六年级英语上册Unit5Whatdoeshedo（第一课时ALet’slearn；Listenmatchandsay）教案设计人教PEP

1、精选第一课时课时内容 A Lets 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”这一话题展开，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。引导学生尊重他人的劳动，培养学生学习英语的热情，树立学好英语的信心。第一课时是本单元的首课时，为其它课时的学习做好铺垫。本课时的重点是四会单词的掌握以及能够运用四会单词谈论职业。 本课时包括Lets learn 和Listen,

2、 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，体现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巩固运用A 部分学的词汇和句型。 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，可以以此为契机呈现本课重点词汇和句型，并采用游戏、猜谜等方法巩固和运用所学知识。课时目标 （1）能够听、说、读、写单词和词组：factory worker, postm

3、an, 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）能够尊重他人的劳动。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、读、写句型：What does he do? He is a businessman.（3）能够运用句型What does . do? He/Shes.

4、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）核心句型的灵活运用。教学准备 多媒体课件、卡片、录音机、磁带教学过程Step 1 Warm up 1. 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 chant.T: Now lets chant together. （课件展示自制儿歌，学生拍手吟诵）Whats your fathers job? W

5、hats your fathers job?Hes a doctor. Hes a great doctor.Whats your mothers job? Whats your mothers job?Shes a teacher. Shes a super teacher.教学资源：自制课件。设计意图：儿歌活跃了课堂气氛，激发了学生学习的热情。同时帮助学生回忆已学的关于职业的句型，为本课的学习做好准备。Step 2 Lead in “指手画脚”教师把doctor, teacher, farmer, driver, nurse, football player等单词的卡片朝下放在桌子上，请一

6、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继续游戏。教学资源：课件设计意图：通过复习已学的表示职业的单词，自然的引出新知。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）Look at picture 1. What does she d

7、o? Ss: Shes a factory worker.(引导学生回答，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，注意拆分音节，指名读单词，齐读单词） T: Look at picture 4. What does t

8、he woman do?（呈现单词police officer，学生将-er的发音规则和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。利用学生的迁移能力学习词汇，培养学生对单词的认读能力。2. Learn the sentences “What does he/she do? Hes/Shes.” (1) T: Is your mother a factory worker?S1: No, she isn

9、t.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。 (3) T: Its Career Day. Zha

10、ng 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：仿编对话培养学生运用语言的能力。 Step 4 Practice 1. 单词操练活动(

11、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，面向黑板。全班学生问What do you do?该学生用Am I a.?猜测，只允许有三次机会，猜不出就问：What do I do?全班学生一起回答。 (2)炸弹游戏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：活跃课堂气氛，在玩中巩固单词的认读活动。2. Listen, match and say. (1)T: Chen Jie and John are talking about the jobs of their parents. What do

12、they do?引导学猜测读题目预测。 (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：巩固和操练所学的核心词汇和和句型。Step 5 Summary T: 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回答：What does he/she do? Hes/Shes.设计意图：学生归纳知识点，有利用学生对知识的记忆。课堂作业一、看图写单词。1. 2. 3. 4. _

13、 _ _ _ 二、单项选择。( )1. My father is a_.A. postman B. nurse C. businesswoman( )2. Is Mr Wang a factory worker? _A. Yes, she is. B. No, he is. C. Yes, he is.( )3. What _he do? Hes a businessman.A. do B. does C. is三、给下列句子排序。( ) What does she do?( ) No, she isnt.( ) Is she a police officer?( ) Shes a doctor.( ) Shes my aunt.( ) Whos she?Answers:一