牛津小学英语4BUnit3Whatsyourjob教学设计.docx

牛津小学英语 4BUnit3 What' s your job?
教学设计
一、教学目标
1.能听懂、会说、会读、会拼写单词 a policeman, a policewoman, a waiter, a waitress, a driver, a worker, a farmer, a cook,并能发现职业单词的构词规则，拓展了解其他职业的单词。

2.能听懂、会说和读写句型What's your/his/her job? I' m/He, s/She, s a. . . What are their jobs? They' re. . . How old are you/is he/she? I' m/He, s/She, s a...
3.能正确运用本课句型询问或介绍他人年龄的职业，激发学生学习英语的兴趣，调动学习的积极性，引导学生积极与他人合作，在活动中培养学生的协作精神和竞争意识，树立远大的理想。

4.帮助学生学会在比较中发现知识，并归纳、整体感悟、呈现知识的学习结构，养成有序的、结构性的思考方式，渗透有条理的思维习惯，培养学生在小组活动中主动参与、获取信息、有效合作的能力。

二、教材分析
本单元主要围绕“谈论人物”这一话题展开教学，主要涉
及询问人物姓名(What' s your name?)、年龄(How old are you/is he/she?）、职业（What' s your/his/her job?）等。

本节课主要呈现给学生的是有关职业的八个新单词，以及询问职业的两种单复数的句型。

该句型是本单元的教学重点之一。

在句型操练中也渗透了本课的新单词，也有助于复习巩固。

在教学过程中应该多创设情境，采用多种教学方法帮助学生记忆，如单词的音，形，义，用相结合；词不离句，句不离篇相结合。

三、教学过程
Step one： Warm-up,课件播放歌曲：①T-S： Greetings；
②Daily report.2 students.
让第一个学生进行自我介绍，老师向全班同学提问：What' s his/her name? How old is he/she?
让第二个学生进行自我介绍，老师向全班同学提问：What' s his/her job?由此提出一个新的单词job （呈现PPT）,让学生根据已经学习过的音素自己感知job的发音。

Step two. Presension：①在学生学习了job的意思后再次提问T: What' s his/her job?（指着最后一个学生）
S： He/She is a student.（该句是第一单元所学的句型）学生应该容易掌握。

T: Yes. What' s your job? S：I' m a student. T: So, You are all students. T： What are their jobs? Ss：They are students.教师反过来问全班学生该句子以此来呈现jobs & their两个新词。

其中their的同音
词是学习过的over there ；T : jobs （带读）their jobs -------- their （呈现课件学习该词）.T： What are their jobs? S： They are students.
该环节新授了What' s. . . /What are句型及答句并从音形义三个不同的方面介绍job/jobs, their这两个单词。

②T：Yes, you are right. . . I have some photos, let' s have a look.（过渡语）PPT1呈现本班的数学老师的照片，让学生在原来学习的基础上用新的句子操练本课的句子。

T: Look at this photo. T： What' s her job? Ss： She' s a teacher.（操练了she单数）该部分T-Ss问答。

PPT2 呈现本班的体育老师的照片。

T: How about this one? Work in pairs with your partner. A： What' s his job? B： He' s a teacher, too.（操练了he单数）该部分SI—S2问答。

PPT3呈现本校很多老师的照片。

T： What are their jobs?
Ss： They are teachers.（操练了their）该部分T-Ss 问答。

PPT4呈现本班很多学生的照片。

T： Let' s go on. Who can try? SI: What are their jobs? S2： They are students.
T: You did a good job. But can you find some differences between these dialogues?你能发现我们这 4 组对话中有什么不同吗？（用以下单词组织对话 a policeman, a policewoman, a waiter, a waitress, a driver）Step three. Practice. ®T: There are many jobs in our life, what are they? Who knows? Ss：要
说出来。

T： Close your mouths please. Please do the actions for us, OK? 让学生自己去做一些动作，让全班同学去猜猜是什么职业。

T： What' s his job? S： He is a teacher. T—S 问答；S—S 问答；②用新句型的单复数形式结合八个新单词进行操练。

T： Now please open your book, turn to page25. Try to finish Part C. Let's check it； Let's read it together； Step four. Production；T：Boys and girls, today we know many jobs. Are you happy? Yes! What are your jobs now? S： We' re students. Yes, you' re students now, but after 20 years, what' s your job? Look at the blackboard, I' m an old teacher now, I meet you in Chu Xiu Park, who can make a dialogue with me ? You can use these sentences.
①Good morning/Nice to meet you. Miss Shen, My name is...②How are you ? ③What ' s your job now ? I' m a...④How about. . . ?（班级其他的同学）What，s his/her job? He' s/She, s a...
T: It' s time to say goodbye! Bye! You did a good job, please finish the table after class.（附表格一份，略）Step five. Homework：®Finish the table with yo ur friends.②Recite the words and sentences after class, and collect more words about jobs.③Preview Part A, D, E at home.。