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UnitFiveWhatdoeshedo？第二课时课时内容ALet’stry；Let’stalk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Whatdoeshe/shedo?He’s/She’s...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Let’stry和Let’stalk两个版块。Let’stry是听力训练，用来引出Let’stalk版块的相关信息。Let’stalk通过呈现Oliver和Sarah在家长日谈论自己父母的情景，引出核心句型Whatdoeshe/shedo?He’s

/She’s...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,headteacher，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,headteacher2.能

够听、说、读、写句型—Whatdoeshedo?—Heisabusinessman.3.能够掌握询问他人职业的句型：Whatdoeshe/shedo?He’s/She’s...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：Whatdoeshe/shedo?He’s/She’s...（2）能够听、说、读、写句型—Whatdoeshedo?—Heisabusinessman.（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Step1Warmup1.GreetingT:Goodmorning,boysandgirls.Ss:Goodmorning,teacher.T:Nicetoseeyouagain.Ss:Nice

toseeyou,too.2.ChantWhatdoeshedo?Heisapostman.Whatdoesshedo?Sheisapoliceofficer.Factoryworker,businessman.Factoryworker,businessman.Whatd

oyouwanttobe?Iwanttobeapoliceofficer.3.Guessingthename(1)Hecandrivetaxi.(2)Shehelpsclean.(3)Hecanwrite.(4)Sheplays

footballwell.(5)Hecandanceonthestage.(6)Shecansingonthestage.（课件逐一呈现，并问：Whatdoeshe/shedo?）T:Whatdoeshe/shedo?Ss:He’s/She’s...设计意图：通过Chant、小游戏复习学过的单词，

并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。Step2Leadin1.T：Theboysandthegirlsaretalkingabouttheirparents’job?Doyouwanttoknow?(播放P46页、P47页内容的视频)T：Ialsohav

eabigfamily.Doyouwanttoknow?Ihaveabigfamily.Thereismygrandfather,mygrandmother,myfather,mymother,mysistera

ndI.Mygrandfatherisafarmer.Mygrandmotherisanurse.SheworksinasmallhospitalinLinHe.Myfatherisabusinessman.Heisalwaysbu

sy.HeoftengoestoothercitiesinChina,forexample,Beijing,Xi'an,Shanghaiandsoon.Hegoestoothercountries,too,suchastheUSA,theUKandAust

ralia.Mymotherisaheadteacherinaprimaryschool.Mysisterisadancer.Iamateacher.IteachEnglish.(在讲述的过程中，把本课涉及到的重难点词汇逐个解释:businessman,countries,A

ustralia,headteacher)T:Whatdoesmyfather/motherdo?Ss:He’s/She’sa...(师生问答)T:Whatdoesyourfatherdo?Ss:He’sabusinessman.T:Whatdoe

syourmotherdo?Ss:She’saheadteacher.(师生问答并板书)2.Let’stry(1)T：TodayisParents'Day.Theirparentswillcometoschooltomeettheteac

hers.Whowillcome?CanSarah'sfathercomeonParents'Day?Whatdoeshedo?Isheadoctor,ateacherorataxidriver?(2)播放录音，指名回答问题。(3)师

生核对。教学资源：视频设计意图：引出正文的相关信息，为进入正式的对话做好准备。Step3Presentation1.T:It'sParents'Daytoday.Whowillcome?Oliver'sfatherorhismother,orboth?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。WhatdoesOliver’sfather/motherdo?3.细读文本，学习对话。(1)Readthetextagain

anddiscussinagroup.OnParents’Day,bothSarah’sandOliver’sfatherscan’tcome.Questions:①WhereisOliver’sfathertoday?②Whatdoeshisfatherdo?③Wha

tdoeshismotherdo?(2)Reporttheanswers.T:WhereisOliver’sfathertoday?S1:He’sinAustralia.T:Whatdoeshisfatherdo?（课件展示句子）

Ss:He’sabusinessman.T:Howdoyouknowthat?Ss:Heoftengoestoothercountries.T:Yes.Heoftengoestoothercountries.（课件呈现句子，板书count

ry，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:Whatdoeshismotherdo?Ss:She’saheadteacher.（板书headteacher，学生猜测词义，齐读句子。）(3)T:DoesOliverwanttobeahead

teacher？Ss:No.T:Whatdoeshewanttobe?Ss:Hewantstobeabusinessman.（课件呈现句子，理解句子）T:Whatdoyouwanttobeoneday?（板书句型Iwanttobe...on

eday，引导学生用此句型练习说话）S1:Iwanttobe...oneday...设计意图：小组讨论问题，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。Step4Practice1.Aska

ndanswerT:whatdoeshe/shedo?Ss:He/Sheisa/an„逐一呈现图片，做问答练习。设计意图：帮助学生巩固和运用语言。扩充：Whatdoeshe/shedo?=Whatishe/she?=What’shis/herj

ob?(1)T:Whatishe/she?Ss:He/Sheisa/an„(2)Canyousay?2.Groupwork:Makeadialogueinpairs.Whatdoesyourfather/motherdo?He/Sheisa/an„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。3.DreamtimeT:WhenIwasyoung,Ihadalotofdreams(梦想).Iwantedtobeadoctor.Iwantedtobeanactress.ButnowI'matea

cher.Doyouhavedreams?Whatdoyouwanttobe?Theteacherorabusinessmanor....Let’stalkaboutyourdreams!T:Whatdoyouwanttobe?S:Iwanttobea/an„.

T:Workhardandyourdreamcancometrue!(努力奋斗，你的梦想就能实现！）Nopains,nogains!(一分耕耘，一分收获）Workhardforyourdreams!(为你的梦想努力吧！)4.听录音跟读文本。教学资源：点

读机设计意图：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。Step6ExtensionThanksgivingDay(感恩节)Step7SummaryT:Wha

tdidyoulearnaboutthisclass?学生们自由说，教师总结。T：1.学习了单词：country,headteacher2.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：Iwanttobe...oneday.设计意图：帮助学生归纳知识点，有助于学生对知识的理解。St

ep8Homework1.Doasurvey.Sarah'sfatherisadoctor.Oliver'sfatherisabusinessman.Oliver'smotherisaheadteacher.Whatdoesyourfatherdo?Wh

atdoesyourmotherdo?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）MyFriends’Parents’CareerNamemotherfather参

考句型：—Whatdoesyour...do?—He’s/She’s...参考词汇：businessman,moviestar(影星),pilot,soldier(士兵),professor(教授),expert(专家),editor(编辑),translator(翻译),lawy

er(律师),banker(银行家),barber(理发师),busconductor(公共汽车售票员),tailor(裁缝),cook(厨师),shopassistant(售货员),postman...教学资源：表格设计

意图：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。2.Makeadreamtree参考内容：Amywantstobeasinger.Katewantstobeanartist.Jimwantstobe

a„.Iwanttobea„设计意图：真实的调查活动，既调动了全体学生的参与，又使学生确立自己的奋斗目标并为之努力。板书设计UnitFiveWhatdoeshedo?PartALet’stalkWhatdo

esyourfatherdo?Heisabusinessman.Whatdoesyourmotherdo?Sheisaheadteacher.Iwanttobe...oneday.（想成为）