尖子生是班上学习的主力军，在班上起着不可估量的带头作用。为此，我计划还要下大力气抓尖子生，多看“额外”的书，避免上课“吃不饱”的现象，同时，在班上大力表扬他们，既促进积极性，又为学生树立了学习的楷模。下面和课件网小编一起看看有关六年级英语上册Unit5《What Does She Do》教案人教版。
《What Does She Do》教案1
教学目标
1. 听懂会读“Let’s talk”。并能做灵活替换练习。
2.能够听、说、认读句子：What does your mother do? She is a TV reporter.并在现实生活中能够灵活运用，做到语音准确，语调自然。
3.会唱歌曲《My family》，并能替换歌词演唱。
教学重难点
1.熟练掌握本课时的重点单词。
2.能够在现实生活中灵活运用句型：What does your mother do? She is a TV reporter. 并在现实生活中能够灵活运用，做到语音准确，语调自然。
3.着重讲解问句与陈述句中动词的变化形式。
教学过程
Step 1:warm-up
1.教师热情地和学生打招呼问好，做简单的Free Talk.
2.教师为学生播放教学媒体资源中的《chant》，和学生一起拍手说唱。
3.教师和学生一起复习A部分“Let’s learn”中的单词：Act like a singer. Spell the word singer，driver...
Step2: Presentation:
1.教师用卡片里的单词做替换词，让学生灵活应用的对话。课件出示图片：
What do you do?
I’m a driver.
I’m a teacher.
What about you?
What does he do?
He is a singer. He is a writer.
What does she do?
She is a
TV reporter....
2.教师通过教学媒体资源为学生播放课本59页 “Let’s try”部分的教学内容，
让学生通过看图，听音进行选择。录音内容如下：
Woman: What does your mother do? Girl: She is a singer. Woman: What does your father do?
Girl: He is a teacher. He is a teacher. He teaches Chinese. Man: Circle the right pictures.
3.学生听完“Let’s try”部分的录音之后，教师问学生“What does your father /mother do ?”如果学生回答“She’s /He’s a singer/teacher.”教师可以继续问“Does she /he teach English? Does she /he often sing songs?”学生会回答“Yes， she /he does. No， she/he doesn’t.”复习以前的知识。
Group work
What are you going to be?
I’m going to be...
然后教师通过教学媒体资源为学生播放“Let’s Talk”的教学录音，学生跟读。最后教师让学生分角色朗读课文，并鼓励学生做替换练习。
（在这个过程中教师要给学生讲解动词的变化形式：一般现在时第三人称单词动词后面加s 或者es，在疑问句或者否定句中，前面有了助动词does，后面的动词要变成原形。）
4.教师给学生呈现Group work 的教学挂图，让学生先认真看图，然后在表格内填上所要采访的同学名字，然后去采访班里的同学：“What does your mother/father do? ”
如果时间允许，可以让几名学生汇报调查结果。教师也可以根据学生的调查结果对学生进行提问。
Step 3: Practice
按要求改变句子。
教师和学生一起进行“背靠背”活动。
学生两个人一组背靠背坐好，每人使用一套职业卡片和家庭成员卡片。左边的同学先把家庭成员和职业卡片一一对应排列好，右边的同学向同伴提问，如: What does your mother do? 左边同学根据自己卡片的摆放位置作答，右边同学根据对方的回答排列自己的卡片。问答结束，两个人的卡片位置应该相同。教师做裁判，看看哪个小组的同学表现得最棒，并发送小礼物表示奖励。
Step 4.Summary
Jobs 职业
driver 司机 teacher 教师 farmer 农民
player 运动员 worker 工人 cleaner 清洁工
doctor 医生 manager 经理 dancer 舞蹈演员
boss 老板 employee 职员 engineer 工程师
editor 编辑 designer 设计师 reporter 记者
tailor 裁缝 waiter 男服务员 waitress女服务员
jailer 狱警 fireman 消防员 conductor 售票员
accountant 会计 salesperson 售货员
postman 邮递员 librarian 图书管理员
policeman 男警察 policewoman 女警察
教师和学生一起总结本课时的教学重点。
Step 5.Homework
1.让学生熟练掌握本单元的重点句型和词组。
2.让学生听Let’s Talk部分的录音，读给家长或同伴听。
3.让学生课外完成Task Time 任务，下节课进行交流。
板书设 计 Unit 5 what does she do? A Let’s talk What does your mother do? She is a TV reporter.
《What Does She Do》教案2
教学目标
1、 能够听、说、认读Let’s read部分的短文，完成相应的活动。
2、 能够运用所学语言较好完成“招聘会”的活动。
教学重难点
1、本课重点是操练巩固本单元11个职业名称的单词和重点句型：What does he/she do? Where does he/she work? How does he/she work?
2、本课难点是帮助学生理解短文中的新语言，如：help the bank use their money well. likes helping people. help tourists find their way.以及三个小建议。
教学过程
1、Preparation
（1） Greetings
（2） Let’s chant（课本第56页）
（2）Free talk
预设问题：
How many people are there in your family? Who are they?
What does your father / mother do ?
Where does your father / mother work?
How does your father / mother go to work?
How does your father / mother go to work?
（设计意图：课前chant热身，让学生迅速进入学习状态并复习旧知。通过日常会话，复习巩固本单元主要职业名词及句型，达到温故而知新的目的。）
2.Pre--reading
I.T：Now， I will introduce some my friends to you. What do they do ? Can you guess?
Ss: OK！
T:OK！Let’s meet my first friend. （投影出示卡片： She works in the school. She teaches English in the school. She loves her children very much. What does she do? She is a ___________）
师生一起读卡片上的内容后，让学生猜所描述人物的职业，然后揭示答案。
II.用同样的方法阅读第二个片断.（ 投影出示卡片： He works in a car company. He likes math and drawing very much. He can design（设计） many cool cars. What does he do? He is an ______________.）
师生齐读内容，出示单词卡，教读design。之后师问：What does he do ? can you guess?
