人教PEP版六年级英语上册《Unit 5 第1课时》教学设计教案小学公开课

1、A Lets learn； Listen, match and say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 Liste

2、n, 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 . . .sjob? 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。(1) 能够听、说、读、写单词和词组 ：fa

3、ctory 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) 能够尊重他人的劳动。.1.( 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 businessm

4、an.(3) 能够运用句型 What does . . . do? He/ Shes. . . 谈论职业。2.( 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。多媒体课件、卡片、录音机、磁带Step 1 Warm uptingT: 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 let s chant together.(课件展示自制儿歌，学生

5、拍手吟诵)What s your fathers job? What s your fathers job? Hes a doctor. Hes a great doctor.What s your mothers job? Whats your mothers job? Shes a teacher. Shes a super teacher.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, foo

6、tball 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

7、) Look at picture 1 . What does she do?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

8、名读单词， 齐读单词)T: Look at picture 4 . What does the 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. .

9、. ”( 1) T: Is your mother a factory 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, fac

10、tory worker, doctor 等图片，指组练习、 师生练习、男女生练习。( 3 ) T: It s 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 dia

11、logue 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 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 s

12、ay.( 1) T: Chen Jie and John are talking about the jobs of their parents. What do 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 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

13、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。一、看图写单词。2.3.4._ _ _ _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