六年级上册英语教案unit5whatdoeshedo人教

_Unit 5 年 月 日TitleUnit 5 What does he do?第1课时总课时6Teachingaims(1). Be able to say: “Isyourfatherapostman?No,heisnt.Whatdoeshedo?Heisabusinessman.”. (2). Be able to master those phrases: factoryworker,postman,businessman,policeofficer, in four skills.(3). Apply the sentences to the real situation.Key pointsDifficultpointsKey points Master the phrases: factoryworker,postman,businessman,policeofficer in four skills.Difficult points Replace the phrases: factoryworker,postman,businessman,policeofficer, according to the sentence.MeasuresTPR Pairwork Groupwork surveyTeaching aidsEnglish cards, pictures, pptTeaching stepsStep I Warming up1.GreetingT:Goodmorning,boysandgirls.Imveryhappytoseeyoutoday.Look,Ibringyoubeautifulstickers.Doyoulikeit?Handsup,ordoactions,Iwillgivethemtoyou,ok?2.T:Iwantyoutohelpme.Volunteers?T:Onestudentdoesaction,theotherguessestheword,ok? word1:farmerT:Yesorno?T:Whatshe?(Usethesamewaytoreviewwords“teacher,nurse,doctor,driver,baseballplayer”)Step II Presentation1.teacher, driver, singer,writer, baseballplayerT:lookatthewords,canyoufindrules?Somejobscanbeformedbyplusingan“er”.Sodoyouknowhowtochangethefollowingwords? clean-cleaner, report-reporter, dance-dancer work-worker , office-officer factory worker, police officer2.T:Lookatthepicturesandask like this:whatdoeshe/shedo? Ask and answer. 3.T: Somejobscanbeformedbyplusinga“man” or “woman”. post-postman business-businessman Ask and answer: Is he a? Yes, he is./No, he isnt. 4.Practice: Game: whats missing?T:Nowrememberthesewords.Iwillhideonewordcard,guesswhatitis.Step Consolidation and extensionAtask:Talkaboutyourdreams.I wanttobeasuperteacher.Whatareyougoingtobe?Talkaboutyourdreamswithyourdeskmates.homeworkPreview homeworklisten to the words and dialogue on P49.homework1. Write the words.2. Talkaboutyourdreams withyourfriends.Board designUnit 5 What does he do? A lets learn Whatdoes he do?Hes a .I wanttobefactoryworker,postman,businessman,policeofficer_Unit 5 年 月 日TitleUnit 5 What does he do?第2课时总课时6Teachingaims(1). Be able to say: Whatdoesyourfather/mother/hedo? He/Sheisa/anand can use it freely.(2). Be able to understand the “Lets try”, and to finish the exercise.Key pointsDifficultpointsKey points Master the sentences of this lesson, and can use it freely in daily life.Difficult points Help students to catch the new words and new sentence in “Lets talk”.MeasuresTPR Pairwork Groupwork surveyTeaching aidsEnglish cards, pictures, pptTeaching stepsStep I Warming up1.Free talks:2.Review the words about jobs.3.Act and say: Eg: act like a teacherStep II Presentation1. Lets try(1)Listen and circleSarahsmothercan/cantcometoday.Herfatherisadoctor/teacher/taxidriver.(2) Check the answers.2. Lets talk(1) Show the picture of BillGates.T: Who is he? What does he do? He is a businessman. T: Which country is he from? He is from the USA. Learn: country, other countries.(2)Learn：head teacher What does your mother do? She is a head teacher. Do you want to be a ?(3) Read the dialogue after the tape.(4) Lets act as Oliver and Sarah.Step Consolidation and extension1.Do a surveyWhat does your mother do?What does your father do?homeworkPreview homeworklisten to the dialogue on P48.homework1. Recite the dialogue on P48.2. Play the dialogue with your friends.Board designUnit 5 What does he do? A lets talkWhatdoeshedo?Heisabusinessman.Whatdoesyourmotherdo?Sheisaheadteacher.Whatareyougoingtobe?Iamgoingtobea/an.coun-try-countryhead+teacher-headteacherUnit 5 年 月 日TitleUnit 5 What does he do?第3课时总课时6Teachingaims(1). Be able to say: “Wheredoesshework?Sheworksatauniversity.”