整理Occupation教学设计.pptx

设计主题 ;学生能够认读所学的有关职业的单词，并能运用所学语言，在小组活动中询问他人家庭 中主要成员的职业情况。 通过本课的学习，培养学生的自主学习意识和合作探究精神，培养正确的价值观，通过 对学生家长职业的学习和讨论，渗透情感教育，让学生学会关心家人、体谅家人，珍惜家人 以及别人的劳动成果。 ;we are going to talk about “occupation”. Unit 5 Occupation Part A 【设计意图】：通过看图、说话，既复习了学过的关于职业的单词，同时提前感知本课关于职 业的词汇，为接下来的学习做铺垫。快速闪现的视频画面，不仅吸引了学生的注意力，也让他 们进行了一场“眼力和记忆力大比拼”的“头脑风暴”。 Step2 Pre-reading 1、 T：Boys and girls. Look，Yang Ming and Sally are looking at the picture. There is an old man. What are they talking about? Who is the old man? What does he do? Can you guess? [设计意图] 通过课文图片直接切入课文，引导学生根据问题预测语篇的内容，激发学生的思维。 2、 Watch the CD-ROM and underline the key words. 3、 Read and find out the answers. T: This time, please read the text with your partner and try to find out the answers. 4、 Check and learn Learn the new word: farmer ① Learn“farmer”:“farm+er”. Teacher point out“er” pronounce [?]，the students try to read farmer by themselves. Write farmer down and practice. ② In Western country, farmer means“农场主”，They have their own farm. Learn the sentence:“What does he do? He is a farmer.” 5、 Read and choose. What does Sally’s grandma do?;②Guide the students to find out the phonologic rules (ur [?:])，learn to spell the words by themselves: turn—purple—Thursday—nurse (2) Learn the new sentences: What does she do? She is a cook. [设计意图]通过 farmer 来了解表示某职业者的复合词的构成，顺水推舟轻轻松松地让学生自己 归纳掌握了更多的复合词。绕口令不仅帮助学生更清楚的理解 cook 的含义也增强了趣味性。结 合课文，随文识词。 6、Read and learn the word“grow”. T: This time, please read the text by yourself, if you have any questions, you can ask my help. [设计意图]：让学生自主阅读课文，找出疑难点，关注了学生的个体差异性。也让学生更有针 对性地解决了自己未掌握的知识。 7、 Listen and repeat. 8、 Role play. 【设计意图】听音跟读、分角色朗读活动旨在让学生模仿正确、地道的语音语调，培养英语语 感,朗读指导是语篇教学的重要组成部分，正确的朗读方法有利于学生理解文本内容，加深对课 文的整体印象。 Step3 Post-reading 1、Play a game: “Searchlight” T: Now let’s have a rest and play a guessing game. Try to guess their occupation using” What does he/she do? He/she is a ….Let’s have a competition. Begin. Learn the new word “worker”. 【设计意图】通过“探照灯”，学习了新单词“worker”也巩固了新句型，也让学生得到了放 松，活跃了课堂气