1、教学内容分析 本课以职业为话题,谈论家人的工作单位(Where does he work?)和上班的交通方式(How does he go to work? He goes to work by bike),倡导健康向上的生活态度(We should study hard and stay healthy)。 2 教学对象分析 小学五年级学生可塑性强,对新生事物兴趣浓厚,又有较强的接受能力。在三四年级接触过 doctor, farmer, nurse 等职业词汇,在本单元 A 部分又继续扩充学习了 factory worker, postman 等,并初步掌握了以 What 引导的询问职业的句
2、型。本课时可以以多元化的学习活动,激活学 生语言储备,让学生将职业、工作地点和出行方式有机结合,让他们在体验参与、实践操作及 合作交流相结合的方式下,大胆尝试,逐步提高语言表达能力。 3 教学目标 (一)知识目标 1.学生们能够听,说,读并且回答由 What.? Where.? How.?引导的特殊疑问句 。 2.学生们能够听,说,读,写重点句子 Where does he work ? He works at sea. How does he go to work? He goes to work by bike. (二)能力目标 学生能够运用所学语言回答他人的工作地点和乘坐的交通工具。 (
3、三)情感目标 让学生树立努力学习、健康生活的目标。 4 重点难点 教学重点:学生们运用 What.? Where.? How.?引导的特殊疑问句。 教学难点:能够介绍自己父母的工作单位和上班交通方式。 5 教学环境及资源准备 多媒体教学设备,课件(音频、视频资源)和交互式电子白板。 6 教学创新方法 热身环节:说唱和头脑风暴,激活思维和旧知。 新授环节:音频和视频资源,立体呈现,整体输入。 语言实践环节;模拟真实情境,链接生活,让学生有话可说。 7 教学过程 7.1 第一学时Letstalk 7.1.1 教学活动 活动 1【导入】StepIWarmup 1. Chant 2. Look and
4、 answer. 3.Guessing game ( Ss listen to the descriptions and guess: what do people do? )4. Free talk ( Ss talk about their parentsjobs and hobbies.) (设计意图:说唱、猜谜语等活动让学生兴趣盎然,不仅激活了学生的知识储备,而且对新知识 进行了渗透,为对话教学的语言输出做好铺垫。) 活动 2【讲授】StepIIPresentation 1. Lets try. T: Now Xiao Yu and Mike are talking about Xia
5、o Yus uncle. Lets listen what they are talking about and choose the best answer. (播放 Lets try 听力材料) What does Xiao Yus uncle look like? ABig and tallB Thin and short Does Xiao Yus uncle often take him to school? AYes, he does.B No, he doesnt. (设计意图:Lets try 和 Lets talk 是两段相对独立又相互联系的对话情境,Lets try 环节为
6、学 习 Lets talk 做铺垫,让学生自然进入对话情境。) 2. Lets talk (1)Know about Mikes uncle from the picture. T: Xiao Yus uncle is tall and strong. He is a police officer. He goes to work by car.Do you want to know about Mikes uncle? Ss: Yes. T: Look at the picture. This is Mikes uncle. What do you want to know about? M
7、aybe what does he do? Ss: Maybe. (设计意图:进入对话文本之前,从图片入手,针对 Mikes uncle 进行自主性提问或猜测。) (2)listen and answer the questions. (播放 Lets talk 听力材料) T: Lets listen and answer the questions. Where does Mikes uncle work? (He works at sea.) How does he go to work?(He goes to work by bike.) Ss answer the questions
8、 freely. (设计意图:对话语篇整体输入,让学生带着问题听文本内容,可以有效训练学生听的能力,理解 文本大意。) (3)Know more about Mikes uncle. T: From the dialogue, we know about Mikes uncle. Please look at the mind map about Mikes uncle. Lets talk about like this. Mikes uncle WhatWhere How (设计意图:对文本内容的总结性回顾。) (4)Study hard and stay healthy. T: Mike
9、s uncle is a fisherman. He works at sea. He goes to work by bike. He works hard and stays healthy. What should we do? Ss : We should study hard and stay healthy. T: Yes. As a student, you should study hard and stay healthy. For example you should get up earlier, eat breakfast and do more exercise ev
10、ery day. (设计意图:提炼对话文本主旨,倡导健康向上的生活。) (5)Read the dialogue . (播放 Lets talk 动画) Read the dialogue after the cartoon and then read in pairs, at last show theirdialogues. (设计意图:在分层次文本理解之后,让学生观看动画跟读环节,可以再次整体感知原文,并进行 地道的语音语调的输入,为学生进行有效的语言输出奠定基础。) 活动 3【活动】StepIIIExtension T: I think you can grasp the dialog
11、ue very well. Lets make a survey about your family members. Please take out your paper. Please ask and answer in pairs and fill in the form . WhoWhoWhatWhatWherWher e e HoHo w w. T: Please talk about more information. Such as: How old is she? (How old) What does she look like? (Look like) Whats her
12、hobby? (Hobby) Now look here, just like this. First I give you an example, who wants to try? . Ask and answer in pairs and complete more information. T: Lets make a report. First I give you an example,. Look here, this is my sister . (播放 VCR) T: Please make a report like me.And then show your report
13、s. (白板展示) (设计意图:在小小调查员环节,让学生运用所学句式创编新的对话,在“小小汇报员”展示环 节,学生介绍自己家人的爱好、工作单位和上班交通方式等。这两个活动都力求实现目标语 言在实际情境中的应用。 通过引导和升华文本主旨,让学生树立努力学习、 健康生活的目标。 ) 活动 4【作业】StepIVHomework T: Please recite the dialogue and write the report after class. Next lesson lets share! (设计意图:在英语教学中渗透写话练习,要求学生写出最简单的短句,是为了培养学生英语写 话能力,为以后的英语写作打下扎实的基础。)
