六年级上册英语教案Unit 5 What does he do？B Read and write人教版PEP.doc

六年级英语(上)第5单元第五课时教案Unit 5 What does he do ?Part B Read and write来源:Zxxk.Com一、【教材分析】教学目标知识目标1.能够听、说、读、写单词：fisherman/scientist/pilot/coach2.听、说、认读：How does he go to work? He goes to work by?3.能够说出五种职业名称。能力目标1. 能够根据例句提示在文段中找到更多同类句子，正确朗读句子。并复述文本中人物的爱好、梦想职业和工作地点。2. 培养学生运用阅读策略，跳过不易理解的句子，获取主要信息并利用信息解决问题的能力。3. 能够通过阅读问题训练在语篇中捕捉不同类型信息的能力,能够在阅读中获取有用的句型并完成有意义的仿写活动。情感目标1.引导学生要丰富自己的业余生活，培养广泛的兴趣爱好。2.合作交流，分享学习成果。教学重点1. 能够阅读Read and write中的语篇。2. 能完成教材所提供的读写活动。教学难点通过阅读获取信息后，能在情境中会表达指路方法。 教学方法情境教学法、任务型教学法二、【教学流程】环节师生活动二次备课I.复习热身Enjoy a song. “My family ” 教师和学生一起拍手说唱歌曲。My Family .阅读前活动1.T: Wow! Beautiful voice! What are your father/mothers hobbies?Ss: He/ She likes reading books/riding a bike.T: How does heshe go to work?Ss: He/ She goes to work on foot/by car.T: What does your father/ mother /uncle do?Ss: He /She is a/anT: (对最后一个起来回答问题的同学，老师问)Oh, thats great! How about you ? Whats your hobby? What do you want to do? Are you going to be a/an?（在学生回答时及时把课前准备的职业单词卡选出来并贴到黑板上，同时进行复习。） 阅读中活动来源:Z#xx#k.Com来源:学。科。网Z。X。X。K 阅读中活动1.T: I want to introduce some friends to you. Look! Who are they?(PPT呈现人物图片)Ss: Yes, they are Sarah, Robin and our new friend Hu Bin. How does our good friends want to be? What does Hu Bin like? Lets read the first passage and try to find the answers, then fill in the chart.来源:学_科_网NameWhat does he like?What does he want to be?Where is he going to work?T: Have you finished? Who would like to try?师通过学生的回答引出新单词design，并通过拆音节教读、操练，同时提出择业建议。T: Here is a tip: If you like sports, you can be a coach, a sports reporter, or a PE teacher. 2. T: （PPT呈现第二幅图）：Lets see what about Sarah? What does she do? Where does she work? How does she go to work? Whats her hobby? Please read the second passage quickly and carefully, try to find the information about her. If you find the answer, you can draw a line .NameWhat does he like?What does he want to be?Where is he going to work?Hu BinSarahT: Check the answer: 师根据学生的回答引出新的语言点并教授：type quickly. Group work: Whats your hobby?/What do you want to be?/ Where are you going to work?T: Look at the tip: If you can type quickly, you can be a secretary. 3. T: Read the third passage and try to find the information about Robin. (1) What does Robin like? (2) What does he want to be?(3) Where is he going to work?Check the answers.T: Look at the tip: If you like science, you can be a scientist. 1. Listen and follow:（指出跟读要求，要注意模仿语音语调。）2. Read by themselves and then act it out.3. Good merry! 考考你的记忆力。T：Boys and girls. Please close your books .Ask and answer the questions in groups. What does Hu Bin/SarahRobin do?Where does he/she work?How does he/she go to work?Whats his /her hobby?.阅读后 活动1.小小解说员活动。(复述课文或课文的其中一个段落)2.出示关于姚明的一段小短文，引导学生再次阅读，并回答问题。3. Make a survey. 4.小组长汇报。.发展与 提高1. Sum up: What have you learned today?2.运用所学阅读策略做配套相关阅读。.作业布置1. Listen to the tape twice. 2. Try to write. 三、【板书设计】Unit 5 What does he do ?Part B Read and writeName Hu Bin SarahRobinWhat does she/he like?What does she/he want to beWhere is he/ she going to work 四、【教后反思】“授之以渔，不如授之以渔。”在本节课的阅读教学中，我的任务就是：“Teach student how to learn English”而不仅是”.Teach students English.学生是学习的主人，they are learning English not from teachers but with teachers. 在英语阅读教学中，努力做到教学学生阅读的方法：如根据上下文猜词义，用英语思维：What do you want to do? What do you want to be? Why? 通过问题引导，训练学生的发散思维。枯燥的练习和单调的训练将磨灭孩子们的阅读兴趣。在拟定教学设计之初，我就确定要把任务型教学活动渗透到阅读练习中。在Pre-Reading环节中，我通过free talk复习语言知识，导入阅读课题。在In-reading 环节，我通过问题链,帮助学生提炼文中的主要信息。最后，我让孩子们introduce their new friend,发挥他们的想象力和创造力，顺利完成阅读后的输出，为后面的写作打好基础，让学生有话可写，有话想写。丰富多彩、形式多样的活动，吸引学生主动、积极地参与阅读中，使学生对篇章的结构、内容及融合的知识点有了较好的掌握后，再引导学生进行整体吸收和运用，引导学生利用篇章所提供的信息进行交