小学英语新课标背景下：PEP 6A U5 What does he do读写部分教学设计.docx

1、PEP 6A Unit 5What does he do? B Read and WriteWhat do you want to be? 教学设计一、教学内容本节课的教学内容选自人教版PEP六年级上册Unit 5 What does he do？Part B Read and Write部分。具体内容如下：语法方面：第四单元已经介绍过一般现在时的第三人称单数的肯定句和一般疑问句，本单元学习其特殊疑问句；主题方面：在四年级下册学习过一些职业的单词，而第五单元的主题是人物职业和生活情况；前面的课时学习：在Part A部分学习了 Part B部分学习了职业的单词学习，谈论人物的职业和生活情况的句型

2、运用。本部分的Read and Write分为读、写、语音三部分：第一部分要求学生阅读图片和文段，为文段选择题目，并完成关于胡斌、Sarah和Robi爱好、梦想职业和工作地点的信息表。此外，还要求学生根据自己的能力和兴趣谈谈未来能胜任的工作，构思自己的职业蓝图。第二部分要求学生完成表格，获得家长许可参加Real World Camp。这是一个有意义的语用书写活动，训练学生出游应具备的安全意识，能明白没有家长陪同时，参加校外活动应该取得家长和学校的许可。第三部分旨在培养学生的语音意识，帮助学生通过朗读选自阅读文段中的句子，明白英语中逗号是句中停顿标识的朗读技巧。二、学情分析六年级上册的学生经过三

3、年多的英语学习已经具备一定的英语基础，有一定的认读和表达能力。笔者所任教的班级学生基础比较薄弱，对于一些简单的单词和语法不是很理解，大部分学生养成了良好的英语学习习惯，但是也有一部分学生不是很喜欢上英语课，学习兴趣不是很高，同时，有些学生还是为学习而学习，谈不上兴趣问题；另一方面，学生有一定的分化。三、设计思路整节课以Hu Bin，Sarah 和Robin为主线进行语篇分析，分成三个部分讲解，降低难度，不断操练重点句型，在段落中感悟逗号的停顿，最后学生能够相互交流，大胆表达，说出自己的职业理想，明白某些职业需要具备的条件，找准目标后做出努力，同学之间能够写出一些职业建议。同时，学生能够通读文段

4、获取主旨大意，并根据此选择合适的标题。四、教学目标1. Ss can listen，read and say: gym, if reporter, use type, quickly, secretary, If you like .,you can be a .2. Ss can listen, read, and say: Ss can deal with the pauses in the sentences.3. 能从不同视角认识职业，明白从事某些职业应具备的条件，构思自己的职业理想。五、教学重难点1. 教学重点：Ss can listen，read and say: If you l

5、ike .,you can be a .2. 教学难点：The pronunciation of “secretary”六、教学准备多媒体课件、单词条、练习纸七、板书设计gym if reporter use type quickly secretaryIf you like .,you can be a .（图1）八、教学过程Step 1. Warm up1. 欣赏歌曲：What do you want to be？【设计意图】用歌曲来活跃课题气氛，并引导和鼓励孩子朗读表示职业的单词。Step 2. Presentation1.Guessing game：(1) T: He likes he

6、lping people. He often helps people to find their way. He works in the policeoffice or in the street. What does he do?S: Hes a police officer.T:Tip: If(如果) you like helping people, you can be a police officer.(2) T: She likes music. She can sing well. Many people like her songs. What does she do?S:

7、She is a singer.T: Tip: If you can_, you can be _.S: Tip: If you cansing well, you can bea singer.(3) T: He likes sports. He is good at football. He teaches football. He works in a gym. What does he do? Is good at means play well.S: He is a coach.T: Tip: If you _, you can be _.S: Tip: If youlike spo

8、rts, you can bea coach.【设计意图】通过描述职业让学生猜，从police officer, singer到coach，并引出本节课的重点句型,If you like .,you can be .先给出重点句型，然后留白，最后让学生输出重点句型，让学生边猜边操练重点句型，还把接下来Read and Write中会出现的is good at解决掉。2. Teach” sports reporter”：T: If you like sports, you can also be a sports reporter.T shows a picture of a reporter.

9、T teaches “sports reporter”: re-port-erT: What does she do?S: She is a sports reporter.【设计意图】喜欢运动，不一定要成为教练，还可以成为播报运动的记者，从而引出新单词“sports reporter”，新授单词并进行朗读。3.Teach “secretary”：T shows a picture of a secretary.T: Is she a sports reporter.S: No, she isnt.T: She is a secretary. She can help businessmen

10、and scientists.T teaches “secretary”: sec-re-tar-yT: Do you want to be a secretary?S: Yes.T: Can you use computers? Tip: If you can type quickly, you can be a secretary. Quickly means fast.T teaches “type” and “quickly”.【设计意图】教师先出现一张图片，询问是否也是记者，从而引出新单词“secretary”，然后告知学生成为秘书需要什么条件，再次新授单词 “type” and “

