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标题: 五年级上册Unit 5 What do they do ? Story time教学设计和实录 [打印本页]

作者: 网站工作室 时间: 2017-12-26 08:28
标题: 五年级上册Unit 5 What do they do ? Story time教学设计和实录
Unit 5 What do they do ? Story time教学设计

师专一附小教育集团龙河校区    傅璇

教学内容：译林小学英语五年级上册Unit 5 What do they do ? Story time

设计理念：体现以学生为中心的思想，以形成性评价为主，关注学困生在学习中的表现和进步。

教学目标：

1、知识目标：

（1）能听懂、会读、会说单词和短语writer, sick, people, factory, cook, driver, farmer, policeman

（2）能听懂、会读、会说日常用语：What does he/she do? He/ She is a teacher/ factory worker/ doctor/ writer.

2、能力目标：

（1）理解、掌握文本，能用正确的语音语调来朗读对话，并初步复述课文。

（2）能初步运用本课所学的词汇和句型谈论自己和他人的工作。

3、情感目标：

通过谈论各行各业的话题，引导学生对自己的未来要充满梦想与干劲，同时要尊重每一个劳动者。

教学重难点：

（1）能用正确的语音语调来朗读课文，整体理解语篇，并能运用本课所学谈论自己和他人的工作。

（2）能在课堂上随时关注不同学生的学习需求，指导学困生正确地听、说、读、写各种职业名称并能灵活运用于现实生活中。

教学准备：

多媒体课件，单词卡片，形成性评价小卡片，《伴你学》

教学过程：

Step 1 Warming up

1. Greeting

T: Good morning, boys and girls. I’m your new English teacher today. You can call me Echo. Echo is my English name.

2. Understanding the contents.

What to learn? 学什么？

1.I can understand the text.我能理解课文。

2.I can retell the text. 我能复述课文。

3.I can talk about jobs.我能谈论“职业”话题。

How to do?  怎么做？

1.Listen carefully. 仔细听。

2.Read carefully. 认真读。

3.Speak out and be not shy. 大声说别害羞。

4.Think actively. 积极思考。

[设计意图]在课前就让学生明确本课需要完成的内容，这样学生在学习的过程中就能不断地向目标靠拢，最终完成学习任务。

Step 2 Presentation

1.T: Do you know me? Can you guess what my hobby is? What do I do?

T: You’re right! I am an English teacher. Teacher is my job.

PPT呈现job工作。

T： Can you find their jobs? Let’s watch the video together.

[设计意图]首先教师利用学生对自己不熟悉的特点和学生进行free talk，让学生猜一猜教师的爱好，同时引入本课关键词job。其次，教师利用制作好的视频导入课文，让学生找一找视频中出现的职业，抓住学生的注意力，是学生迅速进入状态。

2.学生顺利找到视频中出现的五种职业，分别是teacher, writer, doctor, worker和policeman。

此时教师将准备好的单词卡片放在黑板上，将班级学生分为四组，每个单词代表一组，说清楚在本课学习过程中进行PK。

3.T：Look at the picture. What are they talking about?

Ss: They are talking about their parents’ jobs.

T板书标题What do they do?

Here are some sentences. Please watch the cartoon and judge.

(1)Mike’s father is an English teacher.

(2)Mike’s mother is an English teacher too.

(3)Su Hai’s father is a policeman.

(4)Su Hai’s mother is a factory worker.

(5)Mike doesn’t like sweets.

[设计意图]第一遍出示课文，学生静听，对课文有初步感知，了解课文大概并做判断题。

4.T：Can you describe their jobs in detail?细读课文，找出关键句，找到Mike和Su Hai父母工作的细节。

5.完成《伴你学》62页我交流第三题选择填空，同时总结主语为第三人称单数时动词的变化。

[设计意图]让学生安静地在书上找关键词句，并完成小练习，对课文的理解能够不断地深化，同时小组讨论语法，能够让小组中的后进生加入进来，有优秀的学生带领着这些学生更好地参与课堂，给他们学习自信与兴趣。

6.Listen to the cartoon and repeat.

