Unit 5 What does he do？ (教学设计)-2024-2025学年人教PEP版英语六年级上册

Unit 5 What does he do？(教学设计)——2024-2025学年人教版PEP英语六年级上册 一、教学目标 知识目标 学生能够听、说、认读本单元的核心词汇，包括 “factory, worker, postman, businessman, police officer, fisherman, scientist, pilot, coach” 以及相关短语，如 “sea, stay healthy, study hard” 等。 学生能够熟练理解并运用重点句型 “What does he/she do? He/She is a...” “Where does he/she work? He/She works...” “How does he/she go to work? He/She goes to work...” 来询问和描述人物的职业信息、工作地点及上班方式等。 学生能够听懂、读懂有关职业介绍与交流的简单对话、短文，并获取关键信息，提升阅读理解能力。 能力目标 能够在真实或模拟的情境中，自如且准确地运用英语进行职业相关话题的交流，包括询问他人职业、介绍自己或他人的职业情况，提高口语表达的流畅性与准确性。 培养学生的听力理解能力，使其能精准捕捉关于职业话题的听力材料中的细节信息，并能根据所听内容进行合理的推断与回答。 提升学生的写作能力，使其能够用英语撰写关于人物职业的短文，做到内容详实、条理清晰、语言规范，如描述家庭成员的职业、自己理想职业等。 发展学生的逻辑思维能力，使其在讨论职业话题时，能够有条理地分析不同职业的特点、要求以及职业选择的影响因素等。 情感目标 激发学生对不同职业的好奇心与探索欲，培养学生对各种职业的尊重和理解，树立正确的职业观，认识到每个职业都有其独特价值与意义，无论何种职业都值得被尊重。 通过课堂互动、小组合作等活动，培养学生的团队协作精神、人际交往能力以及分享意识，让学生学会倾听他人观点、尊重他人想法，并能在合作中共同完成任务。 在教学过程中，教师始终以尊重学生的个性差异、关注学生的情感需求为出发点，通过亲切的交流、鼓励性的评价、耐心的指导以及对学生困难的及时帮助，营造温馨、和谐、包容的课堂氛围，让学生充分感受到教师的人文关怀，从而建立起对英语学习的自信心和积极态度，促进学生的全面发展。 二、教学重难点 教学重点 扎实掌握本单元的重点词汇和句型，尤其要注意动词第三人称单数形式在不同句型中的正确使用，如 “does, works, goes” 等，以及职业名称的正确发音与拼写。 熟练运用所学词汇和句型进行关于职业的问答交流，能够准确描述职业的各个方面，包括职业名称、工作内容、工作地点、上班方式等信息，如 “He is a postman. He delivers letters and parcels. He works in a post office. He goes to work by bike.” 理解并能正确运用与职业相关的常见短语和表达，如 “help people, make things, work hard” 等，丰富职业描述的细节。 能够听懂、读懂与职业主题相关的简单对话、短文，并能提取关键信息，完成相应的听力理解和阅读理解任务，如判断人物职业、回答关于职业细节的问题等。 教学难点 在实际交流中，根据不同的情境和交流对象，灵活、准确且连贯地运用所学词汇和句型进行长段表达，如详细介绍一个职业的特点、发展前景以及从事该职业所需的技能和素质等，同时注意语言的逻辑性和自然性，避免出现表达混乱或重复的情况。 引导学生将职业知识与实际生活紧密结合，培养学生在真实生活场景中运用英语解决相关问题的能力，包括在职业体验活动中与他人进行有效沟通、根据自己的兴趣和特长规划未来职业等，并能对不同职业进行客观的评价和比较。 帮助学生在写作中能够综合运用所学知识，使文章结构严谨、层次分明、内容丰富，尤其是在描述职业原因、过程和影响时能够合理运用连接词和过渡语，如 “First, then, next, finally, because, so” 等，同时注意语法正确、拼写无误，提高英语写作的整体质量，展现学生对职业的深入理解和独特见解。 三、教学方法情境教学法、任务驱动法、合作学习法、游戏教学法、直观演示法 四、教学准备多媒体课件、单词卡片、职业道具（如警察帽子、邮递员包、实验器具等）、模拟场景道具（如办公室桌椅、工厂模型、交通工具模型等）、小组活动任务卡片、小奖品（如贴纸、书签等） 五、教学过程 （一）Warming-up Greetings教师面带微笑，以温和、亲切的语气走进教室向学生问候：“Good morning/afternoon, dear students. It’s so wonderful to see you all today. How are you feeling? Are you ready to have an exciting English class with me?” 用温暖的眼神与每一位学生进行交流，让学生真切感受到教师的关心和期待，从而拉近师生之间的距离，营造轻松愉悦的课堂开端氛围。 Free talk播放一段欢快的英文歌曲《Occupation Song》，歌曲结束后，教师与学生展开轻松的自由交谈：“Boys and girls, did you enjoy the song? What does it make you think about? Do you usually wonder what different people do for a living? What occupations do you know?” 鼓励学生积极分享自己的想法和感受，用英语表达自己所知道的职业名称或对职业的初步印象，教师认真倾听每个学生的发言，并给予积极的回应和肯定，如 “That’s really interesting. You know quite a lot of occupations. Well done!” 进一步激发学生的学习兴趣和参与热情，自然地引出本节课的主题 —— 职业。 （二）Lead-in 展示图片教师通过多媒体展示一系列丰富多彩的职业生活图片，涵盖各种不同的职业场景，如医生在医院救治病人、教师在课堂授课、农民在田间劳作、演员在舞台表演等，以及一些与职业相关的元素，如工作服、工作工具、工作场所标志等。