Story time课堂实录【2】

5A Unit5 What do they do? 教学设计

苏州工业园区胜浦实验小学

薛菊芬

一、教学内容

Story time 二、教学目标

1. Learn the vocabulary: teacher, teach, writer, write, work, at home, doctor, help, sick, people, factory, worker 2. Learn the patterns: What does he /she do? He’s/She’s a …

3. Train Ss know their parents’

job, and try to concerned parents, and understand parents 三、教学重点

1. Learn the vocabulary: teacher, teach, writer, write, work, at home, doctor, help, sick, people, factory, worker 2. Learn the patterns: What does he /she do? He’s/She’s a …

四、教学难点

1. Learn the vocabulary: teacher, teach, writer, write, work, at home, doctor, help, sick, people, factory, worker 2. Learn the patterns: What does he /she do? He’s/She’s a …

五、教学准备

Ppt、CAI、exercise、word cards 六、教学过程

自学检测：

1.

Hello, boys and girls. Are you ready for class? At the beginning, I want to check your self- learning. What jobs do you know?

Let’s brainstorm. Please say the words in groups, the more the better, 1minute. Ok, let’s write the words on the paper. Show me your pen, write the words one by one. Group leader, are you ready? Go. Have a check. Group leader read and correct the words in your group. Look at the words, teach-teacher,… Can you find the rules?

总结规律：部分动词变名词

In your preclass task sheet, there are more words about jobs, let’s read together. 2. Look, our friends Su Hai and Mike are talking about jobs, too. They are their parents. What are their parents’ jobs?

Please think and choose on your pad.

Have a check. 对比PPT和两个学生的答案They are right. Are you right? Now, let’s work in pairs say the sentences like this: Mike’s father is a teacher. He teaches English. Mike’s mother ….

Look at the red parts , can you find the rules. 总结规律：动词第三人称单数形式变化

Ok, Let’s chant with the rhythm.

进阶练习：

1.

Let’s know more about story time. Retell story time in pairs. Check four pairs.

2.

You know Mike’s and Su Hai’s parents’ jobs.

What are your parents’ jobs? T: Hello, xx. What does your father do?

S1. He is … He …

T: What does your mother do? …. Ok, I see. Thank you. Now let’s

do a survey in groups. No.1 asks No.2-No.3-No4…Don’t forget to tick the jobs on your paper.

Ok, stop. Group leaders, can you do a report to us. In our group, there are four workers.

There are two…. Ok, go. Look, who are they? Let our friends introduce them.(PPT中出现6位家长在工作时的照片，由孩子来向班级同学介绍自己父亲或母亲的职业和职能) 如：

This is my father. He’s a manager. He works in the office…. 协作探究：

1. What do you want to be when you grow up? To be a doctor or to be a teacher. You have Imagined it before class.

Now, let’s take the time machine and go to 15 years later.

It’s 2032, I’m still a teacher, but you are not students, you get the jobs you like, you have a better life！And this is our class party. Welcome back to Shengpu Primary School. Nice to see you, my dear children. Take our your name cards and talk with your friends. 2. You meet lots of old classmates at the party. What a pity! Our Chinese teacher Miss Wang , Maths teacher Miss Zhang are not here. Do you miss her? Let’s write a letter to them. 小组展示：

1.

OK, share your letters in group. Choose one to share in class.

2.

小组推选一人上台分享。

七、板书设计：

八、教学反思：

一、教材分析：

义务教育阶段英语课程的主要目的是为学生发展综合语言运用能力打基础，为他们继续学习英语和未来发展创造有利条件。

苏教译林版牛津小学英语五年级上册“Unit 5 What do they do?”的第一课时教学内容是“Story time”，包括学习a nurse, a policeman, a teacher, a worker, a cook, a doctor, a driver, a farmer等8个职业类单词和询问职业的句型What does he/she do? 及回答He’s/She’s a …

