人教PEP版六年级上册Unit 5What does he do -A-ppt课件-(含教案+视频+素材)-部级优课-(编号：16b57).zip

neck exercises doctor nurse singer farmer teacher driver cleaner dancer football player cook taxi driver head teacher neck exercises Unit 5 What does he do? A Lets talk PEPPEP小学英语六年级上小学英语六年级上 册册 About Me. Which one is not true? 哪哪一条是一条是不不正确的？正确的？ 1. I go to work by car. ( ) 2. I like reading books. ( ) 3. My husband（丈夫）（丈夫）is an . ( ) 4. I have a son. ( ) My husbands job ? Guess and say About Me. Which one is not true? 哪哪一条是一条是不不正确的？正确的？ 1. I go to work by car. ( ) 2. I like reading books. ( ) 3. My husband（丈夫）（丈夫）is an . ( ) 4. I have a son. ( ) Alan A. B. This Friday, I will go to Alans school. Its Parents Day in his school. Before I come, I should fill in a form . 家长日信息调查表家长日信息调查表 wh o jo b ho bby come or not Alans mother teacher reading books Today is Parents Day. Who will come? Listen and circle. LetsLets trytry Today is ParentsDay in Sarahs school, too. 1、Sarahs mother cancant come today . 2、Her father is a doctorteachertaxi driver . Lets talk Can Olivers father come? Why ? businessman _ is a businessman. Ma Yun Li Jiacheng Sarah: Is your father here today? Oliver: No. Hes in Australia. Sarah: _? Oliver: Hes a businessman. He often goes to other countries. Sarah: And what does your mother do? Oliver: _. Sarah: Thats nice. Oliver: Yeah.Shell be here today! Sarah: Do you want to be a head teacher, too? Oliver: No, _. Guess and say Sarah 和和Oliver 在说什么呢？在说什么呢？ Sarah: Is your father here today? Oliver: No. Hes in Australia. Sarah: _? Oliver: Hes a businessman. He often goes to other countries. Sarah: And what does your mother do? Oliver: _. Sarah: Thats nice. Oliver: Yeah. Shell be here today! Sarah: Do you want to be a head teacher, too? Oliver: No, _. Think and discuss B.ShesB.Shes a a headhead teacher.teacher. D D.WhatWhat doesdoes hehe do?do? A.IA.I wantwant toto bebe a a businessman.businessman. C.IC.I wantwant toto bebe a a headhead teacher.teacher. 同桌讨论同桌讨论 Sarah: Is your father here today? Oliver: No. Hes in Australia. Sarah: _? Oliver: Hes a businessman. He often goes to other countries. Sarah: And what does your mother do? Oliver: _. Sarah: Thats nice. Oliver: Yeah. Shell be here today! Sarah: Do you want to be a head teacher, too? Oliver: No, _. Choose and write B.ShesB.Shes a a headhead teacher.teacher. D D.WhatWhat doesdoes hehe do?do? A.IA.I wantwant toto bebe a a businessman.businessman. C.IC.I wantwant toto bebe a a headhead teacher.teacher. 选择句子编号填在横线上选择句子编号填在横线上 Watch and answer 1. What does Olivers father do? 2. What does Olivers mother do? 3.What does Oliver want to be? watch and answer 1. What does Olivers father do? 2. What does Olivers mother do? 3.What does Oliver want to be? Hes a businessman. She is a head teacher. He wants to be a businessman. 板 He often goes to other countries. Why does Oliver want to be a businessman? . Read alone. 自己尝试读一读，注意升降调和连读 Lets read. 跟读，注意模仿语音语调 Role play. 2人一组， 表演对话 1. 