Unit 6 Part B Read and write ＆ Write and say教学设计

//教学内容可以不要，改为概述即可，包括教材版本信息、年级、学科、本课时信息简要介绍等。

Unit  6  Part  B Read and write ＆ Write and say  Let’s sing

1、能听、说、读、写单词：doctor \ nurse \ farmer \ driver,并能正确运用；//您的单元课时安排是如何做的呢？一个单元几个课时呢？前面其实已经学过了这几个单词了，这节课重在写上了是吗？概述中要做一说明，这样我们改起来才好把握。

2、能正确完成课本上的练习,并会介绍自己的家庭成员；

3、能运用句型I’m going to be…..来表达自己的理想；

4、能了解英语中一些单词后加上er/or表示一类人的概念。

//最好按照三维目标（知识与技能、过程与方法、情感态度价值观）来写教学目标

     单词doctor \ nurse \ farmer \ driver的书写。

     Difficult points: er/or 后缀的概念; be good at的含义。

 CAI   flashcards

Step 1 Warm—up

1.Let’s chant

T: Everyone,look at the screen,who are they? Come on, boys and girls!

  Play the CAI. Let’s chant.//CAI是什么呢？另外，chant的主题和内容是什么？是否与本节课相关呢？

2. Dialogue

T:Just now,we had known Chen Jie’s family.Now let’s talk your family.//是否应该是her呢？

//How many are there ……是否也可以用上呢？

 A:Who’s this man/woman?

 B:He/She is my…

 A:Is he/she your…?

B:Yes,he/she is.He/She is my…

 A:What’s your…?

B:He/She is a…

 [设计意图：从听听做做和有节奏的韵律歌入手，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。通过介绍本节课自己的家庭成员来复习旧知，有效的激发学生的兴趣。]

Step 2 Presentation

Lead-in

Point at the picture.

T: Look,this is Amy,she is quite,she likes music,she has a big family.This is Amy’s…   //从Chen Jie如何过渡到Amy呢？用情境串起来，比如说：Our friends……，Chen Jie’s family……Amy’s family……

T：We know Amy is a student. (like you) 

(1)T：What’s Amy’s uncle?

Ss: He’s a farmer.

T: Yes, he is a farmer, let’s act like a farmer (Water the flowers). he works on a farm.Let’s spell farmer togeher./How to spell it ?/ How do you spell it?/ Can you spell this word?等句型恰当融入。

Have individual students spell and read the word.

Write farm on the blackboard and ask: Is it right? Then add “er” with red chalk. Compare farm with farmer.

(2) Show a picture of a nurse.

T: Is she a doctor?  Encourage them to answer: No, she is a nurse.

Teach: nurse    Read, spell, and write the word.

A: Is your mother a nurse?        pairwork

B: Yes,she is./No,she isn’t.

//如果No的话，可以让学生尝试问What's your mother？等，要丰富，同时符合实际情境。

(3) T:He’s a doctor.

Teach: nurse    Read, spell, and write the word.

(4) Show the picture of a driver and describe it.

T: Look, he is driving a car. He is a driver now.

Learn: driver   Read: drive a car , drive a car, he is a driver.

Read and spell the words.

[设计意图：将单词的拼读和书写作为本课的重点，同时通过将单词放入句中教、编成chant等形式有效提高教学的效率。farm＋er→farmer给学生渗透单词后面加er可以表示一类人的概念，也为后面的学习做准备。]。

 (5)Show the words. T: farm 农场 farmer农场上工作的人——农民   drive 开车 driver 开车的人——司机//汉语最好不要呈现，给出配图即可。

Show some other words and have the students guess the meaning.

eg: sing—singer  paint—painter clean—cleaner write—writer   act—actor visit—visitor  teach—teacher

(6)CAI:My dream

T: Boys and girls, I am teaching English now, so I’m going to a great teacher. What about you?//学生不一定能够理解，因为您已经是一位老师了，这是让学生表达愿望，可以借助小朋友，比如Chen Jie likes singing. She says: I am is going to be a singer. What about you?

 Encourage individual students to answer: I’m going to be a ….

Dialogue

A:I’m going to be a…What about you?      pairwork                           

 B: I’m going to be a…//这里也可以结合着父母的职业，顺延下来问同学的愿望，体现教学的层次性。

 [设计意图：通过设计pairwork这样一项任务型活动，让学生在真实的情景中迁移知识，运用句型I am going to be a ….并检查学生对所学单词书写的情况。]

Step 3 Extension

1.  Sing a song “ My Father Is A Doctor”

1. Story time

3.  Write and say//没有对应的音频是吗？

T: Boys and girls, we have met Sarah s family just now. Now, let’s come and meet another family.

Show the picture and have the students finish the sentence.(写，读，回答问题)

4.  Reading（根据时间）

Explain “good at”.

 [设计意图：通过完成书本上的练习，检查学生对单词掌握的情况，同时提高学生的听力和理解能力，达到学以致用。]

//仅仅是书本上的内容吗？拓展听读，要听读结合，最好要有听的环境！

Step 5 Make a dialogue

A:What’s your…?

B:He/She is a…He/She is good at…

A:I’m going to be a…What about you?

  B: I’m going to be a…

//How many……/Is this……等学过的句型也要恰当地运用，以及拓展的内容也要恰当的融入综合运用的环节来。复习——新授——拓展——综合，结合着情境，体现大的层次性。

 [设计意图：愉快的音乐让学生紧张的大脑得到休息。通过设计Pairwork，让学生在旧知识的基础上巩固了新知,一定程度上了解拓展知识。]

                 Unit 6     Meet my family

                    doctor      nurse

                    farmer      driver

                    I’m going to be a…