六年级上册Unit5Whatdoeshedo教学设计.docx

Unit 5 What does he do？第一课时教学设计(A. Let’s try Le’s talk)一、教学目标1. 能够听、说、读、写主要句型：What does your father/mother/he do? He/She is a/an…并能在实际情景中熟练运用 2. 能够掌握二会单词country， head teacher，理解三会句子：Do you want to be a head teacher, too? 并能在情景中正确运用3. 能够独立完成Let’s try部分的练习 二、教学重难点1.掌握四会句型What does your father/mother/he do? He/She is a/an...突破方法：反复朗读，情景对话，突破重点2．能够听、说、认读拓展句型What are you going to be? I am going to be a/an...突破方法：小组对话、学生搭档对话、 游戏等方式，突破难点三、教法与学法点拨法，引导法，情景教学法，游戏法四、教学准备教师准备多媒体课件、课文情景动画或音频MP3另外有单词卡片，照片，相关道具和服饰等。

五、教学过程 Step 1: Warm-up 1. 教师通过复习之前学过的有关职业的单词，引入本课职业的主题教师把粉笔、白大褂、棒球等一些与职业相关的道具放在桌上，让学生轮流猜或者讨论与之相关的职业名称教师给出答案，让学生跟读Step 2: PresentationLet’s try教师引导学生看教材上Let’s try部分的内容，播放录音，学生带着问题听录音，选择正确案Let’s talk1. 教师拿出比尔•盖茨的照片说：Who is he? 引导其中的一位学生试着回答：He is Bill Gates.然后教师继续说：I’m a teacher. What does he do? 学生说出商人时，教师板书并教读单词 businessman，可用拆分法教读并理解：business-man教师继续问那位学生：What does he do? 引导学生回答：He is a businessman. 教师板书并教读句型：What does he do? He is a businessman. 可采取替换重点单词或接龙法进行操练2. 教师拿出一张迈克尔•杰克逊的照片说：What does he do? 引导学生回答：He is a singer. 并继续问：Which country is he from? 引导学生对问句的思考，引出country这个单词，可采用拼音法教读：coun-try，并提醒学生注意发音，也可拿出不同国家歌手的照片展示。

3. 教师询问学生Am I your teacher or head teacher? 板书并领读短语head teacher，通过拆分法解释其含义教师问学生：Do you want to be a head teacher, too? 学生回答：Yes, I do./No, I don’t.教师拓展句型：What are you going to be?/What do you want to do/be?引导学生回答：I am going to be a/an…教师板书并教读句型：What are you going to be?/What do you want to do/be? I am going to be a/an…以小组为单位，一问一答操练此句型，如：4. 播放Let’s talk部分的录音，学生带着问题静听，画出回答问题的关键信息问题如下：What does Oliver’s father/mother do?教师核对答案，再次播放录音，让学生把不懂的地画出来学生—边听一边跟读读，教师讲解全班跟读熟练后，再分组分角色朗读 Step 3: Consolidation and extension1. 让学生把Let’s talk部分的内容读给家长或朋友听。

2. 教师示范书写四会句子，学生仿写3. 学生与家长练习重点句型What does your father/mother/he do? He/She is a/an...4. 做活动手册上的配套练习 板书设计Unit 5 What does he do?What does he do?He is a businessman.What does your mother do?She is a head teacher.What are you going to be?I am going to be a/an ... coun-try---country head+teacher---head teacher教学反思：第二课时教学设计 (A. Let’s learn Listen, match and say)一、教学目标1. 让学生掌握四会单词或词组factory worker, postman, businessman, police officer 2. 让学生运用句型Is your father a postman? No, he isn’t. What does he do? He is a businessman. 与别人进行沟通交流。

