Unit 5 What does she do? A. let’s learn教案与反思
　　一、教学目标：
　　1.能够听说读写本课单词：singer, writer, actress, actor, TV reporter, artist
　　2.能够理解、认读句子：What does your father /mother do? He&s / She&s a---
　　3.能运用所学单词，表达自己将来想做的职业，表达自己的理想。
　　二、教学重难点：
　　1．重点是掌握A. let&s learn部分的六种职业的英语表达，并能简单问答、介绍，表达自己的理想。
　　2．本课难点是在正确区分运用冠词an和a,如：an actress, a writer
　　三、教学过程：
　　1. warming up
　　Flash 播放四年级上册第六单元有关职业的歌曲。由熟悉中引出新知识。
　　放四年级上册第74页的歌谣，学生边说边根据内容做一些动作
　　2．Preview
　　复习活动：What is he/ she ? / What does he/ she do ? He/ She is a &..
　　课件出示的图全部都是学过的有关职业的图片： teacher, doctor, nurse, farmer, driver, baseball player, policeman
　　(全班问&&小组问&&点名字问) 从全班、小组再到个人操练。
　　3．Presentation
　　（1） 课件出示歌手刘德华的照片，问：&Who is he ?&what does he/she do?&引导学生回答：&He is a singer.&.
　　课件图片，学习 singer 一词, 随后出示音标，学生拼读。师生问答：What does she do? She is a singer.
　　（2）课件出示鲁迅先生头像，从Who&s he ?到 What does he do ? 提问，指导学生回答：He is a writer. 引出单词学习：writer. 板书时先板书动词write，再用颜色笔在末尾加上r，让学生从熟悉的单词中快速记住新单词。
　　（3）图片：新闻播音员，学习TV reporter.
　　（4）出示前面所学3个单词的图片，小结：What does he/ she do? He/ She is a&
　　小组活动：四人小组互相问答What does he/ she do? He/ She is a&
　　（5）课件出示男演员图片，学习：actor. 出示问题：What does he do ? He is _____ actor. ( a, an )
　　小组活动：讨论用哪一个冠词，为什么？ 回答，归纳：元音发音作为首字母，应使用冠词an 如： an elephant, an active boy, an apple 。
　　（6）继续学习 actress.
　　扩展：What do they do ?
　　They are ___________. ( A. actress B. actresss C. actresses )
　　小组活动：讨论哪个是正确答案，为什么？
　　回答，归纳：以s结尾的名词，它的复数形式是加 es.如：classes, buses.
　　（7）出示画家图片， 学习 artist.
　　（8）出示刚学的3个单词( actor, actress, artist) 的图片，小结：What does he/ she do? He/ She is an&让学生说出使用冠词an的原因。
　　（9）出示本节课学习的六个职业单词，进行小组齐读、问答活动。
　　4. Practice
　　（1） 出示一些学习所熟知的人物，让学生回答问题：What does he/ she do ?
　　( 作家巴金、男演员成龙、画家齐白石、歌手吴尊，播音员罗京，女演员赵薇)
　　（2）把全部学过的职业单词的图片出示在同一张power point 上，小组活动：四人小组看图问答：What does your father/ mother do ? He / She is a/ an&
　　（3） 开火车操练：What does your father/ mother do ? He / She is a/ an&
　　5. Summary:
　　(1)、职业单词：singer writer TV reporter actor actress artist
　　(2)、关于询问职业的句子及回答：
　　(1) What is he/ she ? He&s / She&s a / an&
　　(2) What does he / she do ? He&s / She&s a / an&.
　　(3)、正确区分运用冠词an和a，如：an actor, an actress, an artist.
　　板书设计：
　　Unit 5 What does she do ?
