Unit
3
My
father
is
a
writer
Lesson
13
导学案
年级
五年级
姓名
时间
地点
课时
1
具体内容
方法
指导
学
习
目
标
知识目标：
1.我能够理解课文并能流利朗读，做到发音标准、语音语调正确。
2.我能够正确地听、说、认读单词writer
、
singer，dancer。
3.我能够正确地听、说、认读的句子：
This
is
my
father
.He’s
a
writer
.
This
is
my
mother
.She’s
a
singer
.
能力目标：我能够在情景中正确地听、说、读、写下面的句子及单词：writer
、
singer，dancer
This is
my
father
/mother
He’s
/she’s a
……
情感目标：
我能够关爱家人，体谅到父母的不易。
看懂并记住每一条学习目标。
自主
学习
Task1.我能够正确地听、说、认读单词并记住这些词的意思：
writer
、
singer，dancer。
Task2:
理解课文意思，朗读课文，做到发音标准、语音语调正确。
学习方法：
听录音，跟读,请优秀同学辅导。
合
作
探
究
1.通过和组员讨论我能发现这些职业单词的相同点：singer
farmer
writer
dancer
driver
2.我能根据Mind
map
复述课文。
学习方法：小组讨论
加油!
组内展示
1.我能把单词和课文读给小组长听。
2.我能介绍自己的家人。
声音一定要响亮哦！
课
堂
检
测
选出不同类的单词。
1.（
） A、pretty
B、name
C、thin
D、clever
2.
(
)
A.
nurse??????
B.
hundred?? C.
singer???????
D.
writer?
3.
(?
)
A.
sister?????
B.
mother
C.
teacher????
D.
father
连词成句：
1.my,
is,
a,
father,
famer
2 .my
,
here
,
of
,
family
,
is
,
picture
,
my
.
相信自己是最棒的！(共20张PPT)
Unit
3
My
father
is
a
writer
Lesson
13
人教精通五年级上
第五师83团一中
张欣
Let’s
sing.
Father
and
mother
I
love
you!
F
a
m
I
l
y
family
mother
brother
sister
grandma
grandpa
uncle
father
aunt
Quick
response.
Task
1
Fill
in
the
blanks
and
chant.
Father
,
father.
This
is
my
father.
He’s__________.
Mother,
mother.
This
is
my
mother.
She’s________.
Sister
,
sister.
This
is
my
sister.
She’s_______.
Me
,
me.
This
is
me.
I’m______.
handsome
pretty
cute
active
Hello!
My
name
is
Tom.
I’m
ten.
I’m
from
Australia.
I’m
a
new
student.
I’m
in
Class
Two,
Grade
Five.
Here
is
a
picture
of
my
family.
This
is
my
father.
He’s
a
writer.
This
is
my
mother.
She’s
a
singer.
The
girl
is
my
sister.
The
boy
is
me.
We
love
our
father
and
mother,
and
they
love
us.
We
are
a
happy
family.
1.How
old
is
Tom?
He’s
ten.
2.Where
is
Tom
from?
He’s
from
Australia.
3.What
class
is
Tom
in?
He’s
in
Class
Two,
Grade
Five.
Task
2
Listen
and
answer.
4.What
does
Tom’s
father
do
?
He’s
a
writer.
5.What
does
Tom’s
mother
do
?
She’s
a
singer.
writer
singer
dancer
歌手；歌唱家
作家
跳舞者；舞蹈演员
What
does
he/she
do?
He/She
is
a
________.
Cao
Wenxuan
Cao
Wenxuan
is
a
writer.
He
writes
many
books
for
children.
Zhang
Jie
Zhang
Jie
is
a
singer.
He
can
sing
very
well.
Yang
Liping
Yang
Liping
is
a
famous
dancer.
She
can
dance
very
well.
singer
farmer
teacher
writer
dancer
driver
Task
3
Look
and
find.
singer
farmer
teacher
writer
dancer
driver
1.sing+er=singer
farm+er=farmer
teach+er
=
teacher
2.write+r=writer
dance+r=dancer
drive+r=driver
er
/?/
Hello!
My
name
is
Tom.
I’m
ten.
I’m
from
Australia.
I’m
a
new
student.
I’m
in
Class
Two,
Grade
Five.
Here
is
a
picture
of
my
family.
This
is
my
father.
He’s
a
writer.
This
is
my
mother.
She’s
a
singer.
The
girl
is
my
sister.
The
boy
is
me.
We
love
our
father
and
mother,
and
they
love
us.
We
are
a
happy
family.
