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Unit 3 My father is a writer. Lesson 17 一、一、Read the dialogue and answer the questions. 1. Whos this policeman? Hes _. 2. Why is he in the newspaper? Because_. 3. Gao Weis aunt is a _. 4. Peter wants to be a _. 二、二、Try to make a new dialogue. _ _ _ _ _ _ a good policeman helps a brave policeman Whos he? (勇敢的(勇敢的 ) Whos he? Hes Gao Weis uncle. Gao Wei: Hi, Kate! Look at todays newspaper. Kate: Wow! A policeman. Gao Wei: Whos he? Can you guess? Peter: Sorry, I dont know. Gao Wei: Hes my uncle. Kate: Really? He looks great in his uniform. Gao Wei: Yes. He often helps people in his work. Kate: Oh, hes a good policeman. Gao Wei: Hi,Kate! Look at todays newspaper. Kate: Wow! A policeman. Gao Wei: Whos he? Can you guess? Peter: Sorry, I dont know. Gao Wei: Hes my uncle. Kate: Really? He looks great in his uniform. Gao Wei: Yes. He often helps people in his work. Kate: Oh, hes a good policeman. How about your aunt? Whats her job? Gao Wei: Shes a policewoman. Peter: I want to be a policeman in the future! 1.Read the dialogue and try to recite it, send me the video on wechat. 2.Change the dialogue we made into a message . Unit3 My father is a writer. Lesson 17 课后练习 1、看图片,在横线上填上合适的单词补全句子。 1. My uncle is a _. 2.Marys aunt is an _. 3.Lily wants to be a _ in the future. 4.4.Everyone likes the _very much. 5.The _helps people in his work. 2、单项选择。 ( )1.Look _ todays newspaper. Its on the desk. A. of B. at C. in ( )2.-_? -Shes a dancer. A. What does your grandpa do? B. Whats your mothers job? C. Where is this girl? ( )3.-_ is this man? - Hes my father. A. What B. Where C. Who ( )4.Let _ tell you an interesting story. A. he B. Him C. His ( )5.My brother_great _his uniform. A. looks, in B. looks,on C. Look , in ( )6. Lucys mother is a nurse. She often _people _her work. A. help, on B. help, in C. helps, in ( )7.David wants _ a policeman in the future like his father. A. to is B. be C. to be ( )8.Look! Those women are all _. A.policewomans B. policewomen C.policewomanes 3、按要求改写句子。 1.I can make a uniform for you.(改为一般疑问句) _ you _a uniform for me? 2.What does your mother do?(改为同义句) _ your mothers _? 3. My father often helps people in his work.(就划线部分提问) _ _ your father often _ in his work? 4.He looks great in his uniform.(就划线部分提问) _ _ he _ in his uniform? 5.The lady is my aunt.(就划线部分提问) _ _ that lady? 4选择正确的句子补全对话。 A:Peter!Look at the man on TV. B: _ A: Hes my father. B:_ A: Hes a doctor. He often helps people in his work. B:_ A:Yes. He is a very good doctor. B:_? Whats her job? A: Shes a nurse. B:Really?_ A. I want to be a nurse in the future. B. Whats his job? C. He looks great in his uniform. D. Whos he? E. What about your aunt? 教学设计教学设计 课题 Unit3Unit3 MyMy fatherfather isis a a writer.writer. LessonLesson 1717 课型 新授课 教学内容 分析 本课通过 Gao Wei 向 Peter、Kate 介绍因辛勤勇敢工作而被报纸报道的叔叔为背景,开 展对话,自然讨论叔叔和婶婶的职业,并畅想自己未来的工作,运用谈论工作的语言。 学情 分析 五年级学生逐渐由形象思维向抽象思维过渡,能对老师的讲解进行主动思维,班上大部 分学生英语基础扎实,但有一部分学生英语学习能力偏低,需要特别加以指导。小组合 作学习经过尝试适合班容量比较大的班级,组间同质、组内异质的构成方法更方便学生 互相指正,互相帮助。 教学目标(依据以下几个维度设计:语言知识、语言技能、学习策略、文化意识、情感态度) 1.正确理解单词 policeman, policewoman;句子 Whats her job? Shes a policeman,并能进行正 确 运用。 2.理解短语 in his uniform,in his work,正确听、读对话,理解对话内容。 3.运用联想记忆法,熟练运用课文知识点,对他人工作进行询问和回答。 4.积极开展小组合作,培养学生的合作意识和创新精神。 5.