小学英语人教版 (PEP)六年级上册Unit 5 What does he do? Part A教案

Unit 5 What does he do? A Let’s talk教学设计

一、教学目标：

1.学生能够理解对话的大意，能够用正确的语音、语调、意群,朗读并表演对话。

2.学生能够在语境中运用句型What does he/she do? He/ She is a …询问他人的职业并作出恰当的回答。

3.通过教学活动,引导学生树立尊重各种职业的意识，并培养学生为梦想永不放弃的精神。

二、学情分析

    小学六年级的学生,和低年级学生相比具有较强的自行探究的能力,思维能力处于由形象思维到逻辑思维的过渡阶段,具备一定的英语知识基础和英语学习习惯。学生在四年级上册Unit 4时已学过职业单词teacher, doctor, nurse, farmer, cook等,在平时也积累了一些常见的职业词汇,如policeman, worker, singer, football player等,也能用He’s / She’s a ...介绍某人的职业,这些语言知识与能力基础为本课的学习奠定了良好基础,学生对新知的学习能够连贯有所承接。

三、重点难点

1. 教学重点: 学生能够用正确的语音、语调朗读并表演对话;能在语境中灵活运用语言What does he/she do?以及做出恰当的回答He/She is a/an …。

2. 教学难点: 能够在语境中理解生词head teacher,country的复数形式，以及句子He often goes to other countries.

四、教学过程

Step 1. Warming up

 Greeting and play a game.

T: Good morning, boys and girls. How are you today? What are your hobbies?

   Before the class, Let’s play a game. Please say it loudly.

【设计意图】通过师生交流问候,拉近老师与学生的距离。通过游戏热身活动,调动学习热情,并复习职业单词,为后面学习做铺垫。

Step2. Lead-in

(1)T: Today we are going to learn a new lesson. We will talk about the jobs. Do you know my job? What’s my job?

 Yes, I am teacher. What do you do?

(2)当学生回答:We are students.时,教师追问:And what do your parents do?

Is your father a business? Is your mother a police officer? No? What does your father/mother do?

(开展头脑风暴,让学生感知句子What does your father/mother do?

)

【设计意图】通过猜测“My parents’ job”培养学生的发散思维,并巧妙安排了职业单词的复习活动,调动学生的英语学习积极性,唤醒学生的知识储备。同时，又让学生对新句型有了初步的感知。

Step3. Let’s try and presentation

1. 导入话题。

今天是Sarah学校的家长日，通过图片,理解Parents’ Day.

【设计意图】自然引出“Parents’ Day”主题,在图片的帮助下让学生理解家长日Parents’Day, 接下来以此为主线,贯穿整节课。

2. Let's try

播放 Let’s try录音,检查答案。

【设计意图】结合Let’s try文本以听说为途径,让学生了解本课主题,初步感知本节课的重点句型,为进入正式的对话学习做好准备。

3. Predict and say

T: Sarah’s father can’t come. What about Oliver’s father?

Can he come? Why?

S: ...

T: He can’t come. He is so busy for his business. So he’s a businessman.

【设计意图】鼓励学生根据所给情景图大胆预测和表达,引导他们调用视觉、语言感官参与学习,培养学生读图及预测能力,更能调动学生思维和提高说的能力.

4. Listen and answer

听Let’s talk对话，回答：Can Oliver’s father come today？

5. listen and underline

再听一遍对话，回答三个问题，并从文中划出答案。

Q1：What does Oliver’s father do?

Q2：What does Oliver’s mother do?

Q3：What does Oliver want to be?

5. 核对答案，并讲解句子He often goes to other countries.

通过图片讲解country和countries，并利用地图帮助学生理解other countries的含义。让学生理解运用句子He often goes to other countries.突破难点。

Step 4. Practice and Consolidation

1. Let’s read.

(1) Read after the tape.

T: Now let’s read after the computer. Please pay attention to the pronunciation and intonations.

(2) Read alone.

T:This time, please try to read by yourself. Please pay attention to the linking and the tones.

2. 复述对话，填空。

T:There is a letter from Oliver to Mike.But the letter is dirty.Can you help him clean the letter? Let’s have a look.

3.Extension

Little reporter.(Make a report.)

①Invite some students to make a report in the class.

②Group work. 小组合作,进行汇报。

【设计意图】最后输出环节,通过开展“家长日信息调查表”的调查和汇报,跟前面的warm up环节相呼应,让“家长日”主线贯穿整节课。并且通过这一开放式的情景活动,进行创造型文本重构,让学生把学习的知识运用到真实的情景中,使学习回归到生活,最终达到综合运用语言的目的。

Step 5. Summary

①     师生总结本课时学习的内容。

②     总结课堂的小组评价。

③     Sing a song:What do you want to do

Step6. 情感教育:尊重各种职业,并为了你的梦想永不放弃。

【设计意图】通过图片和音乐,让学生感受各种职业的艰辛,教育他们尊重各种职业,升华学生的感情。

Step7.Homework