新版pep英语六上《What does he do》第三课时教案
教学目标:
1.能读懂题目要求,学会听前预测;能运用基本听力技巧完成细节题。
2.能够理解对话大意;能够用正确的意群及语音、语调朗读对话;能够在情景中运用句型Where does he work? How does he go to work?询问他人工作地点和交通工具;能理解stay healthy, work hard, study hard的意思;能树立努力学习、健康生活的意识。
教学重点:
能够在情景中运用句型Where does he work? How does he go to work?询问他人工作地点和交通工具。
教学难点:
能够在语境中理解以下新词和词组的意思并正确发音:stay healthy, work hard, study hard。
教学准备:
PPT、word cards、VCD、computer
板书设计:
Unit 5 What does he do?
Part B Let鈥檚 talk
Where does he work? He works at sea.
How does he go to work? He goes to work by bike.
教学过程:
Ⅰ.Warm-up
1、听前预测。教师出示人物图片,介绍对话背景:Who are they? Xiao Yu and Mike are on their way home. They are talking about Xiao Yu's uncle.教师提问:What's Xiao Yu's uncle like? Can you guess?在学生听前预测时,引导学生使用Is he ...?句型进行猜测。
2、教师第一遍播放录音,要求学生回答第一个问题。
3、教师追问:What does he do? How does he go to work? Does he often take Xiao Yu to school?并板书What does he do?和How does he go to work? 教师第二遍播放录音,学生回答问题,并验证答案。
4、教师追问学生:What about Mike's uncle?为B Let's talk将出现的人物做铺垫。教师提示学生可以通过插图猜测问题的答案。
II. Presentation and practice
1、学生预测对话内容。完成Let's try后,教师用B Let's talk的插图提问:Who is he? What does he do?引导学生猜测人物身份和职业,要求学生带着问题观看动画或阅读文本后回答问题。
2、教师追问:Where does he work? How does he go to work?学生猜测后再次观看动画或阅读文本,核对答案。
3、教师组织学生再次阅读文本,提问:What else do you know about Mike's uncle?要求学生找出对话中的相关词汇。学生回答问题后,教师解释stay healthy, work hard, study hard的意思和should表示建议的用法。教师可通过多个例句来解释should的意义和功能。
4、教师板书Mikes鈥 uncle的信息,要求学生根据提供的信息推断出合适的疑问词。
____ does he do?
He is a fisherman.
____ does he work?
He works on a boat.
____ does he go to work?
He goes to work by bike.
Ⅲ.Consolidation
1、小组讨论并写出属于what, where和how的单词和词组,比一比哪一组写得多,写得准,评出优胜小组。
2、鈥溒婀只卮疴澯蜗
教师在讲台上准备一个纸箱,
第一个纸箱外面写What,里面装有若干表示职业的单词或词组,如businessman等;
第二纸箱外面写Where,里面装有若干表示地方的单单词或词组,如post office等;
最后一个纸箱外写How,里面装有若干表示交通工具的词组,如by bike等。
三名学生分别从三个箱中抽取一张纸条,其他学生问该学生:What does he do?在What箱里抽纸条的学生根据纸条内容回答:He's a pilot.
全体学生问:where does he work?在Where箱里抽纸条的学生根据纸条内容回答:He goes to the bookstore.
全体学生再追问:How does he go to the bookstore?在How纸箱里抽纸条的
学生根据纸条内容回答:He goes to the bookstore by plane.以此类推,也可换用What does she do? Where does she go'? How does she go to ... ?等来询问。
3、鈥溍挥惺裁床豢赡茆澯蜗罚∟othing is impossible)
学生四人一组,学生A写出一个职业单词或词组。学生B写出一个地方单词或词组,
学生C 写出交通方式的词组,学生D负责询问。小组排练成一首有趣的歌谣。如
D: What does he do?
A: He is a dancer.
D: Where does he work?
B: He works on the sea.
D: How does he go to work?
C: He goes to work by plane.
ABCD: Oh, nothing is impossible!
4、文本重构
教师将对话中的核心句型和词汇挖空,请学生根据自己的情况重新组织对话,鼓励学生加人更多自己的语言。
Ⅳ.Homework
1、朗读Let鈥檚 talk 5遍。
2、调查活动。教师安排学生采访自己的同桌,询问对方亲属职业的相关问题,并根据采访内容做汇报。
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