江苏译林版牛津英语五年级上册第五单元教案.docx

江苏译林版牛津英语五年级上册第五单元精品教案Unit 5 What do they do?Story timeTeaching aims and learning objectives 教学 目标：知识目标：1 .能听懂、会说、会读和会拼写单词teacher, teach, write, work, doctor, help, worker2 . 能听懂、 会说、 会读单词 writer, at home, sick, people, factory.能听懂、会说、会读和会写关于职业的第三人称句型的问与答What does he/she do? He' s/She? s a .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? 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。能力目标：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。情感目标：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 教学重点和难 点：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 单词的读音.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 .通过教学活动初步了解主语是第三人称单数动词的变化形式。Teaching procedures 教学过程Step 1 Greeting & warm up1. A song: My father is a doctor2. Show the learning aimsI can read Story time very well.a. I can ask and answer “What doesdo?”主动表达的欲望和积极交流的热情。Focus of the lesson and predicted area of difficulty 教学重点和难点： 教学重点：1 .能够使用所学职业类的词汇并掌握动词加r或er构成职业类名词的规则。2 .在特定的情景中熟练使用本单元句型来询问职业并进行描述。3 .能够理解并掌握Grammar time中一般现在时的基本概念，知道当主语是第 三人称单数时助动词和行为动词的变化。4 .能够初步掌握动词的第三人数单数形式的变化规则和读音规律。 教学难点：1 . 一般现在时中当主语是第三人称单数时助动词和行为动词的变化规则。2 .动词第三人数单数形式的变化规则和读音规律。Teaching procedures 教学过程Step 1 Greeting and warm-up1. Learning aims （PPT 呈现）Sing a song: They sing happilyStep 2 Revision（男女生之间竞赛）1. Round 1 Brainstorminga. Name some jobsb. Brief summary: verb+r/er fnoun（ writefwriter, drivedriver, work->worker, farmfarmer, teach一 teacher）2. Round 2: Quick respondT: I say a verb, and you make phrases with it. For example, I say “help” , and you say “help sick people” . OK?a. T: This time, I say the original form of the verb and you say the third person singular verb. For example, I say “help” , you say “helps” .3. Round 3: Choose and sayT: Choose a letter apple and a number apple to practice with your partner. For example, I choose Apple A. It' s Miss Green. And I choose Apple 3, it' s a stethoscope. My partner and I can practice like this： What does Miss Green do? She' s a doctor.Step 3 PresentationDo a surveya. T: Now, here, s a task for you. Please do a survey in groups of four and write down others' family members? jobs.b. T: You' ve finished the survey already. It' s time to report.1. Brief summaryT: Let? s think about how to know others? jobs? What questions can we ask?51: What do you do?52: What does your father do?T: Yes. And we can answer: I' m/He' s/She, s a.2. Grammar timel (do&does)Whatdoyoudo? doesyour fatherhis motherher motherT: Now, please think about a question: When do we use “do” and “does” ？(帮助学生归纳“do”和“does”用法)T: In the questions of simple present tense, we use “do” with the first, the second and plural personal pronouns, and we use “does” with the third person singular.3. Round 4: Find the house.T: Here' s Round 4. Please help the personal pronouns find their right house by saying “What do/does.4. Grammar 2 (Verb forms)IteachEnglishHehelpssick peopleShemakessweetsT: Please think about the usage of the verbs in simple present tense. (帮助学生归纳)T: In simple present tense, we use the third person singular verbs with the third person, and we use original forms with other persons.5. Think and discussT: Please discuss the forms of the third person singular verbs.