五年级上册英语教案-Unit 5 What do they do第五课时译林版.docx

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1、Unit 5 What do they do?第五课时Teaching time教学时间：Teaching contents 教学内容Sound time, Checkout time (Think and write) & Ticking timeTeaching aims and learning objectives 教学目标1. 了解字母y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

2、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职业理想并为之努力奋斗。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：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和does正确使用以及对动词第三人称单数形式变化的掌握。Teaching procedures 教学过程Step 1 IntroductionKn

3、ow the four learning aims in Ticking time. Prepare for the following learning tasks.【设计意图：本课为本单元新授最后一个课时，将按照Ticking time中的4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 time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 time 11. Try to guess the jobs.e.g. T: He saves people. He

4、 fights against fire. What does he do?S1: Hes a fireman/firefighter. T: She works in a hospital. She takes care of sick people. What does she do? S2: Shes a nurse.2. Describe and guess the jobs.【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 about jobs这一学习任务。】3. Have known & Know more.T: I know youve kno

5、wn a lot of about jobs and you can describe them very well. Lets meet them again and find something interesting. We have known these words. Can you tell me the relationship between the verbs and the names of jobs? (PPT呈现左栏已学词汇，引导学生归纳)T: There are many words like this. Ill show you more. (PPT呈现右栏词汇)4

6、. T: We also have learned these two jobs. What did you find? (PPT呈现police-policeman, fire-fireman)T: Right. There is a “man” at the end of the word. Now lets see some more. (PPT呈现milk-milkman, post-postman)【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”，也要“知新”。】

7、5. Family album. T: In our last lesson, youve made a family album. First, Ill show you my album, and then you can show yours.(学生展示自己的全家福并介绍家人的职业).6. Try to write.学生完成教材Page 57 Think and 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 tim

8、e 21. T: Boys and girls, we have known so many jobs. What do you want to be 20 years from now? There may be a class party after 20 years. You meet each other and you see your old teacher. Please make a dialogue in pairs or in groups. One will be the teacher, the other(s) will be the students.2. Perf

9、orm the dialogue.3. Tick in the form.【设计意图：通过创设一个合情合理的情景20年后的班级聚会，引导学生编对话进行表演，在情景中运用询问职业的句型，完成Ticking time的第二个问答任务。】Step 4 Ticking time 31. Complete the rhyme. (PPT呈现)2. Chant the rhyme.3. Make a new rhyme and chant it.4. Try to write. (Page 26, Part F, 补充习题)T: This mans name is Bill. If you want to

10、 know his job, what question can you ask?S1: What does Bill do?T: Yes. Bill will tell you. (Bills self-introduction)T: Now can you describe Bills job to us? Pay attention to the third person singular verbs.5. Change Marys self-introduction.完成补充习题第26页F部分。6. Tick in the form.【设计意图：通过诵读和自编韵律小诗复习了本单元重难点

11、do/does以及动词第三人称单数的知识点，配合补充习题上的相关练习进一步落实句型的的正确书写，完成Ticking time的第三个目标。】Step 5 Ticking time 4 (Sound time)1. Lets read. (PPT呈现sky, butterfly, fly, I wish I could fly.)2. Read and chant. (PPT呈现小诗)3. Note the sound of the letter “y” in these words. 4. Think of more words with the “y”. Read these words.

12、5. Read the words in each group and judge whether the ys have the same sound or not.6. T: How many sounds does the y have according to this exercise? (/j/, /i/, /ai/) Classify the words according to the sounds of letter “y”.7. Tick in the form.【设计意图：由图片衔接导入Sound time 的学习，通过对图片的部分出示来激发学生们对图片的关注，提升回答问

13、题的兴趣。引导学生通过自己的观察去发现字母的发音规律。通过读音规律的总结，教给学生读新单词的方法，并完成Ticking time的第四个目标。】Homework 家庭作业1. Try to write a short composition about your family. You can introduce with your family album next lesson.2. Finish the exercises in Workbook. (Part D & Part E)3. Try to remember the sounds of the words which have letter “y”.板书设计Unit 5 What do they do? y ai High, high in the sky, What do you do? Im a I I can see a butterfly. What does do? Hes/Shes a He/She I wish I could fly!教学反思：_