[设计意图]学生模仿课文录音，同时老师在学生跟读过程中指点学生重音、连读和升降调的朗读。

7.Free choice of reading.

[设计意图]学生分小组讨论决定采用哪种方式读书，首先体现学习的主体是学生，其次，这样设置可以使学生有一定自主权，培养了学生自主学习的能力。

Step 3 Practice

1. Retell the story in group.

Mike and Su Hai are talking  about their parents jobs.

Mike’s father is a … He…

Mike’s mother is a … She…

…

[设计意图]在小组内复述课文，每个同学负责一个人物，这样的设置难度适中，学困生努力一把也是可以达成的。

2.Make a report 小组合作，做一个报告,说一说你父母的职业。

Hello, I’m the reporter today.

We are talking about jobs.

My father is a _________.

He __________________.

My mother is a _________ .

She _________________.

[设计意图]知识学习的目的在于运用，将本课所学用于实际生活中可以增强学生综合运用语言的能力。

3. What do you want to be? Listen to a song:Be what you wanna be.

[设计意图]让孩子们说一说自己的梦想，老师引导孩子尊重每一个职业，同时要学会保护自己的梦想，并为了梦想而不断努力。

Step 4 Summary

1. T: What does Mike’s father/mother do ? What does Su Hai’s father/mother do ?

Ss: He /She is a teacher.

[设计意图]这个环节的总结主要针对学困生进行，检验学困生学习的输出情况从而达到总结的目的。

2. Do some exercises. 完成《伴你学》63页我运用第3题。

( ) 1.当你想询问刘涛爸爸职业时，你可以说：

   A.  What do you do ?          B. What does your father do ?

( ) 2.当你想询问她是否是一名美术老师时，你可以说：

   A .  Is she an Art teacher?    B. She is an Art teacher.

( ) 3.当你想要告诉别人自己的妈妈是一名工厂工人时，你可以说：

   A. My mother is a factory worker.    B. She is a writer.

( ) 4.当你想要告诉别人他帮助许多病人时，你可以说：

   A.  He helps sick people.    B. He helps a lot of sick people.

[设计意图]以练习的形式进行总结。



Step 5 Ticking time.

1.自评。对照课前的学习目标自主评价。

2.互评。总结黑板上的PK榜，看看哪个组的同学这节课发言最积极最努力。

Step 6 Homework

口语作业：

      必做题:  熟读Unit5 Story time

      选做题：1. 用已经学过的语言来描述图片

               2. 背诵Story time

书面作业：

      必做题：完成《伴你学》我运用第2、4题。

      选做题：1. 抄写课文中你认为重要的4句话。

               2. 默写课文中描写Mike和Su Hai父母职业的句子。

预习作业：预习Unit 5 Fun time & Grammar time

板书设计：

教后反思：

作者: 网站工作室 时间: 2017-12-26 08:29
　
Unit 5 What do they do ? Story time教学实录

教学内容：译林小学英语五年级上册Unit 5 What do they do ? Story time

设计理念：体现以学生为中心的思想，以形成性评价为主，关注学困生在学习中的表现和进步。

教学目标：

1、知识目标：

（1）能听懂、会读、会说单词和短语writer, sick, people, factory, cook, driver, farmer, policeman

（2）能听懂、会读、会说日常用语：What does he/she do? He/ She is a teacher/ factory worker/ doctor/ writer.

2、能力目标：

（1）理解、掌握文本，能用正确的语音语调来朗读对话，并初步复述课文。

（2）能初步运用本课所学的词汇和句型谈论自己和他人的工作。

3、情感目标：

通过谈论各行各业的话题，引导学生对自己的未来要充满梦想与干劲，同时要尊重每一个劳动者。

教学重难点：

（1）能用正确的语音语调来朗读课文，整体理解语篇，并能运用本课所学谈论自己和他人的工作。

（2）能在课堂上随时关注不同学生的学习需求，指导学困生正确地听、说、读、写各种职业名称并能灵活运用于现实生活中。

教学准备：

多媒体课件，单词卡片，形成性评价小卡片，《伴你学》

教学过程：

一、明确教学目标，共同发现问题。

Step 1 Warming up

1. Greeting

T: Good morning, boys and girls. I’m your new English teacher today. You can call me Echo. Echo is my English name.

