六年级（上）第五单元第5课时学案
Unit5What does he do?
B Read and write
【目标点击】
1.能够听、说、读、写单词：fisherman /scientist /pilot /coach
2.听、说、认读：How does he go to work? He goes to work by…?
3.能够说出五种职业名称。
【预习导学】
1.你能正确读出下面的单词吗？你能正确翻译它们的汉语意思吗？来试试吧！
（自学，可借助单词表）
If ( ) reporter( ) use( ) type( )
quickly ( ) secretary( )
2.你能流利读出P52的课文吗？你知道它们的汉语意思吗？
3.你能回答课文后的问题吗？
4.你能完成课文后填空吗？
5.你能复述课文吗？
【学习探究】
(小组内讨论交流展示，组员推荐一人在全班展示。)
1.你能正确读出上面的词组吗？大声读给你的组员听吧！听谁的发音最正确。
小组内自由读。小组推荐优秀组员展示读，并领读，全班同学跟读。
小组内回答课文后的问题，完成课文后填空，复述课文。
2.你能用英语写出下面的句子吗？
你的妈妈是干什么的？ _____________________________________________________
她怎样去工作？ ____________________________________________________
她擅长足球。____________________________________________________
【文化常识】
培养兴趣爱好。
培养学生的业余兴趣爱好，丰富学生的课余生活。通过本节课学习，让孩子们理解各种职业的特点，让他们想想以后自己想从事什么职业，同时能够了解父母工作的辛苦，在培养孩子兴趣爱好的同时，感恩父母。
用所学的句子，让学生自由发挥：…likes… …wants to …
If you like … , you can be …
六年级（上）第五单元第5课时学案
Unit5What does he do?
B Read and write
【预习导学】
If ( 如果 ) reporter( 解说员 ) use( 使用 )
type( 打字 ) quickly ( 快速地 ) secretary( 秘书 )
【学习探究】
你的妈妈是干什么的？ _What_ does your mother do ?___
她怎样去工作？ _____ How__ does she go to work ?____
她擅长足球。__________She is good at football.____________
六年级（上）第五单元第5课时当堂达标题
Unit 5 What does he do?
Part B Read and write
一、选择正确的选项。
( ) 1. Where does he work? A. He’s Mike.
( ) 2. How does she go to school? B. He is factory worker.
( ) 3. What does your father do? C. She goes to school by bike.
( ) 4. Who’s this boy? D. He works in a hospital
二、单项选择。
1. I want to ______a singer _____day. A. is, one B. be, one C. am, one
2. ---Does he go to work ________ plane? ---No, by taxi! A. on B. by C. in
3. Where does he ______? A. work B. worker C. working
4. Oliver’s father often goes to other _____. A. country B. countries C. countries
5. My father ____ very hard. A. works B. work C. working
三、连词成句
1 .does,?? father,? what,? your,? do (?) _____________________________________
2 .fisherman,?? is ,? mother,? your,? a (?)__________________________________
3 .uncle,?? a,? is,? my,??? factory worker（.）__________________________________
4 . does ,? father,?? where,? work,?? your (?)_______________________________
5 . does ,? he,? how,?? work,?? to,?? go (?)? _____________________________
四、阅读短文，判断下列句子是否符合短文内容，符合的打“T”，不符合的打“F”。
Sam and Daming are good friends. Sam’s father is a doctor. He works in a hospital. He goes to work by bus every day. His mother is an English teacher. She goes to work by bike. Sam likes playing football. He’s good at football. He wants to be a football player. But, Daming is good at basketball. He often plays basketball on the weekend. He wants to work in a university.
（ ）1.Sam and Jim are good friends.
（ ）2.Sam’s father goes to work by bike every day.
（ ）3.Sam’s mother is an English teacher.
（ ）4.Sam and Daming are good at football.
（ ）5.Sam wants to work in a university.
六年级（上）第五单元第5课时当堂达标题答案
Unit 5 What does he do?
Part B Read and write
一、选择正确的选项。
1.D 2. C 3.B 4.A
二、单项选择。
1.B 2.B 3.A 4.B 5.A
三、连词成句。
1. What does your father do?
2. Is your mother a fisherman?
3. My uncle is factory worker.
4. Where does your father work?
5. How does he go to work?
四、阅读短文，判断下列句子是否符合短文内容，符合的打“T”，不符合的打“F”。
1. F 2.F 3.T 4.F 5.F
六年级英语(上)第5单元第五课时教案
Unit 5 What does he do ?
Part B Read and write
一、【教材分析】
教
学
目
标
知识
目标
1.能够听、说、读、写单词：fisherman/scientist/pilot/coach
2.听、说、认读：How does he go to work? He goes to work by…?
