PEP 小学英语 Book 7
Unit 5 Part B
Let’s Read
教学设计
教学内容: 教学内容: PEP 小学英语六年级上册 Unit 5 What does she do? Part B 教学目标与要求: 教学目标与要求:
  1、 能够听、说、认读 Let’s read 部分的短文,完成相应的活动。
  2、 能够运用所学语言较好完成“招聘会”的活动。 教学重点、难点分析: 教学重点、难点分析:
  1、本课重点是操练巩固本单元 11 个职业名称的单词和重点句型:What does he/she do? Where does he/she work? How does he/she work?
  2、 本课难点是帮助学生理解短文中的新语言, help the bank use their money well. likes helping people. 如: help tourists find their way.以及三个小建议。 课前准备: 课前准备:
  1、实物投影。
  2、供学生阅读的人物信息。
  3、城市交通图。
  4、人才信息卡(事先贴在教室的四周) 教学步骤: 教学步骤:
  1、Preparation 、 (
  1) Greetings T: Good morning, boys and girls. Ss: Good morning, Miss Liang! T: Sit down, please. (
  2) Let’s chant(课本第 56 页) (
  3) Free talk T: Today I am very happy to see you again. First I want to know something about your family, OK? Ss: OK! T: How many people are there in your family? You please. S1: Three. T: Who are they? S1: They are my father, my mother and me. T: Thank you! S1: You’re welcome. T: What does your father do ?
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Let’s Read
S2: My father is a policeman. T: Thank you. What does your mother do? S3: My mother is a teacher. T: Thank you very much. You’re great! Where does your father work? S3: My father works in a car company. T: Thank you very much. You’re great! How does your father go to work? S4: My father goes to work by bus. T: Thank you. How does your mother go to work? S5: My mother goes to work by car. T: Thank you for telling me about your family, you’re super! (设计意图:课前 chant 热身,让学生迅速进入学习状态并复习旧知。通过日常会话,复习巩固本单
元主要职业名词及句型,达到温故而知新的目的。)

  2. Pre--reading I.T:Now, I will introduce some my friends to you. What do they do ? Can you guess? Ss: OK! T: OK! Let’s meet my first friend. (投影出示第一张卡片: She works in the school. She teaches English in the school. She loves her children very much. What does she do? She is a ) 师生一起读卡片上的内容后,让学生猜所描述人物的职业,然后揭示答案。 II. 用同样的方法阅读第二个片断.( 投影出示第二张卡片: He works in a car company. He likes math and drawing very much. He can design(设计) many cool cars. What does he do? He is an .) 师生齐读内容,出示单词卡,教读 design。之后师问:What does he do ? can you guess? S3: Maybe he is an engineer. T: Yes, he is an engineer. You are very clever!( 揭示答案) III.Now, let’s go on , meet my friends. I have many friends. (投影出示第三张卡片: They like beautiful cities. They like traveling(旅游) very much. Who are they? They are ) Can you read the passage? Have a try, please! (学生试读小短文,教师和学生一起读后,教师说出答案并出示 tourists 单词卡,并领读。) IV.投影出示一张城市交通图,在图上标出两个旅行者。 学习本课难点句子:Help the tourists find their way.并引导学生用英语描述路线。 V.出示周杰伦照片,讨论交流信息: (出示提示句子) Look! I think Zhou Jielun is a singer. He goes to work by car. He likes singing very much. What do you think of Zhou Jielun?(学生看提示语和同位讨论) (投影卡片内容: a. is a singer. b. is a player c. goes to work by car d. likes singing. e. likes swimming.
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请学生说说自己的想法:I think Zhou Jielun… 投影出示句子。Zhou Jielun is a singer. He goes to work by car. He likes singing very much. VI.出示另一张照片(教师自己的照片)用同样的方法让学生讨论交流信息。 VII.出示一名银行会计的工作照片。 用同样的方法讨论交流并学说句子:helps the bank use their money well. 投影出示提示: a. helps the bank use their money well. b. is an accountant. c. is a policewoman. d. works in a bank. e. works in a hospital. 学生两人一组讨论交流。教师巡视指导,纠正句子中的用词、发音等。 VIII.投影出示刚才的三段短文。Can you read the passages by yourselves? 学生看投影自由阅读。 T:Can you answer these questions? Ask and answer in your groups. 投影出示问题:
  1. What does Zhou Jielun do?
  2. What does Xiao Hong do ?
  3. Who works in a school?
  4. Who likes singing?
  5. How does Miss Liang go to work?
  6. Who help the bank use their money well? 教师提问投影上的问题,学生抢答。 (设计思路:通过先阅读部分与课文相似的片段,引出文中的难点句子,进行教读、理解。排除阅读
障碍,降低阅读难度。并且用反复出现的方式操练重点句型。)

