1、人教PEP版六年级上册英语Unit5 What does he do?单元整体教学设计 一、教学目标（一）知识目标1.学生能听懂、会说、认读以下单词和词组：factory worker（工厂工人）、postman（邮递员）、businessman（商人）、police officer（警察）、fisherman（渔夫）、scientist（科学家）、pilot（飞行员）、coach（教练）、work（工作）、go to work（去上班）、by bike（骑自行车）、by bus（乘公共汽车）、by subway（乘地铁）、by car（乘小汽车）、by ship（乘轮船）、by plane（
2、乘飞机）、by train（乘火车）。2.学生能掌握句型：What does he/she do? He/She is a. 和 Where does he/she work? He/She works. 并能用其询问他人的职业和工作地点。（二）能力目标1.能够准确运用所学单词和句型询问他人的职业和工作地点，并进行简单的交流和描述。2.通过各种课堂活动，培养学生的听说读写综合能力，以及观察、分析和语言表达能力。（三）情感目标1.引导学生了解不同职业的特点和价值，培养学生对各种职业的尊重和敬意。2.通过小组合作等活动，培养学生的团队合作精神和人际交往能力。二、教学重难点（一）教学重点1.掌握本单
3、元重点单词和词组的正确发音、拼写及词义。2.熟练运用“What does he/she do? He/She is a.”和“Where does he/she work? He/She works.”等句型询问他人的职业和工作地点。（二）教学难点1.区分不同职业的名称和特点，以及准确描述职业的英语表达。2.掌握第三人称单数形式在句型中的运用。三、教学方法1.情景教学法2.游戏教学法3.小组合作学习法4.直观演示法 四、教学准备1.多媒体课件、单词卡片、图片、职业道具、奖励小贴纸。2.学生准备自己或家人职业的相关信息（如果有）。Part 1：第一课时（一）热身导入（Warming-up and
4、 Lead-in）1.歌曲热身（Warm-up with a Song）教师播放一首与职业相关的英文歌曲，如Be What You Wanna Be，让学生们跟着音乐一起唱歌、做动作，营造轻松愉快的课堂氛围。歌曲结束后，教师与学生进行简单的互动，如：“What did you hear in the song? What are some jobs mentioned in the song?”引导学生用简单的英语回答，复习一些与职业相关的词汇，如“doctor”“teacher”等。2.自由谈话（Free Talk）教师展示一些不同职业的人物图片，如医生、教师、消防员等，然后与学生进行自由谈
5、话，引出本单元的主题。教师：“Look at these pictures. What are they? What do they do? Do you know any other jobs?”引导学生用“They are doctors / teachers / firefighters. They help people / teach students / put out fires. I know. jobs.”等句型回答，激发学生对不同职业的兴趣。（二）知识呈现（Presentation）1.学习新单词和词组（Learn New Words and Phrases）factory
6、 worker教师展示一张工厂工人的图片，然后说：“This is a factory worker. Factory worker, factory worker. A factory worker makes things in a factory. He/She works in a factory.”教师带领学生重复朗读单词和词组，强调“factory”和“worker”的发音。教师可以提问学生：“What does a factory worker do? Where does a factory worker work?”引导学生用“A factory worker makes t
7、hings. A factory worker works in a factory.”等句型回答，加深对单词和词组的理解和记忆。postman教师展示一张邮递员的图片，然后说：“This is a postman. Postman, postman. A postman delivers letters and packages. He/She works in a post office.”教师做出送信的动作，帮助学生理解单词和词组的意思，并带领学生重复朗读单词和词组。教师可以提问学生：“What does a postman wear? How does a postman delive
8、r letters?”引导学生用“A postman wears a uniform. A postman rides a bike or drives a car to deliver letters.”等句型回答，提高学生的观察和描述能力。businessman教师展示一张商人的图片，然后说：“This is a businessman. Businessman, businessman. A businessman does business. He/She works in an office or a company.”教师用手比划做生意的动作，帮助学生理解单词和词组的意思，并带领学
9、生重复朗读单词和词组。教师可以提问学生：“What does a businessman do? What kind of things does a businessman sell?”引导学生用“A businessman buys and sells things. A businessman sells clothes / food / toys.”等句型回答，拓展学生的思维。police officer教师展示一张警察的图片，然后说：“This is a police officer. Police officer, police officer. A police officer
10、keeps people safe. He/She works in a police station.”教师做出敬礼的动作，帮助学生理解单词和词组的意思，并带领学生重复朗读单词和词组。教师可以提问学生：“What does a police officer do? What tools does a police officer use?”引导学生用“A police officer catches bad people. A police officer uses a gun / a baton.”等句型回答，培养学生的安全意识。fisherman教师展示一张渔夫的图片，然后说：“This
