Recycle 1名师教学视频（文字实录）

金硕杯录像课教学设计

金水区经三路小学

英语

郭

华

一．Teaching contents PEP Grade 6 Unit5.What does he do? Part B Let’s talk;

二．Teaching aims 1. Have the children understand the meaning of the dialogue; 2. Have the children read the dialogue in the correct sense group and the pronunciation, intonation; 3. Have the children use sentence patterns in the scene, and ask about work place and transportation; 4. Have the children understand the meaning of phrases: stay healthy, work hard, study hard; 5. Have the children set up the consciousness of studying hard and healthy life. 三．Teaching points

1. Main points:

The key sentences: Where does he work? How does he go to work? 2. Difficult point: the use of key sentence patterns. 四．The preparation for teaching

1. Multimedia courseware (PPT)

2. 60 pieces of paper 五．Teaching steps

1. Greeting

T: Hello, boys and girls. How are you today? Ss: Fine. T: What’s the weather like today? Ss: It’s ... . T: How do you go to school? S1: I go to school by.../ on ... . T: How about you? S2: I go to school by…/ on … . (设计意图：师生用英语对话，可以营造宽松、愉快的英语学习环境。与学生间的个别对话交流，既体现对学生的尊重，又能缓解紧张情绪。通过谈论学生的上学方式，既复习了A部分所学的句型，又为后面的活动做好语言铺垫。) 2. Review

(1) Review the words

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Play the flash game.

The rule of the flash game is that PPT flashes eight pictures of job, and the student say the word and spell it. (2) Review the key sentences

Play the guessing game.

The rule of the guessing game is that PPT shows the part of a picture and the sentences “What does he/she do?” and “Where does he work?”, then let students guess .At the same time , practice the key sentence “Where does he work?”

in the context. Then by giving examples in life, have the students understand the meaning of the phrases “work hard, study hard” in the context. (设计意图：通过两个有层次的游戏活动，让学生从单词到句型有梯度地进行复习，同时引入新句型“Where does he work?”，并在情境中进行练习。以及利用生活中的实例，让学生理解难点词汇和短语，为对话的学习做好了铺垫。通过游戏的方式，激发学生的学习兴趣，提高学习积极性，活跃课堂气氛。) 3. Presentation-Let’s talk (1)

Lead in

( PPT shows the picture of a fisherman. ) T: This man is Mike’s uncle. He is tall and strong. What does he do? S1: He is a fisherman. T: And where does he work? How does he go to work? Let’s listen to the dialogue. Then answer the questions. (设计意图：利用图片介绍对话背景，让学生对Mike’ uncle有一个大致的了解，并提取Mike’s uncle的简单信息，如He is a fisherman.培养学生的思维能力，并为学习下文Where does he work?和How does he go to work?做铺垫。) (2)

Listen to and read the dialogue Listen to the tape. After thinking of the questions, then answer the questions. T: Who can tell me where does Mike’s uncle work?

S1: He works ... . T: Which sentence tell you that? Can you read it? T: How does he go to work? S2: He goes to work ... . Read the dialogue together. Then show some pictures about healthy life, explain the meaning of the phrases “healthy life, stay healthy” in the context. And have the students talk about how to stay healthy in the daily life.

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(设计意图：在文本提供的语境中呈现本节课核心语言Where does he work?和How does he go to work? 并利用生活化的语言让学生理解难点词汇“hard”和短语“work hard, study hard”。) (3)

Read the dialogue again Play “eye nearly game”. T: Group 1 and 2 are Mike. And group 3 and 4 are Xiao Yu. Let’s read the dialogue quickly, because the sentences will disappear in few minutes. Play the game. At next time, reverse roles and repeat the same steps.

（设计意图：通过设计有挑战的任务和游戏，让学生逐步熟悉对话文本，可避免枯燥的机械操练。）

(4)Help the students rebuild dialogue text T: Please read the dialogue by yourselves, then talk with your partners. What else do you know about Mike’s uncle? Then underline the sentences or phrases. T: After reading the dialogue, I know that Mike’s uncle is a fisherman, he works at sea and he sees lots of fish every day. Then what do you know about Mike’s uncle? S1: He works on a boat. He goes to work by bike. S2: He has a very healthy life. S3: He works very hard and stays healthy.

(设计意图：通过让学生自读对话，并从对话中提炼出主要人物的信息，为学生重新构建文本做好语言储备。)

4.

Consolidation and extension (1)Task 1 Write a short essay “Mike’s Uncle”

(PPT shows the key sentences in the dialogue.) T: Please use these sentences to write a short essay “Mike’s Uncle”.

(PPT shows the template of the short essay.) T: This is an example. You can write the short essay according to it.

(After three minutes.) T: OK. Have you finished? Who wants to show your essay? （设计意图：通过利用对话中提炼出的信息，用小短文的形式让学生进行文本重建的写作练习，从而加强学生综合理解运用语言的能力。）

(2)Task 2 Reading comprehension

(PPT shows the article “Stars of Jobs in City Magazine”.) T: Please look at the sheet you take, read the text and talk about it with your partners, then finish the table.

(PPT shows the table. After four minutes, check the answers.)

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T: Who can give your answers.

（设计意图：通过阅读理解一篇有关职业人物的文章，将教材所学知识与实际阅读紧密联系，巩固学生所学的知识，拓展学生的知识面，并加强学生的阅读理解能力。同时，通过小组合作的方式，让不同程度的学生共同参与并完成练习，给学生自主参与探索的空间，培养他们独立思考问题的能力。）

5.

Homework (1) Read the dialogue and try to repeat it. (2) Write a short essay about jobs of your family members. （设计意图：通过强化练习，巩固所学知识；同时灵活运用所学知识，进行写作练习，锻炼学生的写作能力。）

六．The blackboard designing

Unit 5 What does he do?

Where does he work?

He works at sea. How does he go to work?

He goes to work by bike.

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