Unit3 My father is a writer (Lesson18) 教案

Unit 3 My father is a writer. Lesson18.教学设计
一、教材分析
本课教学内容是《小学英语》（精通版）五年级年级上册Unit 3 Lesson 18,本课主要涉及家庭成员的介绍及其职业的介绍，教材内容贴近学生的实际生活，学生能够在真实的语言情景中运用语言。
二、学情分析
本课的授课对象为五年级学生，小学五年级的学生已经具有了一定的英语语言表达的基础，已经学习了一些关于职业的名词，能够简单谈论家人或朋友的职业信息。同时，五年级学生学习英语的积极性比较高，思维活跃，他们乐于参与教师设计的各种情境活动，在情境中用英语表达。因此，教师设计了多种活动，让学生在活动中感受、学习并亲身经历体验输出语言。
三、教学目标
1、知识目标
（1）、能够听、说、认读单词：policeman, policewoman, reporter; 能够听、说、读、写单词：who，uncle, aunt, police; 并在真实情景以及现实生活中灵活运用这些词汇。
（2）、能够能够听、说、认读、书写以下句子：Who’s he? He’s my uncle. Who’s she? She’s my aunt.并在真实的情景中初步运用这些语言。
2、能力目标
（1）、能够在真实情景以及现实生活中灵活运用所学的单词、句型，进行日常交流活动。能够在真实语境中介绍自己的家庭成员及其职业。
（2）、在活动中培养学生的合作能力，通过小组合作的方式，自然运用所学知识，提高语言交际能力。
3、情感目标
（1）、通过不同的活动，发散学生的思维，激发学生的学习兴趣。
（2）、能够在真实语境中介绍和表达家庭成员的职业，并初步树立自己的职业理想。
三、 教学重点
（1）、掌握职业单词，policeman , policewoman, reporter及介绍自己家庭成员和职业的句型Who’s he/she? He /She is my ….
（2）、学习字母h/h/的发音。
四、教学难点
灵活运用重点词句表情达意。
五、教学准备
卡片、多媒体课件
六、教学过程
（一）Warm-up
Step1: Greeting
T: Good afternoon, boys and girls.
Ss: Good afternoon.
Step 2: Enjoy a song: Peerless.
Ss: Listen to the song together.
[设计意图] 通过Enjoy a song来激发学生的学习兴趣，同时为职业单词的学习做语言上的铺垫。
Step 3:Introduce your family members.
Ss: This is my.... He/ She is a (an)....
[设计意图] 通过让学生介绍自己的家庭成员来复习旧知，同时为本课的句型学习做语言上的铺垫。
（二）Presentation
T: I know something about your family members. And I want to introduce some of my family members to you. Do you want to know something about them.
Ss: Yes.
[设计意图] 教师通过介绍自己的家庭成员为学生创设了真实的语言情景，调动了学生参与课堂教学活动的积极性。
T: Look, who’s he? Can you guess?
Ss:Is he your ...?
T: Great. He’s my uncle. U-N-C-L-E, uncle.
Ss: U-N-C-L-E, uncle.
T: What抯 his job?Can you guess?
Ss: Is he a/an...?
T: Great. He抯 a policeman. P-O-L-I-C-E-M-A-N, policeman.
Ss: P-O-L-I-C-E-M-A-N,policeman.
T: How about this one? Who抯 she? Can you guess.
Ss:Is she your ...?
T: Good. She抯 my aunt. A-U-N-T,aunt.
Ss: A-U-N-T,aunt.
T: What抯 her job?Can you guess?
Ss: Is she a/an...?
T: Great. She抯 a policewoman. P-O-L-I-C-E-W-O-M-A-N, policewoman.
Ss: P-O-L-I-C-E-W-O-M-A-N, policewoman.
T: Please look at this one. Who抯 she? Can you guess.
Ss:Is she your ...?
T: Great. She’s my sister. What’s her job?Can you guess?
Ss: Is she a/an...?
T: Great. She’s a reporter.
[设计意图] 教师通过让学生去猜测这三个人物分别是谁，他们的职业分别是什么，引导学生自然而然地使用语言进行交流，同时激发了学生的学习兴趣，提高了学生参与课堂教学活动的积极性。
（三）Practice
(1) Let’s guess. Look,listen and guess.
