六年級(jí)英語(yǔ)上冊(cè)Unit5Whatdoeshedo第一課時(shí)教案人教PEP版

Page3Unit5Whatdoeshedo?教材分析本單元學(xué)習(xí)的主題是人物職業(yè)和生活狀況。教學(xué)內(nèi)容主要是通過(guò)家長(zhǎng)日Oliver和Sarah談?wù)摳髯愿改腹ぷ鞯那榫耙约癕ike和XiaoYu在回家路上談自己家人工作和生活的場(chǎng)景來(lái)綻開(kāi)的。教學(xué)重點(diǎn)是能聽(tīng)、說(shuō)、讀、寫(xiě)核心句型“—Whatdoeshe/shedo?—He/Sheis…”“—Wheredoeshe/shework?—He/Sheworks…”“—Howdoeshe/shegotowork?—He/Shegoestowork…”；能聽(tīng)、說(shuō)、讀、寫(xiě)單詞和詞組：factoryworker,postman,businessman,policeofficer,fisherman,scientist,pilot,coach教學(xué)目標(biāo)學(xué)問(wèn)與實(shí)力目標(biāo):·能夠聽(tīng)、說(shuō)、讀、寫(xiě)句型“—Whatdoeshedo?—Heisabusinessman.”“—Wheredoeshework?—Heworksatsea.”“—Howdoeshegotowork?—Hegoestoworkbybike.”·能夠在情景中運(yùn)用句型“—Whatdoeshe/shedo?—He/Sheis…”“—Wheredoeshe/shework?—He/Sheworks…”“—Howdoeshe/shegotowork?—He/Shegoestowork…”談?wù)撊宋锏穆殬I(yè)和生活狀況·能夠在圖片的幫助下正確理解并依據(jù)正確的意群及語(yǔ)音、語(yǔ)調(diào)朗讀關(guān)于愛(ài)好及職業(yè)的語(yǔ)篇，能運(yùn)用本單元所學(xué)核心句型口頭描述自己的愛(ài)好和喜愛(ài)的職業(yè)，同時(shí)能仿照范例完成信息表·能夠聽(tīng)、說(shuō)、讀、寫(xiě)單詞和詞組：factoryworker,postman,businessman,policeofficer,fisherman,scientist,pilot,coach·能夠正確運(yùn)用上述單詞和詞組談?wù)摵兔枋鋈宋锏穆殬I(yè)和生活狀況·知道逗號(hào)是英語(yǔ)句子中停頓的標(biāo)記情感看法?文化意識(shí)?學(xué)習(xí)策略目標(biāo):·了解橙色多用于各國(guó)緊急救援的衣服和設(shè)備上，如：救生衣、救生艇、消防員衣服、工程搶險(xiǎn)車(chē)等·能夠從不同視角相識(shí)職業(yè)，明白能從事某些職業(yè)應(yīng)具備的條件，構(gòu)思自己的職業(yè)幻想·能夠通過(guò)看圖捕獲關(guān)鍵信息，并依據(jù)提示做出聽(tīng)前預(yù)料·能夠通讀文段獲得主旨大意，并能據(jù)此選擇合適的標(biāo)題課時(shí)支配第一課時(shí)：PartALet’stry&Let’stalk其次課時(shí)：PartALet’slearn&Listen,matchandsay第三課時(shí)：PartBLet’stry&Let’stalk第四課時(shí)：PartBLet’slearn&Writeanddiscuss第五課時(shí)：PartBReadandwrite第六課時(shí)：PartBLet’scheck&Let’swrapitup&PartCStorytime

Thefirstperiod(第一課時(shí))PartALet’stry&Let’stalk?教學(xué)內(nèi)容與目標(biāo)課時(shí)教學(xué)內(nèi)容課時(shí)教學(xué)目標(biāo)Let’stry·能夠讀懂題目要求，學(xué)會(huì)聽(tīng)前預(yù)料聽(tīng)力的重點(diǎn)內(nèi)容·能夠運(yùn)用基本聽(tīng)力技巧完成Let’stry板塊的聽(tīng)力任務(wù)Let’stalk·能夠通過(guò)視察、談?wù)揕et’stalk板塊的圖片，在圖片、PPT和老師的幫助下理解對(duì)話大意，并回答對(duì)話后面的問(wèn)題·通過(guò)聽(tīng)錄音，學(xué)會(huì)依據(jù)正確的意群及語(yǔ)音、語(yǔ)調(diào)朗讀對(duì)話，并能在小組中進(jìn)行角色表演·能夠在情景中運(yùn)用句型“—Whatdoeshe/shedo?—He/Sheis…”談?wù)撊宋锏穆殬I(yè)·能夠在情景中運(yùn)用第三人稱(chēng)單數(shù)的特別疑問(wèn)句·在語(yǔ)境中借助圖片等幫助理解“country,headteacher”的意思，并能正確發(fā)音?