Unit5Whatdoeshedo?1新設(shè)計本節(jié)課教授關(guān)于職業(yè)的單詞和句型,以職業(yè)調(diào)查表為任務(wù)主線.貫穿教學(xué)始終,并及時的滲透中西職業(yè)規(guī)劃的異同和引導(dǎo)學(xué)生樹立正確的職業(yè)觀,注重培養(yǎng)學(xué)生的英語思維品質(zhì)。在整個教學(xué)過程中,由簡到繁、由易到難、層層深入,先聽讀,后說寫,以讀促說,以說促寫,讓學(xué)生學(xué)會用英語對所學(xué)職業(yè)進行口頭闡述,并以四人小組猜謎游戲形式,將所學(xué)知識進一步的靈活運用,task則是語言的綜合運用,符合學(xué)生的認知規(guī)律,有利于培養(yǎng)學(xué)生的綜合語言運用能力。2教學(xué)目標(biāo)1.語言知識與技能目標(biāo):

a)能聽懂、會說、認讀和正確抄寫職業(yè)單詞:factoryworker,postman,businessman,policeoffice;

b)能聽懂、會說、認讀重點句型:Whatdoesyourfather/motherdo?He’s/She’sa….

c)能讀懂文章大意,并運用正確的語音語調(diào)朗讀課文。

d)能在真實的語言情景中,運用Whatdoesyourfather/motherdo?詢問他人父母的職業(yè),并能根據(jù)實際做出正確的回答。2.情感態(tài)度:

a)職業(yè)價值觀:所有工作都有其自身價值。

b)職業(yè)規(guī)劃:從小做好職業(yè)規(guī)劃,體驗社會工作。3.學(xué)習(xí)策略:通過各類活動,培養(yǎng)學(xué)生的英語思維品質(zhì)。4.文化滲透:中西孩子在職業(yè)規(guī)劃方面的差異。

3學(xué)情分析在前三年的英語學(xué)習(xí)基礎(chǔ)上,六年級的孩子掌握了一定的詞匯和英語聽說讀寫的技巧,而英語單詞句型的學(xué)習(xí)也應(yīng)該漸漸地由教師講授為主過渡到學(xué)生自學(xué)闡述為主。整體語篇輸入式的教學(xué)方式,和讓學(xué)生用英語描述所學(xué)職業(yè)的單詞,大大增加了學(xué)生用英語思維的機會,由簡到繁、由易到難、層層深入,先聽讀,后說寫,以讀促說,以說促寫,符合學(xué)生的認知規(guī)律,不僅培養(yǎng)了學(xué)生英語思維品質(zhì),同時也有利于培養(yǎng)學(xué)生的綜合語言運用能力。4重點難點教學(xué)重點:

a)能聽懂、會說、認讀和正確抄寫職業(yè)單詞:factoryworker,postman,businessman,policeoffice;

b)能聽懂、會說、認讀重點句型:Whatdoesyourfather/motherdo?He’s/She’sa….

c)能讀懂文章大意,并運用正確的語音語調(diào)朗讀課文。

d)能在真實的語言情景中,運用Whatdoesyourfather/motherdo?詢問他人父母的職業(yè),并能根據(jù)實際做出正確的回答。教學(xué)難點:

a)能在真實的語言情景中,運用Whatdoesyourfather/motherdo?詢問他人父母的職業(yè),并能根據(jù)實際做出正確的回答。

b)“businessman、factoryworker”的正確發(fā)音。5教學(xué)過程5.1第一學(xué)時5.1.1教學(xué)活動活動1【導(dǎo)入】活動一Pre-taskStep1Warm-upandRevision:1.Greetings2.Game:Readandguessquickly---Whatdoeshe/shedo?3.Guessourtopictoday:Careers4.Brainstorm:wordsaboutcareers5.ShowthetitleStep2Presentthetask:1.Task:幫助學(xué)校完成職業(yè)調(diào)查表2.Groups:看看哪一組能獲得更多的職業(yè)體驗券活動2【講授】活動二While-taskStep

3

PresentationT:

What

does

Oliver’s

father

do?

And

what

does

Oliver’s

mother

do?

Let’s

askOliver

together.Ss:

Hello,

Oliver,

what

does

your

father

do?

Hello,

Oliver,

what

does

your

mother

do?1.

Listen,

read

and

underline

Q1:

What

does

Oliver’s

father

do?

Q2:

What

does

Oliver’s

mother

do?

a)Teach:

businessman/businesswoman(分組朗讀,個別讀,學(xué)生試圖用英語闡述對businessman的理解)

b)Teach:

head

teacher(Ssguessthemeaning)

T:

Who’s

the

head

teacher

in

our

school?

c)Listen,

imitate

and

circle:

Where

are

Oliver’s

father

and

mother?

Tip:注意模仿語音語調(diào)

d)

Finish

the

survey

of

Oliver2.

Read

quickly

and

answer:(WholeclassaskSarahfirst)Ss:

Hello,

Sarah,

what

does

your

father

do?

Hello,

Sarahwhat

does

your

mother

do?

Q1:

What

does

Sarah’s

father

do?

Q2:What

does

Sarah’s

mother

do?

a)Teach:

postman(由舊詞引出新詞:post

office—postcard—postman,學(xué)生試圖用英語闡述對postman的理解))

Tip:快速閱讀,尋找關(guān)鍵詞

b)Teach:

police

officer(引出policeman,

policewoman,圖文結(jié)合,讓學(xué)生進一步理解新詞,并試圖用英語闡述對policeofficer的理

解))

c)

Finish

the

survey

of

Sarah3.Enjoy

a

song:

What

do

you

want

to

be?(WholeclassaskMissYefirst)Ss:

Hello,

MissYe,

what

does

your

father

do?

Hello,

MissYe,what

does

your

mother

do?

Q1:

What

does

Miss

Ye’s

father

do?

Q2:What

does

Miss

Ye’s

mother

do?

a)Teach:

factory

worker(學(xué)生試圖用英語闡述對factoryworker的理解)活動3【活動】活動三Post-taskStep

4

Drill

the

new

words

and

sentences1.Game

1:

職業(yè)大轉(zhuǎn)盤(用句型

“Is

he/she

a…?”猜測職業(yè))2.

Game

2:四人小組猜謎

Eg:

A:

People

who

sends

letters

and

postcards.

What

does

he

do?

B:

Is

he

a…?

A:

Yes,

he

is.

/No,

he

isn’t.

C:

Is

he

a…

A:

Yes,

he

is.

/No,

he

isn’t.3.Talking:

What

do

you

want

to

be?(職業(yè)規(guī)劃滲透和中西差異)4.Let’s

chant:利用chant的形式對本節(jié)課內(nèi)容進行總結(jié)Step

5

Fulfill

the

task1.Task:

幫助學(xué)校完成職業(yè)調(diào)查表

a)教師挖空,學(xué)生示范說。

b)同桌互相說剩下圖片。

c)以讀促寫,投影儀展示,全班一起讀。2.Do

a

report:3.情感滲透:職業(yè)價值觀Step

6

Summary1.結(jié)合板書,小結(jié)復(fù)習(xí)本課內(nèi)容。2.宣布比賽獲勝小組:哪組獲得更多的職業(yè)體驗券Step7

Homework★

Copy

the

four

words

for

4

times:

factory

worker,

/r