A国家优质课一等奖

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教材课题

设计者

Unit5 What does she do? Part A Let’s try & Let’s talk

黄素珍

所在单位

课型

会话课

年级

六年级

河源市高新区实验学校

一、设计思路及依据说明

利用情境教学，结合信息技术与英语学科的整合，设计了听、说、读、写等活动，让学生以小组为单位结合情境学习，体会并运用语言。学生通过小组合作，网络搜索，查找资料,小组分工等形式课前提前介入课堂，有效进行了预***提高了课堂的效率和孩子们学习英语的浓厚兴趣。

二、教学背景分析

本班学生大多保持着对英语学习的兴趣，储备了一定的英语词汇，具备了简单的学生英语语言运用能力，对本课中的相关词汇、句型均有一定的基础。但单纯形式上的乐分析

趣已不能满足他们的需求。因此，要为学生设置不同层次且与时俱进，具有趣味性的学习任务，才能激发他们持久的兴趣。

本节课是PEP小学英语六年级上册Unit5 What does she do ? Part A部分Let’教材s try和Let’s talk.的内容。主要任务是学习新句型： What does your father/ 分析

mother…do? He/She is a/an…

和第三人称单数后面动词的变化，

以及大量复习以前学过的职业单词和动词。

三、教学目标与教学重难点

1.

教学目标：

（1）

能够听、说、读、写句型“What does your mother/father do? She/He is a/an ...”并能在情景中运用。

(2)能够听懂、会说Let’s talk对话，并能做替换练习。

教学(1)学生能够谈论不同人物的职业，并简单描述该职业的特点。

目标

(2) 学生能简单介绍自己的家庭情况，包括各家庭成员的爱好，职业，上班地点，及怎样去上班等。

3.情感目标：

(1)通过学习各种职业的描述，培养学生树立自己的理想目标，并努力、用心去追逐。

(2)激发学生热爱劳动，热爱生活，职业不分贵贱等情感，陶冶学生良好的道德情操。

读、写句型“What does your mother/father do? She/He is a/an ...”教学1. 能够听、说、重难并能在情景中运用。

点

2. 能够听懂、会说Let’s talk对话，并能做替换练习。

四、教学方法

教学《新课程标准》指出：“英语课程应积极倡导自主、合作、探究的学习方式，英2.能力目标：

方法

语课程应该是开放而有活力的。”在这节课的设计上，我努力遵循“小组合作教学设计整体优化”的原则，设计以学生原有知识经验为基础，利用小组合作，为学生提供多样化学习资源，创设良好的自主学习环境，引导学生积极、主动参与学习，真正成为学习的主人。

本课通过情境设计下周有人（学生的偶像人物TFBOYS）来参观我们学校，如果想知道这些人是谁的话，就要闯过5关（5个任务），而每过一关，你就可以获得一个Tip，最后就可以猜出这些人是谁，并能和他们一起拍照。以这一情境为主线，利用小组讨论合作设计任务猜职业，描述职业，采访组员，介绍自己家庭成员等任务，让学生在小组讨论合作中完成任务，并展示学习成果。

五、教学流程图

Warming up and revision. (Task 1：Review and preview) ↓

Presentation and practice (Task 2 :Let’s try) （Task 3: Let’s talk）

↓

Extension（Task4: Group work: do a survey） ↓

Consolidation（Task 5: Introduce your family）

↓

Summing up ↓

Homework 六、教学过程

一、Warming up and revision. (Task1：Review and preview) 1.Greeting T: Good morning!Boys and girls! S: Good morning!Candy T:Boys and girls. Are you happy today? Ss: Yes. T: Wow! I am happy, too. Because someone will come to our school next week. I know you are their fans. Do you want to know who they are? Ss: Sure. T: OK! Look, there are 5 tips here, and today you have 5 tasks, if you past each task, I will give you a tip. And then you can guess who they are. Clear?

Ss: Yes. T: And, today if you can guess their names,you can take pictures with them. So, come on, boys and girls. Ss: OK! T:First, let’s sing a song together,OK? (创设情境，给学生明确目标并为之努力）

2.Sing a song “My Family”

(让学生边拍手边唱，通过歌曲的导入，既活跃了课堂的气氛，又激发了学生的兴趣，快速地将学生带入英语课堂中) 3.Free talk T:Just now we sang a song about family’s jobs.Can you tell me something about your family? Ss: Yes. T: Excuse me! XX. What does your father do? S:He is a/an... T:What does your mother do? S:She is a/an... T:What are you going to be? S:I am going to be a ... 板书：What does your father do?He is a/an... What does your mother do?She is a/an... （Free talk 中让学生接触一些询问职业的句子和职业的名词,并为下一步做准备。在此环节渗透情感教育：热爱生活，要为理想而奋斗，理想才会实现）

