人教版PEP英语六年级上册Unit5教案教学设计.docx

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1、人教版 PEP 英语六年级上册 Unit 5 教案教学设计Unit 5What does he do?单元整体分析本单元是人教版英语六年级上册的第五单元，单元的话题是“What does he do”本单元通过不同的场景，供给了表达比较人物的职业和生活状况的句型。共三个版块:A 局部，B 局部和C 局部。A 局部包括重点词汇和情景对话，共两个课时。第一课时通过呈现张鹏和 Oliver 在职业体验日谈论自己父母工作的场景，引出四会单词和词组factory worker, postman, businessman, police officer 及询问职业的句型 What does . do? H

2、e/Shes.其次课时通过 Sarah 和 Oliver 在家长日谈论自己父母的情景，稳固和运用第三人称单数的特别疑问句。A 局部重点把握词汇和询问职业的句型。B 局部包括重点词汇、情景对话和读和写，共三个课时。第一课时通过 Oliver 和吴一凡谈论自己家人工作状况，引出四会单词fisherman, scientist, pilot, coach 和询问工作地点的句型 Where does/he she work? He/She works.其次课时照旧通过 Mike 和小雨在回家路上聊自己家人工作和生活的场景，进一步把握询问他人工作地点和交通工具的句型。第三课时通过阅读文段和语音学问，拓展

3、本单元所学句型及了解 逗号的作用。 B 局部重点把握四会单词和核心句型Where does/he she work? He/She works.How does.go to work? He/She goes to work.最终把 B 局部的听力测试、本单元句型归纳和C 局部的故事，整理成一课时，重点是复习和稳固本单元所学重点词汇和句型。在课堂教学中，首先要整体把握本单元教学内容，教学重点和教学难点，了解学生学情。然后围绕本单元主题开放教学设计。借助自制PPT 课件、网络资源、词卡、图片等多种方式呈现，引导学生运用玩耍、创编对话等方法在合作学习中和任务型学习中表达所学语言。激 发学生学习英语

4、的深厚兴趣。第四单元已经介绍过一般现在时第三人称单数确实定句和一般疑问句，为本单元学习其特别疑问句做好了铺垫。单元教学目标1. 学问目标：(1) 能够听、说、读、写单词和词组：factory worker, postman, businessman, police officer, fisherman, scientist, pilot, coach(2) 能够听、说、认读 country, head teacher, sea, university, gym, if, reporter, use, type, quickly, secretary(3) 能够听、说、读、写句型：What do

5、es he do? He is a businessman.Where does he work? He works at sea.How does he go to work?He goes to work by bike. (4)知道逗号在英语中停顿的作用。2. 力量目标：(1) 能够正确使用 factory worker, postman, businessman, police officer, fisherman, scientist, pilot, coach 谈论和描述人物的职业和生活状况。(2) 能够在情境中恰当运用以下句型谈论人物的职业和生活状况：What does he/s

6、he do?He/She is .Where does he/she work? He/She works .How does he/she go to work?He/She goes to work.(3) 能够在图片的帮助下正确理解并依据正确的意群及语音、语调朗读关于爱好及职业的语 篇，能运用本单元所学核心句型口头描述自己的爱好和宠爱的职业，同时能仿照范例完成信息表。3. 情感目标：(1) 学会宠爱生活，敬重他人劳动。(2) 能从不同角度生疏职业，明白能从事某些职业应具备的条件，构思自己的职业梦想。教学重难点1. 教学重点(Important points)(1) 能够听、说、读、写单词

7、和词组：factory worker, postman, businessman, police officer, fisherman, scientist, pilot, coach(2) 能够在情境中恰当运用以下句型谈论人物的职业和生活状况：What does he/she do?He/She is .Where does he/she work? He/She works .How does he/she go to work?He/She goes to work. (3)知道逗号在英语中停顿的作用。(4) 能够在图片的帮助下正确理解并依据正确的意群及语音、语调朗读关于爱好及职业的语篇

8、，能运用本单元所学核心句型口头描述自己的爱好和宠爱的职业，同时能仿照范例完成信息表。2. 教学难点(Difficult points)学生在任务活动中娴熟运用核心句型进展沟通。教学方法任务型教学法、合作探究法、情景交际法、开心教学法教学时间Teaching time本单元共六课时：第一课时: A Lets learnListen, match and say其次课时: A Lets tryLets talk第三课时: B Lets learnWrite and discuss第四课时: B Lets tryLets talk第五课时: B Read and write第六课时: B Lets

