六年级上第五单元.doc

课题名称Unit 5 What does he do？授课时间主备人郭艳课时1教学目标1、能够听、说、读、写主要句型：What does your father/mother/he do? He/She is a/an并能在实际情景中熟练运用。2、能够掌握二会单词country， head teacher，理解三会句子：Do you want to be a head teacher, too? 并能在情景中正确运用。教学重点难点1、掌握四会句型What does your father/mother/he do? He/She is a/an. 突破方法：反复朗读，情景对话，突破重点。2、能够听、说、认读拓展句型What are you going to be? I am going to be a/an. 突破方法：小组对话、学生搭档对话、 游戏等方式，突破难点。前置性小研究教学过程过程设计Step 1: Warm-up1. 教师通过复习之前学过的有关职业的单词，引入本课职业的主题。教师把粉笔、白大褂、棒球等一些与职业相关的道具放在桌上，让学生轮流猜或者讨论与之相关的职业名称。教师给出答案，让学生跟读。2. 教师通过“自己说命令，学生做动作”的形式复习旧单词。如：Act like a teacher.（学生扮演老师）Act like a doctor.（学生扮演医生）Act like a nurse.（学生扮演护士）Act like a farmer.（学生扮演农民）Act like a driver.（学生扮演司机）Step 2: PresentationLets try教师引导学生看教材上Lets try部分的内容，播放录音，学生带着问题听录音，选择正确案。Sarahs mother can/cant come today.Her father is a doctor/teacher/taxi driver.教师核对答案。再次播放录音，让学生从录音中找出回答问题的关键信息点，尽量让学生听出录音原文或复述对话。Lets talk学生活动教学过程1. 教师拿出比尔?盖茨的照片说：Who is he? 引导其中的一位学生试着回答：He is Bill Gates.然后教师继续说：Im a teacher. What does he do? 学生说出商人时，教师板书并教读单词 businessman，可用拆分法教读并理解：business-man。教师继续问那位学生：What does he do? 引导学生回答：He is a businessman. 教师板书并教读句型：What does he do? He is a businessman. 可采取替换重点单词或接龙法进行操练，如：T: What does he do?S1: He is a businessman. What does he do?S2: He is a teacher. What does he do?2. 教师拿出一张迈克尔?杰克逊的照片说：What does he do? 引导学生回答：He is a singer. 3. 教师询问学生Am I your teacher or head teacher? 板书并领读短语head teacher，通过拆分法解释其含义。教师问学生：Do you want to be a head teacher, too? 学生回答：Yes, I do./No, I dont.教师拓展句型：What are you going to be?/What do you want to do/be?引导学生回答：I am going to be a/an教师板书并教读句型：What are you going to be?/What do you want to do/be? I am going to be a/an以小组为单位，一问一答操练此句型，如：4. 播放Lets talk部分的录音， What does Olivers father/mother do?Step 3: Practice1. 教师带读单词taxi driver, cleaner, writer, singer, dancer, football player，并把写有职业名称的单词贴在黑板上。教师可以句子描述卡片上的职业，如：Im driving a car.板书设计教学反思课题名称Unit 5 What does he do？授课时间主备人郭艳课时2教学目标1. 让学生掌握四会单词或词组factory worker, postman, businessman, police officer。2. 让学生运用句型Is your father a postman? No, he isnt. What does he do? He is a businessman. 与别人进行沟通交流。3. 能够听懂、会唱歌曲What do you want to do?教学重点难点1. 掌握Lets learn部分的四会单词和词组。2. 正确书写四会单词并掌握单词factory worker, postman, businessman, police, officer的发音。前置性小研究教学过程过程设计Step 1: Warm-up1. 教师利用多媒体课件出示人物职业图片，学生操练What does he do? 句型。如：S1: What does he do?S2: He is a businessman.S1: What does she do?S2: She is a head teacher3. 教师播放歌曲What do you want to do?Step 2: PresentationLets learn1. 教师拿着一张工厂工人的照片，问：What does she do? 引导学生回答：She is a factory worker. 教师板书并教读词组factory worker，注意单词factory和worker的发音.2. 教师拿出一张邮递员的照片，问：What does he do? 引导学生回答：He is a postman.