Ss: Good morning, Echo !

2. Understanding the contents.

T: First of all, we have to know what do we learn in this lesson .What to learn? 学什么？

1. I can understand the text.我能理解课文。

2. I can retell the text. 我能复述课文。

3. I can talk about jobs.我能谈论“职业”话题。

How to do?  怎么做？

1. Listen carefully. 仔细听。

2. Read carefully. 认真读。

3. Speak out and be not shy. 大声说别害羞。

4. Think actively. 积极思考。

T: So, are you ready class?

Ss: Yes!

T: Let’s go !

[设计意图]在课前就让学生明确本课需要完成的内容，这样学生在学习的过程中就能不断地向目标靠拢，最终完成学习任务。

二、课前自由交流，传递问学精神

Step 2 Presentation

1.    T: Do you know me? Can you guess what my hobby is? What do I do?

S1: You are a teacher. You teach English.

T: You’re right! I am an English teacher. Teacher is my job.

PPT呈现job工作。

T： Can you find their jobs? Let’s watch the video together.

[设计意图]首先教师利用学生对自己不熟悉的特点和学生进行free talk，让学生猜一猜教师的爱好，同时引入本课关键词job。其次，教师利用制作好的视频导入课文，让学生找一找视频中出现的职业，抓住学生的注意力，使学生迅速进入状态。

2.学生顺利找到视频中出现的五种职业，分别是teacher, writer, doctor, worker和policeman。

此时教师将准备好的单词卡片放在黑板上，将班级学生分为四组，每个单词代表一组，说清楚在本课学习过程中进行PK。

3.T：Look at the picture. What are they talking about?

Ss: They are talking about their parents’ jobs.

T板书标题What do they do?

Here are some sentences. Please watch the cartoon and judge.

(1)Mike’s father is an English teacher.

(2)Mike’s mother is an English teacher too.

(3)Su Hai’s father is a policeman.

(4)Su Hai’s mother is a factory worker.

(5)Mike doesn’t like sweets.

S1: Mike’s father is an English teacher.

S2: Mike’s mother is a writer.

S3: Su Hai’s father is a doctor.

S4: Su Hai’s mother is a factory worker.

S5: Mike likes sweets very much.

T: Good! You did a good job!

[设计意图]第一遍出示课文，学生静听，对课文有初步感知，了解课文大概并做判断题。

4.T：Can you describe their jobs in detail? 细读课文，找出关键句，找到Mike和Su Hai父母工作的细节。

S1: Mike’s father is a teacher. He teaches English. He has a lot of students.

S2: Mike’s mother is a writer. She writes stories. She works at home.

S3: Su Hai’s father is a doctor. He helps sick people.

S4: Su Hai’s mother is a factory worker. She makes sweets.

T: Well done!

5.完成《伴你学》62页我交流第三题选择填空，同时总结主语为第三人称单数时动词的变化。

T: Let’s watch the sentences carefully. Can you find something in these words? Let’s discuss in your groups.

S1: Because they are all the third person singular form .

T: You are so amazing! Perfect!

[设计意图]让学生安静地在书上找关键词句，并完成小练习，对课文的理解能够不断地深化，同时小组讨论语法，能够让小组中的后进生加入进来，有优秀的学生带领着这些学生更好地参与课堂，给他们学习自信与兴趣。

6. Listen to the cartoon and repeat.

T: Now, let’s listen and repeat the text. Please pay attention to the stress, the rising tune and the falling tune. Let’s begin! .

[设计意图]学生模仿课文录音，同时老师在学生跟读过程中指点学生重音、连读和升降调的朗读。

7. Free choice of reading.

T: Let’s read the text in your groups. You can choose the way you like. First, you can read together in your group. Second, you can read in different roles. Then, you can read by one student. Let’s go!

