闽教版六年级下册-Unit 5 Occupation-Part B-教案、教学设计-市级优课-(配套课件编号：3006b).docx

1、闽教版小学英语六年级下册Unit5 Occupation PartB教学设计 一、整体设计思路 本课的教学设计我以英语课程标准为指导思想，结合闽教版 教材的特点及六年级学生的年龄特点和实际水平， 以培养学生的核心 素养为主要目标，在关注学生语言知识和语言技能的基础上，进一步 培养学生的思维品质及文化品格。在课堂教学中，我强调关注学生的 学习兴趣，充分利用多媒体创设真实而有意义的情境，循序渐进地化 解教学重难点，并引导学生积极思考、发散学生思维，让他们主动有 效地参与学习过程，为学生询问和表述他人职业提供语言实践机会， 鼓励他们正确的职业观。 二、教学内容分析： 本课内容选自闽教版小学英语六年级

2、下册 Unit 5 Occupation Part B. 本单元的话题是职业，本单元 Part B 部分主要是在复习 PartA 职业单词及句型 What does he/ she do? He/She is a. 谈论职业 的基础上学习询问职业的另一种表达 Whats.job? He/ She is a.;What are .jobs? They are.能够正确、自如地询问他人的职业，并 了解某些职业的特点。 学生情况分析： 本课的教学对象是六年级的学生， 具备一定的英语听、 说、 读、 写技能和自主学习能力。本课的话题是谈论职业，学生在 PartA 已经 学过有关职业的词汇，有一定的知识

3、储备。 三、教学目标分析 1. 语言能力： 1）学习单词：job, basketball player; dancer; police officer. 2）学习句型:Whats.job? He/ She is a. What are .jobs? They are. 3）能用所学英语询问和表达自己和他人的职业。 2. 学习能力： 1）通过学习，培养学生良好的自主学习与合作交流的能力。 2)利用自然拼读记忆单词。 3）模仿范例，创编对话或写英语小短文。 3. 思维品质： 引导学生用生活经验判断职业，锻炼学生推理判断能力，培养学生的逻辑思维。 利用追问，培养学生的发散思维。 创编对话，培养学生的

4、创造性思维。 4. 文化品格：感受各个职业给国家、社会做出的贡献，体会职业无贵贱。 Step1 Warm-up Sing the song: What does he do? 【设计意图】歌曲热身既可以活跃课堂气氛，也能让学生在旋律中复 习 Part A 句型。 Step2 Revision and Show the topic T: Whats the song about. Yes, Its about jobs. What jobs did you see in the video? Look, What does he/ she do?. Ss: He/ She is a. They

5、are all about jobs, actually, in the world, there are more jobs around us. They are about occupation. So, today, lets learn Unit5 Occupation PartB. Well talk more about jobs. 2. Free talk play basketball What does he do? We also can say Whats his job? - He is a basketball player. Do you know more ba

6、sketball players?- _ is a basketball player. Do you know other players? -_ is a _ player. 2) 呈现 Julias second cousin,学习并熟练表达 Whats her job? She is a. T:Is she.?/ What can she do?引出 beautiful; dance What does she do? We also can say Whats her job? - She is a dancer. 呈现不同的 dancer 图片操练句型 3) 呈现 Julias a

7、unt and uncle, 学习并熟练表达 What are their jobs? They are. T: What do they do? We also can say What are their jobs?- They are police officers. 呈现多张图片操练句型。 T: When we are in danger, we should ask for help, but who should we ask for? Ss: Police officers. T: Do you want to be a police officer? What do you t

8、hink of the police officers? S1,S2,S3.:They are. 【设计意图】通过多场景图片熟读和操练目标语言。连续追问,发散 思维，深入话题，让学生了解 police officers，渗透遇险找警察，尊重 警察的意识。 Step3：Read and Retell. 1）Listen and imitate 跟读与模仿。 2）复述总结，引导学生学会关注 jobs can. Step 4：Consolidation and extension 1) Lets guess. 2) 总结 er 结尾的职业单词：farmer; singer; teacher; dri

9、ver; dancer; worker; cleaner; writer 3) Interview and make a dialog T: All the jobs are helpful, and different people have different jobs. Are you curious about your friends families? What are their jobs? Lets have an interview. 【设计意图】通过猜测职业，学生获取职业信息并使用目标语言进行 问答并渗透 All the jobs are helpful。 通过总结 er

10、结尾的职业单词,让学 生了解简单的单词构词法。通过编对话, 使学生在比较真实语境中运 用语言。 Step 4. Writing T: . are helpful, What about your family members job? Are they helpful too?Lets write a short passage. Step 5. Emotion education T: Weve known that there are different kinds of jobs in the world. And, there are also many great workers c

11、ontribute a lot in their jobs, Lets get to know them. They are very famous people, but there are more common worker also contribute a lot in their small jobs, like a cleaner, a worker, a farmer; they work hard to make our strong country, our harmony society, our peaceful world and our colorful life.

12、So, please remember: No matter who we are or what we are, Just work hard, the world will be better! 【设计意图】通过介绍名人的贡献，感受名人在自己岗位上带给社会 的贡献，介绍普通人在自己普通岗位上做出的贡献，帮助学生理解不 同职业都对社会有不可或缺的贡献，树立正确的职业观，只要 work hard, 都能实现自己的价值。 Step6 .Homework What will you do in the future? 你将来会从事什么工作? Why will you choose this job? 为什么从事这份工作 Please draw and write it down . 画一画，写一写 【设计意图】对 dream job 的一个思考，对课内的延伸。