教學(xué)重點(diǎn)能夠在情景中運(yùn)用句型“—Whatdoeshe/shedo?—He/Sheis…”談?wù)撊宋锏穆殬I(yè)。?教學(xué)難點(diǎn)能夠在情景中運(yùn)用第三人稱(chēng)單數(shù)的特別疑問(wèn)句。?教學(xué)打算1.預(yù)習(xí)《狀元大課堂》《創(chuàng)優(yōu)作業(yè)100分》《狀元作業(yè)本》中本課時(shí)的相關(guān)內(nèi)容。2.PPT課件、課文錄音、視頻和教學(xué)卡片等。TeachingpurposePPT出示不同職業(yè)的相關(guān)圖片，借用“TeachingpurposePPT出示不同職業(yè)的相關(guān)圖片，借用“頭腦風(fēng)暴”幫助學(xué)生喚醒舊知，激發(fā)學(xué)生的學(xué)習(xí)愛(ài)好，為后面的學(xué)習(xí)做好鋪墊。Step1:Warm-up&Lead-in1.Greetings.2.Revision—Brainstorm.ShowsomepicturesofdifferentjobsonthePPT.Helpstudentsreviewthewordsofthejobs.（課件出示：一些不同職業(yè)的圖片及其職業(yè)詞匯，如：driver,doctor,cook,farmer,basketballplayer,dancer,singer等，最終在中間呈現(xiàn)“jobs”）3.Lead-in.T:Myfatherisateacher.Mymotherisanurse.Whataboutyourfatherandmother?Ss:Myfatherisa/an…T:Inthisunit,we’regoingtotalkabout“jobs”.We’lllearnhowtoaskandansweraboutjobs.Writedownthetopic“Whatdoeshedo?”ontheblackboard.T:TodayisParents’Day.Ourfriends’parentswillcometoschooltomeettheteachers.Whowillcome?Canyouguess?Ss:…Step2:PresentationTeachingpurpose逐步幫助學(xué)生讀懂題目要求，引導(dǎo)學(xué)生學(xué)會(huì)在聽(tīng)錄音之前預(yù)料聽(tīng)力的重點(diǎn)內(nèi)容。1.Teachingpurpose逐步幫助學(xué)生讀懂題目要求，引導(dǎo)學(xué)生學(xué)會(huì)在聽(tīng)錄音之前預(yù)料聽(tīng)力的重點(diǎn)內(nèi)容。(1)Showthepartof“Let’stry”tostudents.Studentsreadthequestionbythemselves.（課件出示：教材P48Let’stry板塊的內(nèi)容）T:Listentotherecording.Pleasepayattentiontotheboldwords.Whowillcome?(2)Playtherecording.（課件出示：教材P48Let’stry板塊的音頻）Studentslistentotherecordingandtrytoanswerthequestion.(3)Playtherecordingagainandaskstudentstocircletheanswersinthebook.（出示課件）Thenchecktheanswers.Teachingpurpose通過(guò)問(wèn)題引導(dǎo)學(xué)生視察并探討圖片，借助圖片預(yù)料教學(xué)內(nèi)容，培育學(xué)生的視察實(shí)力和邏輯推理實(shí)力。通過(guò)圖片內(nèi)容激活已有學(xué)問(wèn)，并提取與文本有關(guān)的學(xué)問(wèn)，進(jìn)入文本話題。T:WhatdoesSarah’Teachingpurpose通過(guò)問(wèn)題引導(dǎo)學(xué)生視察并探討圖片，借助圖片預(yù)料教學(xué)內(nèi)容，培育學(xué)生的視察實(shí)力和邏輯推理實(shí)力。通過(guò)圖片內(nèi)容激活已有學(xué)問(wèn)，并提取與文本有關(guān)的學(xué)問(wèn)，進(jìn)入文本話題。Ss:He’sadoctor.2.Lookandpredict.Showthepicturesof“Let’stalk”tostudents.Letstudentslookatthepicturescarefully.Asksomequestionstoleadthemtopredictthemainideaofthedialogue.（課件出示：教材P48Let’stalk板塊的圖片）Questions:①Whoarethey?