人教PEP版六年级上册Unit 5What does he do -B-ppt课件-(含教案+音频)-市级优课-(编号：32106).zip

Unit5 What does he do? Part B Read and write Pre-reading Guessing game coach He likes sports. He is good at football. He teaches football. He works in a gym. What does he do? Tip: If you like sports, you can be a coach. Pre-reading Guessing game singer He likes music. He can sing well. Many people like his songs. What does he do? Tip: If you can sing well, you can be a singer. Pre-reading I want to be a _ one day. I am going to be a _ one day. Hu Bin Pre-reading He / She wants to be a _. Becuase he / she likes _. While-reading Hobbies and jobs What are Hu Bins hobbies? He likes sports. What does he want to be? He wants to be a coach. Where does he want to work? He wants to work in a gym. （擅长（擅长 ） While-reading Read, underline and answer.(读一读，划一划并回答问题。读一读，划一划并回答问题。) reporter sports reporter Hu Bin likes sports football, ping-pong and basketball goes running after school wants to work in a gym While-reading What does she like? She likes using computers. What does she want to be? She wants to be a secretary. Where is she going to work? She is going to work in an office. While-reading Read, underline and answer.(读一读，划一划并回答问题。读一读，划一划并回答问题。) Sarah likes using computers can type very quickly wants to work in an office While-reading What does he like? He likes science. What can he be? He can be a scientist. Where is he going to work? He is going to work in a university. Read, underline and answer.(读一读，划一划并回答问题。读一读，划一划并回答问题。) Robin scientist Wu Yifans grandfather studies very hard wants to work in a university While-reading sports gym using computers secretary office science scientist While-reading Real World Camp 真实真实 世界世界 训练营训练营 * Post-reading reporter policeman teacher cook doctor writer driver coach nurse sports reporter scientist artist secretary singer e.g. I like_.I want to work in a/an_. I am going to be a/an_. Talk about your hobbies and jobs with your partners. (小组合作，谈一谈你的爱好和未来的职业。小组合作，谈一谈你的爱好和未来的职业。) Post-reading I like_.I want to work in a _. I want to be a_. _ (Amy) likes _. She wants to work in a _. She can be a _. _ (John) _, he_ , he is going to be a _. _ (Oilver) _ _. Write down your and your partners dream. (写下你和你组员的理想。写下你和你组员的理想。) 3、4号可以只完成“一星”写作。 Homework 1. Read P.52-53 for 3 times. 2 Tell your parents which job you want to do. Post-reading I like drawing pictures. I want to work in a school. I want to be an art teacher. Amy likes science. She wants to work at a university. She can be a scientist. John likes writing, he wants to work in an office,he is going to be a writer. Sarah likes dancing, she is going to work in a music room, she wants to be a dancer. Write down your and your partners dream. (写下你和你组员的理想。写下你和你组员的理想。) e.g. I like_.I want to work in a/an_. I am going to be a/an_. Talk about your hobbies and jobs with your partners. (小组合作，谈一谈你的爱好和未来的职业。小组合作，谈一谈你的爱好和未来的职业。) Post-reading I like_.I want to work in a _.I can be a_ Write down your and your friends dream.(写下你写下你 和你朋友的理想。和你朋友的理想。) Amy likes _.She wants to work in a _. She can be a _ . Post-reading TV reporter policeman teacher cook doctor cleaner driver coach nurse sports reporter scientist artist secretary singer I like_.I want to work in a _.I can be a_ Amy likes _.She wants to work in a _. She can be a _ . Teaching contents: PEP(B7) Unit5 What does he do? Read and write Teaching time: 2016. 12. 16 Teaching aims and demands: 1.能够通过读前活动的引导回忆与话题相关的背景知识及话题词汇。 如谈论自己及他人的爱好、将来的职业及工作地点等。 2.能够在语篇中捕捉不同类型的信息。 3.能够回答表格中的问题。 4.能够根据阅读所获取的信息完成有意义的写作活动。 Teaching importance and difficulties: 1.文本的分析及处理。 2.能够读懂并内化文本内容。最终以口头及书面输出所学知识。如： I like . . I want to be a . . Im going to work in . .和 He/She likes . . He/She wants to be a . . He/She is going to work in . . 3.提高阅读技巧，使学生掌握基本的阅读策略。 Teaching method: 任务型教学法 Teaching aids： PPT word-cards writing paper Teaching period: The fifth period Teaching steps: Step1. Warm up. 1. Show time. （1）Ask some students to show out their own dialogue. Others should watch carefully and think “What are they talking about?”. Help to answer “They are talking about hobbies and jobs.” 【设计意图：课前布置每个小组整合本单元的内容编排对话，课上 进行表演展示。