Part Appt配套的教学设计及说课稿

闽教版小学英语六年级下册Unit 6 Dream Job Part A教学设计

建瓯市第一小学：郑自有

一、指导思想

本课教学设计主要依据2011版《小学英语新课标》，并将整体语言教学理念贯穿于课堂始终，引导学生预测课题内容，初步感知文本，整体呈现文本，整体把握文本大意，整体朗读文本，整体理解文本，整体输出和运用文本。课堂教学活动设计以学生为中心，激发英语学习兴趣为目的。课堂中关注学习有效性、趣味性，兼顾层次性，让学生全面的、有效的学习英语，让学生真正将所学英语联系实际、用于实际，真正发挥语言交际功能。

二、学情分析

本节课的授课对象是六年级的小学生，他们经过四年的英语学习，已经具备了一定听、说、读、写的基础，他们的学习习惯较好、有较强的求知欲、极具学习潜力。在Unit 5中他们已经学过一些表示职业的单词。如：teacher, nurse, singer, dancer, farmer, worker, police office, doctor等。学生也学了询问别人职业的句型：What does he/she do? What’s his/her job? She/he is a …，这些都为本课的教学奠定了语言学习的基础。

三、教材分析

本课教学内容是闽教版小学英语六年级下册Unit 6 Dream Job Part A第一课时，主要涉及的语言点是复习有关职业名词以及询问和叙述自己的职业等。根据教学内容确立本课时的教学目标及教学重难点分析等。

◆教学目标

语言知识目标

1.学习单词：true，driver。

2.学习句型：What do you want to be? I want to be a ….

语言技能目标

1.能用所学的语言简单描述某一职业的特点及工作性质。

2.能用所学的语言能正确、自如地询问他人的职业，表述自己未来的职业梦想。

◆教学重、难点分析

重点句型：What do you want to be? I want to be a ….

难点句型：Singers can make people feel happy. Doctors can make people strong and healthy. ◆情感目标

鼓励学生从小树立远大的理想和目标，激励他们更加热爱学习，热爱生活，热爱祖国的情怀。

◆教具准备

多媒体课件、教学光盘、新的及有关职业的单词卡片、句子卡片等。

四、教学过程

Step 1: Warming up【歌曲热身，活跃气氛】

1. Greetings. T: Hello,boys and girls! Are you ready now? Ss: Hello,Mr.Zheng! T: Nice to meet you! Ss: Nice to meet you! T: Sit down, please! Ss: Thank you! 【设计意图】：师生互置问候，拉近师生之间的距离。

2. Appreciate a song: Job songs T: Now it’s a song for you. Let’s enjoy it. Ss: Yes. T: What is this song about? Ss: It’s about jobs. T: Very good!

【设计意图】：利用歌曲导入职业单词，活跃了课堂气氛。

Step 2: Review【游戏激趣，温故知新】

1. Playing a quick response game。（看PPT抢答）

T: What jobs do you know? Let’s play a game. What does he do? Ss: farmer, cook, worker T: What’s her job? Ss: dancer, teacher, singer, T: What’s his job? Ss: basketball player, police officer, football player T: What’s her job? Ss: doctor,nurse 【设计意图】：利用快速抢答游戏，激发学生的学习兴趣，即复习所学的职业名词，又训练学生快速应变的能力。通过

Step 3: Presentation【创设情境，整体导入教学内容】

1. Bring up the topic（揭示课题）

T: Look at this photo. Who is this man? Ss: Mr.Zheng. T: So clever. What’s my job now? Ss: A teacher. T: Very good! I am an English teacher now. Can you guess what my dream job is when I was young? Ss: A teacher. T: Great. My dream job is a teacher. Now this lesson we are going to learn Unit 6 Dream Job Part A. 【设计意图】：利用猜猜老师的职业导入关于职业名词，在猜的过程中教授单词dream job，并揭示课题。

Step 4: Comprehension【设置疑问，整体理解课文内容】

1.播放教学视频，学生初读课文并回答相关问题。

T: When I was a child, I wanted to be a teacher. Now let’s watch and answer. What does Julia want to be? What does Yang Ming want to be? (教师播放教学光盘视频) T: Let’s check your answers. Who can try? S1: Julia wants to be a singer. T: Julia’s dream job is a singer. S2: Yang Ming wants to be a doctor. T: Yang Ming’s dream job is a doctor. T: You are wonderful! 【设计意图】：通过快速阅读课文的方式，让学生带着问题边观看边思考文中人物喜爱从事什么工作，使他们对课文内容有个初步的整体感知。

2.再播放教学视频，学生读课文并回答下列细节问题。

T: Let’s watch again. Why does Julia want to be a singer? Why does Yang Ming want to be a doctor? T: Now tell me your answers. Why does Julia want to be a singer? Who can try? S1: Julia is very good at music.（教师贴句子卡片）

