资源简介

Unit5 What do they do (Story time)
Subject English Teacher
Textbook analysis
Story time文本解读 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 本课时旨在学生通过文本的学习，让学生对不同的职业有赞赏和认同感。 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。
Learner analysis
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。
Teaching objectives
1. 能在语境中感知、理解、准确朗读词汇：writer, worker, factory, write, teach, help,sick people； 2. 能准确理解文本中的四个职业内容，并能用What do/does...do 及其答句进行问答； 3. 能在语境中理解并初步运用动词的三单形式； 4. 能正确朗读文本，并复述文本中人物的职业内容； 5. 对不同的职业有赞赏和认同感。
Key points & challenges 1. 能在语境中初步运用What do/does...do 及其答句； 2. 能在语境中理解并初步运用动词的三单形式： 3. 对不同的职业有赞赏和认同感。
Teaching methods
Task-based teaching method
Teaching procedures
Teaching activities Predicted students’ activities Teaching purpose
Before class
A game: I say you say T: I am Angela. T: I can draw well. T: I like reading books. S1: I am... S3: I can play basketball well. S4: I like...ing. 通过小游戏，激发学生的学习兴趣，激活学生已有认知，为后文拓展做铺垫。
Step1 Pre-reading
Enjoy a song Q: What’s the song about S1: 职业 S2: Jobs S2: teacher, doctor 通过歌曲，进入主题，找到与文本的联结。
Step 2 While-reading
1. Watch and tick Q: What jobs are in the story teach, teacher work, worker, write,writer 2. Look and say T: What does...do T: Yes. She works in a factory. Look. This is is a factory. So Su Hai’s mother is a factory worker. Teach” factory” 3. Read the title T: We know Mike’s father is a ... Then what does a teacher do What does...do What do they do T: Today let’s learn... 4. Read and stick T: What do they do What are their jobs about Please work in pairs, stick the phrases beside the correct jobs. 5. Learn to say (1) Teach T: Let’s look at Mike’s father and mother first. What does Mike’s father do Teach”teaches” T: What about Mike’s mother What does Mike’s mother do Teach”writes” (2) Ask and answer 6. Learn in pairs (1) Work in pairs T: What about Su Hai’s father and mother What do they do Work in pairs, ask and answer about Su Hai’s father and mother. T: If you met some new words, try to read in pairs. (2) Report and learn T: Which group can try Sick people: Look. Which are sick people A or B T: sick people means people____ T: people are ill. 7. Ask and answer T: We know their jobs. Let’s say. Hello boy. What does Mike’s father do Can you ask me T: Su Hai’s mother makes sweets in a factory. Let’s go to the sweet factory. OK Q: Do you like the sweet factory 8. Say more about jobs (1) talk T: Let’s say more about jobs. What does Su Hai’s mother have Where does she work What does she like doing T: Maybe she loves her job.
(2) Conclude T: Ask me together. T: She is a ... She has a lot of sweets. She works in a factory. She likes making sweets. She like her job. 9. Try to retell T: How about other jobs Work in pairs and choose one job to talk. Say one more about the jobs is ok. T: Which group talked about Mike’s father/Mike’s mother/Su Hai’s father/ Su Hai’s mother S1: A C D F S1: He is a teacher. S2: She is a writer. S3: He is a doctor. S4: She is a worker. S: Unit 5 What do they do S1: He is a teacher. He teaches English. He has a lot of students. S2: She is a writer. She writes stories. She works at home. Ask and answer in pairs S1: have a cold, have a cough, have a headache... S1: He is a ... S2: What does Mike’s mother do S1: She has a lot of sweets. S2: She works in a factory. S3: She likes (making)sweets. S: What does Su Hai’s mother do 通过看视频，整体感知文本，了解文本主题。 通过与动词的对比，初步感知职业类单词的构成。 通过问答，初步感知本单元的主要语言结构。 通过贴一贴的活动，将具体工作内容与职业对应，整体理解文本。 通过问答，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。 通过交流，唤醒学生旧知，丰富职业内涵；新旧知识的勾连，促进语言能力的融合发展。
Step 3 Post-reading
1. Think and write T: We know Mike’s and Su Hai’s fathers’ and mothers’ jobs well. Now let’s check. T: Choose A or B to finish. T: Who can read about Mike’s father and mother T: What about Su Hai’s father and mother 2. Think and say Q: What job is great Why T: You think these four jobs are all great! Good, every job is great! 3. Read and find Q: Do they like their parents’ jobs What do they say 4. Read after the computer S1: ... S2:... S1: Teachers are great because they teach students. S2: doctors are great because they help people. S3: Writers are great because I like stories. S4: Factory workers are great because I like sweets. S1: That’s nice! S2: That’s great! S3: Oh, really ... 通过自主选择练习，为不同程度的学生设置检测梯度。 通过交流，认同每一种职业都很棒，激发职业认同感。
Homework 1. Read story time fluently and emotionally. 2. Surf on the Internet for more jobs you are interested in.

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