(引导学生总结规律)a. Add "s" after the verb in generalb. Add “es” after “ch, sh, s, x and o”c. Change "y" into "i" then add “es”d. Special form: havehasTry to readT: Now let' s try to read the third person singular verbs. Please pay attention to the sound.6. Grammar 3 (Pronunciation rules)(1) /s/ After the unvoiced consonants, such as takes, jumps;(2) /z/ After the voiced consonants, such as plays, runs;(3) /ts/ After /t/ , such as writes, skates;(4) /dz/ After/d/, such as reads;(5) /Iz/ Add “es” after ch> sh、 s、 x、 o, such as teachesStep 4 Consolidation1. Round 5: Try to sayT: Please say the third person singular verbs. Let' s see whether boys or girls can get more scores.2. Round 6: Fill in the blanksT: Let' s use the right verb forms in the sentences. Please read these sentences carefully and fill in the blanks.3. Competition result: Who are the winners?Step 5 HomeworkReview Grammar time and remember the third person singular verb forms.1. Do more survey about your friends' family? jobs and prepare to report in next lesson.Teaching aids 教学准备：教学准备：PPT板书设计：Unit 5 What do they do ?(Grammar time & Checkout time)Whatdoyoudo? doesyour fatherhis motherher motherWhatdoyoudo? doesyour fatherhis motherher motherIteachEnglishHehelpssick peopleShemakessweets反思：本课时将教学内容确定为Grammar time和Checkout time中的Do a survey,以男女生竞赛的形式为依托，在完成各项教学任务的过程中复习、巩固、 操练、归纳和运用。Grammar time中包含着本单元的教学重点，也是教学中需要 着重突破的难点，因此，教学任务的设计需要始终围绕职业类单词和重点句型 “What do/does. do?F m/He, s/She' s a . I/He/She.”来推进整堂课 的教学。本课从单词的复习切入，通过Brainstorming复习所学职业类单词，在熟练 掌握单词的基础上感知动词与名词之间的联系，从而过渡到相关动词的复习。 Quick respond环节完成了对本单元主要动词词组和动词第三人称单数形式的口 头复习。之后的Choose and say是一个机械操练的环节，但教师的处理比较巧 妙，利用翻牌的形式创设信息沟，赋予机械操练更多的趣味性，以提高学生参与 的积极性和激发学生的好奇心。Do a survey是一个相对开放的实际运用环节, 之前的充分复习为学生的调查和汇报扫清了障碍，活动目标指向也更加明确。 Grammar time的呈现实际上是在三个课时的教学以及运用的基础上进行的归纳 和总结，主要是问句中do和does的使用、动词的第三人称单数形式以及I'队 He' s、She' s的完整与缩略形式，其中以动词第三人称单数形式为核心重点。 因此，本课既要对动词第三人称单数形式的变化规则进行归纳，也需要关注动词 三单形式的读音，做到听、说、读、写四技并举。力求最大化提高课堂教学效率 和培养学生语用能力。Unit 5 What do they do?Cartoon time & Culture timeTeaching aims and learning objectives 教学目标.复习巩固询问职业的句型：What does he/she do? He' s/ She, s a teacher/ writer/ factory worker及其回答。1 .能理解Cartoon time故事大意并熟练朗读、表演。2 .能了解不同国家对同一职业、同一事物的不同称呼。3 .学生能够运用本单元所学的句型介绍自己家人的职业。4 .培养学生们主动关心父母以及亲戚的情感。Focus of the lesson and predicted area of difficulty 教学重点和难点 教学重点：1 .对句型 What does he/she do? He' s/She' s a teacher/writer/factory worker及其回答的巩固与正确使用。2 .学生理解Cartoon time故事大意并熟练朗读。3 .熟练运用本单元所学的句型介绍自己家人的职业。教学难点：1 .当主尾是第三人称单数时动词的变化。2 .正确记录父母及亲戚的职业情况。Teaching procedures 教学过程Step 1 Warming up1. Introduce my friend' s parents? jobs （PPT 呈现句型）a. Ask my friends about their parents' jobs.b. Report my friend' s parents' jobs.2. Listen, write and saya. Show Bobby' s family tree and introduce Bobby' s family members. T: Bobby' s friend wants to know Bobby' s family, s jobs. Let' s Listen.b. Listen and write.c. Talk about Bobby' s familys jobs.Step 2 Cartoon timeT: We know Bobby' s father is a doctor. What does Bobby' s friend' s father do? Let' s watch and answer.（播放卡通）1. Watch and answerT: What does Bobby' s friend, s father do?S: He' s a worker. He makes cars.2. Read the questions and underline the answers. （PPT 呈现问题）Check the answers and answer the questions.3. Let, s reada. Read after the tapeb. Choose one kind of reading method to read.4. Let' s actT: Can you act the dialogue well? You can act in pairs.5. Design an endingT: Can you imagine what will happen at last? Please think about the endings of this story. Imagine as many as you can.Step3 Cui ture timeNew learningT: There are so many cars in the street. Who do they need?S: They need a policeman.T: In the UK, they call him a policeman. But in the US, they call a policeman “a cop” .T: What does he do?