People's Education Press sixth grade English Unit 5 "What does she do?"

1. Can you listen, speak and read letters? Read part of the passage and complete the corresponding activities.

2. Can you use the language you have learned to complete it better? Job fair? Activities.

Emphasis and difficulty in teaching

1, the focus of this lesson is to practice the words and key sentence patterns of the professional name of this unit 1 1: What does he/she do? Where does he/she work? How does he/she work?

2. The difficulty of this lesson is to help students understand the new language in the passage, such as: helping banks make good use of their own money, helping tourists find their way, just like helping others, and three small suggestions.

teaching process

1, ready

(1) greetings

(2) let? Chant (textbook page 56)

(2) Free conversation

Default question:

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?

(Design intention: recite and warm up before class, so that students can quickly enter the learning state and review old knowledge. Through daily dialogue, review and consolidate the main professional nouns and sentence patterns in this unit, so as to achieve the purpose of reviewing the old and learning the new. )

Step 2 read ahead

Now, I will introduce some of my friends to you. What do they do? Can you guess?

Ss: OK!

T: ok! Jean? Meet my first friend. (Projection shows card: She works in a school. She teaches English at school. She loves her children very much. What does she do? She is a _ _ _ _ _ _ _ _ _)

After the teacher and the students read the cards together, ask the students to guess the occupations of the characters described, and then reveal the answers.

Two. Read the second clip in the same way. (Projection card: He works in a car company. He likes math and painting very much. He can design many cool cars. What does he do? He is a _ _ _ _ _ _ _ _ _ _ _. )

Teachers and students read the content together, show the word cards and teach the design. Then the teacher asked: What does he do? Can you guess?

S3: Maybe he is an engineer. Yes, he is an engineer. You are very clever! (Reveal the answer)

Three. Now, Jean? Let's go and meet my friends. I have many friends. (Projection card: They like beautiful cities. They like to travel. I like it very much. Who are they? They are _ _ _ _ _ _ _ _ _ _ _)

Can you read this article? Please have a try!

Students try to read this passage. After the teacher and the students read together, the teacher tells the answers, shows the tourists the word cards and guides the reading. )

Four. Projection shows a city traffic map and marks two travelers on it.

Learn the difficult sentence in this lesson: help tourists find their way. And guide the students to describe the route in English.

Verb (the abbreviation of verb) shows photos of Jay Chou and discusses the exchange of information:

(Showing hints) Look! I think Jay Chou is a singer. He drives to work. He likes singing very much. What do you think of Jay Chou? (Students look at the hints and discuss in situ)

(Expected card content:

Let the students talk about their own ideas: I think Jay Chou?

Show sentences by projection. Jay Chou is a singer. He drives to work. He likes singing very much.

Show another photo (the teacher's own photo) and let the students discuss and exchange information in the same way.

Seven. Show me a work photo of a bank accountant.

Discuss communication and learn sentences in the same way: help banks make good use of their money.

Projection presentation tips:

Students discuss and communicate in pairs. The teacher patrolled the instructions and corrected the words and pronunciations in the sentences.

Eight. Show the three short paragraphs just now by projection. Can you read these articles by yourself? Students can read freely by watching the projection.

Can you answer these questions? Ask and answer in your group.

Projection presentation questions:

1. What does Jay Chou do?

2. What does Xiaohong do?

3. Who works in the school?

4. Who likes singing?

5. How does Miss Liang go to work?

6. Who helps banks make good use of their money?

The teacher asks questions on the projection, and the students answer first.

Design idea: By reading some fragments similar to the text first, we can draw out the difficult sentences in the text for teaching reading comprehension. Eliminate reading obstacles and reduce reading difficulty. Practice key sentence patterns repeatedly. )

3. in? read

(1) skimming. Simply answer the question

Students open their textbooks and read the text freely. Teachers' patrol guidance.

Reference question:

A.how many friends do we have?

B.who are they?

C.what do they do?

(2) Close reading

Read paragraph by paragraph and judge according to the content of the article:

The first paragraph:

A. Wang Li is an engineer.

B.she likes reading English very much.

C.she designed many cars and buses.

D. she goes to work on foot.

The second paragraph

Li Xiaobin is a policewoman.

He works in a hospital.

He helps banks make good use of their money.

He goes to work by bus.

Paragraph 3: Can you answer my question?

What does Yuan Yuan do?

What does Yuan Yuan like?

How does Yuan Yuan go to work?

(After the students answer the above three questions orally)

Design idea: Give students confidence in reading through simple judgment. Ask simple questions about the content of the article, if yes-no, let students read with questions and understand the main idea of the article through fast reading.

(3) Reading and writing

Jean? Let's read all the articles together, ok? (Read all the texts together)

Is there a problem now? Can you answer the questions in the English book?

Ask and answer in groups, and then write the answers in your English book.

Students read the passage and complete the questions after the passage. Teacher's patrol guidance.

The teacher borrowed a classmate's textbook and projected the answer.

(4) Listen and read after the text.

(5) Read the text freely and taste the sense of language.

Design idea: Solve the main contents of the text through reading, and let students answer questions with certain thinking depth to test their understanding ability. Cultivate students' ability to acquire and process information. Then do it by doing the questions and answers in the textbook. )

4. post? read

T: look! Here are three tips. (Write down three suggestions on the blackboard before class)

After reading three suggestions, the teacher said: I want to be a singer because I like singing very much. What about you?

S 1: I want to be a teacher because I like children.

