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西安高新第五小学

人教版六年级英语上册Unit 5/Story time教学设计

任教学科：英任教老师：戴

语

辰

婕

西安高新第五小学

尊敬的评审老师：

感谢您百忙之中阅读我的设计，您辛苦了！

Unit 5 Story time 授课教师：戴辰婕

课题：Story time 课型：新授课/ 故事课

教学内容分析：本课选自人教版六年级英语上册第5单元《What does he do?》/ C部分。通过Zoom和Zip关于职业的对话，复习巩固了以前学过的表示建议的句型How about...?What about...?

还巩固了本单元询问职业梦想的表达What do you want to be?

同时，进一步深化了unusual jobs的概念，介绍了lion tamer, bee farmer, computer game tester以及magician's assistant等工作。

学情分析：六年级的学生有想法，对事物有自己的见解和观点，在教师的适当引导下，能用简单的英语表达出来。六年级的课堂，需要学生在输入与输出间，带着更多思考学习。

学习目标

By the end of this period, students will be able to, 1. Knowledge objectives:

知识目标

1).Understand the meaning of the new words:

lion tamer, bee farmer, game tester and magician's assistant 2). Read and understand the story. 2. Ability objectives:

能力目标

1)

Be cultivated the ability to understand and tell the story. 故事理解能力

2)

Be encouraged to act out the story and to put the new language into the

practical use.

表演和运用能力

3）

Be guided to learn how to analyse and express .

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引导学生学会分析思考，勇敢表达

3.Moral objectives: 情感态度目标

Encourage Ss to respect the people from all walks and create their own future..

鼓励学生学会尊重各行各业的工作者，创造自己的未来。

教学重点

Let students: 1. Understand the story and express their own opinions in English. 理解趣味故事，能够用简单的英语表达自己的观点

2. Learn to fetch the information from the story. 学习从故事中提取关键信息

教学难点

Express opinions about people's jobs. 教学方法

Situational teaching approach, Audio-lingual method, Communicative Approach. 情境教学法、交际法。

教学准备

教师：Pictures of Zoom, Zip, properties about different jobs mentioned in the story, multi-media prepared, Hite board Dual prepared. 学生：textbook 教学过程

Step 1 Greeting

Say hello to the class and introduce teacher's new identity as a manager who is

looking for good stuff to work in her company.

（开课前问好，介绍教师新身份---正在为公司招聘新人的经理）

设计意图：通过公司招新，介绍本节课评价方式，并为结课时的主题渗透做铺垫，同时激发高年级学生参与课堂的兴趣。

Pre-reading Step 2 Lead-in

西安高新第五小学

1. T: Here's an English Song. Watch and sing if you can. Q: What do you see? 邀请学生和老师欣赏歌曲“What do you want to be ?”并回答问题。

设计意图：学生第一次参与公开课，难免会紧张，放不开，通过有趣的歌曲助于学生在开课时克服紧张拘束感, 同时，引导学生对people's jobs有一个初步认识。

2.引出unusual job这一概念。

设计意图：帮助学生理解unusual job的意思。

While-reading Step 3 Presentation新授

1.

T：Zip wants to know more about people's jobs in the world. What are they talking about? Let's have a look. 设计意图：为故事创设一个完整情境，有助于学生对故事的理解。

2.

T: Now let’s watch the story together.

邀请学生一起观看视频。

3.

Play the video of Pic1-5 and raise the first question “How many jobs are there in the story?”

4.

播放Pic1-5视频，请学生在看故事的同时思考：“How many jobs are there in the story?”

（带着问题观看视频）

5.

Invite some Ss to answer the question. 请学生回答问题。

6.

Have a check on the answer PPT出示正确答案，呈现新单词，板书同步。

lion tamer 1).Make a brief explanation on the word. 2). Read and spell. 3). Make new words. bee farmer 1).Make a brief explanation on the word.

西安高新第五小学

2). Read and spell. computer game tester 1).Make a brief explanation on the word. 2). Read and spell. magician's assistant 1).Make a brief explanation on the word. 2). Read and spell. 3).Game：Magic flower 设计意图：四个新单词的学习步骤相近，却又各有不同，各有侧重。bee farmer及computer game tester相对简单，只设计了拼读环节，lion tamer强调拼写及举一反三能力，magician's assistant用小魔术对意义及读音做了侧重练习，以魔术表演提醒学生魔术师与助理需要默契配合这一小细节。

7. Comb the story.

Listen and follow the story of Pic1-5 and answer the question:

Does Zip want to be a lion tamer?

Does Zip want to be a bee farmer?

Does Zip want to be a computer game tester?

Does Zip want to be a magician's assistant? 通过四个问题，梳理故事。在提问过程中，不断运用句型What about...?/ How about...? 设计意图：简化故事，将单词带入句子回答，并强调句型。

8. Further reading

通过转盘游戏，决定学习顺序。

设计意图：激发兴趣。

magician's assistant

Follow Pic5 and answer the questions:

Why doesn't Zip want to be a magician's assistant?

What about Zoom? How do you know? 根据本部分内容，针对课文，回答问题。

lion tamer

西安高新第五小学

Follow Pic2 and answer the questions:

Why doesn't Zip want to be a lion tamer? Why is it too dangerous? What's a lion tamer like? (Guide Ss to express their own opinions from 3 aspects) What do you think of the job? Do we really need such animal tamers? 设计意图：有意识通过PPT将问题分为两大类：通过故事得到答案和陈述自己观点。鼓励学生勇敢表达自己，培养观点阐述能力，最后通过开放性问题，引发学生更深层次的思考。

bee farmer

Follow Pic3 and answer the questions: Questions about the story

Why doesn't Zip want to be a bee farmer?

What about Zoom? Questions about yourself What's a bee farmer like? (Guide Ss to express their own opinions from 3

aspects)

What do you think of the job?

Do you want to be a bee farmer?

设计意图：

明确地将问题分为两大类：通过故事得到答案和陈述自己观点。鼓励学生勇敢表达自己，培养观点阐述能力，最后通过开放性问题，引发学生更深层次的思考。

computer game tester

Follow Pic4 and answer the questions:

Questions about the story

Why doesn't Zip want to be a game tester?

What can a game tester often do?

Questions about yourself

What's a game tester like?

What do you think of the job?

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Can you give a game tester any advice? 设计意图：小组合作，加入开放性问题，为该职业提建议，引导孩子保护视力，科学利用电脑。

9. Finish the story. Watch and follow, then answer the question What does Zip want to be? Why? 通过语气练习，体会You are nuts的含义，完成整篇故事学习。

Step 4 Post-reading 1. Read the whole story by themselves. 2. Act it out. Step 5 Summary

1. . Q: What do you want to be?

2. Invite Ss to stick the cards in the envelope to the blackboard. 3. Order words and draw Ss' attention to the first letter of each word.

FUTURE IS IN YOUR HAND! Step 5 Homework 1.

Listen and read the story.

（必做）

2.

Act out the story after class. （小组作业）

3.

Talk about and write a composition about your own dream jobs. （拓展）

板书设计

Story time

Jobs

Reasons lion tamer

too dangerous bee farmer

unusual jobs

get stung computer game tester

doesn’t like to play magician’s assistant

doesn’t like

Firefighter

University professor

Tour guide

Umpire

Rocker

Engineer

Inventor

Soldier

Interpreter

Nurse

Yogurt maker

Office

Usher

Reporter

Housekeeper

Actor

Nanny Dentist

西安高新第五小学

实拍板书见下图：

再次感谢您的关注，辛苦了！