UNIT 3 Jobs

Lesson 17

I、Teaching aims and demands

1．Language focus：

1).Make students learn the new words by hearts:grandpa, cook.

   2).Review the nine words: what, this, nurse, fireman, doctor, she, he, do, does.

   3).Make students grasp the sentences:

a. Who is this? He is my grandpa.

b. What does your grandpa do? He is a cook.

2. Ability aims

   Students can use the sentences they learned to talk about their family.

II、Key points and difficult points

1. Students can grasp the words they have learned.

   2. Grasp the sentences they have learned.

III、Preparation

1.some word cards

2.a chef toques

3.family photo

4.headdresses

    5.PPT

IV、Teaching procedures

1.Warm up

1).Greeting.

T shows the candies and tells them ,if they do a good job, they can get one.(这一堂课是二年级的小朋友，所以我把奖励贴画改成奖励糖果，这样更能激发他们的兴趣。)

    2).Review the song we  have learned on page 37.

3).Game: Teacher shows a little of the word cards, students look and
guess what they are.(If they are right, give them candies.)

T:Who is this?   Ss: This is my....

T：What does she/he do?    Ss:She/he is a....(这个“冰山一角”的游戏让学生们在复习单词的同时也复习了句子,在这个游戏的过程中特别强调学生们对he和she的用法。 )      

2.Lead in

Guess game                                           I call her mom. Who is this?

I call him dad. Who is this?

She is my father’s(父亲的) mother. Who is this?

He is my father’s（父亲的）father。Who is this?

(这个猜谜语游戏以幻灯片展示，每个谜语下是像对应的图片和谜底。学生们猜对了就可以获得一颗糖果。最后一张是grandpa的谜语，这样就引入了今天的单词。)

3.Presentation

1）.Teacher says grandpa. Students read after teacher.(在这个过程中，老师将grandpa这个单词写在黑板上并带读sandwich，让学生联系这两个词的发音。)

   2）.Teacher says: He is my grandpa. Then teacher asks students one by one: Who is this?  Leads students to say: He is my grandpa.(Give them candies to reward them.)

   3）.T: What does your grandpa do? Ask students to answer.

S1: He is a.... S2: He is a.... S3: He is a....Teacher gives candies and says: They are great. My grandpa is a cook. Learn cook. Teacher reviews : good, book, look, foot.(老师边带读，边在黑板上板书：cook.复习的这几个单词是为了让学生们更加清楚cook里oo的发音。)

   4）.Teacher wears a chef cap: Look at me. I am a cook now. Who wants to try?

   Student acts one by one. T: What does he/she do? The other students: He/She is a cook.（Give candies to the louder and righter.）

   学生们在练习He/She is a cook.这个句子的过程中再次巩固对He和She的用法。

   5）.Teacher shows the picture of the dialogue. Students listen and read sentence by sentence for two times.(这个对话的呈现是老师问学生答，一句一句出来的。对话呈现的时候，老师在黑板上板书这四个句子。)

   6）.Teacher acts Joy, students act Mark to practice the dialogue. Then change the roles.(换种方式再次巩固对话。)

   7）.Role play

   Group in two to practice the dialogue.Ask 3-4 groups to practice.(在跟录音听读和老师对话后，叫学生上讲台戴头饰表演，将对话变成情景展示。Teacher gives candies。)

4.Practice

   1）.Game: YES or NO.

   Teacher shows some pictures and sentences, students guess yes or no.(If they are right, give them candies.)   这个练习是由幻灯片展示，每张图片上显示这个人的职业，下面是一个句子，有的图片上句子和人物是相符的，答案就是YES，有的图片上句子和人物是不相符的，答案就是NO.

   2）.Finish “Listen and number” on page 39.

   First time, let’s listen and number. Then teacher asks student to answer. Second time, let’s listen sentence by sentence and check the answers. Give candy to the right student. Third time, let’s listen.

V、Extention and consolidation

1.Point and talk like this:

This is my grandpa.

He is a cook.

He is happy.

   这一环节利用学生们自己带的照片完成。黑体字的部分学生们可以不断的替换，在职业中有很多我们都没有学过，所以没学过的职业，学生们可以用汉语替代。

2.Let’s chant

   Teacher and students clap and chant together:

Grandpa, grandpa, grandpa.

   He is my grandpa.

   Cook, cook, cook.