男女生运用所学句型交替进行问答练习，如：Girls: What do you do?Boys: I am a postman.3. 教师请一位学生表演商人，问学生：What does he do? 学生回答：He is a businessman. 教师板书并教读单词businessman。5. 教师问一位学生：Is your father a postman? 引导学生回答：No, he isnt.教师继续问：Is you学生活动教学过程father a police officer? 学生回答：No, he isnt.教师再问：What does he do? 学生回答：He is a/an.6. 教师播放Lets learn部分的录音，学生先静听，注意仔细听单词的发音，然后反复播放音，学生跟读。Step 3: PracticeListen, match and say1. 教师播放Listen, match and say部分的录音，让学生匹配相应信息。学生做好练习，教师核对答案。然后教师和一名学生示范对话，最后学生间就此部分信息展开对话练习，鼓励学生运用所学语言自由发挥，如：T: Is Jiao Jies mother a police officer?S: No, she isnt.T: What does Jiao Jies mother do?S: Shes a businesswoman.Step 4: Consolidation and extension学生背诵并抄写本课时的四会单词。板书设计教学反思课题名称Unit 5 What does he do？授课时间主备人郭艳课时3教学目标1. 能够听、说、读、写句子Where does he work? He works at sea. How does he go to work? He goes to work by bike. 并能在情景中进行运用。2. 能够理解并掌握三会单词sea，stay。3. 能够独立完成Lets try部分的练习。教学重点难点1. 重点掌握句子Where does he work? How does he go to work? 并能在情景中熟练运用。突破方法：情景对话，表演练习，突破难点。2. 难点能运用四会句型与他人自如地交流。前置性小研究教学过程过程设计Step 1: Warm-up1. 请一名学生到讲台上，教师给这名学生看张职业单词卡片，然后让这名学生用动作表演该职业。其他学生根据这名学生所做的动作说出职业名称。2. 教师播放第一单元的歌曲How do you get there? Lets try教师给学生一分钟时间看问题，然后播放Lets try部分的录音两遍，核对答案。Step 2: Presentation教师：Im a teacher. My father is a teacher, too. My mother is a doctor. What does my father do? 教师引导学生说出所学的职业单词，然后把father改成mother，引出She is a doctor. 教师继续介绍：I work in our school. What about your father? Where does he work?用第三人称转述：He works in/at教师板书并教读句型：Where does he work? He works at/inT:I go to work on foot. How does my mother go to work? S:She goes to work by bus.2. Lets talk先让学生带着如下问题静听两遍录音，画出关键信息点。Where does Mikes uncle work? How does he go to work? ,教师核对答案，学生一边听录音一边跟读句子3. 教师指导学生书写四会句子：Step 3: Practice学生活动教学过程1. 教师面前放一堆单词卡片，依次为：职业名称卡片，工作地点卡片，交通方式卡片。活动开始，教师随意从第一堆卡片中抽取一张职业卡片，如：doctor，举起卡片问：What does he do? 学生回答：He is a doctor. 教师继续抽取一张工作地点卡片，如：car company，举起卡片问：Where does he work? 学生说：He works in a car company. 教师再抽取一张交通方式卡片，如：bus，举起卡片问：How does he go to work? 学生回答：He goes to work by bus. 游戏进行几轮后，可以请几名同学轮流代替教师抽卡片，提问题。2. 教师让学生在教室里走动并釆访几名同学，如：Where does your father/mother work? How does he/she go to work? 将回答记录在自己的表格内。调查结束后，请几名学生汇报调查结果，如：Li Mings father works in a factory. He goes to work by subway.Step 4: Consolidation and extension1. 把Lets talk部分的内容读给家长听。2. 教师示范书写四会句子，学生仿写。板书设计教学反思课题名称Unit 5 What does he do？授课时间主备人冯淑娇课时4教学目标1. 能够听、说、读、写单词：fisherman，scientist，pilot，coach。2. 够听、说、认读句型：Where does she work? She works at a university. 并能在情景中运用，询问他人的工作情况。教学重点难点1. 重点掌握四会单词：fisherman，scientist，pilot，coach。2. 难点掌握四种职业的英语名称，并能运用所学语言交流有关的工作情况。前置性小研究教学过程过程设计Step 1: Warm-up1. 师生配上音乐一起唱歌曲What do you want to do?2. 师生进行日常会话。