六年级上册what does he do 教案（六年级Unit5What）

六年级上册what does he do 教案（六年级Unit5What）Teaching methods ：The Activity Teaching Method The Game Teaching Method The Cooperative Learning Method The Situational Teaching MethodTeaching aids：word cards flash PPTDifficult points: understanding and usage of “healthy” and“stay”.Teaching aims：1、To be able to listen and understand the dialogue of this part.2 To be able to listen speak read and write these sentence patterns.“Where does he

Unit 5 What does he do ?

The Third Period

( B Let’s try Let’s talk )

Teaching aims：

1、To be able to listen and understand the dialogue of this part.
2 To be able to listen speak read and write these sentence patterns.“Where does he work?” “ How does he go to work?" .To be able to use them in situation.
3、Encourage students to study hard and love life. Foster the spirit of cooperation among students.

4 Educate them to keep a healthy lifestyle.
Key points：Where does he work? How does he go to work?

Difficult points: understanding and usage of “healthy” and“stay”.

Teaching methods ：The Activity Teaching Method The Game Teaching Method The Cooperative Learning Method The Situational Teaching Method
Teaching aids：word cards flash PPT

Learning aids: self--made microphone

Teaching procedures:
I Warm-up

1 Let’s chant.

2 Group students and encourage them to get stars.。
II Preview

1 Play a guessing game.

T: He is tall and strong . He works at sea .He gets lots of fish every day. What does he do ?

Ss : He /She is a / an…

2 Let's try

Students listen to the tape and circle .

Check the answer together.

III、Presentation
Let's talk
1、T："Mike and Xiao Yu are talking about a fisherman. Who’s this fisherman? What are Mike and Xiao Yu talking about? Let’s watch a cartoon.”　　

2、Students watch the flash and answer the questions above.

3、Divide the dialogue into two parts。

(1)Show these sentences of the first part on the screen.

Students read and write the answers on their book

Students repeat these questions: Where does he work? How does he go to work? Teacher asks a boy to write the answers on the blackboard: "He works at sea" "He goes to work by bike."

Students follow the teacher to read this part.

Role play to read this part.
　Teacher shows the picture of the sea on the screen. The students make sentences with : I see...

（2）T：Swimming is healthy . Riding a bike is healthy too. Mike’s Uncle has a healthy lifestyle.

( 3 ) Lead in the second part.

Teacher teaches the pronunciation of "stay" by pronunciation classification.

Group work: ______is / are healthy for us.

The teacher gives some tips. Students practice in 4.

4、Return to the wholeness again.

The teacher plays the flash students watch together.
(5)Play the tape students repeat.

T: Pay attention to pronunciation and intonation.

(6)Pair work : Practise this dialogue.

Role--play .

Choose the role they like and role play between boys and girls.　　IV、Consolidation and Extension

1、Show pictures of different jobs students enjoy .

2 Teacher makes an interview with students as the first demonstration.

Today we will experience the work of a TV reporter. Because our school will set up a radio station .We need some English reporters. If you like it You can have a try after class .
3、Do pair work with the microphone.
The teacher helps and guides the students asks：Where does he work ? How does he go to work?

4、After the interview teacher asks some students to show before class the others enjoy and assess.

S1: Alice is good at talking. She is a good reporter.

S2: Lisa is good at asking different questions. I think she’s better.

5、Show a report about Yao Ming. Students learn to write an interview report.

V、Homework

Write an interview report according to the sentences given on the screen..

VI、 Summary

Summarize and assess：Which family is the winner today?

Praise the winner encourage the others.

VII Blackboard design

Unit 5 What does he do ?

The Third Period

( B Let’s try Let’s talk )

Where does Mike's uncle work?

He works at sea.

How does he go to work?

He goes to work by bike.

VIII 教学反思：

一 创造性利用教材，合理生成新知。

本课时对话教学，简单介绍渔民的职业名称、工作地点和交通方式，比较单一。在对话教学完成后。我在输出语言的环节中，增加了爱好、兴趣、性格、日常活动等材料丰富了对话内容，新旧融合，相得益彰。同时，在职业环节，更是超越课本，教给学生更多职业名词，学生乐于接受也能够接受。由于前面课时的大量铺垫，本节课才有了精彩的课堂表达。学生的语言知识和语言能力均有了一个大的提升。

二 紧扣文本主题，活动促成获得。

活动的途径促成学生之间的合作，在小组对话中，学生的思维有了碰撞，也给他们的写作打下基础。思维品质和文化意识是核心素养中重要的两个方面。在拓展对话的活动实施中，学生会遇到中外职业的差别，教师顺势渗透了文化差异。在有声有色的互助合作中，学生语言得以输出。

三 始终以趣味为向导，课堂呈现灵动生机。

课堂开始的歌曲演唱，大海场景的播放，活跃了气氛，拓宽了学生视野。难点突破中的课件演示，都为课堂增添了无穷乐趣。拓展对话中，各种职业的介绍，展示，中西方职业文化对比，培养了学生的跨文化交际意识。