六年級英語Unit5Whatdoeshedo?PartB優(yōu)秀教案Unit5Whatdoeshedo?

TheThirdPeriod

(BLet’stry,Let’stalk)

Teachingaims：

Learningaids:self--mademicrophone

Teachingprocedures:IWarm-up

1Let’schant.

2Groupstudentsandencouragethemtogetstars.。IIPreview

1Playaguessinggame.

T:Heistallandstrong.Heworksatsea.Hegetslotsoffisheveryday.Whatdoeshedo?

Ss:He/Sheisa/an…

2Let'stry

Studentslistentothetapeandcircle.

Checktheanswertogether.

III、PresentationLet'stalk1、T："MikeandXiaoYuaretalkingaboutafisherman.Who’sthisfisherman?WhatareMikeandXiaoYutalkingabout?Let’swatchacartoon.”

2、Studentswatchtheflashandanswerthequestionsabove.

3、Dividethedialogueintotwoparts。

(1)Showthesesentencesofthefirstpartonthescreen.

Studentsreadandwritetheanswersontheirbook

Studentsrepeatthesequestions:Wheredoeshework?Howdoeshegotowork?Teacherasksaboytowritetheanswersontheblackboard:"Heworksatsea","Hegoestoworkbybike."

Studentsfollowtheteachertoreadthispart.

Roleplaytoreadthispart.Teachershowsthepictureoftheseaonthescreen.Thestudentsmakesentenceswith:Isee...

（2）T：Swimmingishealthy.Ridingabikeishealthy,too.Mike’sUnclehasahealthylifestyle.

(3)Leadinthesecondpart.

Teacherteachesthepronunciationof"stay"bypronunciationclassification.

Groupwork:______is/arehealthyforus.

Theteachergivessometips.Studentspracticein4.

4、Returntothewholenessagain.

Theteacherplaystheflash,studentswatchtogether.(5)Playthetape,studentsrepeat.

T:Payattentiontopronunciationandintonation.

(6)Pairwork:Practisethisdialogue.

Role--play.

Choosetheroletheylike,androleplaybetweenboysandgirls.IV、ConsolidationandExtension

1、Showpicturesofdifferentjobs,studentsenjoy.

2Teachermakesaninterviewwithstudentsasthefirstdemonstration.

TodaywewillexperiencetheworkofaTVreporter.Becauseourschoolwillsetuparadiostation.WeneedsomeEnglishreporters.Ifyoulikeit,Youcanhaveatryafterclass.3、Dopairworkwiththemicrophone.Theteacherhelpsandguidesthestudents,asks：Wheredoeshework?Howdoeshegotowork?

4、Aftertheinterview,teacheraskssomestudentstoshowbeforeclass,theothersenjoyandassess.

S1:Aliceisgoodattalking.Sheisagoodreporter.

S2:Lisaisgoodataskingdifferentquestions.Ithinkshe’sbetter.

5、ShowareportaboutYaoMing.Studentslearntowriteaninterviewreport.

V、Homework

Writeaninterviewreportaccordingtothesentencesgivenonthescreen..

VI、Summary

Summarizeandassess：Whichfamilyisthewinnertoday?

Praisethewinner,encouragetheothers.

VIIBlackboarddesign

Unit5Whatdoeshedo?

TheThirdPeriod

(BLet’stry,Let’stalk)

WheredoesMike'sunclework?

Heworksatsea.

Howdoeshegotowork?

Hegoestoworkbybike.

VIII教學(xué)反思：

一制造性利用教材，合理生成新知。

本課時對話教學(xué)，簡潔介紹漁民的職業(yè)名稱、工作地點和交通方式，比較單一。在對話教學(xué)完成后。我在輸出語言的環(huán)節(jié)中，增加了愛好、愛好、性格、日常活動等材料豐富了對話內(nèi)容，新舊融合，相得益彰。同時，在職業(yè)環(huán)節(jié)，更是超越課本，教給同學(xué)更多職業(yè)名詞，同學(xué)樂于接受也能夠接受。由于前面課時的大量鋪墊，本節(jié)課才有了精彩的課堂表達。同學(xué)的語言學(xué)問和語言力量均有了一個大的提升。

二緊扣文本主題，活動促成獲得。

活動的途徑促成同學(xué)之間的合作，在小組對話中，同學(xué)的思維有了碰撞，也給他們的寫作打下基礎(chǔ)。思維品質(zhì)和文化意識是核心素養(yǎng)中重要的兩個方面。在拓展