A教学设计范文

Unit 5 What does he do？教学设计

课题：Unit 5 What does he do？Section A. Let’s talk 授课对象：

六年级(2)班

课时：2nd

授课教师：才让拉毛

一、教学目标

（一）认知目标

1. 能够掌握A部分Let's talk中的四会单词：taxi driver，head teacher, businessman, herdswoman, herdsman. 2. .能够听、说、读、写主要句型: What does your father/mother/he/she do? He/She is a/an…并能在实际情景中熟练运用。

3. 能够掌握二会单词country, head teacher，理解三会句子: Do you want to be a head teacher, too? What do you want to be? 并能在情景中正确运用。

（二）能力目标

培养学生的语言运用能力和交际能力，能够灵活运用所学句型进行问答。

（三）情感目标

教育学生要积极与他人合作，运用所学英语进行交流沟通。

二、教学重难点

（一）重点

1.掌握Let’s talk部分的四会单词和词组。

2.掌握四会句型What does your father/mother/she/he do? He/She is a/an... 突破方法：反复朗读，表演练习,情景对话，突破重点。

（二）难点

能够听、说、认读拓展句型What do you want to be?-=What are you going to be? I want to be a/an..=I am going to be a/an... 突破方法：小组对话、学生搭档对话、

游戏等方式，突破难点。

三、教法与学法绿色圃中小学教育网http://www.lspjy.com

引导法，表演练习，小组合作法，情景教学法，游戏法。

四、教学准备

教师准备多媒体课件、课文情景动画或音频MP3另外有单词卡片，图片，照片，相关道具和服饰等。

五、教学过程

Step 1: Warm-up a)

教师通过播放有关jobs歌曲视频，引入本课职业的主题及相关职业名词。

b)

Choose a volunteer student-teacher to review previous lesson to warm up S---S activity.

如：What does your father do? My father is a driver. What does your mother do? My mother is a teacher

What does your brother do? My brother is a singer. What does your sister do? My sister is a nurse. …

Step 2: Presentation Let’s talk

1.Present the key words of jobs accordingly.

2.Teacher shows a picture of a taxi driver to elicit

the meaning and propel pronounce of taxi driver

3.通过PPT图片展示，教师问Who is he? What does he do? 引导学生回答通过PPT图片展示head teacher …

4.教师分别展示比尔•盖茨和马云的照片说：Who is he? What does he do? 教师继续问那位学生：What does he do? 引导学生回答：He is a businessman. 教师板书并教读句型：What does he do? He is a businessman. 可采取替换重点单词或接龙法进行操练

如：

T: What does he do?tt 1S绿色育网h S1: He is a taxi driver. What does he do? S1: He is a businessman. What does he do? S2: He is a teacher. What does he do? S3: He is a doctor. What does he do? 5. 教师拿出憨豆先生的照片说：What does he do? 引导学生回答：He is an actor引导学生对问句的思考，引出country这个单词，可采用拼音法教读：coun-try，

coun-tries-并提醒学生注意发音，也可拿出不同国家照片展示。

6.教师展示藏家牧民照片说：Who is he? What does he do? 教师继续问那位学生：What does he do? 引导学生回答：He is a herdsman. 教师drill and板书。

7..教师展示藏家牧民照片说：Who is she? What does she do? 教师继续问学生：What does she do? 引导学生回答：She is a herdswoman. 教师drill and板书。

8. 教师询问学生Am I your teacher or head teacher?教师问学生：Do you want to be a head teacher, too? 学生回答：Yes, I do./No, I don’t.教师拓展句型：What do you want to do/be?=What are you going to be?/引导学生回答：I want to be a \an … =I am going to be a/an…教师板书并教读句型：What do you want to do/be? =What are you going to be?/ I want to be a \an … I am going to be a/an…以小组为单位，一问一答操练此句型. 如：

Sl: What do you want to be?

S2: I want to be a ... Sl: What do you want to be（in the future）?

S2: I want to be a ...

in the future. 也可以学生间相互询问对方未来的职业理想。

4. 播放Let’s talk部分的录音，学生带着问题静听，画出回答问题的关键信息。问题如下：

Qs 1: What does Oliver’s father do?

Oliver’s father is a …

Qs 2: What does Oliver’s mother do?

Oliver’s mother is a…

教师核对答案，再次播放录音，让学生把不懂的地画出来。学生—边听一边跟读读，教师讲解。全班跟读熟练后，再分组分角色朗读。Pair work presentation Step 3: Practice a).Writing task: 教师提供有关本节课重点词汇及重点句型的图文卡片ppt，请每位学生根据hand-out在规定的时间里完成writing task并volunteer student-teacher

上台，给全班分享。

______

is a/ an …

His/Her father is a …. His/Her mother is a

…

He usually goes to work by … He likes … very much.

______

is a/ an …

His/Her father is a …. His/Her mother is a

… He usually goes to work by … He likes … very much.

如：Volunteer S Qs: What does she do? All: She is a teacher

Volunteer S Qs: What does he do? All: She is a businessman. …

b.) 教师将全班分成六大组，给每组发放五-六张有关本节课重点词汇及重点句型的卡片，让每组成员在规定的时间里排序并给全班展示小组合作结果并奖励小组成员。

如：What does your father/mother/he do?

What do you want to do/be?

I want to be a/an…

Step 4: Consolidation and extension 1)教师询问学生心目中的理想职业：What do you want to be?= What are you going to do?

Oral task

2) 要求学生完成练习。

【通过让学生规划自己的理想职业，培养学生热爱生活、热爱劳动的情感。】

Step 5 ：Homework Assignment

Oral work:

1).

Read and act out Let’s talk A in pairs to get ready to present for next class. 2).调查自己及好朋友的父母的职业并给全班回报。(What does your father/mother/he do? He/She is a/an...). Written work:

Finish the interview and write a reporter

Step 6 ：Blackboard Design板书设计

Unit 5 What does he do? jobs

—What does he do? —

He is a/an head teacher/actor/businessman/herdsman/taxi driver.

— What does she / she do? —She’s a/an businesswoman /herdswoman/actress/ worker / police officer/pilot

— What do you want to be? — I want to be a/an ...

coun-try---country

head+teacher---head teacher

Step 7：教学反思

本课时的重点在于学会如何询问对方的职业，同时教师拓展介绍了如何询问他人未来的职业理想，这点做得比较满意，可以让学生对自己的未来有一个思考，在情感上给学生带来了正能量。虽然增加知识点会加重学生的学习负担，但是适当的拓展有利于学生的全面发展。本课用表演做动作的形式在warm-up阶段就调动了学生的学习兴趣，同时又给学生提供了复习旧知识的机会，趣味性的练习使学生学英语不再单调，更利于学生接受。本课是锻炼学生胆量、口语表达的主战场。对话表演的学习方式给了学生很大的自由空间，它可以更好地激发学生的学习兴趣，拓宽学生的参与面，调动学生的积极性和主动性，为全体学生提供口语锻炼的机会，达到良好的教学效果。

本课的另一个特色就是充分引入一些当代歌手及演员的信息，在不影响教学进度的前提下，适当加以拓展，既调动了学生的积极性，又让学生了解到了许

多课堂以外的信息。除了可以在课堂上充分练习本单元的重点句型以外，学生还可以在家与家长进行练习，这样不仅巩固了所学句型，同时加强了学生与家长之间的交流。