1、1 Unit5 What do they do?教学设计教学设计 一、教学内容一、教学内容 译林版小学英语五年级上 Unit5 What do they do? (Story time) 二、教材分析二、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和用法。 Story time 部分呈现了 Su Hai 和 Mike 在家聊天的场 景，互相询问双方父母的职业。这两段介绍父母工作的对话既是学生谈论职业时口 头表达的范例，也是作为学生写作练习的参考。 三、三、教学目标教学目标 *知识与技能知识与技能 1. 能听懂、会说、会读和会写单词 tea
2、cher, teach, write, work, doctor, help, worker； 2. 能听懂、会说、会读单词 writer, at home, sick, people, factory； 3. 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? Hes/Shes a He/She 来讨论 Story time 中涉及的职业 并进行相关描述； 4. 能正确的理解并朗读课文，在教师的引导和帮助下尝试复述课文内容； 5. 能初步运用本课所学的词汇和句型来讨论职业名称和工作内容。 *过程与方法过
3、程与方法 1. 通过上下文语境和创设的情境，学会询问和谈论他人的职业。 2. 通过任务型教学，学会自主学习和合作学习。 *情感态度与价值观情感态度与价值观 通过本课的学习，学生能认识不同的职业，体会父母工作的辛苦，从而尊重每 一项职业；能学会同学间互相关心互相帮助；能养成良好的少吃糖的饮食习惯。 四、教学重点四、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 Hes/Shes a 2 teacher/writer/ factory/worker/ ； 2. 能正确理解并朗读课文，在教师的帮助下尝试复述课文。 五、教学难点五、教学难点 1. 单词
4、sick, factory, writer, people 单词的读音； 2. 能初步运用本课所学的词汇和句型来讨论职业名称和工作内容； 3. 在任务型教学中能学会自主学习和合作学习。 六、教学准备六、教学准备 课件，板贴，导学单 七、教学过程：七、教学过程： Step 1:Warm up 1. T: Hello, boys and girls. Nice to meet you. Ss: Nice to meet you, too. T: Now look at the aims. Do you know?（引导学生齐读教学目标） 2.T: OK. Lets begin our class.
5、 Follow me, please. Unit 5 What do they do? You know Im your English teacher. I teach you English. Who teaches you Chinese/Maths? S1: . T: Yes. teaches you Chinese/. Great! I like listening to the songs.Do you like listening to the songs? Ss: Yes, I do. T: OK. Now lets enjoy a song. If you can sing,
6、 you can sing after it. 【设计意图】学生生性活泼、开朗。学生喜欢节奏明朗的歌曲。因此，我在这里的 利用了这首歌曲，激发了孩子的学习兴趣，同时为了我新课中的职业的教学，做好 了铺垫。 S: Try to sing after it. T: Hello, boys and girls. Im a teacher, a teacher, a teacher. What do you do ? What is your job?（指着学生问，用歌曲的形式唱） S4: Im a student.Astudent.Astudent.（引导学生用歌曲的形式唱） 3 T: What d
7、o you do ? What is your job?（引导全班学生问，个别学生用歌曲的形式唱） S5: Im a student.Astudent.Astudent.（引导学生用歌曲的形式唱） T:Yes. My job is a teacher.Your job is a student. Now lets play a game about jobs. 【设计意图】我在这里用歌曲的形式与学生问答，是为了更好的激法学生的学习兴 趣，同时可以活跃课堂的气氛。 Ss: Play a game about jobs. T: Great! 【设计意图】新课标中强调要面向全体学生。这里的游戏，学生
8、的参与面很广，更 好的为新课的职业类单词和相关句子做好铺垫，孩子们在不知不觉的在游戏中学习 了新知识，学习起来轻松又感兴趣。 Step 2 Presentation 1.T: Now look at the picture.Theyre Mike and Su Hai. Theyre talking about jobs, too. Whose jobs are they talking about? Are they talking about their friends , their parents? Can you guess? 【设计意图】通过游戏，自然的引出课文中 Mike 和 S
9、u Hai 的父母亲的职业，可谓 是水到渠成。 S: . T: Yes. Theyre talking about Mikes parents jobs and Su Hais parents jobs.Look! This is Mike . This is Su Hai.This si Mikes father./mother.This is Su Hais father/mother.（介 绍并板贴） 2.T: We know about their parents. But what do they do? What does Mikes father do?. （引导学生提问）Let
10、s watch and choose. If you cant see this form, you can see it on your paper. Understand? Ss: Yes. T: OK. Now what does Mikes father do? S1: His father is a teacher. T: Oh, his father is a teacher.（引导学生一起说并贴板贴） 4 【设计意图】板书就是一节课的生成，通过孩子们的回答，板书在不断的完善，学 生的思维在不断的发展，知识在不断的积累。 T: What does Mikes mother do?（
11、引导学生齐声问） S2: Shes a writer. T: Writer means the person who likes writing books. For example, Yang hong ying is a famous writer. Do you know the other writers? S3:Shen shixi. Mo Yan. T: Yes. Shen shi xi is a famous writer, too. He likes writing stories about animals very much. Great! How about Su Hai
12、s father/.? You two. S: Hes a doctor. Shes a factory worker. T: Hes a doctor. Shes a factory worker. （按贴板贴一边书） 呈现 factory 并带读。Workers usually work in the factory. Right? S: Yes. 【设计意图】通过一些英文的解释和一些关于 writer 等知识的拓展，让学生不断的 丰富自己的知识，在老师的指导下学生有效的构建知识，拓展视野，活跃了思维。 3.T: We know Mikes father is a teacher. Mik
13、es mother is a writer. Su Hais father is a doctor. Su Hais mother is a factory worker.（引导学生一起看板书说） But what do they usually do evrey day? What does Mikes father usually do? Lets read, circle and say. Please open your books and turn to page 48. Firstly read loudly .Secondly circle the key words. Unde
