五上 Unit 5  What do they do ?

Story time 板块口语教学的课例分析

剑湖实验学校   张林燕

学生口语交流片段：

1.热身环节I say you say

T: I am Angela.

S:I am ...

T:I can sing.

S:I can ...

T: I can draw well.

S:I can ... well.

T: I like reading books.

S:I like ...

T:I am a teacher。

S:I am a student.

T:I have a lot of students.

S:I have ...

T:I love my students.

S:I love ...

T:I love you.

S:I love you,too.

设计意图：通过小游戏，激发学生的学习兴趣，活跃气氛，并激活学生的已有认知，为后面教学中的拓展做铺垫。

2.文本教学环节Learn to say&Learn in pairs&say more about jobs

T:What does Mike’s father do?

S:He is a teacher. He teaches English. He has a lot of students.

T:What does Mike’s mother do?

S:She is a writer. She writes stories. She works at home.

T: What about Su Hai’s father and mother? What do they do?

Work in pairs, ask and answer about Su Hai’s father and mother.

(学生两人一组进行问答）

设计意图：通过问答，理解Mike父母的职业内容，初步感知动词三单teaches,writes的用法, 初步构建语言支架。然后，通过自主学习、交流Su Hai父母的职业，再次感知动词三单helps, makes的用法, 迁移运用语言支架。 

T:What does Su Hai’s mother have?

S1: She has a lot of sweets.

T:Where does she work?

S2: She works in a factory.

T:What does she like doing?

S3: She likes (making)sweets.

设计意图：通过交流，唤醒学生旧知，丰富职业内涵；新旧知识的勾连，促进语言能力的融合发展。

教学反思：本堂课中设计了多种形式的口语交流环节，在唤醒学生旧知的同时，更是让学生对本课时的重点句型进行了学习和掌握，并融合新旧知识点，让学生学会迁移，学会去丰富和拓展自己的语言，提升自己的语用能力。但是本课时的动词三单形式是一个难点，在后期的教学中，要多设计一些能够让学生充分使用动词三单形式的教学环节，使学生在口头的表达中不断地去体会，去比较，去掌握本单元的难点。