如：T: What does your father/mother do?S: He/She is a/an.T: What does your uncle/aunt do?S: He/She is a/an.T: How do you go to school?S: I go to school.T: How does your father/mother go to work?S: He/She goes to work. Step 2: PresentationLets learn1. 教师出示图片，问学生：What does he do? 教师板书并教读单词fisherman，让学生分组操练该单词。教师问：Where does the fisherman work? 引导学生回答：He works at sea. 2. 教师播放视频：What does she do? 教师用单词卡片教读单词并板书：scientist eg：I want to be a scientist.教师问：Where does the scientist work? 教师出示清华大学的图片，引导学生说：She works at a university. 3.教师用单词卡片教读单词pilot，并板书单词。教师问：Do you want to be a pilot? 学生回答：Yes, I do./No, I dont。4. 教师用单词卡片教读单词coach，并板书。让学生学生活动教学过程说出更多运动项目，以加深对该单词的理解。5. 教师播放Lets learn部分的录音，再分角色朗读对话,让学生自由替换职业名称进行对话。Step 3: PracticeWrite and discuss1. 教师在fisherman卡片的下面贴上sea，并介绍说：He works at sea. 学生跟读，然后教师依次在scientist，pilot，coach的卡片下面贴上表示职业地点的卡片，如：university，plane，gym。2. 学生独立完成Write and discuss部分的填空练习，教师以问答形式核对答案。Step 4: Consolidation and extension1. 将Lets learn部分的内容读给家长听。2. 教师示范书写四会单词，学生仿写。板书设计教学反思课题名称Unit 5 What does he do？授课时间主备人冯淑娇课时5教学目标1. 能够完成Read and write部分的练习，并能理解、朗读课文内容。2. 能够掌握句子在发音上的停顿技巧。3. 能够独立完成Lets check和Lets wrap it up部分的练习。教学重点难点1.重点能阅读课文，正确完成相应练习。2.难点能运用所学句型进行日常对话。前置性小研究教学过程过程设计Step 1: Warm-up1. 师生进行日常对话练习：T: What does your father/mother do? S: He/She is a/an T: Where does your father/mother work? S: He/She works T: How does your father/mother go to work? S: He/She goes to work. T: What are your hobbies? S: I like.Step 2: PresentationRead and write1. 教师问：What are you going to be? 学生自由回答。教师问：Whats your hobby?学生自由回答。教师继续问：What subject do you like best? 学生自由回答。教师根据学生的回答向学生提供相关的择业建议，如：If you like Chinese, you can be a Chinese teacher. 2. 教师将学生分成二个大组，阅读Read and write部分的课文，每个组合作完成Read and write部分后面的Choose a title for the text和Fill in the table练习。要求在文中画出回答问题的相关信息和不懂得单词、句子。十分钟后开展小组汇报，组与组之间针对不同意见的问题阐述自己的观点。教师核对答案并答疑。3. 教师播放Read and write部分的录音，学生一边听录音一边跟读句子，然后分小组朗读课文。学生活动教学过程4. 教师出示与Real world Camp相关的图片，与学生进行对话。T: At the Real World Camp, children can try to do different jobs. Do you want to go to the camp?Ss: Yes.T: Good! Fill in this form.5. 教师引导学生观看Tips for pronunciation部分的句子，看一看Zip说的话，。反复播放此部分录音，学生一边跟读，一边做手势（可点头或打拍子），注意停顿的模仿。请几位学生上台大声朗读。Step 3: PracticeLets check教师播放Lets check部分的录音，学生完成匹配练习，教师公布答案。再次播放录音，回答后面的问题：What does Wei Fangs uncle do? Will the children go home together?Write three other jobs.Step 4: Consolidation and extension 让学生把Read and write部分的录音读给家长或朋友听。板书设计教学反思课题名称Unit 5 What does he do？授课时间主备人冯淑娇课时6教学目标1. 能够理解Story time的故事。2. 能够分角色自如表演Story time中的故事。教学重点难点能够听懂，读懂并内化 Part C 中的 Story time 的故事，掌握良好的阅读策 略，提高自主学习能力。前置性小研究教学过程过程设计Step 1: Warm-up1. 师生齐唱歌曲What do you want to do?2. 教师以体现职业照片的形式出示本单元四