Let’
s
read.
Tips:
1.发音准确，
吐字清晰；
2.语调正确，自然流畅；
3.声音响亮，有感情。
Hello!
My
name
is
Tom.
I’m
ten.
I’m
from
Australia.
I’m
a
new
student.
I’m
in
Class
Two,
Grade
Five.
Here
is
a
picture
of
my
family.
This
is
my
father.
He’s
a
writer.
This
is
my
mother.
She’s
a
singer.
The
girl
is
my
sister.
The
boy
is
me.
We
love
our
father
and
mother,
and
they
love
us.
We
are
a
happy
family.
Task
4
Do
you
remember?
Task
5
Look
and
say
Hello!
My
name
is
….
I’m
….
I’m
from
...
I’m
a
....
I’m
in
...
Here
is
a
picture
of
my
family.
This
is
my
...
He’s
a
....
This
is
my
...
She’s
a
...
The
…
is
my
...
The
boy/girl
is
me.
I
love
my
…
,
and
they
love
me.
We
are
a
happy
family.
Task
6
Let’s
talk
about
your
family.
farmer,teacher,
cook
businessman/
businesswoman（生意人）housewife,cleaner…
Word
bank
father,mother,brother,
sister,grandpa,grandma,
uncle,aunt
Let’s
talk
WHAT
DO
THEY
DO?
teacher
taxi
driver
doctor
nurse
postman
farmer
writer
policeman
This
is
my
father.
He’s
a
postman.
That’s
my
mother.
She’s
a
teacher.
This
is
my
aunt.
She’s
a
writer.
This
is
my
uncle.
He’s
a
policeman.
Just
write
This
is
my
father.
This
is
my
mother.
this
family
father
mother
love
Can
you
write
them?
Let’s
chant
Mother!
Mother!
Come
to
me.
Have
some
milk.
Have
some
meat.
Homework
1.Read
the
text
again
and
try
to
recite
it.
2.
Collect
the
words
about
jobs.
3.Make
a
mind
map
of
your
family.课
题
Unit
3
My
father
is
a
writer.Lesson
13
授课时数
1
授课教师
张欣
授课时间
教学目标
语言知识目标：1.能够正确地听、说、认读单词writer
、
singer，dancer并在老师的引导下发现这类职业单词的构词规则
；2.能够正确地听、说、认读的句子：This’s
my
father
,
He’s
a
writer
.This’s
my
mother
,
she’s
a
singer
.能力目标：能够在情景中正确地听、说、读、写下面的句子：This’s
my
father
/mother
,He’s
/she’s
a
…….情感态度目标：1.进一步提高对英语学习的热情，培养更加稳定的学习兴趣。能积极主动地参与课堂活动，在情景对话中大胆开口，主动模仿。2.培养学生关心家人，理解父母的美好情感。
学情分析
学生在以往的学习中已经有了一定的语言基础，如和本课相关的家庭成员的单词及句型学生已经学习过，并能够用英语简单地介绍自己的家人。而本课则是在此基础上进一步学习有关职业的表达，这和学生的日常生活密切联系，同时五年级的学生也开始树立初步的职业理想，因此他们会比较感兴趣。
教学重点
能够正确地听、说、认读单词writer
、
singer，dancer
教学难点
能够在情景中正确地听、说、读、写下面的句子：This’s
my
father
/mother
,He’s
/she’s
a
…….
教具准备
Word
Cards，PPT
,Photos
of
family
教学环节
教
学
活
动
设计意图
Step1
Revision
Greetings(师生互相问候)T:Hello!Boys
and
girls!
Glad
to
see
you!Ss:
Glad
to
see
you,
too,
Miss
Zhang!Sing
a
song
My
family.Watch
the
cartoon
“family”.T:
What’s
the
song
about?Ss:
Family.T:
What
is
family?
Do
you
know?How
many
people
are
there
in
your
family?
Who
are
they?Quick
response.请学生快速读出屏幕上出现的有关家庭成员的单词。4.
Meet
Tom’s
family.(1)呈现Tom的家庭照片,并引导学生分别认识描述其家人：Look!
Who’s
this
boy?
Yes,
he
is
Tom.
(2)Have
a
chant
请学生在学习小组中根据前面的描述将chant补充完整，并有节奏地进行说唱，然后以组为单位进行展示。 T:
Look
,
Tom
makes
a
chant
of
his
family.
Let’s
chant
together.
Father,
father.
This
is
my
father.
He’s
handsome.
Mother,
mother.
This
is
my
mother.
She’s
pretty.