　　A. Let&s learn
　　What is he/ she? job: a singer an actor
　　He/ she is a/ an& a writer an actress --actresses
　　What does he/ she do? a TV reporter an artist
　　He/ She is a/ an&
　　四、课堂练习：
　　1、辨音：
　　( ) 1. singer side
　　( ) 2. actor and
　　( ) 3. cinema actress
　　( ) 4. do does
　　( ) 5. uncle university
　　2、选择题：
　　( )1.I write stories, I&m a _________.
　　A. teacher B. singer C. writer
　　( )2. ______ does she do ? She&s a nurse.
　　A. What&s B. What C. How
　　( )3. My aunt is _____ actress.
　　A. the B. a C. an
　　( )4. I am going to ______ a TV reporter.
　　A. do B. be C. /
　　( )5. ______ your sister an actress ?
　　A. Is B. Are C. Do
　　小组活动流程：
　　No.1: 学生独立完成练习。（ 印发课堂练习卷）
　　No.2: 四人小组用红笔进行互评互改，由小组长组织，轮流每人分析1小题，当分析不清楚或不充分时，其他成员要补充自己的意见或对讲解人进行询问，组内统一分析的方法，统一答案后评改。
　　No. 3: 每一个小组提问一个成员，每人都要讲解分析方法，再说答案。
　　教学反思：
　　本节课能抓好重难点进行教学，重难点比较突出。但反观整节课，时间的控制还不够理想，比课堂预设超出2分钟，表明某些环节花费时间过多，存在一些无谓的活动或话语过多。 一节课下来，反思教学过程，环节与环节之间仍然不够紧凑，有停顿现象出现。教学魅力有待提高，脸部表情，教学语言等方面都是自身仍要不断学习不断改进的方面。
　　小组互评互改能按学校总要求开展，课堂能反应出学生平时有进行小组互助活动。小组互评互改有了雏形，大部分学生都能在互动中发表自己的意见，但仍有个别学生未能大胆开口，小组长的帮带作用要加强，学困生的复述不够清晰。个别小组在互动中缺乏寻求帮助的意识，或许我在平时的小组互动中未让学生懂得当遇到不明白的地方，懂得寻求另一小组或者教师进行帮助，个别小组遇到困难就停下不前，平时的指导仍有所欠缺，要加强指导学生懂得寻找解决问题的方法。小组互评互改未真正放手给学生，小组互评互改后，老师还要权威性地全班做一次统一答案的讲解，可以自己评讲一题，另外的让学生做小老师进行评讲分析，锻炼学生的语言组织与分析能力，让他们的分析能力不断提高。
《Unit 5 What does she do? A. let’s learn教案与反思》摘要：doctor, nurse, farmer, driver, baseball player, policeman (全班问&&小组问&&点名字问) 从全班、小组再到个人操练。 3．Presentation 1 课件出示歌手刘德华的照片，问：Who is he ?what...： ◇
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(805)(78)(35)(6)(68)(3)(0)(1)(1)最新文章文章作者: sy-rachel时间:
9:13:00分类: 一、学习目标
1. 借助卡片、录音或多媒体资源，能够听、说、读、写句子Where does he work? He works at sea. How does he go to work? He goes to work by bike. 并能在情景中进行运用。
2. 借助卡片、老师讲解，能够理解并掌握三会单词sea，stay。
3. 借助录音或多媒体资源，能够独立完成Let’s try部分的练习。
二、学习重难点
1.重点 掌握句子Where does he work? How does he go to work? 并能在情景中熟练运用。
2.难点 能运用四会句型与他人自如地交流。
三、学习准备
教师准备多媒体课件、课文情景动画或音频MP3；另外有相关的单词卡片、图片等。
四、学习过程
Step 1: Warm-up
1. 单词热身。给学生看课件出示的职业单词，然后让男女生比赛说单词。
2.Watch and say：出示图片填空。如：teacher。What does she do? She is a teacher.Where does she work? She works in a hopital.仿照例子编对话。
Step 2: Presentation
Let’s try教师给学生一分钟时间看问题，然后播放Let’s try部分的录音两遍，核对答案。问题如下：What does Xiao Yu’s uncle look like? Does Xiao Yu’s uncle often take him to school? 再次播放录音，学生逐句复述录音内容。
Let’s talk
1. 教师出示自己的相关信息，如:
教师根据表格的内容说：I’m a teacher. My mother is a worker. What does my father do? 教师引导学生说出所学的职业单词，然后把father改成mother，引出She is a worker. 教师继续介绍：I work in our school. What about your father? Where does he work? 引导学生说出所学的地点单词，同时会用第三人称转述：He works in/at…教师板书并教读句型：Where does he work? He works at/in…注意动词的形式。
教师紧接着说：I go to work by bike. How does my mother go to work? 引导学生根据表格中的内容回答：She goes to work by bus.
