Unit 5 What does he do? Part C 第1课时教案

课 时 计 划
课题
Unit 5 What does he do?
课型
复习课
课时
第1课时
教学
目标
（一）知识目标
1、能够掌握a、b两部分let's learn，let's talk中的四会单词factory worker, postman, businessman, police officer, fisherman, scientist, pilot, coach和四会句子what does your father / mother do? Where does he / she work? How does he / she go to work?
2、能够使用本单元所学的内容完成一篇不少于五句话的作文。
　二）能力目标：
???1、能够简单介绍人物职业，如he's / she's a / an ...
　　 2、能够运用句型“what does your father / mother do? where does he / she work? how does he / she go to work? ”等询问他人的工作情况，并给出相应回答。
　　 3、能够按要求较好完成group work等活动。
　　 4、能够听懂、会唱歌曲“what do you want to do?”
（三）情感、策略、文化等有关目标：
?? 1、情感态度：热爱生活、尊重他人劳动。
2、学习策略：能积极与他人合作，运用所学英语进行交流，共同完成学习任务。
3 、文化目标：了解英语中职业名称对于不同性别的差异
教学
重难点
重点：使学生掌握一些职业的英语表达并就此展开相关讨论。
重点句型是“what does your father / mother / ... do? where does he / she work? how does he / she go to work? ”。
难点：让学生在任务活动中熟练运用不同句型进行交流。
教具
多媒体课件。
教
学
过
程
主备人教学设计
二次备课人
补充修改（备注姓名）
Step 1: (一)listen a song
（二）Warm-up
1. 师生进行日常对话练习：
T: What do you want to be?
Ss: I want to be a/ an…
T: Why?
Ss: Because…
[设计意图：通过与学生的对话沟通为下面引出职业做好铺垫。]
Step 2: Presentation
T: let’s review. How many jobs do you know?
Sa: Businessman.
Sb: Postman.
Sc: Coach.
……
[设计意图：结合上一环节，继续提问，让学生回顾并口头上说出所学过的单词。]
Show the words.
T: let’s review. Say out as quickly as you can.
Ss: …(students read the words as fast as they can.)
[复习意图：复习本单元所学过的单词，特别是四会单词。]
Show a picture about three people. And let the students guess about it.
T: Do you know who are they?
Ss: Yes, let’s me try.
T: Who is she?
Sa: She is Amy.
T: And who is she?( the other Ms)
Sb: She is Amy’s mother.
T: And who is he?
Ss: He is Amy’s father.
[设计意图：让学生猜出图片中的人物，并根据图片人物形象和图片中隐藏的信息猜出Amy’s father 的工作，为下一步骤做好铺垫]
The teacher asks the students: And what does Amy’s father do?
Ss: He is a businessman.
Ss: He is a pilot.
Ss:……
Show a picture of Amy’s father. And then replay the tape of record and check the answer.
T: How does he go to work?
Ss: By plane.
Ss: By taxi.
……
[设计意图：主要是为了让学生回忆已经学过的句型并进行操练what do/does sb. do ? –sb. be a/an… , How do/does sb. go to work? By…]
引出transportation并复习出行方式。
T: let’s review.
Ss:…
[设计意图：复习已学过的单词，并用How does he go to work? He goes to work….结合复习]
Show Amy’s families’ picture again.
T: Do you know something about Amy’s mother? Let’s guess together.
Ss: She is a doctor.
T: Sure?
Ss: Is she a teacher?
T: No, she isn’t.
Ss:…
[设计意图：开拓学生思维，让学生开口说。]
Step3: Practice
Give a mind map of Amy’s mother and fished it. And then fished the passage according the mind map. Read the passage together.
[设计意图：让学生能够根据所给的词的正确形式填空，这有利于学生对语法的认识，有利于写作。]
Read again and ask.
对划线的句子进行提问。
[设计意图：主要是根据考点中的问答句进行操练，让学生进一步熟悉what…,How…?的句型。]
Writing.
让学生在完成mind map之后，根据自己的mind map完成writing
[设计意图；让学生学会运用mind map，有着清晰的思路之后，再完成写作。]
The teacher shows a passage with some places wrong and let the students find it.
[设计思路：主要是为了让学生注意到一些第三人称后的动词的变化以及like 后加的动词的变化]
Modified with the deskmates. And according the passage ,give it stars.
[设计意图：让学生互相修改，增加学习的趣味性，并让学生在修改的过程中认识到一些错误，能够以人为镜,并通过根据文章结构，语法等特点从而获得星星的途径判断正确率。]
Step:4 summary.
[设计意图：总结本课堂所学的内容。]
作业
设计
Homework
1.Write a passage about your family.
(ps: pay attention the grammatical person)
2.Share the passage with your friends.
板书
设计
Unit 5 What does he do?
教学反思：学生输入太少，没有很好的兼顾到部分后进生的水平，对学生的发言方面也没有很大的鼓励，课堂气氛较为沉闷，学生积极性不高，效果不佳，时间把控不好，学生操练不够，导致最后输出部分没有太多的内容输出，我需要进一步改进，均衡分布时间，积极调动学生的课堂的积极性，让学生想说话，也有话可说，有话要说，更进一步关注后进生，平衡各方面的内容，关注后进生，让优生带动后进生，从而达到更好的课堂效果。