1、TeachingTeaching PlanPlan UnitUnit 5 5 WhatWhat doesdoes hehe do?do? PartPart A A LetLets s learnlearn 【TeachingAnalysis】 本节课选自PEP小学英语六年级上册第五单元PartALets learn。 主要学习 factory worker, businessman, police officer,postman 这些表示 职业的单词。 重点句型： Is your father a postman? No, he isnt. What does he do? Hes a bus
2、inessman.本节课的内容与学生的生活密切相关，学生 可联系实际谈论他们父母的职业，他们喜爱的人的职业以及他们自己 未来想要成为的职业，让学生能够学以致用。 【StudentsAnalysis】 六年级的学生经过之前三年的学习有一定的英语基础，已经具备 了初步的听说读写能力，尤其是听和说的能力，但是读和写的能力还 有所欠缺，需要对其进行进一步的培养。六年级学生正处于由感性认 识向理性认识发展的阶段，把握好他们的学习情感与认知趋势，相信 对他们学习英语的“情感、态度、价值观”的培养能收到事半功倍的 效果。六年级学生相对于低年级学生有自己的想法和主见，教师应该 更多地给学生提供表现的机会，在帮
3、助他们掌握知识的同时最大限度 发挥他们的主动性。 Teaching Plan .Teaching Objectives: (1) Knowledge objectives: 1Students can know and read the words: factory worker, postman, businessman, police officer 2Students can master the key sentences: Is your father a postman? No, he isnt. What does he do? Hes a businessman. (2) Ab
4、ility objectives: 1Students can improve their listening ans speaking abilities. 2Students can improve their communicative and cooperative abilities. 3Students can learn to talk about different jobs in English. (3) Emotional objectives: 1Students can be interested in English. 2Students can attach mor
5、e importance to the relations among people and love with each other. 3Students can be wiling to make efforts for their dreams. .Teaching Key Points: (1) New words: factory worker, postman, businessman, police officer. (2) New sentences: Is your father a postman? No, he isnt. What does he do? Hes a b
6、usinessman. . Teaching Difficult Points: (1)The usage of the new words. (2)The training of the studentslistening and speaking abilities. . TeachingAids: cards, blackboard, chalk, PPT, some pictures . Teaching Procedures: Step 1 Warming-up (1) Greet the students. (2) Play the song “ Be what you wanna
7、 be” and show some pictures about different jobs. 【设计意图】 通过播放一首同学们非常熟悉的关于职业的歌曲“Be what you wanna be”并展示很多同学们熟悉的职业，帮助学生复习一些和职业有关的 内容，既活跃了课堂气氛，也为后面的新授环节做了铺垫和准备。 Step 2 Presentation (1) Ask the students some questions about the pictures to put forward the new sentence pattern: What does he do? Hes a. .
8、 Show a picture of the teacher and talk abut the students parents jobs to put forward the sentence pattern: Is your father a .? No, he isnt. (2)Introduce Wu Yifans family and answer two questions about his family. (3) Show some information about Wu Yifans mother. Let the students listen and read. Th
9、en ask the students to answer two questions about his mother. Then let the students guess his mothers job. Present the new phrase “factory worker”. Play the sound of a factory and show two pictures of factories to present the plural form “factories”. 【设计意图】 通过介绍吴亦凡妈妈的一些信息让学生猜测她的职业，使得新授 环节并不是完全教师自主，学
10、生也在参与的过程中学习到新的知 识，增加了一些趣味性。在讲到“factory”这个单词时通过播放工 厂的声音和图片让学生多方位的感知工厂，使学生印象深刻。同时 还补充了“factory”的复数形式“factories” ，使学生不再满足书本 上的教学内容，在学习的过程中深度挖掘。 （4） Similarly, show some information about Wu Yifans father, aunt and uncle. Let the students listen and read. Next, ask them to answer some questions and to g
