unit 6 Jobs lesson 1表格式教案

人教版《小学英语》（一起）四年级上册
Unit 6 Jobs Lesson1 教学设计
教材分析 本课是人教版《小学英语》（一起）四年级上册Unit 6 Jobs第一课时。 本课的内容为儿童职业体验馆里，同学们在不同的职业场景中模拟和体验不同的职业角色。Joy正在体验景观的职业。Lily问她将来的职业理想。Binbinhe 和Yaoyao在医院的场景中谈论他们的职业理想。
学情分析 本节课的教学对象是4年级的学生，学生们具有良好的学习习惯，对英语学习保持着浓厚的兴趣。通过3年多的英语学习，他们能听懂简单的英语课堂指令；具有初步看图猜测语言的能力；能与同学进行合作交流。学生已经了解的职业有worker，dancer，singer，teacher，nurse
教学目标 语言知识与技能目标： a，理解主情景图 b，能够听懂会说：nurse, cook,doctor,bus driver,police officer,taxi driver,farmer和worker等表示职业的词汇，能够根据语境适当使用它们，并能借助拼读规律认读和识记单词。 c，能用Is she/he a/an...... Yes,she/he is. No,she/he isn’t.询问交流他人的职业。 d，能够根据语境，用所写单词填空完成句子填空。强化良好的英文书写习惯。 2.情感态度与价值观目标：帮助孩子思考对未来的工作的选择。并且学会每种职业值得尊重。
教学重点及难点 教学重点：掌握8个职业单词 教学难点：在恰当的情境中初步运用本课功能句进行表达。
教学准备 PPT、图片
教学流程
教学环节 教师活动 学生活动 设计意图
Step 1： Warm-up 1.Greetings A.T: Hello, boys and girls. B.T:Let’s chant. 1.Greetings A.Ss:：Hello，Miss Yi. Ss一起chant 通过师生间愉快的问候和简单的交流，初步相互了解，拉近师生间的距离，打破借班上课师生间的陌生感。 用2单元学习的chant 来复习以前学过的职业worker，singer和dancer。
Step2: Lead-in 1, A T：Today I want to show you a picture. Look,it is me. I was nine years old.I wanted to be a teacher in the future.Now I am very happy.Because I am a teacher. Teacher is my job. What do you want to be in the future T: You want to be a lot of jobs. 教读jobs Ss:I want to be a .... 跟读jobs 引入今天的主题jobs 贴近生活的问题提高学生积极性和兴趣
Step 3： New Lesson Main scene 用主图情境引入新知的理解和学习 Ss: Our friends want to have jobs too.Today our friends go to myrules world . 播放麦鲁小城照片 观察主图 Look Who are they 贴人物头像 B.Ss：What can they do 播放主图无字幕动画， T:What do they want to be 播放动画 分图解析1 What does Joy want to be Yes,Joy says:”I want to be a police officer”贴词条I want to be 展示卡片，教读police officer。 让学生从盒中取出属于职业的道具并拿出道具， T:What do you want to be 学生模仿读单词。个人分组读。板书呈现单词在思维导图中,要求学生拼读，空书 分图解析2 What does Lily want to be Yes，Lily wants to be a bus driver. 展示卡片，教读 让学生从盒中取出属于职业的道具并拿出道具, T:What do you want to be 请学生体验 单词全班分组读。在板书中的英语四线格中要求学生拼读并空书单词。 T： Lily wants to be a ___ 板书呈现单词在思维导图中 分图解析3 What does Binbin want to be 让学生从盒中取出属于职业的道具并拿出道具， T:What do you want to be 学生模仿读单词。个人分组读。在板书中英语四线格中要求学生拼读并空书单词。 分图解析4 What does Yaoyao want to be 让学生从盒中取出属于职业的道具并拿出道具， T:What do you want to be 学生模仿读单词。个人分组读。在板书英语四线格中要求学生拼读并空书单词。 T:What do they want to be 引导学生通过思维导图复述重点线索 How about others Ss：They are Joy,Binbin,Yaoyao and Lily. Ss：They have jobs. Ss:Joy wants to be a police officer.学生跟读，空书。 Ss:Lily wants to be a bus driver.学生跟读，空书。 Ss:Binbin wants to be a doctor.学生跟读，空书。 Ss:Yaoyao wants to be a nurse.学生跟读，空书。 Ss：Joy wants to be a police officer.Lily wants to be a bus driver.Binbin wants to be a doctor.Yaoyao wants to be a nurse. 进入主图学习，了解故事背景 在情境中处理单词。 通过听录音，锻炼学生的听力水平，并准确找出对应的关键信息。 通过空书和拼读来掌握单词的正确书写 同样方法处理bus driver 同样方法处理doctor 同样方法处理单词nurse 在情境中掌握故事主线路，并完成思维导图 通过思维导图来复述主图细节
