闽教版六年级下册

Review Unit 5

Occupation

执教：福建师范大学附属小学许颖颖

【学情分析】

本节课是一节复习课，复习内容是福建教育出版社小学英语六年级下册第五单元。单元主题是Occupation（职业）。经过三年的英语学习，六年级学生具备良好的英语基础知识，能在课堂活动中较为流畅地表达和书写。在思维方面，六年级学生的认知和记忆力较中低年级有显著提高，感知觉发展较为成熟，抽象思维全面发展，能进行初步的辩证思维。不过学生对英语学习兴趣整体有所下降，两极分化比较严重。因此，我在本节课的授课过程中始终把激发学生的学习兴趣放在首位，利用丰富的多媒体手段，设计多层次的教学活动，充分调动学生的积极性，培养、拓展学生多种思维，培养学生自主学习、思考的能力和运用英语分析、解决问题的能力，以及交流和合作的能力。

【教学设计】

教学目标:

◆语言知识与技能目标

1. 学生能熟练掌握并应用本单元所学职业类名词：teacher, worker, singer, basketball player, farmer, dancer, police officer, doctor, nurse, cook

2. 学生能熟练掌握并应用两组句型对职业进行问答：

- What do you do?/ What’s your job?  - I am a worker.

- What does she do?/ What’s her job?  - She is a singer.

- What does he do? / What’s his job?  - He is a police officer.

- What do they do?/ What are their jobs?  - They are police officers.

3. 学生能根据所学知识，从身份、外貌、职业、性格、爱好等方面综合介绍人物。

4. 学生能从口头输出过渡到笔头输出，围绕主题进行简单的写作。

◆学习策略目标

1. 学生能提取关键知识点或信息，并以思维导图或表格等形式对信息进行梳理、总结和归纳。

2. 学生能通过小组合作互相交流，提高参与课堂的积极性和综合运用语言的能力。

3. 学生能根据老师示范，举一反三，发展创新思维能力。

◆情感态度目标

学生能了解职业的辛苦和意义，尊重他人的职业和劳动，学会感恩。

教学重点、难点分析

1、教学重点

学生能以思维导图或表格等形式对所学知识进行梳理、总结和归纳。

2、教学难点

学生能从口头输出过渡到笔头输出，围绕主题进行写作。

教具准备

PPT、视频等

教学过程

Step 1 Warm-up     

1. Greetings

2. Enjoy a song

T: Do you like this song? Yes? What's this song about? Yes. It's about Occupation.

【设计意图】通过歌曲调动课堂气氛，引出今天课堂的主题“Occupation”(职业)。

Step 2 Review

1. Review words about occupation: teacher, worker, singer, basketball player, farmer, dancer, police officer, doctor, nurse, cook

T: Now I'll show you some words about Occupation. Please look and say as fast as you can.

【设计意图】展示职业图片，学生快速抢答，激活旧知。

2. Review the rules. 复习并归纳课内职业类名词构词规则。

T: Look at these words carefully. Can you find any rules? 请同学们认真观察这些职业类名词，你发现了哪些规律呢？

T: Look! Miss Gao can teach English. She is a teacher.

Here we put -er after teach, and it became a new word: teacher. 我们在teach这个动词后直接加上er，就把它变成了表示职业的名词teacher.

T: 同学们请注意，遇到以一个辅音字母结尾的重读闭音节，要双写末尾字母再加er。如果单词以不发音的e结尾，我们只要在单词后面加上r.

T：Look at all these words. What's in common? 请同学们认真观察屏幕上所有单词，你发现了什么共同点呢？Yes, they all end with -er. 以er为后缀的动词或名词可以表示某种职业，或做某件事的人。

【设计意图】引导学生发现并归纳职业类名词的第一种构词规则：以er为后缀。

3. Introduce other rules. 拓展其他职业类名词构词规则。

4. Review the sentences:

(1) -What do you do? -I am a worker.   -What do they do? -They are police officers.

-What does she do? -She is a singer.  -What does he do? -He is a police officer.

(2) What’s your/his/her job? What are their jobs?

T: 以上两组问句都可以用来询问职业。Got it?

【设计意图】复习本单元重点句型，为下面活动的展开做铺垫。

5. Review Part A. （出示Sally一家的family tree，根据课文内容完成Sally一家人的职业思维导图）

T: Look! We’ve learned about Sally's family in Part A. 

What do they do? Can you remember? Let’s have a review.

This is Sally's grandpa. What does he do? He is a farmer. He grows corn.

What does Sally's grandma do? She is a cook. She cooks for farm workers.

...