声音响亮，表演大方声音响亮，表演大方 2. 流利，生动，语音正确流利，生动，语音正确 Sarah is happy. Her mother will come to school. But Lily is sad. : Oh, Lily. You look sad! : Yes, my parents cant come today. : What does your father do? : _. Hes _ :And what does your mother do? : _. Shes_ :Do you want to be _? :_ : Why? : _ 两人一组，发挥想象，创编合理的对话。两人一组，发挥想象，创编合理的对话。Lets act. 1. 声音响亮，声音响亮， 表演大方表演大方 2. 流利，生动，流利，生动， 语音正确语音正确 3. 表情丰富表情丰富 表演有创意表演有创意 On Parents Day, many students parents come to school. But some parents may not come. They have different jobs. Respect every job！ 尊重每一种职业！ 家长日信息调查表家长日信息调查表 who job hobby come or not 家长日信息调查表家长日信息调查表 who job hobbycom e or not Kittys father office worker playing basketball Kittys mother cook cooking Tips: 1. What does your _do? 2. What are his/ her hobbies? 3. Is he/she busy? 4. Can he/ she come? _s father is a _. He likes _. He is /isnt busy.He can/cant come. His/Her mother is a _. She likes _. She is /isnt busy. She can/cant come. Thats all. Thank you. teacher, writer, doctor, worker nurse, farmer, singer, housewife dancer, football player,driver cook, cleaner, businessman singing, dancing, playing football, reading, climbing mountains, drawing pictures, playing the piano, writing stories, cooking, planting flowers, Word bank Tips: 1. What does your _do? 2. What are his/ her hobbies? 3. Is he/she busy? 4. Can he/ she come? 家长日信息调查表家长日信息调查表 who job hobbycom e or not _s father is a _. He likes _. He is /isnt busy.He can/cant come. His/Her mother is a _. She likes _. She is /isnt busy. She can/cant come. Thats all. Thank you. Homework 1. Listen to the tape and read the dialogue at home. 听录音并跟读听录音并跟读P48对话，注意语音语调。对话，注意语音语调。 2. Write about your family ( your parents job and your dream career. 写一篇小作文，介绍你的父母职业和你写一篇小作文，介绍你的父母职业和你 的梦想职业。的梦想职业。 Thank you ! 六上六上 UnitUnit 5 5 WhatWhat doesdoes hehe do?do? A A LetsLets talktalk 教学设计教学设计 课题：课题： Unit 5 What does he do? A Lets talk 授课教师：授课教师： 联系单位：联系单位： 教教 材：材：人教版 PEP 小学英语六年级上册 课课 型：型：对话教学 年年 级：级： 六年级 上课时长：上课时长： 40 分钟 一、教学内容：六上一、教学内容：六上 Unit 5 What does he do? A Lets talk（附图）（附图） 1、教学内容分析教学内容分析 本节课选自由人民教育出版社出版的PEP 小学英语教材（新版） 六年级 上册 U 5 What does he do? A Lets talk。 PEP 小学英语（新版） 这套教材以话题 为纲，以交际功能和语言结构为主线，注重学生语言运用能力的培养，逐步引导 学生运用英语完成有实际意义的语言任务。本单元教学内容围绕“职业”这一话题 而展开，这是学生感兴趣的话题之一。本节课是第一课时，是对话课。主要学习 并运用核心句型 What does .do?以及做出恰当的回答 He/She is a/an .，这是本课 学习的重点。除了以上核心语言知识外，生词 businessman 和句子 He often goes to other countries.属于理解性知识，是帮助学生整体理解情境的内容，也是本课需 要突破的难点之一。 二、学情分析二、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 Hes / Shes 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。教学 的语言目标对学生来说难度不大，但是教师要引导学生如何在语境中正确理解， 运用目标语言，真正掌握目标语言的语用功能。 三、教学设计整体思路三、教学设计整体思路 本节课以培养学生的思维能力和语言运用能力为宗旨，运用 “skeleton 骨架 文本”的对话教学方法，围绕“Parents Day” 为主线展开教学。通过文本解构 文本建构文本重构创造性重构，设计梯度发展，相互铺承的活动，注重 对学生思维和能力的训练。在教学中提供语言支架，创设真实语境，挖掘教材中 更深层的人文性教育，培养学生“尊重各种职业”的人生观。 四、教学目标四、教学目标 1语言知识和语言技能目标： (1) 学生能够在图片和教师的帮助下，理解对话的大意; (2) 学生能够用正确的语音、语调、意群，朗读并表演对话; (3) 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； (4) 能在语境中理解生词 businessman 和句子 He often goes to other countries。 