Unit5 What do they do？ Story time 教案（含设计意图）
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| 名称 | Unit5 What do they do？ Story time 教案（含设计意图） |  | |
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| 更新时间 | 2021-12-13 14:58:17 | ||
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Unit5 What do they do
(Story time)教学设计
一、教学内容
译林版小学英语五年级上Unit5 What do they do (Story time)
二、教材分析
本单元的主要教学内容是职业名称和工作内容，同时继续呈现了动词的一般现在时第三人称单数形式和用法。Story time部分呈现了Su Hai和Mike在家聊天的场景，互相询问双方父母的职业。这两段介绍父母工作的对话既是学生谈论职业时口头表达的范例，也是作为学生写作练习的参考。
教学目标
*知识与技能
1. 能听懂、会说、会读和会写单词teacher, teach, write, work, doctor, help, worker；
2. 能听懂、会说、会读单词writer, at home, sick, people, factory；
3. 能掌握动词teach, write, work, help, make的第三人称单数形式，并能初步运用句型What does … do He’s/She’s a … He/She … 来讨论Story time中涉及的职业并进行相关描述；
4. 能正确的理解并朗读课文，在教师的引导和帮助下尝试复述课文内容；
5. 能初步运用本课所学的词汇和句型来讨论职业名称和工作内容。
*过程与方法
1. 通过上下文语境和创设的情境，学会询问和谈论他人的职业。
2. 通过任务型教学，学会自主学习和合作学习。
*情感态度与价值观
通过本课的学习，学生能认识不同的职业，体会父母工作的辛苦，从而尊重每一项职业；能学会同学间互相关心互相帮助；能养成良好的少吃糖的饮食习惯。
四、教学重点
1. 在故事情景中阅读和理解句型What does he/she do 及其回答He’s/She’s a teacher/writer/ factory/worker/ …；
2. 能正确理解并朗读课文，在教师的帮助下尝试复述课文。
五、教学难点
1. 单词sick, factory, writer, people单词的读音；
2. 能初步运用本课所学的词汇和句型来讨论职业名称和工作内容；
3. 在任务型教学中能学会自主学习和合作学习。
六、教学准备
课件，板贴，导学单
七、教学过程：
Step 1:Warm up
T: Hello, boys and girls. Nice to meet you.
Ss: Nice to meet you, too.
T: Now look at the aims. Do you know （引导学生齐读教学目标）
2.T: OK. Let’s begin our class. Follow me, please. Unit 5 What do they do You know I’m your English teacher. I teach you English. Who teaches you Chinese/Maths
S1: ...
T: Yes.... teaches you Chinese/... Great! I like listening to the songs.Do you like listening to the songs
Ss: Yes, I do.
T: OK. Now let’s enjoy a song. If you can sing, you can sing after it.
【设计意图】学生生性活泼、开朗。学生喜欢节奏明朗的歌曲。因此，我在这里的利用了这首歌曲，激发了孩子的学习兴趣，同时为了我新课中的职业的教学，做好了铺垫。
S: Try to sing after it.
T: Hello, boys and girls. I’m a teacher, a teacher, a teacher. What do you do What is your job （指着学生问，用歌曲的形式唱）
S4: I’m a student. A student. A student.（引导学生用歌曲的形式唱）
T: What do you do What is your job （引导全班学生问，个别学生用歌曲的形式唱）
S5: I’m a student. A student. A student.（引导学生用歌曲的形式唱）
T: Yes. My job is a teacher. Your job is a student. Now let’s play a game about jobs.
【设计意图】我在这里用歌曲的形式与学生问答，是为了更好的激法学生的学习兴趣，同时可以活跃课堂的气氛。
Ss: Play a game about jobs.
T: Great!
【设计意图】新课标中强调要面向全体学生。这里的游戏，学生的参与面很广，更好的为新课的职业类单词和相关句子做好铺垫，孩子们在不知不觉的在游戏中学习了新知识，学习起来轻松又感兴趣。
Step 2 Presentation
T: Now look at the picture.They’re Mike and Su Hai. They’re talking about jobs, too. Whose jobs are they talking about Are they talking about their friends’ , their parents’ Can you guess
【设计意图】通过游戏，自然的引出课文中Mike 和Su Hai 的父母亲的职业，可谓是水到渠成。
S: ...
