修訂版PEP 六（上）Unit 5 What does he do？A

許小娟

教學過程

Step 1.Pre-task

1.Warming up

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

設計意圖：通過一首有關職業的歌曲，營造輕松愉悅的課堂氛圍，調動學生已有知識儲備，為頭腦風暴做好鋪墊。

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.

設計意圖：頭腦風暴調動學生的已有知識儲備，為話題的引入、新課的學習做鋪墊。微課滲透Parents’Day的背景，設置情境，引出任務，體現任務型教學中任務的驅動性。

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?

設計意圖：引導學生提出本節課主要問句：What does...do?通過圖片引導學生回答：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.

設計意圖：通過閱讀創編文本，引導學生通過閱讀、查找關鍵句來獲取信息。教學新詞組factory worker時，通過“What do you think of being a factory worker?”引發學生對這項職業有更深的認識，理解工作無貴賤，每一項工作都是光榮的。

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.

設計意圖：呈現課文圖片，引導學生觀察圖片，提出問題，激發他們對故事內容的興趣。

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.

設計意圖：將閱讀技巧帶入本課中，綜合鍛煉學生聽、說、讀的能力。

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.

設計意圖：以填空形式，對課文內容進行復述，鍛煉學生獲取信息、重組信息的能力。

9.Let’s chant.

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

設計意圖：通過歌謠將文本信息串起來，是對此學習環節的一個小結。音樂的介入能活躍課堂氣氛，學習過程張弛有度。

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.

設計意圖：通過猜謎環節，讓學生能夠抓住職業特征進行歸納，同時引出新單詞postman及police officer，提示學生警察是幫助群眾的，遇到困難勇敢求助。

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

設計意圖：通過比較本課中有關職業的單詞，引導學生發現英語中職業名稱對于不同性別的差異。

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.

設計意圖：通過了解教師家長的職業調動學生獲取信息的積極性，以信息差方式引導學生在情境中運用句型獲取信息。

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.

設計意圖：讓不同水平的學生根據自己的實際情況選擇任務完成，在小組內的分享，也是獲取信息（同伴家人的職業）的途徑。

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.

設計意圖：在前面學習環節的鋪墊下，學生對職業已有了一定認識，能初步確定自己的理想職業；教師適當詢問學生做出職業選擇的原因，激發學生規劃職業生涯并為之努力的情感。

Step 4.Assignment

★Finish the poster.

★★Make a job poster for yourself in 20 years.為20年后的自己做個工作介紹卡。

★★★ Make a PPT about your dream job,what the job is about and what it takes to get your dream job.制作 PPT，內容為你的理想職業、職業的工作內容以及獲得理想職業需要的條件。

設計意圖：任務作業，延伸課外；分層布置，尊重個體差異。