Unit5 What do they do？表格式教案
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| 名称 | Unit5 What do they do？表格式教案 |  | |
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| 文件大小 | 25.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-07-06 08:48:14 | ||
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Unit5 What do they do (Story time)
Subject English Teacher
Textbook analysis
Story time文本解读 1.【What】主要内容 本单元的话题是jobs，属于“人与社会”、“人与自我”的主题范围。Story板块呈现了Su Hai在Mike家里聊天的场景，Su Hai在看Mike的全家福照片，并询问Mike父母亲的工作，然后Su Hai向Mike介绍了自己父母的职业。 2.【Why】主题意义 本课时旨在学生通过文本的学习，让学生对不同的职业有赞赏和认同感。 3.【How】文本结构 本课是交际互动式语篇，主要涉及到询问职业的句型What do/does...do 及其回答。职业介绍的语言维度包含职业名称以及职业内容。
Learner analysis
从学习能力来看，在图片、文字、视频等资源的助力下，学生能较好地整体感知文本； 基于phonics的学习经验，学生能较准确地朗读单词；能在小组合作中完成任务，但分工的效率还有待提高； 在语言能力方面，学生已掌握了一定量的动词词汇，学生基于五上第三、第四单元的学习，对动词的三单形式有了初步的了解，能初步运用动词的三单介绍动物朋友，谈论爱好； 思维品质方面，在保证学生思维的准确性的基础上，学生思维的多元性需要教师引导； 在文化意识方面，书本上的四个职业，学生对于teacher,doctor和writer的工作内容有一定的了解，对于做糖果的工人的认识有待加强。
Teaching objectives
1. 能在语境中感知、理解、准确朗读词汇：writer, worker, factory, write, teach, help,sick people； 2. 能准确理解文本中的四个职业内容，并能用What do/does...do 及其答句进行问答； 3. 能在语境中理解并初步运用动词的三单形式； 4. 能正确朗读文本，并复述文本中人物的职业内容； 5. 对不同的职业有赞赏和认同感。
Key points & challenges 1. 能在语境中初步运用What do/does...do 及其答句； 2. 能在语境中理解并初步运用动词的三单形式： 3. 对不同的职业有赞赏和认同感。
Teaching methods
Task-based teaching method
Teaching procedures
Teaching activities Predicted students’ activities Teaching purpose
Before class
A game: I say you say T: I am Angela. T: I can draw well. T: I like reading books. S1: I am... S3: I can play basketball well. S4: I like...ing. 通过小游戏，激发学生的学习兴趣，激活学生已有认知，为后文拓展做铺垫。
Step1 Pre-reading
Enjoy a song Q: What’s the song about S1: 职业 S2: Jobs S2: teacher, doctor 通过歌曲，进入主题，找到与文本的联结。
Step 2 While-reading
1. Watch and tick Q: What jobs are in the story teach, teacher work, worker, write,writer 2. Look and say T: What does...do T: Yes. She works in a factory. Look. This is is a factory. So Su Hai’s mother is a factory worker. Teach” factory” 3. Read the title T: We know Mike’s father is a ... Then what does a teacher do What does...do What do they do T: Today let’s learn... 4. Read and stick T: What do they do What are their jobs about Please work in pairs, stick the phrases beside the correct jobs. 5. Learn to say (1) Teach T: Let’s look at Mike’s father and mother first. What does Mike’s father do Teach”teaches” T: What about Mike’s mother What does Mike’s mother do Teach”writes” (2) Ask and answer 6. Learn in pairs (1) Work in pairs 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. T: If you met some new words, try to read in pairs. (2) Report and learn T: Which group can try Sick people: Look. Which are sick people A or B T: sick people means people____ T: people are ill. 7. Ask and answer T: We know their jobs. Let’s say. Hello boy. What does Mike’s father do Can you ask me T: Su Hai’s mother makes sweets in a factory. Let’s go to the sweet factory. OK Q: Do you like the sweet factory 8. Say more about jobs (1) talk T: Let’s say more about jobs. What does Su Hai’s mother have Where does she work What does she like doing T: Maybe she loves her job.
