范文Unit10 Is he a farmer第一课时学案.docx

1、范文Unit10 Is he a farmer第一课时学案Unit10 Is he a farmer?第一课时学案Unit10Isheafarmer?第一课时学案本单元是相对独立的单元，句型和单词在前面都没有接触过，只是在上册的Unit6中学了whosshe?Shesmy和whoshe?Hesmy.。本单元具体内容如下：项目主要内容A.Letslistenandsay对话。Peter在问mingmingandLingling所见人物的职业。目标语：Isheafarmer?yes,heis.No,heisnt.HesaB.Letslearn单词。teacherfarmerpostmannurse

2、doctordriverc.Letsact活动。练习句型Ishe/shea?yes,he/sheis.No,he/sheisnt.Hes/ShesaD.Letsread连环画。Dino在询问Tim的职业并与自己进行比较。其中pupil是黑体单词，要求学生能听、说、认读。E.LetsLearntoLearnBeagoodspeaker.涉及到的陌生单词有：everyoneartistcandrawF.Letschantm字母在单词中的发音。G.LetsHaveFun转动转盘并表演相应的职业。二、单元整体目标学生在Unit2学习了句型AreyouLingling?yes,Iam.No,Imnot.

3、Unit7学了Isthisabanana?yes,itis.No,itisnt.也就是说，学生对一般疑问句的肯定和否定回答是有一定慨念的，只是在人称的选择上要做正确的引导。另外，学生受上册的Unit6中whosshe?Shesmy和whoshe?Hesmy.。的影响可能会说出Hes/Shesmyfarmer.这样的回答，我们也有必要进行适当的提醒。四、各课时的教学设计课时TheFirstPeriod教学内容PartsB,candG课型word-sentenceTeaching教学目标.Revisemembersoffamily,andgraspthenewwords:teacherfarmer

4、postmannursedoctordriverpupil,andknowabouter,-man.2.Beabletousethesentencepatterns:Ishe/sheadriver?yes,he/sheis.No,he/sheisnt.3.Gettoknowthedifferencesbetween“yes,he/sheis.”and“No,he/sheisnt.”.4.Getthemtoplaytheturntableandacttheoccupation.重点难点.Thenewwordsandsentencestructures.2.Beabletodistinguish“

5、yes,he/sheis.”“No,he/sheisnt.”,thepronunciationof“nose”and“nurse”correctly教具学具Ts:occupationwordcardsandsomefamilyphotos.Ss:occupationwordcardsandsomefamilyphotos.教学过程步骤、内容、时间教师活动学生活动设计意图I.warmingup.Greetwiththesong“goodmorning”.2.AssessmentwayIIPresentationanddrill（20mins）.familymembers2.Sentences:I

6、she/sheateacher?andthewords:teacher,farmer,driver,doctor,postman,nursePartG.PracticePartsBandc.consolidationGuessing，listeningandwritingHomework.T:Goodmorningtoyou,goodmorningtoyougoodmorningmypupil,goodmorningtoyou.2.T:Hello,everyone.TodayIlldivideyouintofivegroups:GroupFarmer,GroupDriverIamGroupTe

7、acher.Letshaveacompetition.Seewhichgroupcangetmoreoccupationpictures.,ok?.T:whoarethey?Doyouknow?whoshe/she?2.1)T:Great!youhaveahappyfamily.Isheateacher?2)Thelpshersay:yes,heis.andTshowsherfathersworkingphoto.3)Tletthemaskandansweringroups:Isheateacher?yes,heis.3.Tshowsthemafarmerpicture,andasksthem

8、:Isheateacher?Helpthemdrill“arm,farm,farmer”4.Tteaches“driver,doctor,postman”inthesameway.5.Teach“nurse”bycompare“nose”andasks:Issheadoctor?No,sheisnt.Shesanurse.6.Tshowsthemseveralnursesandletthemask:Issheanurse?ingroups.7.TShowsthematurntableandturnthehand,letthemlookactandsaytogether.PartG.GetSst

9、oreadPartsBandcaftertheDVD.2.Lookandquickresponse.T:Great!Look,Ihavesomanyoccupationtools.PleasetellmewhatIamtogetherquickly.e.g.doctor3.T:Nowyoucanplayingroupswithyourownoccupationtools.AtthesametimeTgoesaround.T:youplaythegameverywell.Look!youandIhavemanybeautifuloccupationcardsinyourboxes.Pleaseg

