C教案3

新人教版六年级英语上册

Unit5 What does he do? B Read and write 教学案例

滦县中山实验学校

徐洪艳

一、教材分析：本节课是六年级上册第五单元的一节阅读课，首先，要求学生通过阅读图片和文段，为文段选择题目，并完成关于胡斌，Sarah 和Robin爱好、梦想职业和工作地点的信息表，培养学生的阅读技巧，提高学生的阅读能力。要求学生能根据自己的能力与兴趣谈谈未来能胜任的工作，构思自己的职业蓝图。其次，通过Real World Camp这个有意义的语用书写活动，训练学生出游应具备的安全意识，能明白没有家长陪同时，参加校外活动应该取得家长和学校的许可。再次，培养学生的语音意识，帮助学生掌握朗读技巧，提高学生的朗读能力。

二、教学目标：

1.能够通过复习职业名称，激活背景知识和储备词汇。

2.能通过阅读问题训练在语篇中捕捉不同类型信息的能力。

3.能够根据阅读所获取的信息完成有意义的仿写活动。

4.能够根据自己的能力与兴趣描绘自己的职业蓝图。

5.能够掌握朗读技巧正确朗读句子。

三、教学重难点：

能够通过阅读问题训练在语篇中捕捉不同类型的信息的能力；能够根据自己的能力与兴趣描绘自己的职业蓝图。

四、教学过程：

Step1. Pre-reading 1. Review the jobs Show them some pictures and students say the jobs. 【设计意图】通过复习职业单词激活背景知识，储存词汇，运用快速闪图片的形式更能集中学生的注意力，激发学生的兴趣。

2. Free talk T: What do you want to be? S1: I want to be a…

T: Do you like…？

S1: Yes. 【设计意图】通过师生交流，拉进师生间的距离，活跃课堂气氛，并为下一环节做好铺垫。

3. Look and guess Show them the pictures about Hubin, Sarah and Robin. Ss guess their hobbies and dream jobs. Teacher explains the two jobs“sports reporter”“secretary”. 【设计意图】通过看图猜信息培养学生的想象能力和思维能力，为引出课文做好了铺垫。

Step2. While-reading 1. Guess, listen and answer. First,give Ss two titles A.People and their jobs B.Hobbies and jobs. and let them guess which title is better?

T: Here is the text about them. But it has no title. Here are two titles. Can you guess “Which is the title?”

Then let Ss listen to the text and check their answers. T: Are you right? Now let’s listen and check your answers. 【设计意图】通过猜测并听录音，培养学生通过看图，快速阅读捕捉关键信息的能力，通过听录音让学生对课文的朗读先有一个整体感知，并为下一环节做好铺垫。

2. Close-reading Ss read the text carefully and fill in the table.( Underline the information) Fill in the table.

What does he/she like? What does he/she want to be? Where is he/she going to work? Hu Bin

coach

（1）Let Ss read the first text about Hu Bin, underline the information and fill in the chart. Ss do by themselves then check the answers. (教师白板展示所勾信息) Then the teacher explains “ be good at”。

T: Hu Bin likes sports. Do you like sports? What sports can you do? Hu Bin can play football, ping-pong and basketball very well. So it says “ He is good at football, ping-pong and basketball.”

Ss read the sentences together.( 教师强调停顿)

Then let Ss make some sentences with “ be good at ”

HuBin likes

sports. He is

good

at football, ping-pong

and

basketball. He

often goes

running

after school. He

wants

to

work in

a gym.Tip: If

you like sports,

you

can

be

a

coach, a

sports

reporter, or a PE

teacher.【设计意图】指导学生的阅读方法和策略，培养学生的阅读策略，并渗透朗读技巧“停顿”。

（2）Read the texts about Sarah and Robin and fill in the form.

What does he/she like? What does he/she want to be? Where is he/she going to work? Sarah

Robin

university First, let them do by themselves . Then discuss in groups.(教师强调组内讨论解决不懂的单词或句子) Ss discuss like this: Sarah likes…. She wants to be a….She is going to work in a/an…

Explain “using computers”

and “type quickly”（教师找学生讲解）

Check the answers. 【设计意图】通过先让学生自己细读完成表格，培养学生自主学习的能力，然后通过小组讨论确定最佳答案，培养学生的小组合作交流的能力，让学生在小组中互帮互助，建立自信，从而体验学习的乐趣。

3. Read and say T: Now we know Hu Bin, Sarah, and Robin. We also learn three Tips. Let Ss read together. Ss read the three Tips together.

Then ask Ss to say like this:

I like…./ I can….

