Unit 5 What do they do? 单元整体教学设计
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中小学教育资源及组卷应用平台
5A Unit 5单元整体教学设计
课 题：English 5A Unit 5 What do you do
教 材： Oxford English (Yilin Edition)
辅助教学材料：Multi-media, word cards, flash, etc.
单元整体教学设计思路
单元课时项目和话题：
课 时 话 题 项目来源
Period 1 My family members’ jobs Story time
Period 2 My friends’ jobs Grammar time&Fun time
Period 3 My friends’ family member’s jobs Cartoon time&Sound time
Period 4 Different jobs Culture time&Checkout time&Ticking time
教学对象分析
经过四年多的英语学习，五年级的学生已掌握一定的词汇量，基本上适应了节奏明快、轻松愉快的英语学习，绝大多数同学养成了良好的听说读写好习惯，他们仍热衷于说唱、游戏、竞赛、猜谜、配音等教学活动，也已具备一定的抽象思维能力；能用英语进行基本的日常会话，可以用英语描述相关的人物及事物，能阅读、理解简单的绘本故事。但是，也有小部分学生因为课程的难度提升逐渐失去了英语学习的兴趣，两级分化显现。因此，在设计课堂教学活动时一定要根据学情，围绕单元话题，设计主题鲜明的教学任务、采用灵活多样的教学方法来吸引学生的注意，努力营造玩中学、学中玩的教学情境。课堂上尽量以鼓励表扬为主，设计合理的情境，鼓励不同层次的学生开口说英语，完成相应的教学任务，让他们体验成功的喜悦。
就本单元内容而言，学生已知一些职业类词汇，如a nurse, a worker, a doctor, work, a cook, a farmer...学生前几个单元已经接触了动词三单形式，如has，does，likes所以本单元要对动词三单形式做一步的扩充，重点是动词的三单的变化，尤其是动词变三单的特殊方式，study-studies，teach-teaches等等，以及重点操练句型What do you do What does he/she do I’m a... He’s / She’s a...来操练职业的问答，让学生明确三单的正确运用。
教学目标
本单元的单元主题是Jobs，以学生家庭成员的职业为话题，让学生学会如何用句型What do/does ... do 来询问他人的职业，并用...-s来介绍自己或他人的职业以及这个职业的主要工作，培养学生学会在朋友间谈论各自家庭的职业，学会描述各种职业的活动。此外，本单元还要求学生继续掌握字母y在单词末尾的发音规则，了解英美国家对警察和消防员的不同称呼，了解不同英语国家的不同文化特点源于人物性格。
教学重难点
单元课时具体说明：
课时 字母/语音 学习 词汇学习运用 句型学习运用 综合能力运用
第一 课时 能听懂、会说、会读、会写词汇a cook, a doctor, a driver, a farmer, a nurse, a policeman, a teacher, a worker等;初步掌握I'm/ He’s/ She’s a ...结构。 结合动词，听懂、会读、会运用句型: What do/ does...do 来介绍自己或他人的工作，熟练掌握动词三单形式的用法。 能初步感知理解和运用动词的三单转化方式，如study-studies, teach-teaches. 能感知和理解动词三单形式的运用。
第二 课时 复习巩固本单元I’m/ He’s/ She’s a ...结构。 结合课文内容，能运 用句型What do/does...do 来询问他人的职业。 进一步操练和运用本单元核心词汇。 能运用What do/does...do I’m/ He’s/ She’s a...并给予正确回答。 能熟练运用动词三单形式。
第三 课时 掌握字母y在单词末尾的发音规则 能听懂、会说、会读、会写词汇high, sky, butterfly, wish, could能听懂、会说、会读、会写日常用语I wish... 熟练操练与运用本单元的句型。 能熟练地运用本单元核心词汇及句型。 2. 能与人谈论家人的工作和职业特点、工作地点等。
第四课时 能听懂、会说、会读、识记Culture time，了解英美文化差异 2.复习巩固本单元词汇。 能熟练掌握Culture time的内容，掌握英美国家的不同称呼。 复习巩固本单元句型：What do/does...do I’m/ He’s/ She’s a...达到学以致用的效果。 熟练掌握英美文化的差异。 能熟练运用所学句型口头表达自己与他人的职业。 能熟练运用所学句型笔头表达自己与他人的职业。
六、教学过程
TOPIC Unit5 What do they do DATE Nov.9th 总第28课时
PERIOD The first period ( Our parents’ jobs)
AIMS WORDS: Be able to understand, say, read and write the words and phrases: a cook, a doctor, a driver, a farmer, a nurse, a policeman, a teacher, a worker, cook, factory, teach, writer, write stories, help sick people.
STRUCTURES: Be able to understand, say, and read the sentences and structures: What does he/she do He’s/She’s a … He/She teaches/writes/cooks/works/…
FUNCTION: 1.The students can say the verbs: teach-teaches, write-writes, cooks, works, makes, helps. drives. 2. The teacher can use the new sentences structures.