T: Yes. They’re talking about Mike’s parents’ jobs and Su Hai’s parents’ jobs.Look! This is Mike . This is Su Hai.This si Mike’s father./mother.This is Su Hai’s father/mother.（介绍并板贴）
T: We know about their parents. But what do they do What does Mike’s father do ...（引导学生提问）Let’s watch and choose. If you can’t see this form, you can see it on your paper. Understand
Ss: Yes.
T: OK. Now what does Mike’s father do
S1: His father is a teacher.
T: Oh, his father is a teacher.（引导学生一起说并贴板贴）
【设计意图】板书就是一节课的生成，通过孩子们的回答，板书在不断的完善，学生的思维在不断的发展，知识在不断的积累。
T: What does Mike’s mother do （引导学生齐声问）
S2: She’s a writer.
T: Writer means the person who likes writing books. For example, Yang hong ying is a famous writer. Do you know the other writers
S3:Shen shi xi. Mo Yan...
T: Yes. Shen shi xi is a famous writer, too. He likes writing stories about animals very much. Great! How about Su Hai’s father/... You two.
S: He’s a doctor. She’s a factory worker.
T: He’s a doctor. She’s a factory worker. （按贴板贴一边书）
呈现factory 并带读。Workers usually work in the factory. Right
S: Yes.
【设计意图】通过一些英文的解释和一些关于writer等知识的拓展，让学生不断的丰富自己的知识，在老师的指导下学生有效的构建知识，拓展视野，活跃了思维。
T: We know Mike’s father is a teacher. Mike’s mother is a writer.. Su Hai’s father is a doctor. Su Hai’s mother is a factory worker. （引导学生一起看板书说）But what do they usually do evrey day What does Mike’s father usually do Let’s read, circle and say. Please open your books and turn to page 48. Firstly read loudly .Secondly circle the key words. Understand Let’s begin.
S:..
T: Have you finished
S: Yes.
T: Now talk with your partner. What does Mike’s father do What does Mike’s mother do
T: Ready Who can try （请2个人回答，全班齐读1遍）（贴板贴并带读生词teaches English, write stories）
T: We know about Mike’s father teaches English Mike’s mother writes stories. But how about Su Hai’s parents Let’s read and talk. Please open your book and turn to page 49. Firstly read loudly by yourselves. Secondly talk about Su Hai’s parents’ work in two.Let’s begin.
T: Are you ready
S: Su Hai’s father is a doctor. He helps sick people. He works in a hospital. Su Hai’s mother is a factory worker. She makes sweets.
T: Do you like sweets
S: Yes.
【设计意图】在教学中，我们应当坚持以学生为本，面向全体学生，优化课堂教学，组织多种形式的课堂互动。我在这里设计的第一个环节是让学生自己读书，画出关键词，让后同桌讨论，第二个环节，自己读，之后同桌直接讨论，在这里可以看出有一个上升的梯度，引导学生自主学习和合作学习。从引导孩子怎么做，到后面的直接自己读再讨论，这些环节的设计，都是有意识的让学生自己将老师交给的方法内化成自己的学习英语的能力。
T: Oh, me too. But we shouldn’t eat too many sweets, right
S: Yes.
T: Why
S: Because they’re bad for our teeth.（引导孩子说）
【设计意图】在这里对学生进行了常识教育，喜欢吃糖果可以，但是不能多吃，因为这样对牙齿不好。
T: we know about their parents’ jobs. Let’s try to retell. You can look at the pictures. You can also look at the blackboard. Let’s say it together.（示范一组，请2人说）
T: Oh! Well done! Time for reading. Let’s read after the tape.（关注学生的语言，读不好再读，引导学生Listen carefully示范或者让学生模仿读）
T: Now let’s read in roles.
T: Great! Now let’s read in two. Two students in a group.You can choose the best way you like. Now let’s begin.（请2-3组）
T: Oh. You’re really good at reading. Now let’s act. If you can act out the story,you can get 1star.If you can act out the story with actions and expressions, you can get 2 stars.If you can add more words, you can get 3stars.
