Part B优质课一等奖

学校:福州市义序中心小学学科:英语

课题:《Unit5 Occupation Part B》

执教教师:赵敏会

教学设计思考和提出的问题

如何让学生在学习文本的同时提高他们的阅读能力。

磨课要点

⒈起点。

知识起点:已掌握farmer, cook, worker, nurse, teacher, player What does he do? He is a …

What does she do? She is a …

已有生活认知:能借助图片询问家庭主要成员的职业情况。

思维特点:高年级学生具有一定的英语听说能力,加强培养学生的阅读能力。

⒉终点。

能听懂会说本课的单词并能运用本课句型。会就他人的职业进行谈论和叙述。

⒊过程与方法。

教会学生在阅读的过程中快速获取关键信息。

引导学生整体阅读课文对话,理解课文细节信息。

引导学生借助关键词记住笔录主要意思并尝试表达。

教学内容

闽教版小学英语六年级下册Unit5 Occupation Part B

教学目标

知识技能

1. 能听懂、会说单词job, police officers, dancer, singer

2. 能听懂、会说、会运用句型What’s his job? He is a ….

What’s her job? She is a ….What are their jobs? They are ….

3. 通过阅读学习如何通过笔录了解他人的职业并进行谈论,了解课文以外更多职业。

学习策略

1. 教会学生在阅读的过程中快速获取关键信息。

2. 引导学生整体阅读课文对话,理解课文细节信息。

3.引导学生借助关键词记住笔录主要意思并尝试表达。

情感态度

1. 培养学生积极用英语表达的情感态度。

2. 引导学生发现不同职业的意义,培养学生尊重和热爱不同职业的的态度。

教学重点、难点:

1. 能听懂、会说、会运用句型What’s his job? He is a ….

What’s her job? She is a ….What are their jobs? They are ….

2 通过笔录学习学会如何就他人的职业进行谈论和叙述。

3. 对高年级学生英语学习方法的指导。

教学准备

1.PPT,关于职业的笔录(短文)

2.课前预习

教学过程

Step One: Lead-in

Chant: I’m a worker.

(设计说明):通过说歌谣,活跃气氛,由worker引出Occupation。

Step Two: Presentation

1.Bring up the topic(揭示话题)

The teacher tells the students the topic of this lesson, and asks them what jobs they already know.

(设计说明):通过谈论学生已经知道的工作,调动学生相关知识储备,为进入课文阅读进行铺垫。

2. Teach the new words.

教授新词:job, police officer, dancer, singer.

(设计说明):通过说职业词,学生发现在这些职业词中警察、舞蹈演员、歌唱演员还未学过,调动学生求知欲,为进入课文阅读进行铺垫。

Game:Quick Reaction

3. Let’s say.

复习What does he/she do? He/She’s a…引出句型What’s his/her job? He/She’s a…教学。What do they do? They are…引出What are their jobs? They are…教学。

4.Guess the jobs in the text (猜测课文中人物的工作)

The teacher shows the outlines of the pictures of Julia’s family and asks the students to guess their jobs from the pictures.

(设计说明):引入课文情境,通过看人物剪影预测人物职业,引发学生阅读兴趣。5.Read the text quickly and find the jobs of Julia’s family (快速阅读课文,找到

文中人物的职业)

The students read the dialogue quickly and circle the jobs of Julia’s family.

(设计说明):通过快速阅读课文的方式,指导学生如何快速阅读,获得自己所需要的信息。

6.Read the text in details, find who they are and what they look like(仔细阅读课文,了解人物)

Learn who they are and what they look like

The students read the text in details and underline who they are and what they look like

(设计说明):通过仔细阅读课文的方式,指导学生如何读懂课文细节,进一步理解阅读内容。

7. read the text.

A. listen and repeat.

B. Read and text in groups.(小组内朗读课文)

The students read the text in groups and help each other. The teacher helps the students to read better.

(设计说明):通过学生在小组内再次朗读课文,让学生从整体上再次回顾课文内容,引导学生在小组内的互相帮助,合作学习。

Step Three: Consolidation

1. Retell the text

A. Give a model

The teacher shows the students how to retell according to the key words.

(设计说明):通过教师示范复述,指导学生如何根据关键词及短语复述课文。B. Talk in groups

The students try to retell the text according to the key words in groups.

(设计说明):通过小组内复述课文,引导学生借助关键词句记住阅读内容主要意思并尝试表达。

2. Read .Tick or cross.

3. Read more reports and guess the jobs. (读其他笔录,猜测文中人物的职业) The students read another report together and guess the job.

(设计说明):通过阅读课外有关职业短文巩固本课阅读相关内容,同时引发学生思考课文之外不同职业的重要性。

4.Tell the students the importance of different jobs (告诉学生每一种职业都很重要)

The teacher tells the students: All jobs are important.

(设计说明):在课文学习之后,引导学生思考不同职业的重要性,启发学生理解和尊重身边的每一种职业。

Step Four: Summary

Step Five: Homework

1. Recite the text.

2. Write the new words and sentences four times.

3. Talk your family’s job.

(设计说明):通过具有层次性的作业设计,兼顾到学生阅读、复述、理解、写作等各方面能力的发展,引导学生学以致用。

板书设计:

Unit5 Occupation

Part B

What’s his job? What’s her job? What are they jobs?

He’s a…

Who _______________ Looks ______________ Job ________________

She’s a…They are…

_______________ _________________ ________________ _________________ _________________ _________________