(2) Conclude T: Ask me together. T: She is a ... She has a lot of sweets. She works in a factory. She likes making sweets. She like her job. 9. Try to retell T: How about other jobs Work in pairs and choose one job to talk. Say one more about the jobs is ok. T: Which group talked about Mike’s father/Mike’s mother/Su Hai’s father/ Su Hai’s mother S1: A C D F S1: He is a teacher. S2: She is a writer. S3: He is a doctor. S4: She is a worker. S: Unit 5 What do they do S1: He is a teacher. He teaches English. He has a lot of students. S2: She is a writer. She writes stories. She works at home. Ask and answer in pairs S1: have a cold, have a cough, have a headache... S1: He is a ... S2: What does Mike’s mother do S1: She has a lot of sweets. S2: She works in a factory. S3: She likes (making)sweets. S: What does Su Hai’s mother do 通过看视频，整体感知文本，了解文本主题。 通过与动词的对比，初步感知职业类单词的构成。 通过问答，初步感知本单元的主要语言结构。 通过贴一贴的活动，将具体工作内容与职业对应，整体理解文本。 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。 通过自主学习、交流Su Hai父母的职业，感知动词三单helps, makes的用法, 迁移运用语言支架。 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。
Step 3 Post-reading
1. Think and write T: We know Mike’s and Su Hai’s fathers’ and mothers’ jobs well. Now let’s check. T: Choose A or B to finish. T: Who can read about Mike’s father and mother T: What about Su Hai’s father and mother 2. Think and say Q: What job is great Why T: You think these four jobs are all great! Good, every job is great! 3. Read and find Q: Do they like their parents’ jobs What do they say 4. Read after the computer S1: ... S2:... S1: Teachers are great because they teach students. S2: doctors are great because they help people. S3: Writers are great because I like stories. S4: Factory workers are great because I like sweets. S1: That’s nice! S2: That’s great! S3: Oh, really ... 通过自主选择练习，为不同程度的学生设置检测梯度。 通过交流，认同每一种职业都很棒，激发职业认同感。
Homework 1. Read story time fluently and emotionally. 2. Surf on the Internet for more jobs you are interested in.
Subject English Teacher
Textbook analysis
Story time文本解读 1.【What】主要内容 本单元的话题是jobs，属于“人与社会”、“人与自我”的主题范围。Story板块呈现了Su Hai在Mike家里聊天的场景，Su Hai在看Mike的全家福照片，并询问Mike父母亲的工作，然后Su Hai向Mike介绍了自己父母的职业。 2.【Why】主题意义 本课时旨在学生通过文本的学习，让学生对不同的职业有赞赏和认同感。 3.【How】文本结构 本课是交际互动式语篇，主要涉及到询问职业的句型What do/does...do 及其回答。职业介绍的语言维度包含职业名称以及职业内容。
Learner analysis
从学习能力来看，在图片、文字、视频等资源的助力下，学生能较好地整体感知文本； 基于phonics的学习经验，学生能较准确地朗读单词；能在小组合作中完成任务，但分工的效率还有待提高； 在语言能力方面，学生已掌握了一定量的动词词汇，学生基于五上第三、第四单元的学习，对动词的三单形式有了初步的了解，能初步运用动词的三单介绍动物朋友，谈论爱好； 思维品质方面，在保证学生思维的准确性的基础上，学生思维的多元性需要教师引导； 在文化意识方面，书本上的四个职业，学生对于teacher,doctor和writer的工作内容有一定的了解，对于做糖果的工人的认识有待加强。
Teaching objectives
1. 能在语境中感知、理解、准确朗读词汇：writer, worker, factory, write, teach, help,sick people； 2. 能准确理解文本中的四个职业内容，并能用What do/does...do 及其答句进行问答； 3. 能在语境中理解并初步运用动词的三单形式； 4. 能正确朗读文本，并复述文本中人物的职业内容； 5. 对不同的职业有赞赏和认同感。
Key points & challenges 1. 能在语境中初步运用What do/does...do 及其答句； 2. 能在语境中理解并初步运用动词的三单形式： 3. 对不同的职业有赞赏和认同感。
Teaching methods
Task-based teaching method
Teaching procedures
Teaching activities Predicted students’ activities Teaching purpose
Before class
A game: I say you say T: I am Angela. T: I can draw well. T: I like reading books. S1: I am... S3: I can play basketball well. S4: I like...ing. 通过小游戏，激发学生的学习兴趣，激活学生已有认知，为后文拓展做铺垫。
Step1 Pre-reading
Enjoy a song Q: What’s the song about S1: 职业 S2: Jobs S2: teacher, doctor 通过歌曲，进入主题，找到与文本的联结。
Step 2 While-reading