9、check Lets wrap it up. C Story time学问视窗1. 紧急设备与救援衣服英国救援飞机是橘色白色相间，多写有rescue 的字样。橘色作为亮色系常常消灭在各国紧急救援的衣服和设备上，如：救生衣、救生艇、消防员的衣服、工程抢险车等。2. 职业名称大汇总侦探detective记者reporter编辑editor作家author/writer工匠 artisan牙医 dentist船员 sailor消防员 fireman女演员actress男演员actor清洁工cleaner销售员salesperson总裁 CEO经理 manager工程师 engineer律师 lawy

10、er农民 farmer男效劳员 waiter女效劳员 waitress钢琴家 pianist会计 accountant画家 artist公务员 civil servant导游 guide3. 询问职业有方法(1) What do/does +主语+do?如：What do you do?你是做什么的？Im a student. 我是一名学生。What does your aunt do?你的姑姑是做什么的？She is a teacher.她是一名教师。(2)What is xxxs job?如：What is your fathers job?你的爸爸是干什么的？Hes a driver.他

11、是一名司机。(3)What +be +主语？如：What is your mother?你的妈妈是干什么的？She is a worker. 她是一名工人。4. 巧记职业名称构成规律(1)有些单词在词尾加-erteach教teacher教师work唱歌worker歌手(2) 有些单词以e 结尾的，在词尾直接+rdrive驾驶 driver司机dance跳舞dancer舞蹈家(3) 有些单词在词尾加-oract表演actor男演员sail航行 sailor船员(4) 有些单词在词尾加-ressact表演 actress女演员wait等待waitress女效劳员(5) 有些单词在词尾加-ist a

12、rt美术artist画家（6） 有些单词在词尾加 man 或 womanpolice警局policeman男警察policewoman女警察第一课时课时内容ALets learn； Listen, match and say课时分析本课时是人教版六年级下册第五单元第一课时。围绕“父母的职业”这一话题开放，主要通过对话学习词汇 factory worker, postman, businessman, police officer 及询问职业的句型What does . do? He/Shes .的表达。引导学生敬重他人的劳动，培育学生学习英语的热忱， 树立学好英语的信念。第一课时是本单元的首课

13、时，为其它课时的学习做好铺垫。本课时的 重点是四会单词的把握以及能够运用四会单词谈论职业。本课时包括 Lets learn 和 Listen, match and say 两个版块。Lets learn 呈现了张鹏和 Oliver 在职业体验日谈论自己父母工作的场景，表达了单词及词组的词形和意义。此话题贴近学生的实际生活，更能激发学生学习的兴趣。Listen, match and say 版块是一个半机械性的操练活动。学生可以通过这个活动稳固运用A 局部学的词汇和句型。有关职业的词汇和询问职业的句型 Whats .s job? Hes/Shes.在四年级的教材中已经初步涉及过，可以以此为契机呈

14、现本课重点词汇和句型，并承受玩耍、猜谜等方法稳固和运用所学学问。课时目标（1） 能够听、说、读、写单词和词组：factory worker, postman, businessman, police officer。（2） 能够听、说、读、写句型：What does he do? He is a businessman.（3） 能够运用句型 What does . do? He/Shes.谈论职业。（4） 能够敬重他人的劳动。课时重难点1. 重点1能够听、说、读、写单词和词组：factory worker, postman, businessman, police officer。2能够听、说

15、、读、写句型：What does he do? He is a businessman.3能够运用句型 What does . do? He/Shes.谈论职业。2. 难点（1） 正确的使用四会单词及词组谈论职业。（2） 核心句型的敏捷运用。教学预备多媒体课件、卡片、录音机、磁带教学过程Step 1 Warm up1. GreetingT: Good morning, everyone. Ss: Good morning, teacher.T: How are you today?Ss: Im fine, thank you. And you? T: Im fine, too.2. Lets