LANGUAGE FOCUS What does he/she do He’s/She’s a … He/She teaches/writes/cooks/works/…
AIDS CAI
PROCEDURES CONTENTS METHODS PURPOSE
1. Pre-task Preparation 1. Warming-up Ask and answer 2.Play a game 1.The teacher asks and answers with the students. T: What day is it today What do you like doing after school 2.The teacher helps the students review the knowledge by the game. Brain storm a.Family members: father, mother, brother, sister… b….likes…(hobbies) 教师呈现运动类单词或图片，和学生进行问答活动，既复习了运动类词汇，有很好地激发了他们学习英语的兴趣。
PROCEDURES CONTENTS METHODS PURPOSE
2. While-task Procedures 3. to learn work--worker Farm-farmer Watch and answer Read the story. Read in different ways. 3. T:(接着最后一名学生的回答) Your father likes . . . What does your father do (PPT出示此句并出示汉语意思) T: A worker A farmer ... ( PPT: A. a worker(一名工人 B. a farmer（一名农民） . . . ) 生选择 T: Oh your father is ... What do you do (PPT出示此句并出示汉语意思) Mike’s fathera teacherteach EnglishMike’s mothera writerwrite storiesSu Hai’s fathera doctorhelp sick peopleSu Hai’s mothera workerwork in a factory
S: I’m a student. teach—teacher write—writer work—worker drive—driver sing—singer dance—dancer cook—cook 1. PPT出示Su Hai and Mike 的图 1 )T: What does Su Hai do S: She’s a student. T: What does Mike do S: He’s a student. T: What do their parents do Now let’s watch a cartoon and fill the form. PPT: teacherwriterdoctorfactoryMike’s fatherMike’s motherSu Hai’s fatherSu Hai’s mother
Read the story after the cartoon sentence by sentence. Pay attention to the pronunciations and intonations. The teacher gives some ways of reading, and the students choose a way to read. 通过提问，一步步引导学生理解故事大意，穿插新授词汇和句型的教学。培养他们自主学习的习惯的逐步养成。 通过表格找出本单元的一个新知识点：动词转换名词。一般在动词末加e或者er 表演是一种有效的活动方式,在模拟的情景中让学生学会运用所学的语言进行交流展示,体现了语言的交际功能,巧妙的实现了学以致用的目的。
PROCEDURES CONTENTS METHODS PURPOSE
3.Post-task Activities 4.Retell the story 5.Think and write 6. Writing. 4.1) Look at the blackboard and retell the story together. 2) Use your own language or more words to retell the story in groups. 5.The students do the exercise on P50. 6.1) The teacher gives a model. First, Ss read it. The students write one of their family members.)How to describe a family member. (Charactors, hobbies, jobs 复述故事，巩固课文。鼓励学生用自己的语言讲述该故事，激活旧知，培养学生灵活运用所学知识的能力。 通过阅读老师给出的范例，学生开始描述家人，在写作之前，教师先和学生一起分析如何来描述，可以从外貌特征，兴趣爱好等着手。
Assignment Read the story. Try to tell this story to your friends. Try to say some jobs about your family or your friends.
Board Writing Unit 5 What do they do What does he/she do He’s She’s a … Mike’s fathera teacherteach EnglishMike’s mothera writerwrite storiesSu Hai’s fathera doctorhelp sick peopleSu Hai’s mothera workerwork in a factory
Teacher’s Reflection
TOPIC Unit 5 What do they do DATE Nov.11th 总第29课时
PERIOD The second period (My family)
AIMS 1 WORDS AND PHRASES: Be able to understand, say, read and write the new words and phrases in Story time.
2.STRUCTURES: Be able to understand, say, read and use the structure “What do/does …do ” and the answers.
3.FUNCTION: Be able to master verbs sometimes end with “s”or “es”.
LANGUAGE FOCUS Ss can master and use the words, phrases and sentences. Ss can understand and master the knowledge in Grammar time. Ss can master verbs sometimes end with “s”or “es”.
