闽教版英语第六册片段教学_闽教英语片段教学
闽教版英语第六册片段教学由刀豆文库小编整理，希望给你工作、学习、生活带来方便，猜你可能喜欢“闽教英语片段教学”。
闽教版英语第六册《Unit 7 Jobs Leon 13》片段教学及评析
晋安区第三中心小学
赵凌凰
【教学分析】
本课是闽教版《英语》第六册第七单元第13课，主要涉及的语言是谈论理想。通过本课学习，学生要学会并掌握词汇: teacher, worker, singer, dancer, farmer, policeman, doctor, pilot, nurse, because。能够熟练运用句型: What do you want to be? I want to be a....询问他人的理想或说说自己的理想。
谈论理想是每个学生都愿意涉及的，本课通过学习有关职业以及询问和叙述某人的职业，让学生树立远大理想，鼓励学生努力学习，为实现自己的理想而奋斗。
本节课采用“指导――自主学习”的策略，运用直观教学法、情景教学法进行教学。教师在教学中创设各种情境，鼓励学生大胆地使用英语，为学生提供自主学习和直接交流的机会，使学生能通过体验、实践、合作等方式，发展听、说、读、写的综合能力。【过程分析】
片段一：激趣导入, 唤起情感体验 T: Hello, boys and girls.Ss: Hello,...T: How are you today? Ss: Fine, thank you, and you? T: I' m fine, too.T: Do you remember the chant: What’s Your Hobby? Let’s chant together.OK? Ss: OK.T& Ss:
What’s your hobby?
What’s your hobby? I like flying a kite And riding my bike.I like planting trees And collecting CDs.I like playing football And climbing the Great Wall.T：What’s your hobby? S1: I like playing football.S2: I like flying a kite.S3: I like collecting s***ps.T: I like reading books.Because I am a teacher.I like teaching.I want to get a lot of knowledge from books.T: Look!Is he a teacher?(Show a photo of a singer.)Ss: No.He is a …
T: He’s Zhoujielun.He’s a singer.“er” is pronounced [?].Now say together.Singer, singer.T: Is she a singer?(Show a photo of a dancer.)Ss: No.She is a …
T: She’s Yanliping.She’s a dancer.“er” is pronounced [?].Now say together.Dancer, dancer.T: Who can say these words? “ar” is pronounced [a:]“or”is pronounced [?:].(Show the words: farmer, worker)
T: Pay attention to the letters “er”.“er” is pronounced [?].S1: farmer S2: worker T: You’re right.Look at the screen and say the words.What are the same?(Show the words: teacher, singer, dancer, farmer, worker.)T: Yes.These words are end of “er”.T: Look.These are jobs.Today we’ll talk about jobs.(Lead in the topic.)
【实时点评】通过chant的导入和师生自由会话，引导学生复习前一单元的内容，同时又为下一环节的导入做了很好的铺垫。在多媒体网络环境下，可以创造最真实、最直接、最主动、最优越的英语互动学习环境，能很好的培养学生阅读的兴趣及获取信息的能力。通过在课件中展示周杰伦、杨丽萍等明星人物，让学生对本节课所要学习的内容有一个大致的了解，也让学生对所要学习内容的有一个心理期待。
片段二：创设情境，催发情感体验
T: I am a teacher.I like teaching.Because I like helping people.Do you want to be a teacher? Ss: Yes/No.T: If you want to be a teacher, please say after me: I want to be a teacher.I want to be a teacher.Ss: I want to be a teacher.T: What do you want to be? S1: I want to be a singer.T: What do you want to be? S2：I want to be a worker.T: Now let’s make a chant.Teacher, teacher, I want to be a teacher.Can you make a chant just like me? Ss: ….T: Do you want to be a pilot?(Show a photo of a pilot.)Now read after me: pilot, pilot.Now say two by two.Ss: ….T: Do you want to be a pilot?