(2). Be able to master those words: fisherman, scientist, pilot, coach, in four skills.(3). Apply the sentences to the real situation.Key pointsDifficultpointsKey points Master the words: fisherman, scientist, pilot, coach,in four skills.Difficult points Replace the words: fisherman, scientist, pilot, coach,according to the sentence.MeasuresTPR Pairwork Groupwork Teaching aidsEnglish cards, pictures, pptTeaching stepsStep I Warming up1.Free talks:2.Review the words about jobs.3.Act and say: Eg: act like a teacher Step II Presentation1.Enjoy a short movie about “Dad ,where shall we go?”(1)A new travel to the USA. Chun Zhang :How can go to the USA?By plane.(2)Chun Zhang will give the children a new task: To find a pilot in the village.(3)C1: Is he a pilot?C2: No, he isnt.He is a fisherman. Learn: fisherman Where does he work? He works at sea.(4) C1: Is he a pilot?C2: No, he isnt.He is a scientist. Learn: scientistWhere does he work? He works in a university.(5) C1: Is he a pilot?C2: No, he isnt.He is a coach. Learn: coachWhere does he work? He works in a gym.(5) C1: Oh, yeah. My father is a pilot.Learn: Where does he work? He works on a rescue plane.2.Summary.fisherman-at seascientist-in a universitycoach-in a gympilot-on a rescue plane3.Write and discuss:P51Step Consolidation and extension1.Role-play in the group.homeworkPreview homeworklisten to the words and dialogue on P51.homework1. Read the words on P51.2. Play the game with your friends.Board designUnit 5 What does he do? B lets learnfishermanscientistpilotcoachMyauntisascientist.Wheredoesshework?Sheworksatauniversity.这个教材改版后，出现了很多新单词，学生们在生活中也是很少接触和了解到的单词作为了重点单词。我感觉教学过程中很吃力。而且由于很多学生家长的职业都只有：workerbusinessmanseller要么就是没有职业的，所以在教学中要谈论家人的职业时，学生是没有话可说的，导致活动没法很好的开展。我们的英语教学重要在贴近学生的生活，让学生能有话可说。而这个教材的单词可以说是偏离了这一点，学生们学习完了之后就没有用武之地了，根本在生活中用不着了，这是很令我头疼的。如:factoryworkerpostmanbusinessmanpoliceofficerfishermanscientistpilotcoach这下单词本身也是很难读和写的，学生们很少接触到这些职业，更加谈不上英语的会话了。我的教学设计中要求学生说出你所知道的有关职业的单词学生只会说出几个简单的：teacherstudentworkerfarmerdoctor而这个单元涉及到的职业的单词比较难且多。学生们学习起来无从下手，有心无力。我设计要学生询问小组内的家人的职业时，学生也是无话可说，草草了事。Whatdoesyourfathermotherdo?HesShesa(a)这个句型练习不充分的。_Unit5 年 月 日TitleUnit 5 What does he do?第4课时总课时6Teachingaims(1). Be able to say: Wheredoeshework? Heworksatsea.How doeshegotowork?Hegoestoworkbybike.and can use it freely.(2). Be able to understand the “Lets try”, and to finish the exercise.Key pointsDifficultpointsKey points Master the sentences of this lesson, and can use it freely in daily life.Difficult points Help students to catch the new words and new sentence in “Lets talk”.MeasuresTPR Pairwork Groupwork surveyTeaching aidsEnglish cards, pictures, pptTeaching stepsStep I Warming up1.Singasong:My father is a driver. My mother is a teacher.2.Readthewordsquickly:fisherman,scientist,pilot,coach, factoryworker,postman,businessman,policeofficer,3.Freetalks:Step II Presentation1.Letstry(1) listenandcircle:Mike seesa man coming towards them.What does Xiao Yusuncle look like?Does Xiao Yusuncle often take him to school?(2)Check the answer.2Letstalk(1)Look at the pictures, and discuss.What does she/he do?Where does she/he do?How does she/he go to work?(2)Show a fisherman:Who is he? He is Xiao Yus uncle.Talk about him.He is a fisherman.He works on a boat.He sees lots of fish every day.He goes to work by bike.He has a very healthy life.(3)Watch the video.(4)Listen to the tape and read after it.Step Consolidation and extension1.Do the listening practice in exercise book. Explain how to do first.homeworkPreview homeworklisten to the dialogue on P50.homework1. Write the words.2. Talk about family members with your friends.Board designUnit 5 What does he do? B. Lets talkWheredoeshework?Heworksatsea.Howdoeshegotowork?Hegoestoworkbybike. Teachingnotes这节课我用了简笔画教学。