Unit 5 What do they do Sound time 教案
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| 名称 | Unit 5 What do they do Sound time 教案 |  | |
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| 文件大小 | 11.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2019-12-19 21:21:42 | ||
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Unit5 What do they do？
（Sound time,Culture time & Cartoon time）
【教学目标】
欣赏Cartoon time，复习巩固所学句型。
学生能用正确的语言语调朗读对话，在熟读的基础上分角色朗读和表演。
学生了解字母y在单词中的读音。
学生了解英英和美英在有些表达上的不同用词。
【学情分析】
本单元围绕的主要话题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。学生通过学习Story time的内容，已经掌握了重要知识点。而Cartoon time是拓展性趣味阅读板块，通过以小老鼠Bobby和他朋友为中心的趣味小故事，帮助学生复习本单元的语言知识，训练语言技能，提高阅读理解能力。学生的学习兴趣极高，他们乐于模仿，乐于表演。
【教学重点】
1.欣赏Cartoon time，能用正确的语言语调朗读对话，在熟读的基础上分角色朗读和表演。
2.学生了解字母y在单词中的读音。
3.学生了解英英和美英在有些表达上的不同用词。
【教学难点】
1.学生能用正确的语言语调朗读对话，在熟读的基础上分角色朗读和表演。
2.学生了解字母y在单词中的读音。
3.学生了解英英和美英在有些表达上的不同用词。
【教具准备】
多媒体，人物头像，板书
【教学过程】
课前活动
T: Boys and girls, let’s enjoy a song.
T: Boys and girls, the song is about “jobs”.
Today we continue to learn Unit5.
→ Unit5 What do they do? (帖板书)
设计意图：课前预热，让学生了解本单元的知识点，回忆Story time中的职业与工作内容。并让学生了解要上课了，让学生投入到英语课堂的氛围中，引出本堂课的内容。
Step1. Greeting
Step2. Play a game (Magic eyes)
T: This is Bobby. He will play a game with you.
If you see a picture, please say the word loudly.
If you see “Bobby”, please say “Bobby” and clap your hands twice.
设计意图：游戏吸引学生的注意力，学生的参与度极高。复习Story time中的职业，为下面的学习做铺垫。
Step3. Revision
T: Well done. We have learned “Story time”. Bobby wants to ask you some questions. Do you remember something about “Story time”?
Qs: What does Mike’s father do? (帖板书 What does ... do?)
What does Mike’s mother do?
What does Su Hai’s father do?
What does Su Hai’s mother do?
Fill in the blanks.
Read the sentences together.
Read: He, She, teaches, writes, helps, makes
Tips: In the simple present tense, when the subject is the third person singular,we should add “s”or “es”to the verbs.
设计意图：以填空的形式复习Story time的主要内容，检测学生上堂课教学内容的掌握情况。
Step4. Cartoon time
T: Bobby knows Mike’s parents’ and Su Hai’s parents’ jobs. Do you want to know Bobby’s father’s job?
Question: What does Bobby’s father do?
T: Let’s watch the cartoon and answer the question.
Students watch the cartoon.
→ S: He’s a doctor.
设计意图：让学生带着问题看动画片，有确定的目标，学生看得较认真。
Let’s learn
P1. Listen and try to say.
Group1 and Group2 are Bobby, Group3 and Group4 are Booby’s friend.
P2. Look and say. Fill in the blanks.
Read after T.
P3. Fill in the blanks.
T: Bobby’s father is a doctor. He wants to know his friend’s father’s job. How can he ask?
→ S: What does your father do?
P4. Look and think.
→ Teach: so many cars
Think: Bobby see so many cars. What will he say?
→ S: What a pity! / Oh, no. / I can’t go to school./...
设计意图：在这一环节中，逐图进行讲解学习，用不同的形式来教学，使学生的学习不枯燥乏味。逐图讲解也降低了学生学习的难度，学生学习更轻松。
Let’s judge (Do some exercise: T or F)
设计意图：用这个练习来检测学习对Cartoon time内容的掌握情况，看看学生是否了解文本的内容。
Happy reading
T: Let’s imitate. Pay attention to the pronunciation and intonation.