S2: Singers can make people feel happy.（教师贴句子卡片）

T: Why does Yang Ming want to be a doctor? Who can try? S1: Doctors can make people strong and healthy.（贴句子卡片）

T: Julia wants to be a singer. Why? Because ……. （教师指着句子卡片带读）

Ss: Julia is very good at music. Singers can make people feel happy. T: Yang Ming wants to be a doctor. Why? Because ……. （教师指着句子卡片带读）

Ss: Doctors can make people strong and healthy. T: You are so great! As you know, singers are very busy. Is that true？

Ss: Yes. T: And doctors are very busy,too. Is that true？

Ss: Yes. T: That’s true. Tr tr… ue ue… Follow me.（出示单词卡片带读）

Ss: Tr tr… ue ue…

T: Do they often work on holidays？Is that true？

Ss: Yes, it is. T: That’s true,too. They often work on holidays. （贴句子卡片）

【设计意图】：通过仔细阅读课文的方式，使他们对课文内容有进一步的整体理解。同时教授单词true，词组make people feel happy和make people strong and healthy。

3. Look and match.（PPT出示四个答案的断句形式）

T: There are many jobs. Can you match them? Ss: Yes.

S1: Singers can make people feel happy. S2: ……

T: Let’s make sentences together. 【设计意图】：让学生根据职业的特点或工作的性质，看一看，连一连搭配选择一个职业，再引导学生按意群朗读句子。

Step 5 Consolidation【巩固新知，回到整体，进一步理解感知课文内容。】

1. Ask Ss to “Listen and repeat.”

T: Listen, point and imitate twice. 【设计意图】：让学生边看课本跟读课文，让学生从整体上回顾课文内容，同时领悟朗读的技巧。

2. Ask Ss to “Read in role plays”.

T: Read in role plays. Boys read as Yang Ming. Girls read as Julia. Let’s go! 【设计意图】：通过学生分角色朗读课文，让学生再次熟悉课文内容，指导学生的语音、语调。

3. Read and act in “a little teacher”

T: Who wants to be as Julie? Who wants to be as Yang Ming? Come here, make a dialogue! 【设计意图】：小老师扮演角色表演对话，提高学生的口语表达和语言输出的能力。

4）Fill in the blanks. Julie is very good at ______ .She wants to be a _______ .Singers often _____ on holidays. That’s ____, but they can make people feel ____.Yang Ming wants to be a _____. Doctors can make people feel _____ and______. 【设计意图】：引导学生根据课文理解和所提供的信息，借助关键词句记住阅读主要内容完成小短文，培养运用语言输出的能力。

Step 6 Practice【突破重、难点，整体把握课文核心句内容】

1. Show a short chant for Ss and then ask Ss to “Make a chant”. T: Make a chant with me. What do you want to be? What do you want to be? I want to be a singer. I want to be a singer. What do you want to be? What do you want to be? I want to be a dancer. I want to be a dancer. T: Let’s chant with the music together. 【设计意图】：通过朗朗上口的童谣让学生自由说唱，进而引出重点句型，为学生熟练运用句型做铺垫。

2. Situation creation T: Watch the video and think: What do you want to be? S1: I want to be a doctor. S2: I want to be a nurse. S3: I want to be a PLA man. T: I want to be a volunteer. Because I am a teacher, I can help them study. 【设计意图】：播放汶川大地震的救援场面视频，让学生在听觉、视觉及心灵上受到冲击和洗礼，使他们更好地掌握有关职业的名称以及询问和叙述某人的职业等中心语言。

Step 7 Extension【呈现任务，整体运用语言】

1. Do a survey with your partner. Name(姓名) Dream Job（梦想职业）

Why?（为什么）

【设计意图】：设置问卷调查任务，让学生边询问边记录完成调查表，培养他们自主互助和合作学习的品质。

2. Make an interview. T: Who wants to come here, make an interview! What’s your name?

Cheng Xianrui: I am Cheng Xianrui. T: How old are you? Cheng Xianrui:I am 12 years old. T: What’s your hobby?

Cheng Xianrui:I likes singing. T: What do you want to be? Cheng Xianrui:I want to be a singer. T: Why? Cheng Xianrui: I can make people feel happy. T: Nice to talk with you. Thank you, you have a wonderful dream job! T: Who wants to try? Just like me and Cheng Xianrui S1: What’s your name?

S2: I am ….. S1: How old are you? S2: I am …. years old. S1: What’s your hobby?

S2:I like …….

S1: What do you want to be? S2:I want to be a ….. S1: Why? S2: I can make people feel ….. T: Nice to talk with you. Thank you, you have a wonderful dream job! 【设计意图】:创设小记者情景采访他人的梦想职业，让学生在具体的情境中自然地操练和整体运用语言。一方面有效地突破了教学的重难点，另一方面最大限度地激发学生运用英语进行交际的需求，锻炼与提高他们在活动中语言综合运用的能力。

3. 德育渗透 1）播放中国梦公益广告。

T: Everyone has a dream in heart. What’s our Chinese dream now? Let’s watch the video. Ss: Chinese dream. T: Our dream is Chinese dream. How to come true our Chinese dream? An old saying says: Where there is a will, there is a way.有志者事竟成

Teenager is smart，then our country is smart.少年智则国智

Teenager is rich， then our country is rich. 少年富则国富

Teenager is strong，then our country is strong. 少年强则国强 【设计说明】通过视频呈现，勉励学生为了实现自己的理想，为中华之崛起而努力学习。

Step 8: Summary.

