5上 Unit5 What do they do ? 教案教学内容：第一课时 (Story time)教学目标：1.能正确运用日常交际用语：What does he/she do? He/She is a . . .2.能听懂、会说、会读单词：writer, factory, worker, sick, people3.理解对话内容，能用正确的语音语调朗读对话，并尝试表演对话。4.能运用所学简单介绍自己的家人与工作，感受父母工作的不易！教学重难点：重点：能正确理解对话内容，朗读对话，初步表演对话。难点：初步感知和运用动词的一般现在时第三人称单数形式。教具准备：单词卡片，人物图片，多媒体教学过程：Step1 Pre-reading1. What day/date?2. Talk about the jobs. T: I’m a teacher too.I teach English.I have a lot of students.S1: My father is a doctor, my mother is a teacher.3. Do you know the other jobs? Show some pictures and talk about them.Step2 While- reading(一)First part1. Talk about the picture on page48. T：Look , who are they? What are they talking about?They are talking about jobs too.2. Look and sayT：Look at the picture. What can you see?What do you want to know?3. Read and think What do you know from it?4. Teach:teaches, writer, write stories.T: How to ask one’s job?Pairs work: What does your father do ? He’s…What does your mother do ? She’s…5. Let’s say Mike’s parents’ jobs.T: What writes do you know?6. Listen and read.(二)Second part1. Try to ask第 1 页


T: If you’re Mike. What do you want to ask? 2. Read and underline Read the second part on page 49,and underline.Cheak: What does Su Yang’s father do? He’s…What does Su Yang’s mother do? She’s…3. Learn: sick people, factory worker, make sweets.T: What else can we make in the factory?4. Let’s say Su Hai’s parents’ jobs.5. Reading time.6. Pairs work. 7. Let’s rtellStep3 Post-reading1.Think and write PPT出示“Think and write”, Ss fill in the blanks. Can you find sth? 2.Make a new dialogue.At the weekends,your friend comes to your home.You talk about parents’ jobs.3. Respect every job.Homework1. Recite the storytime.2. Exchange your family's jobs with your friends.板书设计（Mike图） Unit 5 What do they do? (Su Hai图) teacher doctor teaches English helps sick people what does he/she do? writer He/She is… woker writes stories makes sweets教后反思本节课我围绕“How to ask one’s job?”这一主题开展教学活动。我先从我的职业谈起，引导学生谈论他们父母的职业，再谈论迈克和苏海父母的职业，最后要求学生编一段新对话，以便他们能学以致用。这一课的主要内容是学习用句型“What does your father/ motherdo?” “He/she is a…He teaches English. He helps sick people. She第 2 页


makes sweets．”等等谈论职业和职业特点，这些知识在我们的日常生活中很常见。因此在学习时，我让学生通过谈论父母的工作来进行学习，让学生更容易地掌握所学知识。本课的新课呈现环节以及谈话内容充分地让学生在熟悉新句型的情况下谈论苏海、迈克及自己家人的职业特点，这种方式很适合小学生的心理，让他们在浓厚的兴趣中对本课的知识学以致用。但在整个教学过程中，学生参与的积极性还不够高。我在设计时还应该根据课堂和学生的具体情况再细细斟酌，制定出适合全体学生的教学方法。在今后的课堂教学中，要围绕对话中的语言点，尽可能创设真实的交际情景；或者给一些提示语，增强语言实践的真实感，充分体现“以学生为中心”的教学理念。同时要多引导学生多谈论、会谈论所学的话题，以及“How to uselanguage.” 在训练学生听说技能的同时，注重培养学生灵活掌握知识、自然真实地进行交际的能力。第 3 页