1、第二课时课时内容A Lets try；Lets talk课时分析本课时是人教版六年级上册第五单元的第二课时，与第一课时紧密相连，继续围绕“父母的职业”这个话题展开。本节课主要是通过谈话的情景巩固询问他人职业的句型 What does he/she do?Hes/Shes.鼓励学生大胆发言，激发学生用英语表达的热情。第一课时询问职业句型的学习为本课时的学习奠定了基础。本课时的重点是核心句型的灵活运用。本课时包括 Lets try 和 Lets talk 两个版块。Lets try 是听力训练，用来引出 Lets talk 版块的相关信息。Lets talk 通过呈现 Oliver 和 Sarah
2、 在家长日谈论自己父母的情景，引出核心句型 What does he/she do?Hes/Shes.话题的设置贴近学生的生活，激发了学生求知的欲望，鼓励了学生想要用英语表达的热情。本课时出现的词汇 country,head teacher，借助于一定的语境，图片等方法帮助学生学习和理解。对话教学可以先通过游戏、问答帮助学生回忆和巩固旧知，然后利用多媒体、教材设置的情境学习对话。再鼓励学生表演对话、创编对话，引导学生更好的运用和巩固语言。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 busi
3、nessman.3.能够掌握询问他人职业的句型：What does he/she do?Hes/Shes.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?Hes/Shes.（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 up1.Greetin
4、gT: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:Wha
5、t does he/she do?S1:Hes/Shes.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:Hes/Shes a.2.Lets try(1)T:What does Sarahs father do?Who will come on Parents 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
6、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 Presentation1.T:On Parents Day,both Sarahs and Olivers fathers cant come.What does Olivers 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 Olivers father/mother do?3.细读文本，学习对话。(1)Read the text again and discuss in a group.Question
7、s:Where is Olivers father today?What does his father do?What does his mother do?(2)Report the answers.T:Where is Olivers father today?S1:Hes in Australia.T:What does his father do?（课件展示句子）Ss:Hes 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:Wh
8、at does his mother do?Ss:Shes 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
9、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 Practice1.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）参考句型：What does your.do?Hes/Shes.教学资源：表格设计意图
10、：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 SummaryT: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 teacher2.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.Namemother father brothersister设计意图：帮助学生归纳知识点，有助于学生对知识的理解。课堂作业一、根据单词的首字母补全单词。1.This man is a f_ w_.2.My mother i
11、s a s_.二、单项选择。()1.He often _ to other countries.A.going B.go C.goes()2.I want to _ a doctor one day.A.am B.is C.be()3._ your mother a police officer?No,she isnt.A.Is B.Are C.Does三、判断下列句子与图片是“T”否“F”相符。()1.My sister is a dancer.()2.The woman is a head teacher.四、选择合适的句子补全对话。Lily:Hi,Bob.1._Bob:No.Shes i
12、n Beijing.Lily:2._Bob:Shes a businesswoman.3._Lily:What does your father do?Bob:4._Lily:Thats nice.Bob:Yeah.5._板书设计A Lets talkfather a businessmanOlivers ParentsMother a head teacherI want to be.one day.（想成为）Answers:一、1.factory worker 2.singer二、1.C2.C3.A三、1.T2.F四、1.C2.E.3.A4.B5.DA.She often flies to other cities.B.Hes a doctor.C.Is your mother here today?D.Hell be here today.E.What does she do?