2. 学习策略目标： (1)积极与他人合作，共同完成学习任务。 (2)集中注意力，在课堂交流中，注意倾听，积极思考，乐于跟同学交流。 3情感态度目标： 通过教学活动，引导学生尊重他人,树立尊重各种职业的意识。 五、教学重难点五、教学重难点 1. 教学重点：学生能够用正确的语音、语调、意群，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 businessman 以及句子 He often goes to other countries. 六、教学策略六、教学策略 1. 本课遵循整体教学观，采用情景教学法和任务型教学法，运用 “skeleton 骨 架文本”的对话教学方法，发展思维，拓展语量，发展语言，突出语用，最终使 学生习得并自如地驾驭语言能力。 2. 教学资源： 多媒体课件、学生练习纸，示范视频。 七、教学评价七、教学评价 在本节课中，本人根据六年级学生的年龄、心理及个性特点，采用形成性评 价和终结性评价，自评和互评相结合的方式。 1、 表扬评价：本节课采用口头语言激励性评价为主，及时肯定学生在课堂中各 方面的表现。在课堂上，多次采用 Good job! Good try! Well done! Great! Wonderful! You are so smart! 等鼓励性的用语，对学生个人、小组及全班进行 鼓励性评价。激发了学生的内在学习潜能，也提高了学生对英语学习的兴趣。 2、 小组互评：小组互评是学生以小组为单位对其他小组学生表演的评价。本课 中，在表演对话环节，组织学生以小组为单位在班上展示，引导学生互评， 奖励最佳表演小组。 3、 个人自我评价： 在本节课中：在本节课中： 我能读懂对话我能读懂对话 我能大胆表演对话我能大胆表演对话 我能积极思考，乐于用英语表达我能积极思考，乐于用英语表达 我能独立正确完成练习我能独立正确完成练习 八、教学流程图八、教学流程图 Lead in the topic Lead in Know about the teacher 活动激趣。巧妙复习职业单词，调 动学生积极性，唤醒学生的知识储 备。 创设轻松愉快的学习氛围，并且 让学生初步感知对话内容中出现 的语言点。 Ice-broken Warm up Lets tryFill in a form 九、教学过程九、教学过程 Step 1. Warming up. 1. Ice broken. （Greeting and do some neck exercises.） T: Good morning, boys and girls. How are you today? Before the class, Lets do some neck exercises. Please say it loudly. （学生做脖子操，大声读出单词） 【设计意图】破冰活动。通过师生交流问候，拉近老师与学生的距离。通过脖子 操热身活动，调动学习热情，并复习职业单词，为后面学习做铺垫。 2. Know about me.(Which one is Not true?) Predict and say Listen and checkGuess and say Practice and Consolidation Extension 导入本单元话题，以“Parents Day”为主线展开教学，初步感知语言。 欢的情景。 通过设计层层递进的活动，进行建构、重构文本，学习核心语言，培养学生小 组合作、表演、口头表达等的能力，促进思维的发展 并培养学生的语言综合运用能力。 课内外衔接，有效地巩固所学的新知识。 Presentation Watch and answerThink and discuss Listen to the tape and readWrite about your family 通过“Skeleton 骨架文本”解构,建构文本，由被动的学习变为主动的思考 Lets read Lets act Do a surveyMake a report 进行创造型文本重构，学生综合运用语言。 Homework Role play （1）T: Today we are going to learn a new lesson. We will talk about the jobs. Do you know my job? Whats my job? Yes, I am teacher. And I am a new English teacher for you. So you dont know me well. Here are some information about me. But One is not true. Which one is not true? （出示教师个人信息的句子，让学生找 出不正确的一项。 ） （2）当学生判断 My husband is an astronaut. 是错时，教师追问：My husband is not an astronaut. But what does he do? Is he a doctor? Is he a taxi driver? Can you guess? (开展头脑风暴，让学生自由猜： Is he a .?） 【设计意图】通过 know about me 让学生了解教师的个人信息，为后面的填写家 长信息表做铺垫。通过猜测“My husbands 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。 3. 导入话题。导入话题。 由第 4 条个人信息：I have a son. 引出： I will go to my sons school on Parents Day. 选择正确的图片，理解 Parents Day. 【设计意图】巧妙设计，自然引出“Parents Day”主题，在图片的帮助下让学生 理解家长日：ParentsDay，接下来以此为主线，贯穿整节课。 4. 填写家长日信息表。填写家长日信息表。 T：Before I come , I should fill in a form. Can you help me? 【设计意图】承接前面的 know about me 环节，回顾教师信息，整体呈现信息表 的填写，为最后面的拓展输出做铺垫。 Step 2. Lets try（初步解构文本） T: Today is parents Day in Sarahs school，too. Who will come? （播放 Lets try 录音，检查答案。 ） 【设计意图】结合 Lets 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。 