五年级上册英语教案-Unit 5 What do they do 译林版

《英语》（五年级上册）
Unit
5
What
do
they
do?
Sound
time,
Checkout
time
&
Ticking
time
Teaching
aims
and
learning
objectives教学目标
1.
了解字母y在单词中的三种基本发音。
2.
通过复习，能熟练运用所学句型对职业进行描述。
3.
能在特定的情境中，熟练运用句型What
do/
does
...
do?
I’m/
He’s/
She’s
a…I/He/She...来询问他人的职业。
4.
通过复习和相关练习正确掌握第三人称单数后动词的变化。
5.
培养学生对职业的认识，以及对各种职业的尊敬，引导学生们从小树立职业理想并为之努力奋斗。
Focus
of
the
lesson
and
predicted
area
of
difficulty教学重点和难点：
教学重点：
1.
在情境中对熟练运用句型What
do/does...do?I’m/
He’s/
She’s
a…I/He/She...进行与职业相关话题的交流与讨论。
2.
能够正确熟练运用本单元所涉及的职业类名词和句型。
教学难点：
问句中do和does是否正确使用以及对第三人称单数后动词变化形式的掌握。
Teaching
procedures
教学过程
Step
1
Introduction
Know
the
four
learning
aims
in
Ticking
time.
Prepare
for
the
following
learning
tasks.
Step
2
Ticking
time
1
1.
Try
to
guess
the
jobs
E.g
T:
He
saves
people.
He
fights
against
fire.
What
does
he
do?
S1:
He’s
a
fireman/firefighter.
T:
She
works
in
a
hospital.
She
takes
care
of
sick
people.
What
does
she
do?
S2:
She’s
a
nurse.
2.
Describe
and
guess
the
jobs.
3.
Have
known
&
Know
more
T:
I
know
you’ve
known
a
lot
of
about
jobs
and
you
can
describe
them
very
well.
Let’s
meet
them
again
and
find
something
interesting.
We
have
known
these
words.
Can
you
tell
me
the
relationship
between
the
verbs
and
the
names
of
jobs?
(PPT呈现左栏已学词汇，引导学生归纳)
T:
There
are
many
words
like
this.
I’ll
show
you
more.
(PPT呈现右栏词汇)
4.
T:
We
also
have
learned
these
two
jobs.
What
did
you
find?
(PPT呈现police-policeman,
fire-fireman)
T:
Right.
There
is
a
“man”
at
the
end
of
the
word.
Now
let’s
see
some
more.
(PPT呈现milk-milkman,
post-postman)
5
.Family
album
T:
In
our
last
lesson,
you’ve
made
a
family
album.
First,
I’ll
show
you
my
album,
and
then
you
can
show
yours.
(学生展示自己的全家福并介绍家人的职业).
6.
Try
to
write
(学生完成教材57页Think
and
write)
8.
Tick
in
the
form
Step
3
Ticking
time
2
1.
T:
Boys
and
girls,
we
have
known
so
many
jobs.
What
do
you
want
to
be
20
years
from
now?
There
may
be
a
class
party
after
20
years.
You
meet
each
other
and
you
see
your
old
teacher.
Please
make
a
dialogue
in
pairs
or
in
groups.
One
will
be
the
teacher,
the
other(s)
will
be
the
students.
2.
Perform
the
dialogue
3.
Tick
in
the
form
Step
4
Ticking
time
3
1.
Complete
the
rhyme
(PPT呈现)
2.
Chant
the
rhyme
3.
S
make
a
new
rhyme
and
chant
it
4.
Try
to
write
(Page
26,
Part
F,
补充习题)
T:
This
man’s
name
is
Bill.
If
you
want
to
know
his
job,
what
question
can
you
ask?
S1:
What
does
Bill
do?
T:
Yes.
Bill
will
tell
you.
(Bill’s
self-introduction)
T:
Now
can
you
describe
Bill’s
job
to
us?
Pay
attention
to
the
third
person
singular
verbs.
5.
Change
Mary’s
self-introduction
(完成补充习题第26页F部分)
6.
