Lesson 4教学活动设计方案

Lesson 4 一.教学目标与要求：

1.

能够理解、会说以下句子：what does your father do ? He’s a ... 并在真实情景、现实生活中能够初步运用这些语言。

2.

能够正确地听、说、认读词语：postman driver; 听、说、读、写词语teacher ; farmer; 并在真实情景、现实生活中初步运用这些词语，进行简单的日常交流活动。

3.

能够在真实的语境中介绍职业等信息。

4.

使学生对不同职业的意义有更深一步的认识，从而形成良好的职业理想。

二.学情分析：四年级的学生活泼好动，但和低年级学生相比具有比较强的自行探究的能力，学生在观察能力、思维能力、语言表达能力方面都有了较好的提高，有着强烈的好奇心与动手操作的能力。他们喜欢在自己的探索中获取知识，喜欢在玩中学，喜欢在做中学，喜欢在想中学，喜欢在用中学。对周边的事物产生着浓厚的兴趣，有着强烈的学习愿望，但不能自觉地从生活中进行学习，也不能很好地把英语知识用于生活中。在学习的方式上，存在着单一式的学习，缺乏合作学习的习惯，不能做到与人交流，与人对话。喜欢受到表扬或赞美，喜欢发表自己的见解，有时是很幼稚的见解。

三.重点难点：

1.

教学重点：听、说、读

单词postman 听、说、读、写单词teacher,farmer.能熟练朗读表演本课对话。

2.

教学难点：

在真实语境中熟练运用what does your father do? He’s a ...句型进行问答。

四.教学过程

Step 1 Warm up 1.

Ask and answer 师生问答，复习前三课重点句型

T: Hi! xxx Nice to meet you . S1:Hi! Miss Zhou ! Nice meet you ,too. T:where are you from? S1:I’m from Tianjin China. (设计意图：通过师生之间简单的问答练习，复习前三课的重难点句型，并使学生集中将注意力集中到课堂) 2.

T：Today I will introduce a friend for you? Do you know her? Ss: Peppa Pig. Play the video of Peppa Pig, Today Peppa Pig and her family comes to our class . Let’s say “Welcome to our class.”学生戴好头饰扮演小猪佩奇，猪爸爸，弟弟乔治，猪妈妈。

用英语来介绍自己。

S1:I’m pepper pig . This is my brother.This is my father and this is my mother. Together: We are a happy family. 佩奇： Today I bring four secret gifts for you.

T: If you can answer my questions actively and then you can get the gifts. （设计意图：

用学生熟悉的卡通形象小猪佩奇激发学生学习英语的兴趣，复习并运用句型“Welcome to...、 This is...”并展示本课的评价方式）

Step 2 Presentation 1.

Choose one student and then take out the gift. There are some interesting things .(Gift1：装了一些有趣的物品如：粉笔，信封，农具，汽车模型等道具) show the pictures and guess who use it? (1)

T: What’s this ? Ss: chalks ! English book! T:who use it everyday? Ss: Miss Zhou ！

T：Good！ So what does Miss zhou do ? Ss : teacher Learn the word : teacher.（spell,read ）

设计意图：用教师每天使用的粉笔和书来引出职业名词：teacher的学习，自然贴近学生的生活，同时渗透本课句型：what does ...do? (2)（one student takes out the farming tools ）

T: Who use it?

Ss : 农民

！

Play a video ,and guess where is it? Ss : It’s on a farm. (设计意图：观看现代化机械农场工作视频，为学习farmer 做铺垫，并让学生了解古代农具与现代化机械作对比，工作效率和生活水平的提高。) T：A man who works on a farm is...? Learn the word: farmer (spell , read) Teacher shows the picture and ask what does he do ? Ss: He’s a farmer. (3)One student takes out the mail box and letters . T:Who use them? Ss: 邮递员 出示一个man的图片，引导学生说出this is a man. 出示中国邮政图片，上面写有China Post字样，在邮局里工作的人就是：

post + man = postman T:what does he do ? Ss:He’s a postman Learn the word：postman （设计意图：

通过图片与列式计算相结合的方法巧记单词postman ,突破难点，加深印象）

(4)

A student takes out a toy car. T:Who use it ?

Ss: 司机 Learn the word : driver 2.

Play a game : Help Mario T: Mario will pass two levels today,but he lost his passwords.Can you help him? Ss spell the words:teacher,farmer as the passwords. (设计意图：用拯救马里奥这个小游戏，复习本课四会单词的拼写) 3.

Guessing game ： ask one student act one job.The others guess what does he\she do? (设计意图：学生抽取教师课前准备好的和职业有关的单词卡片，并通过表演的方式让其他同学猜词，游戏过程中渗透句型what does he\she do ?) 4.

