六年级unit5教案

1、Unit 5 What does he do？第一课时教学设计(A. Lets try Les talk)一、教学目标（一）认知目标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Lets try部分的练习。 （二）能力目标能够灵活运用所学句型进行问答。（三）情感目标教育学生要积极与他人合

2、作，运用所学英语进行交流。二、教学重难点（一）重点掌握四会句型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。（二）难点能够听、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。 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

3、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。2. 教师通过“自己说命令，学生做动作”的形式复习旧单词。如：Act like a teacher.（学生扮演老师）Act like a doctor.（学生扮演医生）Act like a nurse.（学生扮演护士）Act like a farmer.（学生扮演农民）Act like a driver.（学生扮演司机）Step 2: PresentationLets try教师引导学生看教材上Lets try部分的内容，播放录音，学生带着问题听录音，选择正确案。Sarahs mothe

4、r can/cant come today.Her father is a doctor/teacher/taxi driver.教师核对答案。再次播放录音，让学生从录音中找出回答问题的关键信息点，尽量让学生听出录音原文或复述对话。Lets 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：Im 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 d

5、o? 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，如：T: What does he do?S1: He is a businessman. What does he do?S2: He is a teacher. What does he do?S3: He is a doctor. What does he do?S4: He is a taxi driver. What does he do?S5: He is a farmer. What do

6、es he do?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

7、 do./No, I dont.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：Gl: What are you going to be?G2: I am going to be a teacher.也可以学生间相互询问对方未来的职业理想。4. 播放Lets talk

8、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 Olivers 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: Practice1. 教师带读单词taxi driver, cleaner, writer, singer, dancer, football player，并把写有职业名称的单词贴在黑板上。教师打乱顺序读卡片上的单词，请一位学生上台，让学生按教师读的顺序摆放卡片并读出卡片上的单词。然后教师可以句子描述卡片上的职业，如：Im dri

9、ving a car.2. 教师将全班分成两大组，让两大组交替朗读Whatare you going to be? What do you want to do/be? 把Im going to be a/an这句话写在纸条上，让学生在组内互传纸条，一大组大声询问：Who is going to be a/an.? 等另一大组回答后，再问：What does your father/mother do?Step 4: Consolidation and extension1. 让学生把Lets 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

10、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六、教学反思Unit 5 What does he do？第二课

11、时教学设计 (A. Lets learn Listen, match and say)一、教学目标（一）认知目标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 isnt. 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）能力目标培养学生的语言运用能力和交际能力，能够灵活运用所学句型进行问答。（三）情感

12、目标教育学生相互协助，积极与别人交流沟通。二、教学重难点（一）重点掌握Lets learn部分的四会单词和词组。突破方法：反复操练、对话练习，突破重点。 （二）难点正确书写四会单词并掌握单词factory worker, postman, businessman, police, officer的发音。突破方法：教师示范朗读，学生模仿。 朗读课文、练习造句、情景对话，突破点。 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

13、，学生操练What does he do? 句型。如：S1: What does he do?S2: He is a businessman.S1: What does she do?S2: She is a head teacher.S1: What does your mother do?S2: She is a singer.S1: What does your father do?S2: He is a doctor.2. 全班同学分成几列站好。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：businessman。My father is a bus

14、inessman.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。3. 教师播放歌曲What do you want to do?第一遍学生静听，感受旋律，教师适当讲解学生不理解的地方，然后反复播放歌曲，师生一起大声跟唱。Step 2: PresentationLets 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，w

15、ork-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。待学生发音较准确后，可采用如下方式练习： factory, factory, F一A一C一T一O一R 一Y, factory worker, worker, W一O一R一K一E一R, workerfactory worker, factory worker2. 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，如：Girls: What do yo

16、u do? Boys: I am a postman. Boys: What do you do? Girls: I am a postman.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：Whatdoes she do? 引导学生回答：She is a police officer. 教师板书并教读词组police officer。5. 教师问一位学生：Is your father a postman? 引导学生回答：No, he isnt.教

17、师继续问：Is your father a police officer? 学生回答：No, he isnt.教师再问：What does he do? 学生回答：He is a/an.6. 教师播放Lets 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，题目如下： Jiao Jies mother police officerGe Nans fatherpostmanZhou Jias mothe

