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

PEP Book 6 Unit5 What does he do ?

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Sarah and Oliver ,Mike and Xiao Yu以及Hu Bin. 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factory worker,

postman, businessman, police officer, 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.谈论人物的职业和生活情况。

过程与方法目标：

1.通过Make a survey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read and write的内容，进一步复习巩固有关爱好和梦想职业。

3.通过pair work, group work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。

We can’t say any kind of job is noble or not.

Study hard, and then we can have more choices.

【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factory worker,

postman, businessman, police officer, fisherman, scientist, pilot, coach

2. 能够听说读写及在真实情境中运用句型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.谈论人物的职业和生活情况。

教学难点：对‘What…? Where…? How …?’在真实情境中的灵活运用和Read and

write语篇的理解及运用。

【教学过程】

Step Ⅰ Warm-up

1. Greeting and guide the Ss to read the title together. Then point out

the topic today.

2. Free Talk

Teacher makes an example and encourages Ss to introduce jobs just

like below:

I’m a….

My father is a … .

My mother is a ….

【预设】If the students are too shy to say anything ,teacher can offer

word bank to help them.

【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。

Step Ⅱ Revision and Practice

1.Review the words.

1） Ask students to recall the words of jobs such as:

postman/businessman/police officer /artist fisherman/scientist/

pilot/ coach/factory worker teacher/cleaner/farmer/dancer/singer/dancer…

2) Ask and encourage students to find the rules about these words:

postman factory worker

businessman singer

fisherman dancer

teacher

farmer

scientist cleaner

artist police officer

【预设】If the students can’t say anything ,the teacher can help them

divided these words into three parts according to noun suffixes(名词后缀).

Ask students to find the difficult words and help to memory such

as‘scientist’according to the word ‘science’.

Then ask Ss to write together with their fingers.

【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.Review Talk.

【Talk A】

1) Teacher shows the pictures of Sarah and Oliver and asks “Do you

remember who are they? What are they talking about? Teacher guides the

Ss to answer the questions using the full sentences. For example:

They’re Sarah and Oliver. They are talking about Sarah and Oliver’s

parents ’jobs.

2)Pair Work:

Ask students to recall ‘ What’s Sarah and Oliver’s

parents ’jobs ? according to the picture and ‘What does Oliver want to be?’ .Then ask Ss to ask and answer in pairs.

A: What …?

B:… .

A: What does … want to be ?

B: He wants to be a …

【Talk B】

Just now we talked about Sarah and Oliver’s parents’ jobs. Then

teacher shows the pictures of Mike and Xiao Yu and asks “Do you

remember who are they? What are they talking about? Teacher guides the

Ss to answer the questions using the full sentences. For example:

They’re Mike and Xiao Yu. They are talking about uncles ’jobs.

2)Group Work:

Teacher asks Ss to make a survey about Father’s jobs according to

the table in the groups and then team leader report .

3)情感渗透：

Ask and encourage students to say ‘What do they think about

different jobs?

Then teacher summarize that all the jobs are important. (所有的职业都很重要)

We can’t say any kind of job is noble or not(职业不分贵贱) 3.Review and practice Read and write.

First teacher shows the table about Hu Bin , Sarah and Robin ’s hobbies

and jobs .Then teacher fill in the blanks about Hu Bin and report Hu Bin’s hobbies and jobs .Next ask Ss to fill in and report Sarah and Robin ’s

hobbies and jobs according to the table in the groups.

【设计意图】通过对话情景图和表格的形式对Talk和Read and write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。

Step Ⅲ Production & Promotion

1. Ask students to watch the video about interviewing our principal about

her hobbies and jobs and then encourage students to summarize what

aspects of writing‘My dream job’.

【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