I want to be…. 【设计意图】加深对课文的理解, 让学生懂得根据自己的能力与兴趣选择自己未来的职业。

Step3. Post-reading 1. Look and say Show them the indroduction about Zhang Peng, Chen Jie and John. Ss read and say their dream jobs.

【设计意图】通过了解张鹏，陈杰和约翰的介绍，对本节课的知识进_________________(Title)Hobbies and jobsHuBin likes sports. He is good at football, ping-pong and basketball. He often goes running after school. He wants to work in a gym. Tip: If you like sports, you can be a coach, a sports reporter, or a PE teacher.Sarah likes using computers, and she can type very quickly. She wants to work in an office.Tip: If you can type quickly, you can be a secretary.Robin wants to be a scientist like Wu Yifan’sgrandfather. He studies very hard, and he wants to work in a university. Tip: If you like science, you can be a scientist.

行拓展，为学生介绍自己的梦想职业做好铺垫。

2. Talk and write First choose two students to introduce. Then let Ss talk about their dream jobs in the groups and write down on the paper. Eg: I like …. I can…. I’m good at…. I want to work in a…. I want to be a/an…. Choose some students to show in class.

先在小组内说一说你们的梦想职业，然后写一写。

参考词汇：math, sing, dance, play ping-pong, play with children, help people, send letters and postcards, travel(旅行), make people healthy, do experiment(做实验),cook meals….singer, cook, doctor, teacher, police officer, coach...My Dream Joblikeoftencanwant to bebe good at…want to workbe going to work【设计意图】通过介绍描绘自己的职业蓝图，让学生真正做到将知识学以致用。

3. Real World Camp Show them the Real World Camp and let them write down the information about their parents’ after school.

【设计意图】通过Real World Camp这个有意义的语用书写活动，训练学生出游应具备的安全意识，能明白没有家长陪同时，参加校外活动应该取得家长和学校的许可。

At the Real World Camp, children can try to do different jobs. Do you want to go to the camp? Fill in this form.Which job do you want to do?__________________Parents’information:What does your father/mother do?_____________________________Where does he/she work?_____________________________What is his/her phone number?_____________________________“I allow my child to go to the camp.”Parent’s signature:______________

五、板书：

Unit5 What does he do?

B Read and write be good at…

using computers type quickly I like…./ I can…. I want to be…. 六、教学反思

本节课我讲的是六年级英语上册第五单元的一节阅读课。本节课的教学目标是通过复习职业单词激活学生的背景知识；通过完成阅读任务培养学生的阅读技巧，提高学生的阅读能力；并通过本节课的学习让学生能够根据自己的能力和爱好，描绘自己的梦想职业；在本节课帮助学生掌握朗读技巧

“停顿”并让学生了解参加课外活动必须征得父母的许可。

本节课我是通过读前（Pre-reading）--读中（While—reading）--读后（Post-reading）三大环节来完成本节课的学习目标。

1、层层铺垫，步步渗透，循序渐进。

由读前复习职业单词，师生交谈，“What do you want to be？Do you like…? Can you…?”到谈论插图人物，渗透本节课的目标，让学生明白梦想职业与能力爱好的关系，也为理解课文铺垫。读中由猜测题目到听音快读完成对课文的整体感知，然后通过精读培养学生的阅读方法，和捕捉信息的能力。由学生读三个小贴士，让学生明白课文的中心思想。为介绍自己的梦想职业做铺垫。读后，先让学生简单介绍I like…I can…I want to be….然后了解张鹏，陈杰和John 的介绍，最后让学生完整的介绍自己的Dream Job，这样层层铺垫，步步渗透，学生学习会更容易些。

2、注重学生能力的培养。

阅读前我将课文插图提出来让学生猜测图中人物信息并根据谈论内容及插图猜测标题培养学生的思维能力和想象能力。精读环节先让学生自己完成然后小

组讨论培养学生的自主学习能力和合作交流的能力。

3、注重阅读方法和策略的指导。

在精读填表环节我将表格分成两部分完成，一是减轻难度，最主要的是先通过第一段的阅读讲解教师白板示范，指导学生阅读方法和技巧。这样学生掌握了阅读方法，才能提高阅读能力。

4、注重培养学生的语音意识。

本节课我将课后Tips for pronunciation融入到了课文的讲解中，穿插到be good at, 阅读三个小贴士环节，这样学生在理解课文的同时又掌握了朗读技巧，可谓是一箭双雕，最主要是高年记阅读课时间紧，这样做更能节省时间。

但本节课我感觉学生对生词的掌握还有待提高，secretary，using computers，sports reporter部分学生读不好，解决生词的方法上还有待改进。还有就是最后描绘梦想职业环节，部分学生写的句子出现了语法错误，比如，like后ing，can 后原型，often后原型，be good at 后动词ing等，教师应再加强指导。