18、r factory workerLiu Qians fatherbusinesswoman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，鼓励学生运用所学语言自由发挥，如：T: Is Jiao Jies mother a police officer? S: No, she isnt.T: What does Jiao Jies mother do?S: Shes a businesswoman.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：S

19、1: What does Ge Nans father do? S2: Hes 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. 做活动手册上的配套练习。 板书设计Unit 5 What does he do?factory worker postmanbusinessman police officer Is your father a postman?No, he isnt.What does he do?Hes a

20、 businessman.六、教学反思Unit 5 What does he do？第三课时教学设计 (B. Lets try Lets talk)一、教学目标（一）认知目标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，stay。3. 能够独立完成Lets try部分的练习。 （二）能力目标培养学生的听力能力和口头表达能力。 （三）情感目标教育学生要有团结互助的意识。二、教学重难点（一

21、）重点掌握句子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。（二）难点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 1. 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。2. 教师播放第一单元的歌曲How do you ge

22、t there? 学生跟唱，教师将一张卡片传给一个学生，得到卡片的学生把卡片传给后面的学生，依次传递，歌曲结束时，翻卡片的学生用卡片上的单词说一个句子，如：farmer。My father is a farmer.Step 2: Presentation Lets try教师给学生一分钟时间看问题，然后播放Lets try部分的录音两遍，核对答案。问题如下：What does Xiao Yus uncle look like? Does Xiao Yus uncle often take him to school? 再次播放录音，学生逐句复述录音内容。Lets talk 1. 教师出示自己的

23、相关信息，如：Iteacherschoolon footmy fatherteacherschoolby bikemy motherdoctorhospitalby bus教师根据表格的内容说：Im 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 d

24、oes he work? 引导学生说出所学的地点单词，同时会用第三人称转述：He works in/at教师板书并教读句型：Where does he work? He works at/in注意动词的形式。教师紧接着说：I go to work on foot. How does my mother go to work? 引导学生根据表格中的内容回答：She goes to work by bus.2. 教师播放Lets talk部分的录音，先让学生带着如下问题静听两遍录音，画出关键信息点。问题如下：Where does Mikes uncle work? How does he go t

25、o work?,遇到学生不懂的地方，如 sea, stay等词时教师进行讲解。如教师拿出大海的图片，问有没有学生去看过大海，然后引导学生说出大海的单词sea，并引导学生造句。如： The sea is very beautiful.教师再继续板书单词stay，并引导学生造句，如：He works very hard and stays healthy.教师核对答案，然后让学生一边听录音一边跟读句子，最后把学生分成两人一组自由练习对话，请几组学生表演对话。教师注意从语音、语调、动作神态等多方面进行评价。 3. 教师指导学生书写四会句子：Where does he work? He works a

26、t sea.How does he go to work? He goes to work by bike.Step 3: Practice1. 教师面前放一堆单词卡片，依次为：职业名称卡片，工作地点卡片，交通方式卡片。活动开始，教师随意从第一堆卡片中抽取一张职业卡片，如：doctor，举起卡片问：What does he do? 学生回答：He is a doctor. 教师继续抽取一张工作地点卡片，如：car company，举起卡片问：Where does he work? 学生说：He works in a car company. 教师再抽取一张交通方式卡片，如：bus，举起卡片问：

27、How does he go to work? 学生回答：He goes to work by bus. 游戏进行几轮后，可以请几名同学轮流代替教师抽卡片，提问题。2. 教师让学生在教室里走动并釆访几名同学，如：Where does your father/mother work? How does he/she go to work? 将回答记录在自己的表格内。调查结束后，请几名学生汇报调查结果，如：Li Mings father works in a factory. He goes to work by subway.Step 4: Consolidation and extension

28、1. 把Lets talk部分的内容读给家长听。2. 教师示范书写四会句子，学生仿写。 3. 做活动手册上的配套练习。板书设计Unit 5 What does he do?Where does he work?He works at sea.How does he go to work?He goes to work by bike.Unit 5 What does he do？第四课时教学设计 (B. Lets learn Writer and discuss)一、教学目标（一）认知目标1. 能够听、说、读、写单词：fisherman，scientist，pilot，coach。2. 够听、

