译林版英语五年级上册Unit5教案

1、Unit What do they do?第 课 案 contents 教学容 time learning objectives 教学标知识目标：1. 能听懂说会读和会写单词 teacher, work, help, worker； 2. 能听懂、会说、会读单词 writer, home, people, ；3. 能听懂、会说、会读和会写 does he/she do? Hes/Shes a ；4. 能掌握动词 teach, write, work, 的三人称单数形式并能初步运用 句型 What do? Hes/Shes 来讨论 time 中涉及的职 业并进行相关描述。能力目标：1. 学生能够

2、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 of difficulty 教学点和难点教学重点：1. 在故事情景中阅读和理解句型 What does he/she 及其回答 Hes/Shes a 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 Mikes/Su Hais father/mother do? Hes/Shes a 来讨论 time 故事。教学难点：1. 单词

3、 sick, writer, people 单词的读音2. 在故事情景中正确朗读和理解 What does 及其回答 Hes/Shes a factory/worker/ 通教学活动初步了解主语是第三人称单数动词的变化形式。 procedures 教学过程Step 1 & warm up1. A My father a doctor2. Show aims.a. I can read Story time very b. I ask and answer “What ”【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 1. Show picture in t

4、ime.T: are S: They are Mikes father and mother. They are Su s father and mother.T: I can say, they are Mikes parents and they are Su s parents.新授 father + mother = parents)2. Look and guess.T: at What Su Mike talking about? A 现选项) I think theyre talking about their parents jobs.T: Yes, re right. So,

5、 if you want to know their parents jobs, you can ask “What do Today we learn Unit 5 What they do?【设计意图：通过 time 的图片展示，学习单 ，并引导学生通过 观察对本课学习主题进行合理猜测，自然揭题。】Step 3 New teaching1. Watch find.T: How to ask questions about their parents jobs? Please watch the flash and underline the in time. (播放卡通) What you

6、r father does your mother What your mother? 2. Listen match.T: Listen the the match.3. Learn to T: What does Mikes father do Hes teacher. ( 新授 teacher)T: What does Mikes mother do s a writer. (新授 writer)T: What does Su s father do? Hes doctor. (新授 T: What does Su s mother do? s a factory (新授 【设计意图：通

7、过观看课文动画，找到对职业提问的问句，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。】4. Read and find.Read the find the description of a. T: What does Mike father do? s fa is a English. has a lot of 教 teach-teaches, teach-teacher)b. T: What does Mikes mother do? s a writer. She writes stories. She works at home.教 right-write-writes,

8、work-works, work-worker) T What does Su Hais father do?S: Hes a doctor. helps sick people.教 six-duck-sick, d. T: What does Su s mother do?S: Shes a factory worker. She makes sweets.教 【设计意图从看听过渡到阅读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5. time.a. after the computer.b. Read by Read in pairs

9、. of d. Read 【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 Consolidation1. Read and judge.T: Now, can you tell these Yes, we 2. Ask and answer.T: Yang Ling is asking Liu Tao about Mikes and Su Hai them and make a in pairs.3. Fill in the blankets.a. Fill and say.b. 50)4. Retell the stor

10、y.Retell with the 【设计意图：练习设计难度递增，从判断、填空到复述，听说读写兼顾，培养学 生的综合语用能力。】Homework家庭作1. the new 2. Read and the story.3. Try to introduce your family. 教学准备： 教学准备：PPT、板书 板书设计：Mikes fatherMikes motherSu Hais fatherSu Hais motherUnit 5 do a a writer storiesa helps a factory sweets第 课 案 contents 教学内容 time & time

11、learning objectives 教学标知识目标：1. 巩固所学故事中出现的词汇： English, writer, write help sick people, sweets；2. 基于 Story 的故事，复习 What He/She ；3. 创设不同情景学生能够听懂会说会读写句型What does he/she do? He/ She 并能描述职业的具体工作内容；4. 能听懂、会说、会读单词： driver, farmer, ；5. 能听懂、会说、会读、会写单词：能力目标：1. 学生能够使用职业类单词和句型 does he/ she 及其回答 He/She ； 2. 学生能够用第

12、三人称单数形式来描述不同职业的具体工作内容；3. 学生能有感情地表演故事。情感目标：培养关爱家人的情感。Focus of the lesson and of difficulty 教学点和难点教学重点：1. 滚动复现词汇： teach, writer, doctor, help sick people, sweets；2. 在故事情景中反复使用、巩固 does he/she do? He/She 句型；3. 在创设的情景中让学生能够听懂说读写句型What He/She 并能描述职业的具体工作内容；4. 能听懂、会说、会读单词： driver, farmer, ；5. 能听懂、会说、会读、会写单