[设计意图]学生分小组讨论决定采用哪种方式读书，首先体现学习的主体是学生，其次，这样设置可以使学生有一定自主权，培养了学生自主学习的能力。

三、小组解决问题，组织练习展示。

Step 3 Practice

1.Retell the story in group.

T: Now, can you retell the story by yourself?

S1: Let me try!

Mike and Su Hai are talking about their parents jobs.

S1: Mike’s father is a teacher. He teaches English. He has a lot of students.

S2: Mike’s mother is a writer. She writes stories. She works at home.

S3: Su Hai’s father is a doctor. He helps sick people.

S4: Su Hai’s mother is a factory worker. She makes sweets.

S5: …

[设计意图]在小组内复述课文，每个同学负责一个人物，这样的设置难度适中，学困生努力一把也是可以达成的。

2.    Make a report 小组合作，做一个报告,说一说你父母的职业。

T: What do your parents do? Can you say something about it? Now you are the reporter. You can discuss in your groups.

S1: Hello, I’m the reporter today. We are talking about jobs.

My father is a teacher. He teaches Chinese. My mother is a housewife. She works at home.

S2: Hello, I’m the reporter today. We are talking about jobs.

My father is a driver. He drives a car. My mother is a office staff. She works very hard.

S3: Hello, I’m the reporter today. We are talking about jobs.

My father is a cook. He cooks nice food. My mother is a republic servant. She works very hard.

…

T: Your parents work hard very much. You need to love your parents at home,right?

Ss: Yes!

[设计意图]知识学习的目的在于运用，将本课所学用于实际生活中可以增强学生综合运用语言的能力。

3.    What do you want to be? Listen to a song: Be what you wanna be.

T: Do you have a dream?

Ss: Yes, we do!

T: What do you want to be?

S1: I want to be a teacher.

T: Why do you want to be a teacher?

S1: Because I hoe more and more children can speak Engilsh.

T: Good idea! I believe you will be a great English teacher.

S2: I want to be a doctor.

T: Why?

S2: Because I want to help sick people.

T: Good ! I hope you will be a good doctor.

T: There are no high or low jobs. If you have a dream , you have to protect it.

You can be just the one you want to be.

[设计意图]让孩子们说一说自己的梦想，老师引导孩子尊重每一个职业，同时要学会保护自己的梦想，并为了梦想而不断努力。

四、全体以学定问，总结本课所学。

Step 4 Summary

1. T: What does Mike’s father/mother do ? What does Su Hai’s father/mother do ?

Ss: He /She is a teacher.

[设计意图]这个环节的总结主要针对学困生进行，检验学困生学习的输出情况从而达到总结的目的。

2. Do some exercises. 完成《伴你学》63页我运用第3题。

( ) 1.当你想询问刘涛爸爸职业时，你可以说：

   A.  What do you do ?          B. What does your father do ?

( ) 2.当你想询问她是否是一名美术老师时，你可以说：

   A .  Is she an Art teacher?    B. She is an Art teacher.

( ) 3.当你想要告诉别人自己的妈妈是一名工厂工人时，你可以说：

   A. My mother is a factory worker.    B. She is a writer.

( ) 4.当你想要告诉别人他帮助许多病人时，你可以说：

   A.  He helps sick people.    B. He helps a lot of sick people.

T: You did a very good job!

[设计意图]以练习的形式进行总结。

Step 5 Ticking time.

1.    自评。对照课前的学习目标自主评价。

T: Let’s watch the picture. How many stars do you get?

2.    互评。总结黑板上的PK榜，看看哪个组的同学这节课发言最积极最努力。

T: Let]s check ! Which group is the best?

T: Great! Group 3 have 13 stickers. Congratulations!

Step 6 Homework

口语作业：

      必做题:  熟读Unit5 Story time

      选做题：1. 用已经学过的语言来描述图片

               2. 背诵Story time

书面作业：

      必做题：完成《伴你学》我运用第2、4题。

      选做题：1. 抄写课文中你认为重要的4句话。

               2. 默写课文中描写Mike和Su Hai父母职业的句子。

预习作业：预习Unit 5 Fun time & Grammar time

板书设计：

教后反思：

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