五AU5 What do they do?第一课时教案
Unit 5 What do they do? | ||||||
教学内容 | Story time（Period 1） | 执教时间 | ||||
教材分析 | 1.【What】主要内容 本单元的话题是jobs，属于“人与社会”、“人与自我”的主题范围。Story板块呈现了Su Hai在Mike家里聊天的场景，Su Hai在看Mike的全家福照片，并询问Mike父母亲的工作，然后Su Hai向Mike介绍了自己父母的职业。 2.【Why】主题意义 本课时中，学生了解到：作家帮助我们书写故事，医生帮助病人康复，老师帮助学生获得知识，工人帮助我们生产物品。职业尽管不同，但都是在有意义地帮助我们的生活变得更好的。本课时旨在学生通过文本的学习，让学生对不同的职业产生认同感。 3.【How】文本结构 本课是交际互动式语篇，主要涉及到询问职业的句型What do/does...do?及其回答。职业介绍的语言维度包含职业名称以及职业内容。 | |||||
学生分析 | 从学习能力来看，在图片、文字、视频等资源的助力下，学生能较好地整体感知文本； 基于phonics的学习经验，学生能较准确地朗读单词；能在小组合作中完成任务，但分工的效率还有待提高； 在语言能力方面，学生已掌握了一定量的动词词汇，学生基于五上第三、第四单元的学习，对动词的三单形式有了初步的了解，能初步运用动词的三单介绍动物朋友，谈论爱好； 思维品质方面，在保证学生思维的准确性的基础上，学生思维的多元性需要教师引导； 在文化意识方面，书本上的四个职业，学生对于teacher, doctor和writer的工作内容有一定的了解，对于做糖果的工人的认识有待加强。 | |||||
教学目标 | 1. 通过多模态，了解多种职业：doctor, teacher, factory worker等 2. 学生能用What does...do?来询问职业并作出回答。 3. 学生能通过划线等学习方法，初步养成阅读习惯。 4. 学生能通过对比，发现动词加es，表示三单形式的结构与发音。 5. 学生能对不同种类的职业产生认同感。 | |||||
教学准备 | PPT, 板书 | |||||
教学环节 | 教师活动 | 学生活动 | 设计意图 | |||
Pre-reading | 1. 1. Enjoy a song 2. <What does your father do?> 3. 2. Recall and say 4. Mike talked about his family in Grade 3. Now, he is talking about his parents again. 5. 3. Look and guess 6. What are they talking about?
| 1. Listen to the song and try to sing. 2. Ss recall.
3. Look and guess They are talking about their parents’jobs. | 欣赏与本课主题相关的歌曲，激发学生的兴趣，快速引入主题。 开放性的问题激发学生已有经验，促进生成。 | |||
While- reading | 1. Watch and find. T: Watch the cartoon and find out: How do they talk about jobs?
2. Skim and circle With these Qs. Let’s circle out the jobs. T: What do Mike’s father and mother do?
3. Scan and underline T:We know their jobs. What else do you want to know? Let’s find some details.
4. Think and say T: Teachers teach us ... Teachers help us get knowledge. Writers writes... Writers help us get news and have fun.
5. You are so smart. Let’s read it.
You know his parents well. So read and act with your partner. 6. A role play
7. Finish the mind map on the worksheet. T: How do we learn about Mike’s parents’ jobs? T: First, we look and predict. Second, we skim and circle Third, we scan and underline At last, we think, discuss, and say. According to the learning tips and finish the mind map
8. Let’s read T: Does Mike like SuHai’s mother’s job? What does he say?
I have a video about making sweets.
9. Retell SuHai’s parents’ jobs T: Let’s help Mike to retell their jobs. You can choose the way you like. Way1: Ask and answer Way2: Talk in two
| 1. Watch and answer Ss find the sentences: What does your father do? What does your mother do? What about your mother? Is she an English teacher too?
2. Skim and circle. Ss circle the name of the jobs.
3. Scan and underline Ss find more information and underline: Wha do they do at work? Where do they work? How is his/her job?
4. Think and say Ss: English, Chinese, Maths... Ss: news, stories, magazines...
5. Let’s read Ss read part1.
6. Ss read &act with your partner.
7. Read and work in groups Ss work in four according to the learning tips and finish the mind map
8. Ss read Ss read part 2 after the tape. S1: Oh, really?......
放做糖果视频
9. Retell in two Ss work in 2 and try to retell.
| 观看动画，整体感知，在问题引导下，初步感知重点句型。
通过略读，初步感知核心词汇。
通过学生自主提问，引出本课需要解决的主要问题：What , Where, 和How。 自读课文第一段，获取关键信息。
引导学生探究职业背后的意义。
通过朗读和表演课文第一段，运用主要句型进行问答，促进学生理解Mike父母的职业内容，初步感知动词三单teaches,writes的用法, 初步构建语言支架。
通过自主学习、交流Su Hai父母的职业，感知动词三单helps, makes的用法, 迁移运用语言支架。
通过复述课文第二段，运用主要句型进行问答，促进学生理解SuHai父母的职业内容。 | |||
Post-reading | 1. Look and retell T: We know the story very well. Please work in four and talk about their jobs. Try to say more details.
2. Think and discuss T:We know their jobs. Do you like their jobs? Why? T: They are all helpful.
3. Work in pairs T: Are you proud of your parents’ jobs? Please talk about their jobs with your partners.
4. Think and discuss T: Different jobs,different duties. All help us make our life better. | 1. Retell in four
2. Think and discuss Ss: Teachers help us get knowledge. Writers help us get news and have fun. Doctors help sick people. Factory workers help us make life better.
3. Talk in two
| 通过小组合作复述文章，帮助学生再次熟悉文本。
引导学生探究不同职业背后的具体含义，产生职业认同感。
鼓励学生将家人所从事的职业说具体，丰富职业内涵，促进语言能力的融合发展。
通过交流，认识到职业的多样性，激发职业认同感。
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Homework | Assign homework | Must do: Read and try to act out story time. Choose to do: 1.Try to know more words about jobs. 2.Talk about your parents’ jobs with your friends.
| 通过任务分层，让不同学习能力的学生都能得到良好的练习，养成良好的课后听说读写的好习惯。 | |||
板书设计 | Unit 5 What do they do? WhoWhatWhereHowMike’s fathera teacherteaches Englishworks in the school Mike’s mothera writerwrites storiesworks at home SuHai’s fathera doctorhelps sick peopleworks in the hospital SuHai’s mothera workermakes sweetsworks in the factory
| What are they talking about? What does ... do? He/She is a ... He/She ...
Where does ... work? How is ... job? | ||||
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