13、词：nurse教学难点：1. 句 What 及其回答 Hes is/She a 并能描述职业 的具体工作内容；2. 在描述职业时能正确运用第三人称单数的形式；3. 生能够针对不同的情景活用日常用语：What does he/she do? procedures 教学过程Step 1 Challenge and read.【设计意图：通过游戏来复习 Story 中出现的单词和短语，并激发学生学习 的兴趣Challenge Challenge 【设计意图通过三个阶梯式的挑战来复习之前所学的词汇句型和对话丰富 学生的语言，为之后的操练做好铺垫。】Step 2 Fun time1. Look, thi

14、nk and guess.T: Now the students talking about Whom are they 出示图片 Mrs 和听诊器) T: What Mrs Su s a doctor. She people.出示图片 Miss Green 针筒，引导学生提问) S1: What does she S2: Shes a nurse. She helps si people, too. (教授 a 2. Look, listen guess.T: This Mr Li. If want to know job, how do you ask? What Li do?T: Now

15、 lets Listen and guess. (教授 a farmer)A: does Mr Li B: Hes a works on 同法教授 a cook, a a policeman)【设计意图：通过听说读写等多种形式来学习职业类单词和具体工作的动词词 组，同时操练了句型，做到词句结合、由浅入深、层层递进、扎实有效。】 3. Look, 根据首字母说单词，然后通过朗读来巩固所学内容。Step 3 Consolidation1. Lets talk.S1: does do?S2: Shes a nurse. She helps sick people.S3: Hes a farmer.

16、works a farm.S4: Hes a driver. He drives a car.S5: Hes a cook. He cooks S6: Hes a policeman. He helps people.2. Lets play.eg: What Miss Green S2: Shes a nurse. helps people.【设计意图多种活动和游戏中操练对话和巩固句型具情境性和趣味性 3. Lets a. Lets read.b. Look and find. 动词 + er (或 r) 名词 Enjoy more.【设计意图培养学生自己归纳和总结语法规则的能力并注重知识的

17、拓展和延 伸，增加学生的英语知识面4. Lets share.a. work to make life 人们工作让生活更美好。b. every job!请尊重每一份职业!Homework家庭作1. the new 2. Try introduce your familys jobs.3. find more in our life. 教学准备教学准备：PPT、板书板书设计：Unit 5 What do they (Story & A: does Miss B: Shes a nurse. She helps people.A: does Mr Green B: Hs a doctor. He

18、sick people, too.a cook doctor driver a a a worker第 课 案 contents 教学容Grammar time & Checkout time (Do a learning objectives 教学标 1. 能够用表示职业类的词汇来描述他人的职业；2. 能够正确地使用句 What do/does do? Im/Hes/Shes a 问他人的职业并做回答；3. 能够理解并掌握 time 中一般现在时的基本概念，知道当主语是第人称单数时助动词和行为动词的变化；4. 能够独立完成 Checkout time 对同学父母的职业的调查问卷，并且能做正确

19、的汇报；5. 培养学生对职业的认识，以及对各种职业的尊敬，同时鼓励和激发学生之间主动表达的欲望和积极交流的热情。Focus of the lesson and of difficulty 教学点和难点教学重点：1. 能够使用所学职业类的词汇并掌握动词加 r 或 er 构成职业类名词的规则；2. 在特定的情景中熟练使用本单元句型来询问职业并进行描述；3. 能够理解并掌握 time 中一般现在时的基本概念，知道当主语是第人称单数时助动词和行为动词的变化；4. 能够初步掌握动词的第三人数单数形式的变化规则和读音规律。教学难点：1. 一般现在时中当主语是第三人称单数时助动词和行为动词的变化规则；2.

20、动词第三人数单数形式的变化规则和读音规律。 procedures 教学过程Step 1 and warm-up1. 呈现)2. a happily.【设计意图歌曲复习了 4 个职业类单词活跃课堂气氛为下面的复习环节做 铺垫。】Step 2 Revision男女生之间竞赛1. Round 1: Brainstorming.a. Name some jobs.b.Brief summary: verb + r/er noun(writewriter, drivedriver, workworker, farmfarmer, teachteacher)2. Round 2: Quick respon

21、d.a. T: I say a verb, and you make I “help”, and you say “help sick people”. OK? T: say form theverb and person singular verb. For example, I say “help”, you say “helps”.3. Round 3: Choose and say.T: Choose a appleand number your For I choose Apple A. It And I 3, it stethoscope. My partner and I can

