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Unit 1 My Family Lesson 3 What Do They Do?冀教版英语五年级上册Learning goals ✔学生能听懂、会说、认读并书写下列词汇：work, doctor, hospital, nurse, worker 学生能认读，理解并运用下列句型结构：1.My father/ mother is a/an…2.He/ She works in/ on…3.He/ She goes to work by/ on…✔What colour is her hair?Is she tall? Is she thin?Look and answerWhat colour are your eyes?How old are you?What is your grandfather’sname?How many uncles do you have?Free talkLet’s singLet’s writeDo you know the names of jobs in the song?teacher—_老师driver—司_机farmer— 农民doctor—My Father Is a Doctor My father is a doctor,my mother is a teacher. They love me so.My father is a doctor,my mother is a teacher.I love them too.My uncle is a driver,my aunt is a farmer. They love me so.My uncle is a driver,my aunt is a farmer.Look and say1. Who is she?She is Li Ming’s cousin, Jing.2. What does she do?She is a student.New wordswork工作This is Li Ming’s father.He is a t_e_a_c_h_e_r_.He _w_o_r k_s_a t a school.注意：主语是第三人称单数时work变为work s.New wordsdoctor医生hospital医院This is Li Ming’s mother. She is a doctor.She works at a hospital.New wordsnurse护士This is Li Ming’s aunt Wanrong. She is a nurse.She works at a hospital, too.New wordsworker工人This is Li Ming’s Uncle Zhiwei. He is a worker.He works in a factory.Listen and readMy father is a teacher.Where does he work?He works at a school.He drives to work.My mother is a d o c t o r. S h eworks at a hospital. Shegoes to work by bus.Listen and readMy aunt Wanrong is a nurse.How does she go to work?She goes to work by bike.My uncle Zhiwei is a worker.He walks to work.Watch and answer 1. How does Li Ming’s father go to work?2. How does Li Ming’s mother go to work?She goes to work by bus.3. How does Wanrong go to work?He drives to work.(=He goes to work by car.)She goes to work by bike.4. How does Zhiwei go to work?He walks to work.(=He goes to work on foot.)Let’s learnWhat does your father do?此句为常见的询问某人职业的句型：What do/does + sb. + do?答语：主语 +be 动词 +a/an+ 表示职业的名词 .用法例句—What d _o _e _s _ y our mother do ?—She is a _n _u _r s _e . （一名护士）Point 1Where does he work?此句为常见的询问某人工作地点的句型：Where do/does+主语+work?答语为：sb. + work/works + 介词+ 冠词+ 地点名词.用法例句—Where _d_o_e_s_ your father _w_o_r_k_?—He _w_o_r_k_s(工作) at a hospital.Point 2Let’s learn—How does he go to work?—He drives to work./He goes to work by car.问句是询问某人去工作所采用的交通方式的常见句型。
Unit 1 My Family教案 2Lesson 1一、教学重点句型：This is …词汇：father, mother, brother, grandmother, grandfather二、教学目标1.通过一个有趣的找词游戏引出本单元的话题family。
2.呈现家谱图，引出Lesson 1 A Look. Listen and chant 中家庭成员的称谓，帮助学生学习词汇。
3.通过Lesson 1 B Role-play and say 的情境对话，帮助学生学习本单元的核心句型This is …三、教学过程Pre-task preparations1.与学生互相问候拉开课堂的帷幕，引导学生用不同的句子回答。
T: Hello,…How are you today?SI: I’m fine. Thank you. How are you today, Miss …?T: I'm great, thank you.2.找词游戏。
在黑板上写出或用多媒体呈现下面这句话：然后突出显示这句话中各个单词的首字母，提示学生找出单词family，从而引出本单元的话题。
While-task procedures1.出示本单元Lesson 1 A Look. Listen and chant的家谱图，引导学生识记表示家庭成员称谓的单词。
