【范文】Unit5 What do they do-学案
3Unit5 What do they do
2.能够熟读课文并尝试复述
主要运用电子白板进行教学行为并对学生学习情况进行动态监测;移动终端设备可以及时了解学生学习过程中的难点和困惑，做到及时进行答疑解惑或组织学生互助互学、小组合作。
错题集
能够自觉主动地将本课易错的知识点统一进行记录并分析错因。
让学生在平时的检测与测试中归纳反思自己所存在的问题，并把自己的错题订正到错题集上
微信、QQ群
能够自觉主动完成story time的阅读或背诵任务，做到发音准确，无明显结巴或语法错误。
将学生的背诵音频发送至班级微信或QQ群中，方便教师的评阅。
姓名：刘玉凤
学科：英语
项目名称：5A Unit5 What do they do ?第一课时
过程
评价工具
评价标准描述
你将用并结合导学案，大致了解课文脉络，知道课文从cook、driver nurse、doctor等方面来描写职业。
新授课前，组织学生预习课文，自主完成本课思维导图的设计，并将导学案发给学生，学生独立完成。
问卷星
2．能够自主完成课件中新授单词driver , nurse, doctor, cook,teacher..和主要句型What do they do?….的预习任务。
根据问卷星的调查情况，了解学生对本课已学知识和将要新授的内容掌握情况，及时调整教学方法和策略。
实施中
触摸屏（电子白板）、移动终端等设备
实施后
记录表、评分指南
1.能够自觉主动完成各项学习任务
2.能够和他人合作进行学习
评分指南是学生在学完本节课后,从自评、互评、师评、家长评价等多维度进行打分量化。
5AUnit5Whatdotheydo
5A Unit 5 What do they do ?(Checkout time &Ticking time ) 教学目标：1.能用英语快速说出职业名称及职业特征。
2.能灵活运用本单元的重点句型What does he /she do ? He /She isa ... What do you do ? I’m ...与他人交流职业的话题。
3.能知道y的发音，并准确朗读含有y的单词。
教学重难点：能熟练运用所学重点句型与别人交流职业类话题。
课前准备：多媒体课件、职业类卡片教学过程：Step 1 Warm up1.Greetings .2.Free talk :What does your father/mother/aunt do?Is your mother a ...?3.Teaching aims:Show 4 aims and ask students to read ,then tell them to achieve the four aims one by one.Step 2 Revision and presentation.1.H ave a chant. (让学生跟节奏边说边拍手）2.Revise the sound of “y”,then,read the words.3.Show the aims and ask:Which one have we achieved?Ss:The fourth .Then, read it together.4.Play a game.Watch and say “boom”PPT show pictures about jobs ,watch and say . when you see a “boom”,you say “boom”together.5.Show the aims and ask:Which one have we achieved?Ss:The first .Then, read it together.6. Work in pairs.PPT show pictures ask and answer in pairs use “What does your father/mother/aunt do?Is your mother a ...? “7.Show the aims and ask:Which one have we achieved?Ss:The second .Then, read it together.8. Do a survey.Talk about in groups.Then ,show us .9.Practices.He (help) sick people.She (like )singing and (dance).Xiao Li (work) in a sweet factory.Mr Wang (teach) us Maths and PE.10.复习第三人称单数的变化规则，并牢记。
Unit 5 What do they do？(教案)英语五年级上册
Unit 5 What do they do?（Grammar time & Fun time）教学设计Teaching contentsGrammar time & Fun timeTeaching aims and learning objectivesKnowledge objects：1. Consolidate the words in the story time：teacher, teach English, writer, write stories,doctor, help sick people, factory worker, make sweets。
2. Review the sentences in the story :What does … do? He’s/She’s a …He/ She …3. Create situations to make students listen、speak、read、and write the sentences: What does he/she do? He’s/She’s a … He/ She …4. Students can listen、speak and read the words：cook, driver, farmer, policeman.5. Students can listen、speak 、read and write the word：nurse.Ability objects：1. Students can ask and answer “What does /do… do?2. Students know verbs sometimes end with “s” or “es”.Emotional objects：Train the students to respect their parents and their jobs.Focus of the lesson and predicted area of difficultyTeaching key points：1. Create situations to make students listen、speak、read、and write the sentences: What does he/she do? He’s/She’s a … He/ She …2. Students can listen、speak and read the words：cook, driver, farmer, policeman.3. Students can listen、speak 、read and write the word：nurse.Teaching difficult points：1. Create situations to make students listen、speak、read、and write the sentences: What does he/she do? He’s/She’s a … He/ She …2. Students can ask and answer “What does /do… do?3. Students know verbs sometimes end with “s” or “es”.Teaching proceduresStep 1 Warming up1.Greetings2.Enjoy a song and free talkT:What do you do?(Teacher lead students to answer “I’m a ...”We’re...s.)T:You are students.What do I do?(lead students to answer “You’re...”)3.Review the sentences in the storyT:I want to know “Who has a good memory?”T:What does his father/mother do?(Review Mike’s parents’ jobs.)S:He’s/She’s a … He/ She …(Review the words:teacher、teach English、writer、write stories)S:What does her father/mother do?