六年级上册英语教案unit5Whatdoeshedo人教语文.docx
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六年级上册英语教案unit5Whatdoeshedo人教语文
_Unit5年月日
Title
Unit5Whatdoeshedo?
第1课时
总课时
6
Teaching
aims
（1）.Beabletosay:
“Is your father a postman?
No, he isn’t. What does he
do?
He is a businessman.”.
（2）.Beabletomasterthosephrases:
factory worker, postman,
businessman, police officer,infourskills.
（3）.Applythesentencestotherealsituation.
Keypoints
Difficult
points
Keypoints
Masterthephrases:
factory
worker, postman, businessman,
police officerinfourskills.
Difficultpoints
Replacethephrases:
factory
worker, postman, businessman,
police officer,accordingtothe
sentence.
Measures
TPRPairworkGroupworksurvey
Teachingaids
Englishcards,pictures,ppt
Teachingsteps
StepIWarmingup
1. Greeting
T:
Good morning, boys and girls. I’m very happy to see you today.
Look, I bring you beautiful stickers. Do you like it?
Hands up, or do actions, I will give them to you, ok?
2. T:
I want you to help me. Volunteers?
T:
One student does action, the other guesses the word, ok?
word1:
farmer T:
Yes or no?
T:
What’s he?
（ Use the same way to review words “teacher, nurse, doctor, driver,
baseball player”）
StepIIPresentation
1. teacher,driver,singer, writer,baseball player
T:
look at the words, can you find rules?
Some jobs can be formed
by plusing an “er”. So do you know how to change the following words?
clean-cleaner,report-reporter,dance-dancer…
work-worker,office-officer
factoryworker,policeofficer
2.T:
Look at the pictures and asklikethis :
what does he/she do?
Askandanswer.
3.T:
Some jobs can be formed by plusing a “man”or“woman”.
post-postmanbusiness-businessman
Askandanswer:
Ishea…?
Yes,heis./No,heisn’t.
4.Practice:
Game:
what’smissing?
T:
Now remember these words. I will hide one word card, guess
what it is.
StepⅢConsolidationandextension
A task:
Talk about your dreams .
Iwant to be a super teacher.What are you going to be?
Talk about your dreams with your deskmates.
homework
Previewhomework
listentothewordsanddialogueonP49.
homework
1.Writethewords.
2.Talk about your dreamswith your friends.
Boarddesign
Unit5Whatdoeshedo?
Alet’slearn
What doeshedo?
He’sa….
Iwant to be…
factory worker, postman,
businessman, police officer
_Unit5年月日
Title
Unit5Whatdoeshedo?
第2课时
总课时
6
Teaching
aims
（1）.Beabletosay:
What does your father/mother/he do?
He/She is a/
an…andcanuseitfreely.
（2）.Beabletounderstandthe“Let’stry”,andtofinishtheexercise.
Keypoints
Difficult
points
Keypoints
Masterthesentencesofthislesson,andcanuseitfreelyindailylife.
Difficultpoints
Helpstudentstocatchthenewwordsandnewsentencein“Let’stalk”.
Measures
TPRPairworkGroupworksurvey
Teachingaids
Englishcards,pictures,ppt
Teachingsteps
StepIWarmingup
1.Freetalks:
2.Reviewthewordsaboutjobs.
3.Actandsay:
Eg:
actlikeateacher
StepIIPresentation
1.Let’stry
（1）Listenandcircle
①Sarah’s mother can/can’t come today.
②Her father is a doctor/teacher/taxi driver.
（2）Checktheanswers.
2.Let’stalk
（1）ShowthepictureofBill Gates.
T:
Whoishe?
Whatdoeshedo?
Heisabusinessman.
T:
Whichcountryishefrom?
HeisfromtheUSA.
Learn:
country,othercountries.
（2） Learn：
headteacher
Whatdoesyourmotherdo?
Sheisaheadteacher.
Doyouwanttobea…?
（3）Readthedialogueafterthetape.
（4）Let’sactasOliverandSarah.
StepⅢConsolidationandextension
1. Doasurvey
Whatdoesyourmotherdo?
Whatdoesyourfatherdo?
homework
Previewhomework
listentothedialogueonP48.
homework
1.RecitethedialogueonP48.
2.Playthedialoguewithyourfriends.
Boarddesign
Unit5Whatdoeshedo?
Alet’stalk
What does he do?
He is a businessman.
What does your mother do?
She is a head teacher.
What are you going to be?
I am going to be a/an ...
coun-try---country head+teacher---head teacher
Unit5年月日
Title
Unit5Whatdoeshedo?
第3课时
总课时
6
Teaching
aims
（1）.Beabletosay:
“Where does she work?
She works at a
university. ”
（2）.Beabletomasterthosewords:
fisherman,scientist,pilot,coach,infourskills.
（3）.Applythesentencestotherealsituation.
Keypoints
Difficult
points
Keypoints
Masterthewords:
fisherman,scientist,pilot,coach,infourskills.
Difficultpoints
Replacethewords:
fisherman,scientist,pilot,coach,accordingtothesentence.
Measures
TPRPairworkGroupwork
Teachingaids
Englishcards,pictures,ppt
Teachingsteps
StepIWarmingup
1.Freetalks:
2.Reviewthewordsaboutjobs.
3.Actandsay:
Eg:
actlikeateacher
StepIIPresentation
1. Enjoyashortmovieabout“Dad,whereshallwego?
”
（1）AnewtraveltotheUSA.
ChunZhang:
HowcangototheUSA?
Byplane.
（2） ChunZhangwillgivethechildrenanewtask:
Tofindapilotinthevillage.
（3） C1:
Isheapilot?
C2:
No,heisn’t. Heisafisherman.
Learn:
fisherman
Wheredoeshework?
Heworksatsea.
（4）C1:
Isheapilot?
C2:
No,heisn’t. Heisascientist.
Learn:
scientist
Wheredoeshework?
Heworksinauniversity.
（5）C1:
Isheapilot?
C2:
No,heisn’t. Heisacoach.
Learn:
coach
Wheredoeshework?
Heworksinagym.
（5）C1:
Oh,yeah.Myfatherisapilot.
Learn:
Wheredoeshework?
Heworksonarescueplane.
2. Summary.
fisherman-atsea
scientist-inauniversity
coach-inagym
pilot-onarescueplane
3. Writeanddiscuss:
P51
StepⅢConsolidationandextension
1.Role-playinthegroup.
homework
Previewhomework
listentothewordsanddialogueonP51.
homework
1.ReadthewordsonP51.
2.Playthegamewithyourfriends.
Boarddesign
Unit5Whatdoeshedo?
Blet’slearn
fisherman scientist pilot coach
My aunt is a scientist.
Where does she work?
She works at a university.
这个教材改版后，出现了很多新单词，学生们在生活中也是很少接触和了解到的单词作为了重点单词。
我感觉教学过程中很吃力。
而且由于很多学生家长的职业都只有：
worker businessman seller …要么就是没有职业的，所以在教学中要谈论家人的职业时，学生是没有话可说的，导致活动没法很好的开展。
我们的英语教学重要在贴近学生的生活，让学生能有话可说。
而这个教材的单词可以说是偏离了这一点，学生们学习完了之后就没有用武之地了，根本在生活中用不着了，这是很令我头疼的。
如:
factory worker postman businessman police officer fisherman scientist pilot coach 这下单词本身也是很难读和写的，学生们很少接触到这些职业，更加谈不上英语的会话了。
我的教学设计中要求学生说出你所知道的有关职业的单词
学生只会说出几个简单的：
teacher student worker farmer doctor…而这个单元涉及到的职业的单词比较难且多。
学生们学习起来无从下手，有心无力。
我设计要学生询问小组内的家人的职业时，学生也是无话可说，草草了事。
What does your father\mother do?
He’s \She’s a （a）…这个句型练习不充分的。
_Unit5年月日
Title
Unit5Whatdoeshedo?
第4课时
总课时
6
Teaching
aims
（1）.Beabletosay:
Where does he work?
He works at sea. How
does he go to work?
He goes to work by bike.andcanuseitfreely.
（2）.Beabletounderstandthe“Let’stry”,andtofinishthe
exercise.
Keypoints
Difficult
points
Keypoints
Masterthesentencesofthislesson,andcanuseitfreelyindailylife.
Difficultpoints
Helpstudentstocatchthenewwordsandnewsentencein“Let’stalk”.
Measures
TPRPairworkGroupworksurvey
Teachingaids
Englishcards,pictures,ppt
Teachingsteps
StepIWarmingup
1. Sing a song:
Myfatherisadriver.Mymotherisateacher.…
2. Read the words quickly:
fisherman , scientist, pilot, coach,
factory worker, postman, businessman, police officer, …
3. Free talks:
StepIIPresentation
1. Let’s try
（1）listen and circle:
Mikesees amancomingtowardsthem.
WhatdoesXiaoYu’s unclelooklike?
DoesXiaoYu’s uncleoftentakehimtoschool?
（2） Checktheanswer.
2．Let’s talk
（1） Lookatthepictures,anddiscuss.
Whatdoesshe/hedo?
Wheredoesshe/hedo?
Howdoesshe/hegotowork?
（2） Showafisherman:
Whoishe?
HeisXiaoYu’suncle.
Talkabouthim.
Heisafisherman.
Heworksonaboat.
Heseeslotsoffisheveryday.
Hegoestoworkbybike.
Hehasaveryhealthylife.
（3） Watchthevideo.
（4） Listentothetapeandreadafterit.
StepⅢConsolidationandextension
1.Dothelisteningpracticeinexercisebook.
Explainhowtodofirst.
homework
Previewhomework
listentothedialogueonP50.
homework
1.Writethewords.
2.Talkaboutfamilymemberswithyourfriends.
Boarddesign
Unit5Whatdoeshedo?
B.Let’stalk
Where does he work?
He works at sea.
How does he go to work?
He goes to work by bike.
Teaching
notes
这节课我用了简笔画教学。
不是直接呈现对话内容，也不是一如既往的提问导入。
我用了直观形象的简笔画。
我边画边引导学生了解有用的信息。
我画了sea. 引导学生说出boat.聪明的就直接说出了fisherman.我就直接教授了新词。
接着，我一步步设问题：
what does he do ?
Who’s he ?
Where does he work?
How does he work?
前两问学生能很好的回答，后面的问题也就是本课的重点句型。
强调where how.有的学生能直接回答，有一部分还不能，顺势引导学生打开书，进行文本自学，找到答案做好标记，并写出2个问题的答案。
之后是文本的教授，由于之前的简笔画呈现，学生对于文本有了一个大概的、整体的感知，对重点句型也有所了解。
我就整个文本进行了听，读的反复训练，大量的、多种形式的输入，学生对于文本有了自己的理解和掌握。
有师带读，学生带读，小组互读等等。
我将重点句型板书在黑板上，并让学生就重点句型进行对话和创编会话，再以小组合作的形式展示。
对于一些学生较难读准的词汇：
stay healthy life study hard work
hard 进行了重点带读，并就lots of fish on a boat 的连读的读法进行了指导。
本节课，我将故事教学中和简笔画教学合二为一，进行了自己的这篇对话教学，学生们饶有兴趣。
_Unit5年月日
Title
Unit5Whatdoeshedo?
第5课时
总课时
6
Teaching
aims
（1）.Beableto listen, read and say:
If you like …, you can be a ….
语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。
如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。
现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。
结果教师费劲,学生头疼。
分析完之后,学生收效甚微,没过几天便忘的一干二净。
造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。
常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。
久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。
（2）.Beabletounderstandandreadthepassagein“Readandwrite”,andtofinishtheexercise.
语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。
如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。
现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。
结果教师费劲,学生头疼。
分析完之后,学生收效甚微,没过几天便忘的一干二净。
造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。
常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的
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