牛津译林版五年级上英语Unit5 Cartoon time & Culture time教案

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1、Unit 5 What do they do?Cartoon time & Culture timeTeaching contents 教学内容Cartoon time & Culture time Teaching aims and learning objectives 教学目标1. 复习巩固询问职业的句型：What does he/she do? Hes/ Shes a teacher/ writer/ factory worker及其回答。2. 能理解 Cartoon time 故事大意并熟练朗读、表演。3. 能了解不同国家对同一职业、同一事物的不同称呼。4. 学生能够运用本单元所学的

2、句型介绍自己家人的职业。5. 培养学生们主动关心父母以及亲戚的情感。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 对句型 What does he/she do? Hes/Shes a teacher/writer/factory worker及其回答的巩固与正确使用。2. 学生理解 Cartoon time 故事大意并熟练朗读。3. 熟练运用本单元所学的句型介绍自己家人的职业。教学难点：1. 当主语是第三人称单数时动词的变化。2. 正确记录父母及亲戚的职业情况。Teaching procedures 教

3、学过程Step 1 Warming up1. Introduce my friends parents jobs (PPT 呈现句型)a. Ask my friends about their parents jobs. b. Report my friends parents jobs.2. Listen, write and saya. Show Bobbys family tree and introduce Bobbys family members.T: Bobbys friend wants to know Bobbys familys jobs. Lets Listen.b. L

4、isten and write.c. Talk about Bobbys familys jobs.【设计意图：由听力练习得知 Bobby 父亲的职业来过渡到询问 Bobby 朋友父亲的职业，引起学生学习的兴趣，导入 Cartoon time 的学习。】Step 2 Cartoon timeT: We know Bobbys father is a doctor. What does Bobbys friends father do? Lets watch and answer. (播放卡通 )1. Watch and answerT: What does Bobbys friends fat

5、her do? S: Hes a worker. He makes cars.2. Read the questions and underline the answers. (PPT 呈现问题)3. Check the answers and answer the questions.【设计意图：通过学生的自主阅读，寻找答案来对卡通部分进行一个梳理和理解，并体验其中的幽默之处。】4. Lets reada. Read after the tapeb. Choose one kind of reading method to read.【设计意图：引导学生模仿录音，有感情地朗读文本，学习朗读过

6、程中的语音语调抑扬顿挫，重读、弱读等朗读技巧的处理。 】5. Lets actT: Can you act the dialogue well? You can act in pairs.【设计意图：鼓励学生表演故事，增加故事性与趣味性，体会每个角色的感情变化。】6. Design an endingT: Can you imagine what will happen at last? Please think about the endings of this story. Imagine as many as you can.【设计意图：为故事设计一个富有创意的结尾，培养学生的创造性与口

7、头表达能力。】Step3 Culture time1. New learningT: There are so many cars in the street. Who do they need?S: They need a policeman.T: In the UK, they call him a policeman. But in the US, they call a policeman “a cop”.T: What does he do? (呈现消防员图)S: Hes a firefighter. He fights against fire and save people.T:

8、 In the UK, we call a firefighter “a fireman”.2. Know moreThere are some other words like this.Eg. In the US, people call trousers “pants”.In the US, people call autumn “fall”.In the US, people call shop “store”.In the US, people call underground “subway”.In the US, people call sweet “candy”.【设计意图：了

9、解英美两国对警察和消防员称呼的区别差异，通过适度的扩充，增加学生们的知识面和词汇量。】Step4 Homework1. Read and act “Cartoon time”.2. Try to know more words about jobs.3. Make a family album and introduce your family.Teaching aids 教学准备：教学准备：PPT，板书板书设计：Unit5 What do they do? ( Cartoon time & Culture time )A: What does do? B: Hes/ Shes a docto

10、r/ worker/policeman/fireman说课：本节课为 Unit5 的第四课时，教学内容是 Cartoon time & Culture time。在热身环节中，教师设计了两个活动，利用和整合补充习题中 Unit5 C 部分的练习，在听说读写这四个方面考查和反馈了学生掌握的情况，让学生对本单元所学词汇和句型有了很好地操练和巩固。从听力中得知 Bobby 父亲职业的信息，自然过渡到询问 Bobby 朋友的父亲的职业，从而引出了 Cartoon time 的教学。Cartoon time 教学应当注重其故事性和趣味性。在新授 Cartoon time 的环节中，设计了几个有层次的活动

11、。首先通过 Watch and answer，Read and underline 让学生由简到难、由整到分、层层推进来感知和理解故事文本。接着通过 Lets read，Lets act 让学生通过多种形式的朗读和表演来体会每个角色的感情变化。在朗读时，教师尽量引导学生模仿原版录音，并指导学生语音语调的变换、重读、弱读等朗读技巧的处理。最后 Design an ending 环节让学生开动脑筋并展开丰富的联想，主动参与到故事的续编中，并自然过渡至 Culture time 的学习。这节课，教师通过对教学资源有效开发利用、补充重组，将旧知新知融会贯通，培养学生自主学习和文化意识的能力。hesheBobbys fatherBobbys friends father