T:Now I’m Su Hai, who wants to be Mike （示范一组）
T: Now I give you two minutes. Have a try（示范1组，请2组）
T: Good job! Today we know Mike’s and Su Hai’s parents’ jobs. But how about your parents’ jobs Now let’s try.（示范一组，请2组）
【设计意图】在这里设计的活动，贴近学生的日常生活，符合学生的认知水平，通过语言知识的学习，发展了学生的语言技能，让学生在这个拓展的活动中能够通过理解，操练，运用等环节，逐步实现语言知识的内化，从而提升实际语言运用的能力。
T: Hi, my father is a driver. He drives the car. What does your father do
S: My father is a ...
T: My mother is a nurse. She helps the sick people and the doctors. What does your mother do
S: She is a ...
T: O, I see. Thank you very much.
S: That’s OK.
T: Just like this. Practice in two.（请2-3组）
T: Excellent! Now let’s look at the learning aims. I can understand and read story. So I can get 3 stars.How about you
S: I can get 3 stars.
T: Oh, clever girl!（同上）
T: Oh, you did a good job. Thank you. Now, boys and girls. Look at these jobs.（板书）I think the doctor is very great, because they can help sick people. Do you think so
S: Yes.
T: What do you think of the teachers
S: They’re great,too.
T: Why
Ss: Because they teach us English, Maths, Chinese and so on.（引导学生说）
T: Right
S: Yes.
T: Oh, I’m an English teacher, too. I’m so happy. Here’s a video for you.（适当的结合说说一些职业，引导学生说People work to make life better. Let’s respect every job.）
【设计意图】在这里给学生看到一个视频，实际上是一个情感目标的渗透与升华，让孩子们懂得尊重每一种职业。
T: Now boys and girls. I’m a teacher. A teacher, a teacher.What do you do What is your job Can you sing Have a try. Together.
Ss: I’m a student. A student, a student.
T: Yes. You’re students. So don’t forget your homework today.
【设计意图】这里与前面的用歌曲与学生问答，正好是呼应，头尾呼应，水到渠成。
Step 3 Homework
1. Read Story time after the tape and try to tell the story.
2. Ask your friends about their parents’ jobs.
3.Complete this paper.
八、板书设计：
Unit5 What do they do
Jobs Daily work
Mike’s father teacher teaches English
Mike’s mother writer writes stories
Su Hai’s father doctor helps sick people
Su Hai’s mother factory worker makes sweets
(Story time)教学设计
一、教学内容
译林版小学英语五年级上Unit5 What do they do (Story time)
二、教材分析
本单元的主要教学内容是职业名称和工作内容，同时继续呈现了动词的一般现在时第三人称单数形式和用法。Story time部分呈现了Su Hai和Mike在家聊天的场景，互相询问双方父母的职业。这两段介绍父母工作的对话既是学生谈论职业时口头表达的范例，也是作为学生写作练习的参考。
教学目标
*知识与技能
1. 能听懂、会说、会读和会写单词teacher, teach, write, work, doctor, help, worker；
2. 能听懂、会说、会读单词writer, at home, sick, people, factory；
3. 能掌握动词teach, write, work, help, make的第三人称单数形式，并能初步运用句型What does … do He’s/She’s a … He/She … 来讨论Story time中涉及的职业并进行相关描述；
4. 能正确的理解并朗读课文，在教师的引导和帮助下尝试复述课文内容；
5. 能初步运用本课所学的词汇和句型来讨论职业名称和工作内容。
*过程与方法
1. 通过上下文语境和创设的情境，学会询问和谈论他人的职业。
2. 通过任务型教学，学会自主学习和合作学习。
*情感态度与价值观
通过本课的学习，学生能认识不同的职业，体会父母工作的辛苦，从而尊重每一项职业；能学会同学间互相关心互相帮助；能养成良好的少吃糖的饮食习惯。
四、教学重点
1. 在故事情景中阅读和理解句型What does he/she do 及其回答He’s/She’s a teacher/writer/ factory/worker/ …；
2. 能正确理解并朗读课文，在教师的帮助下尝试复述课文。
五、教学难点
1. 单词sick, factory, writer, people单词的读音；
2. 能初步运用本课所学的词汇和句型来讨论职业名称和工作内容；
3. 在任务型教学中能学会自主学习和合作学习。
六、教学准备
课件，板贴，导学单
七、教学过程：
Step 1:Warm up
T: Hello, boys and girls. Nice to meet you.
