Unit 3 My father is a writer Lesson 13 教学设计

Lesson13 教学设计
一、教学内容与分析
Just talk
本部分是Tom的独白。通过Tom介绍自己的家庭成员以及职业的真实场景，引出要学习的目标语言，从文段的整体叙述让学生感知、模仿、学习和体验，最终引导学生能够运用目标语言This is my father. He’s a ... This is my mother. She’s a …进行简单的介绍。
主要目标语言：
This is my father. He’s writer.
This is my mother. She’s a singer.
二、课前准备
1. 准备全家福照片或家庭成员的工作照。
2. 准备词语卡片和教学挂图，创设情景，引导学习。
3. 请在黑板上准备好四线格，方便板书四会单词和句型。
4. 准备教学课件。
三、教学步骤与建议
1. 热身/复习(Warm-up / Revision)
1) 师生问好。
T: Good morning / afternoon, children.
Class: Good morning / afternoon, Miss xxx.
T: Nice to see you again!
Class: Nice to see you, too!
2) (教师手拿一张全家福照片)Look! This is a photo of my family. Who’s in the picture? Look and listen.说唱教师自编歌摇：
Father, father, this is my father. He’s cool!
Mother, mother, this is my mother. She’s pretty.
Brother, brother, this is my brother. He’s smart.
Sister, sister, this is my sister. She’s quiet.
Me, me, this is me. I am active!
2. 新课呈现(Presentation)
1) 呈现情景。(师生交谈)
T: There are five people in my family. I have a happy family. Today, let’s introduce my families. How many people are there in your family? Who are they?
2) 学习writer一词。教师指着照片上的自己说：This is me. I’m a teacher. Are you a teacher? Is your father / mother a teacher, too? Look at my father. He’s a teacher, too. My mother is not a teacher. She s good at writing stories. What does she do? She’s a writer.领读writer. Lao She is a famous writer. Who’s a famous writer, too?(学生列举知道的作家，加深理解并反复重复writer。)
3) Just talk环节。学习singer一词。教师引导学生观看主题图，Look! Tom will show us his family. How many people are there in his family? What does his father / mother do?
播放视频，学生回答writer和singer. 重点学习singer.认读sing，再加er. 出示图片理解singer的含义。Who is your favorite singer?学生扮演Tom，介绍父母的职业，进行体验。
4) 处理Tom的个人信息。Tom’s father is a writer. Tom’ mother is a singer. How about Tom? Listen and circle the right answer. (学生可以每人一份，也可以投影展示一份，共同完成。)
Name: Tim Tom
Age: ten eight
Country: America Australia
Job: teacher student
Class: Class Five, Grade Two
Class Two, Grade Five
核对答案，根据答案模仿Tom做自我介绍。
3. 趣味操练(Practice)
1) 多种方式引导学生体验、模仿Just talk中语句。
2) 引导学生分组读，复述文章，巩固语言。
3) 根据Tom的一家，新编Chant。
Father, father, this is my father. He’s a writer.
Mother, mother, this is my mother. She’s a singer.
Me, me, this is me. I love them and they love me.
4) Game: Look and say.将班里同学家长的工作照做到课件里进行滚动播放。哪位同学看到自己的父母，就起身做介绍，语言：This is my ... He/She’s a/an…
4. 语言运用(Language use)
情景创设：每位同学带来家庭相册，同学看相册的过程中向对方介绍自己的家庭成员。
语言支持：
Here’s a picture of my family.
This is my ...
He’s/She’s...
He’s/ She’s a/an ...
I love my ...
5. 课堂评价(Assessment)
1) 课堂教学过程中的评价。
教师引导学生在真实的情景中学会说: This is my…He / she is a…并在真实的活动中认识本课要求的单词(singer, writer)。
整体评价：课堂教学中，建议老师们可以将职业的图片，作为评价的工具，激励学生积极参与课堂活动。
2) 指导完成活动手册的内容，并运用小印章进行评价。
(1) 听录音，阅读句子和人物图片并将它们对应连接起来。主要考查学生的听力理解和再认能力。
(2) 指导学生阅读文段和图片内容，观察文酿否对应并判断正误。考查学生阅读理解能力。
6. 拓展活动(Extended activities)
学生课后可以查找与自己家人相关的职业词汇，拓展词汇同时也更真实地表达职业，方便同学们复习和交流。