16、chant.T: Now lets chant together.课件展现自制儿歌，学生拍手吟诵Whats your fathers job? Whats your fathers job? Hes a doctor. Hes a great doctor.Whats your mothers job? Whats your mothers job?教学资源：自制课件。设计意图：儿歌活泼了课堂气氛，激发了学生学习的热忱。同时帮助学生回忆已学的关于职业的句型，为本课的学习做好预备。Step 2 Lead in“指手画脚”教师把 doctor, teacher, farmer, driver, n

17、urse, football player等单词的卡片朝下放在桌子上，请一名学生到讲台前任意抽取一张卡片，用动作表演卡片上的职业，其他学生猜职业名称。第一个猜出的学生抽取下一张卡片连续玩耍。教学资源：课件设计意图：通过复习已学的表示职业的单词，自然的引出知。Step 3 Presentation1. Teaching “factory worker, postman, businessman, police officer”.(1) T: We have other jobs around us. Look at the pictures. What are their jobs?呈现教材图片

18、 Look at picture 1. What does she do?Ss: Shes a factory worker.(引导学生答复，板书句子，教学词组factory worker，教读词组， 齐读词组)T: Look at picture 2. What does he do?Ss: Hes a postman.板书句子，教学单词 postman，指名读单词，分组读单词，齐读单词T: Look at picture 3. What does he do?Ss: Hes a businessman.板书单词 businessman，教读单词，留意拆分音节，指名读单词， 齐读单词T: L

19、ook at picture 4. What does the woman do? 呈现单词 police officer，学生将-er 的发音规章和 post office 结合起来，自己尝试拼读。指名读，带读Ss: Shes a post officer.(2) 听录音跟读单词及词组。(3)升降调朗读单词及词组。教学资源：课件、录音机、磁带设计意图：借助于图片呈现词汇，形象直观。利用学生的迁移力量学习词汇，培育学生对单词的认读力量。2. Learn the sentences “What does he/she do? Hes/Shes.”(1) T: Is your mother a f

20、actory worker? S1: No, she isnt.T: What does she do?板书句子，教学句子S1: Shes a.T: Is your father a businessman? S2: No, he isnt.T: What does he do?板书句子，理解句子S2: Hes a.(2) Do practice with “What does he/she do? Hes/Shes a.”.课件呈现 postman, businessman, police officer, factory worker, doctor等图片，指组练习、师生练习、男女生练习。

21、(3) T: Its Career Day. Zhang Peng and Oliver are talking about their father in front of the display board. What does Olivers father do? Guess.S1: Is she a.?.(4) Listen to the tape and answer the question.(5) Read the dialogue in pairs.(6) Make the dialogue in pairs.教学资源：录音机、磁带设计意图：仿编对话培育学生运用语言的力量。St

22、ep 4 Practice1. 单词操练活动(1) 我是谁？教师在一名学生的后背贴上某职业名称并让他来到讲台，面对黑板。全班学生问What do you do?该学生用 Am I a.?猜测，只允许有三次时机，猜不出就问：What do I do? 全班学生一起答复。(2) 炸弹玩耍教师在黑板上其中一个单词下方画上炸弹，学生读单词和词组，遇到炸弹的地方就抱头，否则炸弹会爆炸。教学资源：词卡设计意图：活泼课堂气氛，在玩中稳固单词的认读活动。2. Listen, match and say.(1) T: Chen Jie and John are talking about the jobs of

23、 their parents. What do they do?引导学猜测读题目推测。(2) 听录音连线。(3) 两人一组就四人父母的职业问答练习。教学资源：录音机、磁带设计意图：稳固和操练所学的核心词汇和和句型。Step 5 SummaryT: What did you learn about this class?指名说1. 学习了 factory worker, postman, businessman, police officer”. 2.学习了询问他人工作的句型及答复：What does he/she do?Hes/Shes. 设计意图：学生归纳学问点，有利用学生对学问的记忆。课堂

24、作业一、看图写单词。1.2.3.4.二、单项选择。()1. My father is a.A. postmanB. nurseC. businesswoman ()2. Is Mr Wang a factory worker? A. Yes, she is.B. No, he is.C. Yes, he is.()3. Whathe do?Hes a businessman.A. doB. doesC. is三、给以下句子排序。 ( ) What does she do? ( ) No, she isnt.() Is she a police officer? () Shes a doctor