Ss: Nice to meet you, too.
T: Now look at the aims. Do you know （引导学生齐读教学目标）
2.T: OK. Let’s begin our class. Follow me, please. Unit 5 What do they do You know I’m your English teacher. I teach you English. Who teaches you Chinese/Maths
S1: ...
T: Yes.... teaches you Chinese/... Great! I like listening to the songs.Do you like listening to the songs
Ss: Yes, I do.
T: OK. Now let’s enjoy a song. If you can sing, you can sing after it.
【设计意图】学生生性活泼、开朗。学生喜欢节奏明朗的歌曲。因此，我在这里的利用了这首歌曲，激发了孩子的学习兴趣，同时为了我新课中的职业的教学，做好了铺垫。
S: Try to sing after it.
T: Hello, boys and girls. I’m a teacher, a teacher, a teacher. What do you do What is your job （指着学生问，用歌曲的形式唱）
S4: I’m a student. A student. A student.（引导学生用歌曲的形式唱）
T: What do you do What is your job （引导全班学生问，个别学生用歌曲的形式唱）
S5: I’m a student. A student. A student.（引导学生用歌曲的形式唱）
T: Yes. My job is a teacher. Your job is a student. Now let’s play a game about jobs.
【设计意图】我在这里用歌曲的形式与学生问答，是为了更好的激法学生的学习兴趣，同时可以活跃课堂的气氛。
Ss: Play a game about jobs.
T: Great!
【设计意图】新课标中强调要面向全体学生。这里的游戏，学生的参与面很广，更好的为新课的职业类单词和相关句子做好铺垫，孩子们在不知不觉的在游戏中学习了新知识，学习起来轻松又感兴趣。
Step 2 Presentation
T: Now look at the picture.They’re Mike and Su Hai. They’re talking about jobs, too. Whose jobs are they talking about Are they talking about their friends’ , their parents’ Can you guess
【设计意图】通过游戏，自然的引出课文中Mike 和Su Hai 的父母亲的职业，可谓是水到渠成。
S: ...
T: Yes. They’re talking about Mike’s parents’ jobs and Su Hai’s parents’ jobs.Look! This is Mike . This is Su Hai.This si Mike’s father./mother.This is Su Hai’s father/mother.（介绍并板贴）
T: We know about their parents. But what do they do What does Mike’s father do ...（引导学生提问）Let’s watch and choose. If you can’t see this form, you can see it on your paper. Understand
Ss: Yes.
T: OK. Now what does Mike’s father do
S1: His father is a teacher.
T: Oh, his father is a teacher.（引导学生一起说并贴板贴）
【设计意图】板书就是一节课的生成，通过孩子们的回答，板书在不断的完善，学生的思维在不断的发展，知识在不断的积累。
T: What does Mike’s mother do （引导学生齐声问）
S2: She’s a writer.
T: Writer means the person who likes writing books. For example, Yang hong ying is a famous writer. Do you know the other writers
S3:Shen shi xi. Mo Yan...
T: Yes. Shen shi xi is a famous writer, too. He likes writing stories about animals very much. Great! How about Su Hai’s father/... You two.
S: He’s a doctor. She’s a factory worker.
T: He’s a doctor. She’s a factory worker. （按贴板贴一边书）
呈现factory 并带读。Workers usually work in the factory. Right
S: Yes.
【设计意图】通过一些英文的解释和一些关于writer等知识的拓展，让学生不断的丰富自己的知识，在老师的指导下学生有效的构建知识，拓展视野，活跃了思维。
T: We know Mike’s father is a teacher. Mike’s mother is a writer.. Su Hai’s father is a doctor. Su Hai’s mother is a factory worker. （引导学生一起看板书说）But what do they usually do evrey day What does Mike’s father usually do Let’s read, circle and say. Please open your books and turn to page 48. Firstly read loudly .Secondly circle the key words. Understand Let’s begin.
S:..
T: Have you finished
S: Yes.
T: Now talk with your partner. What does Mike’s father do What does Mike’s mother do
T: Ready Who can try （请2个人回答，全班齐读1遍）（贴板贴并带读生词teaches English, write stories）
T: We know about Mike’s father teaches English Mike’s mother writes stories. But how about Su Hai’s parents Let’s read and talk. Please open your book and turn to page 49. Firstly read loudly by yourselves. Secondly talk about Su Hai’s parents’ work in two.Let’s begin.