( T lead students to check teacher’s memory and Review Su Hai’s parents’ jobs.)T:He’s/She’s a … He/ She …(Review the words:doctor、help sick people、factory worker、make sweets）Step 2 Presentation1.Teach the word“nurse”and the sentence“What does she do?”.(listen、present and learn)T: Look, he’s a doctor.He helps sick people.Who helps sick people too?Let’s listen. (present a picture of a nurse and lead students to ask) S1: What does she do?(write on the blackboard)S2: She’s a nurse. She helps sick people,too. (teach “a nurse”and write on blackboard)T:What do they do?They__________(help helps) sick people.2.Teach the sentence“What does he do?”.(ask、listen and learn)T: If you want to know his job, how do you ask?(present the picture of a man driver)S: What does he do? (write on the blackboard)T: Now let’s Listen . (teach a driver)A: What does he do?B: He’s a driver. He drives a bus.T:What does she do?(present the picture of a woman driver)S:Sh e’s a driver. She drives a bus.T:What do they do?They_______(drive drives) buses.3.Consolidation and teach the new words “cook farmer policeman ”T:Read the sentences loudly and guess their jobs. Use “What do/does…do? to ask their jobs.(consolidate the sentences “What does he/she do? What do they do?”and the words “teacher, teach English, writer, write stories, doctor, help sick people, factory worker, make sweets” )a.Teach the word “cook”（Read ask guess listen and learn）He can cook nice food.(present this sentence on the ppt and lead students to ask What does he do? )b.She teaches students and works at school.( Boys read and ask “What does she do?” , girls answer )c .Teach the word “farmer”（Read ask guess listen and learn）He works well on the farm.d .He can drives cars and buses.( Boys read and ask “What does he do?”, girls answer )e .They work in the hospital. They help sick people. ( lead student to ask “what do they do?”)f .Teach the word “policeman”（Read ask guess listen and learn）He is very brave. He helps people in need.g. She is very brave. She helps people in need.（lead students to say policewoman）4.Teach the sentence “What do you do?”a .present pictures of Helen and Mike to lead students ask Helen and MikeT: What do they do? Let’s ask MikeSs:What do you do?(listen and present the sentences: “I’m a doctor.I help sick people”)T:Let’s ask Helen.Ss:What do you do?(listen and present the sentences: “I’m a nurse.I help sick people”)b .Introduce Helen and Mike to me and your friends.He’s Mike._____my friend.He’s a______.He______sick people.She’s Helen...5.Magic eyes(consolidate the third personal singular verbs )Mike help sick people. I helps sick people. Helen makes sweets.They makes sweets. She teach English. We teaches English.He cooks nice food. You cooks nice food.6.Do some exercise(1).What __ (do)she__(do)? She __(be) a teacher.She ___(teach) Chinese.(2).Yang Ling___(like) reading. She___(have) a lot of books.(3).She___(like)____(play) the piano.(4).They___(be) cooks. They___(make) nice food.(5).Doctors and nurses ____(help) sick people.(6).My brother ___(is) a policeman.He ___(work) hard.(7).Miss Li can___(swim) very well.Step 3 Know more about the jobsShow pictures of Yao Ming 、Zhou Jie lun、Yang Li ping、Ye Shi wen to make students know the words: “player、singer、dancer、swimmer”.1.He can play basketball well. He is a player.2.He can sing well. He is a singer.3.She dances beautifully. She is a dancer.4.She swims fast and well. She is a swimmer.Step 4 Emotional educationa. People work to make life better.b. Respect every job!Respect your parents. Respect their jobs！Step 5 Homework1.Read the sentences in Grammar time.2.Finish the exercise book.3.Surf the internet and find more jobs in our life.4.Write about your mother with 4-5 sentences.Blackboard design：Unit 5 What do they do?A: What does he/she do?B: He’s/She’s a ....She/He...A: What do you do?B:I’m a...I...a nurse a driver a cook a farmer a policeman。
5Aunit5 第二课时
单元课题 Unit5 What do they do? 课型 new 第 2 课时 课时板块 Grammar time &Fun time 总第 27 课时
教学目标 1. 复习上节课所学的词汇和故事。 2.能听懂、会说、会读、会写句型与日常用语：What does he/she do? He/She is a teacher/ worker/factory/writer . . .