25、.() Shes my aunt. () Whos she?Answers: 、 1.worker 2.postman3.businessman4.police officer二、1.A2.C3.C三、5,4,3,6,2,1板书设计Unit 5 What does he do? A Lets learnWhat does she/he do?(做，干)Shes a factory worker/post officer.Hes a postman/businessman其次课时课时内容A Lets try； Lets talk课时分析本课时是人教版六年级上册第五单元的其次课时，与第一课时严密相

26、连，连续围绕“父母的职业”这个话题开放。本节课主要是通过谈话的情景稳固询问他人职业的句型What does he/she do? Hes/Shes. 鼓舞学生大胆发言，激发学生用英语表达的热忱。第一课时询问职业句型的学习为本课时的学习奠定了根底。本课时的重点是核心句型的敏捷运用。本课时包括 Lets try 和 Lets talk 两个版块。Lets try 是听力训练，用来引出 Lets talk 版块的相关信息。Lets talk 通过呈现 Oliver 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? Hes/Shes.话题的设置贴近学生

27、的生活，激发了学生求知的欲望，鼓舞了学生想要用英语表达的热忱。本课时消灭的词汇 country, head teacher，借助于肯定的语境，图片等方法帮助学生学习和理解。对话教学可以先通过玩耍、问答帮助学生回忆和稳固旧知，然后利用多媒体、教材设置的情境学习对话。再鼓舞学生表演对话、创编对话，引导学生更好的运用和稳固语言。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 do? He is a businessman.3. 能够把握询问他人职业的句型：What does he/she do? Hes/Shes.4

28、. 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. 鼓舞学生大胆发言，激发学生用英语表达的热忱。课时重难点1. 重点（1） 能够把握询问他人职业的句型：What does he/she do? Hes/Shes.（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别疑问句。教学预备多媒体课件、词卡、录音机和磁带、表格教学过程Step 1 Warm up1. GreetingT: Good morning, boys and girls. Ss: Good

29、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? S1: Hes/

30、Shes.S2: What does he/she do? S3:.设计意图：通过小玩耍、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。既稳固了旧知，又为学习知做好铺垫。Step 2 Lead in1. T: What does your father/mother do? S1: Hes/Shes a.2. Lets try(1) T: What does Sarahs father do? Who will come on Parents Day? Listen to the tape. (2)播放录音，指名答复以下问题。(3)师生核对。教学资源：录音机、磁带设计意图：引出正文的相

31、关信息，为进入正式的对话做好预备。Step 3 Presentation1. T: On Parents Day, both Sarahs and Olivers fathers cant come. What does Olivers 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 Olivers father/mother do?3. 细读文本，学习对话。(1) Read the text again and discuss in a group.Questions: W

32、here is Olivers father today?What does his father do?What does his mother do?(2) Report the answers.T: Where is Olivers father today? S1: Hes in Australia.T: What does his father do?课件展现句子Ss: Hes a businessman.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

33、: What does his mother do?Ss: Shes 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?Ss: He wants to be a businessman.课件呈现句子，理解句子T: What do you want to be one day?板书句型 I want to be. one day，引导学生用此句型练习说话S1: I want to be . one day

34、.设计意图：小组争论问题，然后教师依据学生的答复，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：培育学生的语感、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，体会学习的欢快。Step 4 Practice1. Make a dialogue in pairs.两人一组仿编对话。设计意图：创设情境，帮助学生稳固和运用语言。2. Do a survey.Namemotherfatherbrothersister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。教师可供给更多职业单词和词组帮助学生开展活动参考句

35、型：What does your. do?Hes/Shes. 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开心的沟通所学语言。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. 稳固了询问他人职业的句型及答复：3. 学习了表达自己愿望的句型：I want to be. one day.设计意图：帮助学生归纳学问点，有助于学生对学问的理解。课堂作业一、依据单词的首字母补全单词。1. This man is a f

36、w.2. My mother is a s.二、单项选择。()1. He oftento other countries.A. goingB. goC. goes ()2. I want toa doctor one day.A. amB. isC. be ()3. your mother a police officer?No, she isnt.A. IsB. AreC. Does三、推断以下句子与图片是“T”否“F”相符。()1. My sister is a dancer.()2. The woman is a head teacher.四、选择适宜的句子补全对话。Lily: Hi,

37、Bob.1. Bob: No. Shes in Beijing. Lily: 2. Bob: Shes a businesswoman. 3. Lily: What does your father do? Bob: 4. Lily: Thats nice.Bob: Yeah. 5. A. She often flies to other cities.B. Hes a doctor.C. Is your mother here today?D. Hell be here today.E. What does she do?Answers:一、1. factory worker 2.singe

38、r二、1.C2.C3.A 三、1.T2.F四、1.C2.E.3.A4.B5.D板书设计A Lets talkfathera businessmanOlivers ParentsMothera head teacherI want to be.one day.想成为第三课时课时内容B Lets learn； Write and discuss课时分析本课时是人教版六年级上册第五单元第三课时。围绕“家人的职业和工作地点”开放话题，主要通过对话学习词汇 fisherman, scientist, pilot, coach 及句型 Where does he/she work? He/She work

39、s.的表达。引导学生了解橙色多用于各国紧急救援衣服和设备上，激发学生学习英语的热忱。前两课时关于第三人称单数的特别疑问句的学习，为本课时的学习做了很好 的铺垫。本课时的重点是四会单词的把握以及询问职业和工作地点句型的运用。本课时包括 Lets learn 和 Match and say 两个版块。Lets learn 通过呈现 Oliver 和吴一凡谈论自己家人工作的状况的场景，呈现了单词的词形和意义。此版块呈现的对话情境是比较 贴近学生的实际生活，更能激起学生学习的兴趣。Write and discuss 版块是用于操练B Lets learn 版块中有关职业的单词及词组，帮助学生稳固和运用

40、职业名称和工作地点进展对话， 以到达在真实的语境中运用语言的目的。本课时的词汇的教学可利用学生的迁移力量，以旧引，同类单词归类或自然拼读法 帮助学生把握单词。对话教学遵循以学生为主体的原则，承受玩耍、创编对话等多种教学手段调动全体学生的乐观参与。课时目标1. 能够听、说、读、写单词：fisherman, scientist, pilot, coach2. 能够听、说、运用句型：Where does he/she work? He/She works.3. 引导学生了解橙色多用于各国紧急救援衣服和设备上，激发学生学习英语的热忱。课时重难点1. 重点（1） 能够听、说、读、写单词：fisherma

41、n, scientist, pilot, coach（2） 能够听、说、运用句型：Where does he/she work? He/She works.2. 难点核心句型的敏捷运用。教学预备课件、词卡、录音机、磁带教学过程Step 1 Warm up1. GreetingT: How are you, everybody? Ss: Im fine, thanks. And you? T: Very well, thanks.2 Lets sing.播放歌曲 What do you want to do? 学生跟唱。教学资源：录音机、磁带设计意图：歌曲的运用调整了课堂气氛，激发了学生的学习兴

42、趣。Step 2 Lead in“快闪”活动课件快速呈现 factory worker, post officer, postman, businessman的图片，师生问答。T: What does he/she do?S1: Hes/Shes.教学资源：课件设计意图：复习已学的词汇和句型，同时自然的引出下文。Step 3 Presentation1. Teaching “fisherman, scientist, pilot, coach”(1) Teaching “fisherman”T: Look at the man. What does he do?呈现男渔民的图片，板书句子Ss:

43、 Hes a fisherman.板书句子，教学单词 fisherman，学生自己拼读，理解句子，齐读句子T: What does she do?呈现女渔民的图片S1: Shes a fisherwoman.板书单词，指名读，齐读 (2)Teaching “scientist, pilot, coach”T: Look at this picture. Whos he?课件呈现钱学森的图片 S1: Qian Xuesen.T: What does he do?Ss: Hes a scientist.教学单词 scientist，先呈现 science，再在去掉 ce，加 tist。学生尝试拼读

44、，指名读，齐读。理解句子，齐读句子T: Hes a Chinese scientist.(3) Teaching “pilot”T: Look at this man. Whos he?课件呈现杨利伟的图片 Ss: Hes Yang Liwei.T: What does he do?Ss: Hes a pilot.板书单词 pilot，教读单词，指名读，学生拼读(4) Teaching “coach”a. T: Look at this picture. This woman is Lang Ping.呈现郎平的图片She is a .Ss: Coach.教学单词 coach，先呈现coat，然后去掉t，加ch，引导学生拼读出coach的发音。T: Lang Ping is a basketball coach.b. 学生自己说出不同类别的教练，如