AIDS CAI, copybooks
PROCEDURES CONTENTS METHODS PURPOSE
1. Pre-task Preparation 1.Revision 2.Ask and answer 3.Retell 1. T: Hello, boys and girls. Last lesson we learned“ What do they do ” What do they do PPT: 2.Ask and answer 1) What does Mike’s father do 2) What does Mike’s mother do 3)What does Su Hai’s father do 4) What does Su Hai’s mother do Work in pairs. 3.Retell the story T leads the Ss to recall the story and answer some questions according to the story. Ss will be asked to review the words and phrases in Story time while checking the answers. a. What does Mike’s father/mother do b. What does SuHai’s father/mother do T leads the Ss to retell the story according to the key words. 复习Story time，通过问答，在校对答案的同时复习巩固Story time中的重点词汇和句型。 复习上一节课所学的故事。 根据关键词复述故事，引导学生概括故事大意以及熟练掌握一般现在时的第三人称单数的用法。
PROCEDURES CONTENTS METHODS PURPOSE
While-task Procedures Grammar time : Learn the words of the verb ends “s”or “es” 2.Learn the structures: 3.Fun time: Ask and answer - 1.T: We have learned a lot of verbs. Who can read them for us Then add “s”or “es”to these words with the class. The teacher gives some examples first, and then ask the students to do it by themselves. Play—plays do—does fly--flies Encourage the students to say out the rules. 2. T: What do you do S1: I’m a... T:What does your mother do S: She’s . . . T: What does your father do S: He’s . . . Work in pairs. Is your mother a ... Is your father a ... 同义句：What do you do = What are you =What’s your job What does your mother do = What’s your mother = What’s your mother’s job 3.Look and say T: What does Miss Green do S: She’s a nurse. She helps sick people. Work in pairs: A: What does xxx do B: He’s/ She’s a... Learn some phrases: repair the machine, drive the bus, catch the thief, cook delicious food. 让学生能初步体会到三单的变形方法，同时也注重发音的规律。 一般疑问句的提问和回答，区分于职业的问答，重点区分一般疑问句和特殊疑问句。 补充询问职业类的同义句，复习了以前的旧知，也增加了学生对新知的拓展。 操练句型，增加一些词汇量，拓展内容，同时巩固学生对三单句型的掌握。
PROCEDURES CONTENTS METHODS PURPOSE
3.Post-task Activities 1. Exercise time 2.Finish the passage 1.Do some exercises. 用所给单词的适当形式填空。 1）What _____ (do) she like _____(do) 2) She _____(like) _____(play)the piano. 3) Can you _____(play) football well 4) Yes, I____(be) good at ____(play) football. 5）_____ your mother a teacher Yes, she ______. 句型转换 My father is a bus driver. （对划线部分提问） She’s my teacher.（对划线部分提问） My aunt works in a factory. （对划线部分提问） Lisa likes making cakes.（对划线部分提问） 2.Finish the passage about your family members. There are ______ people in my family. My father is ______ years old. He is a _____. He __________ . He likes _____. My mother is ______ years old. She’s a __________. She _______. She likes _______. This is me. I’m ____ years old. I’m a student. I like _____. I love my family. I have a sweet family. 适当的练习能够有效地检查学生的知识掌握情况。 完成作文，操练一下本单元的职业类单词，组合成文本，为下面的写作做好铺垫。
Assignment Write some sentences according to the form. Write a short passage about your family.
Board Writing Unit 5 What do they do What does he/she do He’s She’s a … He/She …s/es read—reads play—plays teach—teaches fly---flies
Teacher’s Reflection
TOPIC Unit 5 What do they do DATE Nov.13th 总第30课时
PERIOD The third period (Different jobs)
AIMS 1. WORDS: Be able to use the words: wear, hat, young, year, talk about, hole, look out, wet.
STRUCTURES: Be able to use the structures “like doing” to describe one’s hobbies correctly.
FUNCTION: 1. Be able to understand the story in Cartoon time. 2. Be able to act out the story in Cartoon time.
LANGUAGE FOCUS Ss can use the structures What does he/she do She’s a ... to talk about jobs. Ss can understand the pronunciation of the letter “y”.
AIDS CAI
PROCEDURES CONTENTS METHODS PURPOSE
1. Pre-task Preparation PROCEDURES 1. Warming-up 1) Quick response 2) Talk about our family 3) Listen carefully and say Look and discuss CONTENTS 1. 1) T: We have learned a lot of words about sports. For example: swimming. Who can give more words 2) Introduce your family’s hobbies. Hello, I am … There are .. people in my family. My father likes… My mother likes.. And I like… 3) Let someone else report what he hears. This is … His father likes… His mother METHODS 让学生自由交谈关于他自己家人的爱好，可以触发他们爱家人的美好情感。 教他们要学会倾听，倾听也是一个很好的学习习惯。 PURPOSE
While-task procedure PROCEDURES Cartoon time Listen and say Watch and answer Self-reading Look and say Read and act CONTENTS 1.Look at the pictures of Cartoon time. Ask: Who are they They are Billy and Sam. What do they like doing Guess. 1) Listen and say T: Billy and Sam talk about their hobbies. What’s the matter with Billy (He’s cold and wet.) T: Why What happened to him 2) Watch and answer Qs: Who likes skating Is Billy good at skating Who sees a hole in the ice Who gets into the hole 3) Read the text with books open by themselves and learn some new words. T: Open your books, turn to Pages 42-43 and read by yourselves. < talk about, hole, look out, wet.> 4) Listen to the tape and notice the pronunciations and intonations. T: Billy is very afraid. He says “Help!” Who can say like Tina T encourages the Ss to imitate the tone with emotion. METHODS 利用课文插图让学生自由谈论，为Cartoon time的教学做铺垫。 听说领先，让学生整体感知故事。 看动画回答问题，找到故事发生的原因。 模仿朗读，体会人物的情感，进行语感训练。 熟练朗读，角色扮演。 PURPOSE
2.Sound time 5) Read and act out the story Read in roles of three and try to remember the text ,then ask some groups to show it out. 2.y [ai] Ss:read the words Try to find out the mispronunciation of the letter “y”. Find more words with the letter “y”[ai] Read the rhyme. Butterfly- butterflies Learn the sentence:I wish I could fly. Ss read the rhyme together. 语音板块让学生自己朗读单独单词，找到对应的字母发音，锻炼学生的语音感知能力。
3.Post-task Activities 1. Exercise 单词辨音 A.yellow B. try C. year D. yeah A. fly B. family C. sky D. why A. sunny B. monkey C.Billy D. yes 翻译词组 一个公交车司机 2)如此多的小汽车 看见一只蝴蝶 4）高高地在空中 我希望我可以飞。 6）在汽车厂工作 7）一辆漂亮的小汽车 8）在大街上 练习，帮助学生巩固本节课的主要知识点
Assignment Read and act Cartoon time. Dub for the story.
