六年级英语上册Unit 5 What does he do? A Let’s talk教学设计

六年级英语上册Unit 5 What does he do? A Let’s talk教学设计教学目标1.学生能够在图片和教师的帮助下,理解对话的大意;2.学生能够用正确的语音、语调、意群,朗读并表演对话;3.能够在语境中运用句型What does he/she do? He/ She is a …询问他人的职业并作出恰当的 回答;4.通过教学活动,引导学生尊重他人,树立尊重各种职业的意识。学情分析    小学六年级的学生,和低年级学生相比具有较强的自行探究的能力,思维能力处于由形象思维到逻辑思维的过渡阶段,具备一定的英语知识基础和英语学习习惯。学生在四年级上册Unit 4时已学过职业单词teacher, doctor, nurse, farmer, cook等,在平时也积累了一些常见的职业词汇,如policeman, worker, singer, football player等,也能用He’s / She’s a ...介绍某人的职业,这些语言知识与能力基础为本课的学习奠定了良好基础,学生对新知的学习能够连贯有所承接。重点难点1. 教学重点: 学生能够用正确的语音、语调朗读并表演对话;能在语境中灵活运用语言What does he/she do?以及做出恰当的回答He/She is a/an …。2. 教学难点: 能够在语境中理解生词businessman以及句子He often goes to other countries.教学过程Step 1. Warming up1. Greeting and do some review exercises.T: Good morning, boys and girls. How are you today? What are your hobbies?   Before the class, Let’s do some review exercises. Please say it loudly.【设计意图】通过师生交流问候,拉近老师与学生的距离。通过闪卡热身活动,调动学习热情,并复习职业单词,为后面学习做铺垫。2. Know about me.(Which one is Not true?)(1)T: Today we are going to learn a new lesson. We will talk about the jobs. Do you know my job? What’s my job?  Yes, I am teacher. And I am a new English teacher.  Here are some information about me. But One is not true. Which one is not true?(2)当学生判断 My husband is an astronaut. 是错时,教师追问:My husband is not an astronaut. But what does he do?Is he a doctor? Is he a taxi driver? Can you guess?(开展头脑风暴,让学生自由猜: Is he a ...?)【设计意图】通过猜测“My husband’s job”培养学生的发散思维,并巧妙安排了职业单词的复习活动,调动学生的英语学习积极性,唤醒学生的知识储备。3. 导入话题。让学生选择正确的图片,理解Parents Day.【设计意图】自然引出“Parents’ Day”主题,在图片的帮助下让学生理解家长日Parents’Day, 接下来以此为主线,贯穿整节课。Step 2. Let’s try and presentation1. Let's try播放 Let’s try录音,检查答案。【设计意图】结合Let’s try文本以听说为途径,让学生了解本课主题,初步感知本节课的重点句型,为进入正式的对话学习做好准备。2. Predict and sayT: Sarah’s father can’t come. What about Oliver’s father?Can he come? Why?S: ...T: He can’t come. He is so busy for his business. So he’s a businessman.【设计意图】鼓励学生根据所给情景图大胆预测和表达,引导他们调用视觉、语言感官参与学习,培养学生读图及预测能力,更能调动学生思维和提高说的能力.3. Guess and sayT: Sarah and Oliver are talking. What will they say? Can you guess? 让学生启动思维,猜测挖空的句子是什么。【设计意图】通过“Skeleton骨架文本”解构文本,学生在猜测挖空句型的过程中,由被动的学习变为主动的思考,发散思维和语言能力得到了提高。4. Think and discuss当学生自由发表自己的想法后,给出可选择的句子,让同桌讨论答案。【设计意图】通过同桌讨论、倾听,培养学生的合作能力和分析思维能力。5.Choose and write让学生讨论、思考后选择正确句子的编号填在横线上。6. Listen and check教师播放Let’s talk录音,学生通过听音核对答案【设计意图】先让学生写下答案,再听音比对、印证。这种“Skeleton”模式,给予学生更多探究的空间和时间,为学生语言和思维搭建了桥梁,明确掌握了核心句型的语音、语用和语言形式,将接受性学习改变为创造性使用。7. Watch and answer.(1) T: Let’s watch the cartoon and answer three questions.(2) Watch the cartoons.(3) Check the answers and write the sentences on the blackboard.(板书句型)(4) 理解运用句子He often goes to other countries.【设计意图】让学生带着问题听录音,训练学生的听力能力,通过回答问题,检测学生对课文的理解能力。并利用图片让学生理解运用句子He often goes to other countries.突破难点。学生启动思维回答。Step 3. Practice and Consolidation1. Let’s read.(1) Read after the tape.T: Now let’s read after the computer. Please pay attention to the pronunciation and intonations. (2) Read alone.T:This time, please try to read by yourself. Please pay attention to the linking and the tones.(3) Role play【设计意图】让学生先进行比对模仿,自我纠音,再逐句跟读,然后根据教师给出的连读和升降调符号进行尝试读对话,,最后让学生分角色表演对话,操练与内化对话文本内容,为后面的语言输出做好铺垫。2.Extension(1) Do a survey.T: Sarah has a parents’ Day today. We will have a Parents’ Day next month, too. Can your parents come on Parents’Day?Let’s do a survey. And see : Who can come?①教师先播放视频,示范如何调查。②然后学生开展调查,完成信息调查表.(2)Make a report.①Group work. 小组合作,进行汇报。②Invite some students to make a report in the class.【设计意图】最后输出环节,通过开展“家长日信息调查表”的调查和汇报,跟前面的warm up环节相呼应,让“家长日”主线贯穿整节课。并且通过这一开放式的情景活动,进行创造型文本重构,让学生把学习的知识运用到真实的情景中,使学习回归到生活,最终达到综合运用语言的目的。3. 情感教育:尊重各种职业。T: Many parents come to school. But some parents may not come. Because they have different jobs. But they all work hard. (课件展示各种职业辛苦工作的图片)【设计意图】通过图片和音乐,让学生感受各种职业的艰辛,教育他们尊重各种职业,升华学生的感情。Step 4. Summary① 师生总结本课时学习的内容。② 总结课堂的小组评价。