人教版小学英语PEP六年级上册《 Unit5 What does he do》教案

PEPBook6Unit5Whatdoeshedo?

巩固提升

【教材分析】

本节课是六年级上学期第五单元的巩固提升课。本单元学习的话题是“谈论

人物职业和生活情况”。在引导学生复习、巩固核心句型和词汇的基础上，通过

归纳本单元出现的人物SarahandOliver,MikeandXiaoYu以及HuBin.Sarah

和Robin的爱好、梦想职业引导学生复习谈论父母工作和自己家人工作和生活，

能从不同视角认识职业，构思自己的职业梦想。通过本单元的复习巩固，让学生

进一步掌握重点句型的综合应用，提高学生在情境中灵活运用句型的能力，进而

拓展和运用。

【教学目标】

知识与技能目标：

1.大部分学生能够听说读写及在真实情境中运用单词和词组factoryworker,

postman,businessman,policeofficer,fisherman,scientist,pilot,coach

2.大部分学生能够听说读写及在真实情境中运用句型Whatdoeshe/shedo?He

/Sheis,^.Wheredoeshe/shework?He/Sheworks….Howdoeshe/she

gotowork?He/Shegoestowork.谈论人物的职业和生活情况。

过程与方法目标：

1.通过Makeasurvey的活动，引领学生在真实情境中谈论爸爸的职业以及相关

情况。

2.通过语言框架帮助学生进行文本再现，提炼重点词汇及句型；通过看图描述

readandwrite的内容，进一步复习巩固有关爱好和梦想职业。

3.通过pairwork,groupwork等活动，培养学生的合作与交流能力。

情感态度与价值观：

通过引领学生从不同的视角认识职业，让学生明白职业不分贵贱.努力学习，

则有可能获得更多选择，从事自己的职业梦想。

Wecan'tsayanykindofjobisnobleornot.

Studyhard,andthenwecanhavemorechoices.

【教学重难点】

教学重点：

1.能够听说读写及在真实情境中运用有关职业的单词和词组factoryworker,

postman,businessman,policeofficer,fisherman,scientist,pilot,coach

2.能够听说读写及在真实情境中运用句型Whatdoeshe/shedo?He/She

is***.Wheredoeshe/shework?He/Sheworks.Howdoeshe/shegoto

work?He/Shegoestowork.谈论人物的职业和生活情况。

教学难点：对飞hat…？Where…？How…？'在真实情境中的灵活运用和Readand

write语篇的理解及运用。

【教学过程】

StepIWarm-up

1.GreetingandguidetheSstoreadthetitletogether.Thenpointout

thetopictoday.

2.FreeTalk

TeachermakesanexampleandencouragesSstointroducejobsjust

likebelow:

I'ma***.

Myfatherisa•••.

Mymotherisa・・・.

【预设】Ifthestudentsaretooshytosayanything,teachercanoffer

wordbanktohelpthem.

【设计意图】由真实的介绍自己和家人的职业自然而然地展开本节课的话题。

点评：教师亲切询问父母职业，与学生交流自然，恰到好处。

StepIIRevisionandPractice

1.Reviewthewords.

1)Askstudentstorecallthewordsofjobssuchas:

postman/businessman/policeofficer/artistfisherman/scientist/

pilot/coach/factoryworker

teacher/c1eaner/farmer/dancer/singer/dancer…

2)Askandencouragestudentstofindtherulesaboutthesewords:

postmanfactoryworker

businessmansinger

fishermandancer

teacher

farmer

scientistcleaner

artistpoliceofficer

【预设】Ifthestudentscan,tsayanything,theteachercanhelpthem

dividedthesewordsintothreepartsaccordingtonounsuffixes(名词后

缀).

Askstudentstofindthedifficultwordsandhelptomemorysuch

as'scientist'accordingtotheword'science'.

ThenaskSstowritetogetherwiththeirfingers.

【设计意图】以头脑风暴的方式请学生回想有关职业的单词，鼓励和帮助学生自

主发现职业单词的名词后缀，帮助其掌握记忆单词的小窍门。

点评：教师让学生自己观察、发现有关职业单词的规律，充分体现了学生的自

主探究的过程。

2.ReviewTalk.

[TalkA]

1)TeachershowsthepicturesofSarahandOliverandasks“Doyou

rememberwhoarethey?Whataretheytalkingabout?Teacherguidesthe

Sstoanswerthequestionsusingthefullsentences.Forexample:

They'reSarahandOliver.TheyaretalkingaboutSarahandOliver's

parents'jobs.