T: Are you ready
S: Su Hai’s father is a doctor. He helps sick people. He works in a hospital. Su Hai’s mother is a factory worker. She makes sweets.
T: Do you like sweets
S: Yes.
【设计意图】在教学中，我们应当坚持以学生为本，面向全体学生，优化课堂教学，组织多种形式的课堂互动。我在这里设计的第一个环节是让学生自己读书，画出关键词，让后同桌讨论，第二个环节，自己读，之后同桌直接讨论，在这里可以看出有一个上升的梯度，引导学生自主学习和合作学习。从引导孩子怎么做，到后面的直接自己读再讨论，这些环节的设计，都是有意识的让学生自己将老师交给的方法内化成自己的学习英语的能力。
T: Oh, me too. But we shouldn’t eat too many sweets, right
S: Yes.
T: Why
S: Because they’re bad for our teeth.（引导孩子说）
【设计意图】在这里对学生进行了常识教育，喜欢吃糖果可以，但是不能多吃，因为这样对牙齿不好。
T: we know about their parents’ jobs. Let’s try to retell. You can look at the pictures. You can also look at the blackboard. Let’s say it together.（示范一组，请2人说）
T: Oh! Well done! Time for reading. Let’s read after the tape.（关注学生的语言，读不好再读，引导学生Listen carefully示范或者让学生模仿读）
T: Now let’s read in roles.
T: Great! Now let’s read in two. Two students in a group.You can choose the best way you like. Now let’s begin.（请2-3组）
T: Oh. You’re really good at reading. Now let’s act. If you can act out the story,you can get 1star.If you can act out the story with actions and expressions, you can get 2 stars.If you can add more words, you can get 3stars.
T:Now I’m Su Hai, who wants to be Mike （示范一组）
T: Now I give you two minutes. Have a try（示范1组，请2组）
T: Good job! Today we know Mike’s and Su Hai’s parents’ jobs. But how about your parents’ jobs Now let’s try.（示范一组，请2组）
【设计意图】在这里设计的活动，贴近学生的日常生活，符合学生的认知水平，通过语言知识的学习，发展了学生的语言技能，让学生在这个拓展的活动中能够通过理解，操练，运用等环节，逐步实现语言知识的内化，从而提升实际语言运用的能力。
T: Hi, my father is a driver. He drives the car. What does your father do
S: My father is a ...
T: My mother is a nurse. She helps the sick people and the doctors. What does your mother do
S: She is a ...
T: O, I see. Thank you very much.
S: That’s OK.
T: Just like this. Practice in two.（请2-3组）
T: Excellent! Now let’s look at the learning aims. I can understand and read story. So I can get 3 stars.How about you
S: I can get 3 stars.
T: Oh, clever girl!（同上）
T: Oh, you did a good job. Thank you. Now, boys and girls. Look at these jobs.（板书）I think the doctor is very great, because they can help sick people. Do you think so
S: Yes.
T: What do you think of the teachers
S: They’re great,too.
T: Why
Ss: Because they teach us English, Maths, Chinese and so on.（引导学生说）
T: Right
S: Yes.
T: Oh, I’m an English teacher, too. I’m so happy. Here’s a video for you.（适当的结合说说一些职业，引导学生说People work to make life better. Let’s respect every job.）
【设计意图】在这里给学生看到一个视频，实际上是一个情感目标的渗透与升华，让孩子们懂得尊重每一种职业。
T: Now boys and girls. I’m a teacher. A teacher, a teacher.What do you do What is your job Can you sing Have a try. Together.
Ss: I’m a student. A student, a student.
T: Yes. You’re students. So don’t forget your homework today.
【设计意图】这里与前面的用歌曲与学生问答，正好是呼应，头尾呼应，水到渠成。
Step 3 Homework
1. Read Story time after the tape and try to tell the story.
2. Ask your friends about their parents’ jobs.
3.Complete this paper.
八、板书设计：
Unit5 What do they do
Jobs Daily work
Mike’s father teacher teaches English
Mike’s mother writer writes stories
Su Hai’s father doctor helps sick people
Su Hai’s mother factory worker makes sweets