Chain Game : Teacher act a TV reporter and then one student “what does your father do ?”.The student answer the question and ask next one. (设计意图：设置扮演记者采访的情境，完成接龙游戏，游戏过程中巩固运用句型what does ... do ? He\ She’s a ...) 5.Let’s chant （将之前获得的奖品作为表演chant 的道具） Group1:This is my father . He’s a teacher ! Teacher! Teacher ! Teacher ! Group 2：This is my father . He’s a farmer! farmer! farmer ! farmer!

Group3 ：This is my father . He’s a postman ! Postman !Postman !Postman! Group4：This is my father . He’s a driver ! driver ! driver ! driver ! Together：Father !Father !Father ! Super! Super ! Super! (设计意图：将本节课所学单词和稍简单的句型He’s a... 用chant 的形式表达出来，并配以节奏欢快的音乐，学生更容易掌握。) 6.Let’s interview. Teacher acts a TV reporter and then interview one student.After that the student acts the TV reporter to interview another student. A:Hello ! Nice to meet you ! B:Nice to meet you ,too A:What does your father do? B:He’s a ... (设计意图：先由教师扮演记者采访学生，然后进行接龙，由学生再去采访自己的好朋友，在角色扮演的过程中复现本课重点句型“What does your father do? He’s a ...”.激发学生的学习兴趣，并锻炼学生语言的综合运用能力。) Step 3 New Passage 1.

Peppa brings some postcards for us. Do you want to get them?

（再另外一个礼物袋子里，装有佩奇带来的明信片，作为本环节评价物品奖励给学生）

(1)

Show the pictures of this lesson and then think about “what does Jim’s father do?”

Ask and answer: Is he a driver? No, he isn’t.He’s a teacher. (设计意图：初听课文，抛出本课关键句型，让学生通过听录音快速回答问题，锻炼学生的听的能力，便于对课文的理解。) （2）听课文录音并填空

Look，Gao Wei! This ______ my father. Wow ! He’s cool! What _____ your father do? Guess ! Is he a ________? No, He’s a ________. (设计意图：

再听课文，在理解文章大意的基础之上填写本课学习的重点单词，巩固单词的书写。) (3)Read the dialogue after the tape. (4)Read the dialogue in pairs. 2.Work in pairs.Make a mini dialogue.Please use these sentences. what does your...do ? Is he/she a ...? No,he/she isn't.

He/She's a ... （设计意图：先通过反复朗读，让学生充分理解本课课文，再通过学生创编迷你对话，把学到的新知识活用到语言交际中，让学生在练习中掌握新知，从而培养语言的实际运用能力。）

Step 4 Exercise 1.Work in groups：

在上一环节中，很多学生都得到了佩奇带来的明信片，明信片的背面都写有一些单词和句型，请每个组以得到的句型作为语言基础，创编新的对话或者歌曲表演。

Group 1 Let’s play a chain game . What does your mother do ? She’s a ... Group 2 This is my new friend. Where are you from ? I’m from ... Group 3 Good morning Miss... Let’s begin our class. What does your father do ?... Group 4 Sing a song(将本课重点句型作为歌词，填入歌曲London Bridge is falling down.) 歌词：

What does your father do?

What does your father do ? father do ~ father do~ What does your father do ? He’s a teacher~ What does your mother do ? mother do ~ mother do~ What does your mother do ? She’s a farmer~ What does your brother do ? brother do ~ brother do~ What does your brother do ? He’s a postman~ What does your sister do ? sister do ~ sister do~ What does your sister do ? She’s a driver~

(设计意图：每组运用教师写在明信片背面的重点句型创编新的对话或歌曲，拓展学生的思维，激发学生的想象力。讲这些句型运用到不同的情境中，从而更好的运用到生活实践中。) 2.

小结：今天我们学习了一些和职业有关的单词，并学会了如何用

英语询问他人的职业，在日常生活中，我们的身边也有很多从事着不同工作的人，比如医生，护士，运动员，清洁工...(同时展示一些其他职业的单词)他们非常努力，非常辛苦的工作着，我们的生活，我们的社会因为有了他们的辛勤劳动，变得更加美丽！同学们思考一下，你的理想职业是什么呢？I want to be a ... 3.

最后一个礼物袋子里面装有许愿纸，和许愿瓶。每个同学写下自己理想的职业,找学生代表念出自己理想，然后装入许愿瓶中。

My name is ... I want to be a ... 4.

Play a video (播放同学们和家长的合影照片) Our father and mother do a lot of things for us. They work very hard everyday.They take good care of us .So we should help them to do some housework and try our best to study hard.In the future, our dreams will come true. (设计意图：让学生了解在日常生活中，我们的父母非常辛苦，他们不仅仅要辛苦地工作，还要照顾我们，所以一定要帮助父母做力所能及的事情，并且通过自己努力学习，实现自己的职业理想。通过让学生思考职业理想和感知生活，达到德育渗透的目的。) Homework : 1.

Recite the dialogue 2.

Do a survey . 做调查，询问你的小组成员，what does your

father/mother/brother/sister do? 写出调查结果。

Name Peter’s father

Jobs He’s a teacher