Unit 5 What do they do Story time 教案（含设计思考）
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| 名称 | Unit 5 What do they do Story time 教案（含设计思考） |  | |
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| 文件大小 | 12.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2019-12-20 16:25:31 | ||
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5A Unit 5 What do they do ?教学设计
（Period 1）
单元教材分析：
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及用法。教学重点是职业类动词和句型What do you do?和What does he/she do?及其回答 He/She is a . . .。教师在课前要求学生了解家人的职业和具体工作内容，为课堂教学做准备。在语法教学方面，教师可以将学生用书五年级上册Unit3中has的用法和unit4中likes用法作为话题引入活动，为学生学习更多动词的第三人称单数形式做好准备。教师在讲解动词加“s”或“es”转换成为第三人称单数形式时，可以给出多个实例，让学生自己观察总结转换的规律。
一．Teaching contents
5A Unit 5 What do they do?
(Story time Think and write)
二．Teaching aims and learning objectives
知识目标：
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. 能听懂、会说、会读和会写What does he/she do? He’s/She’s a …；
4. 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。
能力目标：
1. 学生能够使用重点句型来讨论职业名称和工作内容；
2. 学生能阅读并理解故事。
情感目标：
培养学生对职业的认识以及对各种职业的尊敬。
三．Focus of the lesson and predicted area of difficulty
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. 能从整体到局部再到整体的理解故事内容；
3. 能用正确的语音语调朗读故事；
4. 能尝试运用句型What does Mike’s/Su Hai’s father/mother do? He’s/She’s a … 来讨论Story time的故事。
教学难点：
1. 单词sick, factory, writer, people单词的读音
2. 在故事情景中正确朗读和理解What does he/she do? 及其回答He’s/She’s a teacher/writer/ factory/worker/ …
3. 通过教学活动初步了解主语是第三人称单数动词的变化形式。
四．Teaching aids
PPT、板书
五．Teaching procedures
Step 1 Greeting & warm up
1. Enjoy a song: What do you do ?
2. Practice some jobs .(Ask and answer)
A: What does he / she do ?
B: He is a …/ She is a …
【设计意图：歌曲为职业类单词教学做铺垫，为后面的句型学习奠定基础。】
Step 2 Introduction
1. Show the picture in Story time.
T: Who are they?
S: They are Mike’s father and mother. They are Su Hai’s father and mother.
T: I can also say, they are Mike’s parents and they are Su Hai’s parents.
(新授 father + mother = parents)
2. Look and guess.
T: Please look at this picture. What are Su Hai and Mike talking about? A or B?
(PPT呈现选项)
S: I think they’re talking about their parents’ jobs.
T: Yes, you’re right. So, if you want to know their parents’ jobs, you can ask “What do they do?”. Today we’ll learn Unit 5 What do they do?
【设计意图：通过对Story time的图片展示，学习单词parents，并引导学生通过观察对本课学习主题进行合理猜测，自然揭题。】
Step 3 New teaching
1. Watch and find.
T: What do their parents’ jobs? Please watch the flash and try to match their jobs. (播放卡通)
S: What does your father do? What does your mother do? What about your mother?
2. Learn to say.
T: What does Mike’s father do?
S: He’s a teacher. (新授 teacher)
T: What does Mike’s mother do?
S: She’s a writer. (新授 writer)
T: What does Su Hai’s father do?
S: He’s a doctor. (新授doctor)
T: What does Su Hai’s mother do?
S: She’s a factory worker. (新授worker)
【设计意图：通过观看课文动画，找到对职业提问的问句，通过听录音，捕捉相关信息，结合句型，学习职业类单词及问答。】
Do some exercises: Let’s complete.
1) Mike’s father is a teacher.
2) Mike’s mother is a writer.
3) Su Hai’ s father is a doctor.
4) Su Hai’ s mother is a factory worker.
【设计意图：通过先连线让学生大致了解他们的职业，然后再用相应的练习进行巩固，起到即学即练的教学目的。】
3. Read and find.(choose and read)
Read the dialogue and find the description of their jobs.
a. T: What does Mike’s father do?
S: Mike’s father is a teacher. He teaches English. He has a lot of students.
(教teach-teaches, teach-teacher)
b. T: What does Mike’s mother do?
S: She’s a writer. She writes stories. She works at home.
(教right-write-writes, write-writer, work-works, work-worker)
c. T: What does Su Hai’s father do?
S: He’s a doctor. He helps sick people.
(教six-duck-sick, people, help-helps)
d. T: What does Su Hai’s mother do?
S: She’s a factory worker. She makes sweets.
(教 make-makes)
【设计意图：从看、听过渡到阅读，并在阅读过程中找出文中对工作的具体描述，学习动词以及第三人称单数形式，并初步建立动词与名词之间的联系。】
5. Reading time.
a. Read after the computer.
b. Read by themselves.
c. Read in pairs. (Choose one of the three reading methods.)
d. Read together.
【设计意图：循序渐进地引导学生朗读课文，从跟读到自读，到自主阅读，在读的过程中对整个语篇进一步熟悉和巩固。】
Step 4 Consolidation
1. Read and judge.
T: Now, can you tell whether these sentences are true or false?
S: Yes, we can.
2. Retell the story.
Retell the text with the key words.
3. Fill in the blankets.
a. Fill and say.
b. Think and write. (Page 50)
4. Write a short passage.
My ________’s job
Tell us about your parents’ jobs.
【设计意图：练习设计难度递增，从判断、填空到复述，听说读写兼顾，培养学生的综合语用能力。】
Homework 家庭作业
1. Copy the new words.
2. Read and recite the story.
3. Try to introduce your family.
板书设计：
Unit 5 What do they do?
Mike’s father a teacher teaches English
Mike’s mother a writer writes stories
Su Hai’s father a doctor helps sick people
Su Hai’s mother a factory worker makes sweets
本课设计：
本节课为Unit 5的第一课时，教学内容是Story time。歌曲的铺垫以及利用课文图片对本课主题的猜测，为教学的自然导入做了充分而必要的准备，为本课教学明确了教学目标和重点，通过揭题初步感知本课的教学主题。
新授部分的教学环节层次清晰，从Mike和Su Hai父母的jobs引申到相关问答及具体描述，先通过观看动画明确对职业提问的问句，然后通过听课文录音进行人物与职业的匹配，同时也完成单词的新授和重点句型的问答，再到默读课文找出对各个职业的具体描述，教学始终是字不离句、句不离篇，将重难点逐个击破。并且本课教学始终立足于文本，通过看动画、听录音和读课文，培养学生获取信息和分析信息的能力，有意识引导学生在前两个单元基础上自主归纳动词的第三人称单数形式的规则和用法，并渗透动词与名词之间建立联系的方法指导。在读课文的环节，教师在跟读、自读之后，将自主权还给学生，由学生选择喜欢的朗读方式进行同桌互动，调动了学生阅读的兴趣和积极性，扎实有效地完成了文本教学。
巩固阶段，在充分理解和掌握课文的基础上设计了有层次性的练习，判断和填空使学生更好地理解课文，提高了复述的准确性，帮助学生当堂反馈和消化，同时体现听、说、读、写四技并举的原则，扎实有效地巩固了本课所学的内容，并为下一节课做好了充分的准备。
（Period 1）
单元教材分析：
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及用法。教学重点是职业类动词和句型What do you do?和What does he/she do?及其回答 He/She is a . . .。教师在课前要求学生了解家人的职业和具体工作内容，为课堂教学做准备。在语法教学方面，教师可以将学生用书五年级上册Unit3中has的用法和unit4中likes用法作为话题引入活动，为学生学习更多动词的第三人称单数形式做好准备。教师在讲解动词加“s”或“es”转换成为第三人称单数形式时，可以给出多个实例，让学生自己观察总结转换的规律。
一．Teaching contents
5A Unit 5 What do they do?
(Story time Think and write)
二．Teaching aims and learning objectives
知识目标：
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. 能听懂、会说、会读和会写What does he/she do? He’s/She’s a …；
4. 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。
能力目标：
1. 学生能够使用重点句型来讨论职业名称和工作内容；
2. 学生能阅读并理解故事。
情感目标：
培养学生对职业的认识以及对各种职业的尊敬。
三．Focus of the lesson and predicted area of difficulty
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. 能从整体到局部再到整体的理解故事内容；
3. 能用正确的语音语调朗读故事；
4. 能尝试运用句型What does Mike’s/Su Hai’s father/mother do? He’s/She’s a … 来讨论Story time的故事。
教学难点：
1. 单词sick, factory, writer, people单词的读音
2. 在故事情景中正确朗读和理解What does he/she do? 及其回答He’s/She’s a teacher/writer/ factory/worker/ …
3. 通过教学活动初步了解主语是第三人称单数动词的变化形式。
四．Teaching aids
PPT、板书
五．Teaching procedures
Step 1 Greeting & warm up
1. Enjoy a song: What do you do ?
2. Practice some jobs .(Ask and answer)
A: What does he / she do ?
B: He is a …/ She is a …
【设计意图：歌曲为职业类单词教学做铺垫，为后面的句型学习奠定基础。】
Step 2 Introduction
1. Show the picture in Story time.
T: Who are they?
S: They are Mike’s father and mother. They are Su Hai’s father and mother.
T: I can also say, they are Mike’s parents and they are Su Hai’s parents.
(新授 father + mother = parents)
2. Look and guess.
T: Please look at this picture. What are Su Hai and Mike talking about? A or B?