He/She…。选择这些职业类单词、对话作为学习

内容，有利于发展学生用英语与他人交流的能力，同时，促进思维能力发展。

二、课前学习任务单的设计

首先谈一谈课前学习任务单的达成目标。达成目标是教学目标的转化形式，是学生课前自主学习应该达到的认知程度、认知水平或认知标准，在翻转课堂中起着目标管理的灵魂的功能。根据课标，我将这一课时的达成目标设定为：

1. 能听懂、会读、会说、会写单词：cook, teacher, doctor, worker, nurse, driver, farmer, policeman 2. 能用What does …do? He/She is a/an…询问职业

3. 能初步了解动词第三人称单数形式的读音及正确用法；动词加r或er变名词的构词法。

4. 能流利朗读Story time，并理解课文内容。

这四达成目标设定都是基础为主，为上课做好充分的准备。

其次是任务单中的各项任务。自主学习任务单是教师设计的指导学生自主学习的方案，供学生课前自主学习使用。“任务单”的任务设计要求有很强的可操作性，能够引导学生达成目标。我设计学习任务时，努力从易到难呈现出阶梯性，让学生一步一个脚印，稳扎稳打学好英语。

任务一：看图写职业类单词，在一起作业上学生朗读单词，教师可以清晰了解学生朗读的质量和对词义的掌握。

任务二：由一首Chant

A teacher teaches in the school. A cook cooks in the kitchen. A worker works in the factory. A driver drives on the road. A doctor and a nurse help in the hospital. 让学生尝试总结第三人称单数形式及动词变名词的构词法。

童谣诵读，让任务富含趣味性，又可以让学生进行思考和总结，让他们跳一跳，够得着。

任务三：自读P48-49Story time，回答问题。

1. What does Mike’s father do?2. Is Mike’s mother a teacher?

3. What does Suhai’s father do?4. Does Suhai’s mother work in a factory?

5. What does Mike like? 通过以上5个问题的设计让孩子通过朗读课文，在课文中寻找答案，达到初步了解和感受课文的目的。

任务四：思考题

1. 让学生初步掌握询问职业的两种表达：

What’s your job(职业)？你的职业是什么？同义句：What do you do?

What’s your father’s job? 同义句：What _______

your father _____?

What’s your mother’s job? 同义句：______________________________? 已达到了解本课重点句型的目的。

2. 想象一下，15年后的你是否找到了自己喜欢的工作。请为你的职业设计几张名片吧。

其实这是为课堂最后一个环节做准备。

第三块内容谈谈我的课堂教学

课堂教学任务设计遵循由浅入深的规律，安排四个教学环节。

由于学生已经在课前基本掌握学习内容，课堂教学一开始就检测自主学习的成效是顺理成章的事。也因为有了一起作业的支持，单词和课文朗读情况教师就可以

放在课前检查。所以第一环节是Task1：Brainstorm及小组合作的默写。并朗读在课前学习任务单中提高给孩子们的职业词库，拓展孩子的词汇量。Task2：Review story time，通过完成信息表进行课文内容的简要复述，并强调动词第三人称单数的用法。

第二环节Task1：提供框架学生进行课文内容的整体复述，由于有了框架的支撑，孩子能比较流利的复述课文内容。Task2：Do a survey在了解了苏海和麦克父母职业后，乘势询问学生家长的职业，操练句型What does he/she do? He’s/She’s a …

He/She…。小组在组长的组织下有序开展调查，最后由小组长进行职业情况汇报。通过孩子父母从事不同职业的照片教育学生职业无贵贱。All the jobs are important. Task3：乘坐时关机来到15年以后，在班级聚会时进行句型的实际运用，这是学生就可以用上之前准备的名片进行互换和交流了。Task4：设计班级聚会时，语文和数学老师都没在现场，因此请他们给其中一位老师写一封信，介绍自己和拿到名片的学生的现状，从说过渡到写。

最后就是展示环节，请孩子分享写给这两位老师的信，表达他们的思念之情。让学生在不断变化的情境中，反复训练新知的运用，在听、说、读、写方面达到熟练的程度。同时，在情感体验与学习兴趣方面得到升华。