29、说、认读句型：Where does she work? She works at a university. 并能在情景中运用，询问他人的工作情况。（二）能力目标能运用所学语言进行交际。（三）情感目标教育学生热爱生活，不要因为职业不同而歧视别人。二、教学重难点（一）重点掌握四会单词：fisherman，scientist，pilot，coach。突破方法：结合图片，观察单词的组成，小组合作听写，突破重点。（二）难点掌握四种职业的英语名称，并能运用所学语言交流有关的工作情况。突破方法：教师讲解，学生反复练习对话，突破难点。三、教法与学法引导法，点拨法，小组讨论法。 四、教学准备教师准备多媒体课件

30、、课文情景动画或音频MP3；另外还有教学图片、单词卡片等。五、教学过程 Step 1: Warm-up 1. 师生配上音乐一起唱歌曲What do you want to do? 2. 师生进行日常会话。如：T: What does your father/mother do?S: He/She is a/an.T: What does your uncle/aunt do?S: He/She is a/an.T: How do you go to school?S: I go to school.T: How does your father/mother go to work?S: He/

31、She goes to work.Step 2: Presentation Lets learn1. 教师出示一张渔民的图片，问学生：What does he do? 学生可能回答：渔民。教师板书并教读单词fisherman，可以用拆分法来教，如：fisherman，让学生分组操练该单词。教师问：Where does the fisherman work? 引导学生回答：He works at sea. 教师将相应工作地点写在图片旁。2. 教师播放一段科学家做实验的视频，问学生：What does she do? 学生回答：科学家。教 师用单词卡片教读单词并板书：scientist也可用拆分法

32、来教学，如：sci-en-tist，让学生用scientist 造一个句子。 如：I want to be a scientist.教师问：Where does the scientist work? 教师出示清华大学的图片，引导学生说：She works at a university. 注意动词形式和介词。帮助学生回答：She works at a university. 教师教读单词 university。 3. 教师播放一段直升机驾驶员空中战斗的电影画面，问学生：What does he do? 学生回答：飞机驾驶员。教师用单词卡片教读单词pilot，并板书单词。教师问：Do you

33、want to be a pilot? 学生回答：Yes, I do./No, I dont。4. 教师播放一段NBA篮球赛视频，指着视频中布置战术的球队教练问学生：What does he do? 学生回答：教练。教师用单词卡片教读单词coach，并板书。让学生说出更多运动项目，以加深对该单词的理解。5. 教师播放Lets learn部分的录音，让学生认读单词和对话，然后教师示范书写，让学生将卡片背面的灰体词描红，边描边拼读该单词或短语，看谁描得又快又好。再分角色朗读对话：S1: My aunt is a scientist.S2: Where does she work?S1: She w

34、orks at a university.然后让学生自由替换职业名称进行对话。Step 3: Practice Write and discuss1. 教师在fisherman卡片的下面贴上sea，并介绍说：He works at sea. 学生跟读，然后教师依次在scientist，pilot，coach的卡片下面贴上表示职业地点的卡片，如：university，plane，gym。教师问：Where does he/she work? 引导学生回答：He/She works at/in .并引导学生说出更多的职业，弄清楚这些职业的工作地点。2. 学生独立完成Write and discus

35、s部分的填空练习，教师以问答形式核对答案。如：T: What does he do?Ss: He is a doctor.T: Where does he work?Ss: He works in a pet hospital.3. 学生分小组讨论更多的职业，以及这些职业的工作场所，并做好记录，建议使用表格形，最后小组派代表汇报讨论成果，各组相互补充，教师最好也可适当多介绍几种职业，如环卫工人等，提升学生的价值观。 学生把写有职业名称的单词卡片正面朝上放在自己桌子上，教师打乱顺序读出其中几张卡片的单词，学生根据教师读的顺序排号卡片，然后一次大声读出卡片上的单词。教师可以逐渐加速变换单词顺序以增

