Part A教学实录

闽教版六年级英语下册

《Unit 6 Dream Job》教学设计

执教教师：武夷山市教师进修学校附属小学 丁洁 联系电话：15159925810 指导教师：武夷山市教师进修学校附属小学 刘晶 联系电话：13859461732

教学内容： Unit 6 Dream Job 设计理念：英语教学面向全体学生，创造轻松和谐的学习环境，通过感知、体验、实践、参与等方式，使英语学习成为一种愉悦的体验和感知，以提高学生的听说能力和交际能力培养持续的学习兴趣。

教学目标：

1.知识目标：

⑴掌握词汇: teacher, worker, singer, dancer, farmer, policeman,doctor, pilot, nurse, because

⑵掌握句型: What do you want to be? I want to be a ...．

2.技能目标：运用所学句型询问他人的理想或说说自己的理想。

3.情感目标：鼓励学生从小树立正确的理想和目标，从而激励他们更加热爱学习，热爱生活。

学情分析:教学对象为六年级学生,英语已有一定的基础,结合这一年龄段学生的特点,充分利用歌谣、图片，游戏、角色扮演等手段，调动学生的学习兴趣，活跃课堂气氛，提高教学效率取得良好的教学效果,运用多种操练方法，操练面向个体，小组，全体等等。

教学重点：

1.掌握表示职业的9个单词

2.掌握句型What do you want to be? I want to be a …

及其运用。

3.让学生能用所学单词和句型相互询问各自的理想。

教学难点：单词singer,pilot, nurse, policeman, doctor的发音

教学用具：多媒体课件、职业单词卡片、护士帽、听诊器等。

教学过程: Step1、Warm up 1.Greeting

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T: Hello, boys and girls. Ss: Hello, Miss Ding. T: Thank you. 2. Let’s chant. Now stand up and Let’s chant together. 点击课件

Run, run, I want to run .(one two begin.) Sing, sing, I want to sing. Dance dance, I want to dance. (设计意图：我采用有节奏的童谣进行热身，营造了轻松快乐的英语氛围，激发学生学习英语的兴趣，并巩固了旧知，又为本课的学习埋下伏笔，为下一步做铺垫。) T: Good job. Now I want to know your names. Can you tell me your names? Ss:…………

T: Glad to meet you. Ss: Glad to meet you, too. T: 0k. Now I know some of your names. Do you want to know my name? Ss: Yes. T: 0k.Let me tell you. 点击课件

Please liten to me. My name is May. I’m your teacehr today. I like my job. Beaause I like teaching. T: Hello, boys and girls.My name is May.(热情) Ss: Hello, May. T: Do you know this word? 带读 job

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Today we’re going to talk about jobs.(板书) T: What’s my job? Ss: Teacher. T: Yes. My job is a teacher. （点击自己的相片）

介绍： They are my students, I have so many students, I like my job. I’m very happy. T: Who’s your English teacher? (Is Miss Wu? Is Miss Ding? ) Ss: Miss Ding. T: Do you like her ? Ss: Yes. T: Do you want to be a teacher? 点击课件

You can say “I want to be a teacher.”

（板书句子卡片并指名小组读，再问几位同学）

(设计意图：在愉悦的交流中，师生共同进入谈论职业的情境中，拉近了教师与学生的距离，又自然的引出了新课和新句型的学习，在交流中教师特意不断的出现带有want to的句型，让学生初步感受。）

Step2、Presentation 一. 新授单词和句子singer, dancer, farmer, worker. I want to be ……. 1.sing T: 出示图片。Now, please look and listen.( 设计意图：通过看画面听音乐，吸引学生注意力，并自然引出singger的教学) T: Who’s he ? Ss: 周杰伦。

T: Right. He can sing very well. Is he a teacher? （复习词汇teacher）

Ss: No. T: What’s his job? Ss: 歌手。

T: Yes, He is a singer. （点击课件单词并板书单词）

拿着卡片带读、拼读、开火车读。

个别问

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T: Do you want to be a singer? Ss: Yes, I want to be a singer. 接着再问

T: Who wants to be a singer? Stand up! T: What do you want to be? Ss: I want to be a singer. T: 出示句子Singer, singer, do-re-mi , mi-re-do. I want to be a singer. Please look at this sentence. Listen to me. Singer, singer, do-re-mi, mi-re-do, I want to be a singer.(happily) T: If you want to be a singer, please read it and do the action.