14、rstand? Lets begin. S:. T: Have you finished? S: Yes. T: Now talk with your partner. What does Mikes father do? What does Mikes mother do? T: Ready? Who can try? （请 2 个人回答， 全班齐读 1 遍） （贴板贴并带读生词 teaches English, write stories） 5 4.T: We know about Mikes father teaches English Mikes mother writes stori
15、es. But how about Su Hais parents? Lets read and talk. Please open your book and turn to page 49. Firstly read loudly by yourselves. Secondly talk about Su Hais parents work in two.Lets begin. 5.T:Are you ready? S: Su Hais father is a doctor. He helps sick people. He works in a hospital. Su Hais mot
16、her is a factory worker. She makes sweets. T: Do you like sweets? S: Yes. 【设计意图】在教学中，我们应当坚持以学生为本，面向全体学生，优化课堂教学， 组织多种形式的课堂互动。我在这里设计的第一个环节是让学生自己读书，画出关 键词，让后同桌讨论，第二个环节，自己读，之后同桌直接讨论，在这里可以看出 有一个上升的梯度，引导学生自主学习和合作学习。从引导孩子怎么做，到后面的 直接自己读再讨论，这些环节的设计，都是有意识的让学生自己将老师交给的方法 内化成自己的学习英语的能力。 T: Oh, me too. But we sho
17、uldnt eat too many sweets, right? S: Yes. T: Why? S: Because theyre bad for our teeth.（引导孩子说） 【设计意图】在这里对学生进行了常识教育，喜欢吃糖果可以，但是不能多吃，因 为这样对牙齿不好。 6.T: we know about their parents jobs. Lets try to retell. You can look at the pictures. You can also look at the blackboard. Lets say it together.（示范一组，请 2 人说
18、） 7.T: Oh! Well done! Time for reading. Lets read after the tape.（关注学生的语言，读不 好再读，引导学生 Listen carefully 示范或者让学生模仿读） 8.T: Now lets read in roles. T: Great! Now lets read in two. Two students in a group.You can choose the best way 6 you like. Now lets begin.（请 2-3 组） 9.T: Oh. Youre really good at readi
19、ng. Now lets act. If you can act out the story,you can get 1star.If you can act out the story with actions and expressions, you can get 2 stars.If you can add more words, you can get 3stars. T:Now Im Su Hai, who wants to be Mike? （示范一组） T: Now I give you two minutes. Have a try（示范 1 组，请 2 组） 10.T: G
20、ood job! Today we know Mikes and Su Hais parents jobs. But how about your parentsjobs? Now lets try.（示范一组，请 2 组） 【设计意图】在这里设计的活动，贴近学生的日常生活，符合学生的认知水平，通 过语言知识的学习，发展了学生的语言技能，让学生在这个拓展的活动中能够通过 理解，操练，运用等环节，逐步实现语言知识的内化，从而提升实际语言运用的能 力。 T: Hi, my father is a driver. He drives the car. What does your father do
21、? S: My father is a . T: My mother is a nurse. She helps the sick people and the doctors. What does your mother do? S: She is a . T: O, I see. Thank you very much. S: Thats OK. T: Just like this. Practice in two.（请 2-3 组） 11.T: Excellent! Now lets look at the learning aims. I can understand and read
22、 story. So I can get 3 stars.How about you? S: I can get 3 stars. T: Oh, clever girl!（同上） T: Oh, you did a good job. Thank you. Now, boys and girls. Look at these jobs.（板书）I think the doctor is very great, because they can help sick people. Do you think so? S: Yes. 7 T: What do you think of the teac
23、hers? S: Theyre great,too. T: Why? Ss: Because they teach us English, Maths, Chinese and so on.（引导学生说） T: Right? S: Yes. T: Oh, Im an English teacher, too. Im so happy. Heres a video for you.（适当的结合说 说一些职业，引导学生说 People work to make life better. Lets respect every job.） 【设计意图】在这里给学生看到一个视频，实际上是一个情感目标的渗
24、透与升华， 让孩子们懂得尊重每一种职业。 12.T: Now boys and girls. Im a teacher. A teacher, a teacher.What do you do? What is your job? Can you sing? Have a try. Together. Ss: Im a student.Astudent, a student. T:Yes. Youre students. So dont forget your homework today. 【设计意图】这里与前面的用歌曲与学生问答，正好是呼应，头尾呼应，水到渠成。 Step 3 Homewo
25、rk 1. Read Story time after the tape and try to tell the story. 2.Ask your friends about their parentsjobs. 3.Complete this paper. 八、八、板书设计：板书设计： Unit5 What do they do? JobsDaily work Mikes fatherteacherteaches English Mikes motherwriterwrites stories Su Hais fatherdoctorhelps sick people Su Hais motherfactory workermakes sweets