11、 is a fisherman. Fisherman, fisherman. A fisherman catches fish. He/She works on a boat or by the sea.”教师做出撒网的动作，帮助学生理解单词和词组的意思，并带领学生重复朗读单词和词组。教师可以提问学生：“What does a fisherman wear? What time does a fisherman go fishing?”引导学生用“A fisherman wears waterproof clothes. A fisherman goes fishing early in th
12、e morning or late at night.”等句型回答，增强学生的对不同职业生活方式的了解。scientist教师展示一张科学家的图片，然后说：“This is a scientist. Scientist, scientist. A scientist does experiments and studies things. He/She works in a laboratory or a research institute.”教师用手比划做实验的动作，帮助学生理解单词和词组的意思，并带领学生重复朗读单词和词组。教师可以提问学生：“What does a scientist
13、study? What kind of experiments does a scientist do?”引导学生用“A scientist studies nature / animals / plants. A scientist does chemical experiments / biological experiments.”等句型回答，激发学生的好奇心和探索精神。pilot教师展示一张飞行员的图片，然后说：“This is a pilot. Pilot, pilot. A pilot flies planes. He/She works in an airport or on a
14、 plane.”教师做出开飞机的动作，帮助学生理解单词和词组的意思，并带领学生重复朗读单词和词组。教师可以提问学生：“What does a pilot wear? How long does a pilot fly?”引导学生用“A pilot wears a uniform and a helmet. A pilot flies for hours / days.”等句型回答，提高学生的对不同职业工作特点的认识。coach教师展示一张教练的图片，然后说：“This is a coach. Coach, coach. A coach teaches people how to play sp
15、orts. He/She works in a gym or on a sports field.”教师做出指导运动员的动作，帮助学生理解单词和词组的意思，并带领学生重复朗读单词和词组。教师可以提问学生：“What does a coach do? What sports does a coach teach?”引导学生用“A coach trains athletes. A coach teaches basketball / football / swimming.”等句型回答，培养学生的运动兴趣和团队合作精神。work教师展示一些人们工作的图片，然后说：“This is work. Wo
16、rk, work. When people do something to earn money or help others, we say they work. Work can be fun or hard.”教师用手指着图片上的人们，帮助学生理解单词的意思，并带领学生重复朗读单词。教师可以提问学生：“What do you think of work? Do you like to work?”引导学生用“I think work is important. I like to work when it is interesting.”等句型回答，培养学生的职业观念和价值观。go to
17、 work教师展示一些人们去上班的图片，然后说：“This is go to work. Go to work, go to work. When people leave home to go to their jobs, we say they go to work. People can go to work by different ways.”教师做出走路、骑自行车、坐公共汽车等动作，帮助学生理解词组的意思，并带领学生重复朗读词组。教师可以提问学生：“How do you go to school? How do your parents go to work?”引导学生用“I go
18、 to school by bike / bus / on foot. My father goes to work by car. My mother goes to work by subway.”等句型回答，拓展学生的对出行方式的表达。by bike教师展示一张骑自行车的图片，然后说：“This is by bike. By bike, by bike. When people ride a bike to go somewhere, we say they go by bike. It is a healthy and environmentally friendly way to g
19、o.”教师做出骑自行车的动作，帮助学生理解词组的意思，并带领学生重复朗读词组。教师可以提问学生：“Do you like to go by bike? Why?”引导学生用“Yes, I do. I like to go by bike because it is fun and good for my health.”等句型回答，提高学生的对出行方式的喜好表达。by bus教师展示一张乘公共汽车的图片，然后说：“This is by bus. By bus, by bus. When people take a bus to go somewhere, we say they go by b
