英语人教版四年级下册六上 Unit5 What does he do B.Let.doc

优课教学设计课题：PEP六年级Unit5 What does he do? B.Lets talk1、 教学内容二、教学目标:（一）语言交流目标：能够听、说、读、写句型：What does he do?Where does he work?How does he work?。能够在情境中运用句型：What does he do? Where does he work? How does he work?谈论人物的职业和生活情况。能够按照正确的语音、语调、意群朗读对话。（二）社会文化目标：能够认识了解不同职业，能树立健康的工作观，生活观和学习观。尊重不同职业从业者。（三）思维认知目标：能够通过看图捕捉关键信息，通过思维导图整合介绍人物的句型，在情境中运用句型，编成新对话。三、学情分析：六年级孩子有了一定的语言基础，从知识储备上来说，学生在A部分已经掌握了如何询问他人的职业，在unit3已经学习了一般将来时的不同特殊疑问句，在Unit4已经学习了第三人称单数。这些知识的积累对本课学习一般现在时第三人称单数的疑问句都是非常重要的铺垫。从学生特点来说，六年级的孩子活泼，思维能力提升，对事物很好奇，喜欢探索和有挑战性的事情，对表达自我有强烈的愿望。四、教学内容分析：本课是一节对话课，是本单元Part B的内容。在本课中，学生需要在已有的A部分的知识背景下，延伸学习不同的特殊疑问词引导的特殊疑问句，如where does he work？How does he go to work?。本课的重点是能在语境中理解对话的意思。掌握以上特殊疑问句，能结合已学过的描述人物的句型如外貌，性格，爱好，职业等信息去描述一个身边的人。本课即是一节新授课，也是对于询问他人信息的一节话题整合课。五、教学流程图：Warm up导入本单元话题，创设轻松愉快的学习氛围，并且让学生初步感知故事中出现的语言难点。Listen and guess Free talk Presentation and practiceRead discuss and orderRead and discuss themissing sentencesPredict and sayListen and circle（Lets try）（）Listen and say（Lets try）Practice and showListen and imitateWatch the videoTry to writeListen,check and sayLets try部分让学生感知目标语言，通过让学生预测图片，讨论排序，讨论所缺的句子，听音确认，跟读，写等一系列活动，帮助学生理解上下文情境，合理推测，培养学生思维能力，一步步确认和掌握核心语言。Consolidation and extensionTalk about your idolMake a new dialogue通过让Xiao Yu谈论自己的uncle，学生根据提示编写新对话。并由此引出idol的概念，让学生谈一谈自己身边的偶像。树立正确的职业观和健康的人生观。HomeworkTalk about your idol to your parents Show the dialogue 教师设计分层作业，让学生在课后综合运用本节课的核心语言六、教学环节与活动：Step 1: Warm up1.Free talk老师说明今日主题，让学生说一说他们知道的职业。 T：Good morning, boys and girls.Today is career day.We will talk about career.So What jobs do you know?S:Teacher.【设计意图】通过师生对话，揭示本课主题，学生回忆学过或知道的职业单词，激活背景图式。2.Listen and guessT:You know a lot of jobs.There are following people who are important in our daily life.What are their jobs?Listen and guess. They work in a hospital.Sometimes they work at night.They often help the sick people.What do they do?S:They are doctor and nurse. He works on a bus.He drives a bus.He sends people to different places.Sometimes he goes to work very early and goes back home very late.What doe he do?S:He is a bus driver. They go to work very early.They work on streets.They make our city clean and beautiful.They work very hard.What do they do?S:They are cleaners. He usually works at home.He writes poems,novels and stories.We can read his books.What does he do?S:He is a writer.T:Who is your favourite writer？ He works with his teamates.He is strong and healthy.He plays basketball very well.What does he do?S:He is a basketball player.T:Is he your favourite basketball player?【设计意图】通过听力的形式，复习和渗透关于职业的描述，为学生接下来的学习做好铺垫。Step 2: Presentation and practice1.Lets try(1) Listen and say教师呈现Mike和XiaoYu的图片，引导学生看图片预测，听第一遍并回答问题。(2) Listen and circle.教师带学生读题，并让学生带着问题完成练习。T: What does Xiao Yus uncle look like? Does Xiao Yus uncle often take him to school?【设计意图】通过预测，听等活动，为学生学习新内容做好热身，提供更多让学生开口去说的机会。2. Predict and say出示课文配图，学生看图预测人物，并预测和谈论图中人物的信息。T:Xiao Yus uncle is a policeman.How about this man?Can you say something about this man?How old is he?What does he do?Where does he work?And any other thing about him?T:Does he like going fishing?Any other ideas?【设计意图】通过看图片及表格信息，初步预测文章信息。激发学生学习兴趣，激活学生表达欲望，让学生畅所欲言。2. Read、discuss and order教师出示打乱的三部分，让学生讨论正确的顺序。T:The right order is C,B,A.Do you think so?First we know his job and place.Second way to go to work,last we talk about his life.healthy?boring?or happy.【设计意图】通过将三段语段打散，让学生通过文章逻辑关系等排成正确的语序。锻炼学习语言逻辑推理能力。3. Read and discuss the missing sentences出示残缺文本，学生和同桌讨论所缺句子。T:This is the whole dialogue.But there are three sentences missing.What are they?Read and discuss with your partners.Whats the best answer?4. Listen,check and say整体听一遍课文录音，学生说出挖空句型,并重复跟读句子，确定句子。5. Try to write学生尝试写出所缺句子。6. Watch the video观看视频。7. Listen and imitate跟读模仿，并在课本上记录好朗读符号。8. Practice and show同桌练习对话，并请两组学生上台表演。【设计意图】通过排序，挖空，听音，说写，表演等过程，学生逐步解构和重新建构语篇。Step 3: Consolidation and extension1. Make a new dialogue教师提供关于Xiao Yu叔叔的图片信息，梳理思维导图并做好板书，学生根据图片及骨架文本，自编对话。T:You like your uncle so much.Maybe he is your idol.He likes his uncle very much. Because he works very hard and stays healthy.He has a healthy life. Does Xiao Yu like his uncle?Xiao Yu is talking about his uncle.What does he do?Where does he work?How does he go to work?When does he go to work?(边说边做黑板上的思维导图)。Make a new dialogue with your partners.2.Talk about your idolT:Mike and Xiao Yu all like their uncles.Maybe they are idols for them.Who do you like best or which friend do you like best?You can ask anything about him.3思想教育：T:Mikes uncle is a fisherman.He has a very healthy life.XiaoYus uncle is a policeman.He works very hard and helps others in need.People can have different jobs.No matter what jobs you do,the most important thing is to work hard and stay healthy.As the old saying goes,no job is humble or noble.We should respect everyone.As a student,you did a good job today.【设计意图】通过文本重构的两个层次，文本替换和创造性重构，帮助学生能从易到难，从对话到语篇，从虚拟到真实的语言运用和创作。第一步文本替换，加强学生对文本熟练程度，适当发散学生思维。第二步，通过谈论自己的偶像，自由发挥，整合所学的关于描述人物的句子，在情境中活学活用。七、教学资源： 多媒体课件、学生练习纸、金太阳八、教学评价：采用口头评价和小组得分相结合的方式，鼓励和引导学生说更多的语言。九、教学板书：十、教学反思： 本课是一节B部分的对话课。对话课的本质即是创造尽量多的机会给学生去开口说。本节课我设计了8个可供学生发挥去说的环节。如第一环节，学生谈论自己父母的职业，和他们所知道的不同的职业。第三环节，展