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小学英语人教版 (PEP)六年级上册Unit 5 What does he do? Part C教案设计
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这是一份小学英语人教版 (PEP)六年级上册Unit 5 What does he do? Part C教案设计，共6页。教案主要包含了教学内容，教材链接，学情分析等内容，欢迎下载使用。
课题：Unit5 What des he d? C Stry time（第6课时）
课型：新授
教材与学情分析：
【教学内容】
单元分析：本单元是的主话题是Jbs。本单元通过不同的场景，提供了表达比较人物的职业和生活情况的句型。共三个版块：A 部分，B部分和C 部分。A部分的重点词汇factry wrker, pstman, businessman, plice fficer，是生活中比较常见的职业。B部分的重点词汇fisherman, scientist, pilt, cach是一些不寻常的职业，重点谈论了这些职业的工作地点和交通工具。C部分的故事，重点是拓展更多的不寻常的职业。根据这三部分之间的递进关系，设定了的分话题：jbs, jbs and wrkplaces, hbbies and unusual jbs。
单课分析：Stry time版块呈现的是Zm和Zip聊天，构思自己的职业梦想的故事。通过故事的学习，复习和巩固表示建议、询问职业梦想的句型，深化unusual jb的概念。通过整体感知、答疑解惑、模仿表演方式，巩固和发展语言。
【教材链接】
本节课的单词farmer与cmputer game,在四年级和本册第四单元的A部分有涉及到，而lin tamer, magician’s assistant和nut cracker是完全没有接触过的单词，且magician’s assistant比较难读。test, nut, stung, maybe虽然是第一次接触，但是可以根据发音规律拼读出来。
本课的疑问句型What abut ….? /Hw 在第三单元的主情景图中What abut yu?中有涉及。I want t be a ...在本单元第一课时对话中已经接触过。I I dn’t like...在三年级下册已经学习过。
【学情分析】
已有知识基础：授课对象为小学六年级学生，在学习本课之前，他们已掌握了有关表达梦想职业的句式，已经接触了不同职业的表达，但不是很熟练。
学生心理基础：六年级学生已有一定的语言基础，基本能表达家人的职业。在生活中，对于不寻常职业的了解比较少，大部分学生没有接触过。关于梦想职业，学生能简单地进行表达。
学习目标：
知识目标：
1. 能听懂、会问答句子What abut ….? /Hw I dn’t like... I want t be ...
2. 能听懂、会说并能够拼读单词test, nut, stung, maybe.
3. 能够听懂、会说单词lin tamer, magician’s assistant, nut cracker.
技能目标：
1.学生能够通过直拼和小组合作，来学习新单词。
2.学生能够初步将单词适用到句子中。
3.学生能学会在小组中合作学习、理解故事内容，并尝试续编故事。
情感目标：
能够通过本故事学习，深入了解生活中unusual jb。根据个人的爱好，能为他人推荐不寻常的职业。
教学重点：
1. 学生能学会在小组中合作学习、理解故事内容。
2. 能听懂、会问答句子What abut ….? /Hw I dn’t like... I want t be ...
教学难点：
1.认读单词lin tamer, magician’s assistant, nut cracker。
2.根据爱好，能为他人推荐不同的职业，尝试续编故事。
教学方法：角色扮演法、合作学习法
教学准备：卡片、多媒体
教学过程： 任务驱动 二次备课（点评式反思）
Wa
rm-u
p
I draw, yu guess.
T: Lk at this picture. Let’s guess what he des.
S: Pstman?
T: Maybe.
S: Plice fficer?
T: Maybe. Let’s have a lk...
(Pictures: plice fficer, cach, pstman, farmer, bee farmer, cmputer game test.)
Free talk.
T shws the picture f peple and the sentence.
T: What des Oliver’s father d?
Ss: He’s a businessman.
T: What des Oliver’s mther d?
Ss: She’s a head teacher.
T: What d they want t be?
S: Amy wants t be a businessman. Chen Jie wants t be a
S: I want t be a/an ...
S: I want t be a/an ...
S: ...
P
r
e
s
e
n
t
a
t
i
n
1. (1) Watch and answer
T asks: What are they talking abut?
T shws the pictures f the stry.
Ss watch the vide and answer the questin.
Great jbs. B. Unusual jbs
T write the right answer n the blackbard.
Let’s act.
Let’s think.
T: What jb is unusual?
S: Fisherman./...
2. (1) Let’s act.
T shws the secnd picture f the stry.
T teaches the sentences. T write the sentences in the blackbard.
Zm: Hw abut a lin tamer?
Zip: Oh, n. T dangerus!
Pair wrk.
Ss act with the partner.
(2) Read and circle.
T shws the pictures three t picture five.
Ss read and circle the wrds abut jbs.
