《Unit 5 What does he do？》教学设计

第二课时

课时内容

A Let’s try； Let’s talk

课时目标

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. 能够掌握询问他人职业的句型：What does he/she do? He’s/She’s...

4. 能够理解对话大意。

5. 能够用正确的意群及语音、语调朗读对话。

6. 鼓励学生大胆发言，激发学生用英语表达的热情。

课时重难点

1.重点

（1）能够掌握询问他人职业的句型：What does he/she do? He’s/She’s...

（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的特殊疑问句。

教学准备 多媒体课件、词卡、录音机和磁带、表格

教学过程

Step 1 Warm up

1. Greeting T: Good 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的动作，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

（课件呈现几组图片，师生、生生做对话练习）

T: What does he/she do? S1: He’s/She’s... S2: What does he/she do? S3:... ...

设计意图：通过小游戏、词卡复习学过的单词，然后又通过问答操练复习学过的句型。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: He’s/She’s a... ...

2. Let’s try

(1)T: What does Sarah’s father do? Who will come on Parent’s’ Day? Listen to the tape.

(2)播放录音，指名回答问题。

(3)师生核对。

教学资源：录音机、磁带

设计意图：引出正文的相关信息，为进入正式的对话做好准备。

Step 3 Presentation

1. T: On Parents’ Day, both Sarah’s and Oliver’s fathers can’t come. What does Oliver’s father/mother do? 引导学生猜测问题的答案。

设计意图：提出问题，让学生猜测，激发学生的求知欲。

2.带着问题观看文本，整体感知对话。

What does Oliver’s father/mother do?

3.细读文本，学习对话。

(1)Read the text again and discuss in a group. Questions: Where is Oliver’s father today? What does his father do? What does his mother do?

(2) Report the answers.

T: Where is Oliver’s father today?  

S1: He’s in Australia.

T: What does his father do?

（课件展示句子）

Ss: He’s a businessman.

T: Yes. He often goes to other countries.

（课件呈现句子，板书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: She’s 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.

（课件呈现句子，理解句子）

T: What do you want to be one day?

（板书句型I want to be... 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，然后教师根据学生的回答，顺势引出要解决的难以理解的句子和单词，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：培养学生的语感、语调。

5. 分角色练习对话，表演对话。

设计意图：让学生在角色扮演的活动中，体会学习的快乐。

Step 4 Practice

1. 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的父母或兄弟姐妹的职业，填在表格内。

（教师可提供更多职业单词和词组帮助学生开展活动）Name  mother  father  brother sister

参考句型：—What does your... do? —He’s/She’s...

教学资源：表格

设计意图：真实的调查活动，既调动了全体学生的参与，又使学生们之间轻松愉快的交流所学语言。

Step 5 Summary

T: 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的句型及回答：

3. 学习了表达自己愿望的句型：I want to be... one day.

设计意图：帮助学生归纳知识点，有助于学生对知识的理解。