4.Let’s chant T: Boys and girls,we’ve learned many job words before.This time,Let’s chant togeter, OK? S: Ok Chant Sing,sing,singer Dance,dance,dancer Write ,write, writer Teach,teach,teacher Drive,drive,driver Report,report,reporter Clean,clean,cleaner Act,act,actor Work,work,worker Yeah!Yeah!Yeah! ( 让学生在chant中回顾和复习部分职业单词.并谈谈职业单词的组成规律，一般情况下是在动词后加er , 如：singer; 以e结尾的加r, 如：writer; 特殊情况的加or, 如：actor. 该活动的设计进一步总结和复习了职业单词及其组成规律。为下面的运用做准备。) T： Boys and girls, you did a good job at Task 1. So you can get Tip1. They are students. Can you guess who they are ? Ss: No.

T: No? If you want to know more，please finish Task 2 Let’s try 二、Presentation and practice (Task 2 Let’s try). 1.Turn to Page59.Listen and circle T: Now boys and girls, would you like to listen again? Ss: No. T: OK. Who can give me the answers? Let’s check the answers. S1：Picture1 circle A， picture 2 circle A, too. T: Is she/he right? Ss: Yes. T: Good! Now boys and girls, you give me the right answer, so you can get Tip 2. They are actors. (Let’s try 的录音内容其实是Let’s talk的铺垫，通过一项听力活动整体感知核心内容。由Try切入，整体感知Talk。做到从听入手，再过渡到说，体现了从易到难的原则。) （Task 3 Let’s talk）

1.Teacher shows the pictures on PPT and says: Look, who’s he? SS: He is John. T: And who is she? Ss: She is Chen Jie. T: What are they talking about? Let’s listen to the tape and choose the answer (用John和Chen Jie正在交谈的图片引出Let’s talk, 并让学生带着问题听录音，) Ss listen to the tape and choose the questions: （1）What dose John’s mother do? A. She is a singer. B. She is a TV reporter. （2）Is John’s father a TV reporter, too? A. Yes,he is. B.No,he isn’t. （3）What does John’s father do? A. He is a driver. B. He is a teacher. （4）Does John’s father teach English? A.Yes, he does B. No, he doesn’t (学生完成后，教师核对答案，并用幻灯片在第四小题的下面出示：=He teaches English.并板书此句，并提醒学生注意第三人称单数后面动词的变化。接着分别出示语文老师和数学老师的相片）

T:Who is she? What does she teach? 引导学生回答：She is Miss..,She is a Chinese/maths teacher. She teaches Chinese/English 2.

Listen again and fill in the blanks Chen: your mother ? John: a TV Chen: your father ? John:He is a .He English. (挖空文本，深层感知和理解文本，关注文本结构，语言的逻辑，保证语言的准确性加大听力的难度，进一步提高学生的听力和理解能力。）

3.Watch the video,Listen and imitate T: Now boys and girls, listen and repeat.

(解决以上问题后，要求学生听并跟读，注意模仿语音语调。) T: OK. Let’s read it together. (全班齐读。) T: Please read in your group. (各小组组内各种形式读。) ☆ Read in groups ☆☆ Read in roles ☆☆☆ Read in roles without books. (回归课本,由听录音到看动画，分层次练习读。感受语境，注意连读，语音语调等，解决本课时语音难点）

T:You are excellent.You can get Tip3:They are also singers.

三、Extension（Task4 Group work:do a survey）

T:Now boys and girls, you are a reporter now. Please use “What does your father/mother/do?”to interview your classmates. First, I will give you a model. (此环节对文本进行了重构，发展学生的文本重构能力，让学生运用语言，在组内互相采访

家人的职业及工作情况，再展示汇报。在学生采访之前，老师会先做个示范。)

name mother father

T: Have you finish？

Ss: Yes. T: Now it’s your show time. (学生以不同的形式展示对话。) T: Wow！ Boys and girls, you are really great!You can get Tip4: They are a famous group. （有了以上的采访活动做铺垫，相信孩子们对新句型已经比较熟练了) 四、Consolidation（Task 5 Introduce your family）