渗透工作面前,人人平等的观念,唤起学生的工作理想,并为理想而不断努力学习。 教学 重难点 教学重点:正确理解单词 policeman, policewoman;句子 Whats her job? Shes a policeman,并能进行正确运用。 教学难点:熟练运用所学语言,并能对他人工作进行询问和回答。 教学方法 及手段 情境教学法,小组合作教学,游戏教学法 教学过程(按 Preparation-Presentation-Practice-Production-Summary 流程设计) 教学环节师生活动设计意图时间 Step1Step1 WarmingWarming upup 1.温馨谈话,突破重点。师生间以 Todays 为题 开展 Free Talk. T: Todays weather is cold. S1:Todays classroom is clean. T: Todays newspaper is here. 学习新单词 newspaper 和短语 todays newspaper. 2.歌曲欣赏, 师生共同欣赏英文歌曲“jobs song”.并让学生回答 What jobs did you hear? What other jobs do you know? 运用师生间轻松的 Todays 谈话,营造轻 松的英语环境,并渗透本 课知识点。 带着问题边听边思考,进 行回忆总结,帮助学生巩 固有关职业的英文单词。 44 44 Step2Step2 PresentationPresentation 1.以旧带新,自然过渡。教师利用穿着制服的人 物图片进行询问 What does she do? 进而使用 Whats her job? 询问,让学生明白两句话都是 询问工作的问句,回答都应是 Shes a , 利用 其它图片进行练习。 2.问题引领,理解领悟。利用上面的图片教师提 出问题,Why do you know he is a policeman? 将学生注意力迁移到职业制服上,学生经过思考 回忆起 uniform 单词,教师引导练习 in his/her uniform 并对照图片学习 He looks handsome in his uniform./She looks beautiful in her uniform. 3.深入探究,智能突破。Students, do you know, what do they do in their work? 学生 通过智能声音学习单词 help 和 people,理解句子 He/She helps people in his/her work. 学生举 一反三思考操练句子。 4.顺势利导,听有所得。教师出示 17 的警察图片, Look at this policeman 让学生运用新知进行描 述。并进一步介绍 Hes on todays newspaper. Whos he ? Can you guess? 教师 播放课文录音 Please listen and tell me the answer. 5.读有所感,加深理解。Read the dialogue again and fill in the blanks. A.Gao Weis aunt is a_. B. Peter wants to be a _in the future.学生阅读对话,完成教师 的问题。 利用学生头脑中的原有知 识引发他们对新知识的思 考和同化,在学生理解的 基础上开展操练,巩固成 果。 利用问题创造情境,充分 调动学生的思维,引导学 生积极思考,开展发散思 维,回忆之前学过的单词 uniform;学习描述人们 穿上 uniform 的感觉。 深挖文本细节,利用图片、 电脑录音开展小组探究; 学生在电脑录音的提示下 积极展开思考,将自己英 语知识储备调动起来。并 对学过的新知进行巩固复 习。 回归课本时,学生观察图 片,并运用所学新知描述 图片,循环运用,加强记 忆;让学生带着问题听录 音,使听力的目的性更强。 让学生阅读解决对话的关 键问题,把学生当做课堂 的主体,使他们自己通过 分析理解掌握课文的内容。 33 33 33 44 33 StepStep 3 3 PracticePractice 1.多样阅读,学习互助。开展多样阅读,组内读、 个别读,试着让学生根据提示背诵对话。 2.思维导图,理清脉络。教师运用思维导图帮助 学生记忆课文内容,学生以小组形式背诵对话。 形式多样的阅读避免学生 产生疲劳感。适当的思维 导图帮助学生理清课文脉 络,利于记忆。 思维导图将所学内容条理 化、层次化、清晰化,在 学生头脑中形成图像,帮 助学生记忆所学内容。 33 33 StepStep 4 4 ProductionProduction 自我发现,自由会话。 学生以小组为单位运用自 己父母工作的图片,制作自己小组的报纸,介绍 我们身边各行各业的优秀人士,开展对话,并说 出自己的职业理想。 给予学生相近的背景,避 免过大的跳跃,并将日常 生活中父母的工作作为谈 论的重点,让学生将本课 所学内容联系日常生活实 际,活学活用。 77 Step5Step5 AssessmentAssessment 教师利用本单元的职业单词图片,制作一些卡片, 奖励给课堂表现积极的学生。 评价手段和现阶段的教学 重点相结合,把职业单词 和职业图片发给学生作为 奖励,方便学生课下进行 复习,让教学更有意义。 11 StepStep 6 6 HomeworkHomework 1.Read the dialogue and try to recite it, send me the video on wechat. 2.Do the exercises of Lesson 17. 充分利用现代化工具让学 生的学习更有趣、更有效, 建立班级微信学习群,让 学生通过微信群互相监督, 共同进步。 22 板书设计 Lesson 17 todays newspaper picturepicture ofof LessonLesson 1717 in his uniform who in his work why Whats her job? aunts job Shes a dream work bravebrave 教学反思 本节课以新课程理念为理论依据,在活泼、轻松、民主的氛围下,促进学生 思维活动的层层深入,以“润物无声”的情境创设开展课堂教学。 1.线性的情境创设,从轻松欢快的英文工作歌曲导入,学生回忆拓展学过的职业 单词;利用图片情境借助 What does he do?导入新句型“What is his job?”并进行 操练;然后让学生评价人们穿上制服的样子;进而思考他们在工作中的任务;最后引 出课文对话情境,并在这一情境中学习、内化知识。 2.坚持课堂教学与学生生活实际相结合,让学生们谈论自己的理想工作;制作自 己的报纸谈论身边热爱学习和热爱工作的人。 3.课堂设计关注学生核心素养提升,整节课学生从简单的记忆思维、替换思维, 到复杂的评价思维、再构思维,充分锻炼了思维能力;教学中渗透平等看待各个行业, 以杰出者为榜样,奋发学习,为自己的理想工作而拼搏的信念。 4.评价语言 Good job 的运用紧贴知识重点,方便学生记忆核心单词学生;分发 印有职业图片和英文单词的小卡片给表现有所创新的同学,方便课下进行趣味复习。 5.学生对于人称代词、物主代词的使用有些疑惑,下节课应加强这方面的练习; 个别学生在英语自由表达环节缺乏自信和快速组织语言能力,导致课堂氛围有些沉闷, 以后应注重启发和引导。
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