Subject

English

Teacher

Angela

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 beacuse 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.

Blackboard design