Unit 5 What do they do？The first period 教案

Unit 5 What do they do The first period教案
课 题 Title Bar Unit 5 What do they do The first period
学情分析 Students Analysis 1. 学校除了译林教材外有自己的校本教材（美国原版教材Get smart），因此学生对于职业类词汇其实已经有了积累，但是学生对于职业职能的句式输入和输出都还不够，所以本节课的目标需要强化和拓展教材中职业职能介绍。 2. 学生对于第三人称的语法只有渗透，没有系统学习。可能在对第三人称she/he/it描述时，不能正确使用动词的第三人称单数形式及动词三单形式的读音。
教学目标 Teaching Aims 知识目标 能听懂、会读、会说职业话题单词，如：teacher, doctor, worker, writer, cook, driver, farmer, nurse, policeman(cop), firefighter(fireman) 能听懂、会读、会说动词三单形式，如：teaches, helps, works, writes, cooks, drives 能听懂、会读、敢说职业话题表达，如：What do they do They are … They … & What does he/she do He /She is a… He/ She… 能力目标 体验KWL的学习策略。 理解、掌握对话内容，能用正确的语音语调朗读对话，复述课文。 能在课文学习及知识拓展的基础上，自信谈论职业。 情感目标 明白美好生活需要各行各业的努力；大胆畅想自己的梦想职业并为之“撸起袖子加油干！”
教学重点 Teaching Points 1. The Ss can talk about jobs and the daily work about the jobs. 2. Ss can have an understanding about the 3rd person singular form.
教学难点 Teaching Difficulties 1. The Ss know verbs sometimes end with “s” or “es”. 2. Ss can apply the knowledge learned comprehensively to talk about their dream job.
教学准备 Teaching Preparation PPT, Word cards, task sheet, classroom job sticker.
教学内容 Teaching Contents Story Time, Culture Time & Grammar Time
教 时 Teaching Period The first period
教学设计 Teaching Designing
教学环节环节目标教师活动学生活动教学设计分析Lead in 5mins浸入职业主题Enjoy the song课前欣赏歌曲营造氛围， 浸润主题关联已知话题Let’s review复习hobby话题，并在影片欣赏的过程中与job话题进行联通从hobby话题迁移到job话题，让旧知成为新知建构的基础Watch and talk about COCO明确课堂目的KWL了解自己已知、欲知和将知的知识让教和学的目的更加清晰明了Pre-reading 15mins三复人称语境下职业名称及职业职能描述的习得Activity1: Super guesser What do they do 小组读取线索（职业职能描述），组员猜测职业（名称）线索式调动学生，并以小组形式自学，教师基本放手，关注课堂学习的Engage维度 三单人称语境下职业名称及职业职能描述的习得Activity2: They’re superman What does he/she do 聚光灯、音效猜测职业（名称），尝试职业职能的表述，了解英美文化差异调动感官参与，升级句式难度，渗透文化差异， 关注课堂学习的Enjoy维度While-reading 15mins文本整体感知Watch & circle What jobs are mentioned 看动画，圈所谈论到的职业语篇整体输入，语境下话题信息的整体感知操练三单人称语境下职业名称及职业职能的听、说能力Match & answer: What does he/she do 听取语篇并借助连线、表格对语篇信息进行处理，并将其转码说出对语篇进行细化的处理，通过递进任务，操练学生听、说、读、写的能力，关注课堂学习的English维度Read & choose:Let’s read (Part1)操练三单人称语境下职业名称及职业职能的读、写能力Read & fill: 读取语篇并进行关键词填写的信息处理Let’s read (Part 2)巩固文本理解Retell & write复述语篇并巩固所学内容“快闪”方式回顾并巩固新授词块，强化大脑印象和语言点熟练度。ReviewPost-reading 5mins拓展职业表达 升华情感目标JobDuty(职责）观看“撸起袖子加油干”微视频拓展更多的职业主题词汇，给予优秀学生“吃饱”的机会实操语言运用Group Activity: My dream job 小组形式完成“我的梦想职业”的综合演讲进一步拉近职业话题的距离，让学生学有所用
教学过程 Teaching Process Step1. Lead in Enjoy the song (Before class) Let’s review T: What did we learn last week S: We learn sth about the hobby. T: What is the hobby S: Hobby is sth we like doing/ we are good at doing/ we do well. T: Great! So what do you like doing S: I like … T: Now do you want to know what I like doing S: Do you like … T: … I like teaching English. I like watching films. Watch and talk about COCO T: Now today I would like to share one of my favorite movies with you all. What’s that S: Coco. T: Let’s enjoy one section. … T: What is the movie about S: The boy wants to be a musician. T: Why does he want to be a musician S: a. His great great father is a great musician. b. He likes singing and playing the guitar. T: So it seems that there’s a kind relationship between the hobby and the dream job, right Last week we talked about the hobby, and this week we’re going to talk about the job. KWL T: Now let’s take out our task sheet and see … We’ve already KNOWN some jobs, like… Let’s share with our friends. S: I know … T: Great! And I’ve got some information from your task sheet about WHAT I WANT TO LEARN: How to talk about jobs What are Mike’s and Su Hai’s parents’ jobs Am I right And at the end of the class, you’re going to check WHAT I HAVE LEARNT. Ok ! Step2. Pre-reading T: In our daily life, when you want to know someone’s job, what will you ask S: … What are you What’s your job What do you do 1. Activity1: Super Guesser T: Good job! At the beginning of today’s class, we’re going to have an activity: Super Guesser. *One student of one group will click on the question mark to reveal each clue and group students try to read the clues. *The student will follow the clues to work out which person is being described. Does it make sense Now which group want to try Example: Ss: They are good at different subjects. They like being with children. They have a lot of students. T: What do they do S: They’re teachers. T: Great! Now follow me: teachteacher Clue1Clue2Clue3What they you do They are good at different subjects.They like being with children.They have a lot of students.They’re teachers. [teacher-teach]They can help to carry your bags.They can take you to places you want to go.They can drive safely.They’re drivers! [driver-drive]They work in a factory. They are good at making things. They have a lot of tools. They’re workers! [worker-work]They feed animals. They have a lot of animal friends.They work on the farm.They’re farmers! [farmer-feed (animals)]They like yummy food. They work in the restaurant. They have a lot of cookers. They’re cooks! [cook-cook]