  3.In?reading (
  1) 略读。简单回答问题 学生打开课本,自由阅读课文。教师巡视指导。 参考问题: A. B. C. How many friends do we have? Who are they? What do they do?
(
  2) 细读 逐段阅读,根据短文内容判断: 第一段:
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A. Wang Li is an engineer. B. She likes reading English very much. C. She designs many cars and buses. D. She goes to work on foot. 第二段 A、 Li Xiaobin is a policewoman. B、 He works is a hospital. C、 He helps the bank use their money well. D、 He goes to work by bus. 第三段:can you answer my questions? A、What does Yuan Yuan do? B、What does Yuan Yuan like? C、How does Yuan Yuan go to work? T: (学生口头回答上面三个问题后)
(设计思路:通过简单判断,给与学生阅读的自信。就短文的内容提出 yes-no 等的简单问题,让学生 带着问题阅读并通过快速阅读理解语篇的大意)
(
  3) 读写 Let’s read all the passages together, OK?(齐读全部课文一遍) Now questions for you? can you answer the questions on your English books? Ask and answer in your groups, then write the answers on your English books. 学生读短文完成文后问题,教师巡视指导。 教师借一个同学的课本,投影展示答案。 (
  4)听录音,跟读课文。 (
  5)自由朗读课文,品味语感。
(设计思路: 通过阅读解决语篇内的主要内容, 让学生回答有一定思维深度的问题检测学生理解程度。 培养学生获取信息、处理信息的能力。然后通过做课本上的问答题落实到写上。 )

  4.Post?reading T: Look! there are three tips here.(课前将文中的三条建议贴在黑板上) 老师读完三条建议后说:I want to be a singer, because I like singing very much. What about you? S1: I want to be a teacher, because I like children. T: Thank you. What else? S2: I want to be an accountant. Because I like math very much. T: Thank you. What else? S3: I want to be a teacher, because I like students. T: Thank you. What else? What about you? S4: I want to be an English teacher. Because I like English very much.
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(设计思路:将书上学到的知识运用于真实的生活场景之中,并得以拓展。体现了用英语的思想。 )

  5.Progress (
  1)T: Now you are the managers in the many companies, and you need somebody work for your company. 请你根据你们公司的工作性质, 到人才市场去聘用一些人员为你的公司服务。 (课前在学生的桌子上分 好小纸条,上面写着虚拟身份的相关信息,每组为一个公司。) (
  2)教师示范在求职介绍中找到自己需要的人才,并用英语表述理由。 Zhang Yong is a happy man. He likes helping the sick(病人)people.He likes white. He wants to be a doctor. So I choose Zhang Yong. Because he wants to be a doctor, and Yongxin hospital needs a doctor. I work in Yongxin hospital. I choose Zhang Yong. Because Yongxin hospital needs a doctor. And Zhang Yong wants to be a doctor. Can you tell me? What about you? Now you can stand up and look for the personnel for your company. OK? (
  3) 学生以小组为单位在教室内寻找、 阅读求职信息, 在小组内讨论并寻找自己所在公司需要的人才。 试着用英语表述聘用原因。教师巡视指导。 (4 小组推举一名代表介绍自己聘任的人员并说明理由。在班内介绍。
(设计思路:设置扩展活动,让学生在真实自然的任务型活动中扩展运用阅读信息。 )

  5) Boys and girls, toady, it’s very difficult to find a nice job. So we must work hard, and make a new day. T: OK? Ss: OK!
(设计思路:通过创设一次招聘会的场景,让学生在相对真实的语境中运用所学英语。同时也培养了 学生用英语思辨的能力,真正做到“用中学,学中用”) 。
教后反思: 教后反思: 一、反思教材的处理 按课本原文处理,还是选取自己所需?《英语课程标准》指出,教师可以根据实际情况对教材进行 处理。本课是阅读课,原文的阅读量不是很大,只有三个大体相同的小片段。在处理教材时,为了增 加学生的阅读量,进一步提高学生获取信息和处理信息的能力,我加大了阅读量。在目标的确立上, 有点偏离本课时的重点,但是我认为教师在教材的处理上有很大的空间,为了让自己的处理更别具一 格,从新的角度处理教材,在阅读完课文后,我没有按教材中的设计去处理 Task time,访问同伴的父 母,而是设计了一个招聘会的现场。在务实的基础上创新,在学生有生活经验基础上,选用和开发教 材,设计相应的教学活动。 ) 二、反思阅读教学 《英语课程标准》明确规定,基础教育阶段英语课程的任务是激发学生学习学习珠兴趣,使学生 树立自信心,养成良好的学习习惯和形成有效的学习策略,发展自主学习的能力和合作精神。我想在 小学高年级,学生在教师的帮助下,除了能初步读懂简单的短文,在教师的引导下对短文进行描述处, 还应该在阅读训练中培养学生初步的阅读能力,阅读意识和阅读策略,提高阅读兴趣。同时,通过阅 读教学,提高学生朗读、理解、积极参与的能力,为今后在阅读学习中获取更多信息奠定良好的基础。
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