教学重点 1.句型：What do you do?和What does he/she do?及其回答 He/She is a . . .的语调和用法。
2.能用正确的语音语调正确的朗读对话，复述故事
教学难点 句型：What do you do?和What does he/she do?及其回答 He/She is a . . .的语调和用法。
教具学具 单词卡片，多媒体，图片，录音机，磁带，板书
教 学 过 程
学生活动 教师活动 Step1. Revision 2. PPT: Ask and answer Work in pairs. S: She’s . . . S: He’s . . . Work in pairs. Step1. Revision 1. T: Hello, boys and girls. Last lesson we learned “What do they do?”
2. PPT: Ask and answer （1) What does Mike’s father do? （2) What does Mike’s mother do? （3)What does Su Hai’s father do? （4) What does Su Hai’s mother do? 2. T: (指一名学生)What does your Step2. Presentation and practice
牛津五上Unit5 What do they do教学设计
牛津五上Unit5 What do they do教学设计作者：丁月蓉来源：《读与写·教育教学版》2016年第02期中图分类号：G622 文献标识码：C 文章编号：1672-1578（2016）02-0287-01教学内容牛津译林英语五年级上册Unit5 What do they do？设计理念体现翻转课堂、生本课堂、快乐学习、合作学习，实现有效课堂。
教材目标1.知识目标：（1）四会生词：work、worker、teach、nurse等；（2）掌握交际用语：what does he/she do？He/She is…2.能力目标：（1）谈论职业和工作，训练语言交际和运用；（2）通过课堂的翻转，培养学生自主学习和合作学习。
3.情感目标：通过对职业的了解和认识，引导他们尊重每一种职业。
教学重点整体语篇理解，运用所学句型进行交际。
教学难点个性化学习指导。
自主学习任务1.反复听Unit5 story time磁带，读出8个表示职业的名词和熟练朗读课文；2.观看微视频《如何谈论职业》，掌握询问人的职业的表达；3.阅读课文，找到文中提到的人物的职业的名词。
教学过程一、Warm-upSs：Sing the song： They sing happily.T： Ask Who sings happily？What other jobs do you know？Ss：worker、cook…设计意图：既是对课前预习的检查，也首先突破重点：职业名称的掌握情况。
二、Free talkT： I am a teacher. I teach you English.Ss：This is … He/She is……T： what does your father do？Ss：He is a/an…设计意图：通过教师的自我介绍，学生们介绍老师和家人的职业、工作等，进一步巩固本节课的重点词汇和询问职业的交际用语，给学生提供练习口语的机会。
5A Lesson plan for Unit 5 What do they do？
Unit 5 What do you do?The first period(Date: ________ Ordinal: 01) Teaching content:5A Unit 5 Story timeInstructional objectives:1. To make students learn the vocabularies: teacher, teach, writer, write, work, worker, at home, doctor, help, sick, people and factory.2. To enable students to understand the sentences: What do you/they do?I/We/They am/are …. I/We/They …(do sth.) What does he/she do? He/She isa …. He/She …(does sth.).3. To train Ss’ abilities of listening comprehension and spoken English.Key points and special difficulties:To train the students to ask and answer the questions about the story. To improve the students’ abilities of listening comprehension and spoken English.Key structures:What does he/she do? He/She is …. He/She … (does sth.)Preparations for class:cards, multimedia applications.Teaching method：In real life situations, cooperation and communication.Teaching and learning process:Step 1 GreetingsGood morning, every one!Step 2 Listening comprehension1.Introduce the storyToday, we’ll listen to a dialogue about asking somebody’s jobs.2.Understand the situationAsk the students to look at the pictures and explain to you (in Chinese if necessary) what they think is happening. Prompt the students in Chinese if necessary.3.Listening objectiveT: Listen to the dialogue and see if you can answer this question: What does Su Hai’s mother do?4.Play the tapePlay the tape. The students listen to the tape without interruption and try to think of the answer to the question I set them.5.Answer the questionAfter the listening, ask the question again: What does Su Hai’s mother do?Note: Train students not to shout out the answer. Instead, ask one student, then ask the others agree or disagree with a show of hands.Answer: She is a factory worker. She makes sweets.6.Intensive readingListen to the tape again, (looking at the pictures with text) pausing after every sentence to check the students understand. Obtain the brief explanations to difficulties in the text from the students themselves. Only use Chinese if a confirmatory translation is necessary.7.Play the tapeThe students listen only.8.RepetitionPlay the tape again, pausing after every sentence, and ask students to repeat (a) in chorus, (b) in small groups, and (c) individually. It’s optional.9.Reading aloudAsk one or two students to read the story aloud.Step 4 Comprehension questionsNow I’m going to ask you some questions about the dialogue. Ready？