T write the answers n the blackbard.
Let’s spell.
T shws the wrds. Ss try t read.
see
bee
name
game
best
tester
duck
nut
3. Try t read.
Picture three.
T: What des Zip want t be?
What abut bee farmer? I lve hney.
S: Oh, n. T dangerus.
T: Why it is t dangerus? Maybe a bee farmer will get stung. (T act like a bee and sting the students.)
Ss try t read and act. study-- stung
Picture fur.
Ss try t read after the tape.
Picture five
Let’s act.
Zm: What abut a magician’s assistant? That wuld be cl.
Zip: Oh, n. I dn’t like that.
Zm: What abut a/an ____?
Zip: Oh, n. I dn’t like that./ T dangerus./...
Wrd bank: fisherman, scientist, pilt, cach, fireman, spaceman, artist, ck, plice fficer...
4. Think and guess.
T: What des Zip want t be? He likes jumping. He als likes climbing trees. He likes eating nuts. If yu are Zip,...
S: I want t be a ...
5. Let’s think.
T: Unusual jb. What des it mean?
S: Maybe it is great but dangerus./...
T: Maybe it is cl but difficult.
6. Read alng the stry.
Ss read the stry lightly after the vide.
Ss read ludly and fill in the blank.
P
r
a
c
t
i
c
e
Make the ending.
T says: Des it end?(故事就这样结束了吗？）What will Zm say?
Zm: Haha! Yu’re nuts! _______
Yu will be fat. That’s nt gd fr yu.
Maybe a nut cracker is gd jb.
_________________________.
Try t cntinue the stry.
(1) T asks: Zm likes eating hney and fish. He als likes running and swimming. He likes singing, dancing and playing cmputer games, t. What des he want t be?
Ss guess: He wants t be a/an...
T says: Can yu finish it?
Zip: What d yu want t be? What abut a nut cracker?
Zm: Oh, n. I dn’t like nuts.
Zip: Hw abut ________?
Zm: _______________.
Wrd bank: fisherman, scientist, pilt, cach, fireman, spaceman, artist, ck, plice fficer, bee farmer, cmputer game tester,...
作业设计
必做：1. Listen and read this stry.
选做：
1. Search fr the unusual jbs nline.
2. Recmmend the unusual jb fr yur friends.
板书设计
Bk 7 Unit5 What des he d? C Stry time
Hw abut ... ?/ What abut
unusual jb
不寻常的工作
lin tamer bee farmer cmputer game tester magician’s assistant
Oh, n. T dangerus. I dn’t like...
I want t be ...
课题：Unit5 What des he d? C Stry time（第6课时）
课型：新授
教材与学情分析：
【教学内容】
单元分析：本单元是的主话题是Jbs。本单元通过不同的场景，提供了表达比较人物的职业和生活情况的句型。共三个版块：A 部分，B部分和C 部分。A部分的重点词汇factry wrker, pstman, businessman, plice fficer，是生活中比较常见的职业。B部分的重点词汇fisherman, scientist, pilt, cach是一些不寻常的职业，重点谈论了这些职业的工作地点和交通工具。C部分的故事，重点是拓展更多的不寻常的职业。根据这三部分之间的递进关系，设定了的分话题：jbs, jbs and wrkplaces, hbbies and unusual jbs。
单课分析：Stry time版块呈现的是Zm和Zip聊天，构思自己的职业梦想的故事。通过故事的学习，复习和巩固表示建议、询问职业梦想的句型，深化unusual jb的概念。通过整体感知、答疑解惑、模仿表演方式，巩固和发展语言。
【教材链接】
本节课的单词farmer与cmputer game,在四年级和本册第四单元的A部分有涉及到，而lin tamer, magician’s assistant和nut cracker是完全没有接触过的单词，且magician’s assistant比较难读。test, nut, stung, maybe虽然是第一次接触，但是可以根据发音规律拼读出来。
本课的疑问句型What abut ….? /Hw 在第三单元的主情景图中What abut yu?中有涉及。I want t be a ...在本单元第一课时对话中已经接触过。I I dn’t like...在三年级下册已经学习过。
【学情分析】
已有知识基础：授课对象为小学六年级学生，在学习本课之前，他们已掌握了有关表达梦想职业的句式，已经接触了不同职业的表达，但不是很熟练。
学生心理基础：六年级学生已有一定的语言基础，基本能表达家人的职业。在生活中，对于不寻常职业的了解比较少，大部分学生没有接触过。关于梦想职业，学生能简单地进行表达。
学习目标：
知识目标：
1. 能听懂、会问答句子What abut ….? /Hw I dn’t like... I want t be ...
2. 能听懂、会说并能够拼读单词test, nut, stung, maybe.
3. 能够听懂、会说单词lin tamer, magician’s assistant, nut cracker.
