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視頻課題：PEP 六上Unit 5 What does he do Part C Story time安徽省優課
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PEP人教版六(上)Unit 5 Part C Story time 教學設計
單元名 Unit 5 What does he do? 課型 閱讀課 課題
Part C Story time
課時
1課時
The analysis of teaching contents
The topic of this unit is jobs. This lesson focuses on four unusual
jobs. It is a topic that students are interested in, which is closely related to students’ life. This class includes two parts, reading and writing. The first part requires students to deduct the details based on the text, developing students reading ability; the second part is imitative writing, building students’ ideal jobs.
The analysis of students
Students have learned some vocabulary and expressions about the jobs in the teaching of Part B. The focus of this lesson is to cultivate students’ reading habits and teach them reading skills, such as skimming, scanning. In order to improve students’ reading ability, I design a variety of teaching activities in teaching process.
Teaching objectives
1. The Students are able to listen, read and say the new words: a lion tamer, a bee farmer, a magician’s assistant.
2. The Students are able to listen, read and say the key sentences: “How about … Maybe you can be …”.
3. The Students can master some reading skills, such as skimming and scanning.
4. The students can improve their listening and reading abilities. 5. The students can act the story out.
6. The students are able to write down their ideal jobs.
Teaching important points& difficult
1. Students can understand the meaning of the story and know more about the unusual and interesting jobs.
2. Students can write down their ideals jobs with “I want to be a/an … I like to ”
points Teaching methods Communicative Approach, Situational Approach, Writing
Teaching aids
Multimedia, Flashcards, worksheet
Teaching Procedures
Steps
Teacher’s activities
Students’ activities Purpose Warming-up
（2 mins） Step1. Greetings
T: Good morning, children! Glad to see you!
Step2. Sing a song.
Teacher plays the tape.
1. Greet with teacher.
2. Listen to the music and sing along.
歌曲有利于營造輕
松愉悅的英語學習氛圍。 Pre- reading (5 mins)
Step3. Free talk
T: Do you want to be a teacher? T: Where do you want to work?. T: You should study very hard. T: Do you want to be a doctor? T: That’s so cool. T: What do you want to do? T: You can cook delicious food for your family. Step4. Show 4 Ads
T: The zoo is hiring, what jobs do they want? Do they want a teacher/doctor/cook/…? T: They want unusual jobs.
Let’s read the ads together. Do you like these job? T: Are you funny? Can you make people laugh? Maybe you can be a clown. T: Do you love animals? Are you be patient with animals? 3. Answer the questions S1: Yes, I want to be an English teacher. S1: In a university.
S2: I want to be a pilot. S3: I want to be a cook.
Ss: No, they don’t..
Ss: Yes, we do. Ss: Yes, I am. Ss: Yes, I do.
通過與學生談論理想職業，不僅讓他們感受到英語學習與實際生活有密切聯系，同時也復習了所學句型。
教師呈現主題動物園的招聘廣告，通過圖片展示不同尋常的工作崗位，讓學生在情境中理解unusual
Maybe you can be a tamer. T: Do you like show? Can you do magic? That’s not for you. T: Do you like acting?
Can you have a tightrope? That’s not for you.
Ss: No, I don’t. Ss: No, I can’t.
Have Ss answer the questions. The Ss who answer correctly and fluently will get a sticker. jobs的概
念，為后面的故事教學做鋪墊。
While -reading (20 mins)
Step 5. Skimming
T: Zip wants to have an unusual job. What does she want to do? Can you guess? 1. Read and circle. Question: How many unusual jobs does Zoom think of? Ask Ss to circle the unusual jobs as soon as possible. Check the answers with the whole class. T: What can a lion tamer do? Lions are bigger and stronger than people. Is that dangerous? T: Do you love honey? A bee farmer can get a lot of honey. A computer game tester and a magician’s assistant are the same with a lion tamer. Step6. Scanning
2. Read and underline Read the story again and underline the reasons why Zip doesn’t these unusual jobs. Question: Why doesn’t Zip like these unusual jobs? T: Why doesn’t Zip want to be a lion tamer? T: Zip doesn’t want to be a bee farmer, either. Why? T: How about a computer game tester? Do you like this job? Ss: Maybe she wants to be a clown/tamer/ …
Ss read the story as quickly as they can, then try to find out the answers by themselves. Ss: He can let the lions sit on the ground. Ss: Yes, very much.
Have several Ss come to the front to circle the four unusual jobs.
Ss read the story again, then try to find out the answers by themselves.
Ss: Because that’s too dangerous.
Ss: Because a bee farmer will get stung. Ss: She likes to study. Encourage students to read the sentences all
讓學生帶著問題閱讀，能進一步感知文本鞏固信息；在課本上作出標記，有利于培養學生良好的閱讀習慣，從語言情境中理解文本主題。
在掌握文本大意的基礎上細讀，引導學生挖掘文本中涵蓋的深層信息，結合這些信息自然巧妙地對學生進行德育滲透和價值觀的引導。
T: Why doesn’t Zip want to be a magician’s assistant? The story doesn’t tell us. What’s your idea?
3.Listen and answer. T: What does Zip want to be? Why? You are nuts. What do you think of the sentence?
together.
S1: Zip is too small. S2: Zip doesn’t like magic.
S3: There is no vacation
Ss: she wants to be a nut cracker. Because she likes
eating nuts.
Ss: You are crazy. 學生發揮自己的想象，回答Zip為什么不想成為魔術師助理，有利于發展他們的英語思維。
學生帶著問題觀看視頻，有利于學生快速感知到文本信息；將學生的體驗與文本閱讀相結合，引發學生的思考。 Post -reading (10mins)
Step 7. Role-play 1.Listening Practice
Open the book to Page 55. Play the tape and have students say and point the sentences after the tape. 2.Role-play
Give students several minutes to prepare. Two students in a group. Encourage them to the front to act the story out. Step8. Make a poster 1.Group Work
Have students enjoy children’s dream jobs in other countries.
Ss listen to the tape and point. Then imitate the sounds of the sentences after the tape.
Students act the story out in front of the class.
Ss know more about children’s dream jobs in other countries.
注重學生聽、說技能的提升，讓學生聽錄音后再模仿，有利于學生掌握正確的語音和語調。
在熟練掌握閱讀的基礎上進行有意義的仿寫，有利于培養學生的
Let students write down their own ideal jobs in the future. Then finish the poster in groups.
Six students in a group to discuss. Give Ss three minutes to prepare. 2. Show time
Invite several groups to the front to show the poster .
3. Consolidation T:
Don’t let your dream be dreams Study hard for your dreams.
Ss write down their own ideal jobs in groups.
Ss speak out their ideal jobs in front of the class.
The group who acts best will get five stars. Good ★★★ Great ★★★★ Super ★★★★★
合作交流意識。
“3分鐘倒計時”設置，讓學生有一種時間概念，可以極大地提高課堂效率。
教育學生構建自己的職業夢想，做一個為夢想努力的人！
Homework (1 min)
Step 9. Homework 1.Listen and recite the story.
2.read more books about jobs.
Listen to the homework carefully and finish them after class. 作業設計
注重基礎知識的復
習，同時將本節課學習的知識通過作
業形式拓展至課堂外。
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