Story time第二课时教学实录

Unit 5 What do they do? 第1课时

教案

Teaching contents 教学内容

Story time

Teaching aims and learning objectives 教学目标

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。

能力目标：

1. 学生能够使用重点句型来讨论职业名称和工作内容；

2. 学生能阅读并理解故事。

情感目标：

培养学生对职业的认识以及对各种职业的尊敬。

Focus of the lesson and predicted area of difficulty 教学重点和难点

教学重点：

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：

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。

Teaching procedures

教学过程

Step 1 Greeting & warming up 1. Show the learning aims. a.I can talk about jobs.

b. I can try to understand and read the story.

c.I can try to retell the story. 2. A song: What do you want to be?

【设计意图：歌曲为职业类单词教学做铺垫，明确本课学习目标，有的放矢。】

Step 2 Pre-reading ( Introduction) 1. Lead in the topic--- jobs T: What’s the song about? Hobbies or jobs? S:It’s about jobs. T: Good job! (新授单词jobs) 2. Lead in new words and phrases about jobs

A. Games : Pick the first apple

1. T:

Look! It is an apple tree. It is growing up. There are four apples on the tree. Can you try to pick them? It will give a surprise. (Orders : Apples, apples , pick apples) (PPT呈现摘苹果，第一只苹果切开出呈现我的一张照片)

T: Look, It’s me. I’m a teacher. I teach English. I help students.

(新授职业单词——teach 动词短语—teach English)

2. Look and try to say. T: Please look at this picture. What does she do?

(PPT呈现图片) S:What does she do ? S: She is a teacher. She teaches English. She helps students. B. Games :

Pick the second apple 1.(Orders :Apples, apples , pick apples) (PPT呈现摘苹果，第二只苹果切开出呈现单词

doctor)

T: He is a doctor. He helps sick people.(带领认读短语)

(新授职业单词——doctor 动词短语—heip sick people) 2. Look and try to say. T: Please look at this picture. What does he do?

(PPT呈现图片) S:What does he do ? S: He is a doctor. He helps sick people. C. Games : Pick the third apple

1.(Orders :Apples, apples , pick apples) (PPT呈现摘苹果，第三只苹果切开出呈现一段视频——The little match girl)

T: Do you know the writer of the little match girl? He is Andersen. He is a writer. He writes stories for children.

(新授职业单词——writer 动词短语-- write stories) 2. Look and try to say.

(PPT呈现图片) S:What does she do ? S: She is a writer. She writes stories at home. D. Games : Pick the fourth apple

1. (PPT呈现摘苹果，第四只苹果切开出播放一段工厂声音)

T: Do you know what job?

(新授职业单词——worker 动词短语—work in a factory) 2. Look and try to say.

(PPT呈现图片) S:What does he do ? S: She is a worker. She works in the factory. 【设计意图：通过对摘苹果的游戏，用四种不同的方式学习关于职业类单词，方式新颖，操练层次多样，学生的积极性充分调动起来。】

3.Words train

“If you see a a word or a picture, read it out.

If you see a thunder ,please say “Oh, no! ”

【设计意图：通过对words train 来超练新学的单词和短语，有趣效率又高。】

Step 3 While-reading 1.

Watch and choose T:What are they talking about? {A What do they like doing ? B What do they do ?

C What do they have ? } Please watch the cartoon and choose(播放卡通) S:

I choose---- B What do they do ? T: Yes, you’re right. So today we’ll learn Unit 5 What do they do?

【设计意图：通过对Story time的动画展示，学生初步感知文章主要谈论的话题，并引导学生通过对比对本课学习主题进行合理猜测，自然揭题。】

2.Listen, underline and complete. (Part 1)

T: Listen to the tape and underline the key phrases. Then try to complete the form. S:Mike’s father is

a teacher. He teaches English. S:Mike’s mother is a writer. He writes stories. 【设计意图：通过听录音，捕捉相关信息，结合句型，学习职业类单词及问答。】

3.Read, underline and complete the form.( Part 2)

4. Conclusion：

How to change a verb into a noun.

Tips:某些动词在词尾加上er或r之后就变成了名词，表示“某一类人”

【设计意图：通过对Story time第一部分的指导学习，并给出相应的tips，生通过学习方法的迁移，自主完成第二部分的阅读任务，并在阅读过程中找出文中对工作的具体描述，学习动词以及第三人称单数形式，并初步建立动词与名词之间的联系。从而潜移默化的培养生的自主学习的策略，完全和2010版英语新课程标准吻合。】

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：循序渐进地引导学生朗读课文，从跟读到自读，到自主阅读，在读的过程中对整个语篇进一步熟悉和巩固。】

Step 4 Consolidation

1. Think and write. (Page 50) 2 .Retell the story. Retell the text with the key words and the blackboards writing. 3.Introduce your family’s jobs. 4.The emotion of education.

“Different jobs make a colorful world!

We should respect every job.”

【设计意图：通过欣赏不同职业的图片，教育学生要懂得尊重每分职业，是他们让我们的世界更美好！】

Homework

家庭作业

1. Copy the new words. 2. Read and recite the story. 3. Try to introduce your family.

Teaching aids 教学准备：

教学准备：PPT、板书

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