T: (show the family tree in “Look and learn”) This is a family tree. And this is the Browns.T: (point to Peter Brown in the picture) Look at this boy. Who is this?Ss: This is Peter Brown.T:(point to the father in the picture) Who is this?This is Peter’s father. Father, father.Ss: Father, father.T: (point to the mother in the picture) Who is this? This is Peter’s mother. Mother, mother.Ss: Mother, mother.T: (point to the boy on the right in the picture) Who is This? This is Peter’s brother. Brother, brother.Ss: Brother, brother.T: (point to the girl in the picture) Who is This? This is Peter’s sister. Sister, sister.Ss: Sister, sister.2.出示一位同学家的家庭图片，然后将这个图片借助多媒体变成一棵family tree，然后让学生操练家庭成员的称谓。
第四单元词汇一．形容词：高的_______ 短的；矮的_______ 年老的；…岁的________年轻的______ 二、名词（1）家庭成员：家庭;一家人_________ 父亲_______ 母亲__________兄弟；哥哥；弟弟 ________ 姐妹；姐姐；妹妹 _______ 我________（2）职业：学生 __________ 老师 __________ 医生 _________ 男警察 ____________ 公共汽车司机_______________ 工人________（3）其它：生日___________ 蛋糕_______ 礼物 _______ 聚会_______中国_________ 加拿大__________第四单元句型①_________! This _____ ______ family. This ______ ______ father. This ______ _______ mother. And this ____ ______.看！这是我的家人，这是我的爸爸，这是我的妈妈，这是我。
②Meet _________________ family. (见见李明的家人。
)Meet _________ _________. (见见詹妮的家人。
)③_________ do you feel ? 你感觉怎样？I ______ _______ cold. 我感觉非常冷。
④This is my ________. 这是我的家人。
We ______ ______ China. 我们住在中国。
⑤ I______ ______student. 我是一个学生。
_________ name ______ Li Ming.，我的名字是李明。
⑥ _________father ______ ______ teacher. 我的爸爸是一个老师。
________ name _______ Li Daming. 他的名字是李大明。
人教版小学英语二年级下册《Unit 3 Seasons lesson 3》优质课公开课课件、教案人教版小学英语（一年级起点）五年级下册Unit 3 Making ContactLesson 4 Fun Time一、单元与本课的内容分析：本单元的主题是Making Contact,通过通讯方式与他人建立联系，联络感情，是二单元Special Day的延伸内容。
第一课时是词汇教学，呈现了现代的通讯方式。
第二课时是功能句型教学，引导学生了解沟通方式。
第三课时是实践应用课，属于语篇的学习。
第四课时是拓展课时，Fun Time短文呈现了信息传递方式的变革，属于知识拓展层面的内容。
第五课时故事教学。
第六课时是复习检测和综合语言运用课。
基于对教材的分析和主题单元的思考，本单元呈现的通讯方式，需要补充学习资源，并且设计引发学生深度思考的问题，培养学生的创新意识，丰富学生的认知，促进学生思维发展，培养学生学科核心素养。
二、学情分析：本科的学习者为五年级学生，他们善于思考，具备一定语言基础。
我校的五年级学生兴趣广泛，喜欢与同伴交流和小组合作，具备一定的抽象逻辑思维能力和阅读能力。
可以进行适当的拓展和延伸。
三、本课教学目标、重难点。
1．能够在复习巩固本单元语言知识基础上，综合运用语言进行话题表达。
2．能够读懂短文，了解中国古今通讯发展历史以及未来通讯方式的畅想。
3．能够通过对比、分析、概括、归因等多种思维活动，积极参与讨论，发展思维能力。
4．能够体会通讯的发展对人们的重要意义，并对未来通讯充满期待。
5．能够在不同的情境下选择合适的通讯方式。
重点：复习和巩固本单元重点词句的基础上，结合教学活动对词句的综合运用。
难点：在阅读文段中对古今通讯方式的理解。
四、教学过程一、歌曲热身，情境引入，提出问题，解决问题。
1.演唱本单元歌曲，唱出本单元部分已学的通讯方式。
2.幻灯片呈现情境：教师的外国朋友即将过生日，教师想要送出祝福，询问同学有哪些通讯方式可以选用。
Unit 4 My family一、知识与技能Objectives and RequirementsLanguageTarget: -Who’s she? -She’s my mother.-Who’s he? -He’s my friend..Additional: How are you? I’m fine, thanks. How about me?Alphabet: j , k , lV ocabularyKey: family , mother , father , sister , brother , friend, grandmother, grangfather Alphabet: juice , kite , lion .MaterialsPicture Cards, photos of teacher’s family, Character Cards , paper, crayons/markers, pictures of Ss’ families, tape, scissors二、情感态度与价值观：能够应用英语说出家庭成员的名称，并体会到学英语的乐趣。
三、过程与方法Lesson 1 Story & V ocabularyGetting ready·Bring in some photos of your family. Introduce your family to the Ss.·T: Who’s he? He’s my father. Who’s she? She’s my mother.·Ask Ss to bring in photos of their families for future lessons.Using the book·T: Open your books. Who’s this? (Point to Gogo.)·T: Repeat. He’s Gogo. [Ss: He’s Gogo.]·Do the same with the other characters.·T: Listen.·Play the tape.·T: Listen and repeat.·Play the tape, pausing after each sentence to have Ss repeat.·Without the tape, show Ss how to act out the dialog with more expression.