1. Watch and tick Q: What jobs are in the story teach, teacher work, worker, write,writer 2. Look and say T: What does...do T: Yes. She works in a factory. Look. This is is a factory. So Su Hai’s mother is a factory worker. Teach” factory” 3. Read the title T: We know Mike’s father is a ... Then what does a teacher do What does...do What do they do T: Today let’s learn... 4. Read and stick T: What do they do What are their jobs about Please work in pairs, stick the phrases beside the correct jobs. 5. Learn to say (1) Teach T: Let’s look at Mike’s father and mother first. What does Mike’s father do Teach”teaches” T: What about Mike’s mother What does Mike’s mother do Teach”writes” (2) Ask and answer 6. Learn in pairs (1) Work in pairs 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. T: If you met some new words, try to read in pairs. (2) Report and learn T: Which group can try Sick people: Look. Which are sick people A or B T: sick people means people____ T: people are ill. 7. Ask and answer T: We know their jobs. Let’s say. Hello boy. What does Mike’s father do Can you ask me T: Su Hai’s mother makes sweets in a factory. Let’s go to the sweet factory. OK Q: Do you like the sweet factory 8. Say more about jobs (1) talk T: Let’s say more about jobs. What does Su Hai’s mother have Where does she work What does she like doing T: Maybe she loves her job.
(2) Conclude T: Ask me together. T: She is a ... She has a lot of sweets. She works in a factory. She likes making sweets. She like her job. 9. Try to retell T: How about other jobs Work in pairs and choose one job to talk. Say one more about the jobs is ok. T: Which group talked about Mike’s father/Mike’s mother/Su Hai’s father/ Su Hai’s mother S1: A C D F S1: He is a teacher. S2: She is a writer. S3: He is a doctor. S4: She is a worker. S: Unit 5 What do they do S1: He is a teacher. He teaches English. He has a lot of students. S2: She is a writer. She writes stories. She works at home. Ask and answer in pairs S1: have a cold, have a cough, have a headache... S1: He is a ... S2: What does Mike’s mother do S1: She has a lot of sweets. S2: She works in a factory. S3: She likes (making)sweets. S: What does Su Hai’s mother do 通过看视频，整体感知文本，了解文本主题。 通过与动词的对比，初步感知职业类单词的构成。 通过问答，初步感知本单元的主要语言结构。 通过贴一贴的活动，将具体工作内容与职业对应，整体理解文本。 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。 通过自主学习、交流Su Hai父母的职业，感知动词三单helps, makes的用法, 迁移运用语言支架。 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。
Step 3 Post-reading
1. Think and write T: We know Mike’s and Su Hai’s fathers’ and mothers’ jobs well. Now let’s check. T: Choose A or B to finish. T: Who can read about Mike’s father and mother T: What about Su Hai’s father and mother 2. Think and say Q: What job is great Why T: You think these four jobs are all great! Good, every job is great! 3. Read and find Q: Do they like their parents’ jobs What do they say 4. Read after the computer S1: ... S2:... S1: Teachers are great because they teach students. S2: doctors are great because they help people. S3: Writers are great because I like stories. S4: Factory workers are great because I like sweets. S1: That’s nice! S2: That’s great! S3: Oh, really ... 通过自主选择练习，为不同程度的学生设置检测梯度。 通过交流，认同每一种职业都很棒，激发职业认同感。
Homework 1. Read story time fluently and emotionally. 2. Surf on the Internet for more jobs you are interested in.