Unit 5 What does he do Part A Let’s talk教案（含反思，详案与简案）

Unit
5
What
does
he
do?
教材分析[来源:Zxxk.Com]
本单元学习的主题是人物职业和生活情况。教学内容主要是通过家长日Oliver和Sarah谈论各自父母工作的情景以及Mike和Xiao
Yu在回家路上谈自己家人工作和生活的场景来展开的。教学重点是能听、说、读、写核心句型“—What
does
he/she
do?
—He/
She
is…”“—Where
does
he/she
work?
—He/
She
works…”“—How
does
he/she
go
to
work?
—He/
She
goes
to
work…”；能听、说、读、写单词和词组：factory
worker,
postman,
businessman,
police
officer,
fisherman,
scientist,
pilot,
coach
教学目标
知识与能力目标:·能够听、说、读、写句型“—What
does
he
do?
—He
is
a
businessman.”“—Where
does
he
work?
—He
works
at
sea.”“—How
does
he
go
to
work?
—He
goes
to
work
by
bike.”·
能够在情景中运用句型“—What
does
he/she
do?
—He/
She
is…”“—Where
does
he/she
work?
—He
/She
works…”“—How
does
he/she
go
to
work?
—He/
She
goes
to
work…”谈论人物的职业和生活情况·能够在图片的帮助下正确理解并按照正确的意群及语音、语调朗读关于爱好及职业的语篇，能运用本单元所学核心句型口头描述自己的爱好和喜欢的职业，同时能仿照范例完成信息表·能够听、说、读、写单词和词组：factory
worker,
postman,
businessman,
police
officer,
fisherman,
scientist,
pilot,
coach·能够正确使用上述单词和词组谈论和描述人物的职业和生活情况·知道逗号是英语句子中停顿的标志情感态度?文化意识?学习策略目标:·了解橙色多用于各国紧急救援的衣服和设备上，如：救生衣、救生艇、消防员衣服、工程抢险车等·能够从不同视角认识职业，明白能从事某些职业应具备的条件，构思自己的职业梦想·能够通过看图捕捉关键信息，并根据提示做出听前预测·能够通读文段获取主旨大意，并能据此选择合适的标题
课时安排
第一课时：
Part
A
Let’s
try
&
Let’s
talk第二课时：
Part
A
Let’s
learn
&
Listen,
match
and
say第三课时：
Part
B
Let’s
try
&
Let’s
talk第四课时：
Part
B
Let’s
learn
&
Write
and
discuss第五课时：
Part
B
Read
and
write第六课时：
Part
B
Let’s
check
&
Let’s
wrap
it
up
&
Part
C
Story
time
The
first
period(第一课时)
Part
A
Let’s
try
&
Let’s
talk
[来源:学科网]
?教学内容与目标
课时教学内容
课时教学目标
Let’s
try
·能够读懂题目要求，学会听前预测听力的重点内容·能够运用基本听力技巧完成Let’s
try板块的听力任务
Let’s
talk
·能够通过观察、谈论Let’s
talk板块的图片，在图片、PPT和老师的帮助下理解对话大意，并回答对话后面的问题·通过听录音，学会按照正确的意群及语音、语调朗读对话，并能在小组中进行角色表演·能够在情景中运用句型“—What
does
he/she
do?—He/
She
is…”谈论人物的职业·能够在情景中运用第三人称单数的特殊疑问句·在语境中借助图片等帮助理解“country,
head
teacher”的意思，并能正确发音
?教学重点
能够在情景中运用句型“—What
does
he/
she
do?—He/
She
is…”谈论人物的职业。
?教学难点
能够在情景中运用第三人称单数的特殊疑问句。
?教学准备
PPT课件、课文录音、视频和教学卡片等。
?教学过程
Step
1:
Warm-up
&
Lead-in
1.
Greetings.
2.
Revision—Brainstorm.
Show
some
pictures
of
different
jobs
on
the
PPT.
Help
students
review
the
words
of
the
jobs.（课件出示：一些不同职业的图片及其职业词汇，如：driver,
doctor,
cook,
farmer,
basketball
player,
dancer,
singer
等，最后在中间呈现“jobs”）
3.
Lead-in.
T:
My
father
is
a
teacher.
My
mother
is
a
nurse.
What
about
your
father
and
mother?
Ss:
My
father
is
a/an…
T:
In
this
unit,
we’re
going
to
talk
about
“jobs”.
We’ll
learn
how
to
ask
and
answer
about
jobs.
Write
down
the
topic
“What
does
he
do?”
on
the
blackboard.
T:
Today
is
Parents’
Day.
Our
friends’
parents
will
come
to
school
to
meet
the
teachers.
Who
will
come?
Can
you
guess?
Ss:
…
Step
2:
Presentation
1.
Listen
and
circle.
(1)
Show
the
part
of
“Let’s
try”
to
students.
Students
read
the
question
by
themselves.（课件出示：教材P48
Let’s
try板块的内容）
T:
Listen
to
the
recording.
Please
pay
attention
to
the
bold
words.
Who
will
come?
(2)
Play
the
recording.（课件出示：教材P48
Let’s
try板块的音频）
Students
listen
to
the
recording
and
try
to
answer
the
question.
(3)
Play
the
recording
again
and
ask
students
to
circle
the
answers
in
the
book.（出示课件）Then
check
the
answers.
T:
What
does
Sarah’s
father
do?
Is
he
a
doctor,
a
teacher
or
a
taxi
driver?
Ss:
He’s
a
doctor.
2.
Look
and
predict.
Show
the
pictures
of
“Let’s
talk”
to
students.
Let
students
look
at
the
pictures
carefully.
Ask
some
questions
to
lead
them
to
predict
the
main
idea
of
the
dialogue.（课件出示：教材P48
Let’s
talk板块的图片）
Questions:
①Who
are
they?/
②Who
are
they
talking
about?/
③Is
it
Parents’
Day
today?
Who
will
come?
Oliver’s
father
or
his
mother,
or
both？/…
3.
Watch
and
answer.
Show
the
questions
on
the
PPT.
Let
students
watch
the
cartoon
and
try
to
answer
the
questions.（课件出示：教材P47
Let’s
talk板块的视频及下列问题）
Q1:
Who
are
they
talking
about?（They
are
talking
about
Oliver’s
father
and
mother.）
Q2:
Who
will
come?（Oliver’s
mother
will
come.）
T:
Yes.
Oliver’s
mother
will
come
today.
And
how
about
Oliver’s
father?
S1:
Oliver’s
father
can’t
come.
T:
Why?
S2:
Because
Oliver’s
father
is
in
Australia
now.
4.
Read
and
answer.
Students
read
the
dialogue
and
try
to
answer
the
questions.（课件出示：下列问题）
Q3:
What
does
Oliver’s
father
do?
Q4:
What
does
Oliver’s
mother
do?
T:
What
does
Oliver’s
father
do?
S1:
He’s
a
businessman.
T:
Yes.
He’s
a
businessman.
He
sales
things.
He
often
goes
to
other
countries.
Maybe
Japan,
the
USA,
…
Help
students
understand
the
words
“businessman,
country”.
Teach
the
words.
Students
learn
to
read.
T:
What
does
Oliver’s
mother
do?
S2:
She’s
a
teacher.
T:
Yes!
She’s
a
head
teacher.
In
our
school,
Mr…/Mrs…is
our
head
teacher.
Teach
the
phrase
“head
teacher”.
Students
learn
to
read.
T:
Do
you
want
to
be
a
head
teacher?
(Ask
several
students.
Help
them
to
answer.)
S3:
Yes.
I
want
to
be
a
head
teacher.
/
No,
I
want
to
be
a/an…
T:
What
does
Oliver’s
father
do?
What
does
Oliver’s
mother
do?
How
does
Sarah
ask?
How
does
Oliver
answer?
Write
down
the
sentence
structures
“—What
does
he/she
do?
—He/
She
is…”
on
the
blackboard.
Students
practice
in
pairs.
5.
Read
and
act.
(1)Students
read
after
the
recording.
Pay
attention
to
the
pronunciation
and
the
intonation.（出示课件）
(2)Let
students
practice
the
dialogue
in
groups.
Then
act
out.
(3)Make
a
new
dialogue.
Step
3:
Practice
1.
Choose
and
say.
Show
some
word
cards（writer,
cleaner,
taxi
driver,
singer,
dancer,
football
player）to
students.
Students
read
the
words
one
by
one.
Then
let
some
students
choose
one
card
each
time.
And
ask
them
to
use
the
sentences
to
describe
it.
For
example,
“I
like
writing
stories
for
children.”
The
boys
ask,
“What
does
he/she
do?”
The
girls
answer,
“He/She
is
a
writer.”
Then
exchange.
2.
Pair
work.
(1)
Show
some
pictures
of
famous
people
on
the
PPT.
（课件出示：几张名人图片，如莫言，贝克汉姆，那英，马云……）[来源:学科网]
(2)
Make
a
model.
Point
to
the
picture
of
“Mo
Yan”
and
ask
one
student.
T:
What
does
he
do?
S1:
He
is
a
writer.
T:
Do
you
want
to
be
a
writer,
too?
S1:
Yes,
I
want
to
be
a
writer.
/
No,
I
want
to
be
a/an…
(3)
Students
practice
in
pairs.
(4)
Show
time.
Ask
several
students
to
show
to
the
class.
The
other
students
listen
and
make
evaluations
to
them.
Step
4:
Consolidation
&
Extension
“Make
a
survey”
1.
Create
a
situation.
T:
Oliver’s
father
is
a
businessman.
His
mother
is
a
head
teacher.
There
are
some
other
jobs.
Let’s
see.
Show
some
pictures
on
the
PPT.（课件出示：教材P48
Let’s
try板块下方的职业图片）Lead
students
to
review
the
words
of
the
jobs.
T:
My
father
is
a
teacher.
My
mother
is
a
nurse.
What
does
your
father
or
mother
do?
What
does
your
classmates’
father
or
mother
do?
Let’s
make
a
survey.
2.
Make
a
demonstration.
Show
a
chart
to
the
class.
Name
Father
Mother
Lin
Hong
teacher
nurse
T:
…,
what
does
your
father
do?
S1:
He
is
a…
T:
What
does
your
mother
do?
S1:
She’s
a…
Write
down
the
answers
in
the
chart.
3.
Work
in
groups.
Ask
students
to
work
in
groups
of
four
as
the
demonstration
and
finish
the
chart.
4.
Make
a
report.
Students
show
the
chart
to
the
class
and
make
a
report
with
the
structure
“My
father
is
a
teacher.
My
mother
is
a
nurse.
…’s
father
is
a/an…
Her/
His
mother
is
a/an…”
The
other
students
listen
and
make
evaluations
to
them.
?板书设计
?教学反思
1.
整个教学设计流程清晰，很好地达成了课程教学目标。
2.
逐步帮助学生读懂题目要求，引导学生学会听前预测听力的重点内容。
3.
在情境中理解，在活动中运用，突出语用功能。通过创设合理情景，帮助学生在情景中真实自然地使用所学语言，突出教学重点。
4.
在教学中适当引入一些当代名人信息，既调动了学生的积极性，又让学生了解到了许多课堂以外的信息，跟时代接轨。
?Teaching
Contents
&
Teaching
Aims
Let’s
try
?·Be
able
to
predict
the
main
content
of
listening
part.
?·Be
able
to
use
basic
listening
skills
to
complete
the
listening
tasks.
Let’s
talk
?·Be
able
to
understand
the
main
idea
of
the
dialogue
by
observing
and
talking
about
the
pictures
and
answer
the
questions
below
the
dialogue.
?·Be
able
to
read
the
dialogue
correctly,
fluently
and
emotionally
and
act
it
out
in
groups.
?·Be
able
to
use
the
sentence
structures“—What
does
he/she
do?—He/
She
is…”to
talk
about
people’s
jobs
properly.
?·Be
able
to
use
the
third
person
singular
special
questions
in
situations.
?·Be
able
to
understand
and
read
the
new
word
and
phrase“country,
head
teacher”correctly.
?Teaching
Priorities
·Be
able
to
understand
and
use
the
key
sentence
structures
“—What
does
he/she
do?
—He/
She
is…”
properly.
?Teaching
Difficulties
Be
able
to
use
the
third
person
singular
special
questions
in
situations.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students
Activities
Teaching
Purposes
Warm-up
&Revision&Lead-in
1.
Greetings.2.
Revision—Brainstorm.3.
Lead-in.
1.
Greetings.2.
Review
the
words
of
the
jobs.3.
Free
talk.
Stimulate
students’
interest
in
learning
and
lead
in
the
topic
of
the
jobs.Review
some
words
of
the
jobs.Prepare
for
the
next
part.
Presentation[来源:学科网ZXXK]
1.
Listen
and
circle.[来源:Zxxk.Com](1)
Show
the
part
of
“Let’s
try”
to
students.
Ask
students
to
read
the
question
by
themselves.(2)
Play
the
recording.
