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教学设计

Unit6

What does he do?

一：教学目标

1. 语言知识和语言技能目标: (1) 学生能够在图片和教师的帮助下,理解对话的大意; (2) 学生能够用正确的语音、语调、意群,朗读并表演对话; (3) 能够在语境中运用句型What does he/she do? He/ She is a …询问他人的职业并作出恰当的回答; (4) 能在语境中理解生词businessman 和句子He often goes to other countries。

2. 学习策略目标: (1)积极与他人合作,共同完成学习任务。

(2)集中注意力,在课堂交流中,注意倾听,积极思考,乐于跟同学交流。

3. 情感态度目标: 通过教学活动,引导学生尊重他人,树立尊重各种职业的意识。

二：学情分析

小学六年级的学生,和低年级学生相比具有较强的自行探究的能力,思维能力处于由形象思维到逻辑思维的过渡阶段,具备一定的英语知识基础和英语学习习惯。学生在四年级上册Unit 4时已学过职业单词teacher, doctor, nurse, farmer, cook等,在平时也积累了一些常见的职业词汇,如policeman, worker, singer, football player等,也能用He’s / She’s a ...介绍某人的职业,这些语言知识与能力基础为本课的学习奠定了良好基础,学生对新知的学习能够连贯有所承接。教学的语言目标对学生来说难度不大,但是教师要引导学生如何在语境中正确理解,运用目标语言,真正掌握目标语言的语用功能。

三：重点难点

1. 教学重点:学生能够用正确的语音、语调、意群,朗读并表演对话;能在语境中灵活运用语言What does he/she do?以及做出恰当的回答He/She is a/an …。

2. 教学难点:能够在语境中理解生词businessman以及句子He often goes

to other countries.

四：教学过程

Step

1.

Warm up and lead in

Sing a son “What’s his job?”

【设计意图】通过歌曲热身活动,调动学习热情,并复习职业单词,为后面学习做铺垫。

Step

2.

Let’s

try

and

presentation 1. Let's try

T: Today is parents’ Day in Sarah’s school, too. Who will come?

【设计意图】结合Let’s try文本以听说为途径,让学生了解本课主题,初步感知本节课的重点句型,为进入正式的对话学习做好准备。

2. Predict and say

T: Sarah’s father can’t come. What about Oliver’s father?

Can he come? Why? S: ... T: He can’t come. He is so busy for his business. So he’s a businessman. 【设计意图】鼓励学生根据所给情景图大胆预测和表达,引导他们调用视觉、语言感官参与学习,培养学生读图及预测能力,更能调动学生思维和提高说的能力.

同时在情境中解决生词businessman。

3. Guess and say T: Sarah and Oliver are talking. What will they say? Can you guess? 让学生启动思维,猜测挖空的句子是什么。

【设计意图】通过“Skeleton骨架文本”解构文本,学生在猜测挖空句型的过程中,由被动的学习变为主动的思考,发散思维和语言能力得到了提高。

4. Think and discuss 当学生自由发表自己的想法后,给出可选择的句子,让同桌讨论答案。

【设计意图】通过同桌讨论、倾听,培养学生的合作能力和分析思维能力。

5.Choose and write 让学生讨论、思考后选择正确句子的编号填在横线上。

6. Listen and check 教师播放Let’s talk录音,学生通过听音核对答案

【设计意图】先让学生写下答案,再听音比对、印证。这种“Skeleton”模式,给予学生更多探究的空间和时间,为学生语言和思维搭建了桥梁,明确掌握了核心句型的语音、语用和语言形式,将接受性学习改变为创造性使用。

7. Watch and answer. (1) T: Let’s watch the cartoon and answer three questions. 1. What does Oliver’s father do?

2. What does Oliver’s

mother do? 3. What does Oliver want to be? (2) Watch the cartoons. (3) Check the answers and write the sentences on the blackboard.(板书句型) (4) 理解运用句子He often goes to other countries.

