Story time教学内容

《5A Unit5 What do they do？》(Story time)教学设计

大桥小学

高雪

教学分析：

本节课我所执教的是义务教育教科书《译林英语》五年级上册

Unit5 What do they do? (Story time)。作为第一课时，我设定的教学目标主要是让学生整体理解语篇，继而提升英语的综合语言能力，通过语篇学习指导学生如何询问他人的职业和工作内容，并将所学内容实际化，增加学生对英语学习的兴趣。对话里还会出现第三人称单数形式及动词“三单形式”的变化规则。整体上，本单元的话题是谈论职业，学生还需要加大力度增加职业名称的储备，预习工作要做得牢实。

教学内容：

5A Unit 5

What do they do?(Story time

Think and write) 教法、学法: 通过高效、开放课堂，体现生本学习、合作学习和个性化学习，提升学习的有效性。学生通过跟读模仿、知识迁移、阅读归纳、调查访谈等学习方法，尽快的掌握本节课的教学目标。

教学目标：

1.知识目标

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。

2.能力目标

①

学会谈论职业名称和工作内容，训练综合运用语言的能力；

②

通过课堂的翻转，培养自主学习和合作学习的能力。

3.情感目标

通过谈论职业话题，引导学生尊重每一种职业。

三大目标相辅相成，让学生在自由开放高效的课堂上充分发挥个人潜力和小组合作能力，让英语课堂“活”起来。

教学重点：

本节课的教学重点是学生能正确流利地朗读课文，整体理解语篇，并能灵活运用所学句型谈论职业的话题。

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：

本节课的教学难点是通过课堂观察及时了解学生的不同学习需求，进行个性化指导。增加学生知识的储备量。

1. 单词sick, factory, writer, people单词的读音

2. 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/ …

3. 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。

教学准备：

学生需要在课前充分的听读课本录音，将生字词熟读，并能完成《伴你学》上相应的预习工作。没有好的预习铺垫，课堂效果就不会绽放精彩的“花朵”。

教学过程：

Step 1 Greeting & warm up 1. Enjoy a song: What do you do ?

2. Practice some jobs .(Ask and answer)

A: What does he / she do ? B: He is a …/ She is a …

（设计意图：这节课我设计的大环节有三个，分别为读前、读中、读后，预设的教学步骤是相关歌曲的热身、问答训练、复述对话、朗读对话、歌曲回顾、语言技能练习、小组拓展交流。）

Step 2 Introduction 1. Show the picture in Story time. T: 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.

(新授

father + mother = parents) 2. Look and guess. T: Please look at this picture. What are Su Hai and Mike talking about? A or B?

(PPT呈现选项) S: 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’ll learn Unit 5 What do they do?

(设计意图：在读前，这个部分可以说是“凤头”，主要通过感知图片，检测学生课前自主学习后对职业类单词的掌握情况，做到心中有数，在下面的教学中有重难点的侧重，结合预设的教学目标及时改变教学策略。)

Step 3 New teaching 1. Watch and find. T: What are their parents’ jobs? Please watch the flash and try to match their jobs. (播放卡通) S: What does your father do? What does your mother do? What about your mother? 2. Learn to say. T: What does Mike’s father do?

S: He’s a teacher. (新授

teacher) T: What does Mike’s mother do?

S: She’s a writer. (新授

writer) T: What does Su Hai’s father do?

S: He’s a doctor. (新授doctor) T: What does Su Hai’s mother do?

S: She’s a factory worker. (新授worker) Do some exercises: Let’s complete. 1) Mike’s father is a teacher. 2) Mike’s mother is a writer. 3) Su Hai’ s father is a doctor. 4) Su Hai’ s mother is a factory worker. 3. Read and find.(choose and read) Read the dialogue and find the description of their jobs. a. T: What does Mike’s father do?

S: 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?

S: She’s a writer. She writes stories. She works at home.

(教right-write-writes, write-writer, work-works, work-worker) c. T: What does Su Hai’s father do?

S: He’s a doctor. He helps sick people.

(教six-duck-sick, people, help-helps) d. T: What does Su Hai’s mother do?

S: She’s a factory worker. She makes sweets.

(教

make-makes) 5. Reading time. a. Read after the computer. b. Read by themselves. c. Read in pairs. (Choose one of the three reading methods.)

d. Read together.

（设计意图：在读中，这个部分就是“猪肚”，内容多而杂。根据现在的课改要求，把课堂还给学生，所以教学任务与教学环节的设计都要以学生的最大参与为主要目标，教师少讲，学生多说多练，充分体现学生是课堂主体。通过多种教学形式，学生初步整体感知对话内容，接下来就是学生的学习任务，开展小组合作学习，这样有利于学困生的学习，也减轻了学生的学习压力，让他们更加自由地发挥他们的语言能力。学生的听读训练不容忽视，虽是简单的跟读，但是语音语调缺是很难正确把握的，尤其是连读，学生不注重，所以课上的听读训练要行之有效。对话的复述对于学生来说还是有一定难度的，我出示了语篇中的图片，对照图片进行说话练习，这样可以增加学生的自信心，同时也为文本书写做了铺垫。）

Step 4 Consolidation 1. Read and judge. T: Now, can you tell whether these sentences are true or false? S: Yes, we can. 2. Retell the story. Retell the text with the key words. 3. Fill in the blankets. a. Fill and say.

b. Think and write. (Page 50) 4. Write a short passage. My ________’s job Tell us about your parents’ jobs.

（设计意图：在读后，针对课文内容的拓展练习，内化新语言的学习，提升语用能力。最后是本节课的语言综合运用，将对话内容进行升华，介绍自己父母的职业，通过写的形式将知识展现出来，最后让学生通过欣赏一些关于职业的图片，让学生展示运用新语言谈论职业话题的情况，引导学生尊重每一种职业。）

Homework

家庭作业

1. Copy the new words. 2. Read and recite the story. 3. Try to introduce your family. （设计意图：最后是家庭作业的布置，巩固作业是必做的，还有针对今天所学完成书上的调查，巩固所学的新句型。）

板书设计：

Unit 5

What do they do?

Mike’s father

a teacher

teaches English

Mike’s mother

a writer

writes stories Su Hai’s father

a doctor

helps sick people

Su Hai’s mother

a factory worker

makes sweets