C精品学案

Unit5

What does he do？

第三课时

教学过程

步骤

教学活动/方法

学生活动/学法

条件/手段条件

Step1：

Free talk: Warming up Step1ming up Step1 WarminTalk about the jobs 展示绘本：Busy busy town

自由谈话法

课件展示绘本图片

教师介绍绘本故事的背景

课件呈现The Streets of Busytown的图片

课件呈现问题

Sam带着小伙伴们继续踏上Busy busy town第三天神奇之旅。

Busy busy town绘本引入，激发学习兴趣，让学生看和说进行律动，活跃气氛，营造一个良好的学习英语的氛围。

Sam带可爱的小动物去参观镇上最繁荣的街区。

（不仅镇上的人们为小镇的繁荣生活努力着，连镇上可爱的小动物们也努力为该镇的繁荣做贡献）。

培养学生猜测、推理、质疑能力、阅读能力和综合能力。

设计意图

如果我教

、、、

The teacher tells: Sam and Listen to the his friends continue to teacher g uptep1 embark on the third day of

Warminthe magical journey of

g up

Busy busy town. Sam took the cute little animals to visit the most prosperous neighborhood in town.

(Not only do people in the

town work hard for the

prosperity of the town, but

even the lovely animals in

the town work hard to contribute to the prosperity of the town.)

The teacher shows pictures and let the students answer the questions.

Q1：How many animals can you see?

Q2：How many jobs can

Listen to the teacher and see pictures

you see?

Look at pictures questions 每个小组都回答，答对的学生为自己小组加分。

教师及时给予评价奖励。

and answer

1.导入话题，诱发兴趣，

带着预测去阅读目的性更强，能够帮助学生更好地理解文本，也能够使阅读过程变得更有趣味。教

Step 2：激活学生的思维

构成新绘本故

Pre-read重构文本，事（主人公为Sam ，Sallying

和Lowly Worm)

Look and predict

T:Students, please look at

the picture of picture

books, information from

the picture, you can guess

the following two

questions.

Q1:Who wants to be a

coach?

Q2:Who likes using

computers?

教师及时给予评价奖励

每个小组都回答，答对的学生为自己小组加分。

课件呈现绘师在故事的多个节本三个主人点上提出一个或多公的图片

题

个问题，预测点可多处设置，让学生对文本情节进行大胆预测，但教师并不即时公布答案，也不进行倾向性提示。

answer questions 课件呈现问

Step3:W围绕话题，分层解读，锤

hile-read炼学生的思维

（1）略读：The teacher ing uses the pictures in the reconstructed text to introduce Huckle, Sally, and Lowly Worm, the three protagonists in the article. Students are then asked to guess the subject, then read the passage quickly and select the appropriate topic for the article. Choose a title □animals and theirs jobs

□Hobbies and jobs

（2）细读：The teacher asked the students to read the article carefully and complete the information sheet about the three protagonists: Huck, Sally, and Lowly Worm, dream careers, and workplaces. Fill in the table

Scanning

detailed reading

Scanning

第一次阅读选择题

目，引导学生整体感知文本。

在读中环节，教师不仅要关注对文本表层信息的提取，更要引导学生挖掘文本的深层含义，对文本进行深度的解读与分析，在提升学生语课件呈现重言技能的同时发展构文本后的其思维能力。

绘本内容

题

detailed reading

第二遍阅读让学生充分感知运用本课的重难点句型“What does he do？”非常好课件呈现习

课件呈现重地突破了本单元的构文本后的重难点。

表格

格答案

巡视指导法

文章后，完成关于Huckle ,Sally和Lowly Worm三个主角爱好、梦想职业和工作地点的信息表

课件呈现表教师要求学生细读教师及时给予评价奖励。

(3)精读：The teacher

shows the content of the

Read and Write section, plays the audio of the text,

asks the student to follow,

imitate the correct pause,

speech, and intonation, and tells the pause and retelling in the sentence.

reading

第三次阅读，通过跟读和复述可以强化对新知识的记忆、巩固，并把新旧知识有机结合加以运用，使Intensive reading Intensive 每个小组都回

答，答对的学生

分。

Step4：延伸话题，综合运用，拓Ss：

It's an Post-reading 展学生的思维

1.Play videos of the ten most interesting jobs in the world and work in groups to discuss which job you want to become. T：They are amazing jobs.How do you feel? interesting job, I drinker/ a sewer diver.

为自己小组加课件呈现重英语知识日趋丰富，构文本内容从而为提高英语综中的停顿图合能力奠定坚实的片

基础。

课件播放全采取小组合作讨论

球十种最有的学习方式发展学视频

讨论法

理等能力。扎实有趣的学习方式使学生完全厘清了故事情节，为学生后面的语言输出奠定良好基础。

want to be a wine 趣职业的小生的观测、想象、推教师及时给予评价奖励。

2.教师播放未来生活的每个小组都回视频

T:Wow,it’s amazing.I like 为自己小组加答，答对的学生

this life. Do you like it? 分。

3.观看视频后，问学生对

未来的幸福人生职业有怎样的规划并分组讨论自己理想中的职业。

模板：I want to be a

.