【设计意图】让学生带着问题听录音,训练学生的听力能力,通过回答问题,检测学生对课文的理解能力。并利用图片让学生理解运用句子He often goes to other countries.突破难点。

(5)Open question: Why does Oliver want to be a businessman? 学生启动思维回答。

【设计意图】通过提问开放性问题,激发学生积极思考及用英语表达的欲望。

Step

3.

Practice

and

Consolidation评论

1. Let’s read.

(1) Read alone. 让学生自己尝试读

T:This time, please try to read by yourself. Please pay attention to

the linking and the tones. (2) Read after the computer. 跟读,模仿

T: Now let’s read after

the computer. Please pay attention to the pronunciation and intonations. (3) Role play 分角色表演对话,先全班,再pair work, 【设计意图】让学生先根据教师给出的连读和升降调符号进行尝试读对话,再逐句跟读,进行比对模仿,自我纠音,最后让学生分角色表演对话,操练与内化对话文本内容,为后面的语言输出做好铺垫。体现了学习过程是一个尝试、对比、更正的体验过程,是一个思维和自主意识参与的过程,

2. Let’s act.文本重构,创编对话

(1)创设情境:Lily is sad. T: Sarah is happy. Her mother will come to school. But Lily is sad. Why? Ss: ... (学生发挥想象,猜测)

T: Oh. Because her parents can’t come on today. Why can’t they come? What do they do? Now use your imagination and make up a new dialogue. (2)教师现跟一位学生示范表演对话。

(3)两人一组,发挥想象,创编合理的对话。

(4)Show up the dialogue. 【设计意图】文本重构环节,教师设计了“半控制性文本”,通过创设Lily is sad的情境,对本课话题进行自然的延续,让学生既要思考,又有话可说,为学生的语言输出提高了语言支架。

3.情感教育:尊重各种职业

T: Many parents come to school. But some parents may not come.

Because they have different jobs. But they all work hard. (课件展示各种职业辛苦工作的图片) 教师充满感情地配幻灯片解说: Maybe Some are the cleaners. They clean the street. Some are the workers. Some are the farmers. They work hard. Some are the doctors. They help sick people. Some are the soldiers. They protect our country. Some are the policemen. They keep us safe. Some are the firemen. They work in danger. No matter cleaners or firemen, they all work hard. They are respectable. So we should respect them. We should Respect every job!

【设计意图】通过图片和音乐,展示cleaner, worker, policeman,...等各种职业的辛勤工作,让学生感受各种职业的艰辛,教育他们尊重各种职业,升华学生的感情。

4.Extension (1) Do a survey. T: Sarah has a parents’ Day today.

We will have a parents’ Day next Tuesday, too. Can your parents come on Parents’ Day? Let’s do a survey. And see : Who can come?

①教师先播放视频,示范如何调查。

②然后学生开展调查,完成信息调查表.

(2)Make a report. Group work. 小组合作,进行汇报。

②Invite some students to make a report in the class. ______'s father is a _________.He likes __________________. He is /isn't busy. He can/can't come. His/Her mother is a _________.She likes _________________. She is /isn't busy. She can/can't come. 【设计意图】最后输出环节,通过开展“家长日信息调查表”的调查和汇报,跟前面的warm up环节相呼应,让“家长日”主线贯穿整节课。并且通过这一开放式的情景活动,进行创造型文本重构,让学生把学习的知识运用到真实的情景中,使学习回归到生活,最终达到综合运用语言的目的。

5. Summary ①

让学生总结本课时学习的内容。

② 总结课堂的教学评价。

Step

4.

Homework 1. Listen to the tape and read the dialogue at home. 听录音并跟读P48对话,注意语音语调。

2. Write about your family( your parents' job and your dream career. 写一篇小作文,介绍你的父母职业和你的梦想职业。

【设计意图】

课内外衔接,课后作业是课堂的延伸,能有效地巩固所学的新知识,继续鼓励学生在生活中运用语言。

附板书设计: