加载中…2020第一学期水头二青蓝工程”英语主题教研活动（3）
(2020-12-31 12:08:04)
Part A Let’s try & Let’s talk
教材与学情分析：
本单元学习的主题是人物职业和生活情况。本课是本单元的第一课时，是一节对话课。本课教学内容主要是通过家长日Oliver和Sarah谈论各自父母工作的情景来展开的。本课教学重点是能听、说、读、写核心句型“—What
does he/she do? —He/
教学内容与目标
|
课时教学内容 |
课时教学目标 |
|
Let’s try |
·能够读懂题目要求，学会听前预测听力的重点内容 ·能够运用基本听力技巧完成Let’s try板块的听力任务 |
|
Let’s talk |
·能够通过观察、谈论Let’s talk板块的图片，在图片、PPT和老师的帮助下理解对话大意，并回答对话后面的问题 ·通过听录音，学会按照正确的意群及语音、语调朗读对话，并能在小组中进行角色表演
·能够在情景中运用句型“—What does he/she
do?—He/ ·能够在情景中运用第三人称单数的特殊疑问句 ·在语境中借助图片等帮助理解“country, head teacher”的意思，并能正确发音 |
教学重点
能够在情景中运用句型“—What does he/
教学难点
能够在情景中运用第三人称单数的特殊疑问句。
教学准备
1. PPT课件、课文录音、视频和教学卡片等。
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
2. Revision—Brainstorm.
Show some pictures of different jobs on the PPT. Help students review the words of the jobs.（课件出示：一些不同职业的图片及其职业词汇，如：driver, doctor, cook, farmer, basketball player, dancer, singer 等，最后在中间呈现“jobs”）
3. Lead-in.
T: My father is a teacher. My mother is a nurse. What about your father and mother?
Ss: My father is a/an…
T:
In this unit, we’re
going to talk about
Write down the topic “What does he do?” on the blackboard.
T:
Ss: …
Step 2: Presentation
1. Listen and circle.
(1)
T:
(2)
Students listen to the recording and try to answer the question.
(3)
T:
Ss: He’s a doctor.
2. Look and predict.
Show the pictures of “Let’s talk” to students. Let students look at the pictures carefully. Ask some questions to lead them to predict the main idea of the dialogue.（课件出示：教材P48 Let’s talk板块的图片）
Questions: Who
are they?/
3. Watch and answer.
Show the questions on the PPT. Let students watch the cartoon and try to answer the questions.（课件出示：教材P47 Let’s talk板块的视频及下列问题）
Q1: Who are they talking about?（They are talking about Oliver’s father and mother.）
Q2: Who will come?（Oliver’s mother will come.）
T:
S1:
T:
S2: Because Oliver’s father is in Australia now.
4. Read and answer.
Students read the dialogue and try to answer the questions.（课件出示：下列问题）
Q3: What does Oliver’s father do?
Q4: What does Oliver’s mother do?
T: What does Oliver’s father do?
S1:
T:
Help students understand the words “businessman, country”. Teach the words. Students learn to read.
T:
S2: She’s a teacher.
T:
Teach the phrase “head teacher”. Students learn to read.
T:
S3: Yes. I want to be a head teacher. / No, I want to be a/an…
T:
Write down the sentence structures “—What does he/she do? —He/ She is…” on the blackboard.
Students practice in pairs.
5. Read and act.
(1)Students read after the recording. Pay attention to the pronunciation and the intonation.（出示课件）
(2)Let students practice the dialogue in groups. Then act out.
(3)Make a new dialogue.
Step 3: Practice
1. Choose and say.
Show some word cards（writer, cleaner, taxi driver, singer, dancer, football player）to students. Students read the words one by one.
Then
let some students choose one card each time. And ask them to use
the sentences to describe it. For example, “I like writing stories
for children.” The boys ask, “What does he/she do?” The girls
answer, “He/She is a writer.” Then exchange.
2. Pair work.
(1) Show some pictures of famous people on the PPT. （课件出示：几张名人图片，如莫言，贝克汉姆，那英，马云……）
(2) Make a model.
Point to the picture of “Mo Yan” and ask one student.
T:
S1: He is a writer.
T:
S1: Yes, I want to be a writer. / No, I want to be a/an…
(3) Students practice in pairs.
(4) Show time.
Ask
several students to show to the class. The other students listen
and make evaluations to them.
Step 4: Consolidation & Extension
“Make a survey”
1. Create a situation.
T: Oliver’s father is a businessman. His mother is a head teacher. There are some other jobs. Let’s see.