提问学生：“Look at these amazing pictures. What can you see? What kind of occupations are these people engaged in? Which one do you find the most fascinating?” 引导学生仔细观察图片，用英语说出他们所看到的职业名称和相关活动，激活学生已有的生活经验和词汇储备，同时引发学生对职业话题的思考和讨论，为后续的教学内容做好铺垫。 引入主题教师接着说：“Occupations are an essential part of our society. People with different skills and talents choose various occupations to contribute to the world and make a living. Today, we are going to learn all about how to talk about occupations in English in Unit 5. Let’s get started and see how we can understand and describe different jobs better!” 从而自然流畅地引出本节课的主题 “Unit 5 What does he do?”。 （三）Presentation 单词教学 教师利用多媒体课件依次展示 “factory, worker, postman, businessman, police officer” 的高清图片、生动动画或有趣视频片段，同时播放单词的标准发音，让学生跟读，每个单词跟读三遍。在跟读过程中，教师密切关注学生的发音情况，对于发音不准确的学生，如 “factory” 中 “c” 的发音 /k/，教师可以通过夸张的口型示范、个别辅导以及让学生多次模仿练习来帮助学生纠正，耐心地说：“Look at my mouth carefully. It’s a /k/sound, like the sound you make when you say ‘cat’. Try it a few more times. You can do it.” 同时，教师结合图片或视频内容简单介绍每个单词的含义和常见用法，如 “When people work in a big building to make products, we call that place a factory. And the people who work there are workers. For example, my uncle is a factory worker. He makes cars.” “A postman is someone who delivers letters and parcels to our homes. He usually wears a uniform and rides a bike or drives a van.” 帮助学生更好地理解和记忆单词。 接着，以同样的方式展示 “fisherman, scientist, pilot, coach” 以及短语 “sea, stay healthy, study hard” 的相关教学资源，进行单词和短语教学。例如，在教 “fisherman” 时，教师可以展示渔夫在海上捕鱼的图片或视频，引出单词和 “sea” 短语，说：“This man is a fisherman. He catches fish in the sea. Fisherman, sea.” 并让学生跟读理解。在教 “scientist” 时，展示科学家在实验室做实验的场景，介绍其含义和用法：“A scientist is a person who does research and experiments to discover new things. They work in laboratories and study hard to make contributions to science.” 让学生在具体情境中感受单词的意义。 单词巩固游戏：职业猜猜猜教师将学生分成若干小组，进行职业猜猜猜游戏。教师描述一个职业的工作内容或特点，如 “This person helps sick people. He works in a hospital. What does he do?” 每组学生轮流猜测，第一个猜出正确答案的小组得分。教师可以逐渐增加描述的难度，如 “This person flies a plane. He travels all over the world. What does he do?” 这个游戏可以快速激活学生的词汇记忆，同时培养学生的思维能力和团队合作精神。 句型教学 职业询问与回答句型教师创设情境：在多媒体展示的学校操场上，几个学生正在讨论他们的家长职业。教师指着画面，提问：“Boys and girls, look at these students. What are they talking about? Maybe they are sharing what their parents do. Let’s listen.” 然后播放一段简单的对话录音：A: What does your father do?B: He is a businessman. He runs a company.A: What about your mother?B: She is a teacher. She teaches English in a school. 教师引出句型 “What does he/she do?” 并详细解释其含义和用法，让学生跟读几遍。接着，教师引导学生回答：“He/She is a...” 并着重讲解 “is a” 后面接职业名称的用法，通过举例说明不同的职业，如 “He is a doctor. He helps sick people. She is a singer. She sings beautiful songs.” 让学生更好地理解。教师可以与学生进行简单的互动练习，教师问：“What does your father/mother do?” 让学生根据自己的实际情况回答，教师给予及时的反馈和评价，对于表达不太准确的学生，教师耐心地纠正并给予鼓励：“That’s a good try. But we should say ‘He is a...’ instead of ‘He do a...’. Keep practicing and you will get better.” 