10、uesswhattheyare.Thisisaman.Isheateacher/farmer?Pleaseguess.whentheyguessitcorrectly,Twillwritedownthewordsonthecardssay“yes,heis.”or“No,heisnt”.2.Nowpleaseplaythegameinyourgroupswiththepicturesthatyougotfrommeasyourprize.3.Letthemactout.Pintheiroccupationcardstheyvegotontheirroomsincludingthattheyve

11、gotintheclass.2.ListentoandreadPartBandDaftertheDVD.3.PreviewPartAandD.c:goodmorningmyteacher,goodmorningtoyou.2.Listenandknowaboutnewknowledge.TheS:Hes/Shesmyfather/mother2.1)TheS:yes/No.2)Sandc:yes,heis.3)Theyaskandansweringroups.3.Tandc:No,heisnt.Hesafarmer.Drill“arm,farm,farmer”4.caskandanswerin

12、pairs:Isheafarmer/driver?Accordingtothepicturesandthewordspronunciations.5.candinpairs:No,sheisnt.Spare:nose,nurse6.Groups:yes,sheis.7.Look,actandsaytogether。1.openthebooks.ReadPartsBandcaftertheDVD,thenbythemselves.2.cwatchandsaytheoccupationwordstogetherquickly.3.S1actandotherssaythewordsingroupsq

13、uickly.Ssguess:Ishea?2.Theleadergiveouttheirpictures,Ssguess.S1:Thisisaboy/womanS2:Ishe/sheadoctor?S1:yes,he/sheis.andwritedownthewords.or:No,he/sheisnt.3.Actout.1.copytheirhomework.将teacher,pupil在轻松愉快的音乐问候中出现，既活跃课堂，又为下文学习职业奠定基础。2.分组采用老师和学生一起参与竞争，除开老师，其余的职业分别由各组来承接。采用带有四线格的漂亮职业图片来作为奖励，为学生提供良好的学习策略，也

14、为下文的对话提供素材，还能为书写做准备。.2.1)2)由一学生的全家福入手，复习he/she的正确使用，然后由此创设真实的信息沟：了解该学生家庭成员的职业。吸引学生的兴趣，激发学生用英语做事的欲望。3)出示多张教师的灯片，让学生看图片进行问答练习，打破了机械练习，且达到词不离句的效果。而且不同的图片不同的视觉效果带来不同的学习效果。3.以旧单词帮助他们记忆新单词，并且暗示构词法，有助于学生学好新单词，复习旧单词。4.将单词进行整体教学，让学生在问答交流中学习新单词和运用新句型。5在Ishea?yes,heis.No,heisnt.句型很熟练之后学习类似的句型Isshea?行云流水，容易接受。n

15、ose,nurse的区分能帮助学生区分易混淆的单词，达到解决发音难点的目的。6.分组看不同图片练习，既练习了新单词也练习了易学的新句型。7.在新单词的学习之后，用全员参与游戏的形式来巩固记忆单词，有助于为下面的活动奠定语言知识基础，还消除疲倦感。.跟读DVD，模仿标准的语音语调是学习英语必不可少的环节，有助于学生回家自主学习和复习。2.3.打破教材明知已经演示的职业还来问答的形式，改成看工具说职业的快速反应，增强趣味性和真实性，达到巩固所学新单词的效果，为下面学以致用奠定语言知识基础。1.2.3.巧妙地利用课堂评价资源进行英语交流活动、听力活动、书写活动，达到真实巩固所学习知识的目的。.给学生

16、提供好的学习策略，帮助学生学好英语，充分利用评价资源减少学生回家作画的难度。2.听读录音，培养正确的语音语调。3.预习能引导学生养成好的学习习惯。板书设计Unit10Ishe/sheafarmer?yes,he/sheis.No,he/sheisnt.Hesadoctor/apostmanShesateacher/anurse/adriver评价设计把全班包括老师分成六个组，进行组与组之间的竞赛。采用的手段是奖励带有四线格的职业图片，看哪组得到的图片最多。通过图片完成集书写、听力、交流为一体的拓展活动，充分利用了评价手段，而且，老师参与竞争能提供学生的竞争意识，也体现了课堂的人文性。教学反思（亮点与不足）、亮点：通过改编歌曲进行问候，既亲切又为下文的学习职业做了铺垫。通过询问一学生家长的职业引入新知识，设置了真实的信息沟且贴近学生的真实生活；作业布置、评价体现了新课程理念，既体现了英语的工具性，也体现了其人文性，能促进学生英语思维的发展和综合能力的培养；注重了基础知识的听说读写训练和学习策略的指导。2、不足：学具和教具要求准备的数量多，特别是评价的图片要求老师做的准备较多。