Tick
in
the
form
Step
5
Ticking
time
4
(Sound
time)
1.
Let’s
read.
(PPT呈现sky,
butterfly,
fly,
I
wish
I
could
fly.)
2.
Read
and
chant.
(PPT呈现小诗)
3.
Note
the
sound
of
the
letter
“y”
in
these
words
4.
Think
of
more
words
with
the
“y”
and
have
the
same
sound.
Read
these
words.
5.
Read
the
words
in
each
group
and
judge
whether
the
ys
have
the
same
sound
or
not.
6.
T:
How
many
sounds
does
the
y
have
according
to
this
exercise?(/j/
/i/
/ai/)
Classify
the
words
according
to
the
sounds
of
letter
“y”.
7.
Tick
in
the
form
Step
6
Homework
1.
Try
to
write
a
short
composition
about
your
family.
You
can
introduce
with
your
family
album
next
lesson.
2.
Finish
the
exercises
in
Work
Book.
(Part
D
&
Part
E)
3.
Try
to
remember
the
sounds
of
the
words
which
have
letter
"y".
Teaching
aids
教学准备：
1.
教师准备：
PPT，板书
2.
学生准备：自制家庭相册，并尝试介绍家庭成员的职业
板书设计:
Unit5
What
do
they
do?
(Sound
time,
Checkout
time
&Ticking
time)
y
[
ai
]
High
,
high
in
the
sky,
What
do
you
do?
I’m
a...
I...
I
can
see
a
butterfly.
What
does...do?
He’s/She’s
a
...
He/She...
I
wish
I
could
fly!
说课：
本课时为第五单元第五课时，也是最后一个课时，既要复习旧知职业类单词和句型，又有教授语音新内容，并且还要在学生完成学习任务的同时，引导他们根据预设教学目标和达成度完成自我评价。因此，如何为整个单元画上句点以及对一个单元的知识点进行梳理是本课的重中之重。本课根据Ticking
time四个评价点设计了与之相契合的学习活动。
第一个评价点为“谈论职业”，将职业描述设计成谜语游戏，巧妙地规避了单一的句型描述的机械性，游戏中学生需要准确把握职业特点并用句型正确表述，并用What
does
he/she
do?来提问，将之前的问答换一种形式处理，让句型操练显得不呆板枯燥。同时，本课也不仅仅立足于课本上的职业类单词，还兼顾英语中构词法的渗透，通过动词与名词之间的构词规则，拓展一些常用职业类单词，培养学生的观察和归纳的能力，做到了“温故而知新”。
家庭相册以及20年后的班级聚会的场景设定给了学生很好的主题和话题资源，从现实到想象，在合情合理的语言情景中练习和运用语言。对未来的职业假设和展望极大地激发了学生互相交流的兴趣和欲望，是一次很特别的话题讨论和展示，通过这一活动，句型已经在学生的印象中进一步加深。
为了突破本单元的教学难点——第三人称单数动词的正确运用，本课以押韵诗为载体，先让学生来完善小诗，再有节奏地唱诵，再来模仿编一编，一步一步地帮助学生巩固助动词do、does以及动词第三人称单数形式的正确使用，最后配合一个《补充习题》上的练习，将口头说落实到笔头写，帮助学生拾级而上，完成听、说、读、写的技能目标。
语音板块的教学则重在“讲透”，单词的呈现与画面结合，学生通过读来感知发音，寻找单词中的相同发音，掌握发音规律后达到“见词能读”，培养直拼的能力和语感，同时，语音训练不能仅局限于本单元，还需要对相同字母或相同因素进行辨析比较和建立联系来培养学生“读单词”的能力。本课所设计的判断与归纳联系，有效帮助学生掌握字母y的三种常见发音，与Ticking
time相结合，实现了当堂学习、当堂消化、当堂巩固和当堂评价的学习目标。
总之，这节课的教学目的既要立足于课本，又要教给学生学习方法，还需要拓展延伸，力求全方位地培养学生的综合语用能力。