《WhatDoesSheDo》教学设计

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1、小学英语教学设计英语PEP六年级上册第五单元 What Does She Do? 摘要：此教学案例紧紧围绕英语PEP六年级上册第五单元 What Does She Do? 第一课时展开教学设计、说明和反思。重点谈论所从事的职业，并用以下句型来表述: What does your father do?Hes；What does your mother do? Shes，并针对自身的教学观点、设计思路及教学活动有待探讨之处对教学进行了全面的反思。关键字：案例说明、教学详案、板书设计、教学反思【案例说明】：1 话题：谈论所从事的职业2 课题说明：英语PEP六年级上册第五单元A部分3课时说明：1课时4

2、学生情况说明：本案例适合小学六年级学生【教学详案】：PEPUnit 5PartA What does your father do?一Teaching aims:（教学目标与要求）1. Enable the students to use the following sentence patterns to talk about the work someone engaged in:（学生能用以下句型表述他人所从事的职业）What does your father do? What does your mother do?Hes Shes2.Learn to say the followin

3、g words and spell them:（能够听、说、读、写六个职业名词）singer writer TV reporter actor actress artist二Important points:（教学重点）重点掌握六个职业名词。三Difficult points:（教学难点）以元音开头的职业名词表示数量一位时冠词an 的用法。四Teaching aids:（教学设备）Tape recorder, photos, pictures.五Teaching procedures:（教学步骤及说明）Step 1: Warm up1.Lets chant：（通过说唱、唱歌等形式，引入课堂）H

4、is father is an actor,My dad is a cleaner at the zoo.Her father is a doctor.What does your father do?2. Sing a song: My family.（唱一首歌引入主题）Step 2: PresentationShow students a picture, ask and answer:1. T: What can you see in the picture?S: I can see（通过对话，直接引出单词和句型）T: Right. OK, class, listen carefully

5、: what do I do? I am a teacher. Now tell me :What does the woman do in the picture?2. Learn to spell the word“singer”and say the sentence “What does the woman do? She is a singer ” .（学生跟读单词和句子，并拼写单词）3.Show the pictures left one by one, learn to say the following five words and write down the words o

6、n the blackboard:（继续引出其余五个单词，并将单词写在黑板上，为学生以后的活动做准备） writer TV reporter actor actress artist4. Ask and answer: （从What does the woman do?句型引出What does your father/mother do?句型,同时强调以元音开头的职业名词actor, actress, artist表示数量一位时冠词an 的用法。）What does your father do? What does your mother do?He is a teacher. She i

7、s an actor.Step3. Drill and practice:1. Look at the photos, ask and answer:（通过照片中的形象画面，让学生猜一猜他们所从事的职业，巩固单词）Look and guess: （每幅图片上对应一种职业，看谁反应得最快）There is one job in the pictures, guess :Whos that? What does he/she do?2.Pair work: Students are divided into several groups. One acts teacher and asks “Wh

8、os that? What does he/she do?”（做“互问互答”游戏。让学生在真实语境中体会职业的表达及提问。）Practice the sentence patterns:What does your father do? What does your mother do?He is a teacher. She is an actor.Step 4. Consolidation and extension:1. Watch and listen to a short story.（听小松鼠的故事，回答小松鼠的姑姑所从事的职业。通过故事练习单词和句型。）1)Listen to t

9、he story twice.2)Answer the questions: What does his aunt do?2.Write and say: My family（仿造例子写自己一家所从事的职业，并以对话的形式表演出来）1) Choose the jobs the family members engaged in. Write them down and read them out.2)Make a short dialogue according to the chart.3)Act out the dialogue.Step 5. HomeworkWrite down the

10、 composition“My family”板书设计1：Unit 5 What does she do?Singer actorWriter actressTV reporter artist板书设计2： My FamilyLook! This is my family. I have father ,mother, grandfather, grandmother and a sister. We are all very busy. What does we do?I am My father is My mother isMy grandfather isMy grandmother

11、isMy sister is Oh! We are so busy!【教学反思】：这节课的主题是What does she do? 通过图片形象的展示和引导，学习六个新单词。同时通过不同方式不断操练“What does he/she do?”句型，进而引 入 What does your father/your mother do? 句型并加强巩固。首先，通过说唱、唱歌等形式，引入课堂，然后唱一首歌引入主题，激起学生强烈的学习兴趣。其次，让学生看图片，较自然的引出六个职业单词，并引入What does she/he do? 句型。教师板书六个单词于黑板上，为学生后面的书写及对话练习做参考。第三

12、，在强化练习之后，引入大量来自学生实际生活的图片，以猜、听、说、唱、玩的形式进一步巩固。最后，单词的书写也是这节课的重要组成部分。教师示范如何完成My family的教学任务，让学生完成自己一家所从事的职业，同时以对话的形式表演出来。1教学观点：学生语言表达能力的提高，要靠长期的学习积累。小学生先学会说话，再学写作，把话说得通顺流畅，无疑会为写作奠定基础。在小学英语学习的课堂上，利用看图说话，使学生语言能力的培养在活动中进行，从而萌发用英语表达这些内容的愿望，灵活地运用已经学过的单词和句型来表达自己的理解和认识。2设计思路：1）学生口头英语能力的训练应分步进行，让孩子在游戏、唱歌、表演、看图说

13、话等多种形式训练中，提高学生的学习积极性，逐步学会说话，不知不觉，积少成多。2）听力理解时，为使学生更好地理解故事内容，以图画形式展示出来，这更能吸引学生注意力。3）借助图片，训练学生掌握并运用所学的新单词，并不断的操练，运用所学句型描述某人所从事的职业。 4）从学生的生活经验和兴趣出发，创设与完成任务相关的情景进行语言训练，使学生在真实的情景和方式中学习英语知识，发展语言技能。3. 教学活动有待探讨之处：1）. 本节课为职业的单词学习以及职业的问答学习，因此以真实的图片、动作、活动来教学起到较好的学习效果。教案中设计“Pair work”这一活动，教学后发现六年级少数学生参与性不太积极，并随堂进行了分析和辅导。2)教学设计中竞争的气氛不够，学生能跟着教学思路表达自己的意见，学会所教的内容，但缺乏竞争带来的动力，使得课堂活力不够。3)最后的任务型表演可以以家庭为一个小单位进行小组表演，每人饰演一个角色，这样会比pair-work中单一的两人对话更能够激起学生参与的欲望，促使其将所学的内容在表演中表达出来。5