T: Open your books and turn to Page54. Let’s read together.
设计意图：语言的学习离不开读，朗读是必不可少的环节。让学生模仿录音，学习它的语言语调，使语言更加有感染力。
Happy acting
T: Let’s act the story with your partner. Pay attention to the pronunciation and intonation. One is Bobby. One is his friend. You can add some actions and an ending.
Students show.
设计意图：学生对文本的朗读过关了，Cartoon time作为以小老鼠Bobby和他朋友为中心的趣味小故事，学生乐于模仿，乐于表演。体现学生学习后的实际运用交际能力。
Step5. Culture time
T: Look, there are so many cars here. Bobby says: “Who can help us?”
→ Teach: policeman (Read after T. Spell the word.) (帖板书policeman)
→ Teach: In the US, we call a policeman a “cop”.
→ Teach: cop (Read after T. Spell the word.) (帖板书cop, UK, US)
T: Here is a story about the “cop”. Please read by yourselves.
设计意图：用Cartoon time最后一幅汽车大拥挤的图片，引导学生谁可以帮助他们。从而引出Culture time的内容，过渡相对自然。
→ Teach: In the UK, we call a firefighter a “fireman”.
→ Teach: fireman, firefighter (帖板书fireman, firefighter)
fire, fighter → firefighter
(Read after T. Spell the word.)
T: There are some differences between British English and American English. Let’s look.
UK sweet autumn rubber trousers
US candy fall eraser pants
Read the words twice.
Read the sentence: In the US, we call ... “...”.
设计意图：在Culture time这一板块内容中，了解英英和美英的不同之处。并适当地拓展了一些单词，让学生学得更开心。
Step6. Sound time
T: The policeman helps them. Now they can go. They go to school. After school, they go to the park. Follow me: “Let’s go to the park!”
T: What can you see in the park?
S: I can see ...
→ Teach: butterfly
→ Teach: High, high in the sky,
I can see a butterfly.
→ Teach: High, high in the sky,
I wish I could fly!
Listen and repeat.
Read together.
设计意图：听，模仿说，跟读，打手指朗读。以不同的形式出现，让学生快乐学习！
Read: sky, butterfly, fly (帖板书sky, butterfly, fly)
Say: y /aI/ , try, why(帖板书y /aI/)
Listen and spell
my, by, shy, dry, cry
设计意图：观察，自由朗读，自己尝试说说字母“y”在单词中的发音。然后尝试听音拼单词，真正学以致用。
T: The boy can’t fly. So he is crying. Can you say something to him?
Fill in the blanks.
Hi, ____ little boy, don’t_____，just have a ____.
Step7. Writing
T: The boy can’t fly. So he is crying. But Bobby’s cousin can fly. Look, this is Bobby’s cousin. He’s a pilot. He’s in the plane. He drives the plane.
T: This is Bobby’s family. What does his grandpa do?
Ss: He’s a ...
T: What does his grandma do?
Ss: She’s a ... (帖板书He’s/ She’s a ...)
...
Show a passage about “Bobby’s family”.
Read the passage.
Let’s write: My family
Tips: ( Finish the passage by yourselves.
(Read by yourselves.
(Show.
设计意图：Writing是拓展环节，高年级学生在课堂上要求听说读写全方面发展，写体现了学生学习的综合能力的表现。在这一环节中，先出示Bobby的家谱，了解Bobby是怎么介绍的。然后尝试自己书写，交流，展示自己的学习成果。
Step8. Enjoy
Enjoy some pictures about different jobs.
T: What do you want to be in the future?
Ss: I want to be a …
设计意图：在歌曲和图片欣赏中，结束本堂课的学习，让学生再次回归职业，有始有终。
Step9. Homework
Share “Cartoon time” with your friends.
Find some words with “y”.
Introduce your family’s jobs.
设计意图：课后延伸，让学生学以致用，锻炼学生的综合运用能力。
【板书设计】
Unit5 What do you do?
What does he/she do? y /aI/
He’s / She’s a ... butterfly
UK policeman fireman sky
US cop firefighter fly
（Sound time,Culture time & Cartoon time）
【教学目标】
欣赏Cartoon time，复习巩固所学句型。
学生能用正确的语言语调朗读对话，在熟读的基础上分角色朗读和表演。
学生了解字母y在单词中的读音。
学生了解英英和美英在有些表达上的不同用词。
【学情分析】
本单元围绕的主要话题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。学生通过学习Story time的内容，已经掌握了重要知识点。而Cartoon time是拓展性趣味阅读板块，通过以小老鼠Bobby和他朋友为中心的趣味小故事，帮助学生复习本单元的语言知识，训练语言技能，提高阅读理解能力。学生的学习兴趣极高，他们乐于模仿，乐于表演。
【教学重点】
1.欣赏Cartoon time，能用正确的语言语调朗读对话，在熟读的基础上分角色朗读和表演。
2.学生了解字母y在单词中的读音。
3.学生了解英英和美英在有些表达上的不同用词。
【教学难点】
1.学生能用正确的语言语调朗读对话，在熟读的基础上分角色朗读和表演。
2.学生了解字母y在单词中的读音。
3.学生了解英英和美英在有些表达上的不同用词。
【教具准备】
多媒体，人物头像，板书
【教学过程】
课前活动
T: Boys and girls, let’s enjoy a song
T: Boys and girls, the song is about “jobs”.
Today we continue to learn Unit5.
→ Unit5 What do they do? (帖板书)
设计意图：课前预热，让学生了解本单元的知识点，回忆Story time中的职业与工作内容。并让学生了解要上课了，让学生投入到英语课堂的氛围中，引出本堂课的内容。
Step1. Greeting
Step2. Play a game (Magic eyes)
T: This is Bobby. He will play a game with you.
If you see a picture, please say the word loudly.
If you see “Bobby”, please say “Bobby” and clap your hands twice.
设计意图：游戏吸引学生的注意力，学生的参与度极高。复习Story time中的职业，为下面的学习做铺垫。
Step3. Revision
T: Well done. We have learned “Story time”. Bobby wants to ask you some questions. Do you remember something about “Story time”?
Qs: What does Mike’s father do? (帖板书 What does ... do?)
What does Mike’s mother do?
What does Su Hai’s father do?
What does Su Hai’s mother do?
Fill in the blanks.
Read the sentences together.
Read: He, She, teaches, writes, helps, makes
Tips: In the simple present tense, when the subject is the third person singular,we should add “s”or “es”to the verbs.
设计意图：以填空的形式复习Story time的主要内容，检测学生上堂课教学内容的掌握情况。
Step4. Cartoon time
T: Bobby knows Mike’s parents’ and Su Hai’s parents’ jobs. Do you want to know Bobby’s father’s job?
Question: What does Bobby’s father do?
T: Let’s watch the cartoon and answer the question.
Students watch the cartoon.
→ S: He’s a doctor.
设计意图：让学生带着问题看动画片，有确定的目标，学生看得较认真。
Let’s learn
P1. Listen and try to say.
Group1 and Group2 are Bobby, Group3 and Group4 are Booby’s friend.
P2. Look and say. Fill in the blanks.
Read after T.
P3. Fill in the blanks.
T: Bobby’s father is a doctor. He wants to know his friend’s father’s job. How can he ask?
→ S: What does your father do?
P4. Look and think.
→ Teach: so many cars
Think: Bobby see so many cars. What will he say?
→ S: What a pity! / Oh, no. / I can’t go to school./...
设计意图：在这一环节中，逐图进行讲解学习，用不同的形式来教学，使学生的学习不枯燥乏味。逐图讲解也降低了学生学习的难度，学生学习更轻松。
Let’s judge (Do some exercise: T or F)
设计意图：用这个练习来检测学习对Cartoon time内容的掌握情况，看看学生是否了解文本的内容。
Happy reading
T: Let’s imitate. Pay attention to the pronunciation and intonation.