既可以让学生自己整合复习，又可以通过教师的设 问引出本课的主题。 】 （2）Ask and answer according to the dialogue content. 【设计意图：根据表演内容让学生进行问答，可以更好地训练学生 的倾听和质问的能力。 】 2. Play a guessing game. (1)A student reads the sentences, and others should guess. (2)Ask someone to fill in the blanks. E.g. 【设计意图：通过游戏的形式复习关于职业的单词和询问及谈论职 业的话题，能够激发学生的学习兴趣，也营造了活跃的学习英语的 氛围。同时也为任务做好了铺垫。 】 Guessing game: He likes sports. He is good at football. He teaches football. He works in a gym. What does he do? Fill in the blanks: Tip: If you like sports, you can be a coach. Step2. Pre-reading 1. Talk about your dream. T says “Everyone has your own dream. When I was a little girl, I think Im going to be a teacher, so I worked hard. Now Im an English teacher. Children, please tell your dream to us.” 【设计意图：这是一个承上启下的环节，用谈论梦想的话题与上一 步做了巧妙的衔接，也为引出本课的教学内容做好了铺垫。 】 2. Presentation. (PPT)Show out the photos of Hu Bin, Sarah and Robin. T asks Who are they? And put up them on blackboard. Then T says They have dreams too, please look and guess “What are they going to be?”. 【设计意图：明确课堂任务，进一步激发学生的学习欲望。阅读文 本内容之前进行预测，培养学生的思维能力，为文本理解做好了铺 E.g I want to be a _ one day. I am going to be a _ one day. He / She wants to be a _. Because he / she likes _. 垫。 】 Step3. While-reading 1. Read and choose a title for the text. T says Read the text loudly and quickly, try to understand and choose a title for the text. 【设计意图：培养学生在阅读时用 scanning 的技巧，大概理解文本 内容，选出题目。 】 2. Learn the first paragraph. Read the first paragraph carefully, and answer the questions. Let them underline the answers. 【设计意图：培养学生精度的技巧。根据要求在文中仔细查找，获 取信息。通过划线可以让学生一目了然的了解文本包括的信息，为 后面的复述输出做好铺垫。 】 Teach the new word “reporter” and learn how to use “be good at”. Read after the tape. Try to recite. (PPT)Show some key words and pictures, try to recite the first paragraph. Read, underline and answer.(读一读，划一划并回答问题。读一读，划一划并回答问题。) What are Hu Bins hobbies? Where does he want to work? What does he want to be? 3. Learn the second paragraph. Read the second paragraph carefully, and answer the questions. Let them underline the answers. Teach the new word “secretory” and “quickly”. Read after the tape. Try to recite. (PPT)Show some key words and pictures, try to recite the first paragraph. Read, underline and answer.(读一读，划一划并回答问题。读一读，划一划并回答问题。) What does she like? Where is she going to work? What does she want to be? 4. Learn the third paragraph. Read the third paragraph carefully, and answer the questions. Let them underline the answers. Read after the tape. Try to recite. (PPT)Show some key words and pictures, try to recite the first paragraph. Read, underline and answer.(读一读，划一划并回答问题。读一读，划一划并回答问题。) What does he like? Where is he going to work? What can he be? 【设计意图：读中处理三段的模式看似相同，但不乏有细微的变化， 如三段都设有三个问题，分别问他们的爱好、将来要在哪里工作和 将要做什么工作，但设问时用不同的句型询问，引导学生用不同的 句型回答，这样做可以扩充学生的知识，也可以让学生灵活运用知 识。 】 5. Fill in the table. Students finish the table according to the blackboard sign or your own sign. 6.Try to recite the whole text. 【设计意图：通过填写表格和复述进一步帮助学生树立文本，从而 更好地内化所学知识。 】 Step4. Post-reading Real World Camp. T says Everyone has a dream. And there is a place where can make your dream become true. Do you want to go there? (PPT)T says That is a Real World camp. At the Real World Camp, you can try many different careers. 1. Watch the video about Real World camp. Students watch and say out the words about jobs. (e.g: doctor, teacher, fire policeman, factory worker, TV reporter, spaceman . ) 【设计意图：通过观赏短片的形式，创设出逼真的情景，仿佛真的 将同学们带到了 Real World Camp，充分激发了他们说的欲望。 】 2. Group work. Talk about your hobbies and jobs with your partners. 【设计意图：通过创设逼真的情景，让学生以小组合作的方式进行 交流彼此的爱好及将来的职业、工作地点等，将教材所学知识和生 e.g. I like_.I want to work in a/an_. I am going to be a/an_. 活实际紧密联系起来，实现了灵活运用。此环节为说的输出，也为 下一步的写作奠定了基础。 】 3. Have a writing. T says Write down your and your partners dream.You can choose the easy one( )or the difficult one ( ). Then show out. 【设计意图：将所学知识书面输出，训练写作。 】 Step5. Homework 1. Read P.52-53 for 3 times. 2 Tell your parents which job you want to do. I like_.I want to work in a _. I want to be a_. _ (Amy) likes _. She wants to work in a _. She can be a _. _ (John)_,he_ , he is going to be a _. _ (Oliver) _ _ _ _. Blackboard design: