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視頻標簽：What does,he do
所屬欄目：小學英語優(yōu)質課視頻
視頻課題：人教版六年級上冊英語Unit 5 What does he do B第一學時Let｀s talk-河北省
教學設計、課堂實錄及教案：人教版六年級上冊英語Unit 5 What does he do B第一學時Let｀s talk-河北省
教學內容分析
本課以職業(yè)為話題,談論家人的工作單位(Where does he work?)和上班的交通方式(How does he go to work? He goes to work by bike),倡導健康向上的生活態(tài)度(We should study hard and stay healthy)。
2教學對象分析
小學六年級學生可塑性強,對新生事物興趣濃厚,又有較強的接受能力。在三四年級接觸過doctor, farmer, nurse等職業(yè)詞匯,在本單元A部分又繼續(xù)擴充學習了factory worker, postman 等,并初步掌握了以What引導的詢問職業(yè)的句型。本課時可以以多元化的學習活動,激活學生語言儲備,讓學生將職業(yè)、工作地點和出行方式有機結合,讓他們在體驗參與、實踐操作及合作交流相結合的方式下,大膽嘗試,逐步提高語言表達能力。
3教學目標
(一)知識目標
1.學生們能夠聽,說,讀并且回答由" What...? Where...? How...?"引導的特殊疑問句 。
2.學生們能夠聽,說,讀,寫重點句子Where does he work ? He works at sea.
How does he go to work? He goes to work by bike.
(二)能力目標
學生能夠運用所學語言回答他人的工作地點和乘坐的交通工具。
(三)情感目標
讓學生樹立努力學習、健康生活的目標。
4重點難點
教學重點:學生們運用" What....? Where...? How...?"引導的特殊疑問句。
教學難點:能夠介紹自己父母的工作單位和上班交通方式。
5教學環(huán)境及資源準備
多媒體教學設備,課件(音頻、視頻資源)和交互式電子白板。
6教學創(chuàng)新方法
熱身環(huán)節(jié):說唱和頭腦風暴,激活思維和舊知。
新授環(huán)節(jié):音頻和視頻資源, 立體呈現(xiàn),整體輸入。
語言實踐環(huán)節(jié);模擬真實情境,鏈接生活,讓學生有話可說。
7教學過程
7.1第一學時 Let｀s talk
7.1.1教學活動
活動1【導入】Step I Warm－up
1. Chant
2. Look and answer.
3.Guessing game ( Ss listen to the descriptions and guess: what do people do? ) 4. Free talk ( Ss talk about their parents’ jobs and hobbies.)
(設計意圖:說唱、猜謎語等活動讓學生興趣盎然,不僅激活了學生的知識儲備,而且對新知識進行了滲透,為對話教學的語言輸出做好鋪墊。)
活動2【講授】Step II Presentation
1. Let’s try.
T: Now Xiao Yu and Mike are talking about Xiao Yu’s uncle. Let’s listen what they are talking about and choose the best answer. (播放Let’s try聽力材料)
What does Xiao Yu’s uncle look like?
A Big and tall B Thin and short
Does Xiao Yu’s uncle often take him to school?
A Yes, he does. B No, he doesn’t.
(設計意圖:Let's try 和 Let's talk 是兩段相對獨立又相互聯(lián)系的對話情境,Let's try環(huán)節(jié)為學習Let’s talk做鋪墊,讓學生自然進入對話情境。)
2. Let’s talk
(1)Know about Mike’s uncle from the picture.
T: Xiao Yu’s uncle is tall and strong. He is a police officer. He goes to work by car. Do you want to know about Mike’s uncle?
Ss: Yes.
T: Look at the picture. This is Mike’s uncle. What do you want to know about? Maybe what does he do?
Ss: Maybe...
(設計意圖:進入對話文本之前,從圖片入手,針對Mike’s uncle進行自主性提問或猜測。)
(2)listen and answer the questions. (播放Let’s talk聽力材料)
T: Let’s listen and answer the questions.
Where does Mike’s uncle work? (He works at sea.)
How does he go to work? (He goes to work by bike.)
Ss answer the questions freely.
(設計意圖:對話語篇整體輸入,讓學生帶著問題聽文本內容,可以有效訓練學生聽的能力,理解文本大意。)
(3)Know more about Mike’s uncle.
T: From the dialogue, we know about Mike’s uncle. Please look at the mind map about Mike’s uncle. Let’s talk about like this.
Mike's uncle
What Where How
(設計意圖:對文本內容的總結性回顧。)
(4)Study hard and stay healthy.
T: Mike’s uncle is a fisherman. He works at sea. He goes to work by bike. He works hard and stays healthy. What should we do?
Ss : We should study hard and stay healthy.
T: Yes. As a student, you should study hard and stay healthy. For example you should get up earlier, eat breakfast and do more exercise every day.
(設計意圖:提煉對話文本主旨,倡導健康向上的生活。)
(5)Read the dialogue . (播放Let’s talk動畫)
Read the dialogue after the cartoon and then read in pairs, at last show their dialogues.
(設計意圖:在分層次文本理解之后,讓學生觀看動畫跟讀環(huán)節(jié),可以再次整體感知原文,并進行地道的語音語調的輸入,為學生進行有效的語言輸出奠定基礎。)
活動3【活動】Step III Extension
T: I think you can grasp the dialogue very well. Let’s make a survey about your family members. Please take out your paper. Please ask and answer in pairs and fill in the form.
| Who | What | Where | How | ... | ... | ... |
|---|---|---|---|---|---|---|
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