【pepper】PEP Book 3 Unit 6 Part B Read and write ＆ Write and say教学设计

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ⅰteaching contents：
pep book 3 unit  6  part  b read and write ＆ write and say
ⅱ teaching aims：
1、能听、说、读、写单词：doctor \ nurse \ farmer \ driver,并能正确运用；
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、能理解英语中一些单词后加上er/or表示一类人的概念。
ⅲ important points：单词doctor \ nurse \ farmer \ driver的书写。
   difficult points: er/or 后缀的概念; be good at 的含义
ⅳ teaching aids: cai   flashcards  letter cards
ⅴ teaching steps:
step 1 warm—up
t: it’s cold today. let’s do some actions.
play the cai.  listen and do.
t: it’s warm now. let’s begin our class. today we will have a match. there are four groups. if you can finish a task, you can write a word for your group. the group which writes more words will be the winner. (explain in chinese) do you understand? come on, boys and girls!
play the cai. let’s chant.
[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。通过介绍本节课的比赛形式和规则，有效的激发学生的兴趣。]
step 2 lead-in
point at the picture.
t: look at the picture. it is chen jie’ s family.  this is chen jie’s mother.
daily oral practice: how many people are there in chen jie’ s family?
who are they?
t：we know chen jie is a student. (like you)  what’s chen jie’s mother?
ss: she’s a teacher. t: yes, she is a teacher. (like me)
[设计意图：根据图片来进行口语练习，复习了旧知，同时也导入了新知。]
step 3 presentation
ask individual student: what’s chen jie’ s father? elicit: he’s a doctor. t: can you spell doctor? teach: doctor   write the word.
have individual students spell and read the word.
 play the cai   show the picture of a doctor and describe it.
(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.
(3)t: is your mother a nurse?  what’s your mother?  ask individual students to ask and answer in pairs.
 have one student ask the teacher: what’s your mother?
 t: she works on a farm. can you guess? then elicit: farmer
 write farm on the blackboard and ask: is it right? then add “er” with red chalk. compare farm with farmer.
(4) teacher says and students do.
t: act like a farmer. water the flowers. do sports. drive a car.
point at one student. 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.123
play the cai. 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。]。
step 4 extension
show the word cards. t: farm 农场 farmer农场上工作的人——农民   drive 开车 driver 开车的人——司机 
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
step 5 practice
t: boys and girls, i am teaching english now, so i’m a teacher. but you are students now. what are you going to be?
 encourage individual students to answer: i’m going to be a …. then make a survey.  interview your group members and write down the words. check the survey in class.
[设计意图：通过设计“采访”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 6 write and say
t: boys and girls, we have met chen jie’ s family just now. now, let’s come and meet another family.
show the picture and have the students finish the sentence.
explain “good at”.
t: we have met this family. do you want to know my family? come and meet my family.
teacher introduces her family firstly.
then have individual students introduce their family members in class.
[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，同时让学生谈论自己的家庭成员，达到学以致用。]
step 7 wrap—up
sing a song “ my father is a doctor”
check the result of the match and declare the winners.
[设计意图：以愉快的音乐结束本课。通过设计有效的课堂评价，让学生既获得了成功的乐趣，同时在评价过程中也让学生练习了本堂课的重点内容。]
blackboard design:
                 unit 6     meet my family
                    doctor      nurse
                    farmer      driver
    教后反思：
本节课是第六单元的最后一课时。教学重点是掌握职业单词nurse, doctor, farmer, driver四个四会单词的拼读和书写。本课的教学内容职业虽然说与学生日常生活密切联系，但是考虑到我们这个地区学生家庭情况，他们的职业与我们所学的单词有点区别，所以我采用图片来进行日常口语练习，同时也是一个导入环节。学生在前面已学过这些单词的听、说和认读，也学习了一些人物特征的描述和爱好等内容。因此，这节课的教学任务是如何在学习新知识的基础上，拓展和利用所学的旧知识，真正达到学以致用。由复习职业单词的认读导入其拼写练习，有利于教学的开展，教学中我注意对学生的书写进行指导和检查。除了设计有效的评价活动来让学生练习写，我在小采访的活动中也一改以前的那种列出单词让学生选择的方法，而是让学生自己填上职业单词，这样锻炼了学生的听、说、读写的能力。课堂上教学设计形式活泼，注意将教材和实际生活相结合，通过小组活动和游戏开展竞赛，激发了学生的学习兴致，克服了单词拼写教学的单调和枯燥。由于学生在前面已经学过这些单词，因此这堂课的教学内容对学生来说不难理解，关键是如何将分散的语言点进行整合、拓展，并在实际生活中加以准确运用。因此我设计了一项拓展知识的环节，即介绍以er/or结尾的单词表示一类人的概念。在介绍了一些职业单词以后，开展一项小调查活动，让采访学生自己的理想。在教学时，我通过创设情景，运用多种教学手段，开展灵活多样的教学活动，将新旧知识有机结合，对本课知识加以强化，从而让学生更好地掌握和拓展职业这一话题。123
因为时间的关系后面的write and say 部分教学有点仓促，另外，学生在做小调查时没有能做到用英语进行，这可能因为我在教授新句型时没有做到很好的示范，这些都有待在今后的教学中改进。123

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