教学目标:
知识目标 :
1、能听 说 认读并理解单词:nurse. dress. doctor. bus
技能目标:
1、能进一步运用 This is her/his…谈论更多人的物品,如家人,朋友等。
情感目标:通过多种活动,培养学生乐于开口,积极参与的学习情感。
教学重点:
教学难点:
教学手段: Communicative Approach . Audio-Lingual Approach.
教学工具:CAI
教学过程:
一、Warming-up
1、Greetings and divide the class into 2groups.
2、Review: clap and chant with Amy (introduce Amy ‘s family)
This is my father.
This is my brother.
And that's me.
(设计意图:通过用chant的形式把Module2的课文进行复现,不仅很快激发学生的兴趣,激活已有知识,呈现相关主题;更是在与前面知识进行恰当链接的同时为今天的学习起到很好的铺垫。)
二、Presentation
1、Lead in the story: Amy’s mother is teacher. How about Ling ling’s mother? Is she a teacher too?
(设计意图:自然过渡,并同时给出让学生在听故事的时候带着问题这一任务去听并整体感知故事)
2、Ss look at the pictures and listen to the story.
3、After listening, have Ss answer the question: Is Ling ling’s mother a teacher? (lead in new word: nurse)
(设计意图:通过看图,听及教师的问题,动作等,让生理解故事,并同时理解故事中单词的意义。)
5、Teach and drill th
www.dbk123.com e new words: Bomb game/ Missing game.(设计意图:通过游戏等方式让学生很快掌握新单词的读音,为后文的运用扫清语音关。)
6、Listen and repeat the text.
(设计意图:让生通过跟读课文的形式,让生对课文进行初步的认读)
7、Read it in roles (T—Ss/ boys--girls)
(设计意图:根据学生的情况,教师可以通过多种分角色读的方式了解孩子的认读情况.预设:如果孩子能很好的认读,教师此时可以设置高于教学目标的任务:让生进行同桌的角色扮演等。)
三 Practice
1、play a guessing game: Have Ss look at the CAI and guess “Who’s this?”
(设计意图:通过猜测游戏,复习更多的已学的职业单词,为下一步让生描述某人的职业及相关物品作铺垫。)
2、Find the owner: Have Ss find the teacher/doctor…’s things.
(设计意图:自然过渡让生对某人职业及相关物品进行谈论,不仅突破本课的教学重点,而且能让生顺利完成接下来课文的练习)
3、Do activity 2on the book:
a: match
四、Production
1、Show Amy’s family again, have Ss be Amy and introduce her family member and their things.
(设计意图:通过帮Amy再次介绍家人及家人职业及所属物品的真实的任务设计,不仅为下一环节介绍自己的家人朋友的职业及物品作铺垫,而且同时逐步突破本课的教学难点。)
2、Work in pairs; talk about your family member or friend’s job and their things.
(设计意图:通过真实的任务设计,让生体验语言学习的真实运用性,逐步培养语言的综合运用能力。)
3、Chant: have one chant and say with Amy.
This is my mother.
This is my father.
This is my brother.
And that's me.
(设计意图:在复习巩固中与开课很好的呼应。)