1、人教版六年级下册教学设计讲课稿 Unit 5 What does he do ? B Read and write Teaching aims Knowledge aims Students can master the sentences: He/She likes He/She wants to be He/She is going to work Ability aims: Studentscanusethelearnedsentencesto communicate with others . Emotional aims Students can develop their abil
2、ity of speaking,listening, reading and writing. Teaching procedures: Step 1 Greeting and Warming up Greet the students and listen a song Then tell the teacher the theme of the song. (通过歌曲内容导入能复习旧知，易旧带新，也能吸引学生上 课的注意力) Step 2 Pre-reading 1.Learn the new sentences. Show some pictures about jobs and des
3、cribe it .Then ask students to answer the questions by groups: “What does he/she do ?”“What does he/she wants to be?”“Where is he/she going to work?” (在设置的梦想情景中导入和复习单词和句型， 更加能贴近学 生的生活。分组抢答问题能调动学生学习的兴趣和积极性。) 2.Ask students to read and find the difficult points. (让学生自主去发现问题，调动他们的主观能动性。) 3.Ask students
4、 to read it quickly and find a title of the article. Step 3 While -reading 1.Listen to the tape and skim the article. Then find the key sentences in each paragraph. (跟读录音后， 找每个段落的主题句能加深学生对文章大意的 把握。) Then check the answers. (核对答案，给学生及时的反馈。) 2. Ask students to read it carefully and fill in the blank.
5、Then ask students to answer it . Give them some points. （让学生带着问题去读能提高他们的阅读效果，填空的设 置有助于他们对于文章中细节的把握。） 3.Ask students to make sentences according to the given questions. Give students some writing tips. (让学生根据问题写句子是一个由输入到输出的过程，句 子的正确书写有助于他们写作能力的提高) Step 4 post reading The teacher gives an example of w
6、riting . Then ask students to write sentences by the given sentence patterns. (给出范例并让学生在所给的句型框架中写文章能锻炼学生 的写作能力。) Emotional education Work hard and our dream will come true. (情感升华，鼓励学生追逐自己的梦想。) Summary and homework Guide the students to say about the jobs of characters in the article . Homework: 1.Dr
7、aw a picture of your dreams about jobs.(4 stars) 2.Talkaboutyourdreamsaboutjobswithyour partners.(3 stars) 3.Write sentences about your career dreams. (5 stars) (分层布置作业满足不同学生的需求) Blackboard design 教学反思：本节课在设置的梦想情境中让学生去学习和掌 握关键句型，学生易于掌握和接受。在阅读的每个环节中都 设置不同的任务，让学生能够逐步地接受。每一步由输入到 输出，逐层深入。学生在完成任务后也能得到奖励，
8、调动了 他们的学习积极性。 在输出环节， 设置了一个写句子的环节， 让学生懂得了如何在四线三格里正确书写。如果在学生写作 中，能多给他们一些指导和建议就更好了。 Unit 5 What does he do ? B Read and write He/She likes He/She wants to be He/She is going to work 人教版六年级下册教学设计说课稿 Unit 5 What does he do ? B Read and write 一、说教材 本课时的教材内容是围绕“What does he do?”即询问职 业的话题展开，在教材创设的一个询问父母的职业理
9、想的真 实情景中引出本单元的话题。对此话题学生比较熟悉，在生 活中使用很广。六年级学生已经掌握了一些关于职业名称的 词汇，常见的交通地点工具名词。本节课通过读和写活动让 学生掌握有关句型，并通过学习进一步发展学生的语言交际 能力，能实现在生活中获取他人的职业信息。 语言知识目标语言知识目标 1、 学生能够、 能听、 说、 认读句型 He/She is a/an. He/She wants to be . He/She is going to work. 情感态度目标情感态度目标 培养学生在课堂中积极用英语表达的习惯， 以及 各项活动中培养学生积极与他人合作的精神 能力目标能力目标 1、学生会使
10、用句型 He/She is a/an. He/She wants to be . He/She is going to work. 与他人交流有 关职业的话题 2、 能使用句型来询问别人和表达自己的理想。 教学重点、难点分析教学重点、难点分析 重点重点： 学生能掌握 He/She is a/an. He/She wants to be . He/She is going to work. 难点：运用所学话题与他人交流有关职业的话题。说教法说教法 学法：学法： 教法：任务型教学法，情景型教学法，启发型教学法 学法：自主学习法 说教学过程：说教学过程： Step 1 Greeting and Wa
11、rming up Greet the students and listen a song then tell the teacher the theme of the song. (通过歌曲内容导入能复习旧知，易旧带新。调动学生的积极 性的同时，也能吸引学生上课的注意力。) Step 2 Pre-reading 1.Learn the new sentences. Show some pictures about jobs and describe it .Then ask students to answer the questions by groups: “What does he/s
12、he do ?”“What does he/she wants to be?”“Where is he/she going to work?” (在设置的梦想情景中导入和复习单词和句型， 更加能贴近学 生的生活。教师以自己的梦想为主线引入目标语言，又引入 了自己童年伙伴的梦想并询问问题，让学生分组抢答。这样 能让学生敢于开口说英语。) 2.Ask students to read and find the difficult points. (让学生自主去发现问题，调动他们的主观能动性，符合新课 标的自主学习法，合作学习法。) 3.Ask students to read it quickly
13、 and find a title of the article. （快速读， 不关注文章细节， 只要把握文章大意即可。 教师要注重对学生阅读策略的指导。 ） Step 3 While reading 1.Listen to the tape and skim the article. Then find the key sentences in each paragraph. (跟读录音后， 让学生自己去找关键句有助于对文章每段意义 的把握。) Then check the answers. (核对答案， 给学生及时的反馈,让学生认知自己的学习效果。 ) 2. Ask students to
14、 read it carefully and fill in the blank. Then ask students to answer it . Give them some points. （让学生带着问题去读能提高他们的阅读效果，填空的设 置有助于他们对于文章中细节的把握。） 3.Ask students to make sentences according to the given questions. Give students some writing tips. (让学生根据问题写句子是一个由输入到输出的过程，句 子的正确书写有助于他们写作能力的提高。) Step 4 pos
15、t reading The teacher gives an example of writing . Then ask students to write sentences by the given sentence patterns. (给出范例并让学生在所给的句型框架中写文章能锻炼学生 的写作能力。在写作时要引导学生注意书写规范。) Emotional education Work hard and our dream will come true. (情感升华，鼓励学生追逐自己的梦想。引导他们只要努力 梦想就会实现。) Summary and homework Guide the s
16、tudents to say about the jobs of characters in the article . Homework 1.Draw a picture of your dreams about jobs.(4 stars) 2.Talkaboutyourdreamsaboutjobswithyour partners.(3 stars) 3.Write sentences about your career dreams. (2 stars) (分层布置作业满足不同学生的需求， 让不同水平的学生都能 得到发展，体现了新课标的分层教学法。) Blackboard design Unit 5 What does he do ? B Read and write He/She likes He/She wants to be He/She is going to work 教学反思：本节课在设置的梦想情境中让学生去学习和掌 握关键句型，学生易于掌握和接受。在阅读的每个环节中都 设置不同的任务，让学生能够逐步地接受。每一步由输入到 输出，逐层深入。学生在完成任务后也能得到奖励，调动了 他们的学习积极性。 在输出环节， 设置了一个写句子的环节， 让学生懂得了如何在四线三格里正确书写。如果在学生写作 中，能多给他们一些指导和建议就更好了。 阅读课讲课稿 阅读课说课稿