11、uess Wu Yifans father, aunt and uncles jobs. Step 3 Practice (1)Play the recording in “Lets learn”. Ask the students to listen to the recording and follow it. Let them try to imitate the intonation and pronunciation. (2)Pair-work. Ask the students to practice the conversations in “Lets learn”. Then
12、let them try to make their own conversations according to the information the teacher gives. (3)Listen, match and say. Ask the students to finish the exercises on page 49. (4)Show a passage of Wu Yifans family. Ask the students listen and read. Then ask the students to fill in the blanks. (5)Play a
13、game. Present some pictures of places and let the students to tell who works in the place. Show two pictures of two kinds of situations and let the students to tell who can help us. 【设计意图】 通过呈现不同职业的工作地点让学生选择哪些人在这些地方工 作，从而使学生了解不同职业的工作环境，拓宽他们的知识面。 (6)Ask the students to practice the conversations and
14、make their own conversations. Step 4 Consolidation (1)Do a survey. Divide the students into different groups of four and ask them to do a survey about their parents job. Then invite some students to give some reports. 【设计意图】 通过在小组做调查的方式使学生在学习中提高自己的听说能力、交流和 合作能力。同时，充分调动学生的自主性，也帮助学生了解他们父母的 职业。 (2)Ask
15、the students to talk about their own dreamsand write their dreams on the cards. Then let them put their dreams on the “Dream Tree”. (3)Emotional education. “Different people have different jobs. Do your best and be what you wanna be.” 【设计意图】 通过展示不同职业的图片， 介绍不同职业的人给我们带来是快乐和方便， 告诉学生我们生活在一个丰富多彩的大家庭中，每个人
16、都各司其职，努 力做好自己的本职工作。我们应该彼此互相关爱，互相帮助，同时也应 该努力学习，为自己的梦想而奋斗。 Step 5 Homework 1Remember the new words. 2 2Write a short passage about your job in the future. Blackboard Design Unit 5 What does he do? A:Is your father/mother a postman? B:Yes, he/she is. No, he/she is. A:What does he/she do? B:Hes/Shes a b
17、usinessman. factory worker Police officer Reflection（反思（反思） ： 本节课授课内容为六年级上册第五单元本节课授课内容为六年级上册第五单元 PartALets learn。通过播通过播 放一首同学们非常熟悉的关于职业的歌曲放一首同学们非常熟悉的关于职业的歌曲“Be what you wanna be” 并展示一些学生已经学习过的职业，既活跃课堂气氛又帮助学生复并展示一些学生已经学习过的职业，既活跃课堂气氛又帮助学生复 习习。在新授环节通过介绍吴亦凡的家庭成员让同学们在猜测他们职业在新授环节通过介绍吴亦凡的家庭成员让同学们在猜测他们职业 的过
18、程中学习新单词和短语的过程中学习新单词和短语，具有趣味性具有趣味性，也激发了学生的好奇心和也激发了学生的好奇心和 探究能力探究能力。练习环节有练习环节有 Pair work，game 等等，帮助学生充分练习本节帮助学生充分练习本节 课 重 点 短 语 和 句 型 并 拓 展 了 含 有 其 他 人 称 的 句 型 ：课 重 点 短 语 和 句 型 并 拓 展 了 含 有 其 他 人 称 的 句 型 ： Is your father/mother a postman?Yes, he/she is.No, he/she is. What does he/she do?Hes/Shes a busi
19、nessman. 帮助学生学会举一反三帮助学生学会举一反三，而不仅而不仅 仅只满足于课本教学仅只满足于课本教学。在巩固环节在巩固环节，有让学生做调查和畅谈自己梦想有让学生做调查和畅谈自己梦想 俩个部分，使学生能够将所学知识学以致用。最后在情感深化部分俩个部分，使学生能够将所学知识学以致用。最后在情感深化部分， 告诉学生我们生活在一个丰富多彩的大家庭中，每个人都各司其职告诉学生我们生活在一个丰富多彩的大家庭中，每个人都各司其职， 努力做好自己的本职工作。整个过程比较流畅，学生学习兴趣较浓努力做好自己的本职工作。整个过程比较流畅，学生学习兴趣较浓， 在巩固环节学生也能够较流畅地表达自己的观点在巩固环节学生也能够较流畅地表达自己的观点，但是在时间的把握但是在时间的把握 上还需稍加控制上还需稍加控制，语速稍慢以便学生更容易接受语速稍慢以便学生更容易接受。在今后的备课过程在今后的备课过程 中中，我会充分考虑学生的学习能力与接受能力我会充分考虑学生的学习能力与接受能力，站在学生的角度进行站在学生的角度进行 教学设计，多反思，多学习，不断总结经验，不断进步。教学设计，多反思，多学习，不断总结经验，不断进步。
