人教精通版國小英語五年級上冊 Unit 3 My father is a teacher教學設計

各位評委老師早好！

今天我說課的內容是人教精通版五年級上冊Unit 3 My father is a teacher 的第一個課時lesson 13。我將從說教材、說教學目標和教學重難點、說教法和學法及說教學過程四個方面來和大家談一談我的理解，分析和設計。

【說教材】

一、教學分析：

本課所在的單元主題是談論有關家人職業的話題。話題具有真實性和生活化，學生對這個話題感興趣、有話可說。本課是Tom的獨白，他向我們介紹的是他自己和他的家庭情況。學生們通過這個語篇，學習如何介紹家庭成員。

本課是這個單元的第一課時，縱觀整個單元乃至整個國小英語教學階段，本課的教學都起到了承前啓後的作用。首先，整個單元的後續學習都是圍繞第一課時的內容展開的，是本課話題的一個拓展和深入。再次，從整個國小英語來看，三四兩個年級的教學中，有家人以及職業的學習。到了本課時，可以將以前的內容進行復現和運用，是以承前。到了六年級，將更深一步的學習家人的職業的表述，將用到第三人稱的表述，本課時的學習，恰恰爲後續的學習搭好了橋樑，是以啓後。

二、學情分析：

由於學生們只有兩年英語基礎，英語水平不能說很好，但是，五年級的學生對學習英語有持續的愛好和興趣，能用簡單的英語相互問候，交換有關個人、家庭和朋友的簡單信息，在學習中樂於參與，積極合作，因此我設計了符合他們水平的教學活動，並注意不斷的在活動之間搭設臺階，給學生“柺杖”，鼓勵他們積極參與，主動交流。

本課談論有關家人職業的話題，關於這個話題，學生有一些相關的語言儲備如三年級下冊Uint 3 This is my father中學到的介紹自己的家人。經過四年級上冊Unit 1 This is my new friend的學習，已經能詢問並回答家庭成員的組成以及職業。爲豐富學生的語言表達，我又補充了一些學生熟悉的描述人物外貌的說法，爲最後的語言輸出埋好伏筆。

【說教學目標和教學重難點】

一、教學目標：

依據《英語課程標準》中對二級目標的詳細規定，結合本課的內容和學生現有的認知水平，確定以下教學目標。

【知識與技能目標】：

1、能夠正確地聽、說、認讀以表示職業的單詞writersinger

2、能熟練掌握句型：Here is a picture of my family .

This is my father. He's a writer.

This is my mother, She's a singer.

並能在不同情境中替換使用。

【能力目標】：

1、能朗讀並理解本語篇的內容。

2、能綜合運用已知的句型向別人介紹自己的家人的職業。

【情感與態度目標】：

1、通過本單元的學習，培養熱愛家庭、善待家人的好品質。

2、能夠進一步提高對英語學習的熱情。積極主動地參與課堂活動，大膽開口。

二、教學重、難點：

重點：能熟練掌握句型：This is my father. He's a writer.

This is my mother，She's a singer.

並能綜合運用已學的句型談論和介紹自己家人的職業。

難點：能夠在真實情景中綜合運用所學語言介紹家人的職業。我創設了一系列的真實語言情景，通過不同層次、由易到難的操練活動層層遞進實踐語言，幫助學生逐步實現語言的綜合真實運用。

【說教法和學法】：

一、教法：

根據課標要求以及學生的年齡特點和認知水平，我在本節課中主要採用了情景教學、多媒體教學、任務型學習和遊戲的教學方式，始終圍繞家人職業這一主題，由教師的家人、Tom的家人，學生的家人這一系列語言情景設計多樣化的課堂活動，激發學生的學習興趣，參與語言實踐，引導學生快速閱讀，獲取重點信息，藉助課件呈現新知，滲透閱讀策略及習慣，創設情境，訓練綜合運用語言能力，力求實現我的教學目標。

2. 學法：

學的目的不是知識的積累而是發展思維。在教學中，我注意指導學生養成良好的英語學習習慣，培養學習策略。學生可以根據聽讀，快讀，細讀，朗讀等形式，完成任務，獲取一定的閱讀策略，內化習得的語言，並達到學以致用的目的，發展聽說讀寫的綜合能力。

【教學準備】：

1、準備本課的卡片和ppt。

2、讓學生準備全家福的照片。

【說教學過程】：

Teaching Steps:

1. Warming—up

(1) Sing a song:FATHER AND MOTHER

Then change words : Brother and sister

(2) Play a game:

Let Ss look at PowerPoint and guess WHAT ARE THEY?

【設計意圖】(To arouse the interests of learning English, I choose singing and playing a game to attract the students.)

Step 2 : Presentations

(1) Look at the photo from my family and let the Ss ask questions about my family.

eg:Whatdoes your father / motherdo? How old are you?…

Thentheteacher will introduce her family. To learn two key sentences

This is my father , he’s a writer.

This is my mother , she’s a singer.

【設計意圖】(This part joins the sentence structures together with the daily-use situations . So that the students can read the text easily.)

（2）Show Tom’s family photo to the Ss and let themask some questions about his family. Then let the Ss answer questionsand put word cards on the blackboard.

eg:How old is Tom?What class is he in ?

Whatdoeshis father / mother do?…

【設計意圖】(In this part, the students should listen to the tape with questions . It is a good way with function of establishing the good listening habit,which means,the students can try to get the point of the text between lines. With the teacher’s help, the students can understand the text easily; meanwhile, they can gradually form the good habit of studying in anactive way. )

（3）Fill in the form

Listen and read again, let Ss fill in the form and answer the questions.

【設計意圖】(In this part, the students will be divided into groups. Team work will help them understand the passage.)

（4） Read the passage again

Let Ss read theword cards on the blackboard and repeat the text.

【設計意圖】(In this part, the students shall retell the text by joint theinformation-points together. This part canarouse the interests of language learning as well as consolidating the language points,they have just learnt.)

（5）Group work : Fill in the blank

Six Ss inone group. They will fill in the blankwith the words. Then let Ss read it.

【設計意圖】(In this part, the students should work in groups to understand what is co-operation and help them keep the interests of language learning.)

（6）Read text

【設計意圖】(The students will consolidate what they havelearnt by reading it altogether.)

（7）Additional Activities

Six Ss will act asone family. One student will give orders, other Ss will act them.

【設計意圖】(This part willarousethe studying interests by creating the real situation that the Ss know doing this, the Ss will be encouraged to speak out. Then the language skills of speaking will be trained and enhanced.

(8) Emotional education

Let the students know the qualificationsand characteristicsof “loving your family, treating them well”.

Step 3 : Homework

Introduce your family to your friends.

【板書設計】

Unit 3 My father is a teacher

Lesson13

Here is a picture of my family .

This is my father . He’s a writer .

This is my mother . She’s a singer .

The key purpose of this lesson

The key purpose of this lesson is to help the students understand and use the sentences of “This is my father. He is a teacher. This is my mother, she is a tailor.”Also, help them use these sentences to talk about the jobs of their family member’s, and introduce their family members to other people.

The teaching difficulty of this lesson

The teaching difficulty of this lesson is how to joint the teaching points with the real situation. I designed a series of real-life language use situations so that the students can practice the sentences step by step and acquire the use of these sentences in a natural way.