(PPT呈现选项)
S: I think they’re talking about their parents’ jobs.
T: Yes, you’re right. So, if you want to know their parents’ jobs, you can ask “What do they do?”. Today we’ll learn Unit 5 What do they do?
【设计意图：通过对Story time的图片展示，学习单词parents，并引导学生通过观察对本课学习主题进行合理猜测，自然揭题。】
Step 3 New teaching
1. Watch and find.
T: What do their parents’ jobs? Please watch the flash and try to match their jobs. (播放卡通)
S: What does your father do? What does your mother do? What about your mother?
2. Learn to say.
T: What does Mike’s father do?
S: He’s a teacher. (新授 teacher)
T: What does Mike’s mother do?
S: She’s a writer. (新授 writer)
T: What does Su Hai’s father do?
S: He’s a doctor. (新授doctor)
T: What does Su Hai’s mother do?
S: She’s a factory worker. (新授worker)
【设计意图：通过观看课文动画，找到对职业提问的问句，通过听录音，捕捉相关信息，结合句型，学习职业类单词及问答。】
Do some exercises: Let’s complete.
1) Mike’s father is a teacher.
2) Mike’s mother is a writer.
3) Su Hai’ s father is a doctor.
4) Su Hai’ s mother is a factory worker.
【设计意图：通过先连线让学生大致了解他们的职业，然后再用相应的练习进行巩固，起到即学即练的教学目的。】
3. Read and find.(choose and read)
Read the dialogue and find the description of their jobs.
a. T: What does Mike’s father do?
S: Mike’s father is a teacher. He teaches English. He has a lot of students.
(教teach-teaches, teach-teacher)
b. T: What does Mike’s mother do?
S: She’s a writer. She writes stories. She works at home.
(教right-write-writes, write-writer, work-works, work-worker)
c. T: What does Su Hai’s father do?
S: He’s a doctor. He helps sick people.
(教six-duck-sick, people, help-helps)
d. T: What does Su Hai’s mother do?
S: She’s a factory worker. She makes sweets.
(教 make-makes)
【设计意图：从看、听过渡到阅读，并在阅读过程中找出文中对工作的具体描述，学习动词以及第三人称单数形式，并初步建立动词与名词之间的联系。】
5. Reading time.
a. Read after the computer.
b. Read by themselves.
c. Read in pairs. (Choose one of the three reading methods.)
d. Read together.
【设计意图：循序渐进地引导学生朗读课文，从跟读到自读，到自主阅读，在读的过程中对整个语篇进一步熟悉和巩固。】
Step 4 Consolidation
1. Read and judge.
T: Now, can you tell whether these sentences are true or false?
S: Yes, we can.
2. Retell the story.
Retell the text with the key words.
3. Fill in the blankets.
a. Fill and say.
b. Think and write. (Page 50)
4. Write a short passage.
My ________’s job
Tell us about your parents’ jobs.
【设计意图：练习设计难度递增，从判断、填空到复述，听说读写兼顾，培养学生的综合语用能力。】
Homework 家庭作业
1. Copy the new words.
2. Read and recite the story.
3. Try to introduce your family.
板书设计：
Unit 5 What do they do?
Mike’s father a teacher teaches English
Mike’s mother a writer writes stories
Su Hai’s father a doctor helps sick people
Su Hai’s mother a factory worker makes sweets
本课设计：
本节课为Unit 5的第一课时，教学内容是Story time。歌曲的铺垫以及利用课文图片对本课主题的猜测，为教学的自然导入做了充分而必要的准备，为本课教学明确了教学目标和重点，通过揭题初步感知本课的教学主题。
新授部分的教学环节层次清晰，从Mike和Su Hai父母的jobs引申到相关问答及具体描述，先通过观看动画明确对职业提问的问句，然后通过听课文录音进行人物与职业的匹配，同时也完成单词的新授和重点句型的问答，再到默读课文找出对各个职业的具体描述，教学始终是字不离句、句不离篇，将重难点逐个击破。并且本课教学始终立足于文本，通过看动画、听录音和读课文，培养学生获取信息和分析信息的能力，有意识引导学生在前两个单元基础上自主归纳动词的第三人称单数形式的规则和用法，并渗透动词与名词之间建立联系的方法指导。在读课文的环节，教师在跟读、自读之后，将自主权还给学生，由学生选择喜欢的朗读方式进行同桌互动，调动了学生阅读的兴趣和积极性，扎实有效地完成了文本教学。
巩固阶段，在充分理解和掌握课文的基础上设计了有层次性的练习，判断和填空使学生更好地理解课文，提高了复述的准确性，帮助学生当堂反馈和消化，同时体现听、说、读、写四技并举的原则，扎实有效地巩固了本课所学的内容，并为下一节课做好了充分的准备。