S3：Yes.I want to be a pilot.T: Try to make a chant.(Show the pictures and words about jobs and learn: policeman, nurse, doctor.)T: Boys, do you want to be a policeman? Now let’s read together.policeman, policeman.Who wants to be a teacher and read? You, please.Boys and girls, read after him.Make a chant, please.Ss: ….T: Now listen and gue.What’s his job? If you’re ill, you’ll go to see him.Yes.He’s a doctor.Listen three times.Doctor, doctor, doctor.Who can read? Boys read after boy, girls read after girl.T: Now let’s play a game.Look at my mouth and gue what I say.(Say the words about jobs with silent.)T: Today we’ve learned so many words of jobs.No matter what we want to be, we should serve the people and help the people.【实时点评】本课单词多，执教教师在处理单词教学时很有创意。学生已接触过单词sing, dance, work, farm。在这些单词词尾加er或r构成本课新单词，这部分单词教师放手让学生自主学习，体现了“指导自主学习”的教学理念。而对于较难的单词policeman, doctor, pilot, nurse, because在教授单词时，教师采用了“词不离句”方法，将本节课的重点句型适时渗透其中，为接下来的句型教学起了很好的铺垫作用。在教学过程中教师适时地进行情感教育，内容贴近学生实际，既有利于学生语言表达水平的提高，又有助于学生形成正确的职业观。片段三：角色参与，增进情感体验
T：Now look.These are jobs.We have learned so many words about jobs.Now, please tell me: What do you want to be? Ss: I want to be a ….T: Now look at the screen.You read, I write.Ss: I want to be a ….T：What do you want to be? How to ask? You, please.T: Boys and girds, you read, I write.Ss: What do you want to be? What do you want to be? T: What do you want to be? S1: I want to be a pilot.T: Why? S1: Because I like flying.T: Now let’s read the words: why, why, because, because.T: What do you want to be? S2：I want to be a policeman.T: Why? S2: Because I like helping people.(Lead in “helping people” and teach.)
T: Today we have learned so many jobs.And in a labor exchange, there are many jobs for people.If you want to look for a job, you can go there.Let’s watch it.(Show a video.)
T: Now, here is the labor exchange, I’m the clerk.You can look for a job here.Can I help you? What do you want to be? Ss: …
T: Now you can act like this.Practice in pairs.Ss: …
T: What do you want to be? S1: I want to be a ….T: What does he want to be? S2: He want to be a ….T: He wants to be a ….Pay attention to the word “wants”.T: What does he want to be? Ss: ….T: What does she want to be? Ss: ….T: Do you know? What does Peter want to be? What does Li Hong want to be? Why? Now let’s open the books.Listen to the tape and find the answers.【实时点评】运用图片以及多媒体给学生直观的感受，学生能迅速理解词义。通过多种形式进行操练，使学生对新授知识逐渐熟练并能相互交流。在学生感知语言后，播放一段“职业介绍所”的视频让学生感受对话运用的另一情景，将语言学习与生活实际相联系，从而使英语学习具有实际意义。通过师生问答所学句型，既巩固了所学，又很自然地引导学生过渡到文本的学习中。
【整体评价】
本节课是Unit7 Jobs中的一课，在这个片段教学中，教师紧紧抓住了本节课的教学重点展开教学。教师充分运用了课件、图片等多种教学手段来激发学生兴趣，由词到句，以旧引新，步步深入。让学生在活动中学习，在学习中激趣，在激趣中扩展，充分发挥了学生学习的主动性。
教师在教学中充分利用网络资源，创设各种情境，鼓励学生大胆地使用英语，为学生提供自主学习和直接交流的机会，使学生能通过体验、实践、合作等方式，发展英语的综合能力。学生通过听、说、玩、演和视听等活动完成了学习任务，体现了“在学中用，在用中学，学以致用”的教学理念。教师引导学生进行自主的尝试性学习，不失时机地给予学生积极的强化，让学生在活动中体验与参与，获得认知能力和语言能力的发展。
在单词教学中，教师遵循“词不离句”的原则，每一个单词的呈现，都伴随着语言的渗透。教师还注重多种方法并用，在新词呈现环节，教师就分别通过语言、游戏、猜谜语等多种呈现方式。在单词的巩固阶段，教师也采用了多种形式进行操练，使整个教学过程精彩纷呈。
板书设计：Blackboard Design
Unit 7 Jobs Leon 13
What do you want to be?
I want to be a
teacher.nurse
singer
pilot
worker
doctor
farmer
policeman
