Story time第一课时教学设计

Unit5 What do they do? 教学内容：Period one: Story time 教学目标：

1.理解、掌握对话内容，能用正确的语音语调朗读对话，并初步表演对话。

2.能正确运用日常交际用语：What does he/she do? He/She is a teacher/ worker/factory/writer . . . 3.能听懂、会说、会读单词：writer, at home, sick, people, factory, cook, driver, farmer, policeman.

教学重难点：

1.

能正确理解对话内容，朗读对话，初步表演对话。

2.能听懂、会说、会读单词：writer, at home, sick, people, factory, cook, driver, farmer, policeman.

教具准备：

单词卡片，人物图片，多媒体,学习单

教学设计（主备）

Pre-class: Enjoy a song: People in my town. (设计意图：一首旋律轻快的英文歌曲营造快乐的课间气氛，让喧闹的课间安静下来，使学生为投入学习做好准备；歌词中的职业名词也为本节课的教学作了铺垫) 复备

Step1.Warm up & Lead in 1. Enjoy another song: They sing happily together.

2. Remember and say: What do they do? (设计意图：用歌曲导入，引入目标词汇：worker, farmer, driver和目标句型What do they do? What does he / she do? 明确本节课的教学内容) 3. T: Do you know about my job？

What do I do?

Ss: You are a teacher.

T: Yes. I am a teacher. I teach you English. I am an English teacher. Today, we are going to learn Unit 5.

Step2. Presentation

1. PPT出示课文图片Look and predict: Who are they and what are they talking about? Ss: Maybe they are talking about

. . . 2.

Watch and answer: What are they talking about? Ss: They are talking about their parents’ jobs.

T: If you want to know about their jobs, how can you ask? Ss: What do they do?

(揭题：Unit 5 What do they do?) (设计意图：阅读文本之前引导学生学会观察课文图片，预测课文内容，再通过观看课文视频，确定答案。从整体上感知课文内容) 3.

Part 1: Mike’s parents’ jobs

a.

Listen and circle: What does Mike’s father do?

What does Mike’s mother do?

（设计意图：让学生带着问题再次听课文前半部分录音，寻找关键信息。引入目标词汇：teacher, writer,并在回答问题的过程中操练两个单词）

b.

Read and underline: Read page 48 carefully and find out more information about Mike’s parents’ jobs.

(设计意图：用问题引导学生理解文本细节，归纳出Mike父母的工作的内容和工作地点，并板书，以填表格的形式引导学生关注文本细节，学会把握关键信息，培养学生自主阅读的能力）

c.

Listen and imitate 4.

Part 2: Su Hai’s parents’ jobs a.

Read and complete: Underline the key sentences on Page 49 and fill in the blanks. （设计意图：引导学生细读第二部分，同样用问题帮助学生在文中寻找关键信息，并用关键词填空；引出目标词汇：factory）

b.

Listen and imitate

5.

Answer and find:

Grammar tip.

(设计意图：通过观察板书或划下的关键词句，找出规律——动词都是第三人称单数；并按照读音的不同，给这些第三人称单数分类，引导学生自己总结不同发音结尾的单词变成第三人称单数后发音的不同)

Step three: Practice and consolidation 1.

Reading time. (设计意图：引导学生模仿录音，有感情地朗读文本，学习朗读过程中的语音语调、重读、弱读等朗读技巧的处理,更生动地传达说话人的思想和

感情，使学生能在熟练朗读的基础上更深刻地理解对话内容。自读、齐读等形式相结合的朗读方式激发了学生朗读的兴趣，培养合作能力的同时，体现了分层教育的理念) 2.

Retelling the story.

(通过板书上的表格信息，引导学生复述课文，巩固新知识的同时，训练学生的表达能力) 3.

Think and write: My happy family.

(设计意图：巩固课文内容，并在说的基础上锻炼写的能力。并在课文内容的基础上适当拓展，引导学生迁移拓展，学有余力的同学还可以介绍父母的外貌和爱好，使新知融入旧知)

4.

Show time. 5.

Think and say: What do you want to be and what do you want to do? （设计意图：鼓励学生大胆畅想自己长大想从事什么职业，并用影片中的人物形象激励同学们努力实现自己的梦想，以达到情感目标的升华）

Step four: Homework: 1. Read Story time fluently and try to retell. 2. Finish your writing and say something more about your parents. 3. Do a survey: What do your parents’ do?

板书设计：

Unit 5 What do they do？

What does he / she What does he Where does do? he / she work? / she

. . . Mike’s

father Mike’s

mother Su Hai’s

father Su Hai’s

mother