Module 1 Unit 3 What are you?
Objective:
Vocabulary: fireman, policeman, ambulance man, policewoman, doctor, dentist, shop assistant, waiter, waitress, bus-driver, nurse, cook, postman.
Structure: What’s she/he? What am I?
She’s / He’s…
Put… Take… Look…
Are you a…？
Yes, I’m…/ No, I’m not…
Function: Asking and talking about profession
Identifying people in terms of their profession
Saying the sounds “Ph-” and “wh-”
Period 1
Language focus: Using nouns to identify people, and events
Asking “wh-” questions to find out a person’s identity.
Teaching aids: Picture cards, word cards, cassette, recorder, computer, photographs.
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PROCEDURE |
CONTENT |
METHODS |
PURPOSE |
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I. Pre-task
preparation |
1. Warm-up |
Chant rhymes and sing songs. |
以唱来吸引学生注意力。 |
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2. Listen and do the actions |
Pupils repeat the sentences after you and do the correct actions.
T: Touch your arms/toes.
Wave your hand.
Clap your hands.
Clean your desk. |
通过听和做的游戏提高学生注意力，同时复习旧知识。 |
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3. Ask and answer |
T: Can you sing/ dance/…?
Do you like cats/ dogs /…?
What do you like?
What colour is it?
What can you see?
How old…? |
通过每日的对话让学生适应英语氛围，同时操练旧句型，达到巩固旧知的目的。 |
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II. While-task
procedure |
1. Introduce ‘fireman, policeman, ambulance man, policewoman’ |
Show the flash and teach the words through dialogue.
T: What can you see?
P: I can see fire/ engine/ a fireman/ a policeman/ a policewoman/ an ambulance man.
T: I can see many policemen/ policewomen/ ambulance men/ firemen.
T: How many ambulance men/ firemen…?
P: There are… |
借助Flash, 生动形象地展示火灾场景，提高学生的学习积极性并引出新授知识。同时，通过已学句型扩展这些职业的复数形式。 |
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2. Chant the rhyme |
Play the cassette. Pupils read after it. |
模仿操练，学生熟悉正确的语音和语调。 |
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3. Learn new sentences by pictures |
Talk about the professions.
T: Is he/she a /an…?
What’s he/she?
P: He’s /She’s a /an…
T: what are they?
P: They’re… |
根据图片进行问答操练，在新句型中巩固单词。 |
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4. Dialogue |
Play the cassette.
Pupils repeat after it and then ask and answer according to the pictures in pairs.
P1: What’s he/she?
P2: He’s / She’s… |
借助图片进行机械模仿。通过对子活动操练并熟练新句型。 |
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III. Post-task
activities |
1. Guessing game |
Hold up one picture card each time, let pupils guess the professions.
T: What’s he/she?
P: He’s / She’s…
T: Yes/No.
Ask the pupil whose answer is right to hold the picture.
P1: What’s he/she?
P2: He’s/She’s… |
通过游戏形式来操练新句型，提高学生操练的积极性。 |
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2. Introduce family members |
P1: Who’s he/she?
P2: He’s/She’s my father/ mother/ sister/ brother…
P1: What’s he/she?
P2: He’s /She’s a / an … teach new words ‘worker’, ‘farmer’, ‘staff’. |
通过谈论家庭成员这一贴近学生日常生活的话题，让学生尝试用新句型来进行交际会话。同时扩展一些新词汇，为以后教学打基础。 |
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3. Make a new rhyme |
Rewrite the rhyme by changing the job and telephone number.
Look at the thief, thief, thief!
Telephone one one zero, Bring the police car, Police car, police car.
Here are the policeman, Policeman, policeman. |
将所学的儿歌替换内容，扩展学生想象力同时培养学生的表达能力。达到课本内外知识相结合的目的。 |
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IV. Assignment |
Grammar Practice Book 4A Page 9. |
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巩固课堂内容，通过笔头落实。 |
【教案设计说明】
本课时通过一个火灾的场景，谈论职业并学习一首儿歌。为了把枯燥的教学转化为生动形象的教学，我借助了多媒体和图片。一开始的教学是通过唱一唱英语的方式来进行热身，让学生把注意力放到英语的学习中，然后通过听指令做动作的方式，来提高学生的全面注意。每日的师生回答即是一种听力和口语的训练，又是对早知识的复习巩固。
开始教授新知识时，运用多媒体展示一个火灾现场，即消防员灭火、救护员救护伤员、男女警察们疏散人群的场景。让学生在生动直观的故事中，对新授的“fire, engine, police car, ambulance, policeman, policewomen, fireman, ambulance man” 有直接的感官印象，这样，不需要教师的语言解释，学生就能明白单词、句型的实际意义。同时，生动的形象也能在学生的脑海中留下深刻的印象。此外，声色俱备的多媒体也是燃起学生学习热情的战火棒，学生操练的积极性也由此提高，操练的效果也非同一般。
然后，通过从机械地模仿到猜谜游戏巩固句型，再根据实际情况，谈论家庭成员的职业来活用所学句型。这种贴近学生生活的话题，既是学生爱说的，也能将所学句型摆在实际生活中进行运用和交际，达到教学目标。
最后的替换儿歌又起到了承前启后的作用，将课本内的知识扩展到了课本外，真正达到了牛津教材的教学目的。
嘉定区安亭小学 戴 莉