(共22张PPT)
Unit 5 What does he do
Part B
Let’s try&let’s talk
人教（PEP）六年级上册
Sing a song
business
man
postman
coach
scientist
police
officer
pilot
factory
worker
business woman
head
teacher
writer
fisher
man
fisher
woman
Review
What does he do
He’s a postman.
Where does he work
He works in a post office.
How does he go to work
He goes to work by bike.
Lead-in
What does she do
She’s a nurse.
Where does she work
She works in a hospital.
How does she go to work
She goes to walk on foot.
Lead-in
Who are they
Mike
Xiaoyu
Mike and Xiaoyu are going home.
Mike sees a man coming towards them.
Guess: Who’s the man
Let’s try
Who’s the man
He's Xiao Yu’s uncle.
Listen and answer
1. What does Xiao Yu's uncle look like
A. Big and tall. B. Thin and short
2. Does XiaoYu's uncle often take him to school
A. Yes, he does. B. No, he doesn't.
带他去上学
看起来像...
Let’s try
Mike: Hi,Xiao Yu.Who's that tall man
Xiao Yu: My uncle.
Mike: He's so big.What does he do
Xiao Yu: He's a police officer.
Mike: Cool！How does he get to work On foot
Xiao Yu: No.He goes by car.
He often takes me to school on his way to work.
Xiao Yu’s
uncle
what
where
how
police officer
police station
by car
Read and complete
Mike’s
uncle
what
where
how
All about Mike’s uncle
He’s a/an _______. He works ______. He goes to work ______.
Think and guess
All about Mike’s uncle
Mike’s
uncle
What does Mike’s uncle do
Where does Mike’s uncle work
How does Mike’s uncle go to work
Watch and answer
Watch and answer
All about Mike’s uncle
Mike’s
uncle
What does Mike’s uncle do
Where does Mike’s uncle work
How does Mike’s uncle go to work
He’s a fisherman.
He works at sea.
He goes to work by bike.
Watch and answer
Mike’s
uncle
what
where
how
fisherman
at sea
by bike
All about Mike’s uncle
He sees lots of ______ every day.
fish
=a lot of
He has a very _______ life.
healthy
Tip:单复数同形
Read and fill
She has a _________ life.
healthy
They have a _________ life.
healthy
He has a ___________ life.
unhealthy
Look and say
How does Mike think of his uncle
He ______ very hard and ______ healthy.
works
stays
We shoud __________ and __________,too.
stduy hard
stay healthy
=He’s hard-working.
Read and fill
Mike: My uncle is a fisherman.
Xiao Yu: Where does he work
Mike: He works at sea.
He sees lots of fish every day!
Xiao Yu: I see. How does he go to work
By boat
Mike: No. He works on a boat.
He goes to work by bike.
Xiao Yu: He has a very healthy life.
Mike: Yes. He works very hard and stays healthy.
Xiao Yu:We should study hard and stay healthy, too.
Listen and imitate
Read together
Read in groups
Read in pairs
Practice
Mike: My uncle is a fisherman.
Xiao Yu: Where does he work
Mike: He works at sea.
He sees lots of fish every day!
Xiao Yu: I see. How does he go to work
By boat
Mike: No. He works on a boat.
He goes to work by bike.
Xiao Yu: He has a very healthy life.
Mike: Yes. He works very hard and stays healthy.
Xiao Yu:We should study hard and stay healthy, too.
Practice
What does your ____ do
He’s/She’s a/an ______.
Where does your ____work
He/She works ______.
How does he/she go to work
He/She goes to work ______.
Practice
Be a reporter
My ______ is a/an ______.
He/She works __________.
He/She goes to work _______.
He/She works very hard and
I should study hard,too.
