Whatdoeshedo教学设计.doc

1、What does he do? 教学设计（Period 1）小学英语（PEP）六年级上册山东省微山县夏镇中心小学殷晓真顾克珠一、教材内容分析本课时主要包括lets try和lets talk两部分内容。Lets try通过家长日Oliver和Sarah谈论各自父母工作的情景来呈现新句型What does your father do? 引出Lets talk板块的相关信息，为进入对话学习做准备。Lets talk部分学习的核心句型是：What does he/she do? He/She is 通过Oliver和Sarah在家长日谈论自己父母的情景让学生感知句型的语义和语用情景。二、学生情况

2、分析学生在四年级已经接触过有关职业的单词，如doctor, cook, driver, farmer等和句型，如Whats your s job? Hes/Shes a 教师在本课中可注重以旧引新，引入话题，比较容易让新的教学内容被学生接受、理解。本课时的核心句型What does your father do? 中没有出现新的词汇，语义理解难度较小，大部分学生能够理解句义。但在文本中，学生会在理解某些句子时产生困难，如：Is your father here today? He often goes to other countries. 教师可利用课件和例句，帮助学生理解，从而降低文本学习

3、的难度。三、教学目标（一）知识目标1. 能在语境中理解生词country, head teacher的意思，并能正确发音。2. 能听、说、读、写，并在情景中运用句型：What does he/she do? He/She is 提问并回答他人的职业。（二）技能目标1. 能在图片和教师的帮助下理解对话大意，并回答读后问题。2. 能按照正确的语音、语调及意群朗读对话，并能进行角色表演。3. 能完成介绍自己父母职业的活动。（三）情感目标1. 通过Pair work和Group work培养学生的自主学习和合作学习的能力。2. 能了解一些职业的大致情况，知道各种职业都值得尊敬。四、教学重难点教学重点：

4、1. 正确流利地朗读对话，并在情境中自如地运用重点句型与他人交流。2. 在具体的情境中，熟练运用句型What does do? Hes/Shes 询问并介绍他人的职业。3. 结合图片、语境理解句子：He often goes to other countries. 和Shell be here today.教学难点：关于职业的动词变名词的一般规律总结。五、教学步骤1. 热身/复习（1）Lets sing教师播放歌曲My family，师生拍手齐唱。（2）头脑风暴结合歌曲中出现的表示职业的单词，教师询问学生还知道哪些关于职业的单词，由此引出本课的新单词businessman。设计意图：歌曲导入，

5、直接切入本课的话题。“头脑风暴”环节帮助学生回忆、复习、巩固已知的单词。既激发学生的参与兴趣，营造积极的课堂教学氛围，将学生快速带入学习状态，又引导学生以旧带新，温故知新。businessman作为本单元生词，也是本课时的一个教学难点，可在此处进行教学，减少文本教学中的难点。T: Good morning, boys and girls.Ss: Good morning, Miss Yin.T: Boys and girls, do you remember the song My family?Ss: Yes!T: OK, now lets sing the song, My family.

6、T: So beautiful voices. Do you know some words about job?S1: farmer.S2: baseball player.T: Good! And I also have some words about job. Look at here, doctor, driver, teacher, and businessman. What does it mean? Businessman, can you guess?Ss: 作家。T: No. Try again.Ss: 商人。T: Yes! Youre great. businessman

7、是商人、企业家的意思。Do you know how to read it? Please, follow me, read after me. /b?z/ /n?s/ /m?n/ /?b?zn?sm?n/Ss: /?b?zn?sm?n/T: businessman.Ss: businessman.（3）本课任务布置本周六是家长日，班主任想建立家校联系卡，了解学生家长的工作情况，这节课老师要和同学们一起来完成“了解家长职业”这个任务。设计意图：新课标倡导教师在教学中运用任务型教学法。本环节的教学目的是，在上课伊始让学生明确本课时的学习任务，激发学生的学习兴趣，帮助学生有明确学习内容。教师使用课

8、件出示班主任的照片，帮助学生了解head teacher的含义。T: You have known so many words. This Saturday is Parents Day. Now the head teacher wants to survey your Parents jobs. Lets help her. So today, we will learn some new words and sentences about the jobs, in order to finish this form.2. 呈现（1）Lets try教师播放两遍Lets try录音，引导学

9、生听音，抓住文本主要信息，完成本部分练习。核对答案。设计意图：本部分的听力训练教师播放两次磁带，强化学生对句型的初步感知，有利于培养学生良好的听力习惯，帮助学生提高听力水平。同时学生还能获取本课的主要场景Parents Day，为Lets talk的学习做出铺垫，保持情境的延续性和完整性。T: Today is Parents Day in Sarahs class. Who will come? Now listen and circle.（2）Lets talk由Lets try引入Lets talk的内容，听音回答问题，教师使用课件呈现问题：Where is Olivers father

10、? Is Olivers mother here?T: Sarahs father is too busy. He cant come. What about Olivers father and mother? Now watch the video and answer the questions. 设计意图：借助Lets try的主题内容，学生初步感知Lets talk内容主题。教师提出问题，引导学生带着问题感知文本，获取相关信息。问题的设置较简单，有利于树立学生的自信心，为进一步深入理解文本打下基础。同时问题涉及的两个主要人物，可作为学生理解文本的一个线索，起到提纲挈领的作用。（3）核

11、对问题答案。T: Now boys and girls, lets check the answers to these questions. The first one: Where is Olivers father?S1: Hes in Australia.T: Does he often go to other countries?S2: Yes, he does.T: Yes, he is in Australia. He often goes to other countries.（教师使用课件展示辅助图片，帮助学生理解句义）T: The second one: Is Oliver

12、s mother here? S3: Yes, she is.设计意图：在核对答案，特别是第一个问题时，解决本课的难点之一：He often goes to other countries. 通过几组国外标志性建筑图片，帮助学生理解句义。（4）Read and answer引导学生阅读文本，要求学生在阅读过程中划出对话后的问题答案，同桌之间可交流、讨论。教师使用课件呈现对话后问题：What does Olivers father do? 核对答案时教师板书问句及答语，并示范带读、请学生朗读、分角色朗读等。T: You did a good job. Please open your books

13、, read and try to answer these questions after the dialogue. What does Olivers father do? What does Olivers mother do?（教师边组织教学边板书What does do?）T: OK, lets begin.设计意图：学生带着问题细读文本内容，理解本课的核心语句What does do? 激发学生的阅读动机，培养学生良好的阅读习惯，形成一定的阅读技巧，提高学生的阅读能力。同时注重培养学生的合作学习意识。多种形式的练读，帮助学生理解文本和巩固记忆，为学生的语言运用操练打下基础。3.

14、操练巩固（1）朗读教师播放录音，引导学生跟读模仿。T: Well done. Now, listen and imitate.设计意图：模仿朗读，便于学生形成正确的语音、语调，帮助学生形成流畅、自然的语音面貌。（2）Pair work 学生两人一组，分角色练习朗读对话、展示。设计意图：分角色朗读能帮助学生理解问句和答句的关联，也能激发学生学习兴趣、吸引学生的注意力，降低语言学习的枯燥感，增强学习的自信心，使语言学习充满活力。（3）复述填空教师使用课件呈现短文：Today is Parents day. Olivers father _ here. He often goes to other

15、countries. Hes a _. His mother is a _. She _ here. Oliver wants to be a _, too.T: We have known the key information about this dialogue. There is a challenge for you. Can you fill in the blanks and retell the main idea? Try to fill in the blanks in two minutes. You can discuss in your groups.T: Now

16、lets fill in the blanks together. Who wants to try? S1: T: Anyone else?S2: T: Excellent. Now read it by yourself.T: OK, lets read together. Loudly please.设计意图：复述课文内容，既可帮助学生加深对文本内容的理解，也培养学生的归纳、概括能力和对重点词汇的书写记忆。（4）词形总结从Olivers father and mothers jobs引出其他人物的职业，教师利用课件展示sing-singer, write-writer, 和dance-d

