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教学步骤 |
具 体 操 作 过 程 |
设计意图 |
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Warm-up
(热身) |
1.Free talk
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从听听做做入手，展现与本文相关的信息，直接切入主题，一方面活跃课堂气氛，另一方面为新知识的呈现起到了很好的铺垫作用。 |
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Lead-in
(导入) |
drive the bus/drive the jeep/drive the car
(CAI shows the word:drive) |
导入自然，不露痕迹 |
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Presentation and practise
(呈现和操练) |
1、 Teach “driver”
(1) drive the car, drive the car, He is a driver.→driver (er,er,//,//,//)
(2) Ss read: driver ,driver ,He is a driver.
(3) T:Guess,what colour cars does the driver like?
S1:He is a driver. He likes …cars.
(CAI)Ss: He is a driver. He likes blue cars.
（注：本环节对说得好的学生奖励印有driver的职业徽章） |
渗透字母组合发音，为语音学习打下基础。
通过猜颜色，将新旧知识有机结合，达到知识循环的目的
将课堂评价与教学内容巧妙结合，体现评价真正为课堂服务的作用。 |
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2、 Teach“farmer”
(1)T: Let’s drive the car to the farm.(CAI shows the word:farm)
(2)Let Ss listen to the poem:《悯农》
T:What’s he ? →farmer(er,er,//,//,//)
(3) Ss read: farmer,farmer,He is a farmer.
(4)T: Guess,what’s the farmer’s hobby?
S1:He is a farmer. He likes …
(CAI) Ss:He is a farmer. He likes playing balls.
（注：本环节对说得好的学生奖励印有farmer的职业徽章） |
听学生熟悉的古诗，既自然呈现新知，又能很好地渗透德育教育。
farm＋er→farmer给学生神通单词后面加er可以表示一类人的概念。
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3、Teach“baseball player”
(1)T:What kinds of balls do you like?
S1:I like…
(2)T: The farmer likes playing many kinds of balls.Look!
(CAI)football Beckham→football player
basketball Yao Ming→basketball player
Ping Pong Kong Linghui→Ping Pong player
(Teach the word :player er,er,//,//,//)
baseball a boy→baseball player
(3)Ss read:player, player,a baseball player
(4)(T shows a toy baseball stick)T:I’m a baseball player.(T pass it to S1) |
从学生喜欢的球类和球类明星入手，生动、直观，扩大了知识面，又为新知识的呈现降低了难度，整个过程清晰、流畅。 |
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Presentation and practise
(呈现和操练) |
S1: I’m a baseball player.
(接龙操练：S1→S2→S3…→Sn)
（注：本环节对说得好的学生奖励印有baseball player的职业徽章） |
通过表演棒球运动员的方法来提高学生的学习兴趣，同时棒球棒在学生之间自由传动，体现了生生互动。 |
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4、 Teach the sentence:What’s he ?
(1)(CAI：象征职业人物的黑影图)T:What’s he ?
S1: He’s a baseball player/driver/farmer…→
What’s he ?
(2)Ss read : What’s he ?
(3)Ss ask:What’s he/she? S1:He’s/She’s a…
(T指向带有职业徽章的学生)
(注：此处对表现好的学生奖励职业徽章时可让他们自己选择学过的：I like…) |
利用黑影设置语言交际的信息沟，在猜一猜中增加孩子的学习兴趣，同时又很自然地呈现出新句型。
将戴有职业徽章的学生作为操练对象，真实形象，也使评价的作用又一次得到体现。 |
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5、 Teach:doctor
(1)(CAI)T:What’s he ? →doctor
(2)Ss read: Dctor,doctor,he is a doctor.
(3)T: I don’t like doctors. What about you ?
S1:I like/don’t like doctors.
T:So I eat an apple a day. Because there is a saying:An apple a day keeps the doctor away.
Ss read the sentence.
(4) Let Ss sing the song: An apple a day
（注：本环节对说得好的学生奖励印有doctor的职业徽章） |
复习旧歌曲，活跃了课堂氛围，也使新知识进一步得到巩固。 |
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6、Teach: nurse
(1) T shows some tools (e.g. 听诊器、司机帽、护士帽…)
S1给S2戴上工具，S1:What’s he /she?
S3:He/She is a …
(2)T shows a nurse cap and put it on a girl’s head and ask:What’s she ? →nurse
(3)Ss read: Nurse,nurse,she is a nurse
(ur,ur,//,//,//)
CAI shows 6 nurses.
T: I like Nurse1.She is kind.
Group work:4 students discuss
S1:I like Nurse…. She is….
（注：本环节对说得好的学生奖励印有nurse的职业徽章） |
将生活带进学生课堂，创设语境，增强语言交际的真实感。
小组内讨论个人喜爱的护士形象，这个环节从学生的生活经验出发，从学到用，强调真实。 |
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Consolidation and extension
(巩固和延伸) |
1、Review the words
(1)Read all the words
(2) Listen and do
T: Act like a driver… Ss do action
(3)Let Ss open the books and read “Let’s learn”and practice “Let’s do “
(4) Ss practise: Let’s do |
通过读课文中的内容，使学生养成良好的学习习惯，并为下一步口头交际训练打下基础。 |
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2、(CAI)Task: 评选你最喜欢的职业人物：
每小组推荐一名优秀的职业人物代表，由小组内成员介绍，每人介绍一至二句。要求用上以下句型：
What’s he?
He is a …(职业）
He is …(特征）
He likes…（爱好）
（用上学生身上佩带的职业徽章） |
培养学生的合作意识，增加交际氛围，引导学生结合语境，促进学生的实践能力。
评价的多种作用在这里再一次得到淋漓尽致的发挥。
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3、 Homework
(1)设计一张二十年后自己的名片
(2).搜集其他职业的英语表达方法
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引导学生将课堂上获取的语言信息运用在自己的实际生活中；鼓励学生运用多种学习渠道拓宽知识面
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