T:What’s his job?
Ss: He’s a singer.
T:What’s her job?
Ss: She’s a driver.
T:What’s her job?
Ss: She’s a dancer.
T:What’s her job?
Ss: She’s a reporter.
T:What’s her job?
Ss: She’s a policewoman.
T:What’s his job?
Ss: He’s a policeman.
[设计意图]通过猜工作的游戏活动，使学生在游戏中操练、巩固所学职业词汇，激发学生的学习兴趣，提高课堂教学效率。
(2) Let’s play a game. Ask the students to ask and answer with the turntable.
S1: Who’s he/she? S2: He’s/ She’s my....
S1: What’s his/her job? S2: He’s/ She’s a/an....
[设计意图]通过转盘活动，使学生在活动中操练、巩固所学内容，提高课堂教学效率。
(3) Pair work. Ask the students to take out their photos of their family members. And then make a short dialogue in pairs and then show it to the class.
S1:Hello. S2: Hi.
S1: Who’s he/she? S2: He’s/ She’s my....
S1: What’s his/her job? S2: He’s/ She’s a/an....
[设计意图]通过组织学生拿出自己家人的照片进行交流，为学生提供了有效的语言情境，增强了语言的真实感，提升了学生运用语言的真实性,同时有效地巩固了所学语言。
(4) Let’s chant. Ask the students to chant together with the rhythm.
Job，job，what's his job?
He's a policeman. He is cool.
Job，job，what's her job?
She's a policewoman. She is beautiful.
[设计意图]将本课的重点句型及重点词汇编成韵律歌谣，带领学生说唱、表演，进一步巩固所学，同时为学生营造轻松愉悦的学习氛围。
(5) Let’s sing. Ask the students to sing together with the music.
Who is that man? Who is that man?
He’s my uncle. He’s my uncle.
He’s a policeman. He’s a policeman.
He is cool. He is cool.
Who is that woman? Who is that woman?
She’s my aunt. She’s my aunt.
She's a policewoman. She's a policewoman.
She is pretty. She is pretty.
[设计意图]通过歌曲演唱的方式，让学生在轻松愉悦的氛围中巩固所学，体验到英语学习的趣味。
（四）Production
T:There are four different tasks for you. Each group can choose one you like.
???? Task 1:?Interview people
???? Task 2:?Introduce your family.????
Task 3:?Make a new chant
???? Task 4:?Let's sing
Ask the students to practice in groups and then show it to us.
[设计意图] 通过为学生设计四种不同的展示方式，可以给学生更多的发挥空间，学生可以根据自己的喜好、特长或能力任意选择学习任务，让学生体验英语学习的乐趣。
Ending
Let’s chant. Ask the students to chant with the rhythm.
[设计意图]通过chant,让学生感知字母h在单词中的发音规律。
Let’s share your dreams.
T：When I was a child, I want to be a teacher. Now my dream comes true. Then what about you? What do you want to be in the future? Now please take out your hearts, and write down your ideas. And then show it to us.
Ss: Write down their ideas.
[设计意图]通过设计让学生写下自己的梦想这个活动，将本课话题进行升华，同时呼应“情感目标”，引导学生初步树立自己的职业理想。
（六） Homework
1.Talk about your family with your friends.
2.Talk about your dreams with your parents.
附：板书设计 Lesson 18
Who’s he? He’s my uncle.
What’s his job? He’s a policeman.
Who’s she? She’s my aunt.
What’s her job? She’s a policewoman.
教学反思：
小学五年级的学生具有乐于参加活动，乐于表演的性格特点。所以，我设计了丰富的活动，激发学生的学习兴趣，提升学生的课堂参与度。通过转盘游戏、照片介绍、chant以及编唱歌曲等活动，让学生一点点掌握本课的单词以及句型。此外，课上我设计主要的学生活动从新知呈现，操练语言，到语言运用，都力求符合学生的认知特点和语言学习规律，激发学生体验成功的快乐，实现本课的教学目标。通过这节课，我感受到，在课堂教学中，教师不仅要照顾到每个学生，也要使每个学生有不同程度的发展。