英语五年级上册Unit 5 What do they do?第4课时教案设计

这是一份英语五年级上册Unit 5 What do they do?第4课时教案设计，共5页。

Teaching time教学时间：
Teaching resurces教学来源
Sund time, Checkut time & Ticking time
Teaching cntents教学内容
1. 了解字母y在单词中的三种基本发音。
2. 通过复习，熟练运用所学句型对职业进行描述。
3. 在特定的情境中，熟练运用句型What d/des … d? I’m/He’s/She’s a … I/He/She … 来询问他人的职业。
4. 通过复习和相关练习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职业理想并为之努力奋斗。
Fcus f the lessn and predicted area f 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 d/des … d? I’m/He’s/She’s 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d和des正确使用以及对动词第三人称单数形式变化的掌握。
Teaching prcedures 教学过程
Step 1 Intrductin
Knw the fur learning aims in Ticking time. Prepare fr the fllwing 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 1
1. Try t guess the jbs.
e.g. T: He saves peple. He fights against fire. What des he d?
S1: He’s a fireman/firefighter.
T: She wrks in a hspital. She takes care f sick peple. What des she d?
S2: She’s a nurse.
2. Describe and guess the jbs.
【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 abut jbs这一学习任务。】
3. Have knwn &Knw mre.
T: I knw yu’ve knwn a lt f abut jbs and yu can describe them very well. Let’s meet them again and find smething interesting. We have knwn these wrds. Can yu tell me the relatinship between the verbs and the names f jbs? (PPT呈现左栏已学词汇，引导学生归纳)
T: There are many wrds like this. I’ll shw yu mre. (PPT呈现右栏词汇)
4. T: We als have learned these tw jbs. What did yu find? (PPT呈现plice-pliceman, fire-fireman)
T: Right. There is a “man” at the end f the wrd. Nw let’s see sme mre. (PPT呈现milk-milkman, pst-pstman)
【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”。】
5. D a survey.
a. T: Nw, here’s a task fr yu. Please d a survey in grups f fur and write dwn thers’ family members’ jbs.
b. T: Yu’ve finished the survey already. It’s time t reprt.
6. Family album.
T: In ur last lessn, yu’ve made a family album. First, I’ll shw yu my album, and then yu can shw yurs.
(学生展示自己的全家福并介绍家人的职业).
Try t write.
学生完成教材Page 57 Think and write。
8. Tick in the frm.
【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 time 2
1. T: Bys and girls, we have knwn s many jbs. What d yu want t be 20 years frm nw? There may be a class party after 20 years. Yu meet each ther and yu see yur ld teacher. Please make a dialgue in pairs r in grups. One will be the teacher, the ther(s) will be the students.
2. Perfrm the dialgue.
3. Tick in the frm.
【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 3
1. Cmplete the rhyme. (PPT呈现)
2. Chant the rhyme.
3. Make a new rhyme and chant it.
4. Try t write. (Page 26, Part F, 补充习题)
T: This man’s name is Bill. If yu want t knw his jb, what questin can yu ask?
S1: What des Bill d?
T: Yes. Bill will tell yu. (Bill’s self-intrductin)
T: Nw can yu describe Bill’s jb t us? Pay attentin t the third persn singular verbs.
5. Change Mary’s self-intrductin.
完成补充习题第26页F部分。
6. Tick in the frm.
【设计意图：通过诵读和自编韵律小诗复习了本单元重难点d/des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 (Sund time)
1. Let’s read. (PPT呈现sky, butterfly, fly, I wish I culd fly.)
2. Read and chant. (PPT呈现小诗)
3. Nte the sund f the letter “y” in these wrds.
4. Think f mre wrds with the “y”. Read these wrds.
5. Read the wrds in each grup and judge whether the ys have the same sund r nt.
6. T: Hw many sunds des the y have accrding t this exercise? (/j/, /i/, /ai/)
Classify the wrds accrding t the sunds f letter “y”.
7. Tick in the frm.
【设计意图：由图片衔接导入Sund 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。】
Hmewrk 家庭作业
1. Try t write a shrt cmpsitin abut yur family. Yu can intrduce with yur family album next lessn.
2. Finish the exercises in Wrkbk. (Part D & Part E)
3. Try t remember the sunds f the wrds which have letter “y”.
板书设计
Unit 5 What d they d?
y [ai] High, high in the sky,
What d yu d? I’m a … I …
I can see a butterfly.
What des … d? He’s/She’s a … He/She …
I wish I culd fly!
教学反思：
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