睢宁县城西小学王娇玉Unit5Whatdotheydo教学设计

Unit 5 What do they do?教学设计

睢宁县城西实验小学王娇玉

Teaching contents : 译林版小学英语五年级（上）Unit 5 Story time Teaching aims and learning objectives :

Aims on knowledge：

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. 能熟练运用句型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。

Aims on ability：

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。

3. 根据所学能就职业这一话题大胆进行口语表达。

Aims on emotion：

培养学生对职业的认识以及对各种职业的尊敬。

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的读音，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/ …

2. 根据所学能就职业这一话题大胆进行口语表达。

Teaching process:

Step1 Warming up

1.Free talk

Hello,I’m Miss Wang. How are you?Nice to meet you!What do you like? Do you like reading books/listening to music/singing?

Yes,I like singing and listening,too.Now.let’s enjoy a song.

2.Enjoy a song播放歌曲动画。Watch and answer.

Q1：What’s the song talking about?choose (My family’s jobs).

A:hobbies B: jobs

Q2:How many people in the song? Four.

Q3: What do they do?(Learn the sentence)

回答此问题之前可以再听一遍歌曲，通过听获得词汇的学习。

【设计意图】：Free talk拉近师生距离，了解学生最基本的信息。

再通过歌曲，提供一种更直观和生动的情景画面，调动学生的感官和营造了课堂氛围，学生既能初步感知本节课谈论的话题，又为下面的学习做铺垫。

Step2 Presentaion

Pre-reading

1.通过歌曲的引导和图片呈现，引导职业类新词汇的学习：farmer\doctor\teacher\driver.

Let’s have a look,my father is a doctor,my mother is a teacher,my uncle is

a driver,my aunt is a farmer,I love them.

2.Do you know the other jobs?(Think and say) 学生自由说，提供图片提示导学新词汇。随着学生的回答点击图片学习句型和词汇：What does he/she do? He/She is a/an...

nurse/worker/cook/policeman...

【设计意图】：在学生感知本节课话题之后，自由思考片刻，说说生活中了解的一些职业，为了不要太偏于课堂，及教学时间的有限性，我提供一些常见的职业图片辅以提示，学生自由说随机学习新的职业词汇。

3.Work in pairs:ask and answer

A:What does your father/mother do?

B:He /She is a /an...

Can you tell us yourparents’ jobs?please talk in pairs.

【设计意图】：对刚刚学习的新词汇和句型，适当操练巩固，简单交流一下父母的职业，并为下一个环节作铺垫。

While-reading

1.Boys and girls,we know some of our parent s’ job.Today,our friends Su Hai and Mike are taliking about their parents’jobs,too。how to talk?what do they do?Let’s watch the cartoon.

2.Watch and match(学习单一）

What do their parents do?Mike’s father/mother is ...

Learn :a writer

【设计意图】：初步感知文本，了解文本中人物的职业。带着问题去观看动画，使学生学习目的明确。

3. Listen and choose（学习单二）

Mike’s father is a teacher.His mother is a writer.Then what does his father teach? What his mother write? ... Please listen to the radio and choose.

First ,Read the qustions together.

Then,listen and choose.

Let’s read the questions,understand?OK,let’s listen and mark the answers.

Finally, report and check the answer.(Let’s check,who can answer?)

在学生回答中学习“sick people”，认识并理解动词三单：teaches,writes,helps等。

Now we know their parents' jobs and what to do.Then where do they work?

【设计意图】：深入理解文本，理解每个职业具体做的事情。通过听这一任务的布置，指导学生听的技巧，培养学生好的听的习惯，带着目的和方法去寻求答案。同时学习文中一些重点词汇，并认知动词三单，初步感知其用法。

3.Read and fill in the form.(深入整体理解文本)

Read the story and underline the key words or setences ,then fill in the form.

Next,discuss in your groups:

A:What does … do?

B:He/ She is a ….He/She...

Then,report and check.

在此过程中再次巩固动词三单，并学习新词：factory。

【设计意图】通过设计表格这一任务，将文本整体呈现，并突出文本中的细节和重点，引导学生精读课文，理解文本。让其边读边思考，整体深入感悟文本，细化文本语言点，对文本中人物所从事的具体职业及特点进一步清晰，对文本语言熟知。以上的三个不同层次的任务，由易到难，层层递进，来检测学生对文本的整体把握。

Post-reading

1. Listen and repeat.

2.Read the story.(Read by yourself/Read together/Read in roles.),In your group,you can choose one way to read.OK,begin.

3.检测读的情况：Try to retell（根据那个表格，作为思维导图，尝试复述课文。）选择一个人物（Mike或Su Hai)，以组为单位，推荐一人单独汇报，其他同学可以做补充。

【设计意图】：通过听录音模仿朗读，注意词汇和句型的语音、语调，正确、有感情地朗读课文，把前面阅读完成的表格，作为文本的思维导图，据此提示来尝试性复述课文，以达到对文本的巩固。Step3 Extending

1.Ok,boys and girls,we know some jobs,in our daily life,there are many jobs,let’have look at some pictures,what do they do?

拓展学习更多的职业词汇：sanitation worker，fireman，astronaut，

officer，engineer，singer，dancer，painter等。

2.Imagine:There are so diferent jobs,diferent people have diferent jobs. What do you want to be in the future? Why?

Do a survey in your groups.

【设计意图】：不局限于文本，活用知识，结合实际，对知识的运用于拓展。学生放飞梦想，展望未来。

Step4 Emotion

Diferent people have diferent jobs,so we should respect every job. Beacuse people work to make life better.

【设计意图】：除了对知识目标达成以外，情感目标对学生人文素养的培养同样重要，在感悟文本的基础上，挖掘文本，进行情感升华，对学生进行人文素养的培养。

Step5 Homework

1.Make a mind map of the story time and retell it.

2、Make dreams card and pull off it.

【设计意图】：作业是检测学生一种重要手段，但形式化的作业只会让学生感到枯燥乏味，创新性、有效性的实践性作业可以弥补这一大缺点，也能很好巩固所学知识。因此我设计这两个作业，让学生在动脑和动手相结合中，巩固了知识，提高了实效性。

板书设计：Unit 5 What do they do?

What does he/she do? He/She is a/an...

Farmer/doctor/teacher/driver.nurse/worker/cook/policeman...