17、ancer的词形变化，帮助学生了解关于职业的动词变名词的一般规律。设计意图：本环节拓展了三个关于职业的单词，学生通过观察、体验、探究，从而发现单词的变化规律和发音规则，帮助学生形成单词组合和拼读的学习策略。（5）Make a survey学生四人一组，调查小组成员父母的职业,组长汇报结果。课件呈现课外的职业单词，以供学生参考。T: Boys and girls, we have learned so many words and the sentences about jobs. Can you finish this form now? OK, make a survey in your g

18、roups. 设计意图：小组合作学习是一种有效的学习方式，不仅能扩大学生的参与面，调动学生的热情和积极性，同时学生的思维也不会仅局限于本节课所学的词和句子，调动已有的知识储备，进行真实的交流，凸显英语教学的生活化。4. 拓展延伸在调查表完成后，教师和学生一起讨论学生的理想，操练句型I want to be ，并结合调查结果，两人一组做简短的Lets chant.T: Boys and girls, you are so excellent. I believe you can do a good job in future. Now I want to know your dream. Wha

19、t do you want to be?（课件出示：I want to be ）Ss: T: Great dreams. Now make a chant with your partners.（课件呈现Lets chant框架，供学生参考，）设计意图：学生运用调查结果和自己的理想，两人合作自编chant，既可以激发学生的热情，同时再次巩固本课的重点句型，提高学生学习语言的灵活性和创作性。5. 课堂总结教师引导学生结合本课的板书，总结所学的主要句型和单词，教师做适当的补充。设计意图：课堂总结，帮助学生再次浏览巩固当堂所学的内容，锻炼学生的归纳概括能力，同时也培养学生自主学习意识。6. 作业1.

20、 口语练习：与同伴交流父母的职业。2. 小练笔：了解家庭成员的职业，以My family为题写一篇小短文。设计意图：口头练习和写作练习相结合，将课内知识延伸到课外，实现听说和读写的综合训练，学生运用语言的能力会再次得到巩固提高。六、板书设计Unit 5 What does he do?What does do?Australia, France, America, JapanHes/Shes businessman: busi ness manI want to be a/an singsingerwritewritercleancleanerdancedancerteachteacherdr

21、ivedriverWhat does he do? 教学设计（Period 2）小学英语（PEP）六年级上册山东省微山县第二实验小学张良中顾克珠一、教材内容分析本课是人教新版小学英语六年级上册第五单元第二课时A部分Lets learn的词汇课。本课共分为两个部分，第一部分为Lets learn，是本节课的主要内容，学习四种有关职业的单词和词组：factory worker, postman, businessman, police officer。教材通过张鹏和Oliver在职业体验日谈论自己父母工作的情景，来呈现上述单词及词组的词形和意义。第二部分为Listen, match and say

22、，是一个半机械性的操练活动。教师可通过这个活动帮助学生巩固运用A部分所学的词汇和句型。这个活动除了可以提高学生听力，还可以检测学生对语句的理解能力，并且可以给学生提供语言输出的机会，在对语句的理解后说一说，加强运用。二、学生情况分析本节课的授课对象是小学六年级的学生。他们在四、五年级的时候已经学了一些职业单词，具备一定的英语基础，有了一些英语学习的经验和语言积累，初步具备了运用所学语言知识进行交际的能力。同时，关于家庭、亲友的话题也是学生乐于参与、学习积极性较高的话题。三、教学目标（一）知识目标1. 能听、说、读、写和运用下列单词：factory worker, postman, busine

23、ssman, police officer。2. 能根据合成词的构词规律记忆postman, businessman等单词。3. 朗读语篇时能够注意语音语调和正确的意群。（二）技能目标能在语境中正确使用核心词并运用上节课的核心语句：What does he/she do? He/ She is a/an 谈论和描述人物的职业。（三）情感目标1. 能从不同视角认识职业，明白能从事某些职业应具备的条件，构思自己的职业梦想。2. 能够尊重、认同不同职业的从业者，树立积极、健康的从业观。3. 通过小组活动培养学生的自主和合作学习能力。四、教学重难点教学重点：学生能够在语境What does he do

24、? / What does your father/mother do? 帮助下听、说、读、写四种职业的单词和词组factory worker, postman, businessman, police officer。教学难点：本单元的词汇，如businessman, Australia, country相对较长，学生可能认读困难。五、教学步骤1. 热身（1）师生问候，用英语打招呼。（2）根据教材48页Lets talk内容，回答下列问题：What does Olivers father do?What does Olivers mother do?Does Oliver want to b

25、e a head teacher?（3）说唱歌谣：Come and meet my family设计意图：复习上节课所学对话内容和核心句型，巩固旧知。说唱歌谣，激活学生对家庭成员和部分职业单词的记忆，让学生进入英语学习状态。T: Good morning, boys and girls!Ss: Good morning, teacher.T: First, lets recite the dialogue that we learnt last class together.Ss recite the dialogue. T: Well done. We knew Olivers family

26、, and we knew his fathers job and his mothers job. Now, come and meet my family. Lets chant together.Chant: Come and meet my family.（自编chant呈现）2. 呈现（1）单词教学教师介绍自己的新笔友，通过了解其家庭成员的工作学习新的职业单词。T: Boys and girls, I have a pen pal. Do you want to know my pen pal?Ss: Yes.T: Look, this is my pen pal.教师使用PPT呈现

27、笔友Mike的照片，并播放音频：Hello, I am Mike. Mr. Zhang and I are pen pals. Nice to meet you.T: Mike is my pen pal. Do you want to know his family?Ss: Yes/Sure/Certainly. T: Mike has a big happy family. What do his parents do? How about her uncle, brother and sister? Now, lets listen and choose.设计意图：第四单元学习过与笔友相

28、关的话题。教师在本课时可借助一定的图片、录音，创设一定的情景鼓励学生去猜想、大胆表达。任务型的教学活动，让学生对本课时所要学习的新词汇有整体的感知，为引出话题做准备。T: Yes, the topic is about jobs. What does Uncle Bill do?Ss: He is a postman.教师使用PPT呈现作家的图片，同时领读、板书。T: What can a postman do?Ss: He can deliver letters and newspapers. He works in a post office.设计意图：学会新词postman后，让学生根据

29、上一环节听取的内容和自己的理解说说邮递员的工作。说的过程是输出，听的过程是输入，让学生运用所学的新词说出相关的词、句，拓展了认知范围，活跃了课堂气氛。T: Look at the woman, what does she do?Ss: She is a factory worker.教师使用PPT呈现作家的图片，同时领读、板书。Then learn the other two words: businessman, police officer.（2）Listen and imitate（3）Read freely（4）Guessing game（给信息，猜职业）教师用PPT给出几个简单的提示

30、信息，让学生猜出职业单词。T: Now, lets play a game. Ill give you some information. Can you guess the job?Ss: Yes.设计意图：“猜一猜”的游戏可以极大地激发学生的兴趣,在巩固所学新单词的基础上增大语言的输入量。3. 操练（1）Read and fill in the blanksT: Mike is our new friend. Can you tell me more information about him?Ss: Yes, we can.T: Ok, here we go.（2）Listen, mat

31、ch and sayT: You did a good job. Now open your books and listen, match and say. After matching, you can say like this in pairs:A: What does do?B: He /She is a 设计意图：两个操练的环节，既呼应前面的教学内容，又在文段中复习、操练所学新词。4. 拓展延伸（1）Make a survey: What are you going to be in 20 years time?T: Mike has a dream. He likes writi

32、ng and telling stories. He wants to be a writer in 5 years time. What about you? What are you going to be in 20 years time?Ss: I am going to be in 20 years time.T: You can make a survey in your group.（2）writing: Our dreams设计意图：利用表格和小短文的形式，鼓励学生大胆的说，与同学分享自己的职业梦想，激励学生为实现自己的美好梦想而努力学习、奋斗。5. 总结T: Boys and

33、 girls, what do we learnt in this class?Ss: Factory worker, postman 让学生总结一下本节课都学习了那些知识，老师做一下总结, 培养学生的归纳总结能力。6. 作业（1）向同学介绍自己亲友的职业。（2）依据Our dreams的内容，改编为My dream，并向自己的父母讲述My dream.六、板书设计Unit 5 What does he do?What does he do?businessmanHe is a post + man, postmanMy is factory workerpolice officer说明：板书设计力求简洁明了，通过重点句型带出本课所授4个单词，一目了然，重点突出。