2. Activity2: They’re supermen T: In our daily life, people work to make our life better. And actually some of them not only make life better, but also save our lives. So for me, I think they’re really supermen. Now next we’re going to see… for those supermen, what does she/he do (3rd person singular form) Example: T: What can you hear and see (120) S: I can see…It’s an ambulance! T: What can you see S: I can see a doctor. T: Boys, try to ask girls! B: What does she do G: She is a doctor. T: What does a doctor usually do Ss: She sometimes wears a white coat. She helps sick people. She is good at checking bodies. T: What does she/he do Clue1Clue2Clue3She is a doctor! She sometimes wears a white coat. She helps sick people. She is good at checking bodies.She is a nurse! She helps sick people.She looks after sick people.She gives injections.(打针) He is a policeman. In the US, we call a policeman a “cop”.He helps to keep people safeHe catches bad people, like the thief. He sometimes drives a car with a siren. (汽笛)He is a firefighter! In the UK, we call a firefighter a “fireman”.He is strong and brave. He drives a big red truck. He puts out fires.
Step3. While-reading T: Well done! I think till now we’ve finished the first task which is to learn how to talk about jobs, and next we’re going to talk about Mike’s and Su Hai’s parents’ jobs. Watch the cartoon. Watch & circle: What jobs are mentioned T: What jobs are mentioned Ss: doctor/ writer/ teacher/ worker Match & answer: What does he/she do T: Now let’s ask and answer: What does … do Ss: Mike’s father---teacher Mike’s mother---writer Su Hai’s father---doctor Su Hai’s mother---factory worker Read & choose: 自读48页，圈划重点词句。 T: Next you will read the first part of the story by yourself, and try to underline the key words or phrases and then choose the right answer. Ss: … whojobDaily workwhereMike’s fatherF. teacherB. teaches EnglishD. works at schoolMike’s motherC. writerE. writes storiesA. works at home
T: What does Mike’s father do S: He’s a teacher. T: What is his daily work S: He teaches English. T: Please read the sentence in the text. S: My father is a teacher. He teaches English. T: Good, follow me: teach --- teaches. The teacher teaches English. Ss: teach --- teaches. The teacher teaches English. T: Pay attention to the following tips: The simple present tense 一般现在时 The third person singular 第三人称单数 [The same way to teach write --- writesThe writer writes stories. work --- works. The worker works in the factory.] T: Now let’s read the first part. Read & fill: 自读49页，圈划重点词句。 whojobDaily workwhereSu Hai’s fatherdoctorhelps sick peoplein the hospitalSu Hai’s motherfactory workermakes sweetsin the factory
T: Next you will read the second part of the story by yourself, and try to fill in the table. Ss: … T: Who wants to try S: Su Hai’s father is a doctor. Su Hai’s mother is a factory worker. T: How about their daily work S: Su Hai’s father helps sick people. T: Good! help---helps. Why is there an “s” Ss: 3rd person singular form. [The same way to teach “makes”] T: Where do they work Ss: Su Hai’s father works in the hospital, and her mother works in the factory. T: Great! Now let’s read. Retell & write Mike’ father is a ____. He ____ English. His mother is a ____. She ____ stories. Su Hai’s father is a ____. He ____ sick people. Her mother is a factory ____. She____ sweets. Consolidation [Quick flashing] Step4. Post-reading T: Dear all, now I think you can think about what you’ve learn today, and later we will try to use what we learn to do a group activity My dream job. Let’s see: Please show us your dream job with the help of the pictures below or the internet. And then make a presentation. JobDuty(职责）/ Responsibility(责任心) Let's roll up our sleeves and work hard. --- Xi Jin ping S: Presentation…
作业设计 Homework Design Read and recite Story time. Copy the words and phrases of Story time. Optional: 尝试归纳一般现在时“三单”动词变化 选聘所获得的“班级职位”
板书设计 Blackboard Design Unit 5 What do they do
教学反思 Teaching Reflection 课堂角色：本节课教师一直试图将课堂交给学生：从阅读前词汇及句子的超大量输入，到阅读中语篇阅读的信息处理，再到阅读后借助多媒体的话题综合运用，可以很直接看到都是“学生主体”。教师的点拨基本只集中在对“三单”语法知识点的处理上。当然，也由于课堂上学生是主体，学习方式更多的是自主学习，所以在时间的把控上还不尽理想。 课堂内容：本节课，其实语篇文本的学习不是学生的难点；但是教材中涉及到9个职业词汇，却只有4个职业职能简述，所以学生有好奇心，教学设计应该满足学生的好奇心。但是，在学习活动取舍上还比较保守：如文本学习时，学生的回答内容已经高于前两项活动的要求，完全可以舍去，为自主活动留出更多的时间。 课堂呈现：教的呈现主要以思维导图形式的板书帮助学生直观记忆及理解职业话题及三单语法；学的呈现主要以听说读写活动层层递进，但是由于最后小组活动时间有限，所以在语言综合运用及思维上的呈现还不够理想。