五年级上册Unit 4 Where do you work -Lesson 24-ppt课件-(含教案+视频+音频+素材)-部级公开课-人教（精通）版(编号：40edd).zip

I want to be a/an Lesson 24 My Dream 教学方案 Rose Ruth Robert Robot 教学方案 reading riding runningskating Rose Ruth RobertRobot 教学方案 reading ridingrunning skating Rose Ruth RobertRobot 教学方案 Rose Ruth Roberta teacher a manager a doctor 教学分析grandpagrandmafathermotheruncle/auntI teacher doctor farmer writer policeman 教学内容 Interview Whats your fathers / mothers/ grandpasjob? Is your father/ mother/ grandpa a(an) ? Where does he/ she work? What do you want to be? Why? 教学分析01 02 03 04 05 My Dream name hobby familys job your dream why singing, dancing, writing, playing teacher, doctor, nurse, writer, policeman, policewoman, farmer 教学总结 Homework 01 02 Finish your passage. Interview one of your friends about his/ her dream. ThanksThanks a a lot!lot! My name is Rose. I like reading. My mother is a teacher in a school. She works in a school library. I want to be a teacher like my mum. Mother Ia teacher a teacher in a school CONTENTS My name is Ruth. I like riding. My father is a _(worker/ manager) in a big _(company/ factory). My mother is a manager in a _(restaurant/ hotel). I want to be a manager like my parents. manager company restaurant Father Mother I a manager a manager in a big company a manager in a restaurant grandpa I a doctor a a farmer taxi driver grandma library restaurant manager company grandfathergrandpa grandmothergrandma grandparents 1 教学设计基本信息教学设计基本信息 所用教科书 书名 义务教育教科书 英语（精通） （三年级起点） 所教年级五年级 所教册次、 单元 上册 unit4 设计主题 Lesson 24 1.整体设计思路、指导依据说明 本课是一节有关职业和地点学习的句型课，所涉及的学习内容是表示职业的单词 及相应的工作地点。主要围绕 My is a/an in 展开。结合新课程标准总体目 标和具体要求，在本节课的设置上，我将知识点融入小的篇章中展开。利用几个人物， 分别呈现他们的爱好、家人的职业和自己的理想。这样，孩子们在具体语境中感知、 体验并尝试使用语言进行对话和陈述。 2.教学背景分析 教学内容分析：本课选自人教(精通)英语五年级上册第四单元的第 24 课。本课的教 学内容围绕 My grandfather is a taxi driver.展开。综合学习并巩固有关职业的单 词、句型， 如： My mother is a teacher in a school. My father is a manager in a big company.等。在巩固旧知，习得新知的基础之上，学生能够就家人或朋友 的职业、工作地点、理想等内容进行问答。这样进一步的语言实践，使学生对本课的 重点学习内容有更深的认识，提高在职业话题背景下的交际能力。 学生情况分析： 1. 学生在前一个单元和本单元前几课的内容的学习基础上，对本课所涉及内容有所 掌握，这为本课内容的学习打好了基础。 2.结合小学生的心理特点，对于本课教学内容我利用文带词句，词句带对话，对话辅 助篇章的形式展开。激发学生的学习兴趣，激活学生思维，发挥学生能力。 2 3.教学目标分析 1. 能够借助图片及单词的发音和使用规律，听、说、读、写单词：grandfather， grandpa，grandmother， grandma， taxi driver 及句型：My grandfather is a taxi driver. 正确的听，说，认读单词：restaurant, company, library 及句型：My mother is a teacher in a school. My father is a manager in a big company.等。 2. 能够在真实的情境中，正确运用本课所学单词 grandpa， grandma, grandfather, grandmother, restaurant, manager, taxi driver, teacher 等、句型 What does do? My is a/an . What do you want to be in the future? I want to be a/ an 正确描述自己家人和朋 友的职业。 3. 能够在真实的情境中，正确运用本课所学单词、句型进行有关家人或朋友职业、工 作地点、理想的问答。 4. 能够结合自己自身情况，运用所学知识完成自己 My Dream 习作。 5. 通过学习，在两两合作和小组合作活动中，学生能够体会英语学习的乐趣，激发学 习热情，并自然感知梦想的力量。 4.教学重点、难点分析 教学重点： 能够运用本课所学单词、句型，正确描述自己家人和朋友的职业。 教学难点： 1.能够在真实的情境中，正确运用本课所学单词、句型进行有关家人或朋友 职业、工作地点、理想的问答。 2. 能够结合自己自身情况，运用所学知识完成自己 My Dream 习作。 5.