Board Writing Unit5 What do they do What does XX do He’s/She’s a …. XX …s/es …. y-/aI/ high sky butterfly could why
Teacher’s Reflection
TOPIC Unit 5 What do they do DATE Nov.16th 总第31课时
PERIOD The fourth period (Different jobs)
AIMS 1. WORDS: Be able to use the words: policeman, cop, firefighter, fireman,so many cars, parents, relatives...
STRUCTURES: Be able to use the structures What does he/she do She’s a ... to talk about jobs.
FUNCTION: 1. Be able to understand the story in Culture time. 2. Be able to finish the checkout time.
LANGUAGE FOCUS Ss can use the structures What does he/she do She’s a ... to talk about jobs. Ss can learn more culture knowledge about western countries.
AIDS CAI
PROCEDURES CONTENTS METHODS PURPOSE
1. Pre-task Preparation PROCEDURES Free talk Have a dictation CONTENTS Teachers and students have a free talk. What do you like doing What does he/ she like doing What do you do What does he/ she do Is your father/ mother a ... Have a dictation about the key words, phrases and sentences. METHODS 课前对话，营造英语学习的气氛，锻炼学生的口语能力，复习已学内容。 默写，检查学生对基础知识的掌握情况。 PURPOSE
While-task procedure PROCEDURES Culture time Checkout time Think and write T: Look at the picture. What does the man do He often helps the people in difficulty. S: He’s a policeman. T: Very good. The policeman often catches the thieves. But in the US, we call a policeman a “cop”. Ss learn the sentences. T: Look at this man, is he a policeman S: No. T: Yes, he isn’t a policeman. He’s a fireman. They fight with fire. But in the US, we call a firefighter. Ss: learn the sentences. Ss read the sentences. T: So the English often use “-man” in the end of the word. 裤子BE trousers /AE pants 秋天 BE autumn/AE fall 电影 BE film/AE movie 商店 BE shop/AE store 糖果 BE sweet/AE candy 地铁 BE underground/AE subway Do a survey The Ss work in groups. Then ask and answers: A: What does your father do B: He’s a ... He... A: What does your mother do B: She’s a ... She... Then give a report. Write a passage T: What do your parents and relatives do Do you know S1: My father is a ... He ... My mother is a ... She... Please finish the passage about your family. Hello, everyone! I’m ______. I’m ___ years old. I’m a student. There are _____ people in my family. My father is __________. He_______. My mother is _________. She _______. My uncle _________. He ______. My aunt _______. She ________. I have a sweet family. We love each other. Ss finish the passage. 通过对比，让学生掌握英美文化的一些区别，让学生学习更多文化知识。 补充一些其他的英美文化里同一事物的不同称呼，让学生掌握更多的知识。 小组活动，通过问答的形式操练句型，并记录下来，为下面的作文铺垫。 完成作文，将对话的内容整合成文本，让学生将所学内容输出，巩固已学的内容，提高写作能力和语言的实际操作能力。
PROCEDURES CONTENTS METHODS PURPOSE
3.Post-task Activities 1. Exercise Fill in the blanks. 1. What are (them) jobs They are farmers. 2. Don’t (draw) on the table. 3. What (do) your father and mother do 4. The girl usually (watch) TV on Saturdays. 5. How many (teacher) are there in your school 6. He can (make) cakes. 7. What (does) you like doing I like (dance). 8. He is a (drive). He (drive) a bus. 二 按要求改写句子 1. There are thirty students in our class. (对划线部分提问) 2. Alice likes singing (对划线部分提问) 3. I have some animal friends.(I改为Mike) 4. He is a worker.(对划线部分提问) 5. She can make dolls.(改为一般疑问句) 有针对性的练习，帮助学生检查对本单元内容的掌握，及时查漏补缺，提高学生的语言运用能力。
Assignment Review Unit 5. Finish the passage.
