时间

2012.2.28

地点

多媒体教室

参加对象

及应到人数

全体英语老师

实到人数

8

主持人

汤小维

活动

形式

课堂讨论

研究的目的

（范围、方法）

目的：探索学生记忆单词的方法

方法：实践研究

主要内容（不够填写另附纸）

4B Unit 3 What’s your job?   执教：汤小维

一、教学目标

【知识目标】　

1、能听得懂、会说、会读和会写a policeman , a policewoman, a waiter ,a waitress ,a  driver ,a  worker .

2、能听得懂、会说、会读和会写句型What’s your/his/her job ?

I’m/He’s/she’s …

3、能听得懂、会说和会读日常交际用语　What do you want to be?

I want to be …

【能力目标】

引导学生运用所学知识进行表达与交流，并把所学知识运用到日常生活中，做到学以致用。

【情感目标】

培养学生用英语主动表达，使之喜欢职业，有着表达个性的空间。

二、教学重点　

1、能听得懂、会说、会读和会拼写a policeman ,a policewoman, a waiter ,a waitress ,a driver ,a worker .

2、能听得懂、会说、会读和会写句型　What’s your/his/her job ?

I’m/He’s/she’s …

三、教学难点　

1、能运用所学句型　What’s your/his/her job ?

I’m/He’s/she’s … 询问对方及他人的职业。

　　2、能运用句型　What do you　want to be?　I want to  be a /an …进行调查，了解信息。

四、教具准备

CAI　课件、录音机、小图片、实物、头饰等。

五、教学过程

Stepl Warming-up

1、Greetings

2、Chant

T : Ok , boys and girls.Are you ready for class ?

Ss:　Yes .

T : Let’s chant and speak English , ok ?

Red light ,red light, you can stop .

Green light , green light ,you can go.

Yellow light , yellow light ,you can wait .

Left left ,turn left .

Right right ,turn right.

Go go  go  go  go .

3、listen and act .

(设计意图：在一定节奏下让学生说唱英语，能为培养学生良好的语音语调打下良好基础，同时也能复习所学内容，活跃课堂气氛，为新课作准备)

4、Free talk:

T: Boys and girls ,you did a good job .Today we’ll have a  wonderful class .You see ,I’m your teacher today .I’m a teacher .Yes ? Teacher is  my  job .Today we’ll talk about jobs .

Step 2 Presentation

1、T: What’s “jobs” in Chinese ? Who can tell me ?

S₁: 职业

T: Very good .Please look at here .

a .Look at the pictures on the wall . Try to remember the jobs what they are .

T: There are so many jobs  here . Tell me:Which one do you know?

S₁: doctor

T: Where’s the doctor ? Point it.(OK.very good.)

T: Which job do you know?

S₂:nurse

T: Now ,please tell us .Let’s read together,ok?

b.Review some jobs in the same way.

(设计意图：导入新课，利用已有知识对新知识学习进行铺垫，通过墙上职业图片引出Let’s talking about jobs话题，并询问Which job do you know?充分体现了新课标以学生为本，学生之间的差异就是一种资源，也较好地培养学生的观察力及记忆力，激发学生的兴趣和求知欲。)

c:　T: I’m a teacher .what’s your job?

Ss:I’m a student.

d:  Have a discussion in groups.

(设计意图：运用小组讨论法，使不同层次的学生有机会开口说英语。)

2、Teach: a policeman , a policewoman ,a waiter ,a waitress 及What’s his/her job? He’s /she’s…

a、Teach: a policeman ,a policewoman.

① Show a baton and a gun .Guess:Who has them ?

Ss:警察

T: Yes.He’s a policeman (Read after the teacher)

T: Policemen are  very clever and great!

T: What’s  his  job ?

Ss:He’s a policeman

(教师在四线格中板书单词policeman,并分音节示范读音，学生书空)

T: Do  you love policemen ?

② T: The policemen are very important  to us .Look ,I’m a policewoman .She’s a policewoman ,too . What’s her job ?(出示CAI课件)

Ss: She’s a policewoman.

(教师板书并领读单词policewoman .教学该单词方法同上。)

③ Follow the teacher to act out a  policeman /policewoman .