Consolidation
I can say
2.抄写4个单词，每个单词写两行
1.听录音，熟读单词和课文
3.调查同学的父母的职业，工作地点及出行方式
Homework中小学教育资源及组卷应用平台
PEP六上Unit5 What does he do 单元整体设计
第一部分 单元教学设计总思路
一、教学理念
《2022年新课标》首次使用了“大观念”一词，强调“以学科大概念为核心，使课程内容结构化，以主题为引领，使课程内容情景化”。基于真实语言运用视角，分析教材内容与学生情况，确定学习发展的内容主题，初定真实任务（鲁子问，张荣干，2005）。确定单元大任务和具体的小任务。秉持真实语言运用的语言理念，围绕主题语境，依托语篇，联结英语课堂与真实生活，设计语言、思维、文化相融合的层次性学习活动，使学生在追求达成真实任务成果的过程中学习和尝试运用语言或非语言手段理解与表达意义，实现深度学习，从而培养文化意识，发展多元思维形成学习能力。基于学生学习视角，设定以达成真实任务成果为目标的学生学习过程，以及教师对学生任务成果达成和素养学习发展的相应支持引导过程（张荣干，2017），形成主题意义引领下基于真实任务的任务前、任务中、任务后等阶段及其环节的师生活动流程。
二、单元教材分析
（一） 单元主题意义分析 项目 内容
主题意义 ◎交往 √ ◎感情 ◎态度
单元功能：询问、介绍
育人价值 各种职业都可以实现自我价值和社会价值，让我们找到理想的职业，为之努力。
（二） 教材分析 本单元是人教版英语六年级上册的第五单元，单元的话题是“What does he do”本单元通过不同的场景，提供了表达比较人物的职业和生活情况的句型。共三个版块:A部分，B部分和C部分。 A部分包括重点词汇和情景对话，共两个课时。第一课时通过呈现张鹏和Oliver在职业体验日谈论自己父母工作的场景，引出四会单词和词组factory worker, postman, businessman, police officer及询问职业的句型What does ... do He/She's...第二课时通过Sarah和Oliver在家长日谈论自己父母的情景，巩固和运用第三人称单数的特殊疑问句。A部分重点掌握词汇和询问职业的句型。 B部分包括重点词汇、情景对话和读和写，共三个课时。第一课时通过Oliver和吴斌斌谈论自己家人工作情况，引出四会单词fisherman, scientist, pilot, coach和询问工作地点的句型Where does/he she work He/She works...第二课时依旧通过Mike和小雨在回家路上聊自己家人工作和生活的场景，进一步掌握询问他人工作地点和交通工具的句型。第三课时通过阅读文段和语音知识，拓展本单元所学句型及了解逗号的作用。 C部分的故事，整理成一课时，重点是复习和巩固本单元所学重点词汇和句型。
三、学情分析
本刚上 六年级的学生学英语已经三年了，六年已形成较好的英语学习习惯，绝大多数的学生掌累了一定的词汇、句型，以及了解一些常见的语法，具备了基本的英语听、说、读、写技能。大部分学生对英语有着浓厚的学习兴趣，也掌握了学习英语的方法，但仍有些学生在英语学习上由于基础薄弱和态度不好，造成英语学习困难重重。当然他们也喜欢引起别人的注意，重视老师的表扬，不怕犯错，很少有羞怯感。他们的记忆力好，形象思维好，但缺乏理性思维，逻辑思维不强。他们爱玩、爱唱、爱游戏、爱活动，这一切都是小学生身心发展的特点。当然六年级个别学生还存在顽劣和懒惰倾向，上课爱搞小动作，作业完成不及时的坏毛病，学习效率也较差。
四、单元整体设计思路
本单元是人教版英语六年级上册的第五单元，单元的话题是“What does he do”本单元通过不同的场景，提供了表达比较人物的职业和生活情况的句型。共三个版块:A部分，B部分和C部分。 A部分包括重点词汇和情景对话，共两个课时。第一课时通过呈现张鹏和Oliver在职业体验日谈论自己父母工作的场景，引出四会单词和词组factory worker, postman, businessman, police officer及询问职业的句型What does ... do He/She's...第二课时通过Sarah和Oliver在家长日谈论自己父母的情景，巩固和运用第三人称单数的特殊疑问句。A部分重点掌握词汇和询问职业的句型。 B部分包括重点词汇、情景对话和读和写，共三个课时。第一课时通过Oliver和吴斌斌谈论自己家人工作情况，引出四会单词fisherman, scientist, pilot, coach和询问工作地点的句型Where does/he she work He/She works...第二课时依旧通过Mike和小雨在回家路上聊自己家人工作和生活的场景，进一步掌握询问他人工作地点和交通工具的句型。第三课时通过阅读文段和语音知识，拓展本单元所学句型及了解逗号的作用。 C部分的故事，整理成一课时，重点是复习和巩固本单元所学重点词汇和句型。
五、单元总目标
( 一 )知识目标 (1)能够听、说、读、写单词:factory worker, postman, businessman, police officer, fisherman, scientist, pilot, coach (2)能够听、说、认读单词:country,head teacher,sea,university,gym,reporter use (3)能够听、说、读、写句型: -What does he do He’s a businessman.Where does he work He works at sea. (4)知道正确使用英语句子中通常需要重读哪些单词。 （二)能力目标 (1)能够正确使用factory worker, postman, businessman, police officer, fisherman, scientist, pilot, coach谈论和描述人物的职业和生活情况。 (2)能够在情境中恰当运用以下句型谈论人物的职业和生活情况:
-What does he/she do --He/She is ...