20、us. It is a convenient way to go for many people.”教师做出坐公共汽车的动作，帮助学生理解词组的意思，并带领学生重复朗读词组。教师可以提问学生：“Is the bus crowded sometimes? What do you see on the bus?”引导学生用“Yes, the bus is crowded sometimes. I see many people / advertisements on the bus.”等句型回答，培养学生的观察和描述能力。by subway教师展示一张乘地铁的图片，然后说：“This is by
21、subway. By subway, by subway. When people take the subway to go somewhere, we say they go by subway. It is a fast and efficient way to go in big cities.”教师用手比划地铁的形状，帮助学生理解词组的意思，并带领学生重复朗读词组。教师可以提问学生：“Is the subway comfortable? Do you like to take the subway?”引导学生用“Yes, the subway is comfortable. I li
22、ke to take the subway because it is not affected by traffic jams.”等句型回答，增强学生的对交通方式的评价能力。by car教师展示一张乘小汽车的图片，然后说：“This is by car. By car, by car. When people drive a car or ride in a car to go somewhere, we say they go by car. It is a convenient way to go for some people, but it may cause traffic pro
23、blems and pollution.”教师做出开小汽车的动作，帮助学生理解词组的意思，并带领学生重复朗读词组。教师可以提问学生：“What are the advantages and disadvantages of going by car? Do you want to have a car when you grow up?”引导学生用“Going by car is fast and comfortable, but it is not good for the environment and it costs a lot of money. I dont know if I w
24、ant to have a car when I grow up.”等句型回答，培养学生的分析和思考能力。by ship教师展示一张乘轮船的图片，然后说：“This is by ship. By ship, by ship. When people take a ship to go somewhere across the sea or a big river, we say they go by ship. It is a slow but romantic way to go.”教师用手比划轮船的形状，帮助学生理解词组的意思，并带领学生重复朗读词组。教师可以提问学生：“Have you
25、ever been on a ship? What did you see on the ship?”引导学生用“Yes, I have been on a ship. I saw the sea / the sky / many people on the ship.”等句型回答，拓展学生的视野和经历。by plane教师展示一张乘飞机的图片，然后说：“This is by plane. By plane, by plane. When people take a plane to go to a far place very quickly, we say they go by plane
26、. It is a fast and exciting way to go, but it is also expensive.”教师做出开飞机的动作，帮助学生理解词组的意思，并带领学生重复朗读词组。教师可以提问学生：“Have you ever been on a plane? Where did you go by plane?”引导学生用“Yes, I have been on a plane. I went to. by plane.”等句型回答，激发学生的想象力和好奇心。by train教师展示一张乘火车的图片，然后说：“This is by train. By train, by
27、train. When people take a train to go somewhere far away or enjoy the scenery along the way, we say they go by train. It is a comfortable and safe way to go.”教师用手比划火车的形状，帮助学生理解词组的意思，并带领学生重复朗读词组。教师可以提问学生：“Do you like to take the train? Why?”引导学生用“Yes, I like to take the train because it is not too fa
28、st or too slow. I can see beautiful scenery outside the window.”等句型回答，提高学生的对交通方式的感受表达。2.游戏巩固新单词和词组（Game to Consolidate New Words and Phrases）“Flashcard Game”：教师准备好写有新单词和词组的卡片，快速展示给学生看，让学生快速读出单词或词组。如果学生读得正确，教师给予表扬；如果读得错误，教师及时纠正。“Memory Game”：教师展示一些不同职业的人物图片和出行方式的图片，让学生们看几秒钟，然后盖住图片，让学生们回忆并说出看到的图片内容。可以
29、逐渐增加图片的数量和难度，提高学生们的记忆力和观察力。“Guessing Game”：教师用英语描述一个职业或出行方式，让学生们猜出是什么单词或词组。例如，教师说“This person works in a hospital and helps sick people. What does he/she do?”学生们回答“He/She is a doctor.”可以逐渐增加描述的难度，提高学生们的听力理解能力和推理能力。（三）练习巩固（Practice）1.听读练习（Listen and Repeat）教师利用多媒体播放新单词和词组的录音，学生们认真听，并跟读几遍，注意发音和语调。教师可以
