2019-2020年六年级英语上册 Unit5(18)教案 人教PEP.doc

2019-2020年六年级英语上册 Unit5(18)教案 人教PEP教学内容：人教版PEP六（上）Unit5 What Does She Do ?的第一课时：A .Lets learn、Group work部分教材分析：本课时是在PEP四年级上册Unit 6 Meet My Family 基础上的提升。在那一单元学生学习了家庭成员的称呼（father、mother、brother、sister、grandfather、grandmother）,职业（如：farmer、doctor、nurse、driver、baseball player ）、询问职业句型（Whats your ?、What do you want to be ?）。这一课时继续学习单词：singer、writer、actress、artist、TV reporter及句型What does your fathermother do ? HeShes aan.来询问他人的职业，并给出相应的回答。学生情况说明：本案例适合小学三年级起始用六年级学生，在四年级时已接触过职业名称，如：farmer,doctor,nurse,teacher,driver和baseball player，再学职业名称，有一定的基础。教学目标一、能力目标：1.能够简单介绍人物职业，如：Shes a singer ;2.能够运用句型：What does your mother/father do ？等询问他人的工作情况，并用She/Hes a/an 给予相应回答。二、知识目标：1.能听、说、读、写单词：singer、writer、TV reporter;2.能听说、认读句子：What does your fathermother do ? HeShes aan.三、情感目标1.通过学习培养热爱劳动、尊重他人劳动的情感;2.通过本课的学习教育学生热爱生活，从小树立自己的理想。教学重难点：1.掌握A Lets learn 部分五种职业的英文表达，能就职业进行简单问答;2.本课难点是单词发音，如何问以及回答职业。教学策略：1.运用chant展开课堂教学，调动学生学习的热情与积极性;2.利用多媒体的特殊效果，给学生创设真实的学习情境，通过多媒体演示，逐步呈现教学内容;3.通过TPR活动等手段来提高学生的英语听、说及实践能力;4.对学生参与的态度效果及时给以适度的鼓励性评价，以提高学生主动参与的积极性。教学准备：单词卡、评价奖品（与教学内容一致的各职业贴画）、PPT课件教学方法：1.听说法：通过听和说，感知句子的发音、正确的语音语调；2.讲解法：通过讲解，理解句字的意思；3.练习法：通过各种练习，使学生较为流利自如地掌握对话；4.讨论法：让学生在讨论中把易混的知识加以分析、比较、梳理、归类，便于学生记忆。板书设计： Unit 5 What does she do? singer、writer、TV reporter What does your father/mother /do?He/She is a/an.教学步骤一、 Warm-up1.GreetingsT: Class begins! Good morning ,boys and girls!S: Good morning, Miss Ding!T: Its a good day, isnt it? (小学英语教学的编排特点是活泼有趣。根据教材及学生的年龄特点，我在进入新课前首先让学生说说唱唱，播放PEP四上的Unit 6 Lets sing “My father is a doctor”的歌曲录音，师生共同演唱,即可创设英语氛围，给学生一种课伊始，趣亦生的感觉，有复习了前面所学的知识，为本课的教习创设积极的条件。)二、Presentation1.Lets start课件出示教师自己的一张照片,然后问学生: “Who is she?” 学生回答： “She is Miss Ding.” 后对学生说: “Yes, she is Miss Ding. She teaches us English. She is a teacher.”(分别板书teach, teacher 用不同颜色的粉笔标出 er。带读单词、句子)展示一张宋祖英的图片T:Do you know who is she ?Ss:She is Song zu ying.T:Good answer! She sings songs. She is a singer.(分别板书sing, singer 用不同颜色的粉笔标出 er。带读单词、句子)一段有关鲁迅的英文简单介绍 T:What does he do?(告诉同学们”What does he do”的中文意思) Ss:He is a writer.板书“What does he do？”“He is a writer.”分别带读将杂志上记者的图片给同学看T:What does she/he do?Ss:She/He is a TV-reporter.引导学生将记者的英文说出来。 2.Look and say the jobs出示上述新单词的图片，要求学生认读并且速度快一点锻炼学生的反映能力.3.Group work(1)教师对学生父母职业进行调查，示范填写调查表，并对自己调查的情况向全班进行汇报;(2)小组活动，学生调查自己小组成员父母的职业，并填写调查表;yourfathermotheruncleauntWhat does do?(3)请几名学生上台汇报调查情况;（设计目的：培养学生小组合作能力，加强学生对句型的实际运用能力。）三、Practice (1)出示人物Lily，并进行自我介绍;Lily: I am a student. I am 12. I go to school on foot. I like listening to music.(引导学生谈论Lily的情况。)(2)出示Lily 的父亲和母亲。出示他们的相关资料，让学生对其中的人物进行谈论。Lily:My father is a singer.He likes singing very much.And my mother is a TV-reporter.She works very hard.What does your father do?出示他们的相关资料，让学生对其中的人物进行谈论。（设计目的：在学生能够使用句型的基础上，进行扩展，进行旧知识的累积，谈论人物的个人情况。）(3)模仿上面人物的介绍方式，说说自己父母的情况。（设计目的：谈论转移到自己的父母上，让学生谈论自己熟悉的父母，学会感恩自己的父母。）四、Homework 1.Talk about the jobs with your parents2.抄写四个单词。教学反思书山有路趣为径，学海无崖乐作舟，学习英语，兴趣很重要，则Learing by doing(在活动中学习)是关键。这节课的教学设计，形式多样，从头到尾，让学生在活动中学习。从导入到新授，到巩固练习，到延伸，都在活动中进行，一切一切的活动，都围绕着话题职业（jobs）展开，借以突出重点，在活动中突破难点。抓基础，小步调，稳步前进，让学生有成就感，学得轻松而愉快。容量较大，如：让学生提前了解动词变名词的方式及不同性别的英语职业名称的差异，在一定程度上拓展学生的知识面。练习有层次，循序渐进，既照顾了学困生，也培养了优生的技能。整堂课学生的学习气氛很浓，效果不错。但美中不足的，时间的分配不大合理，单词的学习过重，导致句型操练不够，头重脚轻。否则，效果将更好。附送：2019-2020年六年级英语上册 Unit5教案 苏教牛津版一、 教学要求 1. 能听懂、会说、会读、会拼写单词plant, else, taste及其中动词的过去式。 2. 能听懂、会说、会读单词last, pick, picked. 3. 能听懂、会说、会读、会写句型What(else) did you do? I,并能在情境中正确运用该句型。 