(3)
Play
the
recording
again
and
check
the
answers.
(1)
Look
at
the
part
of
“Let’s
try”.
Read
the
question.(2)
Listen
to
the
recording
and
answer
the
question.(3)
Listen
to
the
dialogue
and
try
to
circle.
Check
the
answers.
Lead
students
to
predict
the
main
idea
before
listening.
Cultivate
students’
ability
of
logical
reasoning.
2.
Look
and
predict.Show
the
pictures
of
“Let’s
talk”
to
students.
Look
at
the
pictures
carefully.
Answer
the
questions.
Predict
the
main
idea
of
the
dialogue.
Develop
students’
observation
and
logical
reasoning
ability
by
predicting
the
main
idea
of
the
dialogue.
3.
Watch
and
answer.Show
the
questions
on
the
PPT.
Play
the
cartoon.Check
the
answers.
Watch
the
cartoon
and
try
to
answer
the
questions.
Check
the
answers.
Lead
students
to
understand
the
content
of
the
dialogue
by
asking
questions.
Get
an
overall
perception
of
the
text
and
get
useful
information.
Help
students
learn
the
words,
the
phrase
and
the
sentence
structures.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Presentation
4.
Read
and
answer.
Teach
the
new
sentences.Show
the
questions
on
the
PPT.Help
students
understand
the
words
“businessman,
country”.Teach
the
phrase
“head
teacher”.
Read
the
dialogue
and
try
to
answer
the
questions.
Try
to
understand
and
learn
the
words
“businessman,
country”.Learn
the
phrase
“head
teacher”.Practice
the
sentence
structures
in
pairs.
5.
Read
and
act.(1)
Ask
students
to
read
after
the
recording.
(2)
Let
students
practice
the
dialogue
in
groups
and
act
out.(3)
Let
students
make
a
new
dialogue.
(1)
Read
after
the
recording.
Pay
attention
to
the
pronunciation
and
the
intonation.(2)
Practice
the
dialogue
in
groups
and
act
out.(3)
Make
a
new
dialogue.
Make
sure
students
are
able
to
read
the
dialogue
correctly
and
fluently
and
act
it
out
in
groups.
Practice
1.
Choose
and
say.Show
some
word
cards
to
students.
Ask
students
to
choose
and
say.2.
Pair
work.(1)
Show
some
pictures
on
the
PPT.
(2)
Make
a
model.(3)
Ask
students
to
practice
in
pairs.(4)
Show
time.
1.
Read
the
words
of
the
jobs
one
by
one.
Choose
word
cards
and
describe
them.
Then
ask
and
answer.2.
(1)
Look
at
the
pictures.
(2)
Learn
the
model.
(3)
Practice
in
pairs.
(4)
Show
to
the
class.
Practice
the
key
words
and
sentence
structures.
Consolidation&Extension
“Make
a
survey”1.
Create
a
situation.2.
Make
a
demonstration.3.
Work
in
groups.4.
Make
a
report.
Work
in
groups
of
four.Ask
and
write
down
the
answers
in
the
chart.Then
try
to
make
a
report.
Create
a
real
situation
to
develop
students’
comprehensive
language
using
ability.
Homework
1.
Practice
the
dialogue.2.
Do
the
exercises.
Teaching
purpose
PPT出示不同职业的相关图片，借用“头脑风暴”帮助学生唤醒旧知，激发学生的学习兴趣，为后面的学习做好铺垫。
Teaching
purpose
逐步帮助学生读懂题目要求，引导学生学会在听录音之前预测听力的重点内容。
Teaching
purpose
通过问题引导学生观察并讨论图片，借助图片预测教学内容，培养学生的观察能力和逻辑推理能力。通过图片内容激活已有知识，并提取与文本有关的知识，进入文本话题。
Teaching
purpose
引导学生带着问题观看文本动画，整体感知文本，获取有用信息。
Teaching
purpose
引导学生带着问题再读文本，进一步感知文本，获取有用信息。并引导学生跟随文本学习新的单词、词组和句型。
Teaching
purpose
通过让学生听录音跟读，引导他们按照正确的意群及语音、语调朗读对话，并能在小组中进行角色表演。
Teaching
purpose
借助PPT给学生呈现一些人物和职业，帮助学生操练新句型。
Teaching
purpose
通过创设自然真实的情境，让学生在情境中合理运用所学语言询问他人的职业并作简单的汇报，培养学生的语言综合运用能力。