30、随机抽取一些学生，让他们单独读出单词或词组，检查他们的发音是否准确。如果有错误，教师及时纠正。2.结对练习（Pair Work）教师让学生们两人一组，互相询问“What does he/she do? He/She is a.”和“Where does he/she work? He/She works.”然后用所学的单词和词组回答。例如：S1：What does your father do?S2：He is a businessman. Where does he work?S1：He works in a company. What does your mother do?S2：She
31、is a teacher. Where does she work?S1：She works in a school.教师在教室里巡视，观察学生们的练习情况，并给予必要的指导和帮助。（四）拓展应用（Production）1.小组活动（Group Activity）教师将学生们分成小组，每个小组发给一些卡片，上面写有不同的职业和出行方式的单词和词组。教师布置任务：“Each group needs to make a dialogue about peoples jobs and how they go to work. Use the cards to help you. Then, act
32、out your dialogue in front of the class.”学生们在小组内合作，用卡片上的内容编写一个对话，描述不同人物的职业和出行方式，并在对话中加入一些自己的想法和感受。例如：S1：Look at this card. It says a scientist. What does a scientist do?S2：A scientist does experiments and studies things. He/She works in a laboratory.S3：How does a scientist go to work?S4：Maybe by bik
33、e or by subway. Scientists care about the environment.S1：Thats right. I think being a scientist is very cool.学生们完成对话编写后，在小组内进行排练，然后每个小组推选两名代表，在全班面前表演对话。其他小组的同学可以提问或发表自己的看法。2.职业介绍（Job Introduction）教师让学生们选择一个自己喜欢的职业，或者自己或家人的职业，用彩笔和画纸，画出那个职业的人物形象，并在画的旁边用英语写上那个职业的名称、工作内容和工作地点。例如：“My father is a policema
34、n. He catches bad people. He works in a police station.”学生们完成绘画后，在小组内互相展示和介绍自己的画。每个小组推选一幅最好的画，在全班面前展示，并由作者向大家介绍那个职业的特点和价值。这样可以让学生们更加深入地理解和运用所学的单词和句型，也能培养他们的创造力和表达能力。（五）课堂总结（Summary） 1.复习单词和词组（Review Words and Phrases）教师再次展示新单词和词组的图片或卡片，让学生们一起说出单词或词组的名称。教师可以随机抽取一些学生，让他们单独说出单词或词组，检查他们的掌握情况。2.总结句型（Summ
35、ary Sentence Patterns）教师：“Today we learned some new words and phrases and sentence patterns. What are they? Who can repeat them?”引导学生回忆并说出本单元的重点单词和词组，以及“What does he/she do? He/She is a.”和“Where does he/she work? He/She works.”等句型，如“What does a factory worker do? He/She makes things. Where does a fa
36、ctory worker work? He/She works in a factory.”等。教师强调句型的用法，并让学生们用不同的单词和词组进行替换练习，巩固句型的掌握。3.强调职业的多样性和重要性（Emphasize the Diversity and Importance of Jobs）教师：“There are many different jobs in the world. Each job is important and has its own value. What do you think of different jobs? Why are they importan
37、t?”引导学生用英语回答，如“I think every job is important. Factory workers make things we need. Teachers teach us knowledge. Police officers keep us safe.”等，培养学生对不同职业的尊重和敬意。 （六）布置作业（Homework）1.听新单词和词组的录音，跟读三遍，并尝试背诵。2.用“What does he/she do? He/She is a.”和“Where does he/she work? He/She works.”的句型，向家人介绍三个不同的职业。Pa
38、rt 2：第二课时 （一）复习导入（Revision and Lead-in）1.单词游戏（Word Game）“Simon Says”：教师先和学生们说明游戏规则：“If I say Simon says + a word or phrase, you need to say the word or phrase and do an action related to it. If I just say a word or phrase without Simon says, you should not do anything. Understand?”例如，教师说“Simon says
39、factory worker”，学生们就说“factory worker”并做出在工厂工作的动作；教师说“postman”，学生们则不能动。做错的学生被淘汰，最后剩下的学生获胜。“Word Puzzle”：教师在黑板上写出一些打乱字母顺序的职业单词，如“krowrefacty”（factory worker）、“tmasnop”（postman）、“sinessumant”（businessman）等，让学生们猜出正确的单词，并在纸上写下来。可以逐渐增加单词的难度，提高学生们的拼写能力和思维能力。2.自由谈话（Free Talk）教师与学生们进行自由谈话，复习上节课的内容。例如：“What d
