人教PEP版六年级上册Unit 5What does he do -B-ppt课件-(含教案)-省级优课-(编号：b0141).zip

Part B lets talk 绿色圃中小学教育网http:/ 绿色圃中小学教育网http:/ What does he do? 绿色圃中小学教育网http:/ 绿色圃中小学教育网http:/ 绿色圃中小学教育网http:/ Where does he work? He works at sea.He works on a boat. sea stay healthy 保持健康 Please watch the cartoon carefully and answer the question. Who are they talking about ? Please read the dialogue with your partner and choose the right answer . 1.What does Mikes uncle do ? 2.Where does he work ? 3.How does he go to work? A. He is a fisherman . B. He is a pilot . C. He is a coach . ( ( ) ) ( ( ) ) ( ( ) ) A. He works in a school . B. He works in a gym . C. He works at sea . A. By boat .B. By bike .C. By car . Please read the dialogue with your partner and choose the right answer . 1.What does Mikes uncle do ? 2.Where does he work ? 3.How does he go to work? A. He is a fisherman . B. He is a pilot . C. He is a coach . ( ( ) ) ( ( ) ) ( ( ) ) A. He works in a school . B. He works in a gym . C. He works at sea . A. By boat .B. By bike .C. By car . A C B Please read the dialogue in your group and judge the sentences . 1. He sees lots of pandas every day . 2. He works very hard and stays healthy . ( ) ( ) Work in group We should study hard and stay healthy. Homework （1）听录音跟读课文 （2）和你的家人谈谈你叔叔的职业，工作地 点，怎样工作的. Unit 5 What does he do？ (B. Lets try Lets talk) 一、教学目标一、教学目标 （一）认知目标（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（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（三）情感目标教育学生要有团结互助的意识。 二、教学重难点二、教学重难点 （一）重点（一）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（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、教法与学法三、教法与学法引导法，点拨法。 四、教学准备四、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 What do you want to do? 学生跟唱，然后谈谈自己 的理想，复习之前所学新词。 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. 教师出示自己的相关信息，如： Iteacherschoolon foot my fatherteacherschoolby bike my 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 does 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 to 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 at sea. How does he go to work? He goes to work by bike Step 3: Practice 1. 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： 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 （1）听录音跟读课文 （2）和你的家人谈谈你叔叔的职业，工作地点，怎样工作的. 板书设计板书设计 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. 六、教学反思六、教学反思 本课是锻炼学生胆量、口语表达的主战场。有些学生学不好英语是因为胆 子小，缺乏自信，怕说错，课堂上从不举手，而且常存在饶幸心理，希望老师 不要叫到自己，而老师们为了这些学生的“自尊心”和“安全感” ，也很少提问 他们，久而久之，这样的学生就成了“哑巴”学生。而对话表演的学习方式给 了学生很大的自由空间，它可以更好地激发学生的学习兴趣，拓宽学生的参与 面，调动学生的积极性和主动性，为全体学生提供口语锻炼的机会，达到良好 的教学效果。