Useful expressions优秀教案范文

小学英语教学设计

一、教学内容分析

本节课是PEP版教材小学英语六年级上册Useful expressions 中的Unit5 What does he do? 部分的内容，其主要内容是Unit5 中的6个重点句子，是有关人物工作的类型、场所和上班的交通方式三方面问答的，它们是：

What does he do? / He’s a businessman./Where does he work? / He works at sea. / How does he go 教学内容

to work? / He goes to work by bike. 。这6个句子分别出现在本单元的两个Let’s talk中，所以他们的呈现情境是不同的。对于学生而言，在对话之外再次纯粹地接触这6句话是很突兀的，所以在教学呈现环节，我以图中的人物为契机，分别在具体的情境中再次呈现主要句子。当然，我教学的视野并没有仅仅局限在这6句话上，而是引导学生在具体情境中具体、灵活地运用相关句型。

教学对象

教学方法

教学手段

教学目标

阜阳市颍东区育新小学

六年级

学生46人

TPR、任务型教学法、多媒体教学法、小组合作学习法

利用多媒体课件等辅助教学工具，给学生提供尽可能多的展示机会，充分调动全体学生参与课堂活动，从而提高课堂教学效率。

⒈复习巩固本单元的主要句子：What does he do? / He’s a businessman./Where does he work? / He works at sea. / How does he go to work? / He goes to work by bike.；

⒉复习本单元的重点词汇：factory worker，

语言知识目标

postman，

businessman，

police officer，

pilot，

fisherman，

coach，

scientist；

3.复习有关职业的词汇，如：teacher, doctor, cleaner,driver,nurse,等等。

能力目标

⒈能够在具体情景中应用主要句型“What does he/she do?

He’s/She’s a/an …. Where does he/she work?

He/She works ….

How does he/she go to work?

He /She goes to work ….”询问和回答；

⒉通过学习，提高学生“学以致用”的能力。

教学重点

⒈⒈复习巩固本单元的主要句子：What does he do? / He’s a businessman./Where does he work? / He works at sea. / How does he go to work? / He goes to work by bike.；

2.在具体情境中灵活应用主要句型：What does he/she do?

He’s/She’s a/an …. Where does he/she work?

He/She works ….

How does he/she go to work?

He /She goes to work ….。

教学难点

在具体情境中灵活应用主要句型：What does he/she do?

He’s/She’s a/an …. Where does he/she work?

He/She works ….

How does he/she go to work?

He /She goes to work ….。

教具准备

CAI，单词卡。

二、学习者分析

本节课的教学对象是阜阳市颍东区育新小学六年级的小学生，他们的总体英语水平中等偏上，有一部分学生水平较高，经过近一个学期的相处，我和学生已经很熟悉了。学生处在六年级上学期的学习阶段，也已经有了一定的英语基础，在对本单元的主要句型和词汇学习之后，再来学习本节课应该是没有问题的。在教学过程中出现的，如：teacher, doctor, cleaner, driver, nurse等有关职业类的词汇，学生在本套教材的四年级下册中学习过。在“近因效应”的作用下，本单元出现的有8个有关职业的词汇对学生来说可能更容易认读，但也需要集中复习、重现。另外，本单元的两个对话情境对学生来说不陌生，因为在学习者两个对话的时候，学生曾多次接触它们。

Teaching

procedures

Teaching

Activity

Students’ Activity

Purpose of Design

Step1Greeting&Warm-up 引领学生，在这首自编chantEveryday English.

中，包含了五个有关职业的单Teacher and students chant Follow the CAI, chant and 词，跟随音乐，学生边做边and do together.

do together.

chant，不仅进入了英语学习状T:

Before our class. Let’s 态，还复习了于本节课有关的chant and do together. 旧知。

Step 2 Revision & Lead-in Game1: Bright eyes.

When seeing the words, students read out them as quickly as possible. Game2: Best partners. Teacher put the cards of jobs on the board, students find their best partners, the cards of working places. Game3: Brain storm. Students think of the ways people go to work.

1. Students look at the screen and read out the words as quickly as possible.

2. According to the cards of jobs on the board, students find their best partners, the cards of working places.

3. Students think of the ways people go to work.

1. 在小组比赛的情况下，学生很容易就明白了每个活动的进展过程，也以很快的速度复习了与本节课相关的重点职业类词汇。

2.在复习的过程中，我也始终用本节课的重点句型，如：Where does he/she work? / How does he/she go to work? 引导学生活动。

大部分学生凭借记忆能够回答老师的提问，只是完整与否的问题。对话情境的重现，所有的学生都能重现将答案脱口而出。老师在将句子呈现在黑板上，听觉和视觉的双重刺激，学生会相当熟悉这6个重点句子。这就为接下来的运用环节做了很好的铺垫。

1. Show the first situation in Students get the answers A Let’s talk.

from memory for the first T: Who is he? time. Then watch the videos T: What does he do?. and check the answers. 2. Teacher and students

watch the video again. Check the answers. 3. Show the second situation in B Let’s talk. T: Who is he? T: What does he do?. T: Where does he work? T: How does he go to work? 4. Teacher and students watch the video again. Check the answers. Step 3 Presentation

Step4

Practice & Consolidation

1. 结对合作这一环节是为了给学生以11幅图片的形式提供Drills 的机会，学生根据黑板上主要句型的示范，很容易地就能看图说出自己的对话。

2.小组合作这一环节的设计给学生提供真正的Practice的机会，学生已经具备了使用本节课重点句型的能力，在这一活动中就可以将它们运用到实际生活中了。

3.这两个活动都很好地巩固了学生掌握的句型，并锻炼了学生的口语。

1. Students work in two Activity 1: Pair work. and talk about one picture

Teacher shows 11 pictures from the given pictures. on the screen. Students work in

2.

Students work in four two and talk about one picture and make a survey about their from the given pictures. family members’

working Activity 2: Group work. situations.

Teacher gives students

charts. Students work in four and make a survey about their family members’ working information.

Step 5 Extension

Teacher and students sing Students share their 每个学生都有自己梦想的职业，老师借机引导学生为了梦想的工作而the song “What do you want to dream jobs together.

努力，这也不失为情感教育的渗透。

do?” in this unit. T: So what do you want to do? Teacher guide the students to work hard and realize their dreams.

Students look at the 1. Teacher and students look blackboard and read aloud. at the blackboard and read aloud.

Step 6 Summary

给学生培养总结的习惯。

2. Teacher evaluates students’

performance today.

T: So today the winners are… . Homework: Talk about one people in the survey chart after class.

Board Design Unit 5 What does he do?

A: What does he do? B: He’s a businessman. A: Where does he work? B: He works at sea. A: How does he go to work? B: He goes to work by bike.

Teaching Reflection