小学英语译林版（三起）（2024）四年级下册（2024）Unit 6 Jobs表格教学设计及反思

这是一份小学英语译林版（三起）（2024）四年级下册（2024）Unit 6 Jobs表格教学设计及反思，共5页。
课程基本信息
学科
英语
年级
四年级
学期
春季
课题
Unit 6 Jbs (Lead-in & Cartn time)
教学目标
通过本课时的学习，学生能够：
掌握常见职业类单词：teacher, ck, wrker, plice fficer, dctr, nurse, driver, farmer，能正确听、说、读、认。
理解并运用句型 “What is his/her jb? He/She is a...” 询问和描述他人职业，以及使用“They wrk hard and d their best.”来表达职业精神。
了解劳动节（Labur Day）的含义，知道劳动节是为劳动者设立的节日。
能听懂、跟读卡通对话，模仿语音语调，初步进行角色扮演，了解Bbby和Henry父母的职业及工作内容。
感知字母 u 在单词中的发音 /ʌ/，能识别含该发音的简单单词。
6. 尊重不同职业的劳动者，体会他们的辛苦与伟大，树立“所有职业都很伟大”的职业价值观。
教学内容
教学重点
学生能够熟练掌握职业类单词：teacher, ck, wrker, plice fficer, dctr, nurse, driver, farmer的听、说、读、认。
学生能够灵活运用句型 “What is his/her jb? He/She is a...”进行问答练习，熟练运用 “They wrk hard and d their best.”描述劳动者的职业精神。
学生能够理解卡通对话内容，能跟读、模仿，并进行简单的角色扮演。
4. 学生能够感知字母 u 的发音 /ʌ/，识别含该发音的单词。
教学难点
1. 学生能够正确发音“plice fficer”，注意单词的连读和重音。
2. 学生能够准确运用句型询问和描述不同性别的职业，区分“He is a...”和“She is a...”。
3. 学生能够在Cartn time角色扮演中做到表达流畅、语气恰当、生动自然。
4. 学生能够深刻理解不同职业的价值，内化“所有职业都很伟大”的观念。
教学过程
Step 1 Warm-up and lead-in
1. Greeting
T: Hell, bys and girls! Hw are yu?
S: I’m fine, thank yu. And yu?
T: I’m great! Tday we are ging t learn smething new. Let’s start with a sng.
2. Sing a Sng
T: Please listen t the sng carefully and try t answer: What is the sng abut?
S: It’s abut jbs.
3. Intrduce Labur Day
T: Lk! Sme students are drawing a pster. D yu knw why? Because Labur Day is cming. Let’s learn: Labur Day.
Let’s talk: Labur Day is a day fr peple at wrk. They wrk hard. They d their best.
设计意图：通过播放与主题相关的歌曲来进行课堂导入，以此激发学生对本节课内容的学习兴趣,并且巧妙地引出“jbs”这一核心主题。同时，结合劳动节这一具有特殊意义的话题，将职业精神的教育初步渗透到教学过程中，让学生在潜移默化中感受到不同职业的价值与意义，从而为后续关于职业相关内容的深入学习奠定坚实的情感基础。
Step 2 Presentatin & Practice
1. Let’s learn
e.g.: T: What is his/ her jb? S: She is a teacher.
（依次出示老师、厨师、工人的图片）
设计意图：以图片为依托，通过问答形式教授职业类单词，重点拆分指导plice fficer发音连读，在直观认知中夯实词汇基础，提升学生口语表达兴趣。
2. Let’s talk
T: Nw we knw many jbs. Hw t ask abut smene’s jb? Let’s learn: What is his/her jb? The answer is: He/She is a... ... wrk hard and d their best.
e.g.:T: Let’s practice with the pictures.（出示工人图片）What is his jb? S: He is a wrker. Wrkers wrk hard and d their best.
3. Let’s talk
T: Nw, bys and girls, please wrk with yur partner. Ask and answer abut the jbs in the pictures. Use the sentences “What is his/her jb? He/She is a... They wrk hard and d their best. All jbs are gd. All jbs are great.”