技能目标：
1.学生能够通过直拼和小组合作，来学习新单词。
2.学生能够初步将单词适用到句子中。
3.学生能学会在小组中合作学习、理解故事内容，并尝试续编故事。
情感目标：
能够通过本故事学习，深入了解生活中unusual jb。根据个人的爱好，能为他人推荐不寻常的职业。
教学重点：
1. 学生能学会在小组中合作学习、理解故事内容。
2. 能听懂、会问答句子What abut ….? /Hw I dn’t like... I want t be ...
教学难点：
1.认读单词lin tamer, magician’s assistant, nut cracker。
2.根据爱好，能为他人推荐不同的职业，尝试续编故事。
教学方法：角色扮演法、合作学习法
教学准备：卡片、多媒体
教学过程： 任务驱动 二次备课（点评式反思）
Wa
rm-u
p
I draw, yu guess.
T: Lk at this picture. Let’s guess what he des.
S: Pstman?
T: Maybe.
S: Plice fficer?
T: Maybe. Let’s have a lk...
(Pictures: plice fficer, cach, pstman, farmer, bee farmer, cmputer game test.)
Free talk.
T shws the picture f peple and the sentence.
T: What des Oliver’s father d?
Ss: He’s a businessman.
T: What des Oliver’s mther d?
Ss: She’s a head teacher.
T: What d they want t be?
S: Amy wants t be a businessman. Chen Jie wants t be a
S: I want t be a/an ...
S: I want t be a/an ...
S: ...
P
r
e
s
e
n
t
a
t
i
n
1. (1) Watch and answer
T asks: What are they talking abut?
T shws the pictures f the stry.
Ss watch the vide and answer the questin.
Great jbs. B. Unusual jbs
T write the right answer n the blackbard.
Let’s act.
Let’s think.
T: What jb is unusual?
S: Fisherman./...
2. (1) Let’s act.
T shws the secnd picture f the stry.
T teaches the sentences. T write the sentences in the blackbard.
Zm: Hw abut a lin tamer?
Zip: Oh, n. T dangerus!
Pair wrk.
Ss act with the partner.
(2) Read and circle.
T shws the pictures three t picture five.
Ss read and circle the wrds abut jbs.
T write the answers n the blackbard.
Let’s spell.
T shws the wrds. Ss try t read.
see
bee
name
game
best
tester
duck
nut
3. Try t read.
Picture three.
T: What des Zip want t be?
What abut bee farmer? I lve hney.
S: Oh, n. T dangerus.
T: Why it is t dangerus? Maybe a bee farmer will get stung. (T act like a bee and sting the students.)
Ss try t read and act. study-- stung
Picture fur.
Ss try t read after the tape.
Picture five
Let’s act.
Zm: What abut a magician’s assistant? That wuld be cl.
Zip: Oh, n. I dn’t like that.
Zm: What abut a/an ____?
Zip: Oh, n. I dn’t like that./ T dangerus./...
Wrd bank: fisherman, scientist, pilt, cach, fireman, spaceman, artist, ck, plice fficer...
4. Think and guess.
T: What des Zip want t be? He likes jumping. He als likes climbing trees. He likes eating nuts. If yu are Zip,...
S: I want t be a ...
5. Let’s think.
T: Unusual jb. What des it mean?
S: Maybe it is great but dangerus./...
T: Maybe it is cl but difficult.
6. Read alng the stry.
Ss read the stry lightly after the vide.
Ss read ludly and fill in the blank.
P
r
a
c
t
i
c
e
Make the ending.
T says: Des it end?(故事就这样结束了吗？）What will Zm say?
Zm: Haha! Yu’re nuts! _______
Yu will be fat. That’s nt gd fr yu.
Maybe a nut cracker is gd jb.
_________________________.
Try t cntinue the stry.
(1) T asks: Zm likes eating hney and fish. He als likes running and swimming. He likes singing, dancing and playing cmputer games, t. What des he want t be?
Ss guess: He wants t be a/an...
T says: Can yu finish it?
Zip: What d yu want t be? What abut a nut cracker?
Zm: Oh, n. I dn’t like nuts.
Zip: Hw abut ________?
Zm: _______________.
Wrd bank: fisherman, scientist, pilt, cach, fireman, spaceman, artist, ck, plice fficer, bee farmer, cmputer game tester,...
作业设计
必做：1. Listen and read this stry.
选做：
1. Search fr the unusual jbs nline.
2. Recmmend the unusual jb fr yur friends.
板书设计
Bk 7 Unit5 What des he d? C Stry time
Hw abut ... ?/ What abut
unusual jb
不寻常的工作
lin tamer bee farmer cmputer game tester magician’s assistant
Oh, n. T dangerus. I dn’t like...
I want t be ...
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