many storybooks. She’s a

T: W-r-i-t-e-write, letter w is aphonic here. (字母变色虚写,做动作指明不发音) Can you teach me how to change write into writer? Also just plus an T: So Peppa can say:

T: Do you know any famous writer in China? For example Lu Xun is a famous writer.

S: dancer.

的建构

S: r

情境中操练本课核心词句

S: This is Mrs Goat.

She’s a dancer.

联系学生生活

师生互动

夹叙夹议

课堂生成

S: Sure.

Yes, I do.

S: This is my teacher, Mrs Goat.

She’s a good singer and a dancer. 情境中操练本课核心词句

“山羊夫人的小讲堂”

S: er. 结合新旧职业名词

S: worker, teacher and farmer 对单词建构规律的发现

和总结

S: r

S: driver

S1 讲猪妈妈的故事片段

S2 道具配合表演

S: Writer.

动词write到职业名词writer的建构

S: r! S: This is my mother.

She’s a writer.

S: XX is a famous writer.

情境中操练本课核心词句

联系学生生活

师生互动

夹叙夹议

课堂生成

4. Talking about the chant（歌谣）

T: Mummy Pig works very hard,

将教材中的歌谣自然代

Peppa wants to care about her

mum. So she’s calling her mum:

(T leads students read slowly) T: So many ms here. You know

what, when letter m is thinking , it

says emm~~~~~ S: emm~~~~~(read the words with the pronunciation emm~~~)

T: Now are you ready to chant? S chant together

入情境

德育渗透：佩奇对辛苦工作的猪妈妈的关爱

发现辅音字母m在单词中的发音规律

三、

Language Use “猪妈妈的编剧时间”

T: Look! Mummy Pig is asking you

to write a play! Would you like to 6 Ss work in a group to make up 结合已有语言材料创编a play according to the language 课本剧对话

try? 六人小组合作

角色扮演

（Explain the character rules and the materials.

6 Ss group show 体现知识在情境中的综genera story）

合运用

四、

Culture Link 链接英美文化（万圣节）

T: Peppa wants to make friends with

S listen to Peppa’s saying about

you. Look! What is she saying? Halloween Dress Party(10月机动环节

(Play the sound) 31日是西方万圣节) 与本课内容相关（视频中

的“化妆舞会”涉及到许T: Peppa prepares a gift for you,

S watch the video(小猪佩奇家的多职业词汇）

would you like to open it and see?

化妆舞会)

(Play the video)

T: Peppa and you are good friends

now. Are you happy today? 退出情境

T: But it’s time to say goodbye to S: Yes! S: Goodbye, Peppa！

Peppa.

（六）板书设计

（七）作业

☺

抄写单词、仿写句子；

☺

“一起作业”网络作业；

☺

了解爸爸妈妈工作的英文名称，

并用学过的句子向你的朋友介绍；

☺

请爸爸妈妈讲解他/她的工作性质，

体会爸爸妈妈工作的辛苦。

（八）课后小结