Step 3. Presentation 1. Predict and say T: Sarahs father cant come. What about Olivers father? Can he come? Why? S: . T: He cant come. He is so busy for his business. So hes 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， 同时在情境中解决生词 businessman。 2. Guess and say T: Sarah and Oliver are talking. What will they say? Can you guess? 让学生启动思维， 猜测挖空的句子是什么。 【设计意图】通过“Skeleton 骨架文本”解构文本，学生在猜测挖空句型的过程 中，由被动的学习变为主动的思考，发散思维和语言能力得到了提高。 3. Think and discuss 当学生自由发表自己的想法后，给出可选择的句子，让同桌讨论答案。 【设计意图】通过同桌讨论、倾听，培养学生的合作能力和分析思维能力。 4. Choose and write 让学生讨论、思考后选择正确句子的编号填在横线上。 5. Listen and check 教师播放 Lets talk 录音，学生通过听音核对答案 【设计意图】先让学生写下答案，再听音比对、印证。这种“Skeleton”模式， 给予学生更多探究的空间和时间，为学生语言和思维搭建了桥梁，明确掌握了核 心句型的语音、语用和语言形式，将接受性学习改变为创造性使用。 6. Watch and answer. (1) T: Lets watch the cartoon and answer three questions. 1. What does Olivers father do? 2. What does Olivers mother do? 3. What does Oliver want to be? (2) Watch the cartoons. (3) Check the answers and write the sentences on the blackboard.（板书句型） (4) 理解运用句子 He often goes to other countries. 【设计意图】让学生带着问题听录音，训练学生的听力能力，通过回答问题，检 测学生对课文的理解能力。并利用图片让学生理解运用句子 He often goes to other countries.突破难点。 （5）Open question: Why does Oliver want to be a businessman? 学生启动思维回答。 【设计意图】通过提问开放性问题，激发学生积极思考及用英语表达的欲望。 Step 4. Practice and Consolidation 1. Lets read. （1）Read alone. 让学生自己尝试读 T:This time, please try to read by yourself. Please pay attention to the linking and the tones. (2) Read after the computer. 跟读，模仿 T: Now lets read after the computer. Please pay attention to the pronunciation and intonations. 2. Role play 分角色表演对话，先全班，再 pair work, 【设计意图】让学生先根据教师给出的连读和升降调符号进行尝试读对话，再逐 句跟读，进行比对模仿，自我纠音，最后让学生分角色表演对话，操练与内化对 话文本内容，为后面的语言输出做好铺垫。体现了学习过程是一个尝试、对比、 更正的体验过程，是一个思维和自主意识参与的过程， 2. Lets act.文本重构，创编对话文本重构，创编对话 (1)创设情境:Lily is sad. T: Sarah is happy. Her mother will come to school. But Lily is sad. Why? Ss: . (学生发挥想象，猜测） T: Oh. Because her parents cant come on today. Why cant they come? What do they do? Now use your imagination and make up a new dialogue. （2）教师现跟一位学生示范表演对话。 （3）两人一组，发挥想象，创编合理的对话。 （4）Show up the dialogue. 【设计意图】文本重构环节，教师设计了“半控制性文本” ，通过创设 Lily is sad 的情境，对本课话题进行自然的延续，让学生既要思考，又有话可说，为学生的 语言输出提高了语言支架。 3. 情感教育情感教育:尊重各种职业。尊重各种职业。 T: Many parents come to school. But some parents may not come. Because they have different jobs. But they all work hard. （课件展示各种职业辛苦工作的图片） 教师充满感情地配幻灯片解说： Maybe Some are the cleaners. They clean the street. Some are the workers. Some are the farmers. They work hard. Some are the doctors. They help sick people. Some are the soldiers. They protect our country. Some are the policemen. They keep us safe. Some are the firemen. They work in danger. No matter cleaners or firemen, they all work hard. They are respectable. So we should respect them. We should Respect every job！ 【设计意图】通过图片和音乐,展示 cleaner, worker, policeman,.等各种职业的辛勤 工作，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。 