Show some pictures on the PPT.（课件出示：教材P48 Let’s try板块下方的职业图片）Lead students to review the words of the jobs.
T: My father is a teacher. My mother is a nurse. What does your father or mother do? What does your classmates’ father or mother do? Let’s make a survey.
2. Make a demonstration.
Show a chart to the class.
|
Name |
Father |
Mother |
|
Lin Hong |
teacher |
nurse |
|
|
|
|
|
|
|
|
|
|
|
|
S1:
T:
S1:
Write down the answers in the chart.
3. Work in groups.
Ask students to work in groups of four as the demonstration and finish the chart.
4. Make a report.
Students show the chart to the class and make a report with the structure “My father is a teacher. My mother is a nurse. …’s father is a/an… Her/ His mother is a/an…”
The other students listen and make evaluations to them.
板书设计
作业设计
1. Practice the dialogue.
2. Do the exercises.
教学反思
1. 整个教学设计流程清晰，很好地达成了课程教学目标。
2. 逐步帮助学生读懂题目要求，引导学生学会听前预测听力的重点内容。
3. 在情境中理解，在活动中运用，突出语用功能。通过创设合理情景，帮助学生在情景中真实自然地使用所学语言，突出教学重点。
4. 在教学中适当引入一些当代名人信息，既调动了学生的积极性，又让学生了解到了许多课堂以外的信息，跟时代接轨。
评课者 梅蕾
今天我就根据英语学科的特点，结合我们的课题，谈谈林老师是这堂课给我的启发。林老师今天上的这堂课是PEP7 Unit5 A Let’s talk.这是一节对话课,这个单元的主题是 “职业”. 纵观这节课，教学设计巧妙、安排合理、充分发挥多媒体教学手段、师生关系和谐、学生参与学习积极性高，取得了很好的教学效果。以下是我个人对这节的一点粗浅的认识：
面对高年级学生，学生的知识面广了，理应更会表达自己的情感了，也更容易操作对话了，可是很多英语课堂上学生变得“静”了许多。然而林老师把课变生活化了，学生上课更有激情了。因为五彩缤纷的生活是语言的源头，将知识运用到实际，是教学的最终目的。因而我们英语教师要引导学生在实际生活中找感受，谈体验，大胆探求，畅所欲言，使学习活动充满生机和活力。这样，学英语不再是一种抽象的语言学习，而是有血有肉，和生活实践紧密相连的具体形象的活动。课堂是师生交流、互动的一个平台，是师生校园生活的一个重要部分。它应该是快乐的、平等的、和谐的，应该是真实生活的一个缩影。我们教师在教学中必须努力地寻找语言材料和生活的结合点，创设真实的生活情境，让学生在亲身运用语言的过程中体验语言的交际功能，从而学以致用。
林老师紧紧围绕话题 “Job”，展开本堂课的教学, 充分挖掘学生身边的资源,比如学生喜欢的一些明星,大家都很熟悉的一些人.和学生进行真实交流, 在这样生活化的课堂中，学生成为学习的主人。同时,林老师也很关注学生将来可能的生活,比如最后一个环节,让学生大胆自信地说出自己的” dream”, 并把自己的梦想写起来,贴到 dream tree上, 富有生活的气息,又充满着美好的憧憬.保护了学生的创造性和积极性. 同时教师解放了学生的眼、耳、口、手、脚等器官，便有了自己思维与活动的时间与空间，课堂由过去“死”的课堂转变成为“活”的课堂，由过去“静”的课堂转变成为“动”的课堂，由过去“教”的课堂转变成为“学”的课堂.
林老师所创设的教学活动，强调和突出了教师和学生、学生与学生之间的相互沟通、激励、启发和分享，既有竞争又有合作。如：“spell
”， 在英语学习中，本来是很乏味和枯燥的， 而林老师能够根据孩子们的心理特点，创设人性化的活动，有趣味性地记忆单词。 如单词“reporter”,
探讨问题：
1、
2、 英语不是我们的母语，在这样一个缺乏语言环境的情况下，这客观上限制了孩子们更好地学习英语和使用英语。除了课堂上有限的40分钟，孩子们很少有机会和别人真实使用英语。因此课堂上的时间显得尤其宝贵。如何让孩子在课堂上，以更大的热情投入，有更深刻的体验，能说一口流利的英语？如何灵动我们的英语课堂，让孩子们更加快乐地学习、更加健康地成长？
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