-Where does he/she work He/She works ...
-How does he/she go to work -He/She goes to work... (3)能够在图片的帮助下正确理解并按照正确的意群及语音、语调朗读关于爱好及职业的语篇，能运用本单元所学核心句型口头描述自己的爱好和喜欢的职业，同时能仿照范例完成信息表。 (三)情感目标: 1.学会热爱生活，尊重他人劳动。
2.能从不同角度认识职业，明白能从事某些职业应具备的条件，构思自己的职业梦想。
六、单元设计框架
（一）单元课时安排及板块分配（示意图）
第二部分 分课时教学设计
【第 3课时】
教师 授课内容 Part B: Let’s talk
课时文本分析 [What]主题意义和主要内容 本课时是人教版六年级上册第五单元的第三课时，家人的工作和生活”展开话题，主要通过对话学习词组stay healthy, work hard, study hard和句型How does he/she go to work He/She goes to work...的表达及巩固询问他人工作地点的句型。树立努力学习、健康生活的意识。第三课时Where does he/she work 句型的学习，为本课时的教学奠定了基础。本课时的重点是核心句型的灵活运用。 [How]文本结构和语言修辞 Let’s talk版块通过Mike和小雨在回家路上聊自己家人工作和生活的场景，让学生感知How does he go to work 的语义及语用情景，学会如何在这样的情景下表达。此情境是发生在回家的路上，与学生的生活息息相关，很能激起学生的学习兴趣。
二、教学重难点
教学重点 1.能够理解对话大意。 2.能够听、说、读、写句型:Where does he work He works at sea. How does he go to work He goes to work by bike. 3.能够在情景中运用询问他人工作地点和交通工具的句型:Where does he work How does he go to work
教学难点 能够在情景中运用句型交流相关内容
三、教具准备
PPT、板书
四、教学过程设计
教学环节 教师活动 学生活动 设计意图
Pre- task Greeting Let’s sing Review Greeting to the teacher
While-task Lead-in (1)What does he do S1: He’s a postman … 本部分通过融合A,B部分的内容创设情景，让学生能在一个连贯的语境中理解和学习新词。
Let’s try Mike and Xiaoyu are going home. S1:Big and tall 通过观察图片，发现信息，引出新词的学习，让学生能更直观的感知。
Think and guess S1: fisherman S 2: at a sea. 通过找规律引出本节课的重点单词，学生对这种方式更感兴趣，同时也增加了学生的视觉、听觉的语言输入，为后面输出打下基础。
Watch and answer What does Mike’s uncle do S1: He’s a fisherman
5.Read and fill 通过思考，加深对对话的理解
Post-task Listen and imitate 2.Role-play S1:My uncle is a fisherman. 训练学生的听力和图文匹配能力，提高学生对新词的理解能力，同时也是检验学生的学习方式。
Practice:Be a reporter 3.Consolidation S1:My uncle is a fisherman.
5:Summary
6.Homework 分层作业，自主拓展，有利于学生的语言表达和写作能力的发展。
五、板书设计
Unit5: What does he do？