（呈现消防员图）U: He' s a firefighter. He fights against fire and save people.V: In the UK, we call a firefighter “a fireman” .1. Know moreThere are some other words like this.Eg. In the US, people call trousers upantsIn the US, In the US, In the US, In the US,In the US, In the US, In the US, In the US,people call people call people call people callautumn “fall” .shop “store” .underground “subway” . sweet “candy” .Step4 HomeworkRead and act “Cartoon timev .1. Try to know more words about jobs.2. Make a family album and introduce your family.Teaching aids 教学准备:教学准备：PPT,板书 板书设计:Unit5 What do they do? （ Cartoon time & Culture time ）hesheBobby's fatherBobby's friend's fatherWhat doesdo?A: He' s/ She' s a doctor/ worker/policeman/fireman*反思：本节课教学内容是Cartoon time & Culture time。在热身环节中，教师 设计了两个活动，利用和整合补充习题中Unit5 c部分的练习，在听说读写这四 个方面考查和反馈了学生掌握的情况，让学生对本单元所学词汇和句型有了很好 地操练和巩固。从听力中得知Bobby父亲职业的信息，自然过渡到询问Bobby朋 友的父亲的职业，从而引出了 Cartoon time的教学。Cartoon time教学应当注 重其故事性和趣味性。在新授Cartoon time的环节中，设计了几个有层次的活 动。首先通过Watch and answer, Read and underline让学生由简到难、由整 到分、层层推进来感知和理解故事文本。接着通过Let' s read, Let' s act让 学生通过多种形式的朗读和表演来体会每个角色的感情变化。在朗读时，教师尽 量引导学生模仿原版录音，并指导学生语音语调的变换、重读、弱读等朗读技巧 的处理。最后Design an ending环节让学生开动脑筋并展开丰富的联想，主动 参与到故事的续编中，并自然过渡至Culture time的学习。这节课，教师通过 对教学资源有效开发利用、补充重组，将旧知新知融会贯通，培养学生自主学习 和文化意识的能力。Step 2 Introduction1. Show the picture in Story timeT: Who are they?S: They are Mike, s father and mother. They are Su Hai' s father and mother.T: I can also say, they are Mike' s parents and they are Su Hai' s parents.（Teach: father+mother=parents）2. Look and guessT: Please look at this picture. What are Su Hai and Mike talking about? A or B?（PPT呈现选项）SI: I think they, re talking about their parents? jobs.T: Yes, you' re right. So, if you want to know their parents' jobs, you can ask “What do they do”.Today we' 11 learn Unit 5 What do they do?Step2 New teaching1. Watch and findT: How to ask questions about their parents' jobs? Please watch the flash and underline the questions in Story time. （播放卡 通）S: What does your father do? What does your mother do? What about your mother?2. Listen and matchT: Listen to the tape and do the match.3. Learn to sayT: What does Mike" s father do? He' s a teacher.（新授 teacher）T:What does Mike' s mother do? She' s a writer.（新授 writer）T: What does Su Hai' s father do? He' s a doctor.（新授 doctor）T: What does Su Hai' s mother do? She' s a factory worker.（新授 worker）4. Read and findRead the dialogue and find the description of their jobs.a. T: What does Mike' s father do?5: Mike' s father is a teacher. He teaches English. He has a lot of students.（教 teach- teaches, teach-teacher）b. T: What does Mike' s mother do?5: She' s a writer. She writes stories. She works at home.（教 right-write-writes, write-writer, work-works, workworker）c. T: What does Su Hai' s father do?5: He' s a doctor. He helps sick people.（教 six-duck-sick, people, help-helps）T: What does Su Hai' s mother do?S: She' s a factory worker. She makes sweets.(教 make-makes)5. Reading timea. Read after the computer.b. Read by themselves.c. read in pairs. (Choose one of the three reading methods)d. Read together.Step3 Consolidation1. Read and judgeT: Now, can you tell whether these sentences are true or false? S: Yes, we can.2. Ask and answer.T: Yang Ling is asking Liu Tao about Mike' s and Su Hai' s parents' jobs. Please act them and make a short dialogue in pairs.3. Fill in the blankets.a. Fill and say.b. Think and write. (Page 50)4. Retell the storyRetell the text with the key words.Step 4 Homework1. Copy the new words2. Read and recite the story.3. Try to introduce your family.Teaching aids 教学准备:教学准备：PPT,板书板书设计：Unit 5 What doMike' s father Mike, s mother Su Hai' s fatherteacher writerdoctorSu Hai' s motherfactory workerthey do?teaches English writes storieshelps sick people makes sweets反思：本节课为Unit 5的第一课时，教学内容是Story time。