Unit 3 My father is a writer Lesson 16 教学设计

Lesson16 教学设计 一、教学内容与分析 1. Just practise 本部分主要学习职业类的词汇：actor, actress, worker, 并通过询问某人职业的句型来熟练运用表示职业的单词，坚持词不离句的学习原则。 2. Just write 本部分要求学生能够听、说、认读、书写四会单词：a, an, actor, parent(s), worker和四会句型：He’s an actor. She’s a worker. 3. Let’s play 本部分设计了同学们一起看标志猜职业的游戏活动。通过代表各种职业的典型图片情景，加深学生对职业词汇的学习和记忆，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。 4. Let’s chant 感知字母n在单词中的发音/n/。 二、课前准备 1. 准备一些职业的典型标志图片供学生活动使用，也可以奖励课堂上表现出色的学生。 2. 准备单词卡片。 3. 请在黑板上准备好四线格，方便板书四会单词。 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。 2) Let’s chant: What does your father do? An actor, an actor. He’s an actor. He’s very cool! What does your mother do? An actress, an actress, She’s an actress. She’s very pretty! 3) Free talk: What does your father / mother do? Is your father / mother a …? What do you want to be in the future? 2. 新课呈现(Presentation) 1) 呈现情景。Today, let’s go on our TV Talk Show. 2) 复现课文，巩固学习actor, actress, worker. (呈现15课的主题图)This is Wei Min and his family. What does Wei Min’s father do? He’s an actor.四线格内书写actor和句型He’s an actor. Who’s your favorite actor? Is his mother an actress? What does his mother do? She’s a worker.四线格内书写worker和句型She’s a worker. What does Wei Min want to be in the future? Why? 3) 丰富学生的词汇和语言，补充有规律的职业词汇： waiter, cleaner, lawyer, reporter ... 3. 趣味操练(Practice) 1) Let’s chant: It’s time for me to introduce my family. This is my father. His name is Norman. He’s a doctor. This is my mother. Her name is Nancy. She’s a nurse. What do they like? Let’s listen and tell me. Norman likes noodles. Nancy likes nuts. Let’s chant together. 画出含有字母n的单词，学生边读边感悟字母n在单词中的发音，感知学习/n/。带着正确的读音再次chant。请学生列举学过的含有字母n在单词中发/n/的单词。 2) Let’s play:(准备一组职业典型标志图片。) Pair work: 一人抽取一张，This is my father. What does he / she do?另外一人看图片猜测：Is your father / mother a ...? 3) Guessing game: Step 1: 四人一组，三人通过提问猜出另一同学的家人职业。 Step 2: A: This is my ... B: Where does he / she work? A: In ... C: What does he / she often do? A: He / She often ... D: Is he / she a / an ...? A: Yes / No. B, C, D: What do you want to be in the future? A: I want to be a / an ... Step 3:轮流进行小组活动。 4. 语言运用(Language use) 情景创设：Introduce your family,模拟采访活动，可以继续使用TV Talk Show，进行采访活动，询问个人的职业梦想，同时了解家庭成员的情况。 语言支持： What do you want to be in the future? That’s great! What does your father / mother do? Is your father / mother a / an ...? 5. 课堂评价(Assessment) 1) 教师提供给学生一些代表职业的典型标志图片，背后写上描述职业的句子，让学生猜一猜这个职业，并写出来。 评价工具： 2) 引导学生完成活动手 ... ...