1.T:Can you guess who they are? Ss: No! T: It doesn’t matter. If you want to guess who they are, the last tip is the most important for you, right? Of course, the last task is a little difficult for you. But please don’t worry. I will help you. Now, let’s see what the last task is! (引出最后一个任务：介绍自己的家庭成员。) (教师先出示相片，做示范) T: “Look！ This is my family photo. This is me. I like reading. I’m a teacher. I teach English. I go to work by car. And this is my husband. He likes sports. He is a policeman. He works in a police station. He goes to work by car, too.This is my daughter,she is a student. She goes to school by bus. She likes singing,She also likes riding a horse.I love my family.” Now boys and girls, can you introduce your family to us? Ss: Yes. T: Good! But don’t forget to introduce their hobbies, jobs and how to go to work. Try to introduce more, OK? (鼓励学生尽量多想多说，整合前几个单元学过的知识介绍家人，体现了各单元知识点的联系性与语言的灵活运用。) Ss: OK.

T：You have two minutes. Let’s begin! （学生在组内互相拿出相片介绍，然后请两个学生做代表上来展示，对学生会出现的问题进行纠正和引导。）

T: Now boys and girls, I know more about your family. Your parents have different jobs. But “All employments are equal.” The most important thing is that we should study hard, and try our best to be a useful person in the future, right? (情感教育，教育学生职业不分贵贱。只要努力学习，将来做一个有用的人才是最重要的。)

2.Exercises Finish the exercises and check the answers. A: Hey! You’re new(新来的)here. B: My name is Lily. A: ___________________________? B: I’m a student. A: ___________________________? B: My mother is a teacher. A: ___________________________? B: My father is an actor. A: Thank you. B: _____________________. T: OK! Boys and girls, you can get the last tip now. Tip 5 Listen to one of their songs,You will know Who they are. Ss: They are TFBOYS. T: Yes,They are TFBOYS. But what do they do? Ss: They are actors,singers and students T: Do they sing well? Ss: Of course! (当学生顺利完成练习后，给出最后一个tip，让学生猜出来我们学校的是TFBOYS，这个组合孩子们很感兴趣的人物，也可以联系他的职业加深孩子对职业句型和职业名词的理解) 五、 Sum up 六、 Homework 1.Copy the sentences.☆

2.Recite the sentences. ☆☆

3.Make a video :Introduce your family. ☆☆☆

(给学生选择难易度不同的作业，让不同层次的学生完成不同层次的作业，巩固、练习本节课的知识点，养成课后复习、预习的习惯。)

七、板书设计

Unit5 What does she do? B Let’s learn Let’s talk What does your mother do? She is a/an…

What does your father do? He is a/an… He teaches English. 八、其他辅助学习资料

listen to the tape and choose the questions: （2）What dose John’s mother do? A. She is a singer. B. She is a TV reporter. （2）Is John’s father a TV reporter, too? A. Yes,he is. B.No,he isn’t. （3）What does John’s father do?

A. He is a driver. B. He is a teacher. （4）Does John’s father teach English? A.Yes, he does B. No, he doesn’t Listen again and fill in the blanks Chen: your mother ? John: a TV Chen: your father ? John:He is a .He English. Fill in the blanks A: Hey! You’re new(新来的)here. B: My name is Lily. A: ___________________________? B: I’m a student. A: ___________________________? B: My mother is a teacher. A: ___________________________? B: My father is an actor. A: Thank you. B: _____________________.

九、教学反思

本节课是PEP小学英语六年级上册Unit5 What does she do ? Park A部分的Let’s try和Let’s talk.主要任务是学习新句型： What does your father/mother…do? He/She is a/an…

和第三人称单数后面动词的变化，

以及大量复习以前学过的职业单词和动词。针对本节课我设计5个任务：Review and preview，Let’s try，Let’s talk，Group work，Introduce your family。并在任务中贯穿听说读写，编chant，采访同学，作报告，对话，介绍家庭等孩子们比较感兴趣的活动。整节课由一条情境主线串通，每个环节及时评价，学生的思路和学习目的明确，以小组合作为主，分工明确，这种方式学习效率高，既拓宽了学生的知识面，培养学生合作学习的能力。本科设计不同层次的任务，照顾了不同层次学生的需要,让学生继续自主学习，进一步巩固了新知识的学习效果。联系生活，紧扣主题,为学生提供了情景对话，将旧单词、新句型、拓展句型三者有机结合，扩大学生的听说训练，丰富学生的语言表达，巩固学生新授的单词、句型。

不足之处： 1.教师语言不够精练；

2.部分中下层学生未能完全理解掌握，如: He teaches English.的用法,对第三人称单数后面动词的变化这一难点的拓展不够，如果能再设计一个情境在课上分层拓展这一部分应该会更好。

3.时间把握不好，超时。