3. 能够听懂、会唱歌曲What do you want to do?二、教学重难点1.掌握Let’s learn部分的四会单词和词组2.突破方法：反复操练、对话练习，突破重点 3.正确书写四会单词并掌握单词factory worker, postman, businessman, police, officer的发音三、教法与学法 引导法，点拨法，小组合作法，游戏法 四、教学准备教师准备多媒体课件、课文情景动画或音频MP3；相应的单词卡片，图片等五、教学过程 Step 1: Warm-up1. 教师利用多媒体课件出示人物职业图片，学生操练What does he do? 句型…2.教师从职业卡片中随意抽取一张，每列的第一名学生读出卡片上的单词并做出简单陈述，如：businessmanMy father is a businessman.然后站到队尾如果不能正确表述则出局教师再抽取一张卡片，接下来的第一名学生说句子，以此类推Step 2: PresentationLet’s learn1. 教师拿着一张工厂工人的照片，问：What does she do? 引导学生回答：She is a factory worker. 教师板书并教读词组factory worker，注意单词factory和worker的发音，可采用拆音拼音法教读：fac-tory，work-er。

教师示范朗读，引导学生观察教师的口型，并注意模仿，教师由慢到快教读2. 教师拿出一张邮递员的照片，问：What does he do? 引导学生回答：He is a postman. 教师板书并教读单词postman.可用拆分法教读单词post-man男女生运用所学句型交替进行问答练习3. 教师请一位学生表演商人，问学生：What does he do? 学生回答：He is a businessman. 教师板书并教读单词businessman 4. 教师出示警察的照片，问：What does she do? 引导学生回答：She is a police officer. 教师板书并教读词组police officer5. 教师问一位学生：Is your father a postman? 引导学生回答：No, he isn’t.教师继续问：Is your father a police officer? 学生回答：No, he isn’t.教师再问：What does he do? 学生回答：He is a/an...6. 教师播放Let’s learn部分的录音，学生先静听，注意仔细听单词的发音，然后反复播放音，学生跟读。

Step 3: PracticeListen, match and say1. 教师播放Listen, match and say部分的录音，让学生匹配相应信息学生做好练习，教师核对答案然后教师和一名学生示范对话，最后学生间就此部分信息展开对话练习2. 把学生分成两人—组背靠背坐好，Listen, match and say部分的内容向组员进行提问，组员回答，如此进行比赛，看谁回答得又快又好句型如：S1: What does Ge Nan’s father do? S2: He’s a police officer.3. 教师出示职业图片，学生说出相应单词，或教教师说单词，学生指出相应的图片 Step 4: Consolidation and extension1. 学生背诵并抄写本课时的四会单词2. 做手册上的配套练习 板书设计Unit 5 What does he do?factory worker postmanbusinessman police officer Is your father a postman?No, he isn’t.What does he do?He’s a businessman.六、教学反思 第三课时教学设计 (B. Let’s try Let’s talk)一、教学目标1. 能够听、说、读、写句子Where does he work? He works at sea. How does he go to work? He goes to work by bike. 并能在情景中进行运用。

2. 能够理解并掌握三会单词sea，stay3. 能够独立完成Let’s try部分的练习 二、教学重难点 1.掌握句子Where does he work? How does he go to work? 并能在情景中熟练运用突破方法：情景对话，表演练习，突破难点2.能运用四会句型与他人自如地交流突破方法：反复操练，造句练习，突破难点三、教法与学法引导法，点拨法四、教学准备教师准备多媒体课件、课文情景动画或音频MP3；另外有相关的单词卡片、图片等 五、教学过程 Step 1: Warm-up 请一名学生到讲台上，教师给这名学生看—张职业单词卡片，然后让这名学生用动作表演该职业其他学生根据这名学生所做的动作说出职业名称Step 2: Presentation Let’s try教师给学生一分钟时间看问题，然后播放Let’s try部分的录音两遍，核对答案问题如下：What does Xiao Yu’s uncle look like? Does Xiao Yu’s uncle often take him to school?教师根据表格的内容说：I’m a teacher. My father is a teacher, too. My mother is a doctor. What does my father do? 教师引导学生说出所学的职业单词，然后把father改成mother，引出She is a doctor. 教师继续介绍：I work in our school. What about your father? Where does he work? 引导学生说出所学的。