a. What does Mike’s father do? (a teacher)b. What subject does he teach? (English)c. Is Mike’s mother an English teacher? (No, she isn’t)d. What does she do? (She is a writer. She writes stories.)e. Where does she work? (at home)f. What does Su Hai’s father do? (a doctor, helps sick people)g. What does her mother do? (a factory worker, makes sweets)Step 5 Homework:1. Copy the new words and sentences.2. Read, recite and act this story.Blackboard design:Unit 5 What do they do?Mike’s father – a teacher, teach EnglishMike’s mother – a writer, write storiesSu Hai’s father – a doctor, help sick peopleSu Hai’s mother – a worker, make sweetsUnit 5 What do they do?The second period(Date: ________ Ordinal: 02 ) Teaching content:5A Unit 5 Story time and Grammar timeInstructional objectives:1. To enable students to talk about the jobs with the sentences: What do you/they do? I/We/They am/are …. I/We/They …(do sth.) What does he/she do? He/She is a …. He/She …(does sth.).2. To make students learn the sentences: What do they do? What does he/she do.3. To understand the sentence structures of Grammar timeKey points and special difficulties:1. To understand the sentence structures of Grammar time2. To improve the students’ abilitie s of listening comprehension and spoken English.Key structures:What does he/she do? He/She is a …. He/She …(does sth.).Preparations for class:Cards, multimedia applications.Teaching method：Multimedia teaching, cooperation and communication.Teaching and learning process:Step 1 Greetings:Good morning, everyone!Step 2 Ask and answerYesterday, we learnt a dialogue about jobs. Now, please answer my questions. (Don’t open your books) Ready?a. What does Mike’s father do? (a teacher)b. What subject does he teach? (English)c. Is Mike’s mother an English teacher? (No, she isn’t)d. What does she do? (She is a writer. She writes stories.)e. Where does she work? (at home)f. What does Su Hai’s father do? (a doctor, helps sick people)g. What does her mother do? (a factory worker, makes sweets)Step 3 Think and write (P50)a. To let the students read text of the story time by themselves.b. Complete the passage in groups.c. Check over the students work. (Note: To train students not to shout out the answer, ask one student, then ask another students if they agree with him, please put up their hands)Step 4 Homework:1.Copy the sentences on P51.2.Try to talk about the jobs with their family.Unit 5 What do they do?The third period(Date: ________ Ordinal: 03 ) Teaching content:5A Unit 5 Fun time, Sound time and Culture time.Instructional objectives:1. To enable students to understand the words: cook, driver, farmer, nurse and policeman.2. To enable students to understand the third person and these sentences: What do you do? What does he/she do?3. To make students enjoy the chant and know the sound of the letter “y”.4. To enable students to know the cultures of different countries.Key points and special difficulties:1. To enable students to know the sound of the letter “y”.2. To improve the students’ abilities of listening comprehension and spoken English.Key structures:What do you do? What does he/she do?Preparations for class:multimedia applications.Teaching method：Multimedia teaching, cooperation and communication.Teaching and learning process:Step 1 greetings:Good morning, everyone! Today we’ll go on learning the unit 5. OK, before that, I’m going to ask you some questions.a. Is Mike’s father a doctor? (no)b. What does he do? (a teacher)c. Where does he work? (in a school)d. What subject does he teach? (English)e. Is Mike’s mother an English teacher? (No, she isn’t)f. What does she do? (She is a writer. She writes stories.)g. Where does she work? (at home)h. Is Su Hai’s father a writer? (no)i. What does he do? (a doctor, helps sick people)j. Where does he work? (in a hospital)k. Is Su Hai’s mother a doctor too? (no)l. What does she do? (a factory worker, makes sweets)m. Where does she work? (in a factory)Step 2 Fun time (P52)Ask and answer1. Revise the jobs: doctor, dentist, nurse, teacher, cook, driver, farmer and policeman.2. Ask students what their parents’ jobs are and what they do.3. Let the students talk about the people’s jobs in the pictures in groups.4. Ask one or two couples of students to talk about the jobs on page 52.Step 3 Sound time1. Listen to the chant. (P53)2. To ask students to read the text of the chant and see if they can understand the chant.3. Check the students understand.Look at the picture. What’s in it? (a girl with a bag, trees, flowers and a butterfly)I ndicate students to talk about the picture with the sentences ‘There is/are…’4. Listen to the chant again, then repeat it.5. Say another chantY / ai / y /ai /, / ai / is for flyY / ai / y /ai /, / ai / is for myY / ai / y /ai /, / ai / is for skyY / ai / y /ai /, / ai / is for tryY / ai / y /ai /, / ai / is for whyStep 4 Culture time (P53)1. Listen to the tape