40、id we learn last class? What are some jobs we learned? What does a scientist do? Where does a pilot work?”引导学生用所学的单词和词组以及句型回答，激发学生的学习兴趣和积极性。（二）知识呈现（Presentation）1.课文学习（Text Learning）教师打开课本翻到第 48 页，展示“Lets talk”部分的图片。教师：“Look at these pictures. Who are they? What are they talking about? Lets listen t
41、o the tape and find out.”教师播放课文录音，学生们认真听，并观察图片。听完录音后，教师提问，检查学生们对课文内容的理解：“Who are they? What does Mikes father do? Where does he work?”引导学生用课文中的句子回答，如“They are Mike and Oliver. Mikes father is a businessman. He often goes to other countries.”教师讲解课文中的重点单词和词组，如“often”“other countries”等，让学生们理解并掌握它们的用法。教
42、师还可以让学生们找出课文中的“What does he/she do? He/She is a.”和“Where does he/she work? He/She works.”等句型，并读一读，体会其用法。教师让学生们跟着录音朗读课文，注意模仿语音、语调。然后，教师可以让学生们分角色朗读课文，提高他们的口语表达能力和合作学习能力。2.角色扮演（Role-play）教师将学生们分成小组，每个小组选择“Lets talk”部分的一个场景进行角色扮演。学生们可以根据课文内容，加上自己的动作和表情，进行生动的表演。教师在教室里巡视，观察学生们的表演情况，并给予必要的指导和帮助。表演结束后，教师可以让
43、其他小组的同学进行评价，如发音是否准确、表演是否自然等，提高学生们的评价能力和批判性思维能力。（三）练习巩固（Practice）1.听描述猜职业（Listen and Guess the Job）教师用英语描述一个职业，如“This person works in a school and teaches students. What does he/she do?”让学生们猜出教师描述的职业是“teacher”。可以逐渐增加描述的难度，提高学生们的听力理解能力和推理能力。如果学生们猜不出来，教师可以给出一些提示，如“This person wears a uniform and has a
44、blackboard.”等，帮助学生们猜出正确答案。2.小组调查（Group Survey）教师将学生们分成小组，每个小组发给一张调查表，上面写有不同的职业和问题。教师布置任务：“Ask your group members about their parents jobs and where they work. Fill in the table. Then, report to the class.”学生们在小组内互相询问，并在调查表上记录下其他同学的回答。每个小组推选一名代表，向全班同学汇报自己小组的调查结果。例如：“In our group, Toms father is a doc
45、tor. He works in a hospital. Lilys mother is a teacher. She works in a school.”其他小组的同学可以提问或发表自己的看法。（四）拓展应用（Production）1.制作职业海报（Make a Job Poster）教师给每个学生发一张白纸和一些彩色笔，让学生们制作一张职业海报，介绍一个自己喜欢的职业。学生们可以在海报上画出那个职业的人物形象，并用英语写上那个职业的名称、工作内容、工作地点和为什么喜欢那个职业。例如：“My favorite job is a scientist. A scientist does exp
46、eriments and studies things. He/She works in a laboratory. I like being a scientist because it is very interesting and can help people.”学生们完成海报制作后，在小组内互相展示和介绍自己的海报。每个小组推选一张最好的海报，在全班面前展示，并由作者向大家介绍那个职业的特点和魅力。这样可以让学生们更加深入地理解和运用所学的单词和句型，也能培养他们的创造力和表达能力。2.职业梦想演讲（Job Dream Speech）教师让学生们选择一个自己梦想的职业，或者自己未来想
47、从事的职业，准备一篇演讲。学生们可以在演讲中介绍那个职业的名称、工作内容、工作地点、为什么喜欢那个职业以及为了实现那个职业梦想需要做什么。例如：“My dream job is a pilot. A pilot flies planes. He/She works in an airport. I like being a pilot because it is very exciting and can see many beautiful places. To become a pilot, I need to study hard and keep healthy.”学生们完成演讲准备后
48、，可以在小组内进行演讲练习，互相提出意见和建议。然后，每个小组推选一名代表，在全班面前进行演讲。教师和其他学生作为评委，根据演讲的内容、语言表达、肢体语言等方面进行打分和评价。可以设置一些奖项，如“Best Speech Award”（最佳演讲奖）、“Most Creative Dream Award”（最具创意梦想奖）等，鼓励学生们积极参与和表现。（五）课堂总结（Summary）1.复习课文（Review Text）教师和学生们一起回顾课文内容，强调重点单词、词组和句型。教师可以提问一些关键问题，如“Who are in the text? What does Mikes father do? Where does he work?”等，引导学生回答，巩固对课文的理解。2.总结小组活动和演讲（Summary Group Activities and Speech）教师和学生们一起讨论今天的小组活动和演讲过程，强调在活动中合作学习和展示自我的重要性。教师可以表扬一些表现出色的学生和小组，鼓励其他学生向他们学习。教师还可以引导