歌曲的铺垫以 及利用课文图片对本课主题的猜测，为教学的自然导入作了充分而必要的准备, 为本课教学明确了教学目标和重点，通过揭题初步感知本课的教学主题。新授部 分的教学环节层次清晰，从Mike和Su Hai父母的jobs引申到相关问答及具体 描述，先通过观看动画明确对职业提问的问句，然后通过听课文录音进行人物与 职业的匹配，同时也完成单词的新授和重点句型的问答，再到默读课文找出对各 个职业的具体描述，教学始终是字不离句、句不离篇，将重难点逐个击破。并且 本课教学始终立足于文本，通过看动画、听录音和读课文，培养学生获取信息和 分析信息的能力，有意识引导学生在前两个单元基础上自主归纳动词的第三人称 单数形式的规则和用法，并渗透动词与名词之间建立联系的方法指导。在读课文 的环节，教师在跟读、自读之后，将自主权还给学生，由学生选择喜欢的朗读方 式进行同桌互动，调动了学生读的兴趣和积极性，扎实有效地完成了文本教学。Unit 5 What do they do? Story time & Fun time Teaching aims and learning objectives 教学目标 知识目标：1 .巩固所学故事中出现的词汇:teacher, teach English, writer, write stories, doctor, help sick people, factory worker, make sweets2 .基于 Story time 的故事，复习 What does he/she do? He/She .创设不同情景，让学生能够听懂、会说、会读、会写句型：What does he/she do? He/ She并能描述职业的具体工作内容。3 . 能听懂、 会说、 会读单词：cook, driver, farmer, policeman4 .能听懂、会说、会读、会写单词：nurse 能力目标：1 .学生能够使用职业类单词和句型What does he/ she do?及其回答He / She 2 .学生能够用第三人称单数形式来描述不同职业的具体工作内容。3 .学生能有感情地表演故事。情感目标：培养关爱家人的情感。Focus of the lesson and predicted area of difficulty 教学重点和 难点教学重点：1 . 滚动复现词*匚：teacher, teach English, writer, write stories, doctor, help sick people, factory work, make sweetSo2 .在故事情景中反复使用、巩固：What does he/ she do? He/She句 型。3 .在创设的情景中让学生能够听懂、会说、会读、会写句型：What does he/ she do? He / She并能描述职业的具体工作内容。4 .能听懂、会说、会读单词：cook, driver, farmer, policeman。5 .能听懂、会说、会读、会写单词：nurseo 教学难点：1 .句型What does he/ she do?及其He / She并能描述职业的具体工 作内容。2 .在描述职业时能正确运动第三人称单数的形式。3 .学生能够针对不同的情景活用日常用语：What does he /she do?。 Teaching procedures 教学过程Step 1 Warming upChallengel: Look and readChallenge?: Ask and answerChallenges: Think and sayStep 2 Fun time1. Look, think and guessT: Now the students are talking about the jobs. Whom are they talking about?a.（出示图Mrs Su和听诊器）T: What does Mrs Su do?S: She, s a doctor. She helps sick people.b.（出示Miss Green和针筒，引导学生提问）What does she do?51: She' s a nurse. She helps sick people, too.（教授 a nurse）2. Look, listen and guessa. T: This is Mr Li. If you want to know his job, how do you ask?S: What does Mr Li do?T: Now let' s Listen and guess.（教授 a farmer）Ask and answerA: What does Mr Li do?B: He' s farmer. He works on a farm.（同法教授 a cook, a driver, a policeman）3. Look, read and say（根据首字母说单词，然后通过朗读来巩固）Step3 Consolidation1. Let' s talk.51: What does do?52: She' s a nurse. She helps sick people.He works a farm.He drives a car.53: He' s a farmer.54: He' s a driver.S5: He's a cook. He cooks food.56: He' s a policeman. He helps people.2. Let' s playeg: SI:What does Miss Green do?52: She' s a nurse. She helps people.3. Let' s summarizeLet' s read.a. Look and find.动词 + er（或 r） f 名词Enjoy the pictures and say more4. Let' s sharePeople work to make life better.人们工作让生活更美好。a. Respect every job!请尊重每一份职业！Step 4 Homework1. Copy the new words.2. Try to introduce your family? s jobs.3. Surf the Internet and find more jobs in our life.Teaching aids教学准备教学准备：PPT,板书板书设计：Unit 5 What do they do? (Story time & Fun time)What does Miss Green do?A: She' s a nurse. She helps sick people.a cook a doctor a driver a farmer a nurse a policeman a teacher a worker反思：本节课为Unit5的第二课时，教学内容是Story time & Fun time。在热 身环节中，教师通过三个阶梯式的挑战活动活跃了课堂气氛，激发了学生学习的 兴趣，同时复习了之前所学的词汇、句型和对话，为之后的操练做好铺垫。在新授Fun time的环节中，首先通过看、猜的形式引导学生自己通过图片 问答来学习新单词，其次通过听、说等形式来学习其它人物的职业类单词，最后 通过首字母猜谜游戏来巩固单词。让学生在听说读写这一系列的活动中掌握职业 类单词、有关工作内容的动词词组和询问职业的句型，做到词句结合和层层突破。在巩固环节中，通过Let' s talk,