Part B名师教学设计

闽教版小学英语Book8 Unit 6 Dream Jobs

ⅠTeaching Aims:

1. Vocabulary 词汇:

学习新词true,做到发音准确、清晰,复习巩固并掌握farmer, worker, teacher, doctor, nurse, singer, dancer, policemen, 等表示职业的单词

2. Topic 话题:

能听懂、会说句型:What does he /she do? He/ She is a /an...

3. Function 功能:

Talking about jobs. 并能在相应的语言情境中灵活运用这些句型

4. Emotions:鼓励学生从小树立理想和目标。让学生了解工作的辛苦,教育学生要尊重他人的劳动。

ⅡTeaching emphasis 教学重点

What does he /she do? He/ She is a /an...

Ⅲ Teaching difficulties 教学难点:

a /an 的用法。true中tr 的发音

ⅣTeaching materials教学资源与工具设计:

闽教版小学英语第八册学生用书,写作拓展材料,教学卡片, 设计好的多媒体课件, CD-ROM etc.

ⅤTeaching steps:

Step 1 Lead in:

1. A chant and the key words:

A farmer works on the farm;A worker works very hard;

A teacher teaches lessons; A driver drives his car;

A dancer dances very well; A singer sings very well.

【设计意图:这是一个教师课前自编的一个chant,与本课职业相关,配上背景音乐,增强效果。所选单词是有规律的+er 变成名词的单词,为下一个步骤找单词规律埋下伏笔。】

Step 2 Revision:

1. Find the jobs in the chant. T: In this chant , we can find some jobs. What are they?

【PPT 中的设计意图:: 用红色突出职业单词。】

2. What’s the relationship between farmer and farm?

3. (PPT2) Read aloud:farmer— farm worker—work teacher—teach driver--drive dancer—dance singer—sing T: What do you find? (一些职业名词是由相应单词+er 构成)

【设计意图:以上设计既为引起本课话题jobs ,又为引导学生找单词规律,同时,提醒学生养成根据读音规则记忆单词的习惯。】

4. Do you know other jobs? Show cards of jobs, Ss read them one by one. 【设计意图:复习巩固职业相关词汇,为新课做准备】

Step 3 Presentation ( New learning):

1. 揭示课题:T: Well, today we’ll continue to talk about jobs. T: S1, please read the title for us. Ss, read together!

2 Spell some words of the jobs. Practice “That's true. ”game at the same time. Teach: true. Read “train, tree, trip, true” together.

【设计意图:教学本课新词汇,也引用单词规律来学习,以旧引新,突破单词记忆教学难点】

2. A guessing game: (Please guess the jobs 。职业竞猜)

提出猜的要求: What does he /she do ? == Riddles. Help Ss to guess and understand the meaning.

A:He works in the company or factory. He works very hard. He makes cars, buildings or TV. What is he? What does he do? (A worker.)

B:He is Joy. He’s 30 years old. He works from Monday to Friday. He likes the long holidays. He loves his job because he likes helping the children learn English. What is he? What does he do? (A teacher.)

C:He likes helping people . He often helps the people to find their way. works in the police office or in the street. What does he do? His phone

number is 110. What is he? ( A policeman.)

D:Miss Chen works in a hospital. She likes helping others. She can make people strong and healthy. What does she do? What is he? (A doctor.) E:Amy is beautiful. She can make people nice and happy. Sometimes has to work on holidays. She can sing very well. What does she do? What is he? ( A singer.)