2. 教师播放Let’s talk部分的录音，先让学生带着如下问题静听两遍录音，画出关键信息点。
问题如下：Where does Mike’s uncle work? How does he go to work?&& ,
遇到学生不懂的地方，如 sea, stay等词时教师进行讲解。如教师拿出大海的图片，问有没有学生去看过大海，然后引导学生说出大海的单词sea，并引导学生造句。如： The sea is very beautiful.
教师再继续板书单词stay，并引导学生造句，如：
He works very hard and stays healthy.
教师核对答案，然后让学生一边听录音一边跟读句子，最后把学生分成两人一组自由练习对话，请几组学生表演对话。教师注意从语音、语调、动作神态等多方面进行评价。
3. 教师板书四会句子：
Where does he work? He works at sea.
How does he go to work? He goes to work by bike.X|k | B| 1 .& c|O& |m
Step 3: Practice
1. 教师课件出示图片，包含有：职业名称，工作地点，交通方式。活动开始，学生六人小组选择图片编对话。找几组表演对话。
对话表演结束，老师总结，引出Whatever you are going to be, we should work hard(努力工作），study hard(努力学习）， and stay healthy(保持健康）.
突破难词stay。
2. 教师以Mike为例，列举Mike’s& father, Mike’s uncle, Mike’s mother的一些信息，介绍他们的职业、工作地点及上班的交通方式。学生讨论并釆访几名同学，如：Where does your father/mother work? How does he/she go to work? 将回答记录在自己的表格内。调查结束后，请几名学生汇报调查结果，如：Li Ming’s father works in a factory. He goes to work by subway.
Step 4: Consolidation and extension
1. 把Let’s talk部分的内容读给家长听。
2. 背诵4个重点句子。 w&&&& W w&& .X k b 1. c O m
3. 用句型“ What does she/he do？Where does she/he work？How does he work?”和你的家人谈谈你叔叔的职业，工作地点，怎样工作的。
本节课在讲授新课之前，教师和学生复习巩固了上节课所学的知识。在单词教学过程中，教师通过展示一些比较能引起学生兴趣的图片，激发了学生的学习兴趣，降低学习的难度。在Warm-up阶段就操练本单元的重点句型，让学生熟练运用重点句型，在难度并不大的情况下，充分调动学生的积极性，把握好本课时的重点。本课是锻炼学生胆量、口语表达的主战场。有些学生学不好英语是因为胆子小，缺乏自信，怕说错，课堂上从不举手，而且常存在饶幸心理，希望老师不要叫到自己，而老师们为了这些学生的“自尊心”和“安全感”，也很少提问他们，久而久之，这样的学生就成了“哑巴”学生。本节课对话表演的学习方式给了学生很大的自由空间，它可以更好地激发学生的学习兴趣，拓宽学生的参与面，调动学生的积极性和主动性，为全体学生提供口语锻炼的机会，达到良好的教学效果。
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《What does he do? 》教学案例
单位： 作者：胡燕妮 来源：本站原创录入：蓝贝编审：lanbei发布时间：日 点击数：
《What does he do? 》教学案例
石门县澧斓完中 胡燕妮
一、教材分析：本课的内容主要是谈论职业，通过本课的学习，一方面让学生学会谈论身边人的各种职业，另一方面让学生谈论他们梦想的职业及其原因。
二、学生分析：本单元内容贴近学生的生活和学习实际，学生都知道自己父母及家人的职业，所以学生在接受这一课内容是没有问题的。教学中分别为不同层面的学生设计了学习任务，让他们都能享受到用英语做事情的乐趣。
三、设计思路：本堂课采用任务型教学途径，这种途径是以应用为动力，以应用为目的，以应用为核心（为用而学，用中学，学了用）的教学途径。任务型教学是一种以人为本的，能体现语言价值的，先进的、有效的教学途径。学生带着任务学习，在完成任务的过程中逐渐生成知识，形成技能。本课将通过任务型教学，努力达到课堂活动目的。
四、教学目标 ：
1、学会使用下列句型谈论职业
What does he do? What is he? What’s his job?