Board Writing Unit5 What do they do Hello, everyone! I’m ______. I’m ___ years old. I’m a student. There are _____ people in my family. My father is __________. He_______. My mother is _________. She _______. My uncle _________. He ______. My aunt _______. She ________. I have a sweet family. We love each other.
Teacher’s Reflection
5A Unit 5单元整体教学设计
课 题：English 5A Unit 5 What do you do
教 材： Oxford English (Yilin Edition)
辅助教学材料：Multi-media, word cards, flash, etc.
单元整体教学设计思路
单元课时项目和话题：
课 时 话 题 项目来源
Period 1 My family members’ jobs Story time
Period 2 My friends’ jobs Grammar time&Fun time
Period 3 My friends’ family member’s jobs Cartoon time&Sound time
Period 4 Different jobs Culture time&Checkout time&Ticking time
教学对象分析
经过四年多的英语学习，五年级的学生已掌握一定的词汇量，基本上适应了节奏明快、轻松愉快的英语学习，绝大多数同学养成了良好的听说读写好习惯，他们仍热衷于说唱、游戏、竞赛、猜谜、配音等教学活动，也已具备一定的抽象思维能力；能用英语进行基本的日常会话，可以用英语描述相关的人物及事物，能阅读、理解简单的绘本故事。但是，也有小部分学生因为课程的难度提升逐渐失去了英语学习的兴趣，两级分化显现。因此，在设计课堂教学活动时一定要根据学情，围绕单元话题，设计主题鲜明的教学任务、采用灵活多样的教学方法来吸引学生的注意，努力营造玩中学、学中玩的教学情境。课堂上尽量以鼓励表扬为主，设计合理的情境，鼓励不同层次的学生开口说英语，完成相应的教学任务，让他们体验成功的喜悦。
就本单元内容而言，学生已知一些职业类词汇，如a nurse, a worker, a doctor, work, a cook, a farmer...学生前几个单元已经接触了动词三单形式，如has，does，likes所以本单元要对动词三单形式做一步的扩充，重点是动词的三单的变化，尤其是动词变三单的特殊方式，study-studies，teach-teaches等等，以及重点操练句型What do you do What does he/she do I’m a... He’s / She’s a...来操练职业的问答，让学生明确三单的正确运用。
教学目标
本单元的单元主题是Jobs，以学生家庭成员的职业为话题，让学生学会如何用句型What do/does ... do 来询问他人的职业，并用...-s来介绍自己或他人的职业以及这个职业的主要工作，培养学生学会在朋友间谈论各自家庭的职业，学会描述各种职业的活动。此外，本单元还要求学生继续掌握字母y在单词末尾的发音规则，了解英美国家对警察和消防员的不同称呼，了解不同英语国家的不同文化特点源于人物性格。
教学重难点
单元课时具体说明：
课时 字母/语音 学习 词汇学习运用 句型学习运用 综合能力运用
第一 课时 能听懂、会说、会读、会写词汇a cook, a doctor, a driver, a farmer, a nurse, a policeman, a teacher, a worker等;初步掌握I'm/ He’s/ She’s a ...结构。 结合动词，听懂、会读、会运用句型: What do/ does...do 来介绍自己或他人的工作，熟练掌握动词三单形式的用法。 能初步感知理解和运用动词的三单转化方式，如study-studies, teach-teaches. 能感知和理解动词三单形式的运用。
第二 课时 复习巩固本单元I’m/ He’s/ She’s a ...结构。 结合课文内容，能运 用句型What do/does...do 来询问他人的职业。 进一步操练和运用本单元核心词汇。 能运用What do/does...do I’m/ He’s/ She’s a...并给予正确回答。 能熟练运用动词三单形式。
第三 课时 掌握字母y在单词末尾的发音规则 能听懂、会说、会读、会写词汇high, sky, butterfly, wish, could能听懂、会说、会读、会写日常用语I wish... 熟练操练与运用本单元的句型。 能熟练地运用本单元核心词汇及句型。 2. 能与人谈论家人的工作和职业特点、工作地点等。
第四课时 能听懂、会说、会读、识记Culture time，了解英美文化差异 2.复习巩固本单元词汇。 能熟练掌握Culture time的内容，掌握英美国家的不同称呼。 复习巩固本单元句型：What do/does...do I’m/ He’s/ She’s a...达到学以致用的效果。 熟练掌握英美文化的差异。 能熟练运用所学句型口头表达自己与他人的职业。 能熟练运用所学句型笔头表达自己与他人的职业。
六、教学过程
TOPIC Unit5 What do they do DATE Nov.9th 总第28课时
PERIOD The first period ( Our parents’ jobs)
AIMS WORDS: Be able to understand, say, read and write the words and phrases: a cook, a doctor, a driver, a farmer, a nurse, a policeman, a teacher, a worker, cook, factory, teach, writer, write stories, help sick people.