3.能够说出五种职业名称。
能力
目标
1. 能够根据例句提示在文段中找到更多同类句子，正确朗读句子。并复述文本中人物的爱好、梦想职业和工作地点。
2. 培养学生运用阅读策略，跳过不易理解的句子，获取主要信息并利用信息解决问题的能力。
3. 能够通过阅读问题训练在语篇中捕捉不同类型信息的能力,能够在阅读中获取有用的句型并完成有意义的仿写活动。
情感
目标
1.引导学生要丰富自己的业余生活，培养广泛的兴趣爱好。
2.合作交流，分享学习成果。
教学重点
1. 能够阅读Read and write中的语篇。
2. 能完成教材所提供的读写活动。
教学难点
通过阅读获取信息后，能在情境中会表达指路方法。
教学方法
情境教学法、任务型教学法
二、【教学流程】
环节
师生活动
二次备课
I.复习
热身
Enjoy a song. “My family ” 教师和学生一起拍手说唱歌曲。《My Family》
Ⅱ.阅读
前
活动
1.T: Wow! Beautiful voice! What are your father/mother’s hobbies?
Ss: He/ She likes reading books/riding a bike.
T: How does heshe go to work?
Ss: He/ She goes to work on foot/by car.
T: What does your father/ mother /uncle do?
Ss: He /She is a/an…
T: (对最后一个起来回答问题的同学，老师问)Oh, that’s great! How about you ? What’s your hobby? What do you want to do? Are you going to be a/an…?（在学生回答时及时把课前准备的职业单词卡选出来并贴到黑板上，同时进行复习。）
Ⅲ阅读
中
活动
Ⅲ
阅
读
中
活
动
1.T: I want to introduce some friends to you. Look! Who are they?(PPT呈现人物图片)
Ss: Yes, they are Sarah, Robin and our new friend Hu Bin. How does our good friends want to be? What does Hu Bin like? Let’s read the first passage and try to find the answers, then fill in the chart.
Name
What does he like?
What does he want to be?
Where is he going to work?
T: Have you finished? Who would like to try?
师通过学生的回答引出新单词design，并通过拆音节教读、操练，同时提出择业建议。
T: Here is a tip: If you like sports, you can be a coach, a sports reporter, or a PE teacher.
2. T: （PPT呈现第二幅图）：Let’s see what about Sarah? What does she do? Where does she work? How does she go to work? What’s her hobby? Please read the second passage quickly and carefully, try to find the information about her. If you find the answer, you can draw a line .
Name
What does he like?
What does he want to be?
Where is he going to work?
Hu Bin
Sarah
T: Check the answer: 师根据学生的回答引出新的语言点并教授：
type quickly.
Group work: What’s your hobby?/What do you want to be?/ Where are you going to work?
T: Look at the tip: If you can type quickly, you can be a secretary.
3. T: Read the third passage and try to find the information about Robin.
(1) What does Robin like?
(2) What does he want to be?
(3) Where is he going to work?
Check the answers.
T: Look at the tip: If you like science, you can be a scientist.
1. Listen and follow:（指出跟读要求，要注意模仿语音语调。）
2. Read by themselves and then act it out.
3. Good merry! 考考你的记忆力。
T：Boys and girls. Please close your books .Ask and answer the questions in groups.
What does Hu Bin/SarahRobin do?
Where does he/she work?
How does he/she go to work?
What’s his /her hobby?
Ⅳ.阅读后
活动
1.小小解说员活动。(复述课文或课文的其中一个段落)
2.出示关于姚明的一段小短文，引导学生再次阅读，并回答问题。
3. Make a survey.
4.小组长汇报。
Ⅴ.发展与
提高
1. Sum up: What have you learned today?
2.运用所学阅读策略做配套相关阅读。
Ⅵ.作业
布置
1. Listen to the tape twice.
2. Try to write.
三、【板书设计】
Unit 5 What does he do ?
Part B Read and write
Name
Hu Bin
Sarah
Robin
What does she/he like?
What does she/he want to be
Where is he/ she going to work
四、【教后反思】
“授之以渔，不如授之以渔。”在本节课的阅读教学中，我的任务就是：“Teach student how to learn English”而不仅是”.Teach students English.学生是学习的主人，they are learning English not from teachers but with teachers. 在英语阅读教学中，努力做到教学学生阅读的方法：如根据上下文猜词义，用英语思维：What do you want to do? What do you want to be? Why? 通过问题引导，训练学生的发散思维。
枯燥的练习和单调的训练将磨灭孩子们的阅读兴趣。在拟定教学设计之初，我就确定要把任务型教学活动渗透到阅读练习中。在Pre-Reading环节中，我通过free talk复习语言知识，导入阅读课题。在In-reading 环节，我通过问题链,帮助学生提炼文中的主要信息。最后，我让孩子们introduce their new friend,发挥他们的想象力和创造力，顺利完成阅读后的输出，为后面的写作打好基础，让学生有话可写，有话想写。
丰富多彩、形式多样的活动，吸引学生主动、积极地参与阅读中，使学生对篇章的结构、内容及融合的知识点有了较好的掌握后，再引导学生进行整体吸收和运用，引导学生利用篇章所提供的信息进行交际活动。课堂上，学生能乐在其中，在活动中灵活地运用所学语言，实现知识的正迁移作用。
当然，我在本节阅读教学课中，也有许多值得改进之处。如教师的导语不够清晰明确，导致学生在活动开始会出现片刻地茫然。在个别环节没有为学生建立完善的思维导图，没有为学生的英语思维及时引导。这些也是一个教师的课堂教学基本功，我还需要不断的学习和提升，提炼自己的语言，为学生英语思维和语言的发展把好脉搏。