T: Open your books and turn to Page54. Let’s read together.
设计意图：语言的学习离不开读，朗读是必不可少的环节。让学生模仿录音，学习它的语言语调，使语言更加有感染力。
Happy acting
T: Let’s act the story with your partner. Pay attention to the pronunciation and intonation. One is Bobby. One is his friend. You can add some actions and an ending.
Students show.
设计意图：学生对文本的朗读过关了，Cartoon time作为以小老鼠Bobby和他朋友为中心的趣味小故事，学生乐于模仿，乐于表演。体现学生学习后的实际运用交际能力。
Step5. Culture time
T: Look, there are so many cars here. Bobby says: “Who can help us?”
→ Teach: policeman (Read after T. Spell the word.) (帖板书policeman)
→ Teach: In the US, we call a policeman a “cop”.
→ Teach: cop (Read after T. Spell the word.) (帖板书cop, UK, US)
T: Here is a story about the “cop”. Please read by yourselves.
设计意图：用Cartoon time最后一幅汽车大拥挤的图片，引导学生谁可以帮助他们。从而引出Culture time的内容，过渡相对自然。
→ Teach: In the UK, we call a firefighter a “fireman”.
→ Teach: fireman, firefighter (帖板书fireman, firefighter)
fire, fighter → firefighter
(Read after T. Spell the word.)
T: There are some differences between British English and American English. Let’s look.
UK sweet autumn rubber trousers
US candy fall eraser pants
Read the words twice.
Read the sentence: In the US, we call ... “...”.
设计意图：在Culture time这一板块内容中，了解英英和美英的不同之处。并适当地拓展了一些单词，让学生学得更开心。
Step6. Sound time
T: The policeman helps them. Now they can go. They go to school. After school, they go to the park. Follow me: “Let’s go to the park!”
T: What can you see in the park?
S: I can see ...
→ Teach: butterfly
→ Teach: High, high in the sky,
I can see a butterfly.
→ Teach: High, high in the sky,
I wish I could fly!
Listen and repeat.
Read together.
设计意图：听，模仿说，跟读，打手指朗读。以不同的形式出现，让学生快乐学习！
Read: sky, butterfly, fly (帖板书sky, butterfly, fly)
Say: y /aI/ , try, why(帖板书y /aI/)
Listen and spell
my, by, shy, dry, cry
设计意图：观察，自由朗读，自己尝试说说字母“y”在单词中的发音。然后尝试听音拼单词，真正学以致用。
T: The boy can’t fly. So he is crying. Can you say something to him?
Fill in the blanks.
Hi, ____ little boy, don’t_____，just have a ____.
Step7. Writing
T: The boy can’t fly. So he is crying. But Bobby’s cousin can fly. Look, this is Bobby’s cousin. He’s a pilot. He’s in the plane. He drives the plane.
T: This is Bobby’s family. What does his grandpa do?
Ss: He’s a ...
T: What does his grandma do?
Ss: She’s a ... (帖板书He’s/ She’s a ...)
...
Show a passage about “Bobby’s family”.
Read the passage.
Let’s write: My family
Tips: ( Finish the passage by yourselves.
(Read by yourselves.
(Show.
设计意图：Writing是拓展环节，高年级学生在课堂上要求听说读写全方面发展，写体现了学生学习的综合能力的表现。在这一环节中，先出示Bobby的家谱，了解Bobby是怎么介绍的。然后尝试自己书写，交流，展示自己的学习成果。
Step8. Enjoy
Enjoy some pictures about different jobs.
T: What do you want to be in the future?
Ss: I want to be a …
设计意图：在歌曲和图片欣赏中，结束本堂课的学习，让学生再次回归职业，有始有终。
Step9. Homework
Share “Cartoon time” with your friends.
Find some words with “y”.
Introduce your family’s jobs.
设计意图：课后延伸，让学生学以致用，锻炼学生的综合运用能力。
【板书设计】
Unit5 What do you do?
What does he/she do? y /aI/
He’s / She’s a ... butterfly
UK policeman fireman sky
US cop firefighter fly