PEP小学英语六年级上册PartBLetsLearn教学设计.docx

1、PEP小学英语六年级上册PartBLetsLearn教学设计PEP小学英语六年级上册 Unit 5 What Does She Do?Part B Lets Learn 教学设计 一教学背景本节课是笔者在2009年12月29日参加象山县小学东片教指站小学英语教研活动所执教的一堂课，现就具体的教学情况整理汇报如下。二教学内容 本节课的教学内容PEP小学英语（三年级起始）六年级上册Unit5 What Does She Do? 中B部分的Lets Learn。三.学情分析 学生在四年级上册第六单元B部分和本单元A部分的Lets Learn中学习了一些关于人物职业的单词doctor, driver,

2、 singer, actor, actress等，以及在上单元My Pen Pal中学习了第三人称单数的用法，能用“What does your do?” “He/ She is a/an .”对人物职业进行问答。 四. 教学目标1知识目标能听、说、读、写本课的单词：engineer, accountant, policeman, salesperson, cleaner；能理解、认读句子：What does your father/mother do? Hes/Shes a/an How does he/ she go to work? He/ She goes to work ；能够掌握“

3、ea”、“er”、“eer”、“ou”等字母组合的发音规律，能认读音标/i:/, /, /i /, /au/。2能力目标能够简单介绍人物的职业，如：Shes a cleaner. Hes an engineer.能运用句型：“What does your father/mother do?” “How does he/ she go to school?”进行询问，并给出相应回答。能根据字母组合或音标拼读简单的单词。3情感目标通过本节课，让学生了解和尊重他人的职业。能从小树立自己的理想职业。五.教学重点与难点1. 教学重点掌握以上五种职业的英文表达：engineer, accountant,

4、policeman, salesperson, cleaner，并能简单回答、介绍。2. 教学难点单词accountant, salesperson的发音；单词man和policeman中的 “man” 的发音区别；正确区分运用冠词an, a 例如：an engineer, a salesperson。六. 教学准备 1. 教师准备录音机磁带，Lets Learn部分的单词卡片，磁铁若干。 2. 教师准备句条：What does he/she do? Hes/ Shes a/an _. How does he/she go to work? He/She goes to work by/on

5、_.3. 教师准备课堂练习纸。4. 教师准备一根“魔法棒” 。 5. 教师准备多媒体课件。七. 教学过程Step 1. Warming-up & Review （1）课件播放PEP教材四年级上册第六单元歌曲My Father is a Doctor，师生同唱。设计意图通过歌曲引入本课教学的主题人物职业的英语表达，不仅能活跃课堂气氛，让学生进入轻松愉快的学习状态，而且能为本课的导入找到一个合适的切入点。（2）课件依次出示歌曲中的四个人物，Father, Uncle, Aunt, Mother, 教师提问他们的职业： T: What does Father do? S1: He is a doct

6、or. T: What does Uncle do? S2: He is a driver. T: What does Aunt do? S3: She is a farmer. 最后提问：What does Mother do? S4: She is a teacher.设计意图 在快速回答中帮助学生唤起对已学句型：“What does _ do? He/ She is a _.”的记忆，为进一步学习打好基础。此处笔者特意调换顺序，把对mother职业的提问放到最后，是为了引出单词teacher，从而为新词cleaner的导入做好铺垫。Step 2: Presentation & Pract

7、ice1. Teach “cleaner”（1）T: (承接上面的步骤) Can you spell “teacher” ? S: Yes, t-e-a-c-h-e-r, teacher. T: Yes, youre right. (课件出示单词teacher)T: Look at the word “teacher”. Here “ea” says / i: /(描红突出“teacher”, 并在上方注示音标/ i: /). Read after me, “ea” / i: /. Ss: (跟读) “ea” / i: /. 课件出示单词sea, read，其中字母组合“ea”均用红色加下底线