(设计意图：明快的节奏感配上易学的动作，符合低龄学生好奇爱动的特征，同时在唱唱跳跳中轻松地完成了任务)

b 、Teach : a waiter ,a waitress

① Guess : What’s  this man’s  job ?(The students can ask all the  questions .Is he … ? Has he got  …　？)

（设计意图：培养了学生思维能力及逻辑推理能力，同时也培养了学生的提问能力，最后学生可体验到成功的喜悦之情）

T: What’s  his job ? Listen carefully . He’s a waiter .

(Reat after the teacher ,two by two …)

教师在四线格中板书单词waiter （用红粉笔突出词尾字母组合－er ）,并分音节示范读音，学生书空 。

② T:Please look  at  the  picture . What’s her  job ?

She’s a waitress .

(引导学生找出该词与waiter 异同，区别记忆。)

③ Ask and answer in pairs .

④ Act out a  waiter / waitress .

（设计意图：此环节能满足学生好表演的特征，同时人人有机会开口说英语）

C、 Teach: a  driver ,a worker .

① T: Now ,let’s look  at  these jobs .Is he a …　？

Do you know what’s his job ?

S₁:

T: OK. Ask me .Right? 

Ss:what’s his job?

T: He’s a driver.

教师在四线格中板书单词driver(用红粉笔突出词尾字母-er)，并分音节示范读音，学生书空。

T: Now ,which jobs you don’t know in Englich .You can ask me or ask your friends.

② Practice in pairs.

③ T:I have a friend.He’s a man .Let’s guess:what’s his job?

T: Now.There are some  cards on  your desk .

e .g .  Is  he  a  …?

S₁: Is  he  a  doctor ?

S₂: Is he a teacher ?

S₃: Is he a waiter ?

S₄: Is he  a driver ?

T: Now . Let’s have a look .What’s his job ?

(设计意图：Let’s guess my friend’s job 的游戏，复习了所学职业类词汇，学生能够很好地感知What’s his/her job ?让学生循序渐进地自然获得语言)

④ After learning the  words: waiter,driver ,the student can say the  word“worker” by themselves .

(设计意图：帮助学生找到含单词后缀－er 的职业名词规律，培养其自学能力，为其进一步学习打下基础。）

3、Practice in groups　

Summary : Now ,children ,please look at the blackboard .Today

we have learnt how to ask jobs .Now ,if we want to ask a girl or a boy how to ask ?

Step 3 .Consolidation

1、Listen  to  the tape and repeat .(Part B)

2、Listen and match .

According to the contents what the students have listened ,they can match the correct person the correct thing.

3、Check out .

（设计意图：训练学生听的能力，即培养学生感知语言材料后，根据所听材料进行推理，判断，得出结论的能力）。

Step 4 .　Do a survey

T: Now ,children .Please look at here .(课件出示各行各业)15　years later ,what’s you job ?

T:  Hi,girl .How old are you now ?

S₁: 25 years old .

T:  So .I think you’ll have your job at that time .What’s your job ? What do you want to be?

S₁: I want to  be a …

1、利用课件和头饰创设环境，引导学生用　I want to be a/an…回答。

T:  Now ,there’re something in your desk .Take them out .Ok?

Ss: 头饰。

T:  Show me .Yes ?

T:  Hello , what do you want to  be ?

S₁: I want to be a  doctor .

S₂:

S₃:

S₄:

2、Ask your friends what they will do in the future .

3、Choose your favourite job and find your job .

T: Now , I want to know 15 years later ,which job do you like? Please put it on .

4、统计出各类职业的男生，女生数，完成书上的统计表格。

T: Now , I see 15 years later ,you’ll have your job . Please tell me  how many … are there in our class ?

(You did a  very good job today )

（设计意图：利用课件和头饰创设了一个虚拟的真实环境，在15年后孩子们做哪些职业？最喜欢的职业又是什么呢？通过布置不同任务来培养学生创新思维，让课堂动起来，学生自由组合，畅谈未来，自由地去采访，去问朋友，让学生通过做事情，通过交流、合作、体验，充分发挥自己的主体作用）

Step 5 . Homework:

1、Describe the jobs using their own words

2、Would you like to  know other jobs in English ? Tell us next time ,ok?

Blackboard design:

评

价

本节课教授了关于职业类的单词，教师在教授的单词的时候采用了以旧词引新词的方法，让学生自己学会朗读新词，增强了学生的自信心，同时也教会了学生自主学习单词的方法。另外汤老师为了使教授单词不枯燥，使用了交互式电子白板中聚光灯的功能，在游戏中复习巩固已学单词，让学生在游戏中学单词，在快乐中学英语。