教学过程设计 (中文为主 + 所教学科目标语言） Step One: Warming-up Review the words about job: 3 T: Coco is your English S: teacher. T: What about them? They are S: a worker, a dancer, a writer, a singer, a policeman, a policewoman . T: Do you want to be a/ an? S: T: Different people have different dreams, today lets talk about “My Dream”. Step Two: Presentation: 1. Show the roles and say the chant: T: Today, here are some friends. They are Rose, Ruth, Robert, and Robot. First, lets know something about them. Please listen and match. S: T: Rose likes Lets say the chant together. S: 2. Show family members and their jobs. 1) T: We know their hobbies. What are their dreams? Lets get one by one. First, Rose. Now, you are Rose. You say S: T: Got it? Then, please answer my questions? Is Roses mother a teacher? Where does she work? What does Rose want to be? S: . T: We know: Roses mother is a in . She wants to be a . 2) T: Next one is Ruth. Please listen and fill the blanks. S: T: Do you know “manager”? Hes a . He works in a . 4 S: T: We know, Ruths father is a . Her mother is a . She wants to be . 3) T: The last one is Robert. Please listen and fill the blanks. S: T: His grandpa is a S: taxi driver T: Do you know “grandpa”? S: T: We also can say S: grandfather T: Can you spell? S: g-r-a-n-d-f-a-t-h-e-r T: Look at this picture. Its Roberts S: grandma T: Yes, can you spell? S: T: Roberts grandpa is a . His grandma is a . He wants to be . Step Three: Practice 1. Talk about your own family. T: Their dreams are from their families? How about you? Please finish this table. S: 2. Interview others. T: You all finish the table. Now, please interview your friends. Maybe these words can help you. 5 S: Step Four: Production. 1) Finish your passage. T: You all did a good job. Now, please finish your passage. S: 2) Show your passage to others. T: Now, who wants to show yours? S: Step Five: Homework. 1. Finish your passage. 2. Interview one of your friends about his/ her dream. 6.板书设计 Lesson 24 My Dream My grandfather is a taxi driver. teacher school library manager company restaurant 7.教学反思 6 本课是一节以职业为内容的句型课。生词为：company, restaurant, manager。功能句型为：My grandfather is a taxi driver. My mother is a teacher in a school。本节课，教师立足于知识与能力、过程与方 法、情感态度与价值观的三维目标，本着激发学生兴趣、促使学生在运用 中学习英语、提高课堂效率及促进学生主动说英语等宗旨，设计了 Free Talk, Listen and match, Do a survey, Interview, Write your passage 等活动，以达到培养学生初步的综合语言运用能力、促进心智发 展、提高综合人文素养的目标。 反思本节课，比较成功的方面有： 一、基于学生，有效的任务驱动，让学生主动运用英语 本节课中，教师充分考虑到学生是学习的主体。因此，利用语言引导、活 动创设、小组合作等方式关注全体学生。课上，教师运用了 Free Talk, Listen and Match, Do a Survey, Interview, Write your passage 等 活动，有效地驱动学生主动运用英语， 并在真实运用中学习新的语言知 识。 二、基于课堂，有效的情境创设，让学生身临其境感知语言 本节课是一届句型课。单独的单词和句子不能够很好地辅助学生理解，提 升学习兴趣。因此，在本节课中，教师将本课知识点与后面语音部分的 chant 进行整合，形成小而精的语篇，为学生创设了真实的语言情景。通 过听、说、读、写等活动，学生能够自然感知、理解知识，最终实现运用 知识进行谈论、描述的目的。 7 三、基于语言知识，适时引导情感态度与价值观 在本节课中，教师利用听说、讨论、会话等活动充分调动每一位学生 的学习积极性，使其参与到课堂当中来。这样，不同程度的学生都有展示 自己的机会。增强其英语学习的信心。同时，在 Free Talk, Listen and Match, Interview 等活动中，学生不断感知梦想的重要性。从某种程度 上讲，以上活动借助图片、文字介绍、视频及老师的引导使得情感态度与 价值观目标的落实不再流于形式，而是使学生有了一定的感悟和触动。 本课教学中还存在着这样或那样的不足，例如，对于文本的挖掘还可以 更加深层次，对于语言运用的情境创设的还可以再自然、丰富些，如果时 间允许，教师可创设更多的情境帮助学生更好的理解和运用语言。