彭轶| PEP 6A U5 What does he do? B Let’s learn教学设计

PEP 6A Unit 5 What does he do? 

Part B Let’s learn教学设计

浙江省桐乡市乌镇植材小学  彭轶

教材分析：
本课内容是第五单元的B部分词汇学习。本单元以“jobs”为话题展开教学，学生在第一课时已经了解了有关职业的单词以及句型“What does he do?”，B部分主要增加了4个新授的职业单词以及句型“Where does he work?”并拓展了“How does he/she go to work?” When does he/she go to work?等句型。
学情分析：
六年级的学生经过四年的英语学习，他们已储备了一定的职业的词汇（teacher，doctor, police officer，postman等），也具备了运用一些简单的英语特殊疑问句型。本节课尝试让学生自主提出问题，学习新句型以及新授的单词。鼓励他们积极参与课堂，培养他们大胆表达，乐于表达的英语学习习惯。
教学目标：
一、知识目标：
1. 学生能听懂，认读，拼写，并能在语境中运用以下词汇：pilot, fisherman , scientist, coach.
2. 能在语境中灵活运用以下句型：What does he /she do? Where does he work? How does he/she go to work?  Who does he/she work with?
3. 能根据关键词的提示下，自主说完整的句子。
二、能力目标：
1. 能在图片以及老师的帮助下主动提问并运用以下句型：What does he /she do? Where does he work? How does he/she go to work? Who does he/she work with?
2. 通过My Dream Job主题写话,培养学生英语语言的综合运用能力，以及学生的思维能力。
三、情感目标及学习策略：
1. 了解有关职业的相关信息。
2. 通过自主思考，同桌合作，小组学习，运用所学语言主动提问的能力及习惯。
3. 能了解常见元音字母以及字母组合 I, oa, ch等的发音规则，培养一定的认读策略。
教学重点、难点：
scientist 的发音，以及根据疑问词主动提问一些特殊疑问句型。（What，Where，How，When）
教学准备：词卡，PPT
教学过程：
【Warm-up】
1. Enjoy a song ‘What do you want to be?’
2. Revision
(1) Ss look at the pictures and say the words
(2) Ss read the job words on PPT
设计意图：通过歌曲的欣赏，激发学习兴趣。渲染气氛，带学生进入本节课的学习主题jobs。通过看图说职业以及看词读单词这两个复习活动，激活学生已学过的职业单词。
【Presentation】
1. Read and guess
(1) T shows silhouette and asks: We are going to find out the job of this man.
(2) Ss read and answer.
设计意图：出示人物剪影，引导学生通过语篇的阅读，猜出人物职业。并通过What does he do?/ Where does he work?两个问题加深对语篇的理解。
2. Look and say
(1) T: Let’s talk about these people. This is a coach. Can you say something about this coach.
T shows some phrases, Ss try to say some sentences by using these phrases.
Ss: This coach works in a gym.
This coach teaches football.
This coach goes to work by car.
(2)The same way to teach ‘scientist’.
设计意图: 教师出示短语，学生根据这些短语尝试说出完整的句子。学生的输出不仅操练了目标词汇coach, scientist, 还对第三人称单数的句型进行了巩固和复习。
3. Ask and guess
T shows some sentences structures:
(1) What … do every day?
(2) How … go to work?
(3) Where … work?
(4) When … go to work?
Ss try to ask questions and find out Wang Wei and John’s jobs according to the teacher’s answers.
设计意图：在适切的互动中，学生不但觉得兴趣盎然，还会更深刻体会到语言的意义。教师要给学生足够的时间，让学生思考，复现学过的句型，学会主动提问。主动提问不仅能够锻炼和提高学生语用能力，还能激活学生思维。
【Practice】
Look and match
1. Have the students do a matching game.
2. Have the students finish the exercises on the book and check the answers.
3. Have Ss read a picture book and answer some questions.
4. Talk about a teacher at school. (Q1:man/woman,Q2:young/old,Q3:where, Q4:how, Q5:when)
①.Ss look at the key words, ask and answer.
②.Talk about Mr. Fei.
Ss try to ask questions and T types the sentences down.
设计意图：通过关键词引导学生主动提问。学生通过对前面所提问题的内容回顾，尝试描述自己的老师，为后续写作输出和小组合作做铺垫。
5. Enjoy a song：review the job words
【Extension】
1. Read and fill
T: What do you want to be?
Have each student choose one card and fill in the blanks
Ss think and write a poem about their dream job, then read the poems in groups.
I want to be a_____.
A_____________ .
A_____________ .
A_____________ .
…
2. Reading Show
Ss practise reading and try to read the poem more beautifully.
Each group read the poems and puts the poem on the board.
设计意图：小组合作朗读诗歌，促进学生互相合作，发挥同伴资源，减轻弱生压力。
【Homework】
1. Read P51 for 3 times.
2. Choose one job and talk about it.
3. Choose one job and write about it.
(pilot, coach, scientist, fisherman)
设计意图：关注个体差异，分层作业满足不同层次学生的需求。
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