What does Anna’s mother do?
2、学会谈论自己梦想的职业及原因
I want to be a…because…
3、在活动中自我锻炼和培养,提高听、说、读、写等方面的能力
（五）教学设计
Step 1 Greetings
Ask one stdent to give a short duty report.
Step 2 Leading-in
After he finishes it, ask the other students to ask the reporter questions. Then say: I have a question ,too. What does she do? Do you know? Is she a teacher? No, she isn’t. Help students to answer: She is a student. Then ask: What’s she? And What’s her job? Help students to answer: She is a tudent.
Step 3 Presentation
Elicit the the sentence pattern and show CAI
What does she do?=What’s her job?=What is she?She is a student.
Then show different pictures, teach new words: actor, shop assistant, waiter, bank clerk, policeman, policewoman, doctor, reporter.
Step 4 Game
First read the new words together. Then play the “Bingo” game with the words.
Say: Open your books at page 19. Look at the picture, and match words with the pictures.
Check the answers.
Play the recording. Ask students to listen and number the people (1-3) in the picture below. Play the recording twice.
Check the answers.
Say: What do your family do? Work in pairs, make your own conversations. You can use any words you know.
A: What does your father/mother/… do?
(=What is your father’s/ mother’s/…job?
=What is your father/mother/…?)
B: He/She is a/an…. He/She…
Ask some pairs to demonstrate their conversations.
Say: Good job! I’m a teacher, but I want to be a doctor.Anna’s mother is a bank clerk, but she wants to be a police officer. How about Tony’s father and Susan’s brother? Let’s listen and then number the pictures.
Then play the recording again, ask them to listen and fill in the chart.
Check the answers.
Ask students to work in pairs, make conversations like this.
A: What does your father do?
B: He is a bank clerk.
A: What does he want to be?
B: He wants to be a reporter.
Check some pairs.
Step 10 Task 6
Ask one student to stand up, ask:
What does your mother want to be?
She wants to be an actress.
Because it’s interesting.
Then say a sentence like this:
My mother wants to be an actress because it’s interesting.
My father wants to be a/an
reporter/ policeman/actor/boss(老板)/president（总统）…because…
Ask students to make their own sentences like this one by one.
Step 11 Task 7
Ask students to work in groups of four, talk about their dream job. Say: What do you want to be when you grow up? Now discuss in groups of four, then give a report like this:
When I grow up(长大后), I want to be …, because …
Step 1 Greetings
T: Hello, everyone! I’m very happy to see you! Who’s on duty? Can you give us a duty report?
S: Hello, everyone! My name is… I’m 12 years old….
Step 2 Leading-in
（值日报告做完之后）
T: Good report! (问其他学生) Do you have any questions to ask him?
S1: Where is your pen pal from?
(三个学生分别问三个问题后)
T: Good questions! I have a question ,too.（指向值日生）What does she do? Do you know? Is she a teacher?
Ss: No, she isn’t.
T: She is a student.(引导学生回答)
T: What’s she? What’s her job?
