Lesson 9 What's Your Fat…公开课教案

Lesson 9 What’s Your Father?

Part1.Analysis of the Students The Ss in Grade Five have learned English for several years, but they still lack some learning strategies and their vocabularies are limited. Part2．Teaching aims and Demands The teaching aim is established according to the New Curriculum of Primary School English. 1.Knowledge objects (1) To enable the students to understand and speak the new words and two sentences.nurse doctor farmer

policeman

worker cook teacher dancer……. What’s Your Father/Mother? He /She is a ……

(2) To be able to describe someone else more freely. (3) To enlarge the Ss’ vocabulary.

2. Ability objects (1) To develop the Ss’ speaking strategy.

(2) To develop the Ss’ vocabulary strategy. (word guessing etc.)

(3) To encourage the students cooperation amongst in their studies. 3.Moral objects To arouse the students’ interest of learning English and to have them participate actively in language communication. To stimulate the students’ creativity .

Part3.Teaching key and Difficult Points The teaching key and difficult points are based on the aims and demands. To act out the sentences: To grasp the new words and two sentence patterns. nurse doctor farmer policeman worker cook teacher dancer……. What’s Your Father/Mother? He/She is a ……

Part4.Teaching Difficulties 1.Improve Ss’ speaking ability to describe others more freely

2.Develop their lateral thinking through games . Part5.Teaching aids A Computer PPT Cards and object Part6.Teaching Methods 1. Student-centered teaching 2. Task-based learning 3. Communication through learning Part7 Studying Ways Activity-based learning(individual work; pair work; group work; class work) Problem Analysis Teaching which appeals to learners’ needs can facilitate learning . It is necessary to investigate why the students were showing less and less interested , and devoting less and less effort. So interviews were held

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and questionnaires were issued. It is found that: a. Those poor learners report that , due to their lack of practice. They can’t complete sentences.

b. Some students report that they are afraid of being laughed at by other students. c. Quite a number of students report that they are afraid of being criticized and thus with draw from classroom activities. d. Some students aren’t interested in practicing speaking .

Possible Solutions Taking the above factors into consideration, the following solutions were proposed: a. Employing interesting role work to help the students understand and learn new knowledge. b. Organizing interesting activities to motivate the students to speak more English in the oral lesson. Make the students have to speak so that they would be interested in speaking English . d. Encouraging the students to speak. Part Four Teaching Procedure Step 1 warm up To arouse Ss’ interest ,play a “Chant” on the computer, let the students review some job`s words Step 2 Lead-in To introduce the new words and sentences ,I create a situation here, Sam and Amy are Australian children , they decide to talk their parents` job,what will they talk? (purpose: To present the new words and increase students geographical knowledge at the same time) Part8.Teaching Procedures

The first period Step1

Greetings 1.

Say hello together. 2.

Warm-up. 3.

Play a chant. 4.

Ask a student to make a duty report. Step2

Lead-in

The picture of TingTing’s family.TingTing introduces her family members to the class,then talk about the jobs.

Step3

New words and sentence teaching. 1.

The PPT shows the picture of father , then teacher asks ‘What’s her father?’The Ps can guess out the word in Chinese“医生”。Then teaches the word ‘doctor’and speak out the sentence ‘What’s her father ? He is a doctor.’

2.

The same way to teach the word ‘cook,policeman’

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3.

Shows the picture of ‘nurse’,then teach the word ‘nurse’ directly. Let Ps know how to ask someone’s job. Remember the sentence ‘What’s her sister?’

4.

The same way to teach the word ‘driver’,and remember the sentence ‘What’s her brother?’

Step4 Practise and Consolidation 1.

Read the words the fast the better.(one shows the words,one shows the pictures,others speak out loudly) 2.

The game ‘What’s missing?’(read together) 3.

Let’s chant 4.

Ask Ps to think how to ask someone’s father or mother’s job (Ask TingTing,TingTing answers) 5.

Work in pairs with the sentence structure ‘What’s your …? He/She is a ….) Step5 Exercises 1.

Listen and number ,then connect the pictures with the words. 2.

Listen and choice. Step6 Summarise Step7 Say goodbye with each other.

The second period Step.1.warm up

1、greeting

T: Good morning.

Hello,“This is。。。。。。”.

How are you?

2、listen and do. Raise your hand. Wave your hand. Put it down.

Step 2、presentation

T now, boys and girls, look,what is this? This is Helen’s family photo.Look,what is Helen’s father ?. 引导学生回答He’s a doctor.

Ss read one by one

（一）teach: nurse ,worker ,cook (1)老师出示图片自问自答：look, guess

who is she?

Who is he? S: mother. (给予学生适当的奖励) T: Yes. This is my mother。

T show the card nurse领读几遍，注意ur 的发音。

Ss read :nurse（一小组传卡片挨个读; 一组一组读，）

T : look, this is my brother. 出示句型卡片This is my …… 学生跟读遍。

T：Who can follow me ?introduce your brother.然后引出句型He’s a worker.学生手指着照片练说。

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(2)教师指着自己父亲的照片问：This is my father. Is he a worker?

S: No.(若学生能说出cook,则给予奖励)

T: He is a cook. 出示卡片cook ，领读。

Ss read :doctor,doctor, he’s a doctor./nurse,nurse, she’s nurse./worker,worker, he’s a worker/cook,cook, he’s a cook.

Step.3、consolidation

L et’ chant it.学生一面拍手一面说上面四句话。反复进行操练。

Blackbord design:

Lesson 9 What is your father?

father policeman What is your

mother

?

My father is

a

doctor

.cook

a

教学反思。

（一）、本课的成功之处

1、创设情景，让活动有所依托，使活动情景化、生活化。本课我创设了贴近学生生活的情景，由学生日常生活导入新课。我还有效地运用图片和CAI等教学资源，通过一系列的活动创设理解、运用语言的环境；鼓励、引导学生在情境中感知、学习、运用语言，为学生自我的发展提供良好的空间。特别是在表演不同职业的环节，孩子们用实物道具，表演特别到位，效果很好。

2、采用笑脸评价机制，学生表现好回答问题正确。活动中表现积极的，可以自己画上一个笑脸在该课旁，同时为该组挣得属于该组的运动类图片。在课后课代表为得笑脸的同学加分。这样的评价机制不仅让学生获得了成功感，而且培养了学生的自信心，同时也省去了教师在采用其他评价机制的麻烦与时间。

(二)、本课的不足之处

1、把握的教学时间没有恰到好处。由于本课知识容量大，对学生已会单词过于面面俱到，在感觉上会有些重点不够突出，孩子们表演都特别投入，都想上台表演，用时有点多。已会单词应一带而过，及时地调整教学进度. 2、在小组进行调查活动时指令不够清晰，导致学生在活动时有些混乱。改进措施：在小组进行调查活动之前，应先讲清楚，再进行示范。

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