译林版四年级上册译Unit5 What do they do?

The first period ( Story time)

教学目标：

（一） 知识目标：

1.能在故事情景中听懂、会说、会读和会拼写单词: teacher, teach, write, work, doctor, help, worker

2.能在故事情景中理解、会说、会读和会用句型：What doe he/she do?

He’s/She’s a teacher/writer/factory/worker/…

3.能在故事情景中听懂、会说、会读单词：writer, at home, sick, people, factory

（二） 能力目标：

1. 能运用适合的阅读方法和策略理解文本，并获得一定的阅读技能。

2. 能在理解掌握文本的基础上，对文本进行复述。

3. 利用知识目标中的核心词句，结合新旧知识，对“谈论职业”这个话题进行拓展创新，使内容更丰实而生活化。

（三） 情感目标：

     熟悉不同的职业具有不同的社会功能，每一个职业都值得尊敬。

教学重点：

1.在故事情景中阅读和理解句型：What doe he/she do? 及其回答He’s/She’s a teacher/writer/factory/worker/…

2.能整体到局部理解故事内容，用正确的语音语调朗读故事。

4.能利用思维导图有序复述Story time的故事。

教学难点：

1. 单词factory, writer, worker， works的读音.

2. 通过教学活动初步了解主语是第三人称单数动词的形式。

3. 能基于文本进行有效拓展，使话题深入。

教学准备：

1. 教师准备： PPT，板书

Step 1.Before reading

1.  Guessing game.

2. Lead to the topic:

T: Wow, a basketball player, a teacher and a doctor! Can you guess what topic it is today?

Ss: Jobs.

T: Yes, today we’ll talk about jobs. Jobs is also a famous person’s name, do you know him?

S:乔布斯。

T：If we want to know their jobs, we can ask:_______指板书标题，Ss齐读。

Ss:What do they do?

（设计意图：以游戏的形式引导学生猜测生活中熟悉的人物，并引出职业类单词：a basketball player， a teacher，a doctor, 趣味活泼而且能激起学生思考，并为话题导入铺垫，直接而且针对性强。）

 

Step 2.While reading

一、整体了解文本概况。

1. Let the Ss ask Qs:

T:What do you want to know from the title? (引导学生抓住课题提问)

What are their jobs?

Who are they?

2.Look at the picture and answer.

--- M and SH are talking about their parents’ jobs.

（设计意图：抓住话题，引导学生针对话题自主提问，一方面培养学生的提问能力，另一方面引发学生的阅读期待，而且这两个核心问题建构了整个故事的主要框架，让学生迅速把握文本概况。）

二、细节深入解读。

   1.Talk about  M’s  parents’ jobs

a. To know M’s FATHER’S job.

（1） Look and answer：出示P1。

Who’s the man?  What can you see in his father’s hand?  So what is his job?

（2） Try to finish the sentences:

PPT: M: My father is a __________.He t______ English.

              He h____ a lot of students.               

（3）Read the sentences about his father’s job. 引导学生读出语气。

b. To know M’s mother’s job.

（1）Look and guess:

T:Do we know his mother’s job from the picture?(No)

（2）Read M’s answer and answer.(出示母亲职业的句子)

PPT:  M: No, she isn’t. She is a writer. She writes stories.

              She works at home.               

（3）Try to read it proudly. 跟读词句，读出语气

（4）Say sth your favourite writer:

PPT:出示著名作家，引导学生介绍：This is… He is a … He writes…He works at home.

c. To talk about M’s parents’ jobs.

 （1）Think and ask:

T: If y r SH , y want to know his father’s job, what Q will you ask?

What about his mother?

（2）Put the Qs in the right order.

T:But here are three QS, can you put them in the right order?.PPT把文中的三个谈论M父母职业的句子打乱了，让SS排序。

（3）Read this part after the computer/read in roles.

（4）Try to say sth bout M’s father and mother.

（设计意图：利用课文插图，引导学生读图猜测M父亲的职业，有效激活学生的知识储备；学习M母亲的职业后，引导学生拓展讲讲自己喜欢的作家，不仅巩固了句型，有利于突破单词读音难点，还激活了他们的联想思维，增强了学用之愉悦；排序不仅检测了学生上下文理解情况，还培养了他们的逻辑思维能力，有利于学生记忆并背诵对话内容。）

 2.Talk about  SH’s  parents’ jobs

（1） Think and ask:

T:What about SH’s parents’jobs? If you r M, what can you ask SH?

S1:

S2:

S3:

.....

（2） Group work: Read and find out SH’s  parents’ jobs.

（3） Check and learn:

T:M, what does your father do? What does a doctor do then?点击，出文，教HELP sick people.

T:what about her mother? 教factory worker. Make sweets.

（设计意图：M’s  parents’ jobs的教学为 SH’s  parents’ jobs做了有效铺垫，所以有半部分采用放手的形式，引导学生代入角色提问，起到学用结合的作用，小组合作完成任务，让学生自主探究，体现了学生的课堂主体地位，让“学”更突显。）

 

3.Reading time

（1） listen and imitate, pay attention to the pronunciation and intonation.

（2） read together, try to read it fluently.

（3）One minute none stop reading, try to remember the story.

（设计意图：课堂上除了引导学生一步步解读文章，还要给予学生一定的朗读感悟时间，此处采用不同层次的朗读，让他们对语言进行消化，真正达到熟悉掌握语言。）

 

Step 3. Post reading

1. look at the mind map on the Bb, try to retell the story.

2. Summary and expansion

T: today we talked about..., we know...’s job is...

T: we also know how to talk about jobs. We can ask....

T: If we want to know more about their parents’ jobs, what other Qs can you ask?

 拓展句型：where does your father work?

          What does your mother make/...?

3. Interview M or SH

     (T-S1示范， S-S discuss， S-S act it out)

4.文化提升：

From the story, when they r talking about their parents’ jobs, SH &M say:  点击：That’s nice/great!

Watch a movie,let the SS get to know:....

（设计意图：书本只是一个例子。学生要从书本走向生活，首先要引导学生进行合理拓展，其次教师和学生示范让学生明白做什么、怎么做，然后给予一定的时间准备，为他们最终语言的输出做作准备，使他们真正会说、会用语言，使课堂走向高效。）

 

四、Homework

五、Bb design.(略)

（设计意图：思维导图能有效地展示课堂教学的重点，文章的主要脉络，简明清晰，有利于学生对课文进行记忆和复述。）