人教版六年级英语上册Unit5Whatdoeshedo(第二课时ALet’stryLet’stalk)教案设计

1、第二课时课时内容A Let s try ； Let s talk课时分析本课时是人教版六年级上册第五单元的第二课时，与第一课时紧密相连，继续围绕 “父母的职业”这个话题展开。本节课主要是通过谈话的情景巩固询问他人职业的句型What doeshe/she do? He s/She s. 鼓励学生大胆发言，激发学生用英语表达的热情。第一课时询问职业句型的学习为本课时的学习奠定了基础。本课时的重点是核心句型的灵活运用。本课时包括Let s try 和 Let s talk 两个版块。Let s try 是听力训练，用来引出 Let s talk 版块的相关信息。Let s talk 通过呈现Oliv

2、er 和 Sarah 在家长日谈论自己父母的情景，引出核心句型What does he/she do? He s/She s. 话题的设置贴近学生的生活，激发了学生求知的欲望，鼓励了学生想要用英语表达的热情。本课时出现的词汇country, head teacher ，借助于一定的语境，图片等方法帮助学生学习和理解。对话教学可以先通过游戏、问答帮助学生回忆和巩固旧知，然后利用多媒体、教材设置的情境学习对话。再鼓励学生表演对话、创编对话，引导学生更好的运用和巩固 课时目标1. 能够听、说、认读单词：country, head teacher2. 能够听、说、读、写句型What does he d

3、o? He is a businessman.3. 能够掌握询问他人职业的句型：What does he/she do? He s/She s.4. 能够理解对话大意。5. 能够用正确的意群及语音、语调朗读对话。6. 鼓励学生大胆发言，激发学生用英语表达的热情。课时重难点1. 重点（ 1 ）能够掌握询问他人职业的句型：What does he/she do? He s/She s.（ 2）能够听、说、读、写句型What does he do? He is a businessman.（ 3）能够理解对话大意。2. 难点能够在情景中运用第三人称单数的特殊疑问句。教学准备多媒体课件、词卡、录音机和

4、磁带、表格教学过程Step 1 Warm up1. GreetingT: Good morning, boys and girls.Ss: Good morning, teacher.T: Nice to see you again.Ss: Nice to see you, too.2. Play a game（1） 我来比划你来猜教师依次做出factory worker, post officer, postman, businessman的动作，学生猜单词。2) ) 教师呈现词卡factory worker, post officer, postman, businessman，学生认读单

5、词及词组。3) Ask and answer(课件呈现几组图片，师生、生生做对话练习)T: What does he/she do?51: He s/She s.52: What does he/she do?53: .设计意图：通过小游戏、词卡复习学过的单词，然后又通过问答操练复习学过的句型。既巩固了旧知，又为学习新知做好铺垫。Step 2 Lead in1. T: What does your father/mother do?51: He s/She s a.2. Let s try(1)T: What does Sarah s father do? Who will come on P

6、arent s Day? Listen to the tape.(2) 播放录音，指名回答问题。(3) 师生核对。教学资源：录音机、磁带设计意图：引出正文的相关信息，为进入正式的对话做好准备。Step 3 Presentation1. T: On Parents Day, both Sarah s and Oliver s fathers can t come. What does Oliver s father/mother do? 引导学生猜测问题的答案。设计意图：提出问题，让学生猜测，激发学生的求知欲。2. 带着问题观看文本，整体感知对话。What does Oliver s fathe

7、r/mother do?3. 细读文本，学习对话。(1)Read the text again and discuss in a group.Questions: Where is Oliver s father today? What does his father do? What does his mother do?(2) Report the answers.T: Where is Oliver s father today?S1: He s in Australia.T: What does his father do? (课件展示句子)Ss: He s a businessman

8、.T: Yes. He often goes to other countries.(课件呈现句子，板书country ，结合教材插图，学生猜测词义，理解句子，带读句子，齐读句子)T: What does his mother do?Ss: She s a head teacher. (板书 head teacher ，学生猜测词义，齐读句子。)(3)T: Does Oliver want to be a head teacher？Ss: No.T: What does he want to be?（课件呈现句子，理解句子）（板书句型I want to be. one day ,弓I导学Ss:

9、 He wants to be a businessman.T: What do you want to be one day?生用此句型练习说话）S1: I want to be . one day设计意图：小组讨论问题，然后教师根据学生的回答，顺势引出要解决的难以理解的句子和单词，过渡很自然。4 .听录音跟读文本。教学资源：录音机、磁带设计意图：培养学生的语感、语调。5 .分角色练习对话，表演对话。设计意图：让学生在角色扮演的活动中，体会学习的快乐。Step 4 Practice1. Make a dialogue in pairs.两人一组仿编对话。设计意图：创设情境，帮助学生巩固和运用

10、语言。2. Do a survey.在班里走动调查同学的父母或兄弟姐妹的职业，填在表格内。（教师可提供更多职业单词和词组帮助学生开展活动）Namemotherfatherbrothersister参考句型：一 What does your. do?He s/She s.教学资源：表格设计意图：真实的调查活动，既调动了全体学生的参与，又使学生们之间轻松愉快的交流所学语言。Step 5 SummaryT: What did you learn about this class?学生们自由说，教师总结。T: 1. 学习了单词： country, head teacher2. 巩固了询问他人职业的句型

11、及回答：3. 学习了表达自己愿望的句型：I want to be. one day.设计意图：帮助学生归纳知识点，有助于学生对知识的理解。 课堂作业、根据单词的首字母补全单词。1. This man is a f w2. My mother is a s.、单项选择。()1. He often to other countries.A. goingB. go C. goes()2. I want to a doctor one day.A. am B. is C. be()3. 一 your mother a police officer? No, she isn ' t.A. Is

12、B. Are C. Does三、判断下列句子与图片是“T”否" F”相符。)1. My sister is a dancer.)2. The woman is a head teacher.四、选择合适的句子补全对话。Lily: Hi, Bob.1.Bob: No. She ' s in Beijing.Lily: 2.Bob: She ' s a businesswoman. 3.Lily: What does your father do?Bob: 4.Lily: That ' s nice.Bob: Yeah. 5.A. She often flies to other cities.B. He's a doctor.C. Is your mother here today?D. He 'll be here today.E. What doe