Sister,
sister.
This
is
my
sister.
She’s
cute.
Me,
me.
This
is
me.
I’m
active.
通过一首欢快的英文歌曲将学生带进英语课堂，同时联系本课的学习内容。通过快速认读单词活动，复习相关单词，为后面的输出作准备，同时调动学生的热情。引导学生简单地介绍并描述Tom的家人：This
is
...He/She
is…，在此复习前一单元的内容及以前所学单词和句型，同时为新课作准备。再次以chant的形式复习所学，同时活跃课堂气氛。
Step2
Presentation:
1.呈现文本，第一次阅读T:Look
at
the
passage. It’s
from
Tom,
too. Let’s
read. Then
answer
the
questions.How
old
is
Tom?Where
is
Tom
from?What
class
is
Tom
in?What
does
Tom’s
father
do
?What
does
Tom’s
mother
do
?请学生以小组为单位第一次阅读文本
2.学习生词：writer, singer，dancer（1）引导学生理解课文中出现的新词writer, singer，及拓展dancer一词，并请学生尝试拼读,最后引导学生初步了解相关职业类单词的构词规则。（2）呈现曹文轩、张杰、杨丽萍的照片，再次请学生3.Listen
and
repeat播放录音，学生模仿跟读，掌握正确的语音语调，并能按意群朗读。4.小组朗读并展示请学生在小组内朗读课文，然后进行展示。5.Do
you
remember?呈现整篇课文，部分关键词被遮挡，请学生凭记忆说出正确答案。6.Let’
s
say.a.请学生根据Mind
map复述课文b.请学生在小组内根据Mind
map复述课文。
请学生带着问题看课文动画，培养学生在听读的过程中捕捉关键信息的能力。解决课文中的生词，为更好地理解课文扫清障碍。培养学生良好的语音语调及朗读习惯。学生朗读课文后，对学生进行检测。利用Mind
Map帮助学生复述课文，同时以此培养学生良好的思维习惯，掌握科学的学习方法。
Step3
Practice
＆Consolidation
1.Let’s
talk(1)呈现职业类单词：teacher,
taxi
driver,
doctor,
nurse,
postman,
farmer,
policeman等。（2）Talk
about
your
family呈现语言框架，请学生拿出家人照片，在组内进行介绍。2.Emotional
education.请学生观看中央台公益广family。T：Boys
and
girls,
when
you
back
home,
please
say
“I
love
you!”
to
your
father
and
mother.
请学生用今天所学谈论自己的家人，以达到运用语言的目的。请学生观看公益广告family，对学生进行关爱、理解父母及家人的美好情感教育。
课堂练习
选出不同类的单词。1.
(??
)
A.
brown?????
B.
orange????
C.
pear???
D.
yellow2.（
）A、pretty
B、name
C、thin
D、clever3.
(
)
A.
nurse??????
B.
hundred???
C.
singer???????
D.
writer4.
(??
)
A.
sister?????
B.
mother????
C.
teacher????
D.
father5.（
）A、singer
B、on
C、under
D、in连词成句：1.
writer
，
is，my
，
a
，father
(.)_________________________________2.
my
,
here
,
of
,
family
,
is
,
picture
,
my
.___________________________________
布置作业
1.Read
the
text
again
and
try
to
recite
it.2.
Collect
the
words
about
jobs.3.Make
a
mind
map
of
your
family.
板书设计
Unit3
My
father
is
a
writer.
Lesson
13
writer
singer
dancer
love
a
picture
of
my
familya
happy
family
This
is
….
He/
She
is
a…
教学反思
优点：
1.整节课的设计比较流畅，从Warm
up/Revison――Presentation—Practice/Consolidation,从输入到输出，从机械操练到灵活运用，层层递进，其中新授环节对课文的处理也比较细致，学生能够较好地理解和朗读课文；
2.教学中重视对语音及构词法的渗透，使学生对其有初步的了解，并以此降低了学生在记忆单词时的难度。如在学习职业类单词writer,singer,dancer时，结合以往所学单词teacher,farmer等，引导学生发现字母组合er的发音，并且引导学生找出这些词尾是er的职业类的两种常见的构词规律：（1）动词词尾直接加er；（2）动词词尾是字母e时，只加r。3.以教材内容为契机，教学中在向学生传授知识的同时，潜移默化地培养学生的美好情感。不足：1.对课文学习的比重有些大，时间用得过多，影响了后面语言运用环节的练习。教学环节有点多，个别环节不能保证学生有足够的练习时间，学生对知识掌握得不扎实。