/②Whoaretheytalkingabout?/③IsitParents’Daytoday?Whowillcome?Oliver’sfatherorhismother,orboth？/…Teachingpurpose引導(dǎo)學(xué)生帶著問(wèn)題觀看文本動(dòng)畫(huà)，整體感知文本，獲得有用信息。Teachingpurpose引導(dǎo)學(xué)生帶著問(wèn)題觀看文本動(dòng)畫(huà)，整體感知文本，獲得有用信息。ShowthequestionsonthePPT.Letstudentswatchthecartoonandtrytoanswerthequestions.（課件出示：教材P47Let’stalk板塊的視頻及下列問(wèn)題）Q1:Whoaretheytalkingabout?（TheyaretalkingaboutOliver’sfatherandmother.）Q2:Whowillcome?（Oliver’smotherwillcome.）T:Yes.Oliver’smotherwillcometoday.AndhowaboutOliver’sfather?Teachingpurpose引導(dǎo)學(xué)生帶著問(wèn)題再讀文本，進(jìn)一步感知文本，獲得有用信息。并引導(dǎo)學(xué)生跟隨文本學(xué)習(xí)新的單詞、詞組和句型。Teachingpurpose引導(dǎo)學(xué)生帶著問(wèn)題再讀文本，進(jìn)一步感知文本，獲得有用信息。并引導(dǎo)學(xué)生跟隨文本學(xué)習(xí)新的單詞、詞組和句型。T:Why?S2:BecauseOliver’sfatherisinAustralianow.4.Readandanswer.Studentsreadthedialogueandtrytoanswerthequestions.（課件出示：下列問(wèn)題）Q3:WhatdoesOliver’sfatherdo?Q4:WhatdoesOliver’smotherdo?T:WhatdoesOliver’sfatherdo?S1:He’sabusinessman.T:Yes.He’sabusinessman.Hesalesthings.Heoftengoestoothercountries.MaybeJapan,theUSA,…Helpstudentsunderstandthewords“businessman,country”.Teachthewords.Studentslearntoread.T:WhatdoesOliver’smotherdo?S2:She’sateacher.T:Yes!She’saheadteacher.Inourschool,Mr…/Mrs…isourheadteacher.Teachthephrase“headteacher”.Studentslearntoread.T:Doyouwanttobeaheadteacher?(Askseveralstudents.Helpthemtoanswer.)S3:Yes.Iwanttobeaheadteacher./No,Iwanttobea/an…Teachingpurpose通過(guò)讓學(xué)生聽(tīng)錄音跟讀，引導(dǎo)他們依據(jù)正確的意群及語(yǔ)音、語(yǔ)調(diào)朗讀對(duì)話，并能在小組中進(jìn)行角色表演。T:Teachingpurpose通過(guò)讓學(xué)生聽(tīng)錄音跟讀，引導(dǎo)他們依據(jù)正確的意群及語(yǔ)音、語(yǔ)調(diào)朗讀對(duì)話，并能在小組中進(jìn)行角色表演。Writedownthesentencestructures“—Whatdoeshe/shedo?—He/Sheis…”ontheblackboard.Studentspracticeinpairs.5.Readandact.(1)Studentsreadaftertherecording.Payattentiontothepronunciationandtheintonation.（出示課件）(2)Letstudentspracticethedialogueingroups.Thenactout.(3)Makeanewdialogue.Step3:Practice1.Chooseandsay.Showsomewordcards（writer,cleaner,taxidriver,singer,dancer,footballplayer）tostudents.Studentsreadthewordsonebyone.Teachingpurpose借助Teachingpurpose借助PPT給學(xué)生呈現(xiàn)一些人物和職業(yè)，幫助學(xué)生操練新句型。2.Pairwork.(1)ShowsomepicturesoffamouspeopleonthePPT.