六年级上册英语教案Unit5 Period3人教PEP.doc

TopicUnit 5 Theme What does he do？ B 部分 Lesson 1 Aims1.能读懂题目要求，学会听前预测；能运用基本听力技巧完成细节题。2.能够理解对话大意；能够用正确的意群及语音、语调朗读对话；能够在情景中运用句型Where does he work? How does he go to work?询问他人工作地点和交通工具；能理解stay healthy, work hard, study hard的意思；能树立努力学习、健康生活的意识。Key Points能够在情景中运用句型Where does he work? How does he go to work?询问他人工作地点和交通工具。Difficult Points能够在语境中理解以下新词和词组的意思并正确发音:stay healthy, work hard, study hard。AidsPPT、word cards、VCD、computerTask学习Lets try和Lets talk，能够在情景中运用句型Where does he work? How does he go to work?询问他人工作地点和交通工具。Blackboard DesignUnit 5 What does he do？Part B Lets talkWhere does he work? He works at sea.How does he go to work? He goes to work by bike.ProceduresContentsMethodsPurposes.Warm-up来源:Z.xx.k.ComII. Presentation and practice. Consolidation来源:学&科&网来源:Z+xx+k.Com来源:学*科*网Z*X*X*K. Homework.Warm-up1、Part A new words2、Lets tryII. Presentation and practice1、学生预测对话内容。2、师生问答。3、师生再次阅读文本。4、师生深入理解“Lets talk”。. Consolidation1、 小组合作。2、 “奇怪回答”游戏。3、 “没有什么不可能”游戏。4、 文本重构。. Homework1、 朗读对话。2、 调查活动。.Warm-up1、Review the words of Part A.2、Lets try、听前预测。教师出示人物图片，介绍对话背景:Who are they? Xiao Yu and Mike are on their way home. They are talking about Xiao Yus uncle.教师提问:Whats Xiao Yus uncle like? Can you guess?在学生听前预测时，引导学生使用Is he .?句型进行猜测。、教师第一遍播放录音，要求学生回答第一个问题。、教师追问:What does he do? How does he go to work? Does he often take Xiao Yu to school?并板书What does he do?和How does he go to work? 教师第二遍播放录音，学生回答问题，并验证答案。、教师追问学生:What about Mikes uncle?为B Lets talk将出现的人物做铺垫。教师提示学生可以通过插图猜测问题的答案。II. Presentation and practice1、学生预测对话内容。完成Lets try后，教师用B Lets talk的插图提问:Who is he? What does he do?引导学生猜测人物身份和职业，要求学生带着问题观看动画或阅读文本后回答问题。2、教师追问:Where does he work? How does he go to work?学生猜测后再次观看动画或阅读文本，核对答案。3、教师组织学生再次阅读文本，提问:What else do you know about Mikes uncle?要求学生找出对话中的相关词汇。学生回答问题后，教师解释stay healthy, work hard, study hard的意思和should表示建议的用法。教师可通过多个例句来解释should的意义和功能。4、教师板书Mikes uncle的信息，要求学生根据提供的信息推断出合适的疑问词。 does he do? He is a fisherman. does he work? He works on a boat. does he go to work?He goes to work by bike. Consolidation1、小组讨论并写出属于what, where和how的单词和词组，比一比哪一组写得多，写得准，评出优胜小组。来源:学+科+网Z+X+X+K2、“奇怪回答”游戏教师在讲台上准备一个纸箱，第一个纸箱外面写What，里面装有若干表示职业的单词或词组，如businessman等；第二纸箱外面写Where，里面装有若干表示地方的单单词或词组，如post office等；最后一个纸箱外写How，里面装有若干表示交通工具的词组，如by bike等。三名学生分别从三个箱中抽取一张纸条，其他学生问该学生：What does he do?在What箱里抽纸条的学生根据纸条内容回答:Hes a pilot. 全体学生问：where does he work?在Where箱里抽纸条的学生根据纸条内容回答:He goes to the bookstore. 全体学生再追问：How does he go to the bookstore?在How纸箱里抽纸条的学生根据纸条内容回答：He goes to the bookstore by plane.以此类推，也可换用What does she do? Where does she go? How does she go to . ?等来询问。3、“没有什么不可能”游戏(Nothing is impossible)学生四人一组，学生A写出一个职业单词或词组。学生B写出一个地方单词或词组，学生C 写出交通方式的词组，学生D负责询问。小组排练成一首有趣的歌谣。如:D: What does he do?A: He is a dancer.D: Where does he work?B: He works on the sea.D: How does he go to work?C: He goes to work by plane.ABCD: Oh, nothing is impossible!4、文本重构 教师将对话中的核心句型和词汇挖空，请学生根据自己的情况重新组织对话，鼓励学生加人更多自己的语言。. Homework1、朗读Lets talk 5遍。2、调查活动。教师安排学生采访自己的同桌，询问对方亲属职业的相关问题，并根据采访内容做汇报。利用旧知，激发学生的积极性。在听力之前，先引导学生猜测，提高听力技巧。由Lets try自然过渡到Lets talk的教学，符合学生的接受新知能力。使用多媒体教学，直观生动，吸引学生注意力。师生多次问答，深入理解对话。在小组讨论中培养学生的合作意识以