T: thank you. What else is there?

S2: I want to be an accountant. Because I like math very much.

T: thank you. What else is there?

S3: I want to be a teacher because I like students.

T: thank you. What else is there? What about you?

S4: I want to be an English teacher. Because I like English very much.

Design idea: apply the knowledge learned from books to real life scenes to expand. It embodies the idea of using English. )

Step 5 make progress

(1) T: Now that you are the manager of many companies, you need someone to work for your company. Please go to the talent market to recruit some people to serve your company according to the nature of your work. Before class, divide small notes on the students' desks, on which the information of virtual identity is written. Each group is a company. )

(2) Teachers demonstrate that they can find the talents they need in the job introduction and explain the reasons in English.

Zhang Yong is a happy man. He likes to help patients. He likes white.

He wants to be a doctor. So I chose 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. Zhang Yong wants to be a doctor.

Can you tell me? What about you?

Now you can stand up and find people for your company. Okay？

(3) Students look for and read job information in the classroom in groups, and discuss and find talents needed by their company in groups. Try to express the reasons for employment in English. Teachers' patrol guidance.

(4) The team recommends a representative to introduce the personnel they employ and explain the reasons. Introduce in class.

Design idea: Set up expansion activities to let students expand the use of reading information in real and natural task-based activities. )

(5)T: Students, today, it? It is difficult to find a good job. So we must work hard and create a new day. Okay？

Ss: OK!

Design idea: Let students use English in a relatively real context by creating a job fair scene. At the same time, it also cultivates students' ability to think in English. Really? For middle school, for study? . )

"What Does She Do" Teaching Plan (2) Teaching Objectives

1. Can you understand and read? Jean? S talk? . And you can do flexible replacement exercises. 2. Be able to listen, speak and read sentences: What does your mother do? She is a TV reporter. She can use it flexibly in real life, making her pronunciation accurate and her tone natural. 3. I can sing the song "My Family" and sing instead of the lyrics.

Emphasis and difficulty in teaching

1. Master the key words of this lesson.

2. Be able to use sentence patterns flexibly in real life: What does your mother do? She is a TV reporter. She can use it flexibly in real life, making her pronunciation accurate and her tone natural.

3. Focus on the changing forms of verbs in interrogative sentences and declarative sentences.

teaching process

Step 1: Warm up

1. The teacher warmly greets the students and makes simple free conversations.

2. Teachers play children's songs in teaching media resources for students, clap hands and rap with students.

3. Teachers and students review Part A together? Jean? S study? Words: act like a singer. Spell the word singer and driver. ...

Step 2: Demonstrate:

1. The teacher uses the words on the card instead, so that students can use the dialogue flexibly. Courseware shows pictures:

What do you do?

Me? I am a driver.

Me? I am a teacher.

What about you?

What does he do?

He is a singer. He is a writer.

What does she do?

She is a woman.

Television reporter ....

2. The teacher plays 59 pages of teaching materials to students through teaching media resources? Jean? Try it? Part of the teaching content,

Ask the students to choose by looking at the pictures and listening to the tape. The recording is as follows:

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. M: Circle the correct picture.

Have the students finished listening? Jean? Try it? After recording a part, the teacher asked the students? What will your father/mother do if the students answer? She? She/he? She is a singer/teacher. ? Can the teacher keep asking? Does she/he teach English? Does she/he often sing? Yes, she/he does. No, she/he didn't? t？ Review the previous knowledge.

Group work

What are you going to do?

Me? I will ...

Then the teacher plays it to the students through the teaching media resources? Jean? S talk? Teaching recording, students follow. Finally, the teacher asked the students to read the text in roles and encouraged them to do replacement exercises.

(In this process, the teacher should explain to the students the forms of verbs: in the present tense, the third-person verb is followed by S or es; in interrogative sentences or negative sentences, the auxiliary verb does comes first, and the verbs behind it should become the prototype. )

The teacher showed the students the teaching wall chart of group work, and asked them to look at the picture carefully first, then fill in the names of the students to be interviewed in the form, and then interview the students in the class. What does your mother/father do?

If time permits, several students can report the results of the survey. Teachers can also ask students questions according to their survey results.

Step 3: Practice

Change the sentences as needed.

Teachers and students work together? Back to back? Activities.

Students sit back to back in pairs, each with a set of professional cards and family members' cards. The students on the left line up the family members and professional cards one by one, and the students on the right ask their peers questions, such as: What does your mother do? The students on the left answer according to the position of their cards, and the students on the right arrange the cards according to each other's answers. At the end of the question and answer, the card positions of two people should be the same. Teachers act as judges to see which group of students perform best, and give small gifts as rewards.

Step four. abstract

Work occupation

Driver driver teacher teacher farmer

Athletes, workers, workers and cleaners.

Doctors, managers, managers, dancers

Boss boss employee employee engineer engineer

Editors, designers, designers, journalists

Waitress. Waitress

Prison guard, prison guard, fireman and fireman conductor.

Accounting, accounting, sales staff, salespeople

Postman, postman, librarian

Policeman, policewoman, policewoman.

Teachers and students sum up the main points of this lesson together.

Step five. homework

1. Let the students master the key sentence patterns and phrases in this unit.

Let the students listen? Read the recording of the conversation to your parents or companions.

3. Let the students finish the task after class and communicate in the next class.

Blackboard Design Unit 5 What does she do? A letter? Let's talk about what your mother does. She is a TV reporter.