（課件出示：幾張名人圖片，如莫言，貝克漢姆，那英，馬云……）(2)Makeamodel.Pointtothepictureof“MoYan”andaskonestudent.T:Whatdoeshedo?S1:Heisawriter.T:Doyouwanttobeawriter,too?S1:Yes,Iwanttobeawriter./No,Iwanttobea/an…(3)Studentspracticeinpairs.(4)Showtime.Teachingpurpose通過(guò)創(chuàng)設(shè)自然真實(shí)的情境，讓學(xué)生在情境中合理運(yùn)用所學(xué)語(yǔ)言詢(xún)問(wèn)他人的職業(yè)并作簡(jiǎn)潔的匯報(bào)，培育學(xué)生的語(yǔ)言綜合運(yùn)用實(shí)力。Teachingpurpose通過(guò)創(chuàng)設(shè)自然真實(shí)的情境，讓學(xué)生在情境中合理運(yùn)用所學(xué)語(yǔ)言詢(xún)問(wèn)他人的職業(yè)并作簡(jiǎn)潔的匯報(bào)，培育學(xué)生的語(yǔ)言綜合運(yùn)用實(shí)力。Step4:Consolidation&Extension“Makeasurvey”1.Createasituation.T:Oliver’sfatherisabusinessman.Hismotherisaheadteacher.Therearesomeotherjobs.Let’ssee.ShowsomepicturesonthePPT.（課件出示：教材P48Let’stry板塊下方的職業(yè)圖片）Leadstudentstoreviewthewordsofthejobs.T:Myfatherisateacher.Mymotherisanurse.Whatdoesyourfatherormotherdo?Whatdoesyourclassmates’fatherormotherdo?Let’smakeasurvey.2.Makeademonstration.Showacharttotheclass.NameFatherMotherLinHongteachernurseT:…,whatdoesyourfatherdo?S1:Heisa…T:Whatdoesyourmotherdo?S1:She’sa…Writedowntheanswersinthechart.3.Workingroups.Askstudentstoworkingroupsoffourasthedemonstrationandfinishthechart.4.Makeareport.Studentsshowthecharttotheclassandmakeareportwiththestructure“Myfatherisateacher.Mymotherisanurse.…’sfatherisa/an…Her/Hismotherisa/an…”Theotherstudentslistenandmakeevaluationstothem.?板書(shū)設(shè)計(jì)?作業(yè)設(shè)計(jì)1.Practicethedialogue.2.Dotheexercises.（見(jiàn)“狀元成才路”系列叢書(shū)《創(chuàng)優(yōu)作業(yè)100分》或《狀元作業(yè)本》對(duì)應(yīng)課時(shí)作業(yè)）?教學(xué)反思1.整個(gè)教學(xué)設(shè)計(jì)流程清楚，很好地達(dá)成了課程教學(xué)目標(biāo)。2.逐步幫助學(xué)生讀懂題目要求，引導(dǎo)學(xué)生學(xué)會(huì)聽(tīng)前預(yù)料聽(tīng)力的重點(diǎn)內(nèi)容。3.在情境中理解，在活動(dòng)中運(yùn)用，突出語(yǔ)用功能。通過(guò)創(chuàng)設(shè)合理情景，幫助學(xué)生在情景中真實(shí)自然地運(yùn)用所學(xué)語(yǔ)言，突出教學(xué)重點(diǎn)。4.在教學(xué)中適當(dāng)引入一些當(dāng)代名人信息，既調(diào)動(dòng)了學(xué)生的主動(dòng)性，又讓學(xué)生了解到了很多課堂以外的信息，跟時(shí)代接軌。?TeachingContents&TeachingAimsLet’stry·Beabletopredictthemaincontentoflisteningpart.·Beabletousebasiclisteningskillstocompletethelisteningtasks.Let’stalk·Beabletounderstandthemainideaofthedialoguebyobservingandtalkingaboutthepicturesandanswerthequestionsbelowthedialogue.·Beabletoreadthedialoguecorrectly,fluentlyandemotionallyandactitoutingroups.·Beabletousethesentencestructures“—Whatdoeshe/shedo?—He/Sheis…”totalkaboutpeople’sjobsproperly.·Beabletousethethirdpersonsingularspecialquestionsinsituations.·Beabletounderstandandreadthenewwordandphrase“country,headteacher”correctly.?TeachingPriorities·Beabletounderstandandusethekeysentencestructures“—Whatdoeshe/shedo?—He/Sheis…”properly.?TeachingDifficultiesBeabletousethethirdpersonsingularspecialquestionsinsituations.?TeachingProceduresTeachingStagesTeacher’sActivitiesStudentsActivitiesTeachingPurposesWarm-up&Revision&Lead-in1.Greetings.2.Revision—Brainstorm.3.Lead-in.1.Greetings.2.Reviewthewordsofthejobs.3.Freetalk.Stimulatestudents’interestinlearningandleadinthetopicofthejobs.Reviewsomewordsofthejobs.Prepareforthenextpart.Presentation1.Listenandcircle.(1)Showthepartof“Let’stry”tostudents.Askstudentstoreadthequestionbythemselves.(2)Playtherecording.(3)Playtherecordingagainandchecktheanswers.(1)Lookatthepartof“Let’stry”.Readthequestion.(2)Listentotherecordingandanswerthequestion.(3)Listentothedialogueandtrytocircle.Checktheanswers.Leadstudentstopredictthemainideabeforelistening.Cultivatestudents’abilityoflogicalreasoning.2.Lookandpredict.Showthepicturesof“Let’stalk”tostudents.Lookatthepicturescarefully.Answerthequestions.Predictthemainideaofthedialogue.Developstudents’observationandlogicalreasoningabilitybypredictingthemainideaofthedialogue.3.Watchandanswer.ShowthequestionsonthePPT.Playthecartoon.Checktheanswers.Watchthecartoonandtrytoanswerthequestions.Checktheanswers.Leadstudentstounderstandthecontentofthedialoguebyaskingquestions.Getanoverallperceptionofthetextandgetusefulinformation.Helpstudentslearnthewords,thephraseandthesentencestructures.

（續(xù)表）TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPresentation4.Readandanswer.Teachthenewsentences.ShowthequestionsonthePPT.Helpstudentsunderstandthewords“businessman,country”.Teachthephrase“headteacher”.Readthedialogueandtrytoanswerthequestions.Trytounderstandandlearnthewords“businessman,country”.Learnthephrase“headteacher”.Practicethesentencestructuresinpairs.5.Readandact.(1)Askstudentstoreadaftertherecording.(2)Letst