修订版PEP 六（上）Unit 5 What does he do？A

许小娟

教学过程

Step 1.Pre-task

1.Warming up

T plays the song“B What U Wanna B”.Ss enjoy or sing the song.

设计意图：通过一首有关职业的歌曲，营造轻松愉悦的课堂氛围，调动学生已有知识储备，为头脑风暴做好铺垫。

2.Brainstorm

Tasks Ssabout the jobs they heard and learned.T shows the topic——jobs,shows the title and asksSsto watch the video about today’s task.

Ss watch the video and find what the task is.

3.Present the task

Tpresents the task——Share parents’jobs and make a poster for the Parents’Day.

设计意图：头脑风暴调动学生的已有知识储备，为话题的引入、新课的学习做铺垫。微课渗透Parents’Day的背景，设置情境，引出任务，体现任务型教学中任务的驱动性。

Step 2.While-task

1.Listen and choose:What does Sarah’s father do?

Then T asks Ss:Where does he go to work?How does he go to work?

设计意图：引导学生提出本节课主要问句：What does...do?通过图片引导学生回答：He works in a hospital,he often goes to work by bus.初步感知Poster的制作方法。

2.Read and find：What does Sarah’s mother do?

Ssans wer the question.T asks:Where does she work?How does she go to work?And teaches the word:factory worker.

设计意图：通过阅读创编文本，引导学生通过阅读、查找关键句来获取信息。教学新词组factory worker时，通过“What do you think of being a factory worker?”引发学生对这项职业有更深的认识，理解工作无贵贱，每一项工作都是光荣的。

3.Make the postera bout Sarah’s parents’jobs.

S s try to make the poster about Sarah’s parents’ jobs according to the blackboard design.

4.Look at the picture and ask.

Tpresents the picture.Ssask questions about the man.

设计意图：呈现课文图片，引导学生观察图片，提出问题，激发他们对故事内容的兴趣。

5.Watch and find.

Ss watch the video and find the answers to the questions.T teaches the word businessman.

6.Read and underline.

T asks Ss to find out what Oliver’s mother’s job is in the text and underline the key sentences.

设计意图：将阅读技巧带入本课中，综合锻炼学生听、说、读的能力。

7.Let’s read.

Ss read the text.

8.Make the postera bout Oliver’s parents’jobs.

Ss make the poster on the power point.

设计意图：以填空形式，对课文内容进行复述，锻炼学生获取信息、重组信息的能力。

9.Let’s chant.

T chants first, and then asks Ss to continue the chant.

设计意图：通过歌谣将文本信息串起来，是对此学习环节的一个小结。音乐的介入能活跃课堂气氛，学习过程张弛有度。

10.Guessing game.

T teaches the word postman when the last guessing game is over:He works in the post office.He sends letters and postcards.He often goes to work by motorbike.

T teaches the word police officer.

设计意图：通过猜谜环节，让学生能够抓住职业特征进行归纳，同时引出新单词postman及police officer，提示学生警察是帮助群众的，遇到困难勇敢求助。

11.Sharp eyes.T shows pictures about differen tcareers names for men and women.Ss find the rules.

设计意图：通过比较本课中有关职业的单词，引导学生发现英语中职业名称对于不同性别的差异。

Step 3.Post-task

1.Get the information about Miss Xu’s parents’jobs.

T gives the students information about her parents’jobs,but the partner’s information is different.Ss ask each other to get the information they need.

设计意图：通过了解教师家长的职业调动学生获取信息的积极性，以信息差方式引导学生在情境中运用句型获取信息。

2.Check and make a poster.

T checks the information with Ss,make the poster on the blackboard together.

3.Share parents’jobs.

Ss write down the poster abouttheir parents’jobs and share in the group,and then share in the class.

设计意图：让不同水平的学生根据自己的实际情况选择任务完成，在小组内的分享，也是获取信息（同伴家人的职业）的途径。

4.Whatdo you want to be?

T asks Ss about their dream jobs,and reminds them that in terest and hard work is necessary on the way getting their dream jobs.

设计意图：在前面学习环节的铺垫下，学生对职业已有了一定认识，能初步确定自己的理想职业；教师适当询问学生做出职业选择的原因，激发学生规划职业生涯并为之努力的情感。

Step 4.Assignment

★Finish the poster.

★★Make a job poster for yourself in 20 years.为20年后的自己做个工作介绍卡。

★★★ Make a PPT about your dream job,what the job is about and what it takes to get your dream job.制作 PPT，内容为你的理想职业、职业的工作内容以及获得理想职业需要的条件。

设计意图：任务作业，延伸课外；分层布置，尊重个体差异。