11、quickly”，为接下来的语篇作好铺垫。4. Read and write（1）a. T: He is Hu Bin. Does he want to be a secretary, too? Lets Read.Students read the first two paragraphs and answer four questions：What does he like？What does he do after school？Where is he going to work? What does he want to be?b.教师边提问边在PPT中划出关键句,然后教师追问学生：T

12、: Why does he want to be a coach? Why not be a sports reporter or a PE teacher.S: Because he wants to work in a gym.T: A sports reporter works in the TV. A PE teacher works in a school. A coach works in a gym. So Hu Bin wants to be a coach.c. 教师给出学生建议:T:Tip1:If you choose your future job, you should

13、 consider your workplace.教师拿出workplace的单词卡贴在黑板上，做出思维导图的框架。d. Try to read.先让学生朗读，然后观看视频如何朗读，最后让学生使用pause=/来朗读。【设计意图】首先，教师和学生一起朗读Hu Bin的语篇，解决四个问题，并在文中一起划出关键语句，教师接着追问学生：为什么Hu Bin想要成为一名教练，而不是体育记者或者体育老师，因为教练工作在体育馆，体育记者是在电视台工作，体育老师是在学校工作。然后教师给出学生建议，希望学生在未来选择职业的时候考虑到工作地点。最后让学生跟读录音，并感受句子中都好的停顿。教师把本课时三位人物分成三

14、个部分来讲解，也把语音训练放在文本中来练习，这样增强的操练效果，让学生更加能够感悟到pause的作用。(2) a. T: Hu Bin likes sports. He wants to be a coach in a gym. What about Sarah and Robin? Lets read loudly，fill in the table and underline the key sentences.（图2）b. 教师校对学生关于Sarah的答案，回答三个问题，并在文中标出关键语句，（图3）c. T: Why does Sarah want to be a secretary?

15、S: Because she likes using computers. She can type quickly and she wants to work in an office.T: Tip2: If you choose your future job, You should consider your ability.教师拿出ability的单词卡贴在黑板上，做出思维导图的框架。d. Listen and Read 老师和学生一起用pause来标记需要停顿的地方：Sarah likes using computers/ , and she can type very quickl

16、y. She wants to work in an office. Tip: If you can type quickly /, you can be a secretary.【设计意图】跟教学Hu Bin那一段进行教学，这次让学生自己带着问题去阅读，学会找出关键句，培养学生阅读能力。（3）a.教师继续校对关于Robin 的答案，回答三个问题，并在PPT中标出关键句，（图4）b. T: Why does Robin want to be a scientist?S: Because he wants to be a scientist like Wu Binbins grandfather

17、. He wants to work in a university.T: Tip2: If you choose your future job, You should consider your hobby.教师拿出hobby的单词卡贴在黑板上，做出思维导图的框架。d. Listen and Read.教师让学生用pause来标记需要停顿的地方：Robin wants to be a scientist like Wu Binbins grandfather. He studies very hard /, and he wants to work in a university. Tip

18、: If you like science/, you can be a scientist.e.g. T: What does Robin do for the future job? S: He studies very hard.【设计意图】继续校对学生的答案，通过两次学生自己找到答案的过程，提高学生解决问题的能力，感悟到pause的用处，同时让学生通过Robin为了成为一个科学家而努力学习，渗透本课时的情感目标。（4）T: Lets read. But there is no title. Can you choose a title for this text.Students fi

19、ll in the table.Teacher check the answer.【设计意图】选题目的练习可以检测学生对文章是否已经理解。Step 3. Consolidation（1）Pair work: ask your partner questions and write them.（图5）【设计意图】让学生问一问，写一写，畅谈自己的理想职业。（2）Lets write（图6）【设计意图】先让学生相互之间询问职业理想，然后加大难度，让学生写成一段文字,最后教师展示学生成果，进行评价。（3）T: Some of you want to be teachers,some wants to

20、be scientists, some want to bedoctors. Thats good. But remember, be what you want to be. Study hard for your dream(梦想). Dont give up(放弃), and you will succeed(成功).【设计意图】鼓励学生坚持理想，为理想而奋斗。Step 4. Homework1. Read P52-53 3 times.2. Finish the exercise.（图7）【设计意图】教师让学生回家完成表格，获得家长许可才能参加Real World Camp，渗透对学生安全意识的教育，进而学生能够明白参加校外活动需要取得家长和学校的许可。课后反思Read and write分为读、写、语音三部分,以读促写，把语音部分穿插在读的过程中，让学生能根据自己的能力，工作场所和兴趣来选择自己未来能够胜任的工作，提前构思自己的职业蓝图。读前，教师输入语句，课中学生捕捉重要信息，课后可以让学生以读促写。教师采用分段对比，借助表格，对于三人爱好，工作地点，能力和职业进行了区分；支架扶引，采用if基本句型方式；精准示范：让学生写作前教师进行了示范，用问题来促使学生厘清结构，理清脉络，为学生接下来的写作打下基础。