4. Let’s chant
Teachers, farmers and wrkers.
Drivers, nurses and dctrs.
They wrk hard and d their best.
All jbs are gd. All jbs are great.
设计意图：借助图片直观地展示单词，将词汇学习与句型教学相结合，遵循从单词到句子的渐进式教学规律，帮助学生逐步掌握语言知识。同时，通过丰富多样的练习形式和节奏感强的chant活动，让学生在轻松愉快的氛围中巩固所学内容，从而有效提升学生的口语表达能力和语言运用能力。
Step 3 Presentatin
1.Let’s learn: Henry, Bbby
2.Let’s listen: What are they talking abut?
3.Let’s watch: What are Bbby and Henry’s parents’ jbs?
T: What is Bbby’s mum’s jb?
S: She is a nurse.
T: Where d nurses wrk?
S: Nurses wrk in the hspital.
T: What abut Bbby’s dad?
S: He is a dctr. Dctrs wrk in the hspital.
T: Great! What is Henry’s mum’s jb?
S: She is a teacher. Teachers wrk in the schl.
T: And Henry’s dad?
S: He is a driver. Drivers wrk n the train.
4. Let’s read: Hw d they help peple?
T: These jbs are great. Hw d they help peple? Let’s read Pic 1 tgether.
T: Bbby’s parents are dctrs and nurses. They help sick peple.
T: What abut Henry’s mum? Teachers help children learn new things.
T: Henry’s dad is a driver. Drivers take peple t different places.
5. Let’s read and imitate
T: Nw let’s listen t the cartn again. Please fllw and imitate. Pay attentin t yur prnunciatin, intnatin and the key sentences. Nw let’s read tgether.
6.Let’s act
T: Let’s act this part tgether. I’ll be the narratr. Wh wants t be Bbby? Wh wants t be Henry? （挑选学生角色扮演，鼓励学生做到表达流畅、语气恰当、生动演绎，给予3颗星评价）
设计意图：借助Cartn time视频吸引学生注意力并激发兴趣，通过问答互动引导学生思考与参与，结合跟读练习模仿标准发音，通过角色扮演体验对话情境，帮助学生深入理解内容、模仿语音语调，提升语言运用及表演能力，为培养全面发展的语言学习者奠定基础。
Step 4 Prnunciatin Practice
1. Find the /ʌ/ wrds
T: Listen t the tape and find the nes with /ʌ/.
T: My mum is a nurse.
Is yur dad a bus driver?
2. Learn the sund /ʌ/
T: Let’s watch a vide abut /ʌ/.The letter “u” sunds like /ʌ/.
3. Let’s read
My mum is a driver.
She can drive big trucks.
My dad is a wrker.
He can make rubber ducks.
设计意图：通过重复含目标音素的单词truck, rubber, duck，搭配简单生活句型，让学生在说唱韵律中强化发音感知，同时搭建词汇运用场景。这种形式打破语音教学的枯燥感，能充分调动四年级学生的积极性，在活跃课堂氛围的同时夯实语音基础，培养英语语感。
4. Think mre wrds
T: Can yu say mre wrds with /ʌ/? Let’s think. Up, cup, umbrella...（鼓励学生发散思维，说出更多含 /ʌ/ 的单词）
设计意图：通过视频、单词认读、chant 等形式，帮助学生感知和掌握字母 u 的发音 /ʌ/，提升语音知识储备。
5.Let’s think
T: What are yur parents’ jbs? Hw d they help peple?
S: My father is a ... He ... My mther is a ... She ...
设计意图：将所学知识与学生生活实际联系起来，让学生在交流中巩固句型，同时进一步体会职业的价值。
Step 5 Hmewrk
1. Read Cartn time fluently and act it ut with yur friend.
2. Make a Jb Card and talk abut yur parents’ jbs.
设计意图：通过分层作业，巩固课堂所学知识，培养学生的自主学习能力和动手能力。