·Divide the class into two groups, each group representing a different character.·Have the class perform the dialog, each group saying its lines in unison or repeating its lines after the T.V ocabularyGetting ready·Use the Character Cards of Gogo’s family from WB p.70.·Before class, hide them around the room with a little of the pictures showing. Tell Ss to remain at their desks, but to point to the hidden cards.·T: Where are the pictures? (Pretend to be looking around.)·Ask Ss to point to the pictures they see. As they find the pictures, describe each picture to them. T: Sister. (Point to the picture.) Repeat. [Ss: Sister.] Continue with the other cards.Using the book·T: Listen and repeat.·Play the tape and have Ss repeat each word. Point to the picture of family. T: Say family. Repeat. Family. Point to the other pictures at random and have Ss say each word.Handwriting:Who’s she/he? She’s/He’s my …mother father grangmother grandfathersister brother friendLesson 2 Target & PracticeⅠTargetGetting ready·Show photos of your family. Make sentences about each family member.·T: Who’s she?·T: She’s my mother. [Ss: She’s my mother.]·Continue this activity using the remaining family photos.Using the book·Have Ss look at the first picture.·Point to Gogo and then Tony. Model the dialog.·Repeat with the second picture.·T: Listen and repeat.·After enough practice, encourage Ss to act out the dialog in pairs.Ⅰ PracticeGetting ready·Point to the picture of Gogo’s mother.·T: Mother. Repeat.·Continue with the other pictures on the page.Using the book·T: Listen .·Play the tape for number 1,and then pause.·T: Which picture is it? (Sweep your hand over the four pictures.) Write number 1.·Write number 1 on the board.·Continue with the rest.ⅠSongGetting ready·Refer to the mother picture on the vocabulary page.·T: Point and repeat. Mother.·Write mom on the board.·T: Repeat. Mom.Using the book·T: Listen.·Play the tape.·T: Sing together.·Play the tape again and sing along.·Divide the class into two groups. One group sings the questions, the other sings the answers.ActivityGetting ready·Photocopy the Character Cards·Place the cards on the board.·Write She and He on the board like SB p.27·Draw lines to match the words and the cards.·Erase the lines from the board and mix up the pictures.·Do it again. This time, ask some Ss to come to the front and draw lines.Using the book·Have Ss look at the book.·T: Read and match. Draw a line like this. (Trace the example line with your finger.)·Students match She and He to the corresponding picturesLesson 3 AlphabetGetting ready·Write J , K and L on the board.·Have Ss look at the alphabet letters in their books.·T: Circle J, K and L.·Model circling on the board. Ss circle the letters in their books.Using the book·T: Look and repeat.·Point to the letter J.·T: J. (Ss: J.)·T: Juice. [Ss: Juice.]·Continue with the letters K and L.·Play the tape and have Ss repeat.·After enough practice,give Ss one sound and have them point to the corresponding letter.·Give Ss a word and have them point to the corresponding letter.Handwriting; Jj Kk Lljuice kite lionLesson 4 Revision一、听音标号。