【总结回顾】

T: So much for today’s lesson, what we have learned? New words: Ss: true, taxi driver. T: Sentences Ss:Singers can make people feel happy. Doctors can make people strong and healthy. What do you want to be? I want to be a doctor. T: You are super! 【设计说明】：通过简短的小结，让学生再次巩固本次课的内容，加深印象。

Step 9: Homework. 【作业自选超市】

T:This is today’s homework. Please try to finish them after class. 1.听读本课对话内容，认真模仿录音中的语音、语调。

2.完成英语《活动手册》中本课的练习。

3.做“一起作业”。（www.17zuoye.com）

4.小练笔：以My dream job为题用英语表述自己未来的职业梦想 Hello，my name is ___________. I am _____ years old. I am in Grade _____, Class______. I am very good at ___________. When I grow up，I want to be a _____I can _____ （1-3题为必做题，4题为选做题。）

【设计说明】：

通过设置不同层次要求的作业，鼓励学生在完成本层次作业的基础上，争取做更上一层的作业，激励学生不断挑战自我，不断进步。

Step 10：Evaluation.【收获时刻，评出冠军组】

T：Who are winner? 教师男生和女生小组所得的分数，评出分数最高的小组为冠军组，给予获胜的小组表扬，并给每个小组成员盖上精美的卡通图章，同时鼓励其它小组加油，争取下一次的成功。

【设计说明】：在课堂中进行及时有效的课堂评价，能很好调控课堂纪律，调动学生的积极性和参与度，提高英语课堂教学效果，同时赋予学生学习英语的兴趣和努力的方向。

板书设计

Unit 7 Dream Jobs

No.1 P art A

Julie

a singer

She is very good at music.

They can make people feel happy.

wants to be

Singers often work on holidays.

Yang Ming

a doctor

They can make people strong and healthy.

Doctors often work on holidays, too. What do you want to be?

true

I want to be a… a driver

Boys

Girls

五、教学反思

本节课的主要教学任务是复习有关职的名称以及让学生询问和叙述自己的职业等。本节课新授词汇量少，对学生来说难度不大，所以在教学设计中我依据《小学英语新课标》，以整体语言教学理念为指导，设计了一条层层递进、逐步深入的教学任务：热身复习—整体呈现—整体输入—感知体验—整体输出—整体拓展延伸与运用—情感渗透；结合学生的英语基础和认知能力，认真分析教材，合理选取、安排本课的教学内容，确立恰当的教学目标，设计学习活动任务链，并配合多样、有效的课堂活动，引导学生积极参与、合作交流，在感悟、体验与尝试中操练语言和运用语言，使学生在体验成功，获得自信的同时，综合语言运用能力也得到充分发展。在课堂中充分发挥多媒体对本课教学的优势，利用“歌曲、游戏、童谣”的教学活动，让学生大量练习核心句型，在夯实核心句型之后，回归到课文文本的学习，适当进行朗读、角色表演等巩固性的训练。在每个环节中贯穿语言输入与输出的训练，通过播放“汶川大地震救援感人视频”，设置任务型的活动，创设“小记者采访”的情境，旨在创设一个真实的语言环境，模拟真实的生活实景进行语言实践，引出问题What do you want to be? 激活学生已有的知识储备，引导学生在真实的情境中综合运用语言，在此基础上实现语言的再扩展和情感渗透，教育学生从小树立远大理想，努力学习将来报效祖国，实现我们伟大的中国梦。通过创设生活化的课堂情境，让学生整体感知语言，理解语言，操练语言和运用语言，锻炼了学生的综合语言运用能力，较好地完成了本课的预设教学目标。当然本节课还有很多的不足之处：这节课主要是以整体语言教学模式下的对话语篇教学，让学生整体感知、学习课文对话内容，学习本课的新词，做到词在文中学；学习本课的新句，做到句在文中学；对话语篇教学追求整体性，在教学中应引领学生整体感知对话，同时还要注意分层教学，逐步深入，不仅引导学生从整体上感知，还需要分段进行处理，最后再次回到整体上，检查学生是否真正理解语意等等。通过这节公开课，在各位专家及教师们的精心点评下，让我受益匪浅。我时常不禁思考：在一节英语课中，怎样体现一节课的重点，怎样在某一特定的环节中发展学生的批判性思维，培养学生的英语学习的核心素养，怎样让不同的学生能有不同的所得与收获，这些都值得自己在今后教学中不断去细细思量，不断去揣摩。