   He is a cook.

   这一首自编chant伴上石进的《夜的钢琴曲四》让学生们顿时轻松了下来，将今天学的重点句子复习了一遍，学生们还可以将grandpa，cook用学过的单词替换，进而复习了前面的内容。

3.Let’s sing

   这首歌和前一课的歌调虽然是一样的，但学生们像完全正确的唱出来并不是一件简单的事，所以老师可以先带读两遍，再带唱几遍。

VI、Homework

1.Listen to the tape.

   2.Read the words and the dialogue.

   3.Practice the dialogue with partners.

   4.Sing the song after class.

VII、 Blackboard design

Unit 3 Jobs

grandpa     cook

Who is this?

He is my grandpa.

What does your grandpa do?

He is a cook.

VIII、教学反思
本节课由于学生们积极活跃，主动配合，所以一堂课下来我觉得很轻松。毕竟是低年级小朋友，我以先介绍糖果奖励的方式，迅速的将学生们的注意力拉进课堂。然后我以“冰山一角”的游戏调动学生们的积极性，由于这个游戏我们经常玩，所以学生们很熟悉，不需要过多的介绍游戏规则。在这个游戏过程中，我采用我问学生答的方式，学生们一般都是先一起回答，这时候我不会公布答案，我会再单独叫学生起来，在这过程中，有时候即使有答对的，我也不立刻奖励，会继续叫学生猜，直到大家都很肯定后我再公布答案。所以学生们都看的很仔细，就怕错过有用的部分。而我一直都是用：Who is this?来问，学生们也一直回答：He/She is....看似复习单词，其实也是复习句子，同时也不断的纠正和强调he与she的用法。在接下来的猜谜语游戏中，学生们对father’s的意思不太懂，我用汉语标了出来，其实这一环节是为了引出grandpa这个单词。
   在学习grandpa时我简单复习了前面学过的sandwich。是为了让学生们在比较中更好的掌握grandpa的发音。在学习grandpa中，我还是将它融入句子：He is my grandpa.我用grandpa的卡片来问学生：Who is this？学生们拿着卡片介绍：He is my grandpa.在学生们差不多都掌握grandpa这个单词时，我问最后一个回答的学生：What does your grandpa do？学生们用以前学过的职业告诉我：He is a....没学过的职业我让他们可以用汉语替代。当然也有比较聪明的小孩会说：He is a cook.这时我会说：Great, my grandpa is a cook,too.接下来我就带学生们学习cook这个单词。为了让学生们清楚oo的发音，我复习了look,good,foot,book等几个单词.接下来同样的将单词融入句子。我戴着自己制作的纸厨师帽：I am a cook now. Who wants to try?学生举手后我将帽子给他戴上，然后问其他学生：What does he/she do?学生们回答：He/She is a cook.这样的一个一个的提问与回答，并不断的奖励着，学生们兴趣非常高。
   在学生们已经熟练掌握这两个单词后，我用与学生们对话的方式呈现出今天要学的对话，并板书出来。在学生跟录音读两遍后，我扮演Joy，学生们扮演Mark朗读这个对话，然后角色对换朗读。最后我再请几组学生上讲台戴头饰表演。对话学习结束后我准备了几组练习，在YES or NO的练习中，学生们都答的非常好，一眼就能判断出句子是否与图片相符。书上的录音内容学生们也觉得不难，听一遍之后大都都能写出答案。第二遍一句一句听是为了让学生们再次熟悉每个单词的录音发音。最后再让学生听一遍，让他们自己感受一下。
   在接下来的谈论家人中，学生们拿着自己的全家福，可以随意的谈论，不会的人物名词和职业名词都可以用汉语替代，我主要是让他们练习：This is my.... He/She is a.... He/She is happy.谈论结束后，我以一首自编chant帮他们复习巩固所学内容，chant很简单，里面的人物名词和职业名词可以随便替换。节奏也很柔和，让他们享受，快乐并学习着。Chant之后是今天的歌曲，这首歌将我们今天所学的句子全部融和进去了，歌虽然不是每个人都能唱会，但却将这堂课的气氛推向了高潮。
   这堂课的奖励方式我主要采用了糖果奖励和肢体奖励两种方式，学生们表示非常喜欢。最后我布置了一些听，读，说，唱的家庭作业。既是为了巩固今天所学，也是为了让他们学以致用。