T: She is a tudent. (引导学生回答)
Step 3 Presentation
(这时展示课件上的句型)
What does she do?=What’s her job?=What is she?She is a student.
（带读句型，然后展示不同图片，教以下单词）: actor, shop assistant, waiter, bank clerk, policeman, policewoman, doctor, reporter.
T: What does he do?
T: He is an actor. Repeat: actor
(教师通过看图谈论，直观地将本课的内容展现出来。学生很自然地被迁移到了新课中来，学生初步接触新词)
Step 4 Game
T：Now, please read the words together, every word twice.
Ss read the words.
Now let’s play a game. Bingo!
（通过让学生读复习新词，再通过游戏加深印象。游戏很有趣，学生非常感兴趣，气氛十分热烈）
T: Just now you had fun. Now, I’d like to give you a task. Open your books at page 19. Look at the picture, and match words with the pictures.
T: If your answers are all right, please raise your hands.
（通过连线活动再次巩固新词汇）
T: All of you did a good job. Now, please look at the pictures in your books. There are some people, what do they do? Now, let’s listen to the tape. Then number the people (1-3) in the picture below.(放录音两遍，然后检查答案)
（通过听录音进一步巩固新词汇和句型）
T: What do your family do? Work in pairs, make your own conversations. You can use any words you know.
A: What does your father/mother/… do?
(=What is your father’s/ mother’s/…job?
=What is your father/mother/…?)
B: He/She is a/an…. He/She…
Ask some pairs to demonstrate their conversations.
(学生分组讨论，气氛热烈。教师走到学生中去，与学生交流沟通)
T: Well done! I’m a teacher, but I want to be a doctor.Anna’s mother is a bank clerk, but she wants to be a police officer. How about Tony’s father and Susan’s brother?Now let’s listen and number the pictures.
Then play the recording again, ask them to listen and fill in the chart.
Check the answers.
(让学生听听力材料，获取信息,为下一步谈论做准备)
T: Now talk about your family members. What do they want to be?
Ask students to work in pairs, make conversations like this.
A: What does your father do?
B: He is a bank clerk.
A: What does he want to be?
B: He wants to be a reporter.
Check some pairs.
(初步谈论理想职业)
Step 10 Task 6
（在几组表演完毕之后）
T: (Ask one student to stand up) What does your mother want to be?
S: She wants to be an actress.
S: Because it’s interesting.
T: （面向全体学生）Her mother wants to be an actress because it’s interesting.
T: Now make
My mother wants to be a…because…
(课件展示)My father wants to be a/an
reporter/ policeman/actor/boss(老板)/president（总统）…because…
Ask students to make their own sentences like this one by one.
(这个环节中，学生一个接一个地站起来说英语句子，既很好地训练了学生的英语思维，又训练了他们的口语表达能力，鼓励他们多说，让不同层次的学生特别是基础薄弱胆小的学生也得到了锻炼，增加了自信。)
Step 11 Task 7
Ask students to work in groups of four, talk about their dream job. Say: What do you want to be when you grow up? Now discuss in groups of four, then give a report like this:
When I grow up(长大后), I want to be …, because …
学生回答之一：
When I grow up, Iwant to be a reporter because it’s very exciting. I like talking to people. I can meet lots of people. And I can be on TV, so people can see me on Tv everyday.
（这个环节具有挑战性，体现学生的综合能力，从词到句再到篇段、篇，对学生的写作能力提高有好处，但由于有了前面几个环节，如小组练习和造句等的的准备，学生的报告水到渠成。）
这节课我觉得完成了本课的教学目标，在课堂上通过循序渐进的引导，全面的训练了学生的能力。让学生用英语做事情方面，写导得还不够，这是今后教学中要改进的。
英语课堂最重要的是让学生开口说，用英语去完成任务，这节课达到了这样的目的，让学生大胆地说，鼓励学生说，课堂上能做到全面提高学生的英语能力，通过师生，生生的交流，合作，探究，取得了很好的教学效果。