22、 Green Shes a doctor.【设计意图：以男女生之间的对抗赛为依托，设计与职业、句型相关的活动，既激发了学生积极参与的兴趣是对所学内容的巩固和复习下面的语法归纳环节做准备。】Step 3 Presentation a survey. Now, heretaskforyou. surveyin down others family members jobs.b. T: Youve finished the survey already. Its time to report.【设计意图查活动是对句型的加深巩固和实际运用过对话形式的调查和陈述句形式的汇报，突破本课教学难点词第三人称单

23、数形式。】2. Brief summary.T: Lets think about how to know others jobs? What questions can we ask? S1: What do you do?S2: What does your father do?T: Yes. And we can answer: Im/Hes/Shes a .3. time 1 (do & doyouyour Whatdoes his mother motherdo ?T: Now, please think about question: When do we use “do” “do

24、es”?帮助学生归纳“”和“”用法)T: In the questions of simple present tense, we use “do” with the first, the secondand plural personal pronouns, and we only use “does” with the third person singular.4. Round 4: Find the T: Heres Round 4. Please help the per pronouns find right house by saying “What do/does ?【设计意图

25、复习句型到实际运用导学生根据句型总结助动词 do 和 的用法最后进“找房子的比赛游戏“感知运用总结反馈” 的过程中习得语言知识5. time 2 (Verb forms)IteachhelpsEnglish sweets.T: about usage of in simple tense.帮助学生归纳)T: In simple present tense, use person verbs with third use original with persons.6. T: the forms the third person 引导学生总结规律)Add “s” after the verb g

26、eneral, helpsb. “es” after “ch, sh, s, x and o”, e.g. teachesc.Change “y” into “i” and “es”, e.g. studiesd. form: have7. Try to read.T: Now lets try to read th e third person verbs. pay attention to 8. 3 (Pronunciation (1) After unvoiced such (2) /z/ After such plays, runs;(3) After such as writes,

27、(4) /dz/ After such as (5) /Iz/ Add “es” after ch, sh, s, x, o, such as teaches.【设计意图本课重点和难点是动词第三人称的用法以及读音在充分操练的基 础上引导学生根据典型例句归纳动词形式动词的变化形式规律从个别现象到 一般规律的学习符合学生的认知结构时在读动词第三人称单数形式的过程中 感知不同发音并进行归纳，也是对学生辨音能力和英语语感的培养Step 4 Consolidation 5: Try to say.T: Please the third person singular Lets see whether b

28、oys or girls can get 6: Fill in T: Lets use the right verb forms in the sentences. Please read these sentences carefully and fill in Who the winners?【设计意图通过练习检验学生对知识的掌握程度第一个练习主要关注动词的 第三人称单数形式变化第二个练习主要涉及一般现在时中动词的具体使用单 项练习与综合练习相结合，培养学生的综合语用能力Homework家庭作1.Review Grammar remember the third person verb f

29、orms.2. more survey about your friends family jobs and prepare to report in next 【设计意图：课后作业兼顾机械记忆和实际运用，作业要求符合本课教学目标， 易于学生达成和结果展示，帮助学生在课后更好地巩固和复习 教学准备教学准备：PPT板书设计：Unit 5 do & Whatdoyouyour does his motherdo ?IteachhelpsEnglish sweets.第 课 案 contents 教学内容Cartoon time & Culture time learning objectives

30、教学目标1. 复习巩固询问职业的句型： does he/she 及其回答 Hes/Shes a teacher/writer/factory ；2. 能理解 Cartoon time 故事大意并熟练朗读、表演；3. 能了解不同国家对同一职业、同一事物的不同称呼；4. 学生能够运用本单元所学的句型介绍自己家人的职业；5. 培养学生们主动关心父母以及亲戚的情感。Focus of the lesson and of difficulty 教学点和难点教学重点：1. 对句型 What does he/she Hes/Shes a teacher/writer/factory worker 及其 回答的

31、巩固与正确使用；2. 学生理解 Cartoon time 故事大意并熟练朗读；3. 熟练运用本单元所学的句型介绍自己家人的职业。教学难点：1. 当主语是第三人称单数时动词的变化；2. 正确记录父母及亲戚的职业情况。 procedures 教学过程Step 1 1. Introduce my friends parents jobs 现句型)a. my friends their parents jobs.b. my friends parents jobs.2. write and saya. Show Bobbys family tree introduce s family T: Bobb

32、ys friend wants know Bobbys family jobs. Lets Listen.b. Listen c. Talk about Bobbys family jobs.【设计意图：由听力练习得知 父亲的职业来过渡到询问 朋友父亲 的职业，引起学生学习的兴趣，导入 Cartoon time 的学习。】Step 2 timeT: We know s father is a doctor. What does Bobbys friends father do? Lets watch (播放卡通1. Watch T: What does Bobbys s father do?S

