Part B Let’s try Let’s talk
教学导航
一、教学目标
1. 能够在情景中运用句型“Where does he work?”“How does he go to work?”询问他人工作地点和出行方式。
2. 能够理解stay healthy、work hard和study hard的意思,树立努力学习、健康生活的意识。
3. 能够用正确的意群及语音、语调朗读对话。
二、教学重点、难点
1. 在情景中恰当运用句型“Where does he work?”“How does he go to work?”询问他人工作地点和出行方式。
2. 理解单词sea、stay的意思并能正确发音。
三、教学准备
教师准备本课时的音频、视频和教学课件。
教学过程
Step 1: Review & Lead in(复习&导入)
1. 旧知复习
(1)教师利用课件出示A Let’s learn词汇,引导学生复习巩固所学词汇。
(2)学生两人一组根据A Let’s talk部分创编对话,复习巩固所学句型,并能做到活学活用。
2. 新课导入
教师以课件或单词卡片形式呈现以下单词或词组,学生快速认读,找出每组中类别不同的卡片。
33737558255by bus
by bus
2421255-2540postman
postman
10109206985factory worker
factory worker
1543056985doctor
doctor
144780196215by car
by car
337693015240by ferry
by ferry
242443015240library
library
10115557620on foot
on foot
2424430194310museum
museum
1011555194310hospital
hospital
151130196215nurse
nurse
33864555715cinema
cinema
学生找出之后,教师再要求学生将以上单词和词组分为三类,并找出三类词对应的疑问词:what, how和where。教师板书句型:What does he/she do? How does he/she go to work? Where does he/she work?
Step 2: Presentation & Practice(新课呈现&当堂操练)
1. Let’s try
教师呈现人物图片,介绍对话背景:Xiao Yu and Mike are on their way home. They are talking about Xiao Yu’s uncle. 教师呈现问题:
Q1:What does Xiao Yu’s uncle look like?
Q2:Does Xiao Yu’s uncle often take him to school?
学生读问题,预测听力内容。教师播放录音,学生听录音并圈出正确答案。师生核对答案。
2. Let’s talk
教师呈现Let’s talk的插图并提出问题,学生根据老师问题预测对话内容。
T: Who’s the man? What does he do? 学生根据图片猜测:Is he Mike’s father? Is he Mike’s uncle? Is he a worker?学生进行预测后,教师介绍:The man is Mike’s uncle.
3. 听对话,回答问题
教师播放录音并提出问题,学生听录音,回答问题。
Q1: What does Mike’s uncle do?
Q2: Where does Mike’s uncle work?
Q3: How does Mike’s uncle go to work?
学生通过录音内容得到答案:He’s a fisherman. He works at sea. He goes to work by bike.并教读新单词fisherman。
4. 观看课文动画视频,理解文意
教师播放课文动画视频,学生观看视频弄清文意。重点理解下列句子句意:
—Where does he work? —He works at sea.
—How does he go to work? —He goes to work by bike.
He works very hard and stays healthy.
We should study hard and stay healthy, too.
5. 跟读课文,纠正发音
教师播放课文录音,学生跟读,纠正发音。对短语work hard、stay healthy、study hard的发音及词义进行指导。同时渗透情感教育:努力学习,健康生活。
6. 小组合作朗读,分角色展示
小组内分角色熟读课文,然后请几个小组上台展示。
Step 3: Consolidation & Extension(巩固&拓展)
1. 教师将对话中的核心句型和词汇挖空,请学生根据自己的情况重新组织对话,鼓励学生加入更多自己的语言。
【设计意图】通过文本重构活动,考查学生理解语言之间逻辑关系的能力。
2. 我是小记者
教师安排学生采访自己的同桌,询问对方亲属职业的相关问题,并根据采访内容做汇报。例如:
S1: What does your mother do?
S2: She’s a teacher.
S1: Where does she work?
S2: She works in a primary school.
S1: How does she go to work?
S2: She goes to work by bus.
汇报示例:John’s mother is a teacher. She works in a primary school. She goes to work by bus.
【设计意图】通过调查和汇报活动,复习巩固本单元的重点单词和句型,培养学生运用语言的能力。
Step 4: Summary(小结)
本课我们重点学习了用句型“Where does he work?”“How does he go to work?”询问他人工作地点和出行方式。
Step 5: Test(当堂微测)
单项选择。
( )1.—What does his brother __________?
—He’s tall and thin.
A. like B. look like C. looks like
( )2.—__________ does she work?
—She works in a post office.
A. What B. When C. Where
( )3.—_______does your mother go to work?
—By subway.
A. How B. Where C. What
( )4. My grandma ________ a very healthy life.
A. has B. have C. having
( )5. He should ________ hard and stay healthy, too.
A. stays B. staying C. stay
Answer:1. B 2. C 3. A 4. A 5. C
Step 6: Homework(作业)
1. 读课本第50页Let’s talk三遍。
2. 用英语介绍自己的爸爸或妈妈的职业以及和工作相关的信息。
3. 做本课时的配套练习。
4. 预习B Let’s learn部分。
板书设计
Unit 5 What does he do?
Part B Let’s try Let’s talk
—Where does he/she work?
—He/ She works at/in …
—How does he/she go to work?
—He/She goes to work …
教学反思
1. 亮点:学生对表达家人的职业、工作地点及上班方式这个话题很感兴趣,因为很贴近生活。挖空核心词填空的活动让学生对文本内容进行重构,培养学生思维能力。
2. 不足之处:部分学生对动词第三人称单数形式不能正确应用,有待练习提高。