1、教学设计学科：英语年级：五年级课题：Module 1Period 3 Jobs in my familyNew Standard English Book 10Module 1Period 3 Jobs in my family【模块话题】Topic：JobsSub-topic：* Period 1She was a driver before. * Period 2He worked in an office. * Period 3Jobs in my family【再构文本设计意图】本课时因为是第三课时，需要再构一个新的文本，新的文本设计意图要保持本模块话题的一致性，要达到对模块语言知识、
2、语言结构的复现、叠加和递进，能保持这个模块的目标、内容、语用整体性，通过本课的学习，让之前学到的语言结构能达到运用输出，能力的递进，注重对学生英语学科素养的培养。【再构文本材料】Jobs in my family Hi, Im Lucy. In my family, there are five people. My grandpa was a soldier before. He worked in the army. My grandma was a nurse before. She worked in a hospital. My mother is a cleaner now. Sh
3、e cleans the school. My father is a cook now. He cooks the food. And he is busy all day. They all love me. I want to be a writer because Im good at Chinese and I like reading books. I want to write lovely stories for children.一、【Teaching aims】语言知识与技能1. 能听懂、会说单词和词组 soldier, nurse, cleaner, cook, writ
4、er，in the army, in a hospital, clean the school, cook the food, write lovely stories, be good at.2. 能听懂、会说、会运用句型What did do before? What does do now? Where didwork before? Where doeswork now? I want to be Because I want to . 3. 通过阅读学习解他人的职业和他人梦想的职业并进行谈论，了解课文以外更多职业，并能谈论自己未来的职业梦想和自己家人的职业。4、对模块语言知识、语言结
5、构的复现、叠加和递进，能保持这个模块的目标、内容、语用整体性，通过本课的学习，让之前学到的语言结构能达到运用输出，能力的递进。文化与情感1. 培养学生积极用英语表达的情感态度。2. 引导学生发现不同职业的意义，培养学生尊重和热爱不同职业的的态度。3. 引导学生树立自己的职业梦想，并为之努力奋斗。学习策略1. 教会学生在阅读的过程中快速获取关键信息。2. 引导学生整体阅读课文对话，理解课文细节信息。3引导学生借助关键词记住主要意思并尝试表达。4、在课堂学习中，学生通过情景创设，图片和语言框架的引导，能认真倾听，大胆尝试，用英语进行思维活动，养成良好学习习惯。二、【Main points and
6、difficult points】1. 能听懂、会说、会运用句型What did do before? What does do now? Where did.work before? Where did.work now? I want to be Because I want to . 2 学习学会如何就家人或他人的职业进行谈论和叙述，并就自己的职业梦想进行谈论。3. 对高年级学生英语学习方法的指导。三、【Teaching methods】视听法 情境教学法 听说法 交际法 任务型教学法四、【Teaching tools】图片，板贴、flash多媒体课件等五、【Teaching proce
7、dures】Step One: Warm up T: Self-introduction（教师自我介绍引出喜欢自己的工作，因为很有趣。）The teacher introduces herself 设计说明：教师通过介绍自己工作，师生相互熟悉，活跃气氛。Step Two: ReviewRevision：U1What did Linglings grandparents do? 与学生交流祖父母情况U2Where did the girls grandparents work before? / Where do her parents work now? Step Three: Present
8、ation and practiceLead in:1、Show a video about the jobs.(设计说明)：激发学生学习兴趣，了解更多工作名称。2、Free talk：学生之间问与答，简单交流父母现在工作情况。设计说明：通过复习学过的两个单元内容，并谈论学生已经知道自己父母、亲戚的工作，调动学生相关知识储备，复现课文知识点和语言结构 ，为进入文本阅读进行铺垫。Teach a new lesson：1. Bring up the topic（揭示话题）The teacher tells the students the topic of this lesson.2. Guess
9、 the jobs in the text （猜测课文中人物的工作）The teacher shows the outlines of the pictures of Lucys family and asks the students to guess their jobs from the pictures.设计说明：引入课文情境，通过看人物剪影预测人物职业，引发学生阅读兴趣。3Read the text quickly and find the jobs of Lucys family （快速阅读课文，找到文中人物的职业，进行连线）The students read the passag
10、e quickly and match the jobs of Lucygs family. 设计说明：通过快速阅读课文的方式，指导学生如何快速阅读，获得自己所需要的信息, 教授单词cleaner, soldier, cook，nurse 穿插语音练习：cook good took look hook4. Read the text in details and find where did Grandparents work and where do Lucys parents work（通过课件聚光灯效果，给每人一个焦点，让学生仔细阅读课文，了解文中爷爷奶奶的工作地点和爸爸妈妈职业所做的事
11、）The students read the text in details and underline where did Lucys grandparents work before and where do her parents work now？设计说明：通过仔细阅读课文的方式，指导学生如何读懂课文细节，进一步理解阅读内容, 教授词组clean the school, in the army, cook the food，in a hospital. 同时引导学生自己对爸爸的工作地点进行发散思维的猜测.增加学习的兴趣和梯度。 Its a happy family(情感教育）5. Le
12、ts chant. Show a chant,guide students to have a relax. 6.Listen, read the text and find out what does Lucy want to be（听课文内容，尝试跟读Lucy的职业梦想这部分，找出答案）并教授be good at write lovely stories The students listen to the text and try to follow, think about the question: What does Lucy want to be？And Why？ What do
13、es Lucy want to do？ 设计说明：通过让学生带着问题边听课文边跟读，思考学习Lucy的职业梦想。Talk about：What do you want to be？设计说明：发散思维，让学生结合自己实际情况，谈论自己的职业梦想。7. 情感教育：设计说明：1、通过一些名人的实现梦想的图片的介绍，引导学生要有自己的职业梦想，并为之努力奋斗。2、通过生活中的各种职业的人物图片，让学生理解各种各样的工作，引导学生理解和尊重身边每一种工作。Tell the students the importance of different jobs （告诉学生每一种职业都很重要） All jobs
14、 are important. 1. Read and text in groups.（小组内朗读课文） The students read the text in groups and help each other. The teacher helps the students to read better. 设计说明：通过学生在小组内再次朗读课文，让学生从整体上再次回顾课文内容，引导学生在小组内的互相帮助，合作学习。2. Retell the text（根据阅读内容说一说课文中人物的职业，复述巩固课文）The teacher shows the students how to retel
15、l according to the key words.设计说明：通过教师示范复述，指导学生如何根据关键词及短语说一说课文中几个职业。设计说明：通过小组内谈论课文中的职业，引导学生借助关键词句记住阅读内容主要意思并尝试表达。Step Four: Consolidation and extension Talk and write: Jobs in my family设计说明：通过让学生自己家庭成员职业故事，让学生再次巩固课文，达到语言实际运用的目的，并做到单元统整，语言知识复现，叠加，推进的目的。Step Five: Homework1. Homework (1)Read the text.(2)Interview your friend about their family and write a short report. （采访身边的同学家庭成员职业，仿照课文写一写）设计说明：通过具有层次性的作业设计，兼顾到学生阅读、复述、理解、写作等各方面能力的发展，引导学生学以致用。六、【Blackboard design】