33、: Hes a worker. makes cars.2. Read the underline the (PPT 呈现问题)3. Check answers and the 【设计意图过学生的自主读找答案来对卡通部分进行一个梳理和理解， 并体验其中的幽默之处。】4. Lets read.a. after the tape.b. Choose one kind of reading methods read.【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 调抑扬顿挫，重读、弱读等朗读技巧的处理5. Lets act.T: you act well? You act in 【设

34、计意图鼓励学生表演故事增加故事性与趣味性体会每个角色的感情变 化。】6. Design T: you imagine will at last? the of this story. as many endings as you 【设计意图为故事设计一个富有创意的结尾培养学生的创造性与口头表达能 力。】Step 3 Culture time1. New learning.T: are so cars in street. Who they need? They policeman.T: In the UK, they call him policeman. But in the US, the

35、y call a policeman cop”.T: What ( 呈现消防员图) Hes a firefighter. He fights against fire and save people.T: In the UK, we call a firefighter “a fireman”.2. Know more. are words like Eg. In the US, call trousers “pants”.In the US, people call autumn “fall”.In ople call shop “store”.In the US, people call

36、underground “subway”.In the US, people call sweet “candy”.【设计意图：了解英美两国对警察和消防员称呼的区别差异，通过适度的扩充， 增加学生们的知识面和词汇量。】Homework家庭作1. Read and act “Cartoon time”.2. Try to know more words 3. Make family and your family. 教学准备教学准备：PPT，板书板书设计：Unit 5 What do they do?A: does he sheBobbys fatherBobbys friends father

37、B: Hes/Shes a doctor/worker/policeman/fireman 第 课 案 contents 教学内容Sound (Think write) & Ticking time learning objectives 教学标1. 了解字母 在单词中的三种基本发音；2. 通过复习，能熟练运用所学句型对职业进行描述；3. 能在特定的情境中，熟练运用句型 What do/does do? Im/Hes/Shes a I/He/She 来询问他人的职业；4. 通过复习和相关练习正确掌握动词第三人称单数形式的变化；5. 培养学生对职业的认识，以及对各种职业的尊敬，引导学生们从小树立

38、职业 理想并为之努力奋斗。Focus of the lesson and of difficulty 教学点和难点教学重点：1. 在情境中对熟练运用句型 What do/does do? Im/Hes/Shes a I/He/She 进行与职业相关话题的交流与讨论；2. 能够正确熟练运用本单元所涉及的职业类名词和句型。教学难点：问句中 do does 正确使用以及对动词第三人称单数形式变化的掌握。 procedures 教学过程Step 1 Know learning in Ticking time. Prepare for following learning tasks. 【设计意图：本课

39、为本单元新授最后一个课时，将按照 Ticking time 中的 个学 习任务来开展复习和语音学习，因此，在上课一开始就让学生了解 Ticking 中的具体内容让学生带着明确学习目标来完成接下来的各项学习任务做到 心中有数，有的放矢，帮助教学各环节有针对性的展开Step 2 Ticking 11. Try to guess the jobs.e.g. saves He fights fire. What S1: Hes a fireman/firefighter.T: works in a hospital. She takes of people. does she S2: Shes a n

40、urse.2. the 【设计意图将之前的职业类问答反过来运用借助于一个类似于谜语的猜测游 戏完成 Talk 这一学习任务3. Have known & T: I know youve known a lot of about jobs and you can describe very well. Lets meet them again find something interesting. We have you tell me between of 现左栏已学词汇，引导学生归纳T: There many words like this. Ill show you more. 现右栏词汇

41、)4. T: We have these did you 现 police-policeman, T: Right. There is a “man” at end of the word. lets see some more. (PPT 呈现 milk-milkman, 【设计意图在职业描述的游戏之后总结归纳本单元所学的职业类名词可以分 为两类一类是动词加 r 或 er另一类是名词加 man 构成职业帮助学生建立知 识之间的联系，既要“温故要“知新5. Family album.T: In our last lesson, youve made family album. First, I

42、ll show you my album, then you 学生展示自己的全家福并介绍家人的职业6. Try to 学生完成教材 Page write。8. Tick in the form.【设计意图利用上一节课制作的家庭相册给予学生展示的平台来说说家人的职业，在熟练介绍的基础上再来写一写，循序渐进地从口头说过渡到笔头练 Step 3 Ticking 21. T: Boys and girls, we have so do want to from now? There may be 20 years. You each you your old Please a dialogue in in One will be teacher, other(s) will the 2.