4 .掌握规则动词过去式的构成及读音。 二、 教学重点 1 .plant, pick, taste, last的读音。 2. 句型What(else) did you do? I的读音及运用。 3. 规则动词过去式的读音。 三、 教学难点 1.句型What(else) did you do? I的读音及运用。 2.规则动词过去式的读音。 四、 教学准备 1 课件、若干橘子、带有封面的一张VCD(The sound of music)。 2 预先写好课题 Unit 6及卡片last weekend，并在卡片上写“上个周末”。 五、 教学过程 A Greeting B Chant T: Boys and girls, lets have a chant. OK? T: Open, open, open the door.(教师在一个学生面前做动作) T: Follow me, please. (教师和他/她一起做。) T: Clean, clean, clean the desk. (教师在两个学生面前做动作) T: Follow me, please. (教师和他们一起做。) T: Play, play, play the violin. (教师做动作) T: Boys, follow me.（教师和男生一起做动作） T: Listen, listen, listen to music. (教师做动作) T: Girls, follow me. (教师和女生一起作动作) T: Now follow me together. (学生跟教师一起边说边做) C Free talk T: What day is it today? T: What day was it yesterday? T: Whats the date today? T: What was the date yesterday? T: How many days are there in a week? T: What are they?(上述问题教师整体问学生) T: What day do you like best? T: What do you usually do on Sundays/?（单个问学生喜欢的日子干什么） D Presentation and practice 1 教last T: I like weekend best. Last weekend I was very very happy.（教师指着卡片last weekend强调说这句话） 教读last, last weekend. 2 教What did you do last weekend? T: Last weekend I was very happy. Why? Do you want to know? T: You may ask me like this what did you do last weekend.（板书） 教读What did you do last weekend? （整体读，组读，个体读，整体读） T: I watched VCD.（板书）It is called The sound of music.（手持VCD）. It is so interesting, so funny. I like it very much. Do you like it? T: I can lend it to you after class. 3 教What else did you do? T: I was very very happy last weekend. Do you want to know more? T: You may ask me like this what else did you do.（口型暗示） 引导学生说出What else did you do?（整体，男女生） 出示板书。（整体读，个体读） 4 教plant T: I visited Mashan.（板书）Do you know Mashan? T: (课件上出示一幅马山图片)This is Mashan. Is it beautiful? Do you like it? T: Last weekend I visited Mashan. I like it very much. I planted trees. 教读plant, 并让学生拼读。（整体，个体） T: Plant, plant, plant trees. Plant, plant, plant flowers.（教师边说边做，让学生模仿） 5 教pick T: Look, there are so many oranges. Mmm, theyre so nice. I picked oranges last weekend. 教读pick, 并让学生拼读。（整体，个体） T: Pick, pick, pick oranges. Pick, pick, pick apples/(教师边说边做，让学生模仿) 6 教taste T: I take some oranges here. They are from Mashan. Taste it, please（让几个学生尝橘子） T: Taste, taste, taste oranges. Taste, taste, taste pears/(教师边说边做，让学生模仿) T: In Mashan, I tasted oranges. 教读taste, 并让学生拼读。（整体，个体） 7 操练pick, taste, plant a T: Lets plant trees. OK? T: Plant, plant, plant trees/flowers. Pick, pick, pick oranges/.Taste, taste, taste oranges/ b Game: Listen and act, look and say. c Say a rhyme: We are happy Spring, spring, plant the tree. Summer, summer, water the tree. Autumn, autumn, pick the fruit. Winter, winter, taste the fruit. Happy, happy, we are happy. 8 规则动词过去式读音及构成 a T: Last weekend, I was very happy. What about my last weekdays from Monday to Friday? You may ask me like this what did you do last Monday/（课件上有此句型） 当学生提问的时候，教师回答两个词组，同时课件上依次显示 cleaned the classroom played the piano watered flowers listened to music cooked food watched TV picked oranges planted trees visited friends tasted apples 学生跟教师读动词过去式，并让学生归纳读音。课件出现一组动词原形，学生比较原形与过去式，得出规则动词过去式构成的规律。 b guessing game T:（课件上显示一个词组last Monday, 一个头像，一个足球，一棵树）Whos he? Whats this?（指着足球） T: What did he do last Monday? He played football? T: Yeah, he played football. （课件显示这句话，学生齐读）What else did he do?(指着树) He planted trees or watered trees? 以此为样，让学生根据图片暗示,