STRUCTURES: Be able to understand, say, and read the sentences and structures: What does he/she do He’s/She’s a … He/She teaches/writes/cooks/works/…
FUNCTION: 1.The students can say the verbs: teach-teaches, write-writes, cooks, works, makes, helps. drives. 2. The teacher can use the new sentences structures.
LANGUAGE FOCUS What does he/she do He’s/She’s a … He/She teaches/writes/cooks/works/…
AIDS CAI
PROCEDURES CONTENTS METHODS PURPOSE
1. Pre-task Preparation 1. Warming-up Ask and answer 2.Play a game 1.The teacher asks and answers with the students. T: What day is it today What do you like doing after school 2.The teacher helps the students review the knowledge by the game. Brain storm a.Family members: father, mother, brother, sister… b….likes…(hobbies) 教师呈现运动类单词或图片，和学生进行问答活动，既复习了运动类词汇，有很好地激发了他们学习英语的兴趣。
PROCEDURES CONTENTS METHODS PURPOSE
2. While-task Procedures 3. to learn work--worker Farm-farmer Watch and answer Read the story. Read in different ways. 3. T:(接着最后一名学生的回答) Your father likes . . . What does your father do (PPT出示此句并出示汉语意思) T: A worker A farmer ... ( PPT: A. a worker(一名工人 B. a farmer（一名农民） . . . ) 生选择 T: Oh your father is ... What do you do (PPT出示此句并出示汉语意思) Mike’s fathera teacherteach EnglishMike’s mothera writerwrite storiesSu Hai’s fathera doctorhelp sick peopleSu Hai’s mothera workerwork in a factory
S: I’m a student. teach—teacher write—writer work—worker drive—driver sing—singer dance—dancer cook—cook 1. PPT出示Su Hai and Mike 的图 1 )T: What does Su Hai do S: She’s a student. T: What does Mike do S: He’s a student. T: What do their parents do Now let’s watch a cartoon and fill the form. PPT: teacherwriterdoctorfactoryMike’s fatherMike’s motherSu Hai’s fatherSu Hai’s mother
Read the story after the cartoon sentence by sentence. Pay attention to the pronunciations and intonations. The teacher gives some ways of reading, and the students choose a way to read. 通过提问，一步步引导学生理解故事大意，穿插新授词汇和句型的教学。培养他们自主学习的习惯的逐步养成。 通过表格找出本单元的一个新知识点：动词转换名词。一般在动词末加e或者er 表演是一种有效的活动方式,在模拟的情景中让学生学会运用所学的语言进行交流展示,体现了语言的交际功能,巧妙的实现了学以致用的目的。
PROCEDURES CONTENTS METHODS PURPOSE
3.Post-task Activities 4.Retell the story 5.Think and write 6. Writing. 4.1) Look at the blackboard and retell the story together. 2) Use your own language or more words to retell the story in groups. 5.The students do the exercise on P50. 6.1) The teacher gives a model. First, Ss read it. The students write one of their family members.)How to describe a family member. (Charactors, hobbies, jobs 复述故事，巩固课文。鼓励学生用自己的语言讲述该故事，激活旧知，培养学生灵活运用所学知识的能力。 通过阅读老师给出的范例，学生开始描述家人，在写作之前，教师先和学生一起分析如何来描述，可以从外貌特征，兴趣爱好等着手。
Assignment Read the story. Try to tell this story to your friends. Try to say some jobs about your family or your friends.
Board Writing Unit 5 What do they do What does he/she do He’s She’s a … Mike’s fathera teacherteach EnglishMike’s mothera writerwrite storiesSu Hai’s fathera doctorhelp sick peopleSu Hai’s mothera workerwork in a factory
Teacher’s Reflection
TOPIC Unit 5 What do they do DATE Nov.11th 总第29课时
PERIOD The second period (My family)
AIMS 1 WORDS AND PHRASES: Be able to understand, say, read and write the new words and phrases in Story time.
2.STRUCTURES: Be able to understand, say, read and use the structure “What do/does …do ” and the answers.
3.FUNCTION: Be able to master verbs sometimes end with “s”or “es”.
LANGUAGE FOCUS Ss can master and use the words, phrases and sentences. Ss can understand and master the knowledge in Grammar time. Ss can master verbs sometimes end with “s”or “es”.
AIDS CAI, copybooks
PROCEDURES CONTENTS METHODS PURPOSE
1. Pre-task Preparation 1.Revision 2.Ask and answer 3.Retell 1. T: Hello, boys and girls. Last lesson we learned“ What do they do ” What do they do PPT: 2.Ask and answer 1) What does Mike’s father do 2) What does Mike’s mother do 3)What does Su Hai’s father do 4) What does Su Hai’s mother do Work in pairs. 3.Retell the story T leads the Ss to recall the story and answer some questions according to the story. Ss will be asked to review the words and phrases in Story time while checking the answers. a. What does Mike’s father/mother do b. What does SuHai’s father/mother do T leads the Ss to retell the story according to the key words. 复习Story time，通过问答，在校对答案的同时复习巩固Story time中的重点词汇和句型。 复习上一节课所学的故事。 根据关键词复述故事，引导学生概括故事大意以及熟练掌握一般现在时的第三人称单数的用法。
PROCEDURES CONTENTS METHODS PURPOSE
While-task Procedures Grammar time : Learn the words of the verb ends “s”or “es” 2.Learn the structures: 3.Fun time: Ask and answer - 1.T: We have learned a lot of verbs. Who can read them for us
PROCEDURES CONTENTS METHODS PURPOSE
3.Post-task Activities 1. Exercise time 2.Finish the passage 1.Do some exercises. 用所给单词的适当形式填空。 1）What _____ (do) she like _____(do) 2) She _____(like) _____(play)the piano. 3) Can you _____(play) football well 4) Yes, I____(be) good at ____(play) football. 5）_____ your mother a teacher Yes, she ______. 句型转换 My father is a bus driver. （对划线部分提问） She’s my teacher.（对划线部分提问） My aunt works in a factory. （对划线部分提问） Lisa likes making cakes.（对划线部分提问） 2.Finish the passage about your family members. There are ______ people in my family. My father is ______ years old. He is a _____. He __________ . He likes _____. My mother is ______ years old. She’s a __________. She _______. She likes _______. This is me. I’m ____ years old. I’m a student. I like _____. I love my family. I have a sweet family. 适当的练习能够有效地检查学生的知识掌握情况。 完成作文，操练一下本单元的职业类单词，组合成文本，为下面的写作做好铺垫。
Assignment Write some sentences according to the form. Write a short passage about your family.
Board Writing Unit 5 What do they do What does he/she do He’s She’s a … He/She …s/es read—reads play—plays teach—teaches fly---flies
Teacher’s Reflection
TOPIC Unit 5 What do they do DATE Nov.13th 总第30课时
PERIOD The third period (Different jobs)
AIMS 1. WORDS: Be able to use the words: wear, hat, young, year, talk about, hole, look out, wet.
STRUCTURES: Be able to use the structures “like doing” to describe one’s hobbies correctly.
FUNCTION: 1. Be able to understand the story in Cartoon time. 2. Be able to act out the story in Cartoon time.
LANGUAGE FOCUS Ss can use the structures What does he/she do She’s a ... to talk about jobs. Ss can understand the pronunciation of the letter “y”.
AIDS CAI
PROCEDURES CONTENTS METHODS PURPOSE
1. Pre-task Preparation PROCEDURES 1. Warming-up 1) Quick response 2) Talk about our family 3) Listen carefully and say Look and discuss CONTENTS 1. 1) T: We have learned a lot of words about sports. For example: swimming. Who can give more words 2) Introduce your family’s hobbies. Hello, I am … There are .. people in my family. My father likes… My mother likes.. And I like… 3) Let someone else report what he hears. This is … His father likes… His mother METHODS 让学生自由交谈关于他自己家人的爱好，可以触发他们爱家人的美好情感。 教他们要学会倾听，倾听也是一个很好的学习习惯。 PURPOSE
While-task procedure PROCEDURES Cartoon time Listen and say Watch and answer Self-reading Look and say Read and act CONTENTS 1.Look at the pictures of Cartoon time. Ask: Who are they They are Billy and Sam. What do they like doing Guess. 1) Listen and say T: Billy and Sam talk about their hobbies. What’s the matter with Billy (He’s cold and wet.) T: Why What happened to him 2) Watch and answer Qs: Who likes skating Is Billy good at skating Who sees a hole in the ice Who gets into the hole 3) Read the text with books open by themselves and learn some new words. T: Open your books, turn to Pages 42-43 and read by yourselves. < talk about, hole, look out, wet.> 4) Listen to the tape and notice the pronunciations and intonations. T: Billy is very afraid. He says “Help!” Who can say like Tina T encourages the Ss to imitate the tone with emotion. METHODS 利用课文插图让学生自由谈论，为Cartoon time的教学做铺垫。 听说领先，让学生整体感知故事。 看动画回答问题，找到故事发生的原因。 模仿朗读，体会人物的情感，进行语感训练。 熟练朗读，角色扮演。 PURPOSE
2.Sound time 5) Read and act out the story Read in roles of three and try to remember the text ,then ask some groups to show it out. 2.y [ai] Ss:read the words Try to find out the mispronunciation of the letter “y”. Find more words with the letter “y”[ai] Read the rhyme. Butterfly- butterflies Learn the sentence:I wish I could fly. Ss read the rhyme together. 语音板块让学生自己朗读单独单词，找到对应的字母发音，锻炼学生的语音感知能力。
3.Post-task Activities 1. Exercise 单词辨音 A.yellow B. try C. year D. yeah A. fly B. family C. sky D. why A. sunny B. monkey C.Billy D. yes 翻译词组 一个公交车司机 2)如此多的小汽车 看见一只蝴蝶 4）高高地在空中 我希望我可以飞。 6）在汽车厂工作 7）一辆漂亮的小汽车 8）在大街上 练习，帮助学生巩固本节课的主要知识点
Assignment Read and act Cartoon time. Dub for the story.
Board Writing Unit5 What do they do What does XX do He’s/She’s a …. XX …s/es …. y-/aI/ high sky butterfly could why
Teacher’s Reflection
TOPIC Unit 5 What do they do DATE Nov.16th 总第31课时
PERIOD The fourth period (Different jobs)
AIMS 1. WORDS: Be able to use the words: policeman, cop, firefighter, fireman,so many cars, parents, relatives...
STRUCTURES: Be able to use the structures What does he/she do She’s a ... to talk about jobs.
FUNCTION: 1. Be able to understand the story in Culture time. 2. Be able to finish the checkout time.
LANGUAGE FOCUS Ss can use the structures What does he/she do She’s a ... to talk about jobs. Ss can learn more culture knowledge about western countries.
AIDS CAI
PROCEDURES CONTENTS METHODS PURPOSE
1. Pre-task Preparation PROCEDURES Free talk Have a dictation CONTENTS Teachers and students have a free talk. What do you like doing What does he/ she like doing What do you do What does he/ she do Is your father/ mother a ... Have a dictation about the key words, phrases and sentences. METHODS 课前对话，营造英语学习的气氛，锻炼学生的口语能力，复习已学内容。 默写，检查学生对基础知识的掌握情况。 PURPOSE
While-task procedure PROCEDURES Culture time Checkout time Think and write T: Look at the picture. What does the man do He often helps the people in difficulty. S: He’s a policeman. T: Very good. The policeman often catches the thieves. But in the US, we call a policeman a “cop”. Ss learn the sentences. T: Look at this man, is he a policeman S: No. T: Yes, he isn’t a policeman. He’s a fireman. They fight with fire. But in the US, we call a firefighter. Ss: learn the sentences. Ss read the sentences. T: So the English often use “-man” in the end of the word. 裤子BE trousers /AE pants 秋天 BE autumn/AE fall 电影 BE film/AE movie 商店 BE shop/AE store 糖果 BE sweet/AE candy 地铁 BE underground/AE subway Do a survey The Ss work in groups. Then ask and answers: A: What does your father do B: He’s a ... He... A: What does your mother do B: She’s a ... She... Then give a report. Write a passage T: What do your parents and relatives do Do you know S1: My father is a ... He ... My mother is a ... She... Please finish the passage about your family. Hello, everyone! I’m ______. I’m ___ years old. I’m a student. There are _____ people in my family. My father is __________. He_______. My mother is _________. She _______. My uncle _________. He ______. My aunt _______. She ________. I have a sweet family. We love each other. Ss finish the passage. 通过对比，让学生掌握英美文化的一些区别，让学生学习更多文化知识。 补充一些其他的英美文化里同一事物的不同称呼，让学生掌握更多的知识。 小组活动，通过问答的形式操练句型，并记录下来，为下面的作文铺垫。 完成作文，将对话的内容整合成文本，让学生将所学内容输出，巩固已学的内容，提高写作能力和语言的实际操作能力。
PROCEDURES CONTENTS METHODS PURPOSE
3.Post-task Activities 1. Exercise Fill in the blanks. 1. What are (them) jobs They are farmers. 2. Don’t (draw) on the table. 3. What (do) your father and mother do 4. The girl usually (watch) TV on Saturdays. 5. How many (teacher) are there in your school 6. He can (make) cakes. 7. What (does) you like doing I like (dance). 8. He is a (drive). He (drive) a bus. 二 按要求改写句子 1. There are thirty students in our class. (对划线部分提问) 2. Alice likes singing (对划线部分提问) 3. I have some animal friends.(I改为Mike) 4. He is a worker.(对划线部分提问) 5. She can make dolls.(改为一般疑问句) 有针对性的练习，帮助学生检查对本单元内容的掌握，及时查漏补缺，提高学生的语言运用能力。
Assignment Review Unit 5. Finish the passage.
Board Writing Unit5 What do they do Hello, everyone! I’m ______. I’m ___ years old. I’m a student. There are _____ people in my family. My father is __________. He_______. My mother is _________. She _______. My uncle _________. He ______. My aunt _______. She ________. I have a sweet family. We love each other.
Teacher’s Reflection