Step 5 Extension 1. Do a survey. (1) T: Sarah has a parents Day today. We will have a parents Day next Tuesday, too. Can your parents come on Parents Day? Lets do a survey. And see : Who can come? (2)播放视频，示范如何调查 (3) 学生开展调查，完成信息调查表 家长日信息调查表 who job hobbycome or not 2. Make a report. (1)Group work. 小组合作，进行汇报。 （2）Invite some students to make a report in the class. _s father is a _.He likes _. He is /isnt busy. He can/cant come. His/Her mother is a _.She likes _. She is /isnt busy. She can/cant come. 【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 6. Summary 1. 让学生总结本课时学习的内容。 2. 总结课堂的教学评价。 Step 7. Home work 1. Listen to the tape and read the dialogue at home. 听录音并跟读 P48 对话，注意语音语调。 2. Write about your family( your parents job and your dream career. 写一篇小作文，介绍你的父母职业和你的梦想职业。 【设计意图】 课内外衔接，课后作业是课堂的延伸，能有效地巩固所学的新知 识，继续鼓励学生在生活中运用语言。 十、十、教学板书 十一、教学反思十一、教学反思 本节课我所授的内容是 PEP 小学英语教材（新版）六年级上册 Unit 5 What does he do? A Lets talk。 本课遵循整体教学观，注重对学生思维和 能力的训练，不断促进学生综合语言运用能力的提升。在课中采用情景教学法 和任务型教学法，运用“skeleton 骨架文本”的对话教学方法，围绕 “Parents Day” 为主线展开教学。通过文本解构文本建构文本重 构创造性重构，设计梯度发展，相互铺承的活动，让学生在情景和活动中 掌握了核心句型 What does he/she do? He/ She is a .突破了重难点，达 到教师预设的教学目标。 反思本节课的课堂教学，我觉得做到了以下几点: 一、主题一、主题情境贯穿始终情境贯穿始终 整节课所有教学活动都以“Parents Day”这个主题有效展开。从教师自 己要去参加儿子的“Parents Day”引出话题，到谈论 Sarah and Oliver 的父 母是否参加“Parents Day”让学生感知，学习本节课核心语言,接着表演 Lily 的父母不能参加“Parents Day” ，进行文本重构，最后是学生开展调查同桌的 家长是否参加“Parents Day” ，开展创造性重构，让学生灵活运用语言进行交 流。可以说，主题情境穿插贯穿本课教学活动始终，学生在较为真实的语境中， 能够快速有效地输入语言，储存语言，产出语言和运用语言。 二、教学环节层层递进，紧扣语篇二、教学环节层层递进，紧扣语篇 在本课的教学中，教师遵循学生的认知规律，通过“文本解构文本建构 文本重构文本创造性重构”层层递进，环环相扣。整节课有铺垫有逻辑， 为学生搭好语言支架，使知识自然生成，体现分步推进、循序渐进、螺旋上升的 教学规律。并且本课把核心句型的呈现、练习和拓展都放在语篇建构起来的情境 中，以任务型的活动促使学生通过体验、实践、合作、探究等方式，发展听、说、 读的综合能力。 3 3、教学过程渗透思维开发教学过程渗透思维开发 本课在教学过程中，设计多个环节引发学生思考，渗透思维开发。给予学 生更多探究的空间和时间，为学生语言和思维搭建了桥梁，将接受性学习改变 为创造性使用。 如“brain storm”环节，通过猜测“My husbands job”培 养学生的发散思维；在“Predict and say”环节让学生谈情境图，培养学生读 图及预测能力,调动学生思维和提高说的能力；在“Guess and say”环节，学 生在猜测挖空句型的过程中，由被动的学习变为主动的思考，发散思维和语言 能力得到了提高；在“opening question”中，通过提问开放性问题，激发学 生积极思考及用英语表达的欲望，充分发散学生的思维，给了学生充分发挥的 机会。 四、教学中兼顾人文性培养四、教学中兼顾人文性培养 在英语课堂教学中，学生需要情感上的沟通和共鸣，教师要挖掘教材的核心 素养，提升学生的人文素养。本课的话题是职业，在我们的身边生活着形形色色、 各种职业的人。我注重挖掘教材中更深层的人文性教育，培养学生“尊重各种职 业”的人生观。通过图片和音乐,展示 cleaner, worker, policeman,.等各种 职业的辛勤工作，让学生感受各种职业的艰辛， 体会无论是哪种职业，都是可 敬的人，教育他们要尊重各种职业，升华学生的感情。 本课也存在一些不足，教师的口头评价方式不够丰富，与学生交流不够深入， 还需继续努力。 neck exercises doctor nurse singer farmer teacher driver cleaner dancer football player cook taxi driver head teacher neck exercises Unit 5 What does he do? A Lets talk 东莞市大朗中心小学东莞市大朗中心小学 程丽红程丽红 PEPPEP小学英语六年级上小学英语六年级上 册册 About Me. Which one is not true? 哪一条是哪一条是不不正确的？正确的？ 1. I go to work by car. ( ) 2. I like reading books. ( ) 3. My husband（丈夫）（丈夫）is an . ( ) 4. I have a son. ( ) My husbands job ? Guess and say About Me. Which one is not true? 哪一条是哪一条是不不正确的？正确的？ 1. I go to work by car. ( ) 2. I like reading books. ( ) 3. My husband（丈夫）（丈夫）is an . ( ) 4. I have a son. ( ) Alan A. B. This Friday, I will go to Alans school. Its Parents Day in his school. Before I come, I should fill in a form . 家长日信息调查表家长日信息调查表 who job hobbycome or