Lesson 5教学实录及点评

Unit Five What does he do？

第二课时

课时内容

A Let’s try；

Let’s talk 课时分析

本课时是人教版六年级上册第五单元的第二课时，与第一课时紧密相连，继续围绕“父母的职业”这个话题展开。本节课主要是通过谈话的情景巩固询问他人职业的句型What does he/she do? He’s/She’s... 鼓励学生大胆发言，激发学生用英语表达的热情。第一课时询问职业句型的学习为本课时的学习奠定了基础。本课时的重点是核心句型的灵活运用。

本课时包括Let’s try 和

Let’s talk 两个版块。Let’s try是听力训练，用来引出Let’s talk版块的相关信息。Let’s talk通过呈现Oliver和Sarah在家长日谈论自己父母的情景，引出核心句型What does he/she do? He’s/She’s...话题的设置贴近学生的生活，激发了学生求知的欲望，鼓励了学生想要用英语表达的热情。

本课时出现的词汇country, head teacher，借助于一定的语境，图片等方法帮助学生学习和理解。对话教学可以先通过游戏、问答帮助学生回忆和巩固旧知，然后利用多媒体、教材设置的情境学习对话。再鼓励学生表演对话、创编

对话，引导学生更好的运用和巩固语言。

课时目标

1. 能够听、说、认读单词：country, head teacher

2. 能够听、说、读、写句型—What does he do?

—He is a businessman.

3. 能够掌握询问他人职业的句型：What does he/she do? He’s/She’s... 4. 能够理解对话大意。

5. 能够用正确的意群及语音、语调朗读对话。

6. 鼓励学生大胆发言，激发学生用英语表达的热情。

课时重难点

1.重点

（1）能够掌握询问他人职业的句型：What does he/she do? He’s/She’s... （2）能够听、说、读、写句型—What does he do? —He is a businessman.

（3）能够理解对话大意。

2.难点

能够在情景中运用第三人称单数的特殊疑问句。

教学准备

多媒体课件、词卡、录音机和磁带、表格

教学过程

Step 1 Warm up 1. Greeting T: Good morning, boys and girls. Ss: Good morning, teacher. T: Nice to see you again. Ss: Nice to see you, too. 2. Chant What does he do? He is a postman. What does she do? She is a police officer. Factory worker, businessman. Factory worker, businessman. What do you want to be? I want to be a police officer. 3. Guessing the name (1)He can drive taxi. (2)She helps clean. (3)He can write. (4)She plays football well. (5)He can dance on the stage. (6)She can sing on the stage.

（课件逐一呈现，并问：What does he/she do?）

T: What does he/she do? Ss: He’s/She’s... 设计意图：通过Chant、小游戏复习学过的单词，并通过问答操练复习学过的句型。既巩固了旧知，又为学习新知做好铺垫。

Step 2 Lead in 1.

T：The boys and the girls are talking about their parents’job? Do you want to know? (播放P46页、P47页内容的视频) T：I also have a big family. Do you want to know? I have a big family. There is my grandfather, my grandmother, my father, my mother, my sister and I. My grandfather is a farmer. My grandmother is a nurse. She works in a small hospital in Lin He. My father is a businessman. He is always busy. He often goes to other cities in China, for example, Beijing, Xi'an, Shanghai and so on. He goes to other countries, too, such as the USA, the UK and Australia. My mother is a head teacher

in a primary school. My sister is a dancer. I am a teacher. I teach English. (在讲述的过程中，把本课涉及到的重难点词汇逐个解

释:businessman, countries, Australia, head teacher) T: What does my father/mother do? Ss: He’s/She’s a... (师生问答) T: What does your father do? Ss: He’s a businessman. T: What does your mother do? Ss: She’s a head teacher. (师生问答并板书) 2. Let’s try (1)T：Today is Parents' Day. Their parents will come to school to meet the teachers. Who will come? Can Sarah's father come on Parents' Day? What does he do? Is he a doctor, a teacher or a taxi driver? (2)播放录音，指名回答问题。

(3)师生核对。

教学资源：视频

设计意图：引出正文的相关信息，为进入正式的对话做好准备。

Step 3 Presentation 1.

T: It's Parents' Day today. Who will come? Oliver's father or his mother, or both?

引导学生猜测问题的答案。

设计意图：提出问题，让学生猜测，激发学生的求知欲。

2.带着问题观看文本，整体感知对话。

What does Oliver’s father/mother do? 3.细读文本，学习对话。

(1)Read the text again and discuss in a group. On Parents’Day, both Sarah’s and Oliver’s fathers can’t come.

Questions: ①Where is Oliver’s father today? ②What does his father do?

③What does his mother do? (2) Report the answers. T: Where is Oliver’s father today? S1: He’s in Australia. T: What does his father do?（课件展示句子）

Ss: He’s a businessman. T: How do you know that? Ss: He often goes to other countries. T: Yes. He often goes to other countries. （课件呈现句子，板书country，结合教材插图，学生猜测词义，理解句子，带读句子，齐读句子）

T: What does his mother do?

Ss: She’s a head teacher.（板书head teacher，学生猜测词义，齐读句子。）

(3)T: Does Oliver want to be a head teacher？

Ss: No. T: What does he want to be? Ss: He wants to be a businessman.（课件呈现句子，理解句子）

T: What do you want to be one day?（板书句型I want to be... one day，引导学生用此句型练习说话）

S1: I want to be ... one day ... 设计意图：小组讨论问题，然后教师根据学生的回答，顺势引出要解决的难以理解的句子和单词，过渡很自然。

Step 4 Practice 1.

Ask and answer T: what does he/she do? Ss: He/ She is a/an…

逐一呈现图片，做问答练习。

设计意图：帮助学生巩固和运用语言。

扩充：What does he/she do? =What is he/she? =What’s his/her job?

(1) T: What is he/she? Ss: He/She is a/an…

(2) Can you say? 2.Group work: Make a dialogue in pairs. What does your father/mother do? He/ She is a/an…

两人一组仿编对话。

设计意图：创设情境，帮助学生巩固和运用语言。

3.Dream time T: When I was young, I had a lot of dreams (梦想). I wanted to be a doctor. I wanted to be an actress. But now I'm a teacher. Do you have dreams? What do you want to be? The teacher or a businessman or.... Let’s talk about your dreams! T:What do you want to be? S:I want to be a /an… . T:

Work hard and your dream can come true! (努力奋斗，你的梦想就能实现！）

No pains, no gains! (一分耕耘，一分收获）

Work hard for your dreams! (为你的梦想努力吧！) 4.听录音跟读文本。

教学资源：点读机 设计意图：培养学生的语感、语调。

5.分角色练习对话，表演对话。

设计意图：让学生在角色扮演的活动中，体会学习的快乐。

Step 6 Extension Thanksgiving Day(感恩节) Step 7 Summary T: What did you learn about this class? 学生们自由说，教师总结。

T：1. 学习了单词：country, head teacher 2. 巩固了询问他人职业的句型及回答：

3. 学习了表达自己愿望的句型：I want to be... one day. 设计意图：帮助学生归纳知识点，有助于学生对知识的理解。

Step 8 Homework 1.

Do a survey. Sarah's father is a doctor. Oliver's father is a businessman. Oliver's mother is a head teacher. What does your father do? What does your mother do? 在班里走动调查同学的父母或兄弟姐妹的职业，填在表格内。（教师可提供更多职业单词和词组帮助学生开展活动）

My Friends’Parents’Career

Name

mother

father

参考句型：—What does your... do?

—He’s/She’s... 参考词汇：businessman, movie star(影星), pilot, soldier(士兵),professor(教授),expert(专家), editor(编辑),translator(翻译),lawyer(律师), banker(银行家), barber(理发师), bus conductor(公共汽车售票员),tailor(裁缝), cook(厨师), shop assistant(售货员), postman... 教学资源：表格

设计意图：真实的调查活动，既调动了全体学生的参与，又使学生们之间轻松愉快的交流所学语言。

2. Make a dream tree 参考内容：

Amy wants to be a singer. Kate wants to be an artist. Jim wants to be a ….

I want to be a…

设计意图：真实的调查活动，既调动了全体学生的参与，又

使学生确立自己的奋斗目标并为之努力。

板书设计

Unit Five What does he do? Part A Let’s talk What does your father do? He is a businessman. What does your mother do? She is a head teacher. I want to be...one day.

（想成为）