职业相关细节询问与回答句型教师接着创设另一个情境：在多媒体展示的街道上，两个朋友正站在一个警察局门口，讨论着警察的职业。教师指着画面，提问：“What are these two friends talking about? Let’s listen.” 然后播放一段对话录音：A: Where does a police officer work?B: A police officer works in a police station.A: How does he go to work?B: He usually goes to work by car or motorcycle.A: What does he do at work?B: He keeps our city safe. He catches bad guys and helps people in trouble. 教师引出句型 “Where does he/she work? He/She works...” “How does he/she go to work? He/She goes to work...” 并解释其含义和用法，让学生跟读几遍。教师通过在模拟场景道具中的演示和举例，如教师拿起一个邮递员包，说：“A postman works in a post office. He goes to work by bike. He delivers letters and parcels.” 让学生理解句型在职业细节讨论中的应用。然后，教师与学生进行互动练习，教师提问：“Where does a doctor work? How does a teacher go to work? What does a pilot do at work?” 让学生根据自己的理解和知识回答，教师给予及时的反馈和评价，对于理解有困难的学生，教师耐心地解释和引导：“Remember, when we talk about the details of an occupation, we use these sentences. Let’s try another question.” （四）Practice 小组活动：职业信息大搜索 将学生分成四人一组，每组发放一张职业信息搜索表格，表格上有 “Name of the Occupation, What They Do, Where They Work, How They Go to Work” 等栏目。 小组成员利用课本、词典或其他学习资料，共同搜索不同职业的信息，并填写在表格中。例如： | Name of the Occupation | What They Do | Where They Work | How They Go to Work | | Firefighter | Put out fires and save people in danger | Fire station | Fire truck | | Chef | Cook delicious food | Restaurant | Usually by car or public transport | | Engineer | Design and build structures or machines | Office or construction site | Car, subway or sometimes walk | 教师巡视各小组活动，参与到小组讨论中，对学生的信息搜索和填写给予指导和帮助，如 “Good job on finding this information. But for an engineer, sometimes they might also work in a factory depending on their specialization.” 鼓励小组内成员互相学习和协作，尊重每个学生的发现和贡献。对于表现出色的小组和个人给予表扬：“Your group has a very efficient cooperation. You found a lot of accurate information. Well done!” 对于不太积极参与或遇到困难的学生，教师给予耐心的鼓励和引导：“Don’t be shy. You can contribute too. Let’s see if we can find an easier occupation to start with.” 听力练习 教师播放一段关于不同人物职业和工作细节的听力材料，听力材料内容如下：A: What does Mr. Lee do?B: He is a fisherman. He loves his job.A: Where does he work?B: He works at sea. He goes out on his fishing boat every day.A: How does he go to work?B: He drives his truck to the harbor and then takes his boat.A: What about Mrs. Wang?C: She is a scientist. She studies plants.A: Where does she work?C: She works in a botanical garden and a laboratory.A: How does she go to work?C: She usually takes the bus. 学生听完听力材料后，教师提出问题：“What does Mr. Lee do? Where does he work? How does he go to work? What does Mrs. Wang do? Where does she work? How does she go to work?” 让学生回答问题，检查学生的听力理解情况。对于听力理解有困难的学生，教师可以再次播放听力材料，并适当放慢语速，给予个别辅导：“Let’s listen to it one more time. Pay attention to the key words and sentences. You can take notes if it helps.” 写作练习 教师布置写作任务：让学生选择自己熟悉的一个人，如家人、朋友或邻居，写一篇短文介绍他 / 她的职业。要求学生注意书写规范、语法正确，并正确使用所学的单词和句型来描述职业的各个方面。 