【设计意图】复习Part A课文，引导学生利用思维导图，对课文知识进行梳理、整合和归纳。

6. Complete the passage. 根据思维导图补全短文。

【设计意图】引导学生将导图转化为语篇，为下面的写作做铺垫。

Step 3 Practice

1. Do a survey. 四人一组用所学句型互相调查家人的职业。

T: So this is Sally's family. What about your family?

What does your father do? What does your mother do? What does your uncle do?

Please work in groups of four.

【设计意图】学生在小组合作中交流家人的职业，培养学生的语言综合运用能力。

2. Make a mind map and write a passage. 制作家庭成员的职业思维导图，并写一篇小短文介绍你的家庭。

T: I want you to make a mind map about your family, and write a passage about their occupation. This is also one of today’s assignments. Clear?

【设计意图】学生模仿前面Sally一家的范例，先将口头的输出以思维导图的形式进行整合，然后再以笔头的形式输出，形成简单的语篇，培养初步的写作能力。

3. Guessing game. 猜一猜游戏。根据句子提示用 “What's his/her job? 或 What're their jobs?” 提问，用 “He/She is ...或They're ...”猜测职业。

T: Guess people’s occupation according to these sentences. Ask me, please.

Ss: What do they do?

T: They often work on holidays（在节假日）.They often wear face masks （口罩）at work. They make patients (病人）feel better.

Ss: They are doctors and nurses.

T: You’re so clever!

...

【设计意图】通过猜一猜游戏，调动学生兴趣，巩固重点句型，同时培养学生观察、分析、推测的能力。

4. Review Part B and complete the table.

T: So when describe a person, we can talk from these aspects:

Identity: Who’s he? Appearance: What does he look like? Occupation: What’s his job?

【设计意图】复习Part B课文，引导学生用表格形式，从身份、外貌和职业等方面整合归纳人物信息。

Step 4 Extension

1. Read a passage about Dr. Zhong Nanshan, and then tick or cross.

T: During the COVID-19 pandemic, people from all walks of life helped fight the virus. There is one man I must mention: that is Dr. Zhong Nanshan. Now let’s read a passage about Dr. Zhong Nanshan .

【设计意图】学生阅读描述钟南山的短文，提取关键信息进行判断和回答，培养学生的阅读技巧和逻辑性思维。

2. Find key information about Zhong Nanshan. 根据短文，以表格形式概括Dr. Zhong Nanshan的人物特点。

T: When we describe a person, we can talk about his identity, his appearance and his occupation. We can also add more details. We can talk about his personality. We can talk about his hobby and specialty. We can also express our feelings at the end of the passage. Understand?

【设计意图】引导学生提取概括信息，并让学生懂得可以从身份、外貌、职业、性格、爱好和特长等方面来描述人物，对课内知识进行拓展。

3. Learn to write. 根据表格提示，模仿阅读短文介绍一个人物。

This is ______________. He/She is ___________. He/She is a/an_________.  He/She likes ________________. He/She is good at __________.  He ____________. I'm very proud of him/her.

T: All right. Can you write about someone like this? You can use the words in this table. Don’t forget to talk about your feelings at the end.

【设计意图】让学生根据所学，自行创编语篇，训练学生的创造性思维和写作能力。

4. Show a student’s composition as an example.

T: Now, let me show you an example.

【设计意图】展示优秀范文，学生可以从中学习提升。

Step 5 Homework

1. 复习Unit 5单词和课文。

2. 制作你的家庭成员的职业思维导图，介绍家庭成员的职业。（小短文一）

3. 根据表格提示，选择一个人物进行介绍。（小短文二）

【教学反思】

本节课是一节复习课，复习内容是福建教育出版社小学英语六年级下册第五单元。单元主题是Occupation（职业）。本课教学紧扣英语学科核心素养，在复习课本知识的基础上，结合多媒体手段、课堂游戏等调动学生学习英语的兴趣，通过思维导图、表格等图表形式培养学生整合、概括、分析、归纳信息的能力；通过小组合作交流培养学生综合运用语言的能力。课外拓展阅读选择了契合本单元主题和时事热点结合的文章，学生阅读兴趣浓厚，学生能在老师指导下快速提取概括阅读短文信息，并能举一反三，结合图表独立创编语篇，培养了学生的阅读技巧、创造性思维和写作能力。整节课课堂气氛活跃，学生积极性高。学生自主学习、思考的能力和运用英语分析、解决问题的能力，以及交流和合作的能力在课堂中都得到了锻炼。不足之处：各环节时间安排上还可以进一步改进，尽可能多给学生一些展示的时间。