不是直接呈现对话内容，也不是一如既往的提问导入。我用了直观形象的简笔画。我边画边引导学生了解有用的信息。我画了sea.引导学生说出boat.聪明的就直接说出了fisherman.我就直接教授了新词。接着，我一步步设问题：whatdoeshedo?Whoshe?Wheredoeshework?Howdoeshework?前两问学生能很好的回答，后面的问题也就是本课的重点句型。强调wherehow.有的学生能直接回答，有一部分还不能，顺势引导学生打开书，进行文本自学，找到答案做好标记，并写出2个问题的答案。之后是文本的教授，由于之前的简笔画呈现，学生对于文本有了一个大概的、整体的感知，对重点句型也有所了解。我就整个文本进行了听，读的反复训练，大量的、多种形式的输入，学生对于文本有了自己的理解和掌握。有师带读，学生带读，小组互读等等。我将重点句型板书在黑板上，并让学生就重点句型进行对话和创编会话，再以小组合作的形式展示。对于一些学生较难读准的词汇：stayhealthylifestudyhardworkhard进行了重点带读，并就lotsoffishonaboat的连读的读法进行了指导。本节课，我将故事教学中和简笔画教学合二为一，进行了自己的这篇对话教学，学生们饶有兴趣。_Unit 5 年 月 日TitleUnit 5 What does he do?第5课时总课时6Teachingaims(1). Be able tolisten,readandsay:Ifyoulike,youcanbea.语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。(2). Be able to understand and read the passage in “Read and write”, and to finish the exercise.语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。(3) Sscandealwiththepausesinthesentences.Key pointsDifficultpointsKey points Master the sentences of this lesson, and can use it freely in daily life.Difficult points Help students to catch the new words and new sentence in “Read and write”.MeasuresTPR Pairwork Groupwork surveyTeaching aidsEnglish cards, pictures, pptTeaching stepsStep I Warming up1.Greetings2.Free-talks:3. Review: ask and answer about the pictures.(1)pictures about jobs: What does he/she do?(2) pictures about places: Wheredoeshe/shework?(3) pictures about vehicle: Howdoeshe/she go towork?Step II Presentation1.Pre-reading(1)Ask and answer:Whatsyourhobby?Whatsubjectdoyoulikebest?(2)Tips:IfyoulikeChinese,youcanbeaChineseteacher.Ifyoucantypequickly,youcanbeasecretary.Ifyoulikescience,youcanbeascientist.Ifyoulikesports,youcanbeacoach,asportsreporter,oraPEteacher.Ifyoulikesinging,youcanbeasinger.IfyoulikeEnglish,youcanbeanEnglishteacher.2.While-reading(1)Read the passage in “Read and write”Chooseatitleforthetext.(2) Readand fillinthetable.What does he/she like?What does he/she want to be?Where is he/she going to work?(3) Checktheanswers 3.Post-reading(1)HaveSslistentothetape.(2)Listenagainandreadafterthetape.Step Consolidation and extension1. RealworldCampT:AttheRealWorldCamp,childrencantrytododifferentjobs.Doyouwanttogotothecamp?Ss:Yes.T:Good! Fillinthisform.2.Tips for pronunciation.homeworkPreview homeworklisten to the passage on P52.homework1. Read the passage on P52.2. Talk about the jobs in the Real World Campwithyourpartner.Board designUnit 5 What does he do? B. Read and writeIfyoucantypequickly,youcanbeasecretary.Ifyoulikescience,youcanbeascientist.Ifyoulikesports,youcanbeacoach,asportsreporter,oraPEteacher.Ifyoulikesinging,youcanbeasinger.IfyoulikeEnglish,youcanbeanEnglishteacher.Teachingnotes这是一篇阅读材料。教材中学生需要完成3个不同的任务：1是简单的选择合适的标题2是根据课文信息完成表格3是根据个人的具体情况的拓展练习。我的导入是：询问一些学生的爱好有什么？复习旧知。学生们都能很好的表达出来。Ilike.接着询问：whatdoyouwanttobe?由于词汇量不够，只有少数能回答出来。我没有进行更深入的提问whereareyougoingtowork?因为这个问句学生感觉有些陌生。（当然或许我应该尝试性的提问一下）。学生在问答中已经初步领会到了接下来要完成的任务是什么。阅读中，首先是快速阅读，要求学生迅速浏览并选择出合适的标题，并要求说出理由。1.peopleandjobs2.hobbiesandjobs.大多数学生能选择出第2个标题。文本中说到了人物的各种爱好和他们喜欢的职业。这个我就没有做过多的解释。本课时的重难点是完成接下来的表格。主要设计的句型有whatdoesheshelike?Whatdoesheshewanttobe?whereisheshegoingtowork?我要求学生细读文本5分钟，做好标记并认真完成表格。有些学生早就已经预习并完成了，一些学生在认真细读并填写，有一部分是根本找不到有用的信息，纯粹的不会。接下来，我请学生上来填写表格中的单词，并进行检查。学生们完成的情况来看还是存在问题，我便要求学生进行检查并更正。再一次细读相关的信息。就表格的内容，我引导学生用句子来进行表达文本中的大概内容“HuBinSarahlikesHeshewantstobeahesheisgoingtoworkinRobinlikesHewantstobeaHeisgoingtoworkina空白处即是学生填写的单词和短语内容。（这个部分我感觉设计的是合理的，学生们也能很快的用到有用的信息，并能用主要的句型进行英语的口语描述）_Unit 5 年 月 日TitleUnit 5 What does he do?第6课时总