C优质课教案内容

Unit5 What does he do ? Part B Let’s talk

教学目标与要求：

1.能听、说、读、写句子：Where does your father/mother work? He/She works …．How does he/she go to work? He/She goes to work by…，并能在实际的情境中运用。

2.能听、说、认读单词：sea，stay. 3.能听懂、会说本课对话，并能在相应场景中运用。

重点：

掌握句子Where does he work ? How does he go to work ?并能在情景中熟练运用。

难点：

理解句子“He works very hard and stays healthy.”的意思。

教具：

课件，图片，相应的录音材料，卡片

教学环节

师生活动

Preparation准备活动

1.游戏：演一演，猜一猜

活动方式：教师将worker、postman、businessman、police officer，fisherman、scientist、pilot、coach、cleaner、writer、singer、dancer、cook、doctor、teacher、nurse、farmer、basketball player等单词卡片面朝下放在桌上。每组请一个学生上台抽取一张卡片，并用动作表演卡片上的职业，同组的其他同学猜职业名称。比一比哪组猜中的单词最多。

2.活动：My happy family 活动方式：学生两人一组，就带来的家庭照片进行问答，然后请两、三组同学到台前表演。如：

Sl: What does your father do?

[来源学科网Z,X,X,K]

S2: He’s a scientist. Sl: Where does he work? S2: He works in the science museum. Sl: What does your mother do? S2: She's an English teacher. Sl: Does she work at school? S2: Yes, she is.

[来源学科网]教学环节

师生活动

Presentation新知呈现

1.Let’s talk

Mike and Xiao Yu are good friends.出示Mike叔叔的照片。

Xiao Yu:Who’s that man?

Mike:He’s my uncle.

Xiao Yu:What does he do? Mike:He’s a fisherman.

Xiao Yu:Where does he work? Mike:He works at sea. Xiao Yu:How does he go to work? Mike:He goes to work by bike. 2.教师播放Let’s talk部分的录音，先让学生带着如下问题静听两遍录音，画出关键信息点。

问题如下：Where does Mike’s uncle work? How does he go

to work? , 遇到学生不懂的地方，如

sea, stay等词时教师进行讲解。如教师拿出大海的图片，问有没有学生去看过大海，然后引导学生说出大海的单词sea，并引导学生造句。如：

The sea is very beautiful.

3.教师再继续板书单词stay，并引导学生造句，如：

He works very hard and stays healthy. 教师核对答案，然后让学生一边听录音一边跟读句子，最后把学生分成两人一组自由练习对话，请几组学生表演对话。教师注意从语音、语调、动作神态等多方面进行评价。

4.Let’s try

Mike and Xiao Yu are going home. Xiao Yu:I have a uncle,too.Mike:What does he do? Xiao Yu:He’s a police officer.

Mike:What does he look like? 播放Let’s try部分的录音两遍，核对答案。问题如下：What does Xiao Yu’s uncle look like? Does Xiao Yu’s uncle often take him to school? 再次播放录音，学生逐句复述录音内容。

5.教学句子：Where does your father/mother work? He/She works…．How does he/she go to work? He/She goes to work by…．

教师与一位学生对话: T: What does your father do? Sl: He’s a coach.

T: Where does he work? Sl: He works at school. T: How does he go to work? [来源:Zxxk.Com]

Sl: He goes to work by bike. 教师板书：Where does your father/mother work? He/She works…．How does he/she go to work? He/She goes to work by…．

教学环节

师生活动

Practice巩固练习

a.教师面前放一堆单词卡片，依次为：职业名称卡片，工作地点卡片，交通方式卡片。活动开始，教师随意从第一堆卡片中抽取一张职业卡片，如：doctor，举起卡片问：What does he do? 学生回答：He is a doctor. 教师继续抽取一张工作地点卡片，如：car company，举起卡片问：Where does he work? 学生说：He works in a car company. 教师再抽取一张交通方式卡片，如：bus，举起卡片问：How does he go to work? 学生回答：He goes to work by bus. 游戏进行几轮后，可以请几名同学轮流代替教师抽卡片，提问题。

b.教师让学生在教室里走动并釆访几名同学，如：Where does your father/mother work? How does he/she go to work? 将回答记录在自己的表格内。调查结束后，请几名学生汇报调查结果，如：Li Ming’s father works in a factory. He goes to work by subway. 教学环节

师生活动

Production输出运用

1.Where does your father/mother work? How does he/she go to work? 活动方式：学生两人一组，谈论各自父母的工作地点和如何上班的。然后请一些学生到台前表演。如：

S1: What does your father do? S2: He’s a coach.

S1: Where does he work? [来源:学科网]

S2: He works at school. S1: How does he go to work? S2: He goes to work by bike. 2.活动：My family tree 活动方式：学生利用带来的家人的照片制作“亲情树”。结合本单元所学内容，除了要求学生标注称谓外，还要求标注他们的职业、工作场所和上班的交通方式。“亲情树”制完成后，让学生四人一小组，以“My family”为话题，边展示自己制作的“亲情树”边介绍自己的家人，其他同学还可就自己感兴趣的问题发问。如: This is my father. He's a businessman. He often goes to other cities by plane.My mother is a doctor. She works in a hospital. She goes to work by car. I’m a student. I go to school by bus. 板书设计

Unit5

What does he do ?[来源学科网Z.X.X.K]

What does your …… do ?

Where does he / she do ? How does he / she go to work ?