2)PairWork:

Askstudentstorecall'What'sSarahandOliver's

parents'jobs?accordingtothepictureand'WhatdoesOliver

wanttobe?'.ThenaskSstoaskandanswerinpairs.

A:What•••?

B:….

A:Whatdoes…wanttobe?

B:Hewantstobea•••

[TalkB]

uncles(

JustnowwetalkedaboutSarahandOliver'sparents?jobs.Then

teachershowsthepicturesofMikeandXiaoYuandasks“Doyou

rememberwhoarethey?Whataretheytalkingabout?Teacherguidesthe

Sstoanswerthequestionsusingthefullsentences.Forexample:

They'reMikeandXiaoYu.Theyaretalkingaboutuncles'jobs.

2)GroupWork:

TeacherasksSstomakeasurveyaboutFather,sjobsaccordingto

thetableinthegroupsandthenteamleaderreport.

SurveyTips：1.小组用这些句子讨论。

2.最后由小组长做报告。

NameFather

WhatWhereHow

teacher/doctor/sinSchool/hospital/bybike/bycar/onfoot/by

ger/businessman/ncompany/office/bus/byplane/bytrain...

urse/policeofficer

factory...

/worker/writer...

Inmygroup,XXXfatherisa.He

worksina.Hegoestowork...

Whatdoesyourfatherdo?Heisa\an...

Wheredoeshework?Heworksina...

Howdoeshegotowork?Hegoestowork__

3）情感渗透:

Askandencouragestudentstosay4Whatdotheythinkabout

differentjobs?

Thenteachersummarizethatallthejobsareimportant.（所有的职

业都很重要）

Wecan,tsayanykindofjobisnobleornot（职业不分贵贱）

3.ReviewandpracticeReadandwrite.

Hobbiesandjobs|

HuBinSarahRobin

Whatdoeshe/shelike?using

sportscomputerscience

Whatdoeshe/shewanttobe?coachsecretarysci^ntis

Whereishe/shegoingtowork?gymofficeuniversity

____likes________.Sohe/she

wantstobea____.Andhe/sheis

goingtoworkina_■

FirstteachershowsthetableaboutHuBin,SarahandRobin'shobbies

andjobs.ThenteacherfillintheblanksaboutHuBinandreportHuBin's

hobbiesandjobs.NextaskSstofillinandreportSarahandRobin's

hobbiesandjobsaccordingtothetableinthegroups.

【设计意图】通过对话情景图和表格的形式对Talk和Readandwrite主要内容

进一步进行梳理、总结，加深印象，为接下来的巩固提升做准备，使学生能在情

境中更好地拓展、运用。

点评：学生在小组中，分角色复习、巩固句型，并在小组长的组织下调查询问

自己父亲的职业，小组和合作有效。

但若此处不仅仅局限于询问父亲的职业，而是改为调查家庭成员的职业，

是否更贴近生活，突破局限性。

StepIIIProduction&Promotion

1.Askstudentstowatchthevideoaboutinterviewingourprincipalabout

herhobbiesandjobsandthenencouragestudentstosummarizewhat

aspectsofwriting'Mydreamjob'.

/

(singing,playingfootball,

drawing,dancing,

writing,science,

teaching,business...

hobby

onfoot,bycar,

whatbybus,bybike...

singer,dancer,writer,jobhow

coach,scientist,artist,

teacher,businessman,

Policeman,pilot…/

where

gym,school,office,

university,factory,

plane...

【设计意图】通过观看采访校长的爱好和职业的视频展开讨论，在情境中进

一步灵活运用语言框架,给学生提供语言支架及相关词汇，拓宽学生的语言交

流面，小组成员互相交流，为接下来的写做好铺垫。

点评：让学生自主总结发现写作的四个方面，充分锻炼了学生的自主探究能

力和总结能力，非常好。

2.Writing

FirstteacherasksSstotalkwiththeirpartnerandthenwritedown.

ThenteacherremindthatSstopayattentiontohandwriting.

Iwanttobea/an,becauseIlike.

Iamgoingtoworkina.AndIamgoingtowork.

Wrtingtips:

1.注意字母倾斜度，饱满度。

2.把红线当做四线格第三条线。

3.注意书写姿势，握笔姿势。

【设计意图】给学生提供语言支架及相关词汇，拓宽学生的语言交流面.

点评：教师时刻提醒学生注意书写姿势和书写认真，值得称赞。

3.情感渗透：

Askandencouragestudentstoknowabouttherelationshipbetween

hobbiesandjobs.:

Noteveryonecanchoosethejobsaccordingtothehobbies.（不是每个人

可以根据自己的爱好选择职业。）

Studyhard,andthenweca