Unit 6：Story time （教学设计） -2025-2026学年译林版（三起）英语 四年级下册

教学设计 课程基本信息 学科 英语 年级 四年级 学期 春季 课题 Unit 6 Jobs（Story time） 教学目标 通过本课时的学习，学生能够： 1.听懂、会读、会说以下职业词汇：a teacher, a farmer, a worker, a driver, a doctor, a nurse, a policeman, a cook。 2.运用句型What are your parents’ jobs? What’s your father/mother’s job? What do they do？What job would you like to do? 进行小组问答。 3.积极参与小组展示或角色扮演，运用本课所学语言流畅、得体、生动地复述或表演Story time内容，并尝试用简单语句介绍自己家人的职业及工作内容。 4.初步理解不同职业的社会意义，并尝试使用英语进行简单阐述，如：Doctors help sick people. Teachers help children learn new things. 进而思考并表达本单元的核心问题：What makes a job great? 在此基础上，学生能结合自身兴趣，用英语表达自己向往的职业，树立积极的职业观与学习目标，激发学习内驱力。 教学内容 教学重点 1. 学生能准确听、说、读、认以下职业词汇：a teacher, a farmer, a worker, a driver, a doctor, a nurse, a policeman, a cook。并初步运用这些词汇在真实语境中进行表达。 2. 学生能理解并在小组活动和角色扮演中运用以下句型进行问答交流： What are your parents’ jobs? What’s your father’s/mother’s job? What do they do? What job would you like to do? 3. 学生能理解Story time的主要内容，并借助教师提供的语言支架，复述或表演故事中人物的职业及工作内容。故事结尾还能尝试用简单句介绍自己家人的职业。 4. 通过第二课时的学习，学生进一步理解big question: What makes a job great？是因为Helping。互相帮助成就社会的和谐稳定发展，如：Doctors help sick people. Teachers help children learn new things. 教学难点 1.部分职业词汇较长或发音较难，如：policeman、worker，学生可能在准确发音和拼读上存在困难。 2. 学生需要在真实交际中灵活组合使用多个句型进行问答，尤其是在角色扮演或小组展示中组织连贯话语。从What are your parents’ jobs?到What do they do？的语言扩展，部分学生可能难以自然衔接。 3. 在复述Story time内容的基础上，尝试介绍家人职业情况或自己的理想职业时，学生可能面临词汇不足或句式单一的问题。 4. 理解“职业的伟大之处”并尝试用英语表达，学生需要从具体描述（如：He drives a car.）上升到功能阐述（如：He helps people go places.）。 教学过程 Step 1 Let’s sing T: Good morning, class! Let’s enjoy a song together. What jobs did you hear? Ss: Doctor! Teacher! T: Good! What else? Ss: Nurse! Writer! T: Great! Today we still talk about jobs. I’ll show you some pictures of jobs. Try to say what they are. Ready? Go! 设计意图：通过歌曲激活学生已有知识储备，创设轻松愉悦的学习氛围。利用学生熟悉的歌曲内容自然导入主题，激发学生学习兴趣，为后续学习做好铺垫。 Step 2 Lead in 1. Let’s say: a doctor, a nurse, a police officer... Present the Big Question: What makes a job great? 2. Let’s learn B T: We all know she is a teacher, and she works at school. So what does she do at school? S: She helps children learn new things. T: Yes! What about this man? S: Driver. He can drive well. Drivers take people to different places. T: Here I have a new phrase: take...to..带...去… (举几个例子) Let’s know more. What’s he? S: A police officer. T: What does he do? S: He keeps us safe. T: Wow, he is so brave. And he is totally a big hero, right? Who wants to be a policeman in the future? S: Me. (用类似的方法教cook和doctor） 设计意图：以问答互动串联教师、司机等职业词汇，聚焦 “take...to...” 核心短语，通过例句示范、功能句型问答深化理解。结合职业职责的趣味讨论，既夯实词汇句型基础，又激发学生表达欲，让语言学习贴近生活。 Step 3 Story time 1. Let’s watch: What are their parents’ jobs? 2. Let’s talk: What are their parents’ jobs? 3. Let’s watch: Why are Liu Tao’s parents’ jobs great? T: All of you have super eyes and good memories. Liu Tao’s father is a taxi driver. And his mother is a cook. Why are his parents’ jobs great? Watch again. S: He takes people to different places. T: What about his mother? S: Cook. She makes yummy food. 设计意图：通过填空、小组讨论的形式，引导学生结合语境运用职业类词汇，深化对句型的理解，提升口语表达与合作交流能力。 4. Let’s fill: Why are Su Hai’s parents’ jobs great? 5. Let’s imitate T: Now read after the tape, please pay attention to your pronunciation and intonation. 6. Let’s act T: Try to be fluent. You can get one star. Be appropriate. You can get another one. Be vivid. You can get the third one. 7. Let’s read T: Now read in groups to find Yang Ling’s parents’ jobs. Then, talk in your group. T: (请小组回答)What’s Su Hai’s father? S: Police officer. He keeps us safe. T: What about her mother? S: She’s a teacher. She helps children learn new things. 设计意图：发展学生“看、听、阅读”的技能。通过“预测-验证”的阅读活动，培养学生利用插图和标题理解大意的能力。听读与小组合作阅读相结合，训练学生抓取关键信息（who, what）的细节理解能力。小组讨论环节促进学生相互学习、合作探究，在真实语境中运用语言完成任务，提升思维与交流能力。 Step 4 Consolidation 1. Let’s chant Father, father, Yang Ling’s father. Officer, officer, he’s a police officer. Safe, safe, keep us safe. Mother, mother, Yang Ling’s mother. Teacher, teacher, she’s a teacher. Help children, learn new things. Help children, learn new things. 2. Let’s read 3. Let’s fill T: Every job is good. They help people. What job do you like? Ss: I want to be a... I like to... 设计意图：体现“用创为本”的英语学习活动观。说唱歌谣利用节奏和韵律强化语言记忆，培养语感，属于学习理解类活动。复述是应用实践类活动，内化语言知识。free talk中进行迁移创新，联系个人实际的问答活动。引导学生关联自我，初步表达职业愿景，实现从课本到生活的迁移，体现学科育人。 Step 5 Homework 1. Make a new chant about the jobs you like. 2. Choose a job and draw it, then try to describe(描述) the job. 设计意图：通过朗读故事巩固课内知识，绘画父母工作场景，将英语学习与生活实践结合，提升学生的知识运用能力与学习兴趣。 学科网（北京）股份有限公司 $