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1、好好学习 天天向上第二課时課时内容A Lets try; Lets talk課时分析本課时是人教版六年级上册第五单元第二課时,与第一課时紧密相连,继续围绕“父母职业”这个话题展开.本节課主要是通过谈话情景巩固询问他人职业句型What does he/she do? Hes/Shes. 鼓励学生大胆发言,激发学生用英语表达热情.第一課时询问职业句型学习为本課时学习奠定了基础.本課时重点是核心句型灵活运用.本課时包括Lets try 和 Lets talk 两个版块.Lets try是听力训练,用来引出Lets talk版块相关信息.Lets talk通过呈现Oliver和Sarah在家长日谈论自
2、己父母情景,引出核心句型What does he/she do? Hes/Shes.话题设置贴近学生生活,激发了学生求知欲望,鼓励了学生想要用英语表达热情.本課时出现词汇country, head teacher,借助于一定语境,图片等方法帮助学生学习和理解.对话教学可以先通过游戏、问答帮助学生回忆和巩固旧知,然后利用多媒体、教材设置情境学习对话.再鼓励学生表演对话、创编对话,引导学生更好运用和巩固语言.課时目标1. 能够听、说、认读单词:country, head teacher 2. 能够听、说、读、写句型What does he do? He is a businessman. 3. 能
3、够掌握询问他人职业句型:What does he/she do? Hes/Shes.4. 能够理解对话大意.5. 能够用正确意群及语音、语调朗读对话.6. 鼓励学生大胆发言,激发学生用英语表达热情.課时重难点1.重点（1）能够掌握询问他人职业句型:What does he/she do? Hes/Shes.（2）能够听、说、读、写句型What does he do? He is a businessman.（3）能够理解对话大意.2.难点能够在情景中运用第三人称单数特殊疑问句.教学准备 多媒体課件、词卡、录音机和磁带、表格教学过程Step 1 Warm up1. GreetingT: Good
4、 morning, boys and girls.Ss: Good morning, teacher.T: Nice to see you again.Ss: Nice to see you, too.2. Play a game(1)我来比划你来猜教师依次做出factory worker, post officer, postman, businessman动作,学生猜单词.(2)教师呈现词卡factory worker, post officer, postman, businessman,学生认读单词及词组.3. Ask and answer（課件呈现几组图片,师生、生生做对话练习）T:
5、 What does he/she do? S1: Hes/Shes. S2: What does he/she do? S3:. .设计意图:通过小游戏、词卡复习学过单词,然后又通过问答操练复习学过句型.既巩固了旧知,又为学习新知做好铺垫.Step 2 Lead in 1. T: What does your father/mother do? S1: Hes/Shes a. . 2. Lets try(1)T: What does Sarahs father do? Who will come on Parents Day? Listen to the tape. (2)播放录音,指名回答
6、问题. (3)师生核对.教学资源:录音机、磁带设计意图:引出正文相关信息,为进入正式对话做好准备.Step 3 Presentation1. T: On Parents Day, both Sarahs and Olivers fathers cant come. What does Olivers father/mother do? 引导学生猜测问题答案. 设计意图:提出问题,让学生猜测,激发学生求知欲.2.带着问题观看文本,整体感知对话. What does Olivers father/mother do?3.细读文本,学习对话.(1)Read the text again and di
7、scuss in a group. Questions: Where is Olivers father today? What does his father do? What does his mother do? (2) Report the answers. T: Where is Olivers father today? S1: Hes in Australia. T: What does his father do?（課件展示句子） Ss: Hes a businessman. T: Yes. He often goes to other countries. （課件呈现句子,板
8、书country,结合教材插图,学生猜测词义,理解句子,带读句子,齐读句子） T: What does his mother do? Ss: Shes a head teacher.（板书head teacher,学生猜测词义,齐读句子.） (3)T: Does Oliver want to be a head teacher? Ss: No.T: What does he want to be? Ss: He wants to be a businessman.（課件呈现句子,理解句子） T: What do you want to be one day?（板书句型I want to be.
9、 one day,引导学生用此句型练习说话） S1: I want to be . one day .设计意图:小组讨论问题,然后教师根据学生回答,顺势引出要解决难以理解句子和单词,过渡很自然.4. 听录音跟读文本.教学资源:录音机、磁带 设计意图:培养学生语感、语调.5. 分角色练习对话,表演对话.设计意图:让学生在角色扮演活动中,体会学习快乐.Step 4 Practice1. Make a dialogue in pairs. 两人一组仿编对话.设计意图:创设情境,帮助学生巩固和运用语言.2. Do a survey. 在班里走动调查同学父母或兄弟姐妹职业,填在表格内.（教师可提供更多职
10、业单词和词组帮助学生开展活动）Name mother father brothersister参考句型:What does your. do? Hes/Shes.教学资源:表格设计意图:真实调查活动,既调动了全体学生参与,又使学生们之间轻松愉快交流所学语言.Step 5 SummaryT: What did you learn about this class?学生们自由说,教师总结.T:1. 学习了单词:country, head teacher 2. 巩固了询问他人职业句型及回答: 3. 学习了表达自己愿望句型:I want to be. one day.设计意图:帮助学生归纳知识点,有助
11、于学生对知识理解.課堂作业一、 根据单词首字母补全单词.1. This man is a f_ w_.2. My mother is a s_.二、单项选择.( )1. He often _ to other countries.A. going B. go C. goes( )2. I want to _ a doctor one day.A. am B. is C. be( )3. _ your mother a police officer? No, she isnt.A. Is B. Are C. Does三、判断下列句子与图片是“T”否“F”相符.( )1. My sister is
12、 a dancer.( )2. The woman is a head teacher.四、选择合适句子补全对话.Lily: Hi, Bob.1._Bob: No. Shes in Beijing.Lily: 2._Bob: Shes a businesswoman. 3._Lily: What does your father do?Bob: 4._Lily: Thats nice.Bob: Yeah. 5._A. She often flies to other cities.B. Hes a doctor.C. Is your mother here today?D. Hell be here today.E. What does she do?Answers:一、1. factory worker 2.singer二、1.C2.C3.A三、1.T2.F四、1.C2.E.3.A4.B5.D板书设计 A Lets talk father a businessman Olivers Parents Mother a head teacher I want to be.one day. （想成为）6