【第三届教案评比】[100号参评教案]2B Unit 3 Lesson17含山县环峰小学 徐丽
时间：2014/8/21 16:59:32 阅读:2738
清华一条龙小学英语2B Unit 3Jobs Lesson17教学设计
含山县环峰小学 徐丽
教材分析
清华版小学英语Unit3
Jobs这一单元将职业名词和家庭成员联系在一起，贴近学生的生活，使学生乐于学并主动学。本课是这一单元的第三课时，在前两课的基础上，进一步呈现新单词和询问职业的句型。并创设情境，引导学生介绍家人及其职业。
设计思路
考虑到二年级学生的活泼好动，注意力持续时间短的年龄特征，本课以活动教学为主，用课件来辅助教学。通过丰富的表扬语言和奖励方式来激发学生的兴趣，增强学生的学习英语的信心。
ⅠTeaching contents
1、Words：grandpa，cook
2、Sentences：Who is this？ He is my grandpa.
What does your grandpa do? He is a cook.
Ⅱ Teaching aims
1、Knowledge goal
Grasp the new words.
Practice the dialogue by using the sentence patterns.
2、Emotional goal
Encourage the students to be interested in various jobs.
Ⅲ Teaching important and difficult points
1、The pronunciation of “grandpa”“cook”
2、Ask people’s jobs fluently.
Ⅳ Teaching aids
CAI, the tape recorder, cards
Ⅴ Teaching steps
Step1 Warm up
1、Greetings
2、Let’s chant
（设计意图：上课伊始通过自编chant并配上音乐，引导学生做相应动作，及复习了前两节课的内容，又活跃了课堂气氛。）
Step2 Review
Show a family picture by PPT， lead Ss to answer the questions according to the picture.
Questions：
(设计意图：通过全家福图片的形式来复习家庭成员单词，简单可行，学生易于理解并接受。在回答What does he/she do?时，课件中只出现与职业相关的事物，通过猜，说出职业，更加有趣生动。)
Step3 Presentation
1、Look the family picture again，T points to the old man and ask: Who is this?
(设计意图：再次观看全家福图片，导入新单词grandpa，学生很容易就理解了grandpa的意思。)
2、Teach “grandpa”
(让学生快速接龙读单词，迅速掌握单词的读音，并将单词卡片贴在黑板上。)
3、
T: You did a good job! A gift for you!
PPT shows a hamburger
T: It is so big and it looks very yummy, but who made it? Guess!
PPT shows a Grandpa
T: What does he do？
Lead Ss say the word“cook”
(设计意图：通过赞扬学生并奖励一个大汉堡包的形式，引导出本课职业单词:cook, 自然生动有趣。猜的过程使学生注意力高度集中，此时导入单词，能使学生快速地记住单词。操练单词方法同上。)
4、 (设计意图：看图说出单词，单词和句子结合起来，为下文的对话教学做铺垫。)
5、Let’s play a game: What’s missing? Say the missing word quickly!
(设计意图：一个小游戏，复习巩固了已学的单词。)
Step4 Practice
1、Listen and number
(完成书上的教学任务。利用教材上安排的活动，巩固单词的读音，加深印象。)
2、Work in pairs
(1) Listen to a dialogue carefully.
(2) Read the sentences one by one.
Invite Ss ask and answer.
(3) Drill the sentence: What does your grandpa do?
T: Let’s play a game, finish the sentence quickly.
What does your grandpa …？
What does your …?
What does …?
What …?
(在对话教学中，我通过Who can ask？Can you answer？来鼓励学生勇敢地用英语表达，并给他们一些小奖品，使学生学得快乐轻松。通过一个小游戏，让学生快速地将句子补充完整来操练重点句型，不仅突破了难点，还将课堂气氛推向了高潮。)
(4) Listen again and read after the tape.
(5) Take out the pictures of Mark and Joy.
T: I’m Mark. I’m happy! This is Joy, she is happy, too.
Who wants to be Joy?
Teacher and student act the dialogue.
(通过头饰，介绍本课的Mark和Joy，师生戴上头饰后，示范表演对话，将学生引入文本所提供的情境中，既巩固了对文本对话的理解，又为下面学生表演对话奠定了基础。)
(6) Act the dialogue
(设计意图：学生戴上头饰在情境中表演对话，达到学以致用。)
Step4 Extension
Point and talk
(设计意图：合理利用书上的内容，让学生自己任选一幅图，然后再用英语介绍图中内容。学生对于未知的事物都具有好奇并乐于挑战，在这种心情中把所学语言说出来，新奇而生动。)
Step5 Sum up
1、Review the words and sentences.
2、Let’s sing.
Step6 Homework
Listen and read the words and sentences.
教学反思：本课教学环节过渡自然，教学活动丰富多彩，教学手段多样化，较好地完成了教学任务。