S3: Maybe he is an engineer.T: Yes， he is an engineer. You are very clever！（ 揭示答案）
III.Now， let’s go on ， meet my friends. I have many friends. （投影出示卡片： They like beautiful cities. They like traveling（旅游） very much. Who are they? They are ______________）
Can you read the passage? Have a try， please！
（学生试读小短文，教师和学生一起读后，教师说出答案并出示tourists单词卡，并领读。）
IV.投影出示一张城市交通图，在图上标出两个旅行者。
学习本课难点句子：Help the tourists find their way.并引导学生用英语描述路线。
V.出示周杰伦照片，讨论交流信息：
（出示提示句子） Look！ I think Zhou Jielun is a singer. He goes to work by car. He likes singing very much. What do you think of Zhou Jielun?（学生看提示语和同位讨论）
（投影卡片内容：
请学生说说自己的想法：I think Zhou Jielun…
投影出示句子。Zhou Jielun is a singer. He goes to work by car. He likes singing very much.
VI.出示另一张照片（教师自己的照片）用同样的方法让学生讨论交流信息。
VII.出示一名银行会计的工作照片。
用同样的方法讨论交流并学说句子：helps the bank use their money well.
投影出示提示：
学生两人一组讨论交流。教师巡视指导，纠正句子中的用词、发音等。
VIII.投影出示刚才的三段短文。Can you read the passages by yourselves? 学生看投影自由阅读。
T：Can you answer these questions? Ask and answer in your groups.
投影出示问题：
1. What does Zhou Jielun do?
2. What does Xiao Hong do ?
3. Who works in a school?
4. Who likes singing?
5. How does Miss Liang go to work?
6. Who help the bank use their money well?
教师提问投影上的问题，学生抢答。
（设计思路：通过先阅读部分与课文相似的片段，引出文中的难点句子，进行教读、理解。排除阅读障碍，降低阅读难度。并且用反复出现的方式操练重点句型。）
3.In—reading
（1） 略读。简单回答问题
学生打开课本，自由阅读课文。教师巡视指导。
参考问题：
A. How many friends do we have?
B. Who are they?
C. What do they do?
（2） 细读
逐段阅读，根据短文内容判断：
第一段：
A. Wang Li is an engineer.
B. She likes reading English very much.
C. She designs many cars and buses.
D. She goes to work on foot.
第二段
A、 Li Xiaobin is a policewoman.
B、 He works is a hospital.
C、 He helps the bank use their money well.
D、 He goes to work by bus.
第三段：can you answer my questions?
A、What does Yuan Yuan do?
B、What does Yuan Yuan like?
C、How does Yuan Yuan go to work?
T: （学生口头回答上面三个问题后）
（设计思路：通过简单判断，给与学生阅读的自信。就短文的内容提出yes-no等的简单问题，让学生带着问题阅读并通过快速阅读理解语篇的大意）
（3） 读写
Let’s read all the passages together， OK?（齐读全部课文一遍）
Now questions for you? can you answer the questions on your English books?
Ask and answer in your groups， then write the answers on your English books.
学生读短文完成文后问题，教师巡视指导。
教师借一个同学的课本，投影展示答案。
（4）听录音，跟读课文。
（5）自由朗读课文，品味语感。
（设计思路：通过阅读解决语篇内的主要内容，让学生回答有一定思维深度的问题检测学生理解程度。培养学生获取信息、处理信息的能力。然后通过做课本上的问答题落实到写上。）
4.Post—reading
T: Look！ there are three tips here.（课前将文中的三条建议贴在黑板上）
老师读完三条建议后说：I want to be a singer， because I like singing very much. What about you?
S1: I want to be a teacher， because I like children.
T: Thank you. What else?
S2: I want to be an accountant. Because I like math very much.
T: Thank you. What else?
S3: I want to be a teacher， because I like students.
T: Thank you. What else? What about you?
S4: I want to be an English teacher. Because I like English very much.
（设计思路：将书上学到的知识运用于真实的生活场景之中，并得以拓展。体现了用英语的思想。）
5.Progress
（1）T: Now you are the managers in the many companies， and you need somebody work for your company. 请你根据你们公司的工作性质，到人才市场去聘用一些人员为你的公司服务。（课前在学生的桌子上分好小纸条，上面写着虚拟身份的相关信息，每组为一个公司。）
（2）教师示范在求职介绍中找到自己需要的人才，并用英语表述理由。
Zhang Yong is a happy man. He likes helping the sick（病人）people.He likes white.
He wants to be a doctor. So I choose Zhang Yong. Because he wants to be a doctor， and Yongxin hospital needs a doctor.
I work in Yongxin hospital. I choose Zhang Yong. Because Yongxin hospital needs a doctor. And Zhang Yong wants to be a doctor.
Can you tell me? What about you?
Now you can stand up and look for the personnel for your company. OK?
（3）学生以小组为单位在教室内寻找、阅读求职信息，在小组内讨论并寻找自己所在公司需要的人才。试着用英语表述聘用原因。教师巡视指导。
（4小组推举一名代表介绍自己聘任的人员并说明理由。在班内介绍。
（设计思路：设置扩展活动，让学生在真实自然的任务型活动中扩展运用阅读信息。）
（5）T: Boys and girls， toady， it’s very difficult to find a nice job. So we must work hard， and make a new day. OK?
Ss: OK！
（设计思路：通过创设一次招聘会的场景，让学生在相对真实的语境中运用所学英语。同时也培养了学生用英语思辨的能力，真正做到“用中学，学中用”。）