2.dance. T: Look, she’s dancing. Who’s she? She is 杨丽萍. She is a famous dancer .（点击并板书）

卡片带读 two by two. 个别问T: Do you want to be a dancer ? Ss: Yes, I want to be a dancer. T: Who wants to be a dancer, stand up. Please. 点击句子Dancer, dancer, 嘭-嚓-嚓，嘭-嚓-嚓. I want to be a dancer. Read this sentence. And do the action.

3.famer. 出示图片

T: What’s his job? Is he a teacher ( singer . dancer )?( 设计意图：师有意思地用其他职业词汇提问学生不但复习前面刚学的词汇又可引出新知famer.) Ss: No .农民. T: Right, He is a farmer.(板书) 拿卡片操练单词。

Now, please read this sentence togerther and do the action.

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教师示范。

4. worker. 点击图片

T: Please look at this picture. Who’s he? What’s his job? Ss: 工人. T: 点击单词 Yes, he is a worker. 板书单词。

用卡片带读。Two by two. 出示Worker, worker, king-king-kuang , king-king-kuang. I want to be a worker. 分角色读，并做动作。

(设计意图：特意把学过的单词后面加r或者er变成职业的词汇归为一类进行教学，在单词教学中时刻注意词不离句，句不离目标句型，紧密与教学内容相结合，把新词汇和新句型融入自编的韵句中教学，更形象，更具趣味性，使学生始终处于兴奋状态，让学生轻松学习，不枯燥。) 5.用自编的chant操练单词和句子

Singer, singer, do-re-mi , mi-re-do. I want to be a singer.（轻松快乐）

Dancer, dancer, 嘭-嚓-嚓，嘭-嚓-嚓. I want to be a dancer. （轻松快乐）

Farmer, farmer, 嘿-哟-哟 , 嘿-哟-哟. I want to be a farmer.(有力)

Worker, worker, king-king-kuang , king-king-kuang. I want to be a worker. (有力) T：Excellent. Now let’s chant again. Group 1 want to be a singer. Group 2 want to be a dancer, Group 3 farmer. Group 4 worker. Are you ready ? Begin ! 之后，教师趁势追击，分别对两个小组说：

To Group 1: You want to be a singer. What do you want to be ? Ss: I want to be a singer. To Group 2: You want to be a dancer. What do you want to be ? Ss: I want to be a dancer.

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（教师借机引出问句,板书句子）

6.游戏。Guess my job. 指名学生上来抽一张理想的职业卡片，让大家猜，然后进行对话。

Ss : What do you want to be? S1:Guess. S: teacher(worker…) (可以让学生个体猜) S1 :NO(Yes) ,I want to be a …. 再让一生抽一张自己理想的职业，让大家猜。

（设计意图：巧用游戏继续操练新词汇和新句型，充分调动学生的积极性。）

二、教学单词nurse, policeman, doctor, pilot.

1.nurse Now I come to the magic. (点击出现图片，戴上护士帽) T: deng deng deng deng. What’s my job now? Ss: 护士. T: Yes, I’m a nurse now. (点击课件，并板书)，卡片带读、拼读、连句子读，声浪操练

指名

T: Do you want to be a nurse? S: No. T: Do you want to be a nurse? S: Yes. I want to be a nurse. (给她戴上护士帽， beautiful nurse) T: Who wants to be a nurse? Stand up! What do you want to be ? Ss: I want to be a nurse. 2.doctor. T: Ok, It’s time for magic. T: deng deng deng deng. What’s my job. Ss: 医生. T: Yes, I’m a doctor now. (点击课件，并板书)，卡片带读、拼读、指名读

T: Do you want to be a doctor ? S: Yes, I want to a doctor. (给他戴上听诊器，so handsome) T: Who wants to be a doctor ? stand up!

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What do you want to be? Ss: I want to be a doctor. 3.pilot. T: Three two one. It’s time for magic. What’s his job? (让学生扮演) Ss: 飞行员. T: Yes.how to say in English ? pilot. (点击，板书)卡片带读、拼读、排排声浪）

T: Do you want to be a pilot? (问扮演的学生) S：

… T: What do you want to be? （设计意图：以“魔术时间”的形式形象生动引出nurse，doctor, pilot的教学，既增添了神秘感，又很好的吸引了学生的注意力。）

4.policeman. T: Magic is over. Please look at this picture.Is he a polit? Ss:No T: What’s his job ? Ss: 答案. T: right. He is a policeman. (读出气势)，点击课件，板书，卡片带读、拼读、大小声读。

5.游戏. “to be a policeman and a policewoman.”

（设计意图：教学完policeman，抓住大部分学生喜欢警察这一职业的心理，自然的过渡到让学生扮演交警的角色，指挥操练刚学的四个词汇，形象生动。）

三、巩固句型 What do you want to be ?

T: So great! Do you want to be a policeman ? Ss: Yes, I want to be a policeman. T: Do you want to be a famer? S1: No. T: What do you want to be ? S1: I want to be a 1.带读句子

2.游戏操练句子---Clap and say.

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（设计意图：本环节是为了更好的巩固本课的教学效果，从参与体现了教学面向全体的教学理念，活跃了课堂气氛，吸引了学生的注意力。）

四、教学对话。

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出示课文图片。

T: Who are they ? Ss: LiHong and Peter. 2. 点击出示问题并教师读出来。What does LiHong want to be ? Why ? What does Peter want to be ? Why ? Please listen to the tape. Then tell me the answers. 3. 播放录音。

4.回答问题

Now, what does peter want to be ? Ss: pilot. T: Why ? 引导Ss: Because he likes flying in the sky. (出示句子卡片,带读) T: What about LiHong? What does LiHong want to be ? Ss: nurse . T: Yes, she wants to be a nurse. Why? 引导学生Ss: Because she likes helping people. (出示句子卡片,带读) 4. 播放录音，跟读。

5. 分角色朗读

（设计意图：在对话教学中，首先让学生感知文本，然后体验文本，最后，要将文本的训练得以体现，教学中我打开课件带着问题入手，让学生初步感知文本，接着结合问题说出自己对内容的了解，紧跟着让学生通过一遍的跟读来感悟文本，再让学生分角色读。）

五、拓展应用训练

Now, please look at this picture. What do you want to be ? You can use the two sentences “I want to be a . Because ”

look at this picture carefully. 指名问T: What do you want to be ? Ss: ……

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T: Why ? 引导Ss: Because I like helping pelple. 师小结

T: Today we’ve learned some words aboutjobs. No matter what you want to be, remember ,we should serve the people and help the people.ok?无论我们将来从事何种职业，牢记我们都要服务人们、帮助人们。

（通过图片，创设情境，让学生联想到想要从事的职业，可以激发学生的想象，并且可以得到多种不同的结果，并让学生使用新学句型，起到巩固与延伸的效果,让学生能学以自用,最后对学生进行情感教育，让学生知道不同职业有着相同的本质，都是是要为人民服务。）

Step3、Homework

1.Listen to the tape. 2.完成课本第64页的Do a survey. 3.制作理想卡片。

板书设计：

Dream Job

What do you want to be? I want to be a teacher. nurse singer doctor dancer polit farmer policeman worder Because I like flying in the sky. Because I like helping people.

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