教师在学生写作过程中巡视指导，发现问题及时给予帮助。对于写作基础较弱的学生，教师可以提供一些写作框架或模板，如 “Hello, my name is... I want to introduce someone to you. His/Her name is... He/She is a... He/She works in... He/She goes to work by... He/She likes his/her job because...” 帮助他们组织文章结构，鼓励学生大胆表达自己的想法：“Don’t be afraid to make mistakes. Just write down what you think. I believe you can do it well.” （五）Production 情景表演 教师设置不同的情景任务，如 “在职业招聘会现场进行职业咨询与交流”“在社区职业分享活动中介绍自己的职业经历”“在学校职业规划课上与同学讨论理想职业” 等。 学生两人一组或三人一组选择一个情景进行角色扮演，编写对话并进行表演。在表演过程中，要求学生运用所学的单词、短语和句型进行职业的询问、介绍、讨论以及相关细节的交流，同时注意表情和动作的自然。例如：A: Hi, welcome to our career fair. What can I help you with?B: Hi, I’m interested in becoming a pilot. Can you tell me more about it?A: Sure. A pilot flies airplanes. They usually work for airlines.B: Where do they train?A: They train in flight schools. And they need to study hard and pass a lot of tests.B: How do they get to work?A: They usually go to the airport by car or take public transportation. 表演结束后，其他学生进行评价，从语言表达、动作表情、准确性等方面给予评价和建议，教师总结评价并给予鼓励：“Your performance was very vivid. You used the new words and sentences very well. Keep up the good work.” 对于一些比较害羞或表现不够自信的学生，教师在评价中特别强调他们的优点和进步：“I noticed that you were a little nervous at first, but you still tried your best and your pronunciation was very accurate. That’s really great. I hope you can be more confident next time.” 知识竞赛 教师将学生分成若干小组，进行一场关于本单元知识的竞赛。竞赛内容包括单词拼写、句型转换、情景问答（关于职业相关话题）等。 教师依次出题，每个小组轮流回答问题，答对得分，答错扣分。在竞赛过程中，教师鼓励各小组积极思考、团结协作，对于表现出色的小组给予小奖品（如贴纸、书签等）作为奖励：“Congratulations! Your group answered the question correctly and won a prize. Keep it up!” 对于回答错误的小组，教师给予鼓励：“It’s okay. You did a good job. Let’s see if you can get the next question right.” 知识竞赛可以激发学生的学习积极性和竞争意识，同时巩固所学知识。 （六）Summary 教师引导学生回顾本节课所学的重点单词，如 “factory, worker, postman, businessman, police officer, fisherman, scientist, pilot, coach” 以及重点句型 “What does he/she do? He/She is a... Where does he/she work? He/She works... How does he/she go to work? He/She goes to work...” ，通过提问、填空等方式检查学生的掌握情况，例如：“What does a postman do? Where does a scientist work?” 让学生快速回答，强化记忆。 教师对学生在本节课的表现进行总结评价，表扬学生在学习过程中的积极态度、团队合作精神以及取得的进步：“You all did a wonderful job today. You were very active in class, worked well in groups, and made great progress in learning about occupations. I'm very proud of you.” 同时鼓励学生在课后继续复习和运用所学知识，提高英语水平：“After class, you can practice more with your friends or family. Try to describe different occupations you see in your daily life. I believe you will become even better.” 六、教学反思 在本节课的教学中，通过多种教学方法和活动设计，学生积极参与课堂学习，较好地掌握了重点单词、短语和句型，在口语表达、听力理解、写作和团队协作等方面都得到了一定的锻炼。在教学过程中，注重教师的人文关怀，从亲切的问候、鼓励性的评价到对学生个体差异的关注和帮助，都让学生感受到了英语学习的乐趣和温暖，增强了学生的自信心和学习动力。然而，在教学中也发现一些不足之处，例如在小组活动中，个别小组的学生参与度不够高，可能是任务分配不够合理或者引导不够到位；在听力练习环节，部分学生的听力理解能力还有待提高，在今后的教学中需要加强听力训练的强度和方法指导。在今后的教学中，将不断改进教学方法和策略，关注每一位学生的发展，提高教学质量，致力于为学生打造更优质、高效且充满人文关怀的英语课堂。 学科网（北京）股份有限公司 $$