英语教学案例及其反思Unit 3 Lesson 15学科：英语年级：五年级姓名：钟洁Teaching goals：知识目标：学习如何介绍自己的家庭成员的职业。

句型：I want to be a doctor.What’s your dad? He’s a doctor.What’s your mum? She’s a nurse.扩展句型：What does your father/mother do? He/she’s a/an ---.技能目标：1、能在模拟的采访情景中，介绍自己家庭成员的职业以及自己的理想职业。

2、要求学生会快速阅读短文并能根据短文进行回答。

3、能在掌握句型后，模仿写出一封E-mail。

情感态度目标：通过本课学习，培养学生热爱家庭，并为实现自己的理想而努力学习。

Teaching key points：能够熟练地掌握询问家庭成员的职业的句型，并能进行交际。

Teaching difficult points:1、学生对未来理想职业的问与答。

（普遍学生都要掌握）2、拓展部分给Lily写封E-mail回信。

（要求部分学生能够写出并能读。

）Teaching tools：ppt、words card and so on.Teaching procedure:一、Warming-upT: Who’s on duty today? S: I am.Duty: Who’s she? S: She’s Yang Lan.Duty: She’s a hostess. S: Read.Duty: Who’s he? S: He’s Li Yong.Duty: He’s a host. S: Learn these words.T: Who want to teach some job’s words?S: Teach.二、PresentationT: Who’s he? S: He’s Zhu Qingxuan.T: Who’s he? S: He’s my mother.T: What’s your mum? S: He’s a ---.T: Who’s she? S: She’s Shen Ao.T: Who’s she? S: She’s my father.T: What’s your dad? S: She’s a ---.T: We can say “What does your father do?”S: He’s a---.T: What does your mother do?S: She’s a ---.S---ST: When you ask someone parents’ job, we can say（板书）What’s your dad/Mum?He/She’s a/an ---. And “What does your father/mother do? He/She’s a/an---. ”（板书）T: Ok. Now you are pupils. (ppt) Every day you go to school. Years and years, in 2020, you will go to work. Right? Now let’s think what do you want to be in the future?S: Read.”S: Read.T: Answer “I want to be a ---.”S: I want to be a ---.T: Let’s talk about each other.S---ST: Good, you will get good job in the future. You must study hard now.T: Let’s look at the picture. This is Wei Min. This is Wei Min’s family. This is hostess. Thehostess interview Wei Min’s family. Let’s think if you are a hostess, what do you want toknow something about Wei Min’s family?S: Ask.T: Ok. I have some questions.1. How old is Wei Min?2. What class is he in?Let’s listen and answer these questions. （the first time）S: He’s eleven.He’s in Class Three, Grade Five.T: 3. What’s his father?4. What’s his mother?5. Where do they work? （the second time）S: He’s a doctor.She’s a nurse.They work in Beijing Hospital.T: 6. What does he want to be in the future? （the third）S: He wants to be a doctor.T: Let’s answer together. (ppt)S: Answer.T: Ok. Let’s read Lesson 15 .S: Read and act.T: When someone ask you “What do you want to be in the future?” You can say:I want to be a ---.（板书）三、PracticeT: Now Let’s make a new dialogue. For example: I’m a reporter. Hello, boy. What’s your name? How old are you? What class are you in? What’s your father? What’s your mother? What do you want to be in the future? Please find your partner and make a new dialogue. Ok?S---S（采访并展示）四、Additional activities:T: Let me introduce my friend Lily for you. (ppt) She wants to be your friend. So she wrote you E-mail to introduce her. Let’s read and answer some questions.S: Read and choose.T: Let’s look questions: (ppt)1. Where does Lily come from? A. Canada B. China2. How old is Lily? A. Twelve B. Eleven3. What class is Lily in? A. Class Two, Grade Six. B. Class Three, Grade Six.4. What does Lily’s father do? A. He is a writer. B. He is a teacher.5. What does Lily’s mother do? A. She is a doctor. B. She is a nurse.Key: 1. A 2. B 3. A 4. B 5. BS: Write e-mail.T: Who want to read your e-mail?S: Read.五、SummaryT: Today, we learn “How to introduce your parents’ job?”（板书）and some new words.六、Homework1.Read the lesson 15.2.Finish your e-mail.七、Blackboard教学设计：由于新版教材的知识是滚动的学习，课与课之间，单元与单元之间可以把知识整合。

在本课中，句型What’s your dad? He’s a doctor. What’s your mum? She’s a nurse. 是四年级已经学过的，在课堂教学中一带而过，而What does your father/mother do? He/she’s a/an ---.是本单元的重点句型，对学生来说也是新句型。

在本课作为扩展知识，以旧句型带出新句型，非常恰当。

学生在学习Lesson 13课文和一些职业的单词后，对自己父母的职业说法非常感兴趣，于是教给每个学生他们父母的职业名称，并让他们课后去说给家长听。

在此基础上，我在本课结尾，设计了一篇阅读材料，是一封Lily给同学们的E-mail。

让学生先回答问题，后给Lily回封信。

这样，既练习了学生的阅读能力，又能用所学的知识，运用到实际的生活中去。

本课中，利用学生的善于思考，爱提问题的特点。

设计了在学习课文之前，先让学生就图片来提问。

打破了旧的教学传统，老师问，学生答。

这样既复习了一些旧的知识，又让学生自己开动脑筋想问题。

不是坐着等着老师问，而是积极思考去提问。

教学反思目前，正如火如荼地开展的英语新课程改革非常强调改变学生的学习方式，倡导探究性学习。

学生作为探究式课堂教学的主人，教师作为探究式课堂教学的导师，教师的任务是调动学生的积极性，促使他们自己去获取知识、发展能力，做到自己能发现问题、提出问题、分析问题、解决问题；同时，教师还要为学生的学习设置探究的情境，建立探究的氛围，促进探究的开展，把握探究的深度，评价探究的成败。

在我的这节英语研究课上，侧重于培养学生的听、说、读、写四方面的能力，把学生被动地坐着等知识，变为自己去获取知识；把习惯于听老师提问，变为学生自己发散思维去提问题；把重知识记忆变为重学生根据实际环境进行交际。

1、注重课前参与学生的课前参与，对掌握教学内容起到了一定的推动作用。

本课的教学内容，涉及到许多的职业名称，学生也非常对自己父母的职业名称感兴趣。

于是让学生在上课前，进行查资料，查字典来找出自己父母的职业名称并介绍给大家。

这样既让学生自己当一次小老师，又扩展了有关职业方面的知识。

2、灵活的把教学内容进行整合由于新版教材知识是滚动的学习，课与课之间，单元与单元之间可以把知识整合。