Step 4： New Lesson P60 T:That doesn’t matter.Our friend,Bill,writes a class news about this. Let’s find out what are their jobs. B播放动画， 分句听音频 1，Who is this？ What's his job 展示卡片，老师板书，全班空书单词 2,Who is this What is his job 展示卡片，教读taxi driver，个人小组读，老师板书，全班空书单词 3,Who is this What is his job 展示卡片，教读farmer，个人小组读，老师板书，全班空书单词 4,What is Bill’s job 展示卡片，教读cook，个人小组读，老师板书，全班空书单词 5,利用思维导图让学生复述另外四个孩子的职业。 Ss:He is a worker. 空书。 Ss：He is a taxi driver. 跟读，空书。 Ss：He is a farmer. 跟读，空书。 Ss：He is a cook. 跟读，空书。 复述职业 Ss：让学生确认信息，帮助细化理解。并对下面会出现的进行核心能力的推测能力的培养。 通过录音进行正确语音输入，并通过语音找出单词，锻炼学生模仿能力。
2.Look，listen and repeat A.T: We can find their jobs in our books.Let’s open your book and turn to page60. Boys and girls,point,listen and read. 通过课件播放单词读音，跟读两次。 B.Ss：Let's do it by ourselves. 学生自己读一次 C.分2人小组读一次。 D，询问学生是否有单词还不会读，进行教读 Which is missing？ We have learned eight jobs. Now let’s see which is missing.You have ten seconds to remember. Let's play T: But today at myrules world, They try different jobs. Can you guess what are their jobs T:Maybe it’s a little difficult to you. I want to ask one student to help you. 解释规则 You need to help them to guess.You can move and some actions。But you can’t talk. 多练习几个 T:Now let’s play it in groups. One of you can move. One of you can answer. The others you can guess. C Let’s write T: I know you are good at listening and reading. What about writing. Now take out the paper on your table. There is a job. You need to write the sentences right. If you have finished it, you can share with your pattern. 请学生上来展示自己的句型并读出 Ss听录音，跟读单词两遍，全班读，分组读。 Ss回答消失掉的单词 Ss:Is he a ...... Is she a...... Ss分组练习 Ss write the sentences 学生展示并朗读 看书，指书读，加强课文文本的印象，并通过正确的语音输入，纠正学生的发音。 通过学生课堂反馈，教读困难单词，做到全面教学。 有趣的活动让学生立刻有了兴趣并复习了单词。 创设语境，将新单词融入语境中进行运用 学习规则，并且理解规则，培养规则的遵守 全班进行大范围的练习，老师进入学生的语境交流中，根据不同的水平，进行教学后的及时纠正 听说读写的最后一步也是四年级要求掌握的句型书写要先看再模仿最后进行拓展。
Step4： Summary T: At last，can you tell me what do you want to be in the future. I am so happy for this. But I still have a very important thing to tell you. Let’s watch a video . T:Every job need to be respected. Because different jobs work for the good life. Ss自由选择喜欢的职业 Ss观看视频 通过学生的选择，让他们自己看视频 通过视频感受到职业无贵贱，都值得被尊重这个情感目标。
Step 5： Homework 布置作业 1,listen and read the words in page60 2,write the sentences again in your exercises book. 进一步巩固认读单词。 通过描摹句子体会句子书写规范，为后面独立写句子打下基础。
Blackboard design: Unit 6 Lesson 1 Jobs I want to be Joy Binbin Mike Andy Police officer doctor taxi driver farmer Lily Yaoyao Jack Bill bus driver nurse worker cook
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