36、加游戏难度。Step 4: Consolidation and extension1. 将Lets learn部分的内容读给家长听。2. 教师示范书写四会单词，学生仿写。3. 做活动手册上的配套练习。板书设计Unit 5 What does he do?fisherman scientist pilot coach My aunt is a scientist.Where does she work?She works at a university.Unit 5 What does he do？第五课时教学设计 (B. Read and write Lets check Lets wrap

37、it up)一、教学目标（一）认知目标1. 能够完成Read and write部分的练习，并能理解、朗读课文内容。2. 能够掌握句子在发音上的停顿技巧。3. 能够独立完成Lets check和Lets wrap it up部分的练习。（二）能力目标培养学生的阅读能力和综合能力。（三）情感目标教育学生热爱生活，善待身边的每一个人。二、教学重难点（一）重点能阅读课文，正确完成相应练习。突破方法：采用合作阅读，讨论完成练习。（二）难点能运用所学句型进行日常对话。 突破方法：反复朗读，对话表演，反 复练习，突破难点。三、教法与学法引导法，点拨法，小组合作交流法。四、教学准备教师准备多媒体课件、课文情

38、景动画或音频MP3五、教学过程Step 1: Warm-up1. 师生进行日常对话练习：T: What does your father/mother do? S: He/She is a/an T: Where does your father/mother work? S: He/She works T: How does your father/mother go to work? S: He/She goes to work.T: What are your hobbies? S: I like.T: What are you going to be? S: I want to be

39、a/an.2. 学生列举五种职业写在书本第52页上，与搭档讨论并进行比较：How many different jobs are there in both lists?Step 2: Presentation Read and write1. 教师问：What are you going to be? 学生自由回答。教师问：Whats your hobby?学生自由回答。教师继续问：What subject do you like best? 学生自由回答。教师根据学生的回答向学生提供相关的择业建议，如：If you like Chinese, you can be a Chinese te

40、acher. 并把择业建议板书在黑板上。如：If you can type quickly, you can be a secretary.If you like science, you can be a scientist.If you like sports, you can be a coach, a sports reporter, or a PE teacher.If you like singing, you can be a singer.If you like English, you can be an English teacher.2. 教师将学生分成二个大组，阅读Re

41、ad and write部分的课文，每个组合作完成Read and write部分后面的Choose a title for the text和Fill in the table练习。要求在文中画出回答问题的相关信息和不懂得单词、句子。十分钟后开展小组汇报，组与组之间针对不同意见的问题阐述自己的观点。教师核对答案并答疑。3. 教师播放Read and write部分的录音，学生一边听录音一边跟读句子，然后分小组朗读课文。4. 教师出示与Real world Camp相关的图片，与学生进行对话。T: At the Real World Camp, children can try to do d

42、ifferent jobs. Do you want to go to the camp?Ss: Yes.T: Good! Fill in this form.学生自主完成书本53页the Real World Camp的表格，学生之间以问答形式进行练习。 5. 教师引导学生观看Tips for pronunciation部分的句子，看一看Zip说的话，猜猜此部分的重点是什么。然后反复播放此部分录音，学生一边跟读，一边做手势（可点头或打拍子），注意停顿的模仿。请几位学生上台大声朗读，其他学生当小评委，提建议。Step 3: Practice Lets check教师播放Lets check部分

43、的录音，学生完成匹配练习，教师公布答案。再次播放录音，回答后面的问题：What does Wei Fangs uncle do? Will the children go home together?Write three other jobs.Lets wrap it up教师引导学生自主完成练习，然后将学生分成两人一组进行游戏“I didnt hear you.”如：S1: Bob works at sea.S2: Sorry, I didnt hear you. Where does Bob work?S1: Bob works at sea.角色互换，看谁的反应快。Step 4: Co

44、nsolidation and extension1. 让学生把Read and write部分的录音读给家长或朋友听。2. 做活动手册上的配套练习。板书设计Unit 5 What does he do?If you can type quickly, you can be a secretary.If you like science, you can be a scientist.If you like sports, you can be a coach, a sports reporter, or a PE teacher.If you like singing, you can be a singer.If you like English, you can be an English teacher.Unit 5 What does he do？第六课时教学设计