of the Culture time.2. Show the pictures of the Culture time.3. Listen to the tape again, and then read the text of the Culture time.4. Check the students understand.In the US: a cop, a firefighter …In the UK: a policeman, a firemanStep 5 Homework1. Copy the words and sentences we learnt in class.2. Talk about your room with your friends.Unit 5 What do they do?The fourth period(Date: ________ Ordinal: 04 ) Teaching content:5A Unit 5 Cartoon time.Instructional objectives:1. To enable students to understand the third person.2. To enable students to know these sentences: What does your … do?He/She … (does sth.)3. To make students enjoy the story.Key points and special difficulties:1. To enable students to understand the story.2. To improve the students’ abilities of listening comprehension and spoken English.Key structures:What does your … do? He/She … (does sth.)Preparations for class:multimedia applications.Teaching method：Multimedia teaching, cooperation and communication.Teaching and learning process:Step 1 Greetings:1. Good morning, everyone!2. Let’s do some exercisesPattern drill: Make a sentence with the words I give you below.(Indicate two students)T: he, car.S1: He has a car.S2: He likes cars.……a. she, doll.b. he, bird.c. she, story.d. he, piano.Step 2 Cartoon time1. Introduce the storyToday, we’ll listen to another story about Bobby, then answer the question: What’s the matter with Bobby’s father?2. Listen to the tape of the Cartoon time.3. Ask students the question again: What’s the matter with Bobby’s father?(the answer: can’t go.)4. Read the text of the Cartoon time, then answer the questions below.a. Bobby and his classmate walk in the street. What’s in the street?(a man) Who’s that man? (father)(a car) Who’s the man in the car? (father)b. Does Bobby’s father have a nice car? (yes)c. What does he like? (cars)d. What about Bobby’s classmate’s father? (cars)e. What does he do? (a worker)f. What’s in the street now? (many cars)g. What’s the matter with Bobby’s father? (can’t go)5. Check the students understand. Obtain the brief explanations to difficulties from students themselves. Only use Chinese if a confirmatory translation is necessary.6. RepetitionPlay the tape, pausing after every sentence, and ask students to repeat (a) in chorus (b) in a small group (c) individually7. Read the story aloud.Ask one or two students to read the story aloud.Step 3 Homework1. Read the story three times.2. Copy the phrases we learnt in class three times.Unit 5 What do they do?The fifth period(Date: ________ Ordinal: 05 ) Teaching content:5A Unit 5 Checkout time and Ticking timeInstructional objectives:1. To enable students to talk about what their parents and relatives do.2. To enable students to understand these sentences better: What does your … do? He is … /He … (does sth.).3. To make students complete the passage on page 57.Key points and special difficulties:1. To enable students to understand the sentences better: What does your … do? He is … /He … (does sth.).2. To improve the students’ abilities of listening comprehension and spoken English.Key structures:What does your … do? He is … /He … (does sth.)..Preparations for class:Multimedia applications.Teaching method：Multimedia teaching, cooperation and communication.Teaching and learning process:Step 1 Greetings:1. Good morning, everyone!2. Before beginning the class, I’d like to ask you some questions first.a. What does your father/mother/grandpa/grandma/uncle/aunt do?b. (To another student) Is your father a worker? (yes or no)(point to his or her classmate) Is his father/mother a doctor? (yes or no)c. Ask students to talk about what their parents and relatives do in groups.Step 2 Checkout time1. Do a survey(1) We have learnt to talk about the jobs with the sentences: What does … do?He/She … (does sth.). Please do a survey with the sentences above.(2) Complete the form(3) Talk about the form in groups.(4) Ask two students to talk about the form they complete．2. Think and write(1) Ask students to complete the passage according to what their parents and relatives do.(2) Ask students to read the passage.(3) Check over the answers.Step 3 Ticking time1. I can talk about jobs.2. I can ask and answer “What do/does … do?”3. I know verbs sometimes end with “s” or “es”.3. I know the sound of the letter “y”.Step 4 Homework1. Read the stories repeatedly.2. Talk about what your parents and relatives do with your friends.。