【设计意图:猜谜语的活动是本课的主要活动之一,设计的目的在于给出更大量的信息,加大英文输出量,引导学生“渐入佳境” ,进入本课的讨论职业范围。学生通过听关键词加上一些推测猜出这些有教师为所教学生“量身制作”的谜语。其中谜语A和B被作为例子在P PT上呈现,谜语C-G被写在精美小卡片上,一式两份,一份在教师手上,教师读谜面,学生听,猜出答案

来,条件是必须全部听完才可以举手回答,督促学生认真听。另一份卡片奖励给正确回答谜语的学生。增强竞争趣味性。What does she do ? 做铺垫】

5. Note : What is he /she? == What does he /she do ?

6. 板书句型带读

7. T: How to answer? He’s a / an… (给提示,引导学生回答)

【设计意图:引导学生用What does he /she do ?这个旧句型来理解What is he /she?这个新句型。】

Step 4 Practice

1. Practice in pairs. (PPT)

【设计意图:利用PPT的图片切换功能,全面呈现课文中要求掌握的职业词汇,快速练习句型What is he /she? 学生快速反应运用的能力。】2 小明星/ 班级同学的“作品” (PPT)

【设计意图:这个环节也是本课的主要活动之一,通过拍摄一些He’s a / an… 操练是上一课时学的,What is he /she?是本课新语言点。在谜语中重复出现也为下一步以旧引新学生的职业模拟场景,引出一系列话题/she do? What is he /she? 励学生从小就要树立理想。】

3 Books opened. Play the tape for Ss to Listen.

Who's he /she ? What is he ? Why? 等等Do you want to be a ...? Questions: 1. Who is the beautiful girl? 2. What does she do? 3. Does Chen Ling want to be a singer? 4. What is the difficulty for a singer? 5. What is the meaning for a singer?

【设计意图:精心设计问题,让学生围绕问题讨论的同时操练了本课主要句型,后面两个问题引发学生对singer 这个职业的思考,让学生了解工作的辛苦和乐趣,教育学生要尊重他人的劳动成果】

4. Listen and repeat. Then Read together in different roles.

5. Act it out.

【设计意图:这里设计了这样一个特殊环节:让学生自主选择角色来朗读,打破以往教师订规矩的传统,尊重学生个体的选择】

Step 5 Consolidation:

1. Who is she? (PPT 展示某个学生家长**'s mother ) What does she do? 。。。Reading: A short passage about her 阅读要求:Fill in the blank. 【设计意图:这是某个学生的家长,她在本校图书馆工作,所以学生都认得她,这样就把语言放在真实的环境下运用】

2. Listening comprehension (本课本身的听力材料)

3. That is Sally’s family. What about your family?

【设计意图:这句过渡语将上一个环节自然引到下一个环节:说说你自己父母亲的工作,通过问题来引导回答,也为最后一步的写作做铺垫。】Answer the questions: What does your father do? Does he like his job? Why? What does your mother do? Does she like her job? Why? What do you want to be? Why?

4. A song. 歌词内容:My father is a doctor My mother is a worker They love me so. I love them too…

【设计意图:在这里教师有个“幽默” 引导语:want to show you I my family, do you want to know? 这首歌曲实际上是从新标准英语中选择出来的,选择的目的在于活跃课堂气氛,再为下一步的写作做铺垫. 唱完歌曲教师可以说:OK , that is my family, would you like to show me yours? 引出写作要求。】

5. Write a short passage about your family.

【设计意图:这是本课的最高能力,设计分层次的写作要求:A :根据教师提供的模板,填空单词或者句子以完成文章。B :自由写。实际上课呈现学生作业时,有学生写出:My father is a boss. He likes his jobs because he likes money. 引发阵阵笑声,这里学生通过展示各自的作文,达到小交流的目的。写作中,学生也用到了他们课前查找的职业的单词资料。比如: housewife , policewomen, boss 等等,真是各展身手。】

6 . Sum up 适时就学生写作中出现的工作做点评,教育学生体会父母劳动的艰辛;讨论理想工作的乐趣,鼓励学生从小树立志向,为将来努力学习。总结今天所学。

Step6 Homework

1. 2. 3. Read the text . Care for your parents' job. Make a plan yourselves Repeat the words from memory

Activity book.

*4 Care for your parents' job. Make a plan yourselves

1.【设计意图:作业1-3 是结合课程要求必做的基本题,作业4 是能力提高题,适合基础好的学生】