8、标出，学生根据发音规律朗读单词。 T: Youre great. So we know “ea” here says / i: /, then what about “er”? S: T：“er”says / /(描红突出“teacher”, 并在上方注示音标/ /). Read after me, “er” / / Ss: (跟读) “er” / / / / / / 课件出示单词singer, reporter, 其中字母组合“er”均用红色加下底线标出，学生根据发音规律朗读单词。 （2）T: Now we know “ea” says / i:/, and “er” here says/

9、/. Then can you listen and guess: whats the missing letter? (课件出示cl_ _ n _ _，并播放cleaner的单词录音) S：（根据单词发音说出横线上的字母） 由此引出本课的第一个新词：cleaner。教师拼读单词cleaner, 学生跟读。设计意图 学生在教师的帮助下及时总结字母组合“ea”和“er”的发音规律，为直拼法打好基础，使得新词cleaner的引出显得自然，达到了单词音形结合的效果，提高了单词拼写的效率。 （3）T: We know a teacher can teach, a singer can sing, a

10、writer can write, so a cleaner can ？ S: Clean! T: Yes, so what is a cleaner? A, B, C, which one? (课件出示ABC三幅图片，A：会计师图，B：工程师图，C：清洁工图，供学生选择) S：C. T: Yes, she is a cleaner. （课件呈现在cleaner前加上“a”，教师出示单词卡片，领读“a cleaner”，学生跟读）T：Youre super. A cleaner is super, too(出示句子: A cleaner is super. 其中super中的字母组合er也用红

11、色字体突出，再次强调er字母组合的发音)，because a cleaner can make our city and life clean and neat. （课件出示干净整洁的街道，并呈现单词“clean and neat”，其中字母组合“ea”用红色字体下划线突出，再次强调“ea”组合的发音规律）设计意图 通过总结teacher, singer等单词，让学生来选择单词cleaner的含义，不但训练了学生的分析和判断能力，还将单词的音、形、义三者的结合起来，达到认读的目的和效果。同时，笔者设计了“A cleaner is super.”“干净整洁的街道”等都是为了让学生更深刻地了解清洁

12、工的职业及其职业魅力，达到情感教育的目的。（4）T: (课件出示一个男清洁工图) What does he do? S: He is a cleaner. T: How does he go to work? (出示句卡：How does he/ she go to school? He/ She goes to work _.) Can you guess?S: He goes to work T: Now, please listen! (播放自行车音效) How does he go to work? S: He goes to work by bike. T: Yes. Where d

13、oes a cleaner work? S: He works in T: Yes, a cleaner works everywhere, because we need them to keep our city clean and neat. 设计意图 通过猜一猜、听一听的方式引出句型：“How does he/ she go to work? He/ She goes to work_.”为学生创造了想象的空间，让他们在情境中灵活运用语言，培养他们创造性运用语言的能力。该处扩展句型Where does he work? 给学生拓展知识的同时，为下面salesperson的引出做好铺垫。

14、 2. Teach “salesperson”（1）T:（课件出示该清洁工工作背景：一个小湖旁）Look, where does he work? S: (课件出示句子He works near a _. 给予学生一些提示) He works near a lake. T: Yes. He works near a lake. (出示单词lake, 用红色加下划线字体突出字母a 和e) Look carefully, when “a” meets “e”, “a” says /ei/ , and “e” keeps silent, sh(用手势表示此处 “e”不发音) 教师领读/ei/-/ei

15、/, lake.学生跟读。 T: Can you make more? (课件出示“_a_e”) S: (例举出含有“_a_e”结构的单词) name, make, 设计意图 学生在教师的引导下总结出“_a_e”结构单词的发音规律，为新词salesperson的引出做好语音铺垫。 （2）T: What about this one? Can you spell out this word? (课件出示s _ l _,并播放单词sale的录音) 学生根据发音和_a_e发音规律，拼写出单词sale。 教师以“堆雪球法”教授单词salesperson。先领读sale，然后再sale后加上s，学生读出sales，接着再sales后加上person，此时教师强调字母组合“er”在此处的发音/ /, 教师领读person, salesperson。将完整